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WATER POLO Ball Handling Skills
A Guide to the Video Tape
by Tamas Farago
To order the video, call USWP at 719-634-0699
ABOUT TAMAS FARAGO
In the opinion of most international judges and players, Tamas Farago is the best athlete ever to play the game of water polo. Known for his amazing attacking and shooting skills, Farago was the main reason for Hungary's Olympic medal performances of 1972, 1976 and 1980.
At the 1976 Olympics, in Montreal, Farago was almost a one man show, scoring 22 of Hungary's 30 Olympic tournament goals. In the game that determined the gold medal, Farago scored four of Hungary's six goals, including the game winner with 20 seconds left on the game clock to defeat Italy, 6 to 5.
Water polo is Hungary's national sport, and games are played with the same intensity as football and basketball are in America. With its strong club system, Hungary is always considered a contender for a medal in any tournament. It is because of players like Tamas Farago that Hungary was able to win a medal at every Olympic Games from 1928 through 1980.
Today, Farago is a Doctor of Veterinary Medicine, runs a highly successful private water polo school for children in Budapest and coaches the Hungarian Jr. National Team - 1995 FINA World Jr. Champions.
For the Record: OLYMPICS: 1972 silver, 1976 gold, 1980 bronze. WORLD CHAMPIONSHIPS: 1973 gold, 1975 silver, 1978 silver. FINA CUP: 1979 gold. European Championships: 1974 gold, 1977 gold.
Introduction
To be good at water polo, you must be good with the ball. You must own
your own ball. You must get to know the ball by playing with it as much as possible so you can develop a feel for it. You must make it your companion and friend. If you do, the ball will be good to you in games.
TODAY, SPORTS ARE DEMANDING MORE CREATIVE PLAYS, ADVANCED PLAYS, ARTISTIC PASSES. However, before you can make the trick pass or trick shot - the flashy play - you need to have the fundamentals - the basics.
There are two types of fundamental ball handling skills. The basic and the creative. That's what I'm going to teach you in this video - the basic fundamentals and then the creative fundamentals. Some of the exercises you will see are not for use in a game. However, they will improve your game for the following reasons:
1. They are a great warm-up exercises.
2. They will improve your feel for the ball.
3. They will strengthen your fingers, finger tips, wrists, forearms and shoulders.
4. They will build your self-confidence and poise for pressurized game situations.
5. They will develop your ability to concentrate.
6. They will improve your coordination, hand quickness and general reaction time.
THE COORDINATION CORRELATION - The development of specific agility skills will improve your overall coordination. Under this theory, it is believed that skills using your head or feet will improve your hand skills by improving overall coordination.
For me, these exercises were a challenge. I wanted to break the routine and boredom of practice, to be creative, do something new and different. I never wanted to just be good. I wanted to be the best - which is a lot better than just being good.
To be the best you have to practice and practice and practice the drills I'm going to show you. They made water polo fun for me. They made me better. They'll be fun for you too.
**Tips from Tamas:** Practice does not always make perfect. What practice does - is to make the way you practice permanent. "Practice makes perfect" only when you use proper technique during practice.
The big thing to remember when you are doing these drills is to perform them with proper technique. Don't cheat to make them easier. Pay
attention to body and leg position and the proper arm motion. Remember to use your entire body for balance and power. You must be sure to hold the ball with strong-sensitive fingers. Finally, you must work hard on these skills. If you do, I guarantee that your game will improve.
Chapter 1: PICKING UP THE BALL IN THE WATER
**Tips from Tamas:** Try not to use a new ball in practice. Look for the old, worn out slippery balls. The old ones require better skills and techniques and will help you become a better player.
There are two basic methods of lifting the ball from the water: by placing the hand underneath the ball, and by placing it on top. The location of the ball and your body position will determine how you pick it up.
To pick the ball up from underneath, the palm of the hand - with fingers wide-spread and relaxed - is placed under the ball, and the opposite hand aids in supporting the body in the water.
Relax, Take the ball, DON'T GRAB or Squeeze it. Hold the ball in a loose grip with some space between the palm of your hand and the ball. The ball is then lifted to a position above the head by rotating the wrist in a half circle to allow the finger tips to take a position toward the back of the ball in preparation for the throw.
You must also practice and learn to handle the ball in this manner with both right and left hand.
To pick the ball up from the top, the palm of the hand, with fingers wide spread is placed on top of the ball. The ball is then pressed into the water and quickly released. As the hand is drawn away the pressure of the water underneath the ball causes it to rebound and stick to the palm of the hand. Then as the ball slightly clears the surface of the water, the wrist is rotated in a half circle to allow the hand to get underneath the ball.
**Tips from Tamas:** Never dribble the ball when you have the opportunity to pass.
To pick up the ball from a swimming or dribbling situation, you should always utilize both hands to control the ball with the two-handed transfer (although two hands are never actually in contact with the ball at the same time). When perfected, this technique gives you greater control over the ball than all other techniques.
The lead hand pushes, or hands off the ball to the throwing hand while the body is rotating into the proper throwing position. Once the ball is touched or controlled by the lead hand, you no longer need to look at the ball. Look around, look at the situation, look at the goalie - if the situation is no good, you can always put the ball back on the water and swim away.
The hand transfer from both a stationary position and while dribbling must be practiced over and over until perfected.
Picking up the ball with the back of the hand and rolling the ball into the palm is a creative technique that should be practiced to improve your feel for the ball and your coordination. If mastered, the back of the hand pick up is a useful skill that can catch both defenders and goalkeepers off guard.
It is also possible to pick up the ball with your feet with great effect. Over the years, I have picked up the ball, shot and scored in international competition with my feet. I don't recommend young players using feet in games because foot skills are 20 year skills (skills that take 20 years to master). However, foot drills are challenging, fun and will improve your game by improving your overall coordination and balance in the water.
Chapter 2. BALL HANDLING DRILLS
Tips from Tamas: The big thing to remember when doing ball handling drills is to always use proper technique.
1. The Finger Tip Tap. The finger tip tap drill is designed to strengthen your fingers and finger tips. Finger tip strength is essential for ball handling and throwing the ball with speed and accuracy. In this drill, the ball is tapped in the air from the finger tips, with arms straight.
In this variation of the tap drill, the arms are extended and elbows are locked. As the ball is tapped back and forth with straight fingers from the wrist, the arms move from horizontal to vertical positions.
This drill requires great concentration, especially when you take your eye off the ball.
2. Squeezing the Banana. Another finger and hand strengthening drill is squeezing the banana. In this drill the finger tips actually squeeze the ball into the air.
Slippery balls are definitely better for this one.
By moving the arms above the head, the arms and shoulders are also strengthened.
3. Behind the back pass. Passing the ball behind the back is a coordination and concentration drill which is the first step in mastering the "Around the World" drill.
4. Around the World. "Around the world" is a great drill for practicing the two handed pick up and learning to sense and control the ball without looking at it.
Because the "Around the World" drill is both a conditioning and coordination drill requiring tremendous concentration, it is one of the most beneficial of all the ball handling drills.
5. The Flip and Roll, Water-Wheel and Finger Spinning. The backhand flip and roll is a coordination and concentration drill that simulates the back handed pick up. It is also one of many drills that can be practiced during leg work, like the water wheel ……and finger spinning.
6. Head Drills. Balance and coordination in the water are essential for any water polo player. Few drills require more balance and coordination than balancing the ball on your head.
Head juggling is another drill that will improve your athletic agility and your game.
7. Foot Drills. Like head drills, foot juggling will improve your overall balance and coordination.
**Tips from Tamas:** Make the commitment to be a good water polo player and become dedicated to ball handling.
**Chapter 3: Throwing Techniques**
**Tips from Tamas:** Rebound boards are especially useful in developing proper throwing and catching techniques and should be used throughout the year
1. The Tap Drill. The first drill in this sequence of throwing techniques is the tap drill. The tap drill is a great warm up and coordination exercise that also develops finger and wrist strength - essential for all throwing techniques. The tap drill should be practiced close to the board and can be performed with two hands, one hand only and with alternate hands.
2. The Wrist Flick. The first true throwing technique in the drill sequence is the wrist flick. Beginning athletes should start fairly close to the board. As you develop you should move farther away. The wrist flick is not a shoulder throw. Shoulders are square to the board and don't move. The ball never goes behind the head and the throw is made primarily by a flick of the wrist and snap of the fingers. Like almost all throws in this sequence, the wrist flick should be practiced with both hands.
3. Full Arm Throw. When throwing the ball, with a full arm motion, it is important that you use your entire body. It should never be just with your arm. As the ball is taken behind your head, your torso and shoulder should rotate and generate torque for maximum power and speed. For accuracy the ball should move in a straight line from back to front. At the end of the motion, the wrist should flick and the fingers should snap. Concentrate and
focus on the target to ensure the ball returns to you consistently. A slight backspin should be on the ball.
4. **Catching.** To catch the ball, the fingers should be relaxed, spread wide and slightly bent at the joints. Do not attempt to stop the ball, but continue in the direction of the pass, bending back the hand at the wrist, with a light movement of the elbow or shoulder.
5. **The Sweep or Sling.** The sweep or sling resembles the technique of a discus thrower. Do not bend the elbow when sweeping. As with all throws that begin with the ball on the water, the ball should be picked up using the two-hand transfer technique. The ball is thrown with a straight-arm that sweeps low over the water. Rotation of the head, chin, shoulder and hips is what gives the ball velocity.
6. **The Screw.** Pushing or "Screwing" the ball while swimming, is a great way to make a quick pass or shot. The Screw should always begin with the non-passing hand assisting the pick up (the two-hand transfer). As the ball is handed back to the shooting hand, the shoulders and body rotate into shooting position. As the ball is picked up, it is slightly drawn back to the shoulder release position. As the ball is released, the arm shoots forward in a piston like motion.
7. **The T-shot.** Another spectacular and effective passing or shooting technique is accomplished by "Tee-ing" up the ball on one palm and shooting it off the "T" with the finger tips of the opposite side hand. The T-shot is relatively easy to learn, but is difficult to perfect and is the one throw that should only be used with the strong hand. As the ball is "Teed" up, the shooting hand and shoulder appear to be doing a normal crawl recovery stroke. The fingers then fly forward in a quick motion toward the ball. The shooting arm and shoulder continue to follow through after the ball is shot off the "T". The advantage of the "T - shot" is the element of surprise.
8. **The Half-Backhand.** To be a complete offensive player you should master the backhand with both right and left hand. The backhand progression begins with the half-backhand. The throw originates in the shoulder, with the elbow and wrist following.
9. **The Backhand Wrist Flick.** The Back Handed Wrist Flick is thrown from a straight-arm which is stretched out across the water at a 90 degree angle to the direction of the throw. While the elbow is straight, it is turned toward the direction of the throw. The advantage of the wrist flick is its quick release and short-range accuracy.
10. **The Backhand.** The backhand can be taken with either a bent or straight arm. Backhanded shots are thrown with a great deal of velocity because of the body torque, but are sometimes hard to control. However, as experience is gained through practice, a great deal of control can be achieved.
11. The Forward Volley. The faultless execution of the forward volley from a pass requires great ball handling skill and a flawless sense of timing. Anticipating the pass, the player rises out of the water with vigorous leg action. Concentration is the key to calculating the precise spot and moment to touch the ball. The start of the throwing action almost coincides with the completion of the shot.
12. Head & Foot Volleying. Using the rebound board for head and foot juggling will develop and improve coordination and will make you a better player by improving your overall hand eye coordination.
13. Passing Practice. After you have mastered the basic throwing techniques on the rebound board, practice passing all the drills demonstrated in the video on the rebound board with a team mate.
**Hungarian golden rule of passing:** Pass the ball that you would like to catch!
14. Shooting Practice. You can also practice shooting with your teammates. Shoot five or ten consecutive shots while another player blocks the ball and returns it to you. Then trade places. Be sure to move to simulate game situations by moving and faking.
Shooting requires more power than passing. Power is partially determined by the distance the arm travels from the start of the throw to the follow through. The distance the arm can move is in turn determined by body balance and torque, or how much the body is used to assist the arm.
Shots can be simple or complex, but it is essential that all shots be perfectly executed with pinpoint accuracy.
Practice, experiment and develop your own techniques to score in specialized game situations.
15. Faking. Faking is the art of deception. A fake must make the goalie and/or a defender think you are shooting or passing. If they are not deceived, the fake is no good. You can fake with your arm, shoulders, chest, hips, eyes or any combination. Any solution that deceives the goalie is good.
You must fake to avoid telegraphing shots and passes. To be good at faking you have got to practice at every opportunity, particularly during passing and shooting drills with teammates and when practicing on your own.
Faking techniques include:
1. Arm only fake (ball moves)
2. Shoulder and arm combination fake
3. Shoulder, arm and head combination
4. Chest, hip, head combination (everything moves except the arm and ball)
5. One shot to another (example: hard shot to lob shot)
6. One location to another (example: fake low left, shoot high right)
7. Fake a pass, then shoot or fake a shot then pass
**General tips to remember when faking:**
1. Always use your eyes deceptively.
2. Make every movement different - get the goalie out of rhythm.
3. Always attack while faking (move in or to the side). Work for a better shooting angle, to get the goalie out of position, or to create a better angle for a teammate.
4. A lob shot is not like a basketball shot. It must come off a fake. No fake - no lob! A lob shot should be taken with the wrist and fingers from a high extended arm position.
**Hungarian proverbs:** A goalie is never more clever than a shooter! A good shot is one that goes in the goal!
**Chapter 4: Dry Land Drills**
**Tips from Tamas:** You don't need to be in the pool to practice water polo. You can improve your game at home, in front of the TV, or in your backyard, with drills that will improve your ability to perform with the ball in the water.
**Stretching & Warm Up Drills**
1. Back and Forth (standing erect, first handing off the ball from one hand to the other, then passing the ball.
2. Swinging the Pendulum (bend at the waist, swing the ball like a pendulum from hand to hand with maximum shoulder stretch. Gradually increase stretch and the speed of the swing.
3. Shooting motion. With left foot foreword, toe pointing forward, right foot a comfortable distance back, toe at 90 degree angle, knees slightly
bent - hold the ball high and to the back. Simulate the proper throwing motion moving the ball from back to front with the right hand. Repeat from the left side - develop a rhythm.
4. Tap/Bump/Spin - Play with the ball.
Strengthening and Coordination Drills
5. Squeeze the banana (squeeze, don't tap)
6. Tap drill (elbows locked, above the head, lower and raise arms while tapping)
7. Around the world
8. Head roll (from eyebrows to the back of your head)
9. Hand rolls (two hand "water wheel" and the backhand flip)
10. Finger spinning
11. Head and Foot balancing and juggling
**Tips from Tamas:** The number and variety of dry land drills with the ball is limited only by your imagination.
Wall Exercises
1. Tap (two hand, one hand, alternate)
2. Wrist flick (throw from the wrist, snap the wrist and fingers with little or no arm movement)
3. Shoulder throw (proper foot and body position – torque)
4. Sweep or Sling
5. T-shot (strong hand only)
6. Screw
7. Backhand (close, far - two hand catch, one hand catch)
8. Volleyball
Chapter 5: Specialized Swimming For Water Polo
**Tips from Tamas:** Water polo is a game for swimmers and the better you swim, the better you will be as a water polo player.
In water polo games the crawl stroke is used more than any other stroke...but other strokes are used to develop strength, coordination and a feel for the ball and water in young players.
1. Butterfly. Although never used in a game, a modified butterfly with the head out using a butterfly, flutter or breaststroke kick will develop strength and conditioning. The butterfly is also a preparatory exercise for the arm position in dribbling.
2. Breaststroke. The importance of breaststroke in water polo should not be minimized. Virtually every start, lunge, shot or pass starts with the breast or side strokes. Breaststroke for water polo differs from the competitive style in that the legs are more vertical and push the swimmer up rather than forward.
3. Backstroke. When a player wishes to view the game situation behind him without interrupting his forward progress, the backstroke is used. Again, the angle is more vertical with the head and shoulders held high for a better view and the legs are lower in the water. The arm stroke is accelerated to maintain the high body position and swimming speed. The scissors or breaststroke kick may also be used.
4. The Trudgeon. The Trudgeon stroke, or head out crawl with a scissors kick, should also be practiced to prepare for stops, quick starts and turns.
5. The Sidestroke. The over arm sidestroke, with a strong scissors kick, remains the basic stroke for fast starting and turning.
6. Changing Directions. Water Polo is a game of quick starts, stops, turns and multiple changes of direction. Changing direction is accomplished by executing a fast body turn. The knees are drawn into the chest. The hands scull to change the body's position and direction as the legs prepare for a powerful starting scissors kick. It is essential that the turn be executed quickly in order to save time and produce a fast overall view of the new situation.
**MORE TIPS FROM TAMAS**
If you can't concentrate, you won't play instinctively in the pool and you won't know what's going on. You won't be able to break down concepts or understand game situations. These drills will help you learn to concentrate.
Water polo is a game of habit, learn to react, anticipate and always strive to the limit of your abilities.
The player who is content just to get by in practice will, in games, cheat himself and his teammates.
You can't go full speed in a game if you're not willing to go full speed in practice.
Desire - If you want to be good, you have to have that inner drive to be the best you can be.
Drive to push through that pain barrier when performing these drills and in practice.
Make sure you have the fundamentals before you try a deceptive pass or shot!
When your frustrated, and want to give up, that's when you do the drill again and again. Break through that frustration and pain and you will improve.
Water polo is a thinking person's game - so think!
How do you get better? If you make 50 passes in practice - of course try to do them right. Then when you get ready for bed at night, close your eyes and make another 50 passes - but this time, strive for perfection.
Use your imagination, there are an infinite variety of drills, passes and shots. Some have yet to be developed.
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Activity One - Discussion Questions:
There are four generations currently in employment. Studies have revealed that there are bigger gaps than ever between the generations. What have you noticed yourselves? Answer the questions with a partner.
1. How many different generations do you think there are in the world at the moment?
2. What characterizes each generation in your opinion?
3. What do you think could have contributed to this new generation gap?
4. Is it important to get different generations working well together?
5. What challenges does this pose to the organisation?
6. What strategies or policies within your organisation are needed to adapt to the needs and expectations of these different generations, to optimise their interaction, to manage them?
7. What do you think the next generation will be like?
8. In your opinion, what is the biggest challenge when interacting with different generations?
Activity Two - Comprehension Questions:
Read the article below and answer the comprehension questions.
Edited from http://www.bbc.com/capital/story/20171221-the-legitimate-concerns-of-snowflake-workers
The snowflake generation
The word has become so popular it was added to the Oxford English Dictionary in January 2018.
The experts say snowflake is "now used as an insult to describe someone who is 'overly sensitive or as feeling entitled to special treatment or consideration'".
"The word in fact once had positive connotations and was used to describe children with a unique personality and potential."
"Every generation gets offended by different things but my friends who teach in high school tell me that their students are very easily offended."
It's easy to ridicule millennials but while 'snowflake' bashing remains popular it may eventually prove to be a very stupid business move.
If you believe half of what you read online people born between 1980 and 1999 have simultaneously cultivated an entitlement to perfectly ripe avocados, while flatly refusing to learn how to spell.
But by 2020, half of the workforce will be made up of this mocked millennial generation so it seems that any employer willing to alienate such a large number of workers won't last too far beyond 2030. They won't have the staff.
The now infamous 'snowflake test' – a 30-point pre-screening checklist devised by the CEO of an American marketing agency – suggests some employers are far from ready to meet younger workers even half way.
The quiz went viral for its supposed no-nonsense approach to dealing with ‘whiny’ workers. Would-be applicants should be quizzed on their attitude to bullying, sick leave, criticism, even coffee choices, the test suggests. But it reads more like a list of personal grievances than any sort of useful employee suitability test.
Implicit in the test is the assumption that organisations are being forced to indulge every millennial whim. There’s scant evidence to actually support this though.
In fact, consultant, PwC noted in its Millennials at Work study that this generation genuinely value honest feedback, progression opportunities, flexible working and access to good technology to boost productivity. Hardly the profile of an entitled slacker.
So, in my view, organisations should adapt for millennials, but not pander to them.
Tech giant, Apple - one of the best at attracting talented millennials according to the study - doesn’t do it. Their culture is mature but friendly. The PwC study found that Apple attracts and retains millennials better than most because they’re forward-looking and “naturally innovative”.
Yes, firms that completely fail to adapt for millennial preferences will lose out on talent. Younger workers feel no obligation of loyalty to a firm that fails to meet their needs. PwC found that more than half expect to have more than six employers in their life.
But since older Millennials are now entering the senior managerial ranks, I feel they can and should play a part in ensuring their own organisation doesn’t alienate young talent. If they don’t, they will just end up moaning about the new intake like every generation does.
If the ‘snowflake test’ was intended to highlight the ‘problem with millennials’, it missed the mark.
If a recruiter really wanted to discourage so-called snowflakes from applying, perhaps they need ask just one question.
“Do you suffer from any workplace related anxieties?”
**Comprehension questions**
1. What is the snowflake generation?
2. What is the snowflake test?
3. What is meant by «scant» evidence?
4. What should organisations do with millennials?
5. What does the tech giant Apple do better than most organisations?
6. What is the one question organisations should ask?
**Activity Three** – With a partner or in a team try to use as many of the worlds in bold from the text in different sentences.
Activity Four - Future Tense Review.
The FUTURE TENSE indicates that an action is in the future relative to the speaker or writer. The future tense employs the verbs will or shall with the base form of the verb:
- She will leave soon.
- We shall overcome.
The future is also formed with the use of a form of "go" plus the infinitive of the verb:
- He is going to faint.
English can even use the present to suggest the future tense:
- I am leaving later today.
Note that the auxiliary will can be combined with "be" and a progressive form of the main verb to create a sense of the future that does not infer any hint of insistence (which is possible with the auxiliary alone). For instance, if stress is placed on the word will in "When will you arrive?", the sentence can sound impatient, insistent. In "When will you be arriving?" there is less of that emotional overtone.
The construction form of to be + infinitive is used to convey a sense of planning for the future, command, or contingency.
- There is to be an investigation into the Director's financial affairs.
- You are to be back at the office by two pm.
- If he is to pass this exam, he'll have to study harder.
To create a sense of imminence, the word about can be combined with the infinitive.
- He is about to be promoted.
The FUTURE PERFECT TENSE indicates that an action will have been completed (finished or "perfected") at some point in the future. This tense is formed with "will" plus "have" plus the past participle of the verb (which can be either regular or irregular in form): "I will have spent all my money by this time next year. I will have run successfully in three marathons if I can finish this one."
| Singular | Plural |
|---------------------------|-------------------------|
| I will have walked | we will have walked |
| you will have walked | you will have walked |
| he/she/it will have walked| they will have walked |
| Singular | Plural |
|---------------------------|-------------------------|
| I will have slept | we will have slept |
| you will have slept | you will have slept |
| he/she/it will have slept | they will have slept |
| Singular | Plural |
|---------------------------|-------------------------|
| I will have been | we will have been |
| you will have been | you will have been |
| he/she/it will have been | they will have been |
- By this time next week, I will have worked on this project for twenty days.
- Before he sees his publisher, Charles will have finished four chapters in his new book.
- A Democratic president will have been in the White House for nearly half of the twentieth century.
- How long will it have been since we were together?
The FUTURE PROGRESSIVE TENSE indicates continuing action, something that will be happening, going on, at some point in the future. This tense is formed with the modal "will" plus "be," plus the present participle of the verb (with an -ing ending): "I will be running in next year's Boston Marathon. Our campaign plans suggest that the President will be winning the southern vote by November."
Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs. If you wish to review that concept now, click HERE.
| Singular | Plural |
|-----------------------------------------------|---------------------------------------------|
| I will be walking | we will be walking |
| you will be walking | you will be walking |
| he/she/it will be walking | they will be walking |
| Singular | Plural |
|-----------------------------------------------|---------------------------------------------|
| I will be sleeping | we will be sleeping |
| you will be sleeping | you will be sleeping |
| he/she/it will be sleeping | they will be sleeping |
There is no future progressive for the "to be" verb. "Will be being" is expressed simply as "will be": "We will be being happy."
- By this time tomorrow night, I will be sleeping in my own bed.
- Next fall, we will be working with all the young people we recruited last spring.
- Will we be spending too much money if we buy that big-screen TV?
The FUTURE PERFECT PROGRESSIVE TENSE indicates a continuous action that will be completed at some point in the future. This tense is formed with the modal "WILL" plus the modal "HAVE" plus "BEEN" plus the present participle of the verb (with an -ing ending): "Next Thursday, I will have been working on this project for three years."
Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs. If you wish to review that concept now, click HERE.
| Singular | Plural |
|-----------------------------------------------|---------------------------------------------|
| I will have been walking | we will have been walking |
| you will have been walking | you will have been walking |
| he/she/it will have been walking | they will have been walking |
| Singular | Plural |
|-----------------------------------------------|---------------------------------------------|
| I will have been sleeping | we will have been sleeping |
| you will have been sleeping | you will have been sleeping |
| he/she/it will have been sleeping | they will have been sleeping |
There is no future perfect progressive for the "to be" verb. "Will have been being" is expressed simply as "will have been": "By this time next year we will have been being on this committee for a decade."
- By the time he finishes this term, Jane will have been studying nothing but English for four years.
- Will they have been employing people from our generation before we even get there?
Activity Five - Discussion.
Discussion questions.
Read and discuss the following questions with your partner - ANSWER USING THE FUTURE TENSES. Use as many different future tenses in your answers as you can.
1. Do you agree that there is a snowflake generation and if you think by 2020 there will have been more ‘snowflake generation’ employees in companies than other generations?
2. By 2020 this term will have been used for over twenty years, do you think things will change from then?
3. How long do you think people will have been thinking they have had a sense of entitlement by the year 2025?
4. What age do you think the snowflake generation will be working / will have to work until?
5. We will have known about the term ‘snowflake generation’ for several years soon. Do you think that what we will have learned about this generation will help us to deal with future generations?
Activity Six: Comprehension activity. Watch the video and answer the questions.
Mash Report : The Millennial SNOWFLAKE Generation? : BEST EDIT : Rachel Parris
https://www.youtube.com/watch?v=F70x1IxCGRI
Comprehension questions:
1. What is a ‘snowflake’?
2. Why have Millennials gained a reputation of being lazy and entitled?
3. What does Parris say Millennials like to spend money on?
4. Why was Lily Allen branded ‘snowflake of the year’ by The Telegraph?
5. Why does Parris sarcastically call Ghandi ungrateful?
6. Give two possible reasons why Millennials cannot be said to be entitled.
7. How does Parris bring across irony in her speech?
8. What is your opinion? To what extent can the youngest generation be described as snowflakes?
Activity Seven: Rôle Plays.
Act out one of the following role plays with your partner or group.
1. You are training a younger team member about an important process at work. They get offended about lot’s of things that you say because they seem to be very over-sensitive.
2. You are the manager of a team and you are having a meeting with one or several young team members. They refuse to carry out your strategy because they don’t agree with it. A tense discussion ensues.
3. You are an HR manager training one or several people about how to handle the new generation.
4. You are a young person in a job interview. The questions seem to be designed to test you, to see if you are a ‘snowflake’. You really try to prove that you are not.
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Information on Covid-19 for children
Parent to Parent
connect • inform • support
Covid-19 is the name of the illness a lot of people around the world are getting at the moment.
Lots of people are catching it because it is new, but there are scientists all around the world working very hard to understand how it works so we can create medicines.
In New Zealand we are listening to the government about how to keep everyone around us safe and not let Covid-19 spread around too many people.
This means that we need to stay at home unless there is a very important reason to go out, such as getting food or medicine.
Some adults have to still go to work because their jobs are providing food or medicine.
The best way children can help is to wash your hands with soap and water and tell your parents/caregivers if you feel ill or if you are worried.
It is normal to be a bit scared or worried about this. It is a very unusual situation.
Remember that even though we might not be able to visit our friends and family we can still talk to them on the phone or the internet. Ask your parents/caregivers about maybe having a video chat with your friends and family.
Things are going to look a bit different now.
Meetings and visits might be online through video chat or a phone call.
If you have to go out for essential things, people might be wearing masks and gloves – this is to protect other people from the virus as well as themselves.
If you or your family have to go and get tested for Covid-19, it might look a bit scary with people in protective equipment.
It is OK to feel worried when people are all dressed in suits and masks, it does look strange.
Your family might be cleaning a lot more at home, even things like door handles and light switches.
This is to stop the virus from spreading so it might seem weird but it’s a good idea.
While we are staying at home, we should only spend time with the people in our ‘bubble’ – these are the people you live with at home. They could be your parents/caregivers, or your brothers or sisters.
Stay safe in your bubble and we will all get through this together. Kia kaha.
Self-isolating with children: Tips for parents
Parent to Parent
connect • inform • support
Tips and tricks for self-isolation
- Keep a daily routine to give children a sense of structure that they understand.
- Use a visual schedule if it is suitable for your child.
- Don’t feel like you must replicate a school day at home, kids learn in all sorts of ways – some ideas of how you can continue learning at home are:
- playing board games together
- reading books, both schoolbooks and library books
- learning life skills such as: doing the washing, daily household chores
- Planning a weekly menu, giving your child a budget and then letting them do the online grocery order
- keeping a daily diary
• Take regular breaks and time off screens.
• Get outside in the fresh air, even if it’s just to sit in the garden and look at shapes in the clouds.
• Slow down. No school run, no after-school clubs and sports. Dinner together as a family. Evening board games or reading together. Take the time to relax and just hang out together.
• Limit media and news intake. There is a lot of information that might be scary for children. Keep updated with the situation using the Ministry of Health but try and avoid 24hr news overload.
• If possible where there is another adult in the house, work in shifts to supervise the children so everyone gets a chance to have a break
• Challenging behaviour is likely to happen more than usual. This is normal and understandable. Try and take a breath, count to 10 and pick your battles.
• Remember your children are having their world turned upside down so in the case of challenging behaviour take a minute to see what’s really bothering them, it might be something you haven’t even thought of.
• If you can, lock yourself in the bathroom for 5 minutes to catch your breath.
• Take care of your own mental health. You are doing the best you can in a tremendously difficult situation. If you feel overwhelmed there are support lines you can call. On the next page is a link to a list of some of the services available in New Zealand that offer support, information and help. All services are available 24 hours a day, seven days a week unless otherwise specified.
Helplines
A list of National helplines is available on our website – click here to view.
Activities
A list of activities for kids to do when stuck at home is available on our website – click here to view.
We will be adding to this list for the whole of the Rāhui (lockdown). All the sites will be checked over by our Information Officers to ensure they are suitable for children, and we will note age range where appropriate along with a short blurb about what the website contains.
Parent to Parent is here for you and your whānau.
Our Information Officers and Researchers can provide accurate information and strategies for you and your children, and our Regional Co-ordinators are working on ways to support parents while we can’t meet face to face.
For free, confidential information and strategies on supporting your loved ones and keeping yourself safe and well, contact us on:
www.parent2parent.org.nz
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BCA members present: Gene Armstrong, Josh Arneson, Amy Grover, John Devine, Jen Dudley-Gaillard, Ron Lafreniere, Brenda McKeown, Sharon Murray (5:55 p.m.) Rich Reid
BCA members absent: Paula Gervia
Also present: Ray Atwood, David Parot, Pete Siegel, Guy Andrews, Linde Emerson; Assessor Assistant, Kermit Blaisdell; Assessor
The meeting was called to order at 5:45 p.m.
BCA members:
- Took the BCA members’ oath.
- Appointed Chair: Amy made the motion “to appoint Brenda McKeown as the chair of the Board of Civil Authority.” Jen seconded. There was no further discussion and the motion passed (8 - 0).
- Jen made the motion “to accept the minutes of May 11, 2015.” Gene seconded. There was no further discussion and the motion passed (8 - 0).
- Reviewed statutory procedures and timelines.
Gene made an addition to the agenda; public comment.
Public Comment:
David Parot requested information on the process for grieving assessed value to share with his condominium association. Kermit reviewed the grievance process and timeline. Kermit noted that next year will be the end of a 5 year appraisal cycle and all property owners will be notified of the grievance process and timeline. Amy noted there was a PDF on the process from the VT Institute for Government that she would send to Mr. Parot.
The assessor assistant, assessor, and appellant all took and signed oaths as required by statute.
Ray Atwood – 3582 Theodore Roosevelt Highway
BCA members reviewed documentation:
- Duplex with commercial building in back, on 1.4 acres.
- Assessment prior to Lister Hearing was $390,800, assessed value lowered to $369,500.
Mr. Atwood stated that:
- He was protesting value of his property, and shared pictures from Irene.
- Flood insurance would cost $8,400/year
• He asked Guy Andrews to attend and provide information to the BCA.
Mr. Andrews stated he was a certified appraiser in the state of Vermont, appraising real estate since 1996, and stated that:
• Flood zone property is a form of external depreciation, virtually 99.9% of the time is incurable.
• The external component, in this instance the flood zone, adversely impacts the land and improvements.
• He had called another assessor, Ed Klodfelter, who had assessed both Richmond and Northfield, who stated that he had given a 50 – 60% reduction in assessed value of properties in the flood zone.
• He had called Cy Bailey at PVR and asked if there was a protocol for assessing homes in a flood zone. Mr. Bailey stated that the state was encouraging assessors to lower assessments in those areas as they recognize the external component (flood zone) and burden of high flood zone insurance premiums.
• Buyers want clean, safe, and quiet or will expect a discount from the affected property.
• Mr. Atwood’s property is a classic example of property adversely impacted by several forms of external components; I89 traffic, Route 2 traffic, railroad traffic, close proximity to town garage, and the flood zone.
• He was suggesting that the assessment on land and development be reviewed to be sure that external components were being addressed.
Kermit asked if Mr. Andrews had appraised the Atwood property. Mr. Andrews said no he had not developed an opinion of value, and was here as a consultant.
Kermit stated that:
• Mr. Atwood’s property had nearly a 50K reduction with a $21,300 reduction after the Lister’s Hearing, as well as reductions to all the other properties in the neighborhood with a lower neighborhood multiplier.
• There had been only one sale in the neighborhood – garage structure across Route 2.
Mr. Atwood stated that:
• The numbers were wrong, there was not a 50K reduction.
• He did not feel it was a fair appraisal, and showed a sales contract from before Irene 400K. Mr. Atwood stated the he lost the sale when the buyer backed because of restrictive zoning in town; the zoning regulations are too restrictive for a town this size.
• The property had been for sale since then, beginning at 490K, he will lower the price 50K and then will continue to lower it to try to sell it.
John asked how good the insurance was for $8,400. Mr. Atwood stated that his knowledge was that he would be fighting forever to try to get any money. John asked if he had flood insurance before. Mr. Atwood stated no. It was noted that without flood insurance, property owners would be unable to secure financing.
Brenda noted:
• The BCA cannot address the zoning piece, and asked if Mr. Atwood wanted to share any other information for the record before the meeting was closed. Mr. Atwood stated that he didn’t know if anyone knows what the property is worth, he just wanted it to be fair and fair to everyone else in the flood zone, the land value of 93K needs to be reviewed, and that the BCA should inspect his cellar – it was wet.
• At least three members of the BCA must inspect the property; John Devine, Gene Armstrong, Rich Reid, Josh Arneson, Brenda McKeown (if available) volunteered to do the site inspection.
• The inspection committee has 30 days from the date of the hearing to complete the property inspection and report back to the BCA.
ACTION: Site visit scheduled for 8 a.m., Wednesday, July 22, 2015.
The next scheduled meeting of the BCA will be on Monday, August 17, 2015 at 5:45 p.m. to receive the report of the inspection committees and render appeal decisions within 15 days.
No other business was brought before the board at this time.
Gene motion to close at 6:35 p.m. The meeting was adjourned at 6:35 p.m.
Attest: Amy Grover, Town Clerk
Minutes are unofficial until approved. These minutes were read and approved on:
August 17, 2015 Date
Brenda McKeown For the BCA
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation.
3. Database: An organized collection of data stored in a computer system.
4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them.
5. Encryption: The process of converting information into a coded form so that it can be securely transmitted or stored.
6. Hashing: A technique for mapping data of arbitrary size to fixed-size values.
7. Interface: A way for two systems to communicate with each other.
8. Object-Oriented Programming (OOP): A programming paradigm that emphasizes the use of objects to represent real-world entities and their interactions.
9. Protocol: A set of rules that govern how data is transmitted between two systems.
10. Query: A request for information from a database.
11. Security: The protection of data from unauthorized access, modification, or destruction.
12. Software: A set of instructions that tell a computer what to do.
13. System: A collection of hardware and software components that work together to perform a specific task.
14. User Interface (UI): The part of a computer program that interacts with the user.
15. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
16. Web Application: A software application that runs on a web server and is accessed through a web browser.
17. XML: eXtensible Markup Language, a markup language used for structuring and storing data.
18. API: Application Programming Interface, a set of rules and protocols for building software applications.
19. Cloud Computing: The delivery of computing resources over the internet.
20. Big Data: Large volumes of data that require specialized techniques for analysis and management.
21. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data and make predictions or decisions without being explicitly programmed.
22. Natural Language Processing (NLP): A field of artificial intelligence that focuses on enabling computers to understand, interpret, and generate human language.
23. Robotics: The design, construction, operation, and application of robots.
24. Internet of Things (IoT): The interconnection of physical devices, vehicles, appliances, and other items with sensors, software, and connectivity that enables them to exchange data and perform actions autonomously.
25. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data.
26. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively.
27. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems.
28. Deep Learning: A subset of machine learning that uses neural networks with multiple layers to learn and make predictions.
29. Neural Networks: A class of machine learning models inspired by the structure and function of the human brain.
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Forest Flow is now entering its 4th year of research!
Intense land use and climate change is increasing concern and pressure on water use worldwide. Understanding how water flows through the land is essential to make the best use of water resources while maintaining environmental health. The 5-yr Forest Flow MBIE Endeavour programme focuses on planted forest’s role, mainly radiata pine, in supplying water in the landscape.
By using an integrated series of ground sensors and remote sensing (See Page 2), Forest Flows seeks to quantify planted trees water use, catchment water storage and release, in planted forests. We seek to answer the questions: Where is the water? Where is it going? And who gets to use it.
This newsletter will outline our activities this last year, first results, and what is to come in 2023!
Forest Flows has established 10 research sites throughout the country (Fig. 1). Two wireless sensor networks – Scion’s FlowLab and NIWA’s LoRA were installed at six sites and they have been running for over a year. The 1,717 sensors across six sites generates over 360,000 observations every 24 hours, which totals 130 million data points in the year! Figures 2 and 3 show examples of the data being collected from the trees and soil, respectively. Few studies in the world have such an intensive set of measurements of forest hydrology.
**Figure 2:** Example of electronic dendrometer tree stem growth data (mm) measured at 5-minute intervals from four trees in one plot over nine months showing a range of growth rates over the period.
**Figure 3:** Soil volumetric water content (m$^3$/m$^3$) measured at 5-minute intervals at three different depths from one plot over one year showing the complexity of soil water movement, especially during (peaks) and after rainfall events.
To manage the huge amount of data being transmitted from the forest, Scion built the Kafka Big Data Pipeline (Fig. 4). It enables us to seamlessly stream, clean, store and summarise data arriving in near real-time. The University of Waikato TAIAO programme (Time-Evolving Data Science/Artificial Intelligence for Advance Open Environmental Science) is developing machine learning tools to analyse the data in near real-time and provide early insights into the key hydrological processes in planted forests. This approach can be readily applied to other environmental monitoring projects and large datasets.
**Technological Developments**
SlimSAR is the keystone technology for the programme. It is a new type of radar (Fig. 5) from the USA that uses two wavelengths (L- and P-Band) to penetrate the forest canopy and measure soil moisture to a depth of 1m. This technology will help New Zealand to:
1. Accurately map variation in soil moisture (thus, soil texture and depth) spatially across the forest.
2. Precisely scale up terrestrial measurements.
3. Identify key hydrological changes in planted forests over time.
The University of Auckland and University of Southern California have completed two campaigns collecting radar measurements from our main six research sites and are working to create fine-scaled soil moisture maps. Comparing measurements from the first (dry soil) and the second (wet soil) campaigns will give us new insights of soil & hydrological properties and how water storage changes across each catchment.
Stakeholder Engagement
Forest Flows held a series of in-person and virtual workshops in the Tararua and Masterton Districts; two case study sites that are near two research sites. Attendees included farmers, foresters, iwi, NGO’s, local councils, and other interested parties. From these workshops, we learnt the various views people had about water, trees, and planted forests.
Attendees asked questions on related topics including land use, forestry, carbon forests, water, and central government policy. Learning at the workshops went both ways!
Stakeholders expressed that they wanted science-based management of their natural resources and were looking forward to utilising the results from Forest Flows, especially from the nearby research sites.
Survey Results
To get more information about how local communities viewed water, trees, and planted forests, we conducted a telephone survey in the Tararua and Masterton districts, as well as the Far North/Te Hiku District.
These are some of the initial findings from the survey.
The Main Motivations for Planting Trees
1. SOIL EROSION MITIGATION OR PREVENTION
2. SHELTERBELTS
3. PRE-EXISTING TREES
4. BIODIVERSITY AND TERRESTRIAL CONSERVATION
PERCEIVED LIKELIHOOD OF ENVIRONMENTAL RISK BY CASE STUDY SITE
- Drought was perceived to be the main environmental risk in all sites
- 21.5% = Far North
- 19.9% = Tararua
- 23.6% = Masterton
More survey results will be released soon!
Forest Flows has data flooding in. With this, science delivery will be our focus in 2023. We will be busy with:
**Analysing**
data we’ve received from the field and the survey
**Conducting**
more workshops with stakeholders
**Sharing**
more results with our stakeholders, on the website, articles, and research papers
In 2022, Forest Flows research was published in three scientific journals:
- **Is the reputation of Eucalyptus plantations for using more water than Pinus plantations justified?**
- **Evaluation of Multiscale SMAP Soil Moisture Products in Forested Environments**
- **A systematic review of participatory integrated assessment at the catchment scale**
More can be found on our website: [https://www.forestflows.nz/](https://www.forestflows.nz/)
Forest Flows now has a dedicated website:
[https://www.forestflows.nz/](https://www.forestflows.nz/)
The website will be our main way to share our latest updates, learnings, and publications. New information will added regularly, so keep an eye out!
On behalf of the Forest Flows team, thank you for your interest and support of the programme.
Dr. Dean Meason
Programme Leader
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OBJECTIVES
• Students will learn that animals have different body coverings depending on what class they belong to:
o Mammals - fur or hair
o Birds - feathers
o Reptiles - dry scales
o Amphibians - moist, smooth skin
o Fish - wet, slimy scales
BACKGROUND INFORMATION
• Many cats, such as leopards, jaguars, ocelots, and cheetahs wait, camouflaged among the leaves, until their prey is within striking distance.
• Baby animals sometimes have spots to keep them hidden while they are otherwise defenseless. A deer fawn will lie perfectly still curled up on the forest floor, and remain undetected by predators that may pass.
• Ground-nesting birds, such as whippoorwills, woodcocks, plovers, and quail, have feathers with patterns that make them blend into the leaves or underbrush. Their eggs are brown in color to help with camouflage as well.
• Types of Body Coverings
o So we can study them more easily, animals are grouped into classes according to their characteristics.
o One of the main characteristics that is used to distinguish one class of animals from another is type of skin covering. Mammals have hair or fur, birds have feathers, reptiles have dry scales, amphibians have soft, moist skin, and fish have wet, slimy scales.
o Although each skin covering is useful in many ways, the focus of this information is how various colors and patterns help an animal’s chances for survival.
o Animals often find it necessary to hide in order to escape enemies or to catch something to eat. Skin that helps an animal blend into its surroundings is an obvious advantage for both predators and prey.
• Body Coverings that Help Hide Animals
o Birds and mammals that hide among the bushes often have spotted skin. Up close, their coats look like patches of sunlight in a forest.
PROCEDURE
• Give each student a copy of the “At the Zoo I Saw…” worksheet.
• Ask them to predict how many animals they will find with each type of body covering; record their predictions for comparison after the trip.
• Instruct the students to make tally marks in the appropriate boxes as they walk around the zoo.
• When they return to the classroom, students can count their tally marks, and compare the actual numbers with the predictions they made before the trip.
RECOMMENDED ASSESSMENT
• Check to be certain each student has found an animal for each category listed on the attached worksheet.
EXTENSIONS
• I Spy: While small groups of students are walking through Dr. Diversity’s Rain Forest Research Station, give them a few minutes to choose an animal that will be their “secret animal.” When everyone has chosen, let them take turns giving clues about their animals until someone guesses the identity of their “secret animal.”
AT THE ZOO I SAW...
Learning about animal body coverings
Name ____________________________
Animals with fur
Animals with dry scales
Animals with wet scales
Animals with feathers
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Learning doesn’t take place only in classrooms. It can happen at home, in a library, a bookstore, or an afterschool program—anywhere, really.
So we’ve developed
**The Wimpy Kid Movie Diary Teaching Guide**
Engage Students with:
- Differentiated instruction that helps you support all your students!
- The integration of high-interest subject matter with your existing curriculum!
Correlated to Standards and Benchmarks!
The instructional content of this Teaching Guide is aligned with
- McREL’s Viewing Standards and Skills
- NAMLE’s Core Principles of Media Literacy Education
- NCTE’s Definition of 21st-Century Literacies
- The Film Foundation’s National Film Study Standards
This Teaching Guide is also available for download at www.wimpykid.com and www.amuletbooks.com
Use these questions to encourage students to recall and reflect upon the wealth of information and ideas in *The Wimpy Kid Movie Diary*. Although some students may have already seen the movie, doing so is by no means a prerequisite for joining the conversation. The questions themselves are organized in ascending order according to Bloom’s Taxonomy—although you’ll notice that its highest level, Creating, is covered in the activities in the following pages.
**REMEMBERING**
**Activate Prior Knowledge:** To kick things off, consider having volunteers provide background on the book *Diary of a Wimpy Kid* by recounting key story elements such as its plot, setting, and main characters. Then follow up by having them “narrate” the movie stills that appear throughout *The Wimpy Kid Movie Diary*, such as those in the “Page to Screen” section. *(p. 152)*
**Identify:** What were some changes, additions, or deletions that were made to the film? What were the reasons for these changes? For example, why was the Sweetheart Dance created, and why was the scene of Greg chasing the kindergartners replaced? *(pp. 110, 128)*
**Recall:** Who are Zach Gordon and Thor Freudenthal, and what were their contributions to the film? *(pp. 14, 18, and throughout)* Why did it make sense to cast twins for the role of Manny? *(pp. 36–37)* How did the filmmakers get them to cooperate during the school play scene? *(pp. 108–109)* Name events and conditions that needed to be “faked” during the movie’s production. *(e.g., pp. 126–130)*
**UNDERSTANDING**
**Clarify:** What’s the difference between film and video, or a film camera and a video camera? *(p. 117)*
**Practice Visual Literacy:** What aspects of the images of Fregley’s home on pages 140–141 might make viewers share Greg’s discomfort? (Prompt students to note props, lighting, and set design.)
**Connect:** Often to create movie illusions more than a single filmmaking element needs to come into play. Select an example such as the “fake snow” and describe how makeup, props, and acting need to work together. *(p. 127)*
**Infer:** Why does the author suggest that taking “fantasy” photos of Greg/Zach on the final day on the set seemed like an appropriate way “to end things”? *(p. 172)*
APPLYING
Distinguish: Review the role of storyboards in making a movie. (pp. 45, 100, 184) Then have students compare them to comics, citing both how they’re similar (they tell stories in a series of sequential panels) and how they’re different (storyboards include arrows to indicate movement and don’t include word balloons).
Share: Select one or more aspects of the filmmaking process discussed in the book (casting, story adaptation, set design) and invite students to share their opinions about them in terms of other movie adaptations with which they’re familiar. What creative choices make more sense to them now that they’ve read *The Wimpy Kid Movie Diary*? What choices are now more puzzling?
Interpret/Apply: The importance of an authentic-looking and true-to-the-book set is a major theme in *The Wimpy Kid Movie Diary*. (pp. 26–27, 52–63, 132–141, 160–169) Have students examine its many photos, perhaps in conjunction with revisiting the original descriptive text from the book series, and interpret the items shown, determining why they were included. What other details would they add to the school or the characters’ homes? Encourage students to think like a “location scout” by identifying spaces in their own school or community that would be a good fit for filming *Diary of a Wimpy Kid* or any other fictional text that they feel would make a great movie. How would they go about transforming the real location so that it resembles the made-up one?
ANALYZING
Categorize: How is this book different from other titles in the *Wimpy Kid* series? Help students grasp the fact that, though they share a first-person “diary” format, *The Wimpy Kid Movie Diary* is an example of nonfiction. Therefore, in addition to cartoon-style drawings it also features photos and other graphics that document real-world people, places, and things.
Draw Conclusion: What does the author mean by stating that the filmmakers got to “lower their standards” by making the “It’s Awesome to Be Me” video? And did they really lower their standards, or just apply their skills in a different way? (pp. 116–117)
Decide: Review with students the movie credits that appear on pages 200–201. Then ask students which job they’d most like to have, either in the case of this particular movie or as part of an ongoing career, and ask them to explain why. If faced with a lack of response variety, consider having students rank their first three choices, so that as a group you can discuss general trends such as which jobs are the most or least popular. Revisit job descriptions such as those for editor (pp. 176–179) or Foley artist (p. 180) as needed—or invite students to choose from ones not included, such as animator. (pp. 182–185)
Extend: You can both extend learning and activate prior knowledge by asking students what other movie jobs they’re familiar with. Screen a “closing credits” sequence for students or reproduce a “cast and crew” page from the Internet Movie Database (www.imdb.com), defining terms as necessary. For example, you could explain that a “gaffer” is an electrician and that a “key grip” is in charge of moving camera tracks and other important equipment. Ask students how people in such positions might interact with set designers, cinematographers, and others.
Consider: Explore the concept of characterization by discussing the search for an actor to play Greg, as recounted on page 16. Do characters always need to be likable? What happens if a character is “too nice”—does the movie run the risk of not appealing to a certain audience segment?
Reflect: What part of making movies is the most challenging? Rewarding? Frustrating? Be sure to point out that while of course there are no “right answers” to such questions, students should still support their responses with specific evidence from the book.
Debate: Aside from excitement, what are some other feelings Jeff Kinney might have experienced when Hollywood initially expressed interest in *Diary of a Wimpy Kid*? To fuel discussion, review the various ideas for the movie that are presented on page 8. Use Kinney’s case as a springboard to debate the pros and cons of cinematic adaptation in general. What decisions might anger fans or creators of the source material? If you were an author, would you be open to giving total creative control to others if that was a requirement for your book becoming a movie? Would it be worth it?
Practice Critical Thinking: Challenge students to voice an opinion about the test-screening process. (pp. 186–187) Does getting feedback from audiences in this way alter the process or purpose of filmmaking—making it less artful, for example? Or is test screening just a way of getting valuable input for movies, which after all are always developed with an audience in mind? Whom do you think is usually invited to test screenings, and what is the “target audience” for *Diary of a Wimpy Kid*?
Evaluate: Have students apply what they have learned about adapting books for the screen to evaluate other movies they’ve seen. Did some boast exceptional production values but were fundamentally flawed, perhaps at the conceptual stage? (pp. 8–9)
Reinforce and apply learning through these group-based and independent projects.
**CASTING CALL**
Connect writing in the “response to literature” mode to the performing arts and students’ newfound knowledge of the movie-making process. Create your own casting call ads using the model provided on page 17, which is a form of character profile, or, better yet, have students compose them. These can serve as benchmarks for assessing auditions. (pp. 16-18) Students can write their own monologues, choose a passage from *Diary of a Wimpy Kid*, or work in pairs, auditioning with a scene of dialogue instead. You can act as the casting director—or students can do this themselves, voting on those who aren’t in direct competition with them. As a form of preparation for this activity, or as an alternate form of assessment, have students write essays about their characters just as the film actors did. (pp. 24-25) Finally, as with most of the activities in this Guide, consider using a text from your class reading rather than *Diary of a Wimpy Kid* if that would fit your curriculum better.
**GLOSSING IT OVER**
*The Wimpy Kid Movie Diary* contains many “content area” vocabulary words that are specific to filmmaking, media, and the arts. Students should be familiar with many of these, but since others are not defined in the text, you can create a “Glossary of Filmmaking” by working as a group. Have students identify the words that deserve entries, or assign them yourself using the following as examples:
- live-action
- exec/executive
- crane shot
- ironic comedy
- choreographer
- score
- special effects
- studio
- footage
Once students have researched the meanings of these terms, they can be compiled into a glossary that the group can display as a wall chart. That way it can be used as a handy reference for other activities or projects included in this Guide, or for future assignments involving movies and media.
TABLE READ
Enhance your creative writing unit by having students conduct a table read (p. 32) as part of the revision stage of the writing process. Peer actors can be assigned parts, including “narrator,” to read aloud from prose compositions, original dramatic scenes, or skits. Or use this table read in conjunction with the “You’re the Screen Writer” activity on pages 5 and 7 of this Guide.
A “LIVING” TRAILER
As *The Wimpy Kid Movie Diary* shows, writing, preparing for, and shooting a film or video—even a short one—can be a lot of work, often more than is feasible in most educational settings. However, you can get students to work with many of the same creative elements—casting, script development, props, set design, staging, and music—in the form of a trailer. In fact, you don’t even need to film, tape, or edit a trailer but instead guide students to put on a live performance that runs only a couple of minutes; a visible narrator can deliver the text one usually hears in voice-over while other students act out the dramatic parts or supply sound effects. The subject of the trailer can be a book or graphic novel that students wish were made into a movie, an imagined sequel to an existing movie, or their own creative writing. Regardless of what students choose as the basis of their trailers, make sure they approach the project from a media-literate perspective by considering their target audience, grabbing its attention, using persuasive language, and so on.
ORDER IT
Assess understanding of the creative and technical processes outlined in *The Wimpy Kid Movie Diary* by having students sequence the steps presented in the book. Simply make photocopies of this page and cut out the filmmaking tasks or events below (which are presented in their correct order). Then have students work in pairs or small groups to order them. If they believe that some steps can be done concurrently, they can place them side by side—but they should be prepared to explain why. If you wish, you can make the activity more competitive by providing a time limit, and you can make it more challenging by providing additional tasks mentioned in the book. For extra credit, have students group the items into the categories of pre-production, production, and post-production.
- Select Book for Adaptation
- Pitch Ideas for Screenplay
- Draft Screenplay
- Audition Leading Actors
- Build Sets, Create Props
- Craft Services Provides Snacks
- The Movie Wraps
- Edit Film
- Test Screening
- Movie Premiere
BLACKLINE MASTERS
Who Does What?
Understanding collaboration is at the heart of understanding filmmaking itself. To reteach or review various key jobs in the process, reproduce and distribute the matching-style activity on page 9.
Answer Key: 1E; 2G; 3B; 4A; 5F; 6I; 7D; 8H; 9C; 10J
You’re the Screenwriter
Reproduce, distribute, and assign the annotated screenplay on page 10 of this Teaching Guide. Draw attention to screenwriting conventions such as using all caps to introduce characters and describe shots, or using abbreviations such as “SUPER” for “superimpose.” You can use this professional model and the one on page 13 to introduce screenwriting in a general way, or as exemplars for student writing. If the latter, have them write a single script page as well. Suggested prompts: rewrite this opening scene; write the continuation of this scene; flesh out the scene described in the cartoon on page 10; write an opening scene for an original movie idea or one based on a favorite book.
THE MOVIE OPENS WITH A CRANE SHOT OF A MIDDLE SCHOOL PLAYGROUND. A COLD WIND BLOWS ACROSS THE BASKETBALL COURT, SCATTERING LEAVES. THE CAMERA COMES TO REST ON A MOLDY PIECE OF CHEESE...
WHO DOES WHAT?
Draw a line to connect each filmmaking job with its correct description and an image that illustrates it.
1. Acting Coach
A. Creates “wireframe” version of a drawing
2. Director
B. “Doubles” for a lead actor in some scenes
3. Stunt Person
C. Works with blueprints
4. Animator
D. Runs the audition process
5. Line Producer
E. Helps keep young stars prepared
6. Costume Designer
F. Is in charge of the shooting schedule details
7. Casting Director
G. Decides on a filmmaking style for a movie
8. Composer
H. Writes a film’s score
9. Set Designer
I. Creates a wardrobe to match each character
10. Extra
J. Walks through the background of a scene
INT. GREG’S BEDROOM 1
BLACK SCREEN. Soft breathing.
SUPER: “SEPTEMBER” is scrawled across the screen in Greg’s handwriting. Then BLINDING LIGHT.
RODRICK (O.S.) Greg.
GREG’S POV: we find RODRICK HEFFLEY, an insolent sixteen-year-old, in our face. Rodrick is dressed for school.
RODRICK (CONT’D) Greg!
GREG (half asleep) What?
Rodrick shakes GREG HEFFLEY, 12, awake in his twin bed.
RODRICK What are you doing? Get up! Mom and dad have been calling you for an hour. You’re gonna be late for your first day of middle school.
GREG What?
Greg looks over at his clock. It reads 8:01AM.
DIFFERENTIATED INSTRUCTION
ENGLISH LANGUAGE LEARNERS
The Wimpy Kid Movie Diary is written in an accessible, almost conversational style that most students will find inviting. However, you may need to help ELLs with the resulting idioms, which include: “pitch” (p. 10), “over the edge” (p. 110), “shot down” (p. 111), “break-dances” (p. 117), “over-the-top” (p. 118), “strike a deal” (p. 132), “wrap/wrapped” (p. 170), “cut loose” (p. 171), and many more. You may also want to foster oral language development by presenting the textless stills that appear on pages 190–199 and having students describe what they depict.
BELOW-LEVEL LEARNERS
Wherever possible, use the numerous visuals in the book to scaffold comprehension, but don’t assume that students will always “get” the main idea in the Jeff Kinney cartoons, which can require that readers draw upon specific background knowledge to draw conclusions or make inferences. (p. 187) Also, take time to go over graphics that include text that might be small or difficult to read. (pp. 3–5) Support students who may find all the subject-specific vocabulary challenging by reminding them to use a word’s more common definition as a clue to its meaning in the context of filmmaking. Such words include “extra” (p. 96), “frame” (p. 98), “double” (p. 118), “composite” (p. 123), “dailies” (p. 150), and “take.” (pp. 154–155)
ADVANCED STUDENTS
Provide enrichment opportunities that leverage these students’ increased knowledge of the filmmaking process. Examples include taking on leadership roles in the many projects suggested in this Guide, or writing critical pieces about specific movies that analyze their strengths and weaknesses according to the creative variables outlined in the book. You might even want to help these students create a weekly or monthly podcast that includes spoken reviews of current releases.
EXTENSION IDEAS
RADIO DRAMA
Build upon the book’s section of Foley art by having students script, perform, and produce old-style radio dramas, the kind in which sound effects play a significant role. Free and easy-to-use software such as Audacity can make the editing process painless and fun.
CROSS-CURRICULAR COLLABORATIONS
Work with a drama, visual arts, shop, or science teacher on the production of a short video. While students can work on the script under your guidance, other educators can inspire students to be as creative as the propmaster in the *Diary of a Wimpy Kid* movie. (pp. 142-147)
CONTESTS
Stimulate creativity and enhance media literacy by having groups or individuals tackle the following projects:
Create a movie poster for an upcoming or imagined film. Be sure to include credits, a tagline, and “key art,” and to mention whether it is based on a popular book or other property.
Transform the real world into a set. Using the details in *The Wimpy Kid Movie Diary* as models, students can construct their own sets from the *Diary of a Wimpy Kid* series, or from other books. The sets students create can be used for a performance piece, a party, or to celebrate a particular holiday or occasion.
Hold a “pitch fest.” Enhance writing and speaking skills by having students work in teams to pitch you, or a panel of “executives” made up of other adults, on a movie idea. Encourage them to use persuasive language but also to include plenty of specifics, drawing upon their knowledge of how movies are produced and marketed.
JOURNAL WRITING
Have students keep a “diary” that traces the history of a collaborative project much like Jeff Kinney does in his book. The topic can be a school play, a research/science project, a community service project, or even a trip. Provide guidelines and coach students to use the writing skills they have developed in terms of expository, anecdotal, and autobiographical texts.
FURTHER RESOURCES
- The Core Principles of Media Literacy: namle.net/core-principles
- The AFI Screen Education Center: http://www.afi.com/Education/
- The educational projects of The Film Foundation: http://www.film-foundation.org
- Two middle-grade programs that teach movies and media literacy: Holt McDougal’s MediaSmart and Pearson Education’s Media Studio.
Conceived and written by Peter Gutiérrez. Peter is a member of the Commission on Media of the National Council of Teachers of English (NCTE) and a former board member of the National Association for Media Literacy (NAMLE). A frequent contributor to *Screen Education*, his book on scriptwriting in the classroom will be published by Scholastic in 2011.
*Diary of a Wimpy Kid* motion picture elements copyright © 2010 Twentieth Century Fox Film Corporation. All rights reserved.
*The Wimpy Kid Movie Diary* (excluding motion picture elements) copyright © 2010 Wimpy Kid, Inc. DIARY OF A WIMPY KID®, WIMPY KID™, and the Greg Heffley design™ are trademarks of Wimpy Kid, Inc. All rights reserved. | <urn:uuid:255bf585-7492-42a0-967c-184f1e9b3646> | CC-MAIN-2019-09 | http://www.abramsbooks.com/pdfs/academic/WimpyKidGuide2.15.10a.pdf | 2019-02-24T01:35:52Z | crawl-data/CC-MAIN-2019-09/segments/1550249569386.95/warc/CC-MAIN-20190224003630-20190224025630-00616.warc.gz | 296,142,474 | 4,561 | eng_Latn | eng_Latn | 0.995093 | eng_Latn | 0.997115 | [
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Lesson
Sloths are slow moving Tree dwellers that live in the tropical rainforests of Central & South America. Sloths Hang in the tree canopy & spends around 19 hours a day sleeping. They eat twigs & leaves; Sloths have such a slow metabolism, they only got to the bathroom once a week! They have an algae that grows on their fur. They are mammals that are related to armadillos & anteaters. Sloths live for about 10 years & grow to be about 2-2.5 Feet long. There are two different types of Sloths, Two-toed & Three-toed, & 6 species. The Pygmy Sloth is critically endangered & the Maned Sloth is vulnerable.
Questions For Students
Why do they move so slow?
What advantage does the algae that grows on their fur give the sloth?
What does herbivore mean?
Why is it important to save animals that are endangered?
Why are trees so important to everyone?
Links for more info on Sloths:
http://www.sciencekids.co.nz/sciencefacts/animals/sloth.html
https://www.worldwildlife.org/species/sloth
https://www.activewild.com/sloth-information-and-facts-for-kids/
Links For Videos About Sloths
https://www.ted.com/talks/kenny_coogan_why_are_sloths_so_slow#t-839702
https://video.nationalgeographic.com/video/00000144-0a1d-d3cb-a96c-7b1d7d3f0000
https://www.youtube.com/watch?v=OTp8W251aiQ
Materials
Fabric or thicker paper
White Fabric for face
Permanent Markers
Good Scissors
Fabric Glue (Like Tacky Glue)
Velcro or Button (would need thread to attach)
1. Gather your fabric or paper, Resource Depot’s Fabric Sample books are the perfect size.
2. Cut out/disassemble books to get the fabric ready to be traced on.
3. Trace sloth template on fabric or paper.
4. Cut out sloths; depending on the age of students you are working with they can help with this step & tracing (step 3).
5. Cut out ovals for the face, & small pieces of Velcro for the claws & butts of the sloth. If using paper just draw your design.
6. Adults can pre attached two small pieces of rough sided Velcro to the back of the claw area & one larger piece of the soft sided Velcro to front bottom of the butt of the Sloth. Make sure the Velcro pieces line up before glues or peeling off plastic to reveal sticky side for attachment. You may also sub Velcro for a button.
7. Have students pick out their Sloth body, making sure the size fits on their wrists. Faces could be pre-attached with glue by adults or students can glue the face on after step 8.
8. Have students draw their sloth faces (I recommend showing them pictures of what sloths look like; a few are attached)
9. Glue face if not executed already
10. For best results let dry before wearing, but can be attached to wrist immediately.
1. For longer lasting wearing, have cut edges of the fabric lined with a little glue to prevent fraying.
2. Have fun with your sloth buddy hanging around your wrist.
Template
Suggestion- transfer template onto thicker paper for easier tracing.
(use old file folders or cardboard scrapes for template)
RESOURCE DEPOT
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UNDER A SPECIFIC HEAT PROCESS, two pieces of material can be fused or joined together. This is the principal function of welding. Metal is commonly used in the welding process. However, other materials, such as plastics, can be welded. Materials are fused together once a melting point is achieved. The bond is completed as the materials cool. The bond will be as strong as the original material if the process is accomplished properly.
**Objective:**
- Explain the fundamentals and techniques of fuel gas welding.
**Key Terms:**
- acetylene
- blowpipe
- carburizing flame
- flash arrestors
- flashback
- neutral flame
- oxidizing flame
- oxygen
- regulator
### Understanding Gas Welding
Several forms of gases will burn. Acetylene and propane are commonly used for heating, cutting, and welding metals. These gases are compressed and are stored in cylinders. The fundamentals and techniques available for fuel gas welding allow for using the gases safely. The process is built upon two fundamental principles. Acetylene burned with oxygen produces a flame so intensely hot that it can be used to melt and fuse metals. A stream of oxygen directed against a piece of iron or steel, which has been heated to its kindling temperature, causes the metal to burn away so it can be used to cut or shape the metal as desired.
### FUEL GASES
**Acetylene**, C2, H2, is a fuel gas made of carbon and hydrogen that is produced from the chemical reaction between calcium carbide and water. Acetylene is colorless, but it has a disThe flame produced by acetylene can generate a theoretical temperature of 6300°F and a measurable temperature of 5800°F. It is stored in a free state under pressure greater than 15 psi.
Methylacetylene propadiene (MAPP) is a stabilized methylacetylene. It combines the high energy characteristics of acetylene with the handling and storage features of liquefied petroleum gases. MAPP gas is more stable than acetylene, making it safer. C3H4 has a flame temperature of 5300°F. The bushy flame makes welding difficult with MAPP gas.
Propane, C3H8, has a maximum flame temperature of 5300°F. The volume of oxygen required for that temperature produces an oxidizing flame unacceptable for iron and steel welding.
**Oxygen**
The oxygen used in the oxyacetylene process is manufactured from liquid air and is stored in hollow steel cylinders. Oxygen is a nonflammable, tasteless, colorless, and odorless gas that is slightly heavier than air. When combined with other elements, it will support combustion.
Commercial oxygen is supplied to users in seamless steel cylinders charged with oxygen to a pressure of about 2200 psi at 70°F. The pressure will increase and decrease as the temperature changes. The oxygen cylinder has a valve made of tobin bronze. Since bronze is soft, protection must be provided to prevent it from being broken or knocked off.
**EQUIPMENT AND SUPPLIES**
Several pieces of equipment are used for fuel gas welding. Cylinder tanks, regulators, hoses, and an appropriate torch provide a basic framework. The equipment should be provided in good condition and from a reliable dealer who guarantees service on all equipment and supplies.
**BROADENING AWARENESS...**
**AMAZING ASPECTS: Be Safe**
Because of the intense heat and other opportunities for accidents, safety is of extreme importance in fuel gas welding. This form of welding can cause metal to spark, drop, or fly. As a result, serious injuries can occur. The following are some suggested practices for proper protective clothing.
- Wear goggles or a face shield approved for fuel gas welding.
- Wear leather welding gloves when welding or cutting. Do not touch hot metal with gloves.
- Wear protective clothing, such as material that will resist flames and heat.
- Wear leather shoes that will resist burns and provide protection from heavy pieces of metal.
Oxygen and acetylene fittings are not interchangeable. Oxygen fittings have right-handed threads, while acetylene fittings have left-handed threads or a smaller size right-hand connection. A regulator is attached to each of the tank valves. A **regulator** is a device used to vary line pressure on a tank. Each regulator has a diaphragm adjusting screw to vary the line pressure and two gauges: one showing cylinder pressure and one showing line pressure.
The hoses used are colored: one green and one red. The green hose is used for oxygen and has fittings with right-handed threads. The red hose is used for the fuel gas and has left-handed fittings. The hoses connect the blowpipe to the regulators. The **blowpipe** is a mixing chamber. The two gases are mixed and delivered to the tip ready to burn. The blowpipe has a valve to control the oxygen and a valve to control the acetylene.
A variety of tips are attached to the blowpipe for different tasks. A welding tip is used for welding pieces together, and a cutting attachment with a tip is used to cut metal. Special tips are available to perform other tasks, such as heating.
**TABLE 1. Other Pieces of Fuel Gas Welding Equipment**
| Type of Equipment | Purpose |
|-------------------|---------|
| Welding goggles or face shields | They filter out ultraviolet and infrared rays to protect the operator’s eyes. A No. 4 lens should be used. |
| Friction lighter | It is used to light the blowpipe. |
| Gauntlet gloves | They are worn when welding or cutting to protect skin. |
| Cart | Cylinders should be chained in an upright position when used and stored. |
| Safety caps | They should be positioned on top of the cylinders and should not be removed until the cylinders are secured. |
| Flash arrestors are devices that will extinguish any flame that attempts to go through them due to a flashback. | They should be mounted on the oxygen and acetylene lines at the regulators. A **flashback** is a fire inside the blowpipe. When a flashback occurs in an oxyacetylene unit, flame physically travels up the welding tip and through one or both of the hoses to the regulator. |
SET-UP
Following proper procedures when setting-up the fuel gas welding equipment will insure that there are no gas leaks. Therefore, accidents can be minimized and, hopefully, avoided. General procedures are as follows:
1. Place the cylinders in a cart. Fasten them together with a chain, or fasten the cylinders in some other manner to prevent them from being tipped over during use or storage. If an acetylene cylinder is tipped on its side, it should be set upright for at least 30 minutes before it is used.
2. All oxygen and some acetylene cylinders have iron caps to protect the cylinder valves. Remove the caps. Stand to one side so you are not directly in line with the tank valves. “Crack” the cylinder valves slightly. Then close them quickly, which will blow out all dust and other foreign matter.
3. Connect the acetylene regulator to the acetylene cylinder and the oxygen regulator to the oxygen tank. It should not be possible to interchange the regulators. To avoid confusion, the regulator with the larger numbers belongs on the oxygen tank.
4. Connect one end of the green hose to the outlet connection on the oxygen regulator and the other end to the oxygen connection on the blowpipe. Be sure the flash arrestor is attached to the regulator and the hose is attached to the arrestor. If the unit does not have a built-in check valve, be sure one is put between the hose and the blowpipe.
5. Connect one end of the red hose to the outlet connection on the acetylene regulator and the other end to the acetylene connection on the blowpipe. Repeat the flash arrestor step in the same manner as conducted for the oxygen regulator.
6. Close both regulator valves by turning the regulator diaphragm screw counterclockwise until the screw is loose. Always close the regulator valves before opening the cylinder valves to prevent the tank pressure from damaging the regulator.
7. While standing to one side, not directly in front of the regulator, open the oxygen cylinder valve slowly. Wait until the cylinder pressure has registered on the high-pressure gauge before completely opening the valve. The oxygen tank valve is double seated, and it should be opened completely to prevent loss of the high-pressure oxygen around the tank valve.
8. Standing to one side, not directly in front of the regulator, open the acetylene valve slowly. This valve should never be opened more than one turn so it can be shut off quickly. Always leave the T-wrench on the valve while you are working in case the fuel gas needs to be shut off quickly.
9. Open the oxygen valve on the blowpipe about one-eighth of a turn. Turn the screw on the oxygen regulator clockwise until the desired pressure is reached on the oxygen low-pressure gauge. Close the oxygen valve on the blowpipe.
10. Open the acetylene valve on the blowpipe about one-eighth of a turn. Turn the screw on the acetylene regulator clockwise until the desired pressure is reached on the acetylene low-pressure gauge. Close the acetylene valve on the blowpipe.
**Testing for Leaks**
A good shop maintenance practice should include testing for leaks on fuel gas welding equipment. This practice should be conducted when the equipment is first set up, when cylinders are changed, and when an odor is present (when the equipment is not being used).
Test for leakage by applying soapy water around the valves and connections. If a bubble appears at a valve or a connection, a leak has been detected. It should be corrected before using the equipment. It is important to use grease-free soap.
**OPERATING**
Fuel gas welding requires precise settings on gauges and valves. These settings assist the operator in achieving proper lighting of the torch and a neutral flame. The correct lighting and shutting down procedures should be followed at all times.
**TABLE 2. Lighting Procedure for Welding or Cutting Torch**
| Correct Lighting Procedure |
|----------------------------|
| 1. Place goggles or safety glasses and face shield on your forehead. |
| 2. Be sure regulator adjusting screws are turned out. The screw should turn freely. |
| 3. Standing to one side, not directly in front of the regulator, open the oxygen cylinder valve slowly. Then open it all the way. Set the regulator at the correct working pressure. Open the oxygen blowpipe valve, and fine tune the operating pressure. Close the oxygen blowpipe valve. |
| 4. Standing to one side, not directly in front of the regulator, open the acetylene cylinder valve slowly. Only open the tank valve \( \frac{1}{2} \) to \( \frac{3}{4} \) of a turn. Set the regulator at the correct working pressure. Open the acetylene blowpipe valve, and fine tune the operating pressure. Close the acetylene blowpipe valve. |
(Continued)
5. Put on gloves, and lower the goggles or face shield over your eyes.
6. With the friction lighter in your left hand at the tip of the blowpipe and the blowpipe in your right hand, open the acetylene blowpipe valve, with your right thumb and forefinger, one-eighth to one-quarter turn. Strike the friction lighter, and adjust the acetylene level.
7. Adjust the acetylene by opening the blowpipe valve until the flame leaves the tip about \( \frac{1}{4} \) inch. Close the valve very slowly until the flame is pulled back to the end of the tip. Open the valve slowly again, stopping just before the flame leaves the tip. This is the proper adjustment for most welding.
8. Open the oxygen blowpipe valve, and set the desired flame type.
**Flames**
There are three types of oxyacetylene welding flames: neutral, oxidizing, and carburizing. The neutral flame is usually used for welding. A **neutral flame** is a flame that will produce a smooth, shiny bead of the best quality. Meanwhile, the **oxidizing flame** is a flame caused by an excessive amount of oxygen, which produces a short white inner cone and a short envelope flame. An oxidizing flame will produce sparks that shower the weld area with droplets of metal and slag, leaving the weld zone weak and porous. In contrast, the **carburizing flame** is a flame caused by an excessive amount of acetylene and has a long, bluish outer flame. A carburizing flame will cause the puddle to foam and boil, leaving a brittle, porous, and scaly weld area. The carburizing flame is used for hard-surfacing.
**TECHNIQUES**
The techniques of fuel gas welding include setting the proper flame, preparing the pieces to be welded, knowing the common weld types, holding and using the blowpipe and rod, and completing the different weld types by using braze or fusion welding. Braze welding (formerly referred to as bronze welding) referred to the use of a bronze filler rod. In braze welding, as
the melting point of the filler rod is achieved, the metal surfaces are joined together. Fusion welding allows for the base metal to be melted and mixed together; it forms a joining. Fusion welding can be completed with or without a filler rod.
**Preparing the Metal**
Metal should be cleaned before any form of welding is conducted. The cleaning procedure allows for the removal of oxides or any other form of impurities. Using mechanical means (e.g., a wire brush, grinder, file, sander, or steel wool) allows for the removal of oxides, such as rust. A chemical could be used to remove any remaining impurities.
The edges of metals over \( \frac{1}{8} \) inch should be cut to form a V, with approximately a 45-degree angle to permit complete fusion of the pieces. If the pieces are \( \frac{3}{8} \) inch or more in thickness, it is usually desirable to cut a V on the top and bottom sides of the two pieces of metal being welded. The pieces to be welded should be
placed about \( \frac{1}{16} \) inch apart to provide for the expansion and contraction of the metals and to permit the weld to penetrate deeply, through the bottom, if possible.
**Types of Welds**
The two most common weld types are the butt weld and the fillet weld. Types of welded joints frequently used are the butt joint, tee joint, corner joint, lap joint, and edge joint. The common welding positions are downhand, horizontal, vertical, and overhead. The downhand weld is used most frequently and is the easiest weld to make.
**FIGURE 5.** Welding joints and positions.
**Position of Equipment**
The blowpipe is usually held in the same way as a hammer or a fishing pole when the operator is welding while standing. It is held in the same manner as a pencil when the operator is welding while seated. The operator should hold the blowpipe in a comfortable way.
The recommended blowpipe position allows for the tip to be inclined at a 45-degree angle to the welded surface point directly along the line of the weld. Hold the tip so the inner cone of the flame is about \( \frac{1}{8} \) to \( \frac{1}{16} \) inch above the surface of the metal.
Before lighting the blowpipe, practice holding it and moving it in the motion used in welding. The blowpipe may be moved in a straight line, in a zigzag, or in a circular motion. The circular motion is most frequently used. Move the blowpipe in a series of connected ovals in a left-to-right direction and along the line of welding. Advance each successive oval about \( \frac{1}{16} \) inch. Make the oval about \( \frac{1}{4} \) inch wide and \( \frac{5}{16} \) inch long.
Learning How to Form a Molten Puddle
To weld with oxyacetylene, learn how to melt the base metal and how to control the molten puddle. Start the flame at the edge of the steel piece, and form a molten puddle about \( \frac{1}{4} \) inch in diameter and about \( \frac{1}{8} \) inch from the edge of the piece of steel. The width of the puddle is about twice the thickness of the metal.
After learning to control the molten puddle, learn how to make a bead. A welding rod is added to the process. The rod melts as it is added to the molten metal. As it progresses across the metal, it is called “making a bead.”
If you are right-handed, hold the welding rod in your left hand at a 45-degree angle so the end of the rod will be within the outer envelope of the flame. Move the blowpipe in a circular motion, and dip the rod into the center of the puddle each time the flame reaches the back of the circle. Raise the rod out of the puddle slightly as the flame is passed toward the front to the puddle, thus synchronizing the motions of the flame and the rod.
Maintain a molten puddle about \( \frac{1}{4} \) inch in diameter, and move the rod and blowpipe slowly, straight ahead about \( \frac{1}{16} \) with each oval motion of the blowpipe. Raise the rod out of the flame’s way to permit the flame to heat the metal ahead of the bead. Lower the rod so the flame will melt it, causing the welding rod to flow into the molten puddle. The end of the welding rod should touch the puddle on the downward stroke. The rod should not dip into the puddle.
Fusion Welding
A fusion weld is the next step after learning to make a bead. Two pieces of metal are welded together using a filler rod. Select two pieces to be welded, and space them so the edges of the metal are \( \frac{1}{16} \) inch apart at one end and approximately \( \frac{1}{8} \) inch apart at the other. Make a tack weld at each end of the pieces to hold them together. Follow the same procedure and motion used in making a bead.
Braze Welding
Braze welding has some advantages over fusion welding. Brazing and soldering are conducted at low temperatures, can be completed faster, show little damage to parts, can join different metals, and allow for easy disassembly.
Heat the base metal to a salmon red color. The bronze rod should not remain in the inner cone of the flame. In addition, the inner cone of the flame should not stay in one spot of the
molten bronze because the intense heat will burn the bronze. The same technique and movement used with fusion welding should be followed.
SAFETY PRACTICES
The following safety practices should be conducted at all times when working with fuel gas welding.
1. To prevent oxygen and fuel cylinders from being tipped over accidentally, fasten them securely in an upright position with a chain or a similar device before removing the safety cap.
2. Keep oil and grease away from oxygen cylinders and equipment.
3. Check equipment connections periodically for any leaks by using the soapy water method.
4. Check regulator gauge operation pressures carefully, and follow recommendations.
5. Clear the area of all combustible materials before lighting the torch.
6. Cover your eyes with welding goggles or a colored face shield, and put on gauntlet welding gloves before lighting the torch. Wear clothes suitable for the work being done.
7. Stand to one side, not directly in front of the regulator, when opening the cylinder valve.
8. Do not open the blowpipe valves more than ½ turn when lighting the torch.
9. Never use a match to light the torch.
10. Always use a spark igniter or a friction lighter to light a welding torch. When lighting a torch, keep the tip facing downward and away from you.
11. Light the acetylene first, and add oxygen to the flame. Make no attempt to relight a torch from hot metal.
12. Be sure that other workers are in the clear before relighting a torch.
13. Do not walk with a lighted torch or lay down a lighted torch. Before you light the torch, get into position for welding or cutting, and remove all obstacles between you and the shut-off controls.
14. Before opening a cylinder valve, be sure the regulator valve is closed by turning it counterclockwise until it is loose.
15. If a flashback should occur, turn off the torch immediately, close the cylinder valves, and notify your instructor. A flashback has occurred when the flame disappears and burns back inside of your equipment. There is a hissing, squealing sound. Smoke may come out the torch tip, and the handle may become hot. If the torch is not turned off promptly, fire may reach the hoses or the cylinder. Do not relight after a flashback until the equipment has been inspected closely. The equipment may require repairs.
16. Never open the acetylene cylinder valve more than ½ to ¾ of a turn. Leave the T-handle wrench in position at all times while welding. You should be able to turn off the acetylene cylinder valve promptly in case of a fire.
17. Never do any welding on containers that may have held flammable substances.
18. When welding or cutting zinc or galvanized metals, make a special effort to avoid breathing the fumes because they can make you feel ill.
19. Never use acetylene at a pressure greater than 15 psi. Follow the manufacturer’s recommendations for the correct operating pressures for the metal being welded and for the tip size being used.
20. Do not smoke or allow anyone else to smoke near the oxy-fuel gas welder.
21. Keep the flame and heat away from the cylinder, hoses, and people. Be alert for fires at all times. Use the proper fire extinguisher or a fire blanket if necessary.
22. For most oxyacetylene welding, you will need a lens with shade No. 5.
23. Cylinders should not be stored near open fires, furnaces, or other heating devices or in direct rays of the sun.
24. Keep cylinders away from electric wiring and away from the danger of striking an arc on them with an electric welder.
25. Oxygen cylinders are equipped with a double seating valve. Open the valve all the way to prevent oxygen from escaping around the valve stem.
26. Wear welding gloves to protect the hands against burns, sparks, and molten metal.
27. Wear flame-resistant clothing.
28. Low shoes are not recommended because sparks or slag may get into them.
29. Make certain that reverse flow-check valves and flash arrestors are installed on the oxygen and acetylene lines.
30. Be sure the cylinder valves are closed and the pressure is relieved from the hoses before you leave the work area.
31. Remove regulators and replace protective caps before transporting cylinders.
32. Store oxygen cylinders away from fuel gas cylinders.
33. Never use oxygen as compressed air to dust clothing because clothing saturated with pure oxygen is highly combustible.
34. Handle hot metal with pliers or tongs. Do not leave hot metal on the welding table because unsuspecting people may touch it and may be burned.
**Summary:**
Oxyacetylene welding is a process by which two pieces of metal are joined. Acetylene and propane are commonly used fuel gases. Oxygen is used to support combustion. Cylinders, regulators, hoses, a blowpipe, and tips are common equipment used in the set-up of fuel gas welding.
Safety is extremely important during fuel gas welding. Materials used can damage eyes, skin, hands, and feet. Therefore, protective clothing and proper procedures must be followed and conducted during shop exercises.
Following proper procedures when setting up the fuel gas welding equipment should help avoid gas leaks and minimize accidents. A common way to test for leaks is to use soapy water around valves and connections. If a bubble appears, a leak has been detected.
Using proper techniques (e.g., achieving a desired neutral flame) will ensure quality welding. Other techniques include cleaning metal surfaces, preparing edges, identifying weld types, and positioning of equipment. The final steps in fuel gas welding are learning how to control the molten puddle and making a bead.
**Checking Your Knowledge:**
1. What are three advantages of acetylene?
2. What are the key safety factors when setting up cylinders?
3. What is a flashback, and what safety practices should be followed immediately?
4. What are the procedures for fuel gas welding equipment set-up?
5. What are the differences between neutral, oxidizing, and carburizing flames?
Expanding Your Knowledge:
Practice fuel gas welding (FGW) processes and techniques. First, view the following video: http://www.youtube.com/watch?v=YjwsKjqWiS8. Practice forming a bead on a piece of steel (1/8" × 2" × 2"). Then watch the following video: http://www.youtube.com/watch?v=mMADiAMfe00&feature=related. Prepare a blowpipe/torch, two steel pieces (16 gauge × 1½" × 6), flux, and a 1/16-inch welding rod. Butt weld the two pieces by using the filler rod.
Web Links:
Welding Technology Machines
http://www.welding-technology-machines.info/index.htm
Brazing/Welding Procedures and Techniques
http://www.brazing.com/techguide/procedureMain.asp
Braze Welding
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Bill Rice
How we got to school?
Living Streets Aotearoa
Background
- Idea for Thesis topic
- Parking required for new school
- Objectives of Study
- Identify mode choice of primary school pupils
- Factors which influence choice
Study Process
- School Selection
- Socio Economic (2 schools from each decile)
- School Size (30 pupils to 600 pupils)
- School Age
- Neighbourhood types
- Highly pedestrian connected
- Large number cul de sacs (little connectivity)
- Specific reasons (cover later)
Parents Survey
- Home Location
- Number of Children
- Ages of Children
- Number of Cars
Parents Survey
- How Far to School
- How Long to School
- How We Got to School
- Parents Influencing Travel Choices
- Parents Influencing Travel Choices
- If you would be willing to be interviewed about the travel choices of your family, please tick here: □ and area can contact details below:
How We Got to School
Parents Survey
- 34% response rate
- 2300 pupils
- 20,000 trips
Pupils Survey
- Possible bias in Parent Survey
- Completed by all pupils during class
- Confirm possible small bias Parent Survey
Neighbourhood Survey
- School neighbourhood divided into 8 segments
- Each segment surveyed for 1km from school
Neighbourhood Survey
Walkability Assessment
School: ___________________________ Sector: ___________________________ Date: ___________________________ Weather: ___________________________
| Category | 0-100 | 100-200 | 200-300 | 300-400 | 400-500 | 500-600 | 600-700 | 700-800 | 800-900 | 900-1000 |
|-------------------|-------|---------|---------|---------|---------|---------|---------|---------|---------|----------|
| Walk | | | | | | | | | | |
| Sidewalks | | | | | | | | | | |
| Other | | | | | | | | | | |
| Crossings | | | | | | | | | | |
| Traffic Signals | | | | | | | | | | |
| Impact | | | | | | | | | | |
| Path | | | | | | | | | | |
| Environment | | | | | | | | | | |
| Parks | | | | | | | | | | |
| Playgrounds | | | | | | | | | | |
| Security | | | | | | | | | | |
How We Got to School
Hazards
How We Got to School
Study Results
Overall Results
| Day | Mon | Tue | Wed | Thu | Fri | Average |
|-----|-----|-----|-----|-----|-----|---------|
| Walk| 20 | 24 | 22 | 20 | 24 | 22 |
| Scooter| 3 | 3 | 4 | 3 | 3 | 3 |
| Bike | 7 | 7 | 7 | 7 | 7 | 7 |
| Bus | 1 | 2 | 2 | 1 | 2 | 2 |
| Car | 60 | 55 | 59 | 57 | 54 | 59 |
School Roll
Clear Correlation
– Increased roll – Increased car use
As Expected
– Greater proportion large school live further away
Decile
Not Clear Cut
– Very low & very high decile lowest car use
– Variable in middle
– Some variability explained by other factors
Not Expected
Pedestrian Environment
No apparent logical correlation
– Increased pedestrian rating - Increased car usage?
– Other factors more important
Pedestrian Distance
- Clear Correlation
- Increased distance – Increased car usage
- As Expected
Major Roads to Cross
- Less than 1km from school
- Clear Correlation
- Increased major roads to cross – Increased car usage
- Expected
Major Roads to Cross
- Less Expected…..
- Reduction Parents walking with Children
- Parents uncomfortable crossing road – took car
School Travel Plan
- 1 School
- Decile 10
- Travel Plan 3 years ago
- Funding employ part time travel co-ordinator
School Travel Plan
Specific Schools
- Spreydon School
Spreydon School
- No Mtr Rd to Cross
- Car Usage
- Syrty: 0%
- B Trn: 78%
- B Plw: 0%
Specific Schools
Roydvale School:
- Adjacent William Pickering Business Park
How We Got to School
Specific Schools
Ilam School:
- Adjacent University of Canterbury
How We Got to School
Employment Proximity
Roydvale
Ilam
Importance of Factors (out of 5)
- Safety – Road: 4.5
- Safety – Stranger: 4.2
- Exercise is Healthy: 3.9
- Distance: 3.4
- Weather: 3.3
- Convenience: 3.2
- Pleasant Env: 2.9
- Condition Footpaths: 2.2
- Cost: 1.6
Conclusions
- Family travel choices complex decision
- Safety Critical
- Perception of safety important
- Social solutions to engineering issues
Recommendations
• Transportation Issues considered early in school location
– Geographic size of catchment
– Pedestrian connectivity
– Ability to provide safe routes to school
• And “Rationalising” schools
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The Puzzle of Diagnosing Epilepsy
You say you just had a seizure, or at least you think it might have been a seizure? Is it epilepsy? Well, maybe. The process of diagnosing epilepsy is rarely a simple one, and often involves a lot of fitting puzzling pieces together to get a relatively clear picture of what might be happening.
A person is diagnosed as having epilepsy only if they have repeated seizures. Anyone can have a single seizure at some point in their life, but a one-time seizure is not epilepsy. To be epilepsy, the person must have recurring seizures.
After a seizure, your GP should refer you to an appointment with a neurologist, who will do an assessment to determine if it might be epilepsy. This assessment and a diagnosis will be based on a number of things.
What Happened?
Very important in the diagnosis of epilepsy will be the observations of those around you. The things that happened directly before, during, and directly after the seizure will give the neurologist a sound basis to work with in determining the type of seizure and possibly what, if anything triggered it.
Some things that can be helpful to find out from onlookers:
- Where and what were you doing before the seizure?
- Did your mood change?
- Did you mention any unusual sensations, like an odd smell/taste?
- Did you have any warning that the seizure was going to happen?
- What did you notice the seizure (noise/a fall/eyes roll/head turn)?
- Did you lose consciousness or were you confused?
- Did your colour change, become pale or flushed?
- Did your breathing change, become noisy or look difficult?
- Did any part of your body stiffen, jerk or twitch and if so which?
- Did youumble, wander about or fiddle with your clothing?
- Did you wet yourself?
- Did you bite their tongue or cheek?
- How long did the seizure last?
- How were you after the seizure?
- How long was it before you were fully aware again?
Medical History
Medical information will be taken to determine if you might have factors in your history which may predispose you to seizures and epilepsy. Things such as meningitis, encephalitis, stroke, family history of epilepsy, alcohol or drug usage, head trauma, and others are all known to be possible precursors of the development of epilepsy. Other medical conditions such as diabetes, can cause a person to have a seizure, but do not necessarily cause epilepsy.
Testing
Typically, no test can say for certain if you have, or don’t have epilepsy. But when information from the tests is added to the other information, this builds a clearer picture of what happened and may guide diagnosis and treatment.
Blood tests - Often used to rule out other possible causes of the seizures, such as low blood sugar levels and diabetes.
Electroencephalograms (EEG) - Used to record the electrical activity of the brain by picking up signals from the brain cells through electrodes placed on the head. An EEG will show very specific brainwave patters if a person is having a seizure. The downside is that you must be having the seizure while connected to the EEG for evidence of it to be seen on the scan.
CT or CAT scans and MRI scans - CT or MRI scans may be used to help find the cause of your seizures. The scans produce pictures of the brain, which might show a physical cause for epilepsy, such as scarring on the brain. Even if nothing unusual is found on the scan, you may still have epilepsy.
Pamela Anstey, ENL, April 20th, 2006
Notes from Pam
I’ve been thinking a lot lately on various things that our office might be able to do to better get the word out to even more people about epilepsy and seizures. It often seems that people aren’t really interested unless they are personally affected by epilepsy. That saddens me, because as you know, almost everyone will be touched by it at some point. Whether it is their spouse or child or parent or themselves, most everyone will be affected eventually.
But despite that, we must still do all we can to educate people about the disorder. Which brings me back to my original point, what can we do to get the buzz on epilepsy into the consciousness of the general public?
During March, I had tried several types of events both for members and for the public. Unfortunately a couple of our events – Brain Day and the Bowling Party didn’t have enough people interested to warrant going ahead with them. And that’s ok. I can appreciate that people have busy lives, or perhaps it wasn’t the sort of thing that people wanted to do. I’ve also tried on several occasions to gather enough to develop some sort of support group, but that too seems to fall victim to low numbers.
We are a big province, and distance often makes it impossible for people who would be interested in events to be able to attend. This is the reality of it. But that isn’t going to stop us one bit.
What would you like to see happening? What sorts of events or information or internet resources would you be interested in? I would really like to know and will get cracking on all suggestions.
One thing that is coming up that everyone will be able to access is an online message board forum on our website. There, people will be able to post messages, stories or questions and other members or staff here at ENL will respond. Look for the forums coming to our website soon.
Pamela Anstey
Information Officer
Disclaimer
The materials contained in the Epilepsy Newfoundland and Labrador newsletter are to provide general information about epilepsy to the public. The information presented is not intended as medical or legal advice. Epilepsy Newfoundland and Labrador, its employees, board members, medical advisors, volunteers, agents and sponsors do not assume responsibility for inaccuracies or omissions or for the consequences from the use of the information obtained in this newsletter. Epilepsy Newfoundland and Labrador is not liable for any outcome or damages resulting from information in either a direct or indirect form. We recognize that each individual’s experience of epilepsy is different. Consult your physician and/or neurologist with any questions you have.
People with epilepsy should never discontinue anti-epileptic medications or make changes in activities unless specifically advised to do so by an attending physician.
Luke Noftall isn’t well-known like Julius Caesar, Agatha Christie, Joan of Arc, Vincent Van Gogh or Charles Dickens. However, the 13-year-old has one thing in common with those famous people from the past. He, too, lives life to the fullest even though he’s been diagnosed with epilepsy.
Luke is a Grade 8 student at St. Paul’s junior high school in St. John’s. An avid swimmer and member of the St. John’s Legends swim team, Luke had his first seizure a year ago.
“We went to a time trials at the Aquarena on Easter Saturday, the 26th of March last year,” his mother explains.
“Luke had gone through the early morning warm-up. He got up on the block and one of the coaches noticed that he was staring at the ceiling.”
Luke did not enter the water. However, the staring was indeed a sign that he was about to have a seizure.
Epilepsy is not a disease, but rather a neurological disorder of the brain which causes seizures. According to information on the Epilepsy Newfoundland and Labrador (ENL) website (epilepsynl.com) a seizure occurs when the normal electrical balance in the brain is lost. The brain’s nerve cells misfire: they either fire when they shouldn’t or don’t fire when they should. The result is a sudden, brief, uncontrolled burst of abnormal electrical activity in the brain. Seizures are the physical effects of these bursts of electricity. Next to migraine headaches, epilepsy is the most common neurological disorder. One in every 100 Canadians is living with active epilepsy.
Luke’s second seizure also occurred at the Aquarena. This time, he was in the pool. Elizabeth credits an astute lifeguard for jumping in and getting her son out of the water before he had time to go under. “I can’t say enough about the aquatic staff at the Aquarena or about the support we’ve got from the coaches and kids and on the Legends team. They’ve gone out of their way for Luke,” she says. At one high-profile competition, a lifeguard was assigned to watch Luke whenever he entered the pool, Elizabeth says.
Knowing her son could have a seizure at any time left her struggling to find a balance between keeping him safe but not overprotecting him.
“I was a wreck that weekend. Other people were hoping that their kids would get medals and get the times they were hoping for. And all I hoped was that he would get in and out of the pool OK.” Luke had a seizure later that weekend, but not before winning gold and silver medals.
“When I have a seizure, it’s like I black out and when I come to it feels like I’ve been sleeping for awhile. I’m really tired and I have trouble walking for about five minutes,” he says.
From March to June last year, Luke had six so-called “grand mal” seizures, which involves losing consciousness, falling to the ground and convulsing.
One happened when he was home with his brother, Mark. Elizabeth and her husband, Frank, were out of town at the time. “Mark took over and knew what to do. It wasn’t what I would have wished for him to have to do, but we’re delighted how he handled it,” Elizabeth says.
As Luke and Elizabeth sit and chat about epilepsy, Mark comes in to say goodbye to his mom and brother before heading out of town with his dad. When asked how he felt when his brother had a seizure at home, Mark says he was more scared when it was over. “I surprised myself when it was happening because I was really, really calm,” the 16-year-old says.
After being diagnosed with epilepsy, Luke began taking medication to control his seizures. The side-effects saw him falling asleep in class during final term last year and becoming very depressed.
"He went through a very tough time last summer when they were weaning him off the first drug and trying to get the dosage up on the second one. But we took it a day at a time and we got through it," Elizabeth says.
Though he admits he wasn't easy to get along with at that point, Luke says he's grateful his buddies stuck by him.
His teacher last year, Mme. Mitchell, was also very understanding and helpful, he says. All the staff, students and teachers at St. Paul's have been very supportive, Elizabeth adds.
"All you wait for is to see if he opens his eyes and recognizes you. That's all you want at that moment,"
Luke admits that one of his biggest fears last spring was that he'd have a seizure at school. Shortly after her son's diagnosis, Elizabeth made sure his friends and schoolmates knew what to do in case that did happen.
Her determination to educate others about epilepsy paid off on June 16 when Luke had a seizure while walking to school with his buddy. His friend knew exactly what to do.
"Josh was with me and all of a sudden I just blacked out," Luke recalls. "All I see when I wake up is Josh sitting down by my side. He had his book bag under my head and his coat on top of it and he was calling out to the teachers in the parking lot."
That was the last of Luke's seizures. His new medication is working great, he says. His depression has long since disappeared.
As well, she says, the staff at the Janeway's emergency department was fantastic on the three occasions that Luke was brought in by ambulance. Their sense of humour helped turn a frightening situation into a positive experience, she says.
"Each time he was there, a nurse named Jackie looked after him. She told him that they had to stop meeting like that, that people would think they were dating. He thought that was so funny. And they liked to tease him about always arriving in wet trunks and soaking their examination tables."
Both Luke and his mother have also come to rely on Sharon Penney, the Janeway's nurse co-ordinator of pediatric epilepsy.
"I called Sharon and told her Luke was doing this story. She thought it was fantastic and Luke was gung-ho about it, weren't you Luke?"
Luke nods his head. He's agreed to tell his story to help others, especially children and youth, understand that epilepsy isn't a disorder to be feared.
"I was kind of scared at first, but it's just like a roadblock in life," he says.
"Even though I have epilepsy I still played sports and I did fine. I play on my school's volleyball team and I play soccer and I mountain bike with my brother. So, really, nothing much has changed in my life."
March is Epilepsy Awareness Month and ENL has many events planned for the month, including a province-wide question-and-answer forum with two of the province's foremost authorities on epilepsy: Dr. Abayomi Ogunyemi and Dr. David Buckley.
ENL is committed to working towards awareness and understanding of the disorder during the entire year and offers a wide variety of programs and services to its members and to the public.
"They've been very helpful to us and I visit their website often," Elizabeth says.
"I get on there and I read their newsletters. There are always different stories there from people who have epilepsy. And there's certainly a lot of information there on epilepsy."
Monday, March 13, 2006
Danette Dooley, Special to The Telegram
March was Epilepsy Awareness Month - a special time of the year right across Canada when grassroots associations work extra hard to get the word out about epilepsy and seizure awareness. And boy did we ever this year!
**Month-Long Events**
At the beginning of March we launched three month-long events. One saw every pharmacy in Nf and Lab receiving information to be publicly displayed and distributed to their customers.
Another saw us working with Toys R Us. During the month of March, every child that came into their store received a free Seizure Activity Book, filled with stories and puzzles to teach all about epilepsy. Through the course of the month we reached over 1000 kids. Now that’s a lot of learning!
The third saw the beginning of a new project that will hopefully expand with time. Every single medical clinic in the St. John’s, Mouth Pearl and Paradise areas received resources to set up in their waiting rooms as well as additional resources to hand out to patients needing information. I’m hoping that over the course of the year we can do the same in almost all the clinics in the province. If you are able to help, please let me know.
**Presentations and Information Sessions**
What chances to talk with people during March! I did many different information sessions and talked with a ton of folks from students to teachers to waitresses to care workers, and lots in between. Everyone got the opportunity to learn seizure first aid, to understand what epilepsy is, and to hear the stories of people who live with epilepsy every day. Over the course of the month we did sessions with over 300 people.
**Brainstorm**
The Brainstorm competition was one of the most exciting events of the month. Brainstorm is an international event for Brain Awareness Week, which coincidentally falls during the middle of March. There were over 40 students from 5 different schools competing against each other to answer questions on the brain and its functions. In previous years ENL has been involved as one of the guest questioners. This year, in partnership with the MUN School of Medicine, we helped to arrange, and quiz the students till only one remained. Some excellent prizes were given and everyone went home with not only a prize, but a better understanding of the brain as well.
**ENL and the Media**
Famous? Well not quite!, But in March we did have several media events. Later in this newsletter you can read all about *Luke’s Life*, a story that we worked in conjunction with *The Telegram* to bring to the public and share the inspiring story of Luke and his struggle and successes with epilepsy.
Additionally, on two occasions during March I was interviewed on radio to talk about epilepsy awareness and the services of Epilepsy Newfoundland and Labrador. Once with CHMR MUN Radio, and once with VOAR. Would you like someone on your favorite radio station to air something about epilepsy? Let them, and us know, and we will do our best to arrange it.
**Provincial Question and Answer Forum and Teleconference**
Our signature event of Epilepsy Awareness month has always been the Question and Answer forum. This year was no exception. In fact, this year we were so overwhelmed with requests for participation that we had to have a waitlist.
We were honoured this year to be joined not only by Dr. Ogunyemi, but also Dr. David Buckley, one of the provinces foremost pediatric neurologists.
The Best Western Travellers Inn once again generously donated the use of one of their board rooms, where we welcomed 45 participants, both in person and via teleconference from around the province. We had folks join us from St. John’s, Corner Brook, Burin, Terrenceville, Fogo, St. Lawrence, St. Anthony, Wabush, and Twillingate-New World Island.
Questions varied from a focus on personal symptoms, to inquiries regarding shunts, the possibility of brain damage from seizures, learning and epilepsy, myoclonic seizures, medication side effects, surgery, and many others.
The forum was an overwhelming success, and we offer our very special thanks to both Dr. Ogunyemi and Dr. Buckley for providing their knowledge and guidance.
I am a care giver to a child who has seizures. He is in a wheelchair, and there has been some argument over if we should take him out of his chair when a seizure happens or not. What should we be doing?
Excellent question, and one I get asked a fair bit. Knowing what to do when someone has a seizure can be stressful enough in the moment. When someone in a wheelchair has a seizure, it can complicate matters even further. Fortunately, the accommodations for seizure first aid when someone is in a wheelchair are fairly straightforward.
For someone having a tonic-clonic seizure in a wheelchair or a child having a seizure in a stroller.
**During the Seizure**
- Keep calm and let the seizure run its course, you cannot stop it.
- Hold up the wheelchair and ensure the brakes are on to protect him or her from injury.
- Place something soft under/behind the head if there is no moulded head-rest.
- Check whether you need to move any hard objects that might hurt arms and legs in particular.
- Do not put anything in the person's mouth.
- Do not hold the person down
- Unless the person is falling out of the chair, leave them where they are. It is safer **not** to move them, and the chair will provide some support.
**After the Seizure**
- Set the wheelchair to a "partial recline" position (not "full recline").
- Gently turn the person's head to the side to let the saliva flow out of the mouth.
- Let the person rest or sleep if it is needed.
- Reassure the person and tell them what has happened.
- Be comforting and calm as awareness returns.
---
**Neurontin (gabapentin)**
**What is Gabapentin**
Gabapentin affects chemicals and nerves in the body that are involved in the cause of seizures and some types of pain. The exact way that it works is unknown. Gabapentin is used with other drugs in the treatment of some types of seizures and for the management of postherpetic neuralgia (nerve pain caused by the herpes virus or shingles). Gabapentin is most often used for treatment of simple partial and complex partial seizures as well as secondarily generalized seizures.
**What are the most important things to know?**
If you are taking gabapentin for seizures, do not stop taking gabapentin even if you feel better. It is important to continue taking the medication to prevent seizures from recurring.
Antacids will decrease the amount of gabapentin absorbed in the stomach. Do not take gabapentin for at least 2 hours after a dose of antacid.
Gabapentin may increase the effects of other drugs that cause drowsiness, including antidepressants, alcohol, antihistamines, sedatives (used to treat insomnia), pain relievers, anxiety medicines, and muscle relaxants.
Gabapentin may cause dizziness or drowsiness.
**Side effects of Gabapentin**
*If you experience any of the following serious side effects, stop taking gabapentin and seek emergency medical attention:*
- an allergic reaction (difficulty breathing; closing of the throat; swelling of the lips, tongue, or face; or hives).
*Other, less serious side effects may be more likely to occur. Continue to take gabapentin and talk to your doctor if you experience*
- dizziness, poor coordination, or drowsiness;
- blurred or double vision;
- irregular back-and-forth movements of the eyes;
- nausea and vomiting; or
- tremor.
*If children 3 to 12 years of age experience any of the following serious side effects, contact your doctor immediately*
- emotional liability (anxiety, behavior problems, crying, false sense of well-being, mental depression, reacting too quickly, too emotionally, or overreacting, rapidly changing moods);
- hostility (aggressive behavior, suspiciousness, or distrust);
- restlessness, hyperactivity or increase in body movements;
- amnesia (loss of memory); or
- thought disorders (concentration problems/change in school).
Side effects other than those listed here may also occur. Talk to your doctor about any side effect that seems unusual or that is especially bothersome.
New Website and Email Address for ENL
Epilepsy Newfoundland and Labrador has moved! Old news you say? Well not quite. This time we’re talking about our website and email. If you want to reach us here via email or our website, just point your mouse to these addresses:
Website - www.epilepsynl.com
For general information, epilepsy information or to reach Pam Anstey, Information Officer - firstname.lastname@example.org
For fundraising information, lavender bracelets, or to reach Bonnie Green, Special Events Coordinator - email@example.com
Another Forum?
With the success of our most recent Question and Answer Forum during March, we have been thinking about perhaps having another one.
What sort of speaker would you be interested in? What sort of format? If you have any ideas or thoughts on what YOU would like to attend, please let me know. You can contact Pam by email or by telephone.
Volunteers Needed
We are hoping to be able to put information and posters in various medical clinics, waiting rooms, hospitals, Health and Community Services offices and other public areas throughout the province. But as you can imagine, mailing a box of resources to each of these office in every community would be an enormous expense in postage.
We are looking for volunteers from across the province who would be willing to distribute posters and information throughout your hometown. This would save us lots in postage by only having to mail one box per community and keep donations going to programs and services instead of Canada Post.
If you can help, please call Pam at the ENL office at 1-866-374-5377, or email firstname.lastname@example.org.
New Teacher’s Guide
For the last couple of months we have been working on a brand new version of our current booklet called “The Student With Epilepsy – A Teacher’s Guide”.
When this new edition is completed, It will be available free of charge to any member who might like a copy or two to pass along to teachers, caregivers, group leaders, and anyone who has an interest in learning more about helping a child with epilepsy.
Let me know if you would be interested and I will keep your name to forward your copies when the edition is complete.
A friend recently took his two-year-old daughter to the home-improvement store. His daughter quickly became tired of walking, so he let her ride on his shoulders. But soon after he began carrying her, she began pulling on his hair. Although he asked her kindly to cease pulling his hair several times, she kept on. Getting fairly annoyed, he began to severely scold her.
“But, Daddy,” she replied, “I’m just trying to get my gum back.”
Door To Door Campaign
Hi Everyone!
My name is Marilyn Murley and this is my first year as the Door to Door coordinator for Epilepsy Newfoundland and Labrador. Everything is brand new to me so I am learning as I go along.
Another successful March Door to Door Campaign has just passed us by. It could never have been the success it was without the help of our dedicated team of volunteers from right across the entire province.
We have received quite a number of our kits back so far, but there are still a number outstanding. If you have one of the outstanding kits, please get it back to us as soon as you can so we can get our project completed for another year.
We have also drawn for the winners of several special prizes from among our collectors and zone captains.
The winner of the $100 Club - from all who raised $100+:
- Clara Budgell of Grand Falls-Windsor who wins a beautiful vintage porcelain doll.
The winner of our Zone Captains Award:
- Selina Vallis of Coombs Cove - who wins a framed print depicting a winter mummering scene. It’s not usually proper to tell a lady’s age, but we wanted to make note that Selina is a wonderful 80 year old lady who has been a zone captain with us for several years now.
The winners of our Canvassers Draws:
- Kathleen Power of Labrador City - who wins a beautiful hand enameled butterfly brooch.
- Evelyn Gosse of Spaniards Bay - who wins a locally crafted pewter pitcher plant pin.
- Cindy Cox of St. Alban’s - Who wins a sparkling silver swan brooch accented with rhinestones.
I would like to take this opportunity to thank every canvasser and zone captain who so willingly gave of their time and efforts to make this campaign a success, as well as a thank you to everyone who donated even a little. Your efforts will go a long way towards the promotion of epilepsy support and awareness in Newfoundland and Labrador.
Marilyn Murley, Campaign Coordinator
Special Events Notes
Spring has arrived! And with it I have been on the hop with several fundraising events and activities.
The end of March saw us drawing for our Tufting Artwork by artisan Derrick Hewitt valued at over $2000. Tufting is the native traditional art of tying strands of moose, caribou, and other animal hair into a stunning three-dimensional artwork creation that literally leaps off the background.
You cannot buy Mr. Hewitt’s works, he makes them solely to donate to charities. Complete with certificate, this stunning framed and matted creation depicts a winter scene in Newfoundland and Labrador. The picture shown here doesn’t even come close to doing justice to the depth and detail of this work.
The winning ticket, drawn March 31/06 at the ENL Office was:
Martin Whalen of Bell Island
Ticket number 251
Upcoming for the rest of April we have some social outings planned including
- April 7th - a night of 50/50 at Tol’s Time Out
- April 21st - a night of 50/50 at Chateau Park
- April 25th - Texas Hold Em Poker tournament at the Pot of Gold in Pleasantville
- April 28th - A night of 50/50 at the Bella Vista
If you would like more information on any of our events, or have an idea for other events, give me a call. I would also like to thank everyone who has supported us with our past events. You made them a success.
Bonnie Green, Special Events Coordinator
If your dog is fat, you probably aren’t getting enough exercise.
A Little Time Out
Ketchup or....?
A woman was trying hard to get the ketchup to come out of the jar. During her struggle the phone rang so she asked her 4-year-old daughter to answer the phone.
"It's the minister, Mommy," the child said to her mother. Then she added, "Mommy can't come to the phone to talk to you right now. She's hitting the bottle."
Which Line is Which?
Without checking, which of the two lines on the lower left is the continuation of the line on the upper right?
Long Lost Laundry?
A little boy opened the big family bible. He was fascinated as he fingered through the old pages. Suddenly, something fell out of the Bible. He picked up the object and looked at it. What he saw was an old leaf that had been pressed in between the pages.
"Mama, look what I found", the boy called out. What have you got there, dear?" With astonishment in the young boy's voice, he answered, "I think it's Adam's underwear!"
Catching her 3-year-old granddaughter in the act of eating her sister's snack, Susan confronted her about her conduct.
'Are you eating your little sister's grapes?'
'No,' her granddaughter replied, 'I'm helping her share.'
What a Family!
At a family reunion were the following people: one grandfather, one grandmother, two fathers, two mothers, four children, three grandchildren, one brother, two sisters, two sons, two daughters, one father-in-law, one mother-in-law, and one daughter-in-law. But not as many people attended as it sounds. What is the least number of people who could have attended, and who were they?
Face it Bertha Dear, you're no spring chicken anymore.
Epilepsy Awareness Wristbands
We’re bringing epilepsy into the light with our new lavender wristband, with OUT OF THE SHADOWS on one side, and our national website, www.epilepsymatters.com on the other.
For too long people with epilepsy and their families have been hesitant to speak of the disorder publicly due to myths that surround the disorder. Because no one spoke out, it was often difficult for the public to understand that individuals with epilepsy are no different than you or I.
Lavender is the internationally recognized colour associated with epilepsy and seizures, and the lavender flower is a symbol for things that are hidden or isolated, much like epilepsy. Because epilepsy is often controllable, it becomes invisible to most people, becoming something scary and unknown. It is by stepping out of the shadows that epilepsy will be understood, the stigma eliminated, and people who live with seizures more accepted.
We still have a few wristbands left.
Get yours for only $3.00 from Epilepsy NF. & Lab.
Every penny stays right here in our province to help individuals and families dealing with epilepsy and seizures everyday.
If you should happen to have any neat ideas for awareness or fundraising, we would love to hear them. Please drop us a line at the ENL office.
I Would Like To Help in the Fight Against Epilepsy
☐ I am enclosing a donation of $ ____________
☐ I would like to become a member of Epilepsy Newfoundland and Labrador. I am enclosing my $5.00 membership fee.
☐ I would like to become a volunteer. (We can use volunteers from right across the province)
Name: ______________________________________________________ Email: _______________________________
Address: __________________________________________________ Phone: _______________________________
If you would prefer to use your credit card, please complete the following:
Type of card: ___________________________ Account #: __________________________ Expiry Date: ___________
Signature: ____________________________________________ Date: _____________________________
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How a nuclear plant works
A pinch of uranium, a touch of technocracy and a lot of luck
By Richard Pollack
OK. How does a nuclear reactor work?
Now, before you turn the page and flee, you should know that atomic stations are really simple to understand.
Briefly, the reactors generate heat to boil water, changing it to steam which spins giant turbines to create electricity.
It's as simple as that. The only difference between a nuclear plant and a coal or oil-fired plant is the way the initial heat is produced.
In a fossil-fueled plant, coal or oil is burned in a furnace to generate heat.
In a nuclear plant, the splitting of uranium atoms generates the heat. More than 100 tons of uranium form the "core" or heart of the reactor, where temperatures can rise as high as 4,000 degrees Fahrenheit.
Ordinary water, at pressures up to 1,000 pounds per square inch, is used in the core to control the heat. Scientists call the regular water "light," so U.S.-built reactors are called "Light Water Reactors."
Everything is made of atoms: the air we breath, the food we eat and the water we drink.
Each atom has a nucleus, or center. It can include particles with a positive charge (protons) and particles that are neutral (neutrons). Orbiting the nucleus are negatively charged electrons.
During the atomic fission process, unattached neutrons strike the nuclei of atoms in the reactor core. If the struck nuclei is fissionable, it will split, releasing a tremendous amount of heat and sending more neutrons through the core to split still more nuclei.
This chain reaction is the basis for atomic power.
In a nuclear reactor, uranium is fashioned into spherical pellets about a half-inch in diameter. More than 10 million pellets sit in the long metal rods that comprise a single reactor core.
In nature, only one percent of the uranium is fissionable, Uranium-235. The rest is U-238.
Nuclear reactors use fission, the splitting of atoms, to boil water, creating steam which spins a turbine which, in turn, generates electricity. Most U.S. reactors use regular water as a core coolant. This drawing depicts a liquid metal cooled reactor.
The fuel pellets contain Uranium that has been chemically enriched so that about 3% of the pellet is made of fissionable U-235.
When a U-235 atom splits, enormous amounts of energy are generated. And the fissioned uranium atoms which lost neutrons are transformed into other, more radioactive, elements such as Cerium-157, Strontium-90 and Iodine-131.
The U-238 absorbs neutrons. When that happens, it becomes Plutonium-239 or 240.
These "new" radioactive substances are called nuclides. They are man-made. None of them exist in nature. They are some of the deadliest elements known to science.
Only a milliwhiff of a gram of Plutonium-239 has caused cancer in laboratory animals. A thousandth of a gram inhaled induces massive fibrosis of the lungs, causing death within days or hours.
It's a tricky business to keep the release and absorption of neutrons on an even keel. The "light" water inside the core cools the fuel and slows down the neutrons to the correct speed so that they will bounce off the U-238 atoms but split the U-235 atoms.
Reactor operators can quicken, slow or stop the fission reaction by manipulating control rods. These rods, commonly filled with Boron, absorb neutrons. Pushing the control rods into the core slows the process while withdrawing them speeds it up.
In the end, heat is produced, steam created and electricity is generated.
What happens if the fine-tuned, delicate equipment malfunctions? Or a pipe bursts and the water rushes out of the reactor core? Or a technician makes a mistake?
The reactor core can heat up within seconds and begin to melt.
If the operators can't stop the melting, the hot, highly radioactive core would suffer a meltdown, melting clear through the elaborate containment structure and releasing radiation to the ground and air.
People dozens of miles away from the plant could be threatened.
Dr. Henry W. Kendall of Massachusetts Institute of Technology, one of the leading critics of nuclear power, said "the uncontrolled release of even 5 or 10% of this core inventory could bring instantaneous death to persons up to 60 - 100 miles from a large fission-power reactor. Persons hundreds of miles distant could suffer radiation sickness, genetic damage, and increased incidence of many diseases including cancer."
The nuclear industry claims it can operate their giant reactors safely. But the first 1,000-plus Megawatt reactors are only now coming on line. And as Dr. Hannes Alven, a nuclear critic and a Swedish physicist who in 1970 won the Nobel Prize for physics said, "the real question is whether their blueprints will work in the real world and not only in a 'technological paradise'."
The Great "Wake" State?
In Michigan, nuclear power thrives
Midland - under construction
- Originally supposed to cost $235 million - now expected to cost $2.2 billion.
- Consumers Power quality control allows sub-standard work leading the Atomic Energy Commission to state that "Consumers is more concerned with building the plant endangering Detroit, Monroe, Toledo."
- May, 1970: bursting pipes allow radioactive sodium and water to mix and explode, releasing deadly argon gas.
- August, 1972: Atomic Energy Commission shuts plant. $120 million facility produces 378 hours of electricity.
- Big Rock has cracks in core pipe sleeves, only one cooling water pump and an emergency core cooling system that probably will not work.
- Nuclear Regulatory Commission inspection finds radiation monitors set intentionally high to avoid raising alarms.
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The departure of the impostor Perkin Warbeck, from Scotland, was not long after followed by a truce between England and that country. It was evidently the interest both of Henry the Seventh, and of James, to be at peace. The English monarch was unpopular; and every attack by a foreign power endangered the stability of his government, encouraging domestic discontent, and strengthening the hands of his enemies: on the side of the Scottish king there were not similar causes of alarm, for he was strong in the affections of his subjects, and beloved by his nobility; but grave and weighty cares engrossed his attention, and these were of a nature which could be best pursued in a time of peace. The state of the revenue, the commerce and domestic manufactures of his kingdom, and the deficiency of his marine, had now begun to occupy an important place in the thoughts of the still youthful sovereign: the disorganised condition of the more northern portions of his dominions, demanded also the exertion of his utmost vigilance; so that he listened not unwillingly to Henry's proposals of peace, and to the overture for a matrimonial alliance, which was brought forward by the principal Commissioner of England, Fox, bishop of Durham. The pacific disposition of James appears to have been strengthened by the judicious counsels of Pedro D'Ayala, the Spanish envoy at the court of Henry the Seventh: this able foreigner had received orders from his sovereigns, Ferdinand and Isabella, to visit Scotland as the ambassador from their Catholic majesties; and on his arrival in that country, he soon acquired so strong an influence over this prince, that he did not hesitate to nominate him his chief commissioner for the conducting his negociations with England. A seven years' truce was accordingly concluded at Ayton, on the 31st of September, 1497¹, and in a meeting which took place soon after, between William de Warham, Henry's commissioner, and D'Ayala, who appeared on the part of James; it was agreed that this cessation of hostilities should continue during the lives of the two monarchs, and
¹ Rymer, vol. xii. pp. 673, 678 inclusive.
for a year after the death of the survivor. Having accomplished this object, the Spanish minister and his suite left the Scottish court, to the regret of the king, who testified by rich presents the regard he entertained for them.
This negotiation with England being concluded, James had leisure to turn his attention to his affairs at home; and although in the depth of winter, with the hardihood which marked his character, he took a progress northward as far as Inverness. It was his object personally to inspect the state of these remote portions of his dominions, that he might be able to legislate for them with greater success than had attended the efforts of his predecessors. The stern and somewhat ungenerous policy which he adopted was, to separate and weaken the clans by arraying them in opposition to each other, to attach to his service by rewards and preferment some of their ablest leaders—to maintain a correspondence with the remotest districts—and gradually to accustom their fierce inhabitants to habits of pacific industry, and a respect for the restraints of the laws. It has been objected to him that his proceedings towards the Highland chiefs were occasionally marked by an unbending rigor, and too slight a regard for justice; but his policy may be vindicated on the ground of necessity, and even of self-defence.
1 MS. Accounts of the High Treasurer of Scotland under the 31st of October, 1497.
These severe measures, however, were seldom adopted but in cases of rebellion. To the great body of his nobility, James was uniformly indulgent; the lamentable fate of his father convinced him of the folly of attempting to rule without them: he was persuaded that a feudal monarch at war with his nobles, was deprived of the greatest sources of his strength and dignity; and to enable him to direct their efforts to such objects as he had at heart, he endeavoured to gain their affections. Nor was it difficult to effect this: the course of conduct which his own disposition prompted him to pursue, was the best calculated to render him a favorite with the aristocracy. Under the former reign they seldom saw their prince, but lived in gloomy independence at a distance from court, resorting thither only on occasions of state or counsel; and when the parliament was ended, or the emergency had passed away, they returned to their castles full of complaints against a system which made them strangers to their sovereign, and ciphers in the government. Under James all this was changed. Affable in his manners, fond of magnificence, and devoted to pleasure, the king delighted to see himself surrounded by a splendid nobility: he bestowed upon his highest barons those offices in his household which ensured a familiar attendance upon his person: his court was a perpetual scene of revelry and amusement in which the nobles vied with each other in extravagance, and
The following is a list of the most common types of data that can be collected and analyzed using the methods described in this paper.
- **Demographic Data**: Information about the age, gender, race, ethnicity, education level, income, employment status, and other demographic characteristics of the population being studied.
- **Behavioral Data**: Information about the behaviors and activities of individuals or groups, such as their consumption habits, travel patterns, and social interactions.
- **Environmental Data**: Information about the physical environment, such as temperature, humidity, air quality, and noise levels.
- **Health Data**: Information about the health status of individuals, including their medical history, symptoms, and treatment outcomes.
- **Financial Data**: Information about the financial transactions and assets of individuals or organizations, such as their income, expenses, investments, and debts.
- **Legal Data**: Information about legal proceedings, such as court cases, arrests, and convictions.
- **Educational Data**: Information about the educational attainment and performance of individuals, such as their grades, test scores, and graduation rates.
- **Political Data**: Information about political preferences, voting behavior, and public opinion on various issues.
- **Social Media Data**: Information about the content and interactions on social media platforms, such as tweets, posts, and comments.
- **Geospatial Data**: Information about the location and movement of individuals or objects, such as GPS coordinates, street addresses, and satellite imagery.
- **Biometric Data**: Information about the physical and physiological characteristics of individuals, such as fingerprints, DNA, and heart rate.
- **Internet of Things (IoT) Data**: Information about the sensors and devices connected to the internet, such as smart meters, wearables, and security systems. | <urn:uuid:0b0f96a0-e934-47dc-8c43-528027129914> | CC-MAIN-2017-26 | http://www.electricscotland.com/history/scotland/history41s.pdf | 2017-06-27T00:20:21Z | crawl-data/CC-MAIN-2017-26/segments/1498128320873.54/warc/CC-MAIN-20170626235612-20170627015612-00179.warc.gz | 505,726,893 | 1,399 | eng_Latn | eng_Latn | 0.995686 | eng_Latn | 0.997828 | [
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How to reduce waste through practical, cost effective and sustainable methods
A. Sort Your Waste!
Sorting waste in order to recycle or compost are efficient means to reduce waste. If waste is not separated, it gets mixed up in landfills.
We recommend the use of our locally produced waste bin with three compartments for “organic & compostable materials”, “non-recyclable waste” and “recyclable bottles & plastics”.
B. Use Waste Hierarchy!
The Waste Hierarchy is a model for sustainable waste management that encourages consideration of waste management praxis and will help everyone to implement policies and practices that will elevate as much waste as possible UP the waste hierarchy!
Simple five-step hierarchy of waste management:
1. Waste prevention – by far the most effective way to reduce your waste
2. Reuse, repair and refurbish
3. Recycle waste into useful materials
4. Recovery – converting waste material into useable heat, electricity or fuel; e.g. biomass briquettes
5. Disposal such as landfill or incineration without recovery – the last resort.
For more information, please call us or visit our website!
Makera Cell, Cyeza Sector,
P. O. Box 142,
Muhanga district, Rwanda
RDIS Executive Secretary,
Mr Viateur Ntarindwa, +250-788 760910
Mr Richard Madete, +250-785 744333
Mr Fulgence Mpayimana, +250-788 696388
firstname.lastname@example.org
www.rdis.org.rw/waste-management
You can also find us on social networks:
Facebook.com/RDISforRwanda ('Like us' and stay up-to-date)
Twitter.com/RDISforRwanda (Get the latest updates)
“Waste reduction (or prevention) is the most preferred approach to waste management.”
Sponsored by:
Our Organisation
The Rural Development Interdiocesan Service (RDIS) with registration No. 13/RGB/NGO/2015 is a non-governmental organization (NGO) for promoting sustainable and holistic development in four dioceses of the Anglican Church of Rwanda: Butare, Cyangugu, Kigeme and Shyogwe. We do this by mobilizing the local church members to be involved in developing their local community, and so lifting themselves out of poverty.
RDIS activities are concentrated in Southern province and part of Western province of Rwanda where the four dioceses are located.
The head office of the Organization is located in Muhanga District, Southern Province.
Our current projects include:
- Poverty Eradication: In these projects we mobilize villagers to address the following issues through capacity building and training as well as practical support: Modern Agriculture, Savings Cooperatives, Income Generation, Water & Sanitation, Waste Management and Environmental Protection.
- Carbon Credits for Emission Reduction (CCER): A project for improving living standards of households and reducing the strain on natural resources through the distribution of Improved Cook Stoves (ICS) and Ceramic Water Filters (CWF).
Our Vision: A Holy Soul in a Healthy Body.
Our Mission: To safeguard environment, increase production aiming at sustainable and holistic development.
Our Waste Management Project
Project Background Situation Analysis:
In Rwandan context, waste management is not yet performed; only the collection is properly done in the capital city of Kigali and in the towns located in the country side. In some hotels and guest houses, the status of hygiene and sanitation is doubtful.
The consequences related to poor management of the waste are so many such as: poor hygiene illnesses predominantly prevailing in the growing urban areas, resettlements, public areas where many people gather for some purposes.
Not only the hygiene is damaged by the mismanagement of the waste, but also the physical environment is destroyed by the non-decomposable waste that is thrown into inappropriate areas of the communities. Solid waste management is an issue in both urban and rural areas of Rwanda!
Project Goal:
To improve waste management practices through a participatory process where all key stakeholders contribute to developing and implementing actions to reduce domestic waste through practical, cost effective and sustainable methods.
Project specific Objectives:
1. To create awareness of the managers and personnel of church training centers, guest houses, schools and health centers whose responsibilities include hygiene and sanitation.
2. To equip the more frequented places of the church with special waste bins for separating degradable and non-degradable waste.
3. To develop and to introduce waste management policy and practices likely to enhance hygiene and sanitation.
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Warren Consolidated Schools
A Parents’ Guide to Report Cards
Creating Dynamic Futures
Student Achievement • High Expectations • Strong Relationships
Dear Parents:
The information in this brochure is intended to serve as a guide to understanding the core curriculum for English Language Arts, Mathematics, Social Studies and Science at each grade. Each grade level report card has been aligned to reflect the most current standards in each subject. The new curriculum in English and Language Arts and Mathematics is aligned to the Common Core State Standards (CCSS). The CCSS are a list of expectations that help teachers make sure their students have the skills and knowledge they need at each grade level from kindergarten through 12th. This guide will also identify the Science and Social Studies concepts that your child will experience throughout the year as well.
Subject: English Language Arts
Domain: Reading Literature
Standard: Key Ideas and Details
- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Standard: Craft and Structure
- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
- Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- Explain how an author develops the point of view of the narrator or speaker in a text.
Standard: Integration of Knowledge and Ideas
- Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
- Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Standard: Range of Reading and Level of Text Complexity
- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Domain: Reading Informational Text
Standard: Key Ideas and Details
- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Standard: Craft and Structure
- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
- Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
- Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Standard: Integration of Knowledge and Ideas
- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
- Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
- Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Standard: Range of Reading and Level of Text Complexity
- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Domain: Writing
Standard: Text Type and Purposes
- Write arguments to support claims with clear reasons and relevant evidence.
- Introduce claim(s) and organize the reasons and evidence clearly.
- Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
- Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from the argument presented.
• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
o Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
o Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
o Use appropriate transitions to clarify the relationships among ideas and concepts.
o Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from the information or explanation presented.
• Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
o Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
o Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
o Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
o Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
o Provide a conclusion that follows from the narrated experiences or events.
**Standard: Production and Distribution of Writing**
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 here.)
• Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Standard: Research to Build and Present Knowledge
• Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
• Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
• Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
o Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Standard: Range of Writing
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Domain: Speaking and Listening
Standard: Comprehension and Collaboration
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing
• Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
• Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Standard: Presentation of Knowledge and Ideas
• Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
• Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to information.
• Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 here for specific expectations.)
Domain: Language
Standard: Conventions of Standard English
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o Ensure that pronouns are in the proper case (subjective, objective, possessive).
o Use intensive pronouns (e.g., myself, ourselves).
o Recognize and correct inappropriate shifts in pronoun number and person.*
o Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
o Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
o Spell correctly.
Standard: Knowledge of Language
• Use knowledge of language and its conventions when writing, speaking, reading, or listening.
o Vary sentence patterns for meaning, reader/listener interest, and style.*
o Maintain consistency in style and tone.*
Standard: Vocabulary Acquisition and Use
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
o Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
o Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
• Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o Interpret figures of speech (e.g., personification) in context.
o Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
o Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
**Subject: Math**
• Ratios and Proportional Relationships
o Understand ratio concepts and use ratio reasoning to solve problems.
• The Number System
o Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
o Compute fluently with multi-digit numbers and find common factors and multiples.
o Apply and extend previous understandings of numbers to the system of rational numbers.
o Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.
• Expressions and Equations
o Apply and extend previous understandings of arithmetic to algebraic expressions.
o Reason about and solve one-variable equations and inequalities.
o Represent and analyze quantitative relationships between dependent and independent variables.
• Geometry
o Solve real-world and mathematical problems involving area, surface area, and volume.
o Draw polygons and represent three-dimensional figures using nets made of rectangles and triangles.
• Statistics and Probability
o Develop understanding of statistical variability.
o Summarize and describe distributions.
As your son or daughter works through homework exercises, you can help him/her develop skills with these mathematical practice standards by asking some of these questions...
1. Make sense of problems and persevere in solving them.
- What are you solving for in the problem?
- Can you think of a problem that you have solved before that is like this one?
- How will you go about solving it? What’s your plan?
- Are you making progress toward solving it? Should you try a different plan?
- How can you check your answer? Can you check using a different method?
2. Reason abstractly and quantitatively.
- Can you write or recall an expression or equation to match the situation?
- What do the numbers or variables in the equation refer to?
- What’s the connection among the numbers and the variables in the equation?
3. Construct viable arguments and critique the reasoning of others.
- Tell me what your answer means.
- How do you know that your answer is correct?
- If I told you I think the answer should be (offer a wrong answer), how would you explain to me why I’m wrong.
4. Model with mathematics.
- Do you know a formula or relationship that fits this problem situation?
- What’s the connection among the numbers in the problem?
- Is your answer reasonable? How do you know?
- What does the number(s) in your solution refer to?
5. Use appropriate tools strategically.
- What tools could use to solve this problem? How can each one help you?
- Which tool is more useful for this problem? Explain your choice.
- Why is this tool (the one selected) better to use than (another tool mentioned)?
- Before you solve the problem, can you estimate the answer?
6. Attend to precision.
- What do the symbols that you used mean?
- What units of measure are you using? (for measurement problems)
- Explain to me (a term from the lesson)
7. Look for and make use of structure.
- What do you notice about the answers to the exercises you’ve just completed?
- What do different parts of the expression or equation you are using tell you about possible correct answers?
8. Look for and express regularity in repeated reasoning.
- What shortcut can you think of that will always work for these kinds of problems?
- What pattern(s) do you see? Can you make a rule or generalization?
Subject: Social Studies
History
Geography
Civics and Government
Economics
Subject: Science
Science Processes
- Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.
- Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.
- Develop an understanding that claims and evidence for their scientific merit should be analyzed.
- Understand how scientists decide what constitutes scientific knowledge.
- Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.
Earth Science
- Develop an understanding of the properties of earth materials and how those properties make materials useful.
- Understand gradual and rapid changes in earth materials and features of the surface of Earth.
- Understand magnetic properties of Earth.
- Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth’s life forms, changes over long periods of time, and theories regarding Earth’s history and continental drift.
Physical Science
- Develop an understanding that there are many forms of energy and that energy is transferable by convection, conduction, or radiation.
- Understand energy can be in motion, called kinetic; or it can be stored, called potential.
- Explain how different forms of energy can be transferred from one place to another.
- Describe and illustrate changes in state in terms of the arrangement and relative motion of the atoms or molecules.
- Explain how mass is conserved as it changes from state to state in a closed system.
Life Science
- Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy.
- Develop an understanding of the interdependence of the variety of populations, communities and ecosystems, including those in the Great Lakes region.
- Develop an understanding of different types of interdependence and that biotic (living) and abiotic (non-living) factors affect the balance of an ecosystem.
- Understand that all organisms cause changes, some detrimental and others beneficial, in the environment where they live.
2015 Board of Education
Susan G. Trombley, President
Megan E. Papasian-Broadwell, Vice President
I. Susan Kattula, Secretary
Brian White, Treasurer
Benjamin I. Lazarus, Trustee
Elaine G. Martin, Trustee
Kaitlynn Schwab, Trustee
Robert D. Livernois, Ph.D., Superintendent
In compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disability Act of 1990, the Elliott-Larsen Civil Rights Act of 1977, and the Genetic Information Nondiscrimination Act of 2008, it is the policy of the Warren Consolidated Schools that no person shall, on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, “Protected Classes”) be excluded from participation in, be denied the benefits of, or be subjected to, discrimination during any program, activity, service or in employment. Inquiries should be addressed to the Chief Human Resources Officer, 31300 Anita, Warren, Michigan 48093, (586) 825-2400, ext 63110.
Student Achievement
A focus on measurable student achievement in our Professional Learning Communities.
High Expectations
Clear expectations for every stakeholder, including students, staff and parents.
Strong Relationships
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Kia ora
We hope you are all keeping well, dry and warm during these rather dreary winter days we are experiencing right now. Due to the rain it might pay to pop some extra clothes into your child’s bag if they enjoy playing on the field or in puddles. Also, some of our tamariki and kaikao are getting some nasty flu and colds at the moment so if your child is sick, please keep them home. In this week’s newsletter the senior school are sharing with you some of the science learning that they were involved in towards the end of the term involving Newton’s Law of Gravity, building and launching rockets!
Our rocket was successful. It went as high as a bird. The clay in the nose cone helps the rocket to go far and the fins help it to go high.
Hezekiah Fotu and Lorena Hakalo
Waterlea is a smoke free and vape free environment
At the start of each term it is a good idea to remind everyone in the community that by law, Waterlea is a smokefree and vapefree environment. If you are coming to school or utilising the school grounds after hours, please be mindful of this. We have noticed that some of our senior school students have developed a curiosity around vaping in particular.
When discarded vapes are left on the school grounds, it does provide opportunities for our tamariki to explore things that are not good for their health and wellbeing. Vapes, with their cool colours and flavours, appear harmless but contain nicotine which is not good for developing bodies and brains. Thanks for your consideration and support in this.
Senior School Wonder Project
In term 2, the senior school were learning about Newton’s laws of motion and exploring this in the context of STEM through rocket design and engineering - aligned to Level 3 of the New Zealand Curriculum. The tamariki worked through the scientific inquiry process to test and adjust their designs in order to increase performance. This was an opportunity to show all of their MANA values when working in groups and negotiating challenges. Akonga used their experiences to link to other curriculum areas such as report writing and data collection.
Waterlea was lucky enough to have a Wonder Project ambassador from Air New Zealand who came in to support the tamariki in their design and testing and also give some insight into possible STEM career pathways.
Our rocket launched successfully because it had clay in the nose cone which helped it fly further.
Jeremiah Tavioni
The Great Rocket Project
By Anna Berryman
When we first started the great rocket project, we practised by launching 1.5 litre drink bottles with water in them. To launch the rockets we needed to measure the water and pump the air into the bottle with a bike pump. And then we pulled the trigger! BANG! The limit we could use was 60PSI, which is a measurement of air pressure. We also had to record how much water, PSI and how far it went. That data would help us decide how much water to put in on the great launch.
Next, we needed to learn Newton’s three laws of motion and drag, thrust, weight and something else. All the data would help us understand how the rocket would move through the air. Then we put our brain to work trying to think of the coolest and most streamline design. We stuck our wings on with super glue like, we had to hold it in place for ages, while it dried. After that we designed our rockets with pictures of animals and taped them on.
But sadly Abigail and I were away when they did the great launch. My team told me it flew high and long into the field, over 50 metres away. I saw the video and felt proud of our rocket launch.
BOTTLE ROCKETS
Bottle rockets take time and passion. Assemble a team of friends or nerds and start your rocket but first read this. Get your teacher to assemble the rocket launcher.
Parts
What you will need:
1. 1.5 litre bottle (fizzy drink)
2. Duct tape (to tape the nose cone on or you can use glue)
3. Fins (you can use ice cream containers)
4. Nose cone (from a 1.5 litre bottle or a 2 litre bottle)
5. Glue (to glue the fins on)
Steps to make your bottle rocket:
Step 1. Get two fizzy drink bottles and cut out the nose cone from the top of the second bottle.
Step 2. Cut out the fins from an ice cream container.
Step 3. Add the nose cone to the bottom of the first bottle with glue or duct tape.
Step 4. Glue the fins on near the bottom of the rocket.
Step 5. Do some drawings on your rocket and get ready to BLAST OFF!!!!!
By Ben Rickerby
When we fired the rocket, it started to shoot through the air and it went so far.
Jethro Haletama
The rocket went 43 metres and it splashed water all over Jethro’s face and on Allen and me.
Joseph Sifa
Rocket challenge
The first thing we did towards the rocket challenge was voting who we wanted in our group. After Mr Matthews organised the groups (I was in a group with Olivia, Anna and Abigail) we started designing our rockets in our sketchbooks. But right before that we learnt about Newton's law and about drag, thrust weight and level. One other thing we learnt about how much psi and water to put in.
We tried out some simple bottles to find out what shape our rocket fins needed to be. We were also allowed to have a name for our group the name my group chose was the tiger cubs. The shape we chose for our fin is a diamond, because our prediction is that it will help it being thrust into the air. Me and Olivia decorated our rocket with paw parents and other cute things all of which helped us launch them. The day of the big launch happened on a perfect sunny weather. We launched our rocket when Anna and Abigail weren't here but that didn't stop us from having fun. We had to have a surgery on our rocket because one of our fins was coming off luckily we had some tape on hand to tape it in place. Our rocket went about 50 metres. I feel that everyone should have this wonderful experience. The rocket challenge was a great experience. And should be carried down generations. That was my experience with the rocket challenge. Hope you enjoyed.
By Olive Hockly
Thank you to the parents that have placed their order on this Issue of Book Club! There is still Time to order! The last day to order is Sunday 30 July
ALL ISSUE 5 LOOP ORDERS OVER $30 CAN CHOOSE UP TO 3 FREE BOOKS!
SPEND $70+ = 3 FREE BOOKS
SPEND $50+ = 2 FREE BOOKS
SPEND $30+ = 1 FREE BOOK
LOOP orders only. See scholastic.co.nz/LOOP for terms and conditions.
*This may vary from books shown. More choices available.
Enrolments are open for 2024 for Royal Oak Intermediate. They are hosting tours starting from next week and an Open Evening next term. Please click the link to Book your Tour: https://forms.gle/GSMveUdqFxRaUv2J9
If you would like to enrol now for 2024, please click this next link:
https://royaloakint.school.nz/enrolment-overview/
Term 2: School Tours
Thursday, 8 June 2023, 9:30 - 10:30 am (Week 7)
Thursday, 15 June 2023 9:30 - 10:30 am (Week 8)
Thursday, 22 June 9:30 - 10:30 am (Week 9)
Wednesday, 28 June 9:30 - 10:30 am (Week 10)
Term 3: OPEN EVENING Thursday, 20th July 2023 (Term 3 Week 1)
Session 1: 4:00pm - 5:00pm
Session 2: 5:30pm – 6:30pm
Term 3: School Tours
Thursday, 3 August 2023, 9:30 - 10:30 am (Week 3)
Thursday, 17 August 2023, 9:30 - 10:30 am (Week 5)
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ANTARCTIC 2025/2026
Antarctica by Helicopter
Icebergs, Mountains and Remote Lands.
ULTRAMARINE
DESIGNED TO GO BEYOND
## Contents
1. Overview
2. Itinerary
4. Arrival and Departure Details, and International Flight Planning
6. Your Ship Options
7. Your Ship: *Ultramarine*
9. Included Activities
10. Adventure Options
13. Departure Dates
13. Inclusions and Exclusions
14. Your Expedition Team
15. Extend Your Trip
16. Meals on Board
18. Possible Excursions
21. Packing Checklist
Exploring new destinations is at the very core of our commitment to polar exploration. Innovation has been embedded in our DNA since we took the first group of travelers to the North Pole in 1991. It’s this same burning quest to explore uncharted territories that fuelled our expedition team to become the first to confirm the existence of the legendary Emperor penguin colony on Snow Hill Island in 2004. And now we’re enabling guests to explore the rarely-visited east coast of the Antarctic Peninsula.
However, we’re not innovating merely in terms of where we’re taking you—but how.
Our brand new 12-day *Antarctica by Helicopter: Icebergs, Mountains and Remote Lands* itinerary is designed to be the most heli-focused itinerary in our Antarctic portfolio. Our goal is to maximize helicopter adventures throughout your voyage so you can experience perspectives of the Antarctic Peninsula no one else can offer—and to explore inland from the east coast where few have ever ventured. Your helicopter-supported excursions—included in the cost of the trip—will include multiple opportunities for heli flightseeing, as well as a heli landing. You’ll learn what it’s like to step out of a helicopter onto Antarctica and gaze upon polar landscapes previously only seen by a few fearless explorers and mountaineers.
We’ll journey through the waters of Erebus and Terror Gulf (on the southeast side of the Peninsula), Antarctic Sound (the 56-kilometer-long body of water separating the Joinville Island group from the northeast end of the Peninsula), and the great ice-filled Weddell Sea (which indents the continent between the Antarctic Peninsula and Cape Norvegia on the coast of Queen Maud Land).
Expect the landscapes on the east coast of the peninsula to evoke a range of strong emotional responses. Perhaps a feeling of serenity as you enter the vast waters of Antarctic Sound. Or profound awe and wonder upon your first sighting of a massive, flat-topped tabular iceberg the size of a football field. Or a sense of otherworldliness as you encounter the unexpected dark browns and earth tones of the eastern side of the Peninsula—in sharp contrast to the popular images of the snow-covered peaks of the west coast of Antarctica. Some areas of the east side have invited comparisons to the planet Mars.
Ultimately, this innovative voyage onboard the technologically-advanced *Ultramarine*—with its two twin-engine helicopters—will translate into the expedition of a lifetime.
DAY 1 | ARRIVE IN BUENOS AIRES, ARGENTINA
Upon arriving in this cosmopolitan city, much celebrated for its architecture and rich European heritage, you will independently transfer to your group hotel (pre-expedition hotel night included in mandatory transfer package).
DAY 2 | FLY TO USHUAIA AND EMBARK
After an early breakfast at the hotel, the group will transfer to the airport and board our private charter flight to Ushuaia, Argentina. Upon arrival, you will be transferred from the airport to a central downtown location to enjoy some time on your own to explore this quaint port town before making your way to the pier. After a late afternoon embarkation, you will sail along the historic Beagle Channel, which transects the Tierra del Fuego archipelago in the extreme south of South America. Expect an air of anticipation as you depart—the next time you see land, you’ll be in the remote Antarctic wilderness.
DAYS 3 | CROSSING THE DRAKE: A POLAR RITE OF PASSAGE
Crossing the legendary 800-km stretch of water is a must-do for many travelers. Prepare yourself for dramatic seascapes as you stand on the deck of Ultramarine and gaze at the water stretching beyond the distant horizon. Be on the lookout for dolphins, whales, and seabirds, especially albatrosses, petrels and skuas as they glide over the sometimes rough waters. As the ship approaches the Antarctic Peninsula, keep your eyes peeled for your first glimpse of towering, multi-shaped icebergs.
DAYS 4 | AT SEA WITH POLAR EXPERTS
Today we cross the Antarctic Convergence, moving into the biological Antarctic, where the warmer waters of the sub-Antarctic meet the cold Antarctic. Your days at sea are filled with presentations led by your Expedition Team on photography, wildlife, glaciology, and history. In between presentations, spend time on deck looking for wildlife or chatting with your shipmates over a drink at the bar.
DAYS 5 – 9 | EXPLORE THE WEDDELL SEA BY WATER, LAND & AIR
Helicopter operations in Antarctica are acutely weather-dependent. We have designed this itinerary so we can spend time each day in stunning locations that allow us to enjoy helicopter opportunities if the weather allows and, alternately, to maximize your experience of Antarctic wildlife, ice and landscapes when flying conditions are not favorable. Each day on the Antarctic Peninsula will showcase the flexibility and technical prowess of our industry-leading expedition team, pilots and crew.
As Ultramarine gains access to the Antarctic Peninsula, our team will look for opportunities to experience Antarctica beyond the coast and over the expansive glacial terrain of the last great wilderness. Together, Antarctic Sound, Erebus and Terror Gulf, northwestern Weddell Sea are the theater of this venture. Initially we plan to sail into Antarctic Sound where we will visit two towering geological features: Madder Cliffs on Joinville Island, and Brown Bluff on the most northerly tip of the Antarctic Continent. Our goal is to visit large Adélie penguin colonies in this area by Zodiac. Gentoo penguins and seals also frequently roam this coast. There will be time to marvel at the impressive topography, namely the 678 meter (2,225-foot) volcanic rock cliffs at Brown Bluff—though, if weather allows, we may pivot from our marine operations and embark on our first flightseeing experience of the voyage. What you will have just seen from sea, you will now experience from the sky as you gaze over the vastness of Antarctica with the perspective of a snow petrel.
Continuing through Antarctic Sound and into Erebus and Terror Gulf, located on the tip of the southeast side of the Antarctic Peninsula, Ultramarine will be positioned to maximize both helicopter and Zodiac excursions. The James Ross Island group, which comprises several Islands, offers myriad opportunities to explore historically relevant sites that were discovered by the Swedish Antarctic Expedition of 1901-04. Upon landing, we plan to hike to a summit to view an Adélie penguin colony, as well as the northern Weddell Sea. If the tide is low, there may be grounded bergs in the shallow waters—a surreal sight you’re unlikely to encounter on many polar expeditions.
EXPEDITION SPIRIT
Embracing the unexpected is part of the legacy—and excitement—of expedition travel. When traveling in extremely remote regions, your Expedition Team must consider the sea, ice and weather to guide the route and itinerary details. This itinerary is a tentative outline of what you may experience on this voyage; please be aware that no specific itinerary can be guaranteed. By the same token, wildlife encounters as described are expected, but not guaranteed. Your Expedition Team will use their considerable experience to seek out wildlife in known habitats, but the presence of any particular species of bird or marine wildlife is not guaranteed.
These islands, highly valued for their geological significance, are home to fossil finds, ventifacts (ancient rocks polished smooth over time by wind and grains of sand) and the remains of the KT Boundary, which marks the transition between the Cretaceous Period (dinosaurs and reptiles) and the Tertiary Period (mammals). Our goal is to provide opportunities for you to see ventifacts up close, to better appreciate the significance of wind erosion—by sand or ice particles—over long periods of time. These ventifacts provide valuable information about the climatic history and prevailing wind patterns of the region.
As already mentioned, atmospheric conditions influence when and where we fly—on any day of our voyage—at any of the superb locations in the region. When not flying, we’ll shift our focus from geology to wildlife. For instance, we could Zodiac cruise to Devil Island and head out on a hike that will allow participants to appreciate the twin towering cones of ash and hardened lava that rises from a bay on the north shore of Vega Island. Alternatively, we may aim for renowned Paulet Island, home to one of the largest Adélie penguin rookeries in the area, as well as the historic hut built by members of the Swedish Antarctic Expedition of 1901-04. A cross marks the grave site of Ole Wennersgaard, a member of the crew.
Another potential destination for helicopter operations includes the dramatic headland on the northeastern tip of Joinville island. One of the first features you’ll see as we approach the island by air is, of course, the distinct rocky headland sticking out of the rugged, icy landscape. This prominent landmark has proven useful for navigation and exploration over the years.
Expect a dramatic finale to the helicopter-focused segment of the expedition as we prepare to return back across the Drake Passage. While our team has devised multiple back-up plans—crucial on any polar expedition—our ultimate goal at this point is a heli flightseeing excursion to Livingston Island, home of the most spectacular mountains of the South Shetland Islands. Among the towering peaks you’ll see from air are the Tangra Mountains (stretching 32 kilometres long by 8.5 kilometres wide), Mount Friesland (rising to 1,700 metres/5,578 feet), Bowles Ridge and Pliska Ridge (667 metres/2,188 feet).
Another landing option is Deception Island. Along with waddling penguins and lounging seals, you can also see the rusting remnants of long-ago whaling operations on the beach. The landscape of Deception Island often presents opportunities for longer walks to striking vistas. The stark contrast between snow and dark volcanic sand, and the geothermic steam along the shoreline gives this location an atmospheric feel.
DAY 10 | AT SEA DAY: REJUVENATE AND RELAX ON ULTRAMARINE
Take some time, as we journey back across the 800-kilometer Drake Passage, to relax after your off-ship adventures. *Ultramarine* is home to Tundra Spa, where you can book a soothing facial treatment or massage. Additionally, you can also relax in the sauna with floor-to-ceiling windows that keep you connected to the polar seas while you rejuvenate indoors.
DAY 11 | AT SEA DAY
Your polar learning isn’t over. Join our on-board experts as they continue to share their vast polar expertise through scheduled presentations in our Ambassador Theater. The state-of-the-art, high-resolution LED screen wall in the main theater ensures high-definition viewing of presentations from your Expedition Team from any angle. This is an excellent opportunity to ask any lingering questions you have about any aspect of your Antarctic experiences.
DAY 12 | DISEMBARK IN USHUAIA AND FLY TO BUENOS AIRES
You will arrive in Ushuaia in the morning and disembark after breakfast. The mandatory transfer package includes a tour of Tierra del Fuego National Park for a taste of Patagonia, after which you’ll transfer to the airport for the return group charter flight to Buenos Aires.
As you prepare for your journey, you may be interested in your arrival and departure details. Since international air transportation is not included in the cost of your expedition, you have some flexibility in planning your flights.
**Arrival Day and Embarkation**
**DAY 1 — ARRIVING IN BUENOS AIRES AND HOTEL NIGHT**
Upon arrival in Buenos Aires, you will make your way to the included group hotel. A presentation room will be open from 12 pm to 8 pm for luggage weighing and tagging. A Quark Expeditions representative will be available to answer your questions and give information about the next day’s flight and ship embarkation. After an early breakfast the following morning, your group will transfer to the airport and board our private charter flight to Ushuaia, Argentina, the southernmost city in the world.
**DAY 2 — USHUAIA AND EMBARKATION**
In Ushuaia your mandatory transfer package will provide some free time to explore this quaint port town, and also (when flight schedules allow) a tour of Tierra del Fuego National Park. Note: The tour (if available) may take place on either the embarkation or disembarkation day.
We will transfer the group to the ship for embarkation around 4 pm.
**PLEASE NOTE**
Luggage will be limited to one checked luggage and one cabin baggage on the flights between Buenos Aires and Ushuaia. Luggage weight restrictions will be confirmed in your final documents received 30 days prior to your trip. Should you have additional luggage, it can be stored at the hotel in Buenos Aires. There is NO option to pay for additional luggage.
Final Day and Departure
**DISEMBARKATION IN USHUAIA**
The ship is scheduled to arrive back at the pier in Ushuaia between 7 am and 8 am. After breakfast you will bid farewell to your Expedition Team before completing your disembarkation. This process takes approximately one hour.
**DEPARTING FROM BUENOS AIRES**
Upon arrival in Buenos Aires, you may be able to connect directly with your homeward flight, as we will land at Ministro Pistarini International Airport (also known as Ezeiza International Airport, EZE) at 5 pm. Please allow a minimum of three hours between our charter arrival and your international departure. We recommend four hours.
If your plans will take you onward in South America, please check your flight schedule to confirm your connection before booking. Upon arrival in Buenos Aires, you may need to transfer from the international airport (EZE) to the domestic airport, Jorge Newbery (also known as Aeroparque, AEP), which is located about a one-hour drive away under normal traffic conditions. If you must transfer between airports on the final day of the voyage, you can choose to use the efficient airport shuttle service, Manuel Tienda León, or take a *remis* (a pre-paid taxi booked inside the airport). If you prefer, your Polar Travel Adviser can also arrange for a private transfer. As traffic can add time to the commute, we recommend that you allow at least five hours between flights arriving and departing from the different airports in Buenos Aires to allow for transit, check-in, and security clearance.
For the absolute safest travel plans, we recommend that you book an extra hotel night in Buenos Aires between flights.
**Arrival and Departure Transfers**
**BUENOS AIRES AIRPORT TRANSFERS**
Arrival transfers from your international flights in Buenos Aires are not included; however, your Travel Professional or Polar Travel Advisor can arrange them for you.
*We request that you provide your flight details to Quark Expeditions at least 30 days prior to traveling.*
---
**PLEASE NOTE**
**Included Hotel Accommodations:**
Your included accommodation begins on Day 1 of your itinerary. The specific hotel will be indicated on your final voyage confirmation. If you are arriving prior to Day 1 of your expedition or are staying after the disembarkation day and would like help booking a pre- or post-stay, please contact your preferred travel agent or Quark Expeditions for hotel options. As accommodation space is limited, you are encouraged to request any extra nights as early as possible.
Weather conditions may occasionally delay our arrival, and airline schedule changes have also been known to occur in Argentina. Booking flexible tickets is always encouraged, as we cannot be held responsible for delays due to unforeseen circumstances.
Our Fleet of Small Polar Vessels
Quark Expeditions boasts the most diverse polar-class fleet of any polar operator, and the ability to offer you this incredible voyage on one of our ice strengthened vessels.
The entire Quark Expeditions fleet is built for comfort—and for challenging polar environments, allowing us to take you to places ordinary cruise companies wouldn’t dream of going.
Plus, you’ll do so while enjoying excellent amenities and superbly comfortable cabins.
Your Ship
**ULTRAMARINE**
The newest ship in our fleet, *Ultramarine* is designed to go beyond the familiar in polar exploration, to immerse guests in parts of the Polar Regions where few humans have ever set foot.
Equipped with two twin-engine helicopters and 20 quick-launching Zodiacs, *Ultramarine* offers the most off-ship adventure activities in the industry. Guests can enjoy two restaurants (Balena and Bistro 487), Tundra Spa, a sauna-with floor-to-ceiling windows, spacious suites and abundant wildlife-viewing spaces. *Ultramarine* also features advanced sustainability systems—which exceed all industry standards.
*Ultramarine* is perfectly designed to deliver the ultimate polar expedition experience.
**SHIP SPECIFICATIONS:**
- Staff and Crew: 140
- Guests: 199
- Lifeboats: 4, fully enclosed
- Ice Class: PC6
Visit [QuarkExpeditions.com](http://QuarkExpeditions.com) to view deck plan details.
Call your Travel Professional or a Quark Polar Travel Adviser at 1.888.892.0073 | Visit QuarkExpeditions.com for additional details
Ready for a little adventure beyond your ship? Each Quark Expeditions voyage offers a variety of immersive off-ship activities to enhance your polar experience.
**FLIGHTSEEING**
While polar landscapes are spectacular from the sea, they are even more striking from the air. On board *Ultramarine* you will experience remarkable aerial perspectives on a 10- to 15-minute flightseeing excursion included in the cost of your voyage.
**HELI-LANDING**
Imagine setting foot in an area of the Antarctic that can only be safely accessed by helicopter. With fellow passengers and expert guides, you’ll board one of *Ultramarine’s* two twin-engine helicopters to soar off to an exclusive polar site where no ships can navigate. Expect stunning bird’s-eye views during your flight, and then, upon arrival, simply sit back, relax and take in the splendor of the Antarctic from “the best seat in the house”: glacial amphitheaters, breathtaking summits, and more. At your landing, you’ll have time to relax and quietly reflect on the beauty of your polar surroundings, after which you’ll be picked up by the helicopters in the same location and returned to *Ultramarine*.
Your heli-landing experience is uniquely curated by our expedition team, taking conditions, regulations and location capacity into consideration.
**HIKING**
Hiking in Antarctica is free-form and supervised by our expert staff, who set out a perimeter or paths at each landing site within which you are free to explore. While you hike, staff will be available to enhance your experience by answering questions about the wildlife, history and geography of the area.
*More information about your Included Activities and Adventure Options, including the necessary experience and physical requirements is available by contacting your Polar Travel Adviser or travel professional.*
**ZODIAC CRUISING**
Zodiacs—rugged inflatable watercraft—are the workhorses of polar expeditions, taking you to places the ships can’t access, allowing you to reach remote shorelines, explore shallow inlets and search for unique wildlife. Expedition staff make stepping in and out of them safe and comfortable, and your Zodiac drivers will provide active interpretation, making the landscape come even more alive.
**PRESENTATIONS**
Enjoy daily chats with and presentations by our world-class onboard polar experts—expedition guides, specialists, photography guides and other special guests who will introduce you to the fascinating history, biology, ornithology, glaciology and geology of the region, and much, much more.
**POLAR PLUNGE**
This rite of passage, scheduled only once per expedition, gives you the chance to jump safely into the bracing Antarctic waters under the watchful eye of our staff—and just about every single camera on board.
**PHOTOGRAPHY**
Documenting your voyage so you can take the memories home is a rewarding experience. Our photography guide will help you hone your skills to capture the beauty of the polar regions.
More information about your Included Activities and Adventure Options, including the necessary experience and physical requirements is available by contacting your Polar Travel Adviser or travel professional.
Departure Dates
Antarctica by Helicopter: Icebergs, Mountains and Remote Lands
ULTRAMARINE
| Dates | Days | Start / End | Helicopter |
|---------------------|------|--------------|------------|
| ANTARCTIC 2025/2026 | | | |
| NOV 27 – DEC 8, 2025 | 12 | Buenos Aires | Included |
| DEC 7 – 18, 2025 | 12 | Buenos Aires | Included |
Call your Travel Professional or a Quark Polar Travel Adviser at 1.888.892.0073 | Visit QuarkExpeditions.com for additional details
Inclusions
RATES INCLUDE:
For all voyages:
• One (1) heli landing
• Two (2) flightseeing excursions
• An official Quark Expeditions parka to keep
• Leadership throughout the voyage by our experienced Expedition Team, including shore landings and other activities
• All Zodiac transfers and cruising as per the daily program
• All shore landings as per the daily program
• Shipboard accommodation with daily housekeeping
• All meals, snacks, soft drinks and juices on board throughout your voyage.
• Free beer, standard wines, spirits, and cocktails during bar service hours and dinner
• Complimentary coffee, tea and cocoa available around the clock
• Formal and informal presentations by our Expedition Team and guest speakers as scheduled
• A photographic journal documenting your expedition
• A pair of waterproof expedition boots on loan for landings and Zodiac cruising excursions
• Hair dryer and bathrobes in every cabin
• NEW Complimentary Wi-Fi service on one device permitting basic Internet browsing, email, posting on social media and voice applications. (Premium packages are available for more data-intensive applications.)
• All miscellaneous service taxes and port charges throughout the program
• All luggage handling aboard the ship
• Emergency Evacuation insurance for all passengers to a maximum benefit of USD $500,000 per person
• One 10- to 15-minute helicopter flightseeing excursion (weather and logistics permitting).
This expedition will have a separate (and mandatory) Transfer Package charge. Mandatory Transfer Package Includes:
• One night’s pre-expedition hotel accommodation in Buenos Aires with breakfast (Note: The number of guests per room is the same as cabin occupancy on the ship. Due to limited availability, travelers who reserve a suite on board are accommodated in standard rooms at the hotel. Triple rooms may not be available.)
• Group flight departing from Buenos Aires’ domestic airport (Aeroparque/AEP) to Ushuaia, and returning to Buenos Aires’ international airport (Ezeiza/EZE)
• Group transfer from hotel to airport in Buenos Aires
• Group transfer from Ushuaia airport to the ship, and return (Note: Transfer on arrival in Buenos Aires from airport to hotel at the beginning of the journey is not included. Please make your way to the included hotel.)
• Combined airport transfer and express bus tour of Tierra del Fuego National Park after disembarkation in Ushuaia
Exclusions
RATES SPECIFICALLY DO NOT INCLUDE:
For all voyages:
• International airfare
• Passport and applicable visa expenses
• Government arrival and departure taxes not mentioned
• Meals unless otherwise specified
• Baggage, cancellation, interruption and medical travel insurance—strongly recommended
• Excess-baggage fees on international and domestic flights
• Mandatory waterproof pants for Zodiac landing and cruising excursions, or any other gear not mentioned
• Laundry, spa services and other personal charges, unless specified
• Phone charges may vary by location
• Our basic complimentary Wi-Fi service does not include Premium packages which enable more data-intensive applications
• Voluntary gratuity at the end of the voyage for expedition staff and shipboard crew
• Additional overnight accommodation
• Arrival and departure transfers, except where explicitly stated
• Adventure Options not listed in Included Activities.
Call your Travel Professional or a Quark Polar Travel Adviser at 1.888.892.0073 | Visit QuarkExpeditions.com for additional details
Your Expedition Team
Our Expedition Leaders—the best in the industry—and their teams share their diverse expertise in subjects as varied as polar history, marine biology, glaciology, ornithology and photography. Their knowledge and enthusiasm will greatly enhance your immersion into the polar environment and further deepen your connection to the Antarctic.
With 33 years of experience bringing passengers to remote Polar Regions and an industry-leading staff-to-guest ratio, we know how to safely handle the unexpected. Ensuring this hard-earned experience is passed on, all our expedition staff undergo comprehensive training at Quark Academy, which provides hands-on polar expedition training prior to any staff member’s first voyage, as well as ongoing training for experienced staff.
Extend Your Trip
PRE- AND POST-EXPEDITION TRIP EXTENSIONS
Since you’re traveling such a long way, you may want to spend extra time in Buenos Aires. We have a variety of pre-and post-expedition packages in this captivating city, known as the tango capital of the world. Enjoy an extensive city tour, take in a tango show and explore the unique neighborhoods of Recoleta, Palermo and San Telmo. Savor Argentine barbecue at a steakhouse (parilla), then stroll the tree-lined boulevards and marvel at the historic architecture.
Take an extended tour from Buenos Aires to Iguazú Falls, and, if you’re daring, walk the catwalks over the falls.
Upon arrival in Ushuaia, you can take in its unique museums, incredible hiking, and Patagonian cuisine. Spend a day in nearby Tierra del Fuego National Park, marvelling at the mountains, birdlife, waterfalls and forests.
To discover the best options for extending your adventure, get in touch with your Travel Professional or a Polar Travel Adviser for seamless, worry-free booking of all trip extensions.
Meals on Board
If there is one constant on board, it is that you’ll enjoy delicious meals daily. While meal times may change due to landings and wildlife encounters, you’ll always be served three well-prepared meals per day. Most dietary restrictions can be accommodated by letting us know prior to your expedition.
Balena Restaurant, the main diningroom on Deck 7 of *Ultramarine*, features tables that accommodate 2 to 10. Guests can enjoy a quiet dinner with a loved one or join a larger table of new friends. Guests will enjoy views from every seat in addition to direct access to the wraparound deck. Guests can also enjoy a meal in Bistro 487, which offers an indoor/outdoor dining experience—perfect for enjoying the polar landscapes.
Breakfasts and lunches are normally served buffet style, while dinners are served plated. A la carte meals are made at the time of your order, allowing our chefs to prepare each dish to your individual needs, ensuring you receive top-quality meals during the course of your expedition.
Complimentary coffee, tea, cocoa and water stations are available around the clock, while soft drinks and juices are available during meals and when the bar is open—all included in the cost of your package.
**NEW** Enjoy free beer, standard wines, spirits, and cocktails during bar service hours and dinner as part of our new “Raise a Glass and Stay Connected Free” program. Premium wines and champagne are available at extra cost and can be billed to your shipboard account. The well-stocked bars on the ship are open late morning, afternoon and evening, though hours may occasionally change to accommodate the expedition schedule.
Possible Excursions
When traveling in extremely remote regions, your Expedition Team must consider the sea, ice and weather to guide the route and itinerary details. The following sites are a sample of what you may experience on your expedition, whether by ship, Zodiac cruise, or shore landing.
Antarctic Peninsula
BROWN BLUFF
A dormant volcano, Brown Bluff towers 2,225 feet (678 meters) over rookeries of Adelie and gentoo penguins, which number in the thousands. These penguins, some of which will be incubating their eggs, will create a unique symphony of background noise while you explore the bluff.
CAMP COVE
This rarely-accessed continental landing site deep within the eastern side of the Peninsula is exceptional for its crescent beach and gentle incline to Camp Hill, which is the highest point in the cove to view the surrounding glaciers and Prince Gustav Channel, an 80-nautical mile strait that separates James Ross Island and Vega Island from Trinity Peninsula.
DECEPTION ISLAND
Deception Island is a flooded circular caldera formed by the collapse of an active volcano. To reach this protected harbor, it is necessary to sail through a narrow passage called Neptune’s Bellows. Inside are several bays used at various times for whaling and scientific research. Along with waddling penguins and lounging seals, you’ll see the rusting remains of whaling operations on the beach in some locations. The landscape of Deception Island often presents opportunities for longer walks to incredible vistas. The stark contrast between snow and dark volcanic sand and the steam along the shoreline, from geothermic activity when the tide is right, gives this location an atmospheric feel.
**DEVIL ISLAND**
The Swedish Antarctic Expedition of 1901-04 discovered the narrow island, which is 1.6 km long with a low summit at each end (twin horns), hence the name. Guests can hike to the summits to observe the Adelie penguin colony and enjoy 360 degree views of Vega Island and the northern Weddell Sea. Grounded bergs in the shallows at low tide provide a surreal touch to the experience.
**EREBUS AND THE TERROR GULF**
At the crossroads between the Antarctic Sound and the Weddell Sea, Erebus and Terror Gulf is known for intense pack-ice movement due to the currents around the neighboring islands, particularly James Ross Island. Tabular icebergs, which break off the ice shelves to the south, can become grounded.
**JAMES ROSS ISLAND**
Scientists became especially interested in James Ross Island after the discovery of fossils of dinosaurs and other prehistoric creatures, which suggests the continent was once characterized by a warmer climate. Consequently, the island, located off the northeastern tip of the Antarctic Peninsula, is home to several research stations that focus on biology, geology and climate change issues. James Ross Island is situated within the volcanic chain that forms the Antarctic Peninsula.
**JOINVILLE ISLAND**
The Joinville archipelago includes several islands and islets, the largest of which is Joinville Island, which measures 64 kilometres long and 19 kilometers wide. The island is rugged and mountainous, with a landscape dominated by ice and snow, glaciated coastline and nunataks, which are formed when a peak or a mountain protrudes through an ice sheet or glacier. Island wildlife includes Adelie and Chinstrap penguins, seals, and various seabirds.
**LIVINGSTON ISLAND**
Livingston Island is home to arguably the most spectacular mountains of the south Shetland Islands. Some of the mountains you could see include Tangra Mountains (stretching 32 kilometers long by 8.5 kilometers wide), Mount Friesland (rising to 1,700 meters/ 5,578 feet) , Bowles Ridge and Pliska Ridge (667 meters/2,188 feet).
**MADDER CLIFFS**
The 305-meter (1,000 foot) Madder Cliffs are located at the west end of Joinville Island, which is the largest off the northern tip of Antarctica Peninsula. Occupying the base of these reddish cliffs is a thousand-fold colony of Adélie penguins, well as a smaller number of gentoo penguins.
PAULET ISLAND
Located in the northwestern Weddell Sea, Paulet Island is home to a large Adélie penguin rookery. With a volcanic cone that rises 1,158 feet (353 meters), the island reminds us that this was once a very active landscape. In addition to penguins, you may also view the remains of a historic hut built by members of the Swedish Antarctic Expedition of 1901-04. A cross marks the burial site of Ole Wennersgaard, a member of the crew.
SEYMOUR ISLAND
Also known by its Argentine name, Marimbio, the island is significant for fossil finds, ventifacts (ancient rocks polished smooth over time by wind and grains of sand) and for the remains of the KT Boundary, which marks the transition between the Cretaceous Period (dinosaurs and reptiles) and the Tertiary Period (mammals) of geological times. This era is known for the mass extinction of many forms of life, including dinosaurs.
TAY HEAD
Tay Head is a dramatic headland on the northeastern tip of Joinville Island. It’s hard to miss the rocky headland jutting out of the rugged, icy landscape—and that’s precisely why Tay Head has long been an important landmark for navigation and exploration. Against this backdrop you can observe wildlife species such as Adélie and Weddell penguins, fur seals and giant petrels.
VEGA ISLAND
Vega Island, part of the James Ross island Group, is located off the eastern coast of the Antarctic Peninsula in the Weddell Sea. The island, which stretches 27 km long and 14 km wide, has a mostly rocky and icy terrain with several cliffs and ice-laden peaks. Vega Island and the surrounding waters are home to penguins, seals, seabirds and other wildlife. The summit on Vega island offers excellent views of the Adélie penguin colony and of the Weddell Sea. Grounded bergs are often spotted in the shallow waters at low tide.
WEDDELL SEA
While the Weddell Sea is home to plenty of whales (killer, humpback and minke), as well as leopard, crabeater and Weddell seals, it’s especially known for its concentration of icebergs. It’s possible to see dome-shaped, wedge-shaped, tilted and blocky icebergs, but it’s the rectangular-shaped tabular icebergs that stand out because of their plateau-like flat top and steep sides. Some are as big as football fields.
EXPEDITION SPIRIT
Embracing the unexpected is part of the legacy—and excitement—of expedition travel. When traveling in extremely remote regions, your Expedition Team must consider the sea, the ice and the weather to guide the route and itinerary details. This itinerary is a tentative outline of what you may experience on this voyage; please be aware that no specific itinerary can be guaranteed. By the same token, wildlife encounters as described are expected, but not guaranteed. Your Expedition Team will use their considerable experience to seek out wildlife in known habitats, but the presence of any particular species of bird or marine wildlife is not guaranteed.
What to pack on your Antarctic expedition
BY SEA AND AIR
All transfers ship to shore, helicopter flights and Zodiac/ship cruising.
- Waterproof pants (mandatory for every Zodiac and helicopter ride)
- Base-layer wool or synthetic top*
- Base-layer wool or synthetic bottom*
- Mid-layer warm or fleece top*
- Mid-layer warm or fleece bottom*
- Warm wool or synthetic socks (keep a dry pair in your bag, and bring extras for layering)
- Glove liners * Hand and feet warmers* Binoculars
- Waterproof gloves or mitts (bring an extra pair)
- Scarf, buff, or other face protection
- Warm hat that covers ears (bring an extra)
- Waterproof, lightweight backpack or dry sack and/or rain sleeve for camera or a waterproof phone case (to keep camera and gear dry)
- Polarized sunglasses with UV protection (consider bringing an eyewear retainer: string/clip etc.)
- Ski goggles (for Zodiac cruising on snowy or windy days)
*recommended layering depending on the conditions of the day and reflecting your personal thermo-regulation comfort levels.
BY LAND (Shore Excursions and Hiking)
In addition to the gear requirements (as above) mandatory for the transit from ship to shore, it is recommended to bring:
- Hat, buff or scarf (for wind and weather protection)
- UV protection (sun hat, polarized sun glasses, sun block, lip balm etc.)
- Collapsible walking sticks for hikes (if required)
Quantities are available to borrow on every vessel
- Additional reusable (thermos-regulating) water bottle
(in addition to the reusable collapsible water bottle provided)
WHAT TO BRING!
Packing for the Polar Regions doesn’t have to be daunting, and to make it easier for you, all Quark Expeditions voyages include a Quark parka to keep, and a loan of insulated waterproof boots. Additional suggested items include:
TO WEAR ON BOARD
- The complimentary Quark 3-in-1 Parka provided on board is designed with a waterproof shell that can be worn out on deck, and a removable liner that you can wear to stay comfortable indoors)
- Comfortable casual clothing like lighter shirts, pants or jeans, etc. (in case the ship gets warm)
- Comfortable non-slip closed-toed, heelless shoes (flip flops, sandals or slip-on shoes should not be worn on board due to safety concerns)
- Workout attire (for the fitness center!)
- Swimsuit (for the Polar Plunge! Some vessels may also have a pool, hot tub, sauna and/or steam room. See your ship book for details.)
Just a reminder: No formal evening wear required on our voyages but if you would like to bring something a little more dressy for the Captain’s welcome and farewell cocktails you may certainly do so!
ADDITIONAL ITEMS
- Passport, visas, immunization records, travel documents, etc. as required
- Camera gear—complete with charger, storage medium, transport and cleaning kit (lens cloth etc.) and extra batteries
- Reusable waterproof bags or plastic bags with zippers (to keep small items organized and cameras dry)
- Voltage converters and plug adapters (see ship book for details)
- Seasickness, indigestion, headache, or other medications
- Earplugs and eye masks for sleeping
- Moisturizer for face and hands (skin dryness due to wind and temperature changes)
- Credit card and small amount of local currency (see pre-departure book for more details)
To view our packing checklist online, visit:
QuarkExpeditions.com/What-to-Pack/Antarctica
Related topics are covered on our Frequently Asked Questions page:
QuarkExpeditions.com/Frequently-Asked-Questions
WEATHER CONDITIONS AND TEMPERATURES
Polar weather is extremely variable; temperatures may hover around the freezing mark and winds can be strong. The extended daylight warms sheltered areas so that you may sometimes find it warm enough for t-shirts. However, you may encounter rain, snow squalls, fog and white-outs during an expedition and should be ready for any conditions.
Scan this QR code or click here to watch our video on what to pack before you go!
TO BOOK YOUR NEXT ADVENTURE
Contact your Travel Professional or a Quark Expeditions Polar Travel Adviser
TOLL FREE AND LOCAL NUMBERS:
North America (Toll Free) 1 888 332 0008
U.K. Tel +44 203 514 2712
U.K. (Toll Free) 0 808 120 2333
Australia Tel +61 2 72580333
Australia (Toll Free) +61 1800 953518
France Tel +33-1 80 14 01 05
France (Toll Free) 08 05 08 66 46
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POLICY-MAKING FOR HEALTHY, RESILIENT WATER SYSTEMS IN THE PUGET SOUND
CONTENTS
Introduction
Puget Sound Water Systems
Washington Regulations
Integrated Water Systems
Resiliency at Every Scale
Policy-making Recommendations
Resources
WWW.CASCADIAGBC.ORG
Dear Water and Health Advocate,
These are exciting times in the building sector. Green builders and planners have helped to birth a new era of smarter, more efficient and healthier homes, workplaces, institutions and communities.
Water systems are central to this evolution. Designers are moving away from a one size fits all approach to more diversified, customized, integrated approaches to collecting, treating, reusing and releasing water. In response, Puget Sound permitting agencies are tasked with reviewing a growing number of projects featuring onsite systems like composting toilets, constructed wetlands, rainwater harvesting and greywater recycling systems. Appropriately applied, these technologies hold great promise for increasing the health and resiliency of our region’s water systems. However, lack of information and regulatory support for these systems in many cases prohibit their use.
“Resiliency” describes the ability of an ecosystem to respond and adapt to changing conditions. In nature, this resilience comes from diversity of species types, scales, and responses. Diversity of water infrastructure will help our communities respond and adapt to changing conditions brought by climate change and population shifts. It will also help to weather more episodic challenges like earthquakes, flooding, and drought.
Of course, any new or upgraded water system must protect our families from waterborne pathogens and guarantee adequate water and sanitation for all residents. It also needs to be affordable. Done well, smaller scale systems meet all of these requirements and can significantly reduce the capital costs for financially strapped cities and counties.
The intent of this document is to provide local and regional policy makers and planners in the Puget Sound basin with recommendations for enhancing the health and resiliency of their water infrastructure through greater support of smaller, site-scale and distributed systems. We hope it will prove a useful tool for communities considering water system improvements.
Sincerely,
Jason F. McLennan, CEO
A CALL TO ACTION
In 2010 Cascadia launched a campaign to accelerate the adoption of best practices for designing, building and operating healthy and resilient water systems. The Water Call to Action campaign invites communities to re-imagine water and wastewater in a more holistic framework and consider the lifecycle impacts of systems when making capital investment decisions.
Cascadia Green Building Council (Cascadia) serves Oregon, Washington, British Columbia and Alaska, and includes members from as far away as Idaho and Montana. Our mission is to lead a transformation toward a built environment that is socially just, culturally rich and ecologically restorative. Services include education, research, thought leadership, and innovative tool development.
INTRODUCTION
“The health of our waters is the principle measure of how we live on the land.”
— LUNA LEOPOLD
BACKGROUND
Since the mid-20th century, urban water and waste systems have moved more and more towards centralized infrastructure to support growing populations. To an extent, centralized water infrastructure has served us very well. The advent of centralized water treatment has dramatically reduced exposure to water-born pathogens associated with contaminated water. Centralized water systems have also allowed communities and industries to exist and expand where they might not have been able to otherwise.
Large centralized systems, however, are expensive to build and maintain, require large amounts of energy for conveyance and treatment of water, and are not always the appropriate choice for every community. Re-evaluating the function and scale of our water systems allows us to explore approaches that are the right fit for meeting our residents’ needs and protecting our natural environment.
Centralized infrastructure around the country, much of which was built 50-60 years ago, is now in need of extensive repairs or expansion. When planning for new or upgraded water infrastructure, local communities have the opportunity to choose systems at a variety of different scales that are adaptable and resilient.
Resilient Water Systems
• Enable conservation practices through education, water audits, and full-cost pricing of water
• Do not require potable water for every use
• Take into consideration the life-cycle impacts of water collection, conveyance, treatment and discharge back into the environment
• Recover water and nutrients from the wastewater stream
• Manage risks in light of long-term ecosystem health and population growth
The Puget Sound basin is home to over 4.3 million residents. Water defines our region, which is heavily influenced by its proximity to the Pacific Ocean and surrounding mountain ranges. Precipitation, in the form of rain and snow, is filtered by forests and other vegetation into ground and surface waters from which Puget Sound communities source their water for drinking, agriculture and industry.
Maintaining the health and resiliency of our waters bodies is critical—not only for ensuring fresh water for residents, but also for recreation and industries which rely on water as well as protection of the plentiful wildlife who also reside in the Puget Sound basin. Yet growing populations, greater urbanization, and variables such as changing weather patterns place our ecosystems at risk.
Impending investments in our region’s water supply and wastewater infrastructure provide a singular opportunity to help address threats to our water systems. More than $6.5 billion will be spent in the Puget Sound area on wastewater projects alone over the next 20 years. By moving away from a big pipe, one-size-fits-all approach, Puget Sound communities have the opportunity to invest in more resilient and diversified systems. These systems will need to mitigate current threats and meet rising challenges associated with economic and environmental realities.
More than $6.5 billion will be spent in the Puget Sound area on wastewater projects alone over the next 20 years.
**ECONOMIC ISSUES**
Our current practices for managing water and wastewater necessitate large amounts of infrastructure, requiring significant investments to build, operate and maintain over time. Population growth places additional strain on older systems, with increased density demanding increased infrastructure in urban and suburban areas. Nationwide, the projected funding gap for wastewater infrastructure alone is estimated at $350 billion to $500 billion over the next 20 years.
**ENVIRONMENTAL ISSUES**
Many of our existing water systems have negatively affected the health and diversity of ecosystems in the Puget Sound basin. Leaking septic tanks, sewage treatment plant outfalls, and combined sewer overflows have contributed to eutrophication and other water quality issues. Upstream land use decisions have impacted instream flows and urban runoff is the leading source of pollution in the Sound. Groundwater contamination and depletion threaten the long-term availability of fresh water in some areas.
Environmental impacts are compounded by the inefficiency of current systems. Large amounts of energy are used to pressurize and convey water and wastewater to and from homes and businesses. In addition, aging and leaky pipes can lose up to 20% or more of the water passing through them according to the US Environmental Protection Agency.
**AGGRAVATING FACTORS**
Compounding current economic and environmental challenges, local communities will need to address the health and resiliency of their water systems in the face of growing uncertainties. By 2030, the population of the Puget Sound area is expected to grow by over one million residents, placing greater strain on water infrastructure. Changes in climate patterns signal wetter winters and drier summers in the Pacific Northwest. As a result, stormwater management will become increasingly important during the wet season to prevent sewage overflows and flooding while water conservation will be critical during the region’s dry summer months.
In most areas of the region, large financial investments are needed for upgrading or expanding water and sewer infrastructure. While 70% of residents in the Puget Sound region are already served by public sewers, infrastructure investments are currently driven by the state’s Growth Management Act (GMA) which requires local jurisdictions to provide sewer services for the projected 2030 population growth. Increasingly stringent federal water quality and discharge standards will also require existing infrastructure upgrades in order to reduce pollution.
Opportunities exist for those areas facing the largest financial burdens to consider infrastructure that is adaptive, resilient, and healthy for Puget Sound residents, businesses and wildlife.
**ISLAND**
- 7 water districts
- 28% served by sewers
- $650K wastewater budget thru 2014
- Aquifers threatened by salt water intrusions
**KITSAP**
- 14 water districts
- 20% served by sewers
- $328.5M wastewater budget thru 2030
- Deep aquifers depleting faster than they are replenished
**THURSTON**
- 3 water districts
- 49% served by sewers
- $177M wastewater budget thru 2018
- Population growth expected to increase groundwater withdrawals
**PIERCE**
- 16 water districts
- 37% served by sewers
- $364.5M wastewater budget thru 2016
- Potential supply shortages due to climate change
**WHATCOM**
- 10 water districts
- 70% served by sewers
- $419M wastewater budget thru 2029
- Groundwater supply threatened by nitrate contamination
**SKAGIT**
- 7 water districts
- 67% served by sewers
- $64.5M wastewater budget thru 2021
- Exempt wells disrupting instream flows
**SNOHOMISH**
- 9 water districts
- 65% served by sewers
- $321.7M wastewater budget thru 2025
- Exempt wells disrupting instream flows
**KING**
- 34 water districts
- 94.6% served by sewers
- $4.9B wastewater budget thru 2030
- Increased water supply storage needed to accommodate growth
All budgets are approximate based on county capital improvement plans.
Water systems and their potential health and safety risks are regulated across multiple jurisdictions and agencies at the federal, state and local levels. Understanding how these agencies interact, and where gaps or conflicts exist, provides insight into how local Puget Sound communities can help influence policies and regulations in support of innovative water systems.
**FEDERAL**
The US Environmental Protection Agency (EPA) establishes standards for all public water supplies through the Safe Drinking Water Act while the Clean Water Act sets limits on wastewater discharges.
**STATE**
Washington State Department of Health (DOH) is responsible for enforcing federal standards related to drinking water and regulates all new public water supplies that serve more than one single-family residence. DOH has also established new standards for seasonal, greywater reuse as sub-surface irrigation, subject to adoption by local jurisdictions.
DOH has authority and approval for wastewater treatment systems with design flows between 3,500-100,000 gallons/day. Larger systems are permitted through the State’s Department of Ecology. In addition, Ecology grants water rights for use of surface and ground waters for public supply and is in the process of defining new rules for reclaimed water.
The state-adopted 2009 Uniform Plumbing Code defines standards for water use inside buildings, including new provisions for greywater reuse.
**LOCAL**
Local health departments or districts enforce state regulations for smaller public water supply systems (less than 15 service connections or 25 people/day) and small on-site sewage systems (less than 3,500 gallons/day). Local health departments are also responsible for incorporating the State’s new greywater rules into their programs, though many counties have limited resources with which to implement them. The local health official is able to approved indoor use of greywater for non-potable purposes through the administrative provisions of the Uniform Plumbing Code.
Local city and county land use codes require connection to existing water and wastewater infrastructure where available. Public utilities maintain rights for delivering fresh water and wastewater treatment within their service boundaries and establish fees for financing future infrastructure improvements.
Understanding how agencies interact, and where gaps or conflicts exist, provides insight into how local communities can help influence policies and regulations in support of innovative water systems.
WASHINGTON REGULATIONS
RAINWATER
• Allowed in Washington state for non-potable uses
• Standards for potable use adopted by King and San Juan counties; restricted to single-family homes. Commercial and multifamily buildings must meet federal/state regulations for public water supply and seek waiver from local utilities
COMPOSTING TOILET
• State-approved list available for composting toilets
• Local jurisdictions may only allow composting toilets in addition to flush-type toilets
GREYWATER
• Permitted for outdoor, seasonal subsurface irrigation where an approved program has been adopted by local health departments
• Permitted for indoor use under state-adopted plumbing code
ONSITE TREATMENT
• Requires variance from local jurisdiction where sewers already exist
• Small onsite systems permitted by local health department; larger systems permitted at state level
• Gaps in regulatory authority for innovative systems at larger scales
The Puget Sound basin and its surrounding communities can benefit from a whole system, “integrated” approach to managing water that supports adaptability and innovation. Integrated water systems recognize the interconnected nature of water, stormwater and “waste” water management, evaluating solutions as well as cost and benefits of the entire system rather than in isolation.
Integrated approaches can be used to reduce the burden on existing systems and provide guidance for communities planning new infrastructure to serve their growing populations.
Integrated Water Systems:
• Augment existing resources through rainwater harvesting and water reuse
• Manage demand via high efficiency fixtures and other conservation strategies
• Treat water only as needed for its application
• Manage stormwater and wastewater discharge at a diversity of scales
• Recover resources from the waste stream
• Provide education to residents and businesses about how to use water wisely
A recent Cascadia study shows that decentralized wastewater treatment approaches, such as constructed wetlands, can reduce carbon emissions by over 40% compared to conventional practices.
The Omega Center for Sustainable Living in New York integrates wastewater treatment as an aesthetic amenity at their education center. The system uses plants, bacteria, algae, snails, and fungi to clean the water before using it to recharge the aquifer. Photo courtesy of Farshid Assassi.
The Bertschi School’s Science Wing in Seattle, completed in 2011, is designed to operate as a net zero water building. The classroom includes a composting toilet and an interior greywater reuse system to eliminate the use of the public sewer. Greywater from the classroom sink and lavatory is routed to an interior vegetated wall where it is evapo-transpirated. Stormwater is managed onsite through captured precipitation and rain gardens designed into the landscape. Monitoring equipment allows the students to track and study the classroom’s water use.
Common Ground, an 11-unit affordable housing development on Lopez Island, collects rainwater from each of the home’s metal roofs and conveys it to a central, 38,000-gallon cistern located on the south end of the property. Rainwater is then filtered through sand and recirculated back to the homes providing water for washing machines, toilets, and exterior hose bibs. Meters located inside the homes help residents track the number of gallons of both potable water and rainwater they’ve used.
RESILIENCY AT EVERY SCALE
DISTRICT
Dockside Green is a mixed-use neighborhood development in Victoria, BC. When completed in 2015 it will encompass one million square feet of residential, commercial and light industrial buildings. Water-efficient fixtures and reuse of greywater reduce the development’s municipal water needs by an estimated 65%. A district-scale packaged treatment plant treats 100% of wastewater generated within the development and produces reclaimed water for toilet flushing, irrigation, and water features. Excess reclaimed water is sold to neighboring industrial users. Biosolids recovered from the treatment process are used as a high value fertilizer.
CITY / REGION
The LOTT Clean Water Alliance is a regional wastewater utility in south Puget Sound serving the areas of Lacy, Olympia, Tumwater and Thurston County. In 2006, the Budd Inlet Treatment Plant began producing Class A reclaimed water which is used by several customers in downtown Olympia for irrigation and by LOTT’s facilities for toilet flushing, irrigation and water features. Reclaimed water from a satellite site is conveyed to constructed wetland ponds and groundwater recharge basins which provide a public park-like setting and offers walking trails and interpretive kiosks for educating residents about the benefits of water conservation and reuse.
Photo courtesy of Perkins+Will Canada.
Photo courtesy of Washington State Department of Transportation.
POLICY-MAKING RECOMMENDATIONS
RAISE AWARENESS
ESTABLISH A SHARED VISION OF HOW YOUR WATER SYSTEM WILL SERVE PEOPLE AND THE PLANET
Local communities need safe drinking water, responsible wastewater treatment, and effective stormwater management over the long-term. Regulatory agencies and the public are demanding environmental protections at increasing levels of stringency. Raise awareness about the viability of your community’s water systems in light of climate change, growing population, and aging infrastructure.
1.1 Identify and convene key stakeholders in local water systems. Engage key stakeholders in discussion around the risks and opportunities associated with possible water system alternatives at varying scales. Key stakeholders may include present and future system users, environmental and business interests, community groups, public health agencies, utilities, plumbers, builders, and system designers (engineers, architects, landscape architects, public artists).
1.2 Define shared goals and objectives that move your community toward a resilient water future. Clarify your community’s desires for a resilient water future. Take a high level view of your community’s water systems from a watershed perspective and develop a statement that reflects your community’s vision for a resilient water future. Think holistically about the health of your local water supply, eco-system, economy, and culture. Discuss how much freshwater your local community should use and consider the impacts of that water use on the local environment. Rethink the quality and quantity of water that can be returned to your local eco-systems.
CREATE A BASELINE
STUDY YOUR CURRENT WATER SYSTEMS TO GLEAN INSIGHTS INTO YOUR WATER SYSTEM’S FUTURE
Prior to any investment in water infrastructure, assess the existing system. This assessment should include a clear picture of current assets and their resiliency, as well as system efficiencies achievable via conservation and other demand management strategies.
2.1 Map the water assets in your community. Evaluate the condition of existing infrastructure assets, understanding the likelihood and consequence of asset failure. Assess the resiliency of your current water system and identify its limitations in respect to climate change, natural disaster, increasing demand, and infrastructure upgrades.
Sample Goals and Objectives
• Reduce demand through use of water efficient fixtures and practices, rainwater harvesting and reuse of greywater.
• Minimize wastewater discharges by treating it to standards suitable for reuse.
• Conserve resources by treating water only as needed for its intended use.
• Preserve the natural hydrological regime of catchments and waterways.
• Maintain public safety, provide community amenities, and reduce economic burden through appropriately scaled, low impact water infrastructure.
2.2 Identify the points in your planning calendar when the topics of water, wastewater management and water infrastructure are addressed. A number of planning and permitting processes provide opportunities to address water infrastructure and related systems such as water quality permitting, comprehensive planning, subarea planning, and the capital improvement planning and budgeting process.
2.3 Examine relevant regulatory frameworks, best practices and case studies for opportunities and examples of integrated water management systems at various scales. Seek out resources that highlight innovation and provide lessons learned, cost/benefit analysis and management considerations. See the Research and Additional Resources section at this end of this document for recommendations.
3.1 Host a water system design charrette with local and regional experts that considers integrated solutions to water management. Engage stakeholders from multi-disciplinary backgrounds to inspire creative problem solving. Avoid censoring solutions based on what is deemed “possible” under current code or practice and consider strategies at multiple density scales.
3.2 Outline the risks and opportunities associated with each strategy. Evaluate lifecycle costs and environmental impacts of potential strategies. Determine health risk exposure associated with various options and develop a framework for managing risks.
3.3 Decide on priorities. Choose actions that move the community’s water systems toward resiliency fastest, while optimizing flexibility as well as maximizing social, ecological and economic returns. Review priorities with local and regional experts and reconvene stakeholders to participate in the decision-making process.
4.1 Implement policies and programs that support your community’s priorities. Consider pilot programs that demonstrate integrated water systems at multiple scales. Pursue local, state, and federal funding to affect the increased costs involved with the planning and implementation of new programs. Amend codes and regulations to encourage, rather than prevent, new technologies and systems that demonstrate innovation and adaptability.
4.2 Monitor and evaluate. Policies and programs that support resilient water systems should be dynamic and adapt over time. Require regular benchmarking and evaluation to determine if policies and programs are continuing to support your community’s vision as expected. Use evaluation methods that provide meaningful feedback on your community’s success and help inform future policy updates.
CASCADIA RESEARCH
Clean Water, Healthy Sound: A Life Cycle Analysis of Alternative Wastewater Treatment Strategies in the Puget Sound Area. DRAFT July 2011.
This in-progress study utilizes Life Cycle Assessment (LCA) to analyze the relative environmental impacts associated with conventional, centralized treatment systems against four alternative, smaller-scale decentralized approaches. [Link]
Regulatory Pathways to Net Zero Water: Guidance for Innovative Water Projects in Seattle. February 2011.
This report describes obstacles within current codes, identifies possible alternative pathways for approvals, and provides guidance to Seattle-area design teams pursuing net zero water goals. [Link]
Toward Net Zero Water: Best Management Practices for Decentralized Sourcing and Treatment. March 2011.
This report provides an overview of best practices and technologies for decentralized and distributed water systems. [Link]
Cascadia Advocacy Sustainable Water Campaign
www.cascadiagbc.org/action/water
ADDITIONAL RESEARCH
Distributed Water Infrastructure for Sustainable Communities: A Guide for Decision-Makers. WERF, 2009.
Report analyzes 20 case studies of distributed approaches and describes how to use the accompanying excel-based decision-making modeling tool. [Link]
Institutional Challenges and Opportunities: Decentralized and Integrated Water Resource Infrastructure. Valerie Nelson, 2008.
Report discusses how a more sustainable water infrastructure will be accomplished when decentralized technologies are integrated into water management practices. [Link]
Sustainable Water Resources Management, Vol. 3, Case Studies on New Water Paradigm. Electric Power Research Institute, 2010.
This report discusses the foundation and requirements for sustainable water infrastructure at the community and watershed scales. [Link]
The Soft Path for Water in a Nutshell. Oliver M. Brandes and K. Ferguson, 2004.
An overview of the paradigm shift towards innovative approaches to water sustainability in Canada. [Link]
When to Consider Distributed Systems in an Urban and Suburban Context. WERF, 2009.
Provides assistance to planners, utility managers, engineers, developers, regulators, and other decision-makers on using decentralized approaches in urban and suburban settings. [Link]
ORGANIZATIONS
Cascadia Green Building Council
www.cascadiagbc.org
Decentralized Water Resources Collaborative
www.decentralizedwater.org
People for Puget Sound
www.pugetsound.org
Puget Sound Partnership
www.psp.wa.gov
US Environmental Protection Agency
www.epa.gov
WA Department of Health
www.doh.wa.gov/ehp/dw/
WA Department of Ecology
www.ecy.wa.gov
Water Environmental Research Foundation
www.werf.org
CASCADIA
GREEN BUILDING COUNCIL
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Iris Čaušević
Born in Foča, Bosnia and Herzegovina in 1979. A graduate of the Royal Academy of Art in Stockholm, he lives in rural northern Sweden. An artist with a preference for traditional forms of painting, he loves Sweden’s northern landscapes and the countryside.
Peter Åström
(Astrom NYC). Born in Stockholm in 1946. Based in New York since 1973, Åström is a successful artist who returns to Sweden every summer attending exhibitions whenever he can. He works with painting, photography and collage. In Sweden he attended Sweden’s renowned Stockholm design school, yet also studied at the School of Visual Arts in New York in the 1970s.
Eva Nilsson
A Swedish textile artist who has exhibited widely in Germany and Japan. Her work can be found in numerous museums, hospitals and councils across Sweden.
Sven Ljungberg
1913–2010. Living to the age of almost 100, he continued painting right up until his death in the summer of 2010 in Italy. While he loved Italy, he also had a passion for his hometown of Ljungby in Sweden, the centre of his life, which housed his studio as well as a museum dedicated to his work. He studied at the Royal Academy of Art in Stockholm and later also served as its director and principal in the 1970s. He specialised in oil painting, wood etchings, sculptures and fresco-paintings in churches. He was an eccentric, at times difficult yet nonetheless warm and curious person who played an important role in the history of Swedish art. This scene probably depicts the countryside around Ljungby.
Lennart Rodhe
1916–2005. Educated at the Royal Academy of Art in Stockholm. During his time there, he enveloped himself in the world of modern art following, which he and a number of major Swedish artists came to be known as “The concretetists”. Rodhe created a lot of public art and was also a prolific graphic artist. A talented teacher, he was an inspiration to many young artists.
Sven Jonson
1902–1981, a member of the Halmstad Group. The Halmstad Group represents Sweden’s most celebrated group of artists, made up of six members all of whom painted in the surrealist style. They were active from 1929–1979. Aniara is an epic work of poetry and opera by the renowned Harry Martinson, winner of the 1974 Nobel Prize for literature. In Martinson’s epos, Aniara was a spaceship which evacuated humans from planet earth following the damage wrought by an atomic bomb. Though written in the 1950s, the opera Aniara continues to be popular to this day.
Erland Cullberg
Born in 1931, he enjoyed his most important period of success in the 1980s. He is an expressionist. A visit to the studio where he lives and works is a veritable kaleidoscope of colour and an unforgettable experience.
Peter Dahl
Born in 1934, he is currently the most famous living artist in Sweden. His decision to produce graphic prints based on themes taken from songs of the 18th century’s most famous troubadour was the key to his success. His pictures much like the well-loved songs on which they are based. The troubadour’s name was Carl Michael Bellman, and his main character in the songs was called Fredman, his alter ego.
Josef Frank
Born in Austria in 1885, he moved to Sweden where he lived until his death in 1967. He was one of the leading figures behind the introduction of modern design to Sweden in the 1920s and 1930s. Although he arrived in Sweden as a Jewish refugee in the 1930s, he had already begun making objects for the Swedish market, including Svenskt Tenn, in the 1920s. Josef Frank’s fabric prints are still very much in vogue today.
Robert van Bolderick
Born in Sweden in 1968. Robert Bolderick works also as graphical and web-designer.
He is also involved with the Swedish Parliament, the Swedish Embassy and the Swedish Defence Research Institute.
Inga-Karin Eriksson
Born in Sweden in 1956. A trained illustrator and engraver, she produces advertisement, stamps and children’s books. She has also recently worked as an artist and has done a number of exhibitions. She has a special love of the forest, its associations with childhood and its sense of continuity. Trees – she feels – are vital for all forms of life. | <urn:uuid:f3dda478-fb07-43ad-a0ae-472868cf542e> | CC-MAIN-2019-04 | http://vanbolderick.se/pdf/EU-QE3010581ENC_002.pdf | 2019-01-24T00:36:53Z | crawl-data/CC-MAIN-2019-04/segments/1547584431529.98/warc/CC-MAIN-20190123234228-20190124020228-00247.warc.gz | 240,069,759 | 959 | eng_Latn | eng_Latn | 0.998417 | eng_Latn | 0.998326 | [
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Legend
- **Off-Street Multi-Use Path**
- **Bike Lane or Wide Shoulder**
- **Shared Road – Low Volume**
- **Shared Road – Medium Volume**
- **Shared Road – High Volume**
- **Trail**
- **MAX**
- **Gresham City Limits**
- **Difficult Connection**
- **Elevation Change Slight to steep slope**
- **Difficult Intersection**
- **Pedestrian Crossing**
- **Drinking Fountain**
- **Restrooms**
- **Stores**
- **Hospitals**
- **Schools**
- **MAX Stop**
- **Traffic Signal**
- **Parks**
- **Green Space**
- **Surface Water**
- **Airports**
SAFETY TIPS AND BICYCLE LAWS
As a bicyclist, you have the same rights and responsibilities as a motorist. Follow these tips to make your ride safe and enjoyable. Be predictable. Be alert. Be equipped.
OBEDY TRAFFIC SIGNS AND LIGHTS
SHARROWS MEAN BIKES SHARE THE STREET WITH CARS
USE CAUTION WHEN PASSING
You may pass slowed or stopped traffic on the right only when it is safe.
BIKE TO GROCERY STORES
There are grocery stores on this map!
LOCK UP SMART
Use one of these two methods.
BE VISIBLE
A front light and rear reflector are required by law if you ride at dusk, dawn, or night.
TURN CORRECTLY
There are two ways to turn left:
1. Signal and turn left from the traffic lane.
2. Keep to the right until you reach the far corner of the intersection. Cross when safe.
USE HAND SIGNALS
YIELD TO PEDESTRIANS
Provide an audible warning before you pass them.
WEAR A HELMET
Bicyclists and passengers under 16 are required to wear a helmet.
ALWAYS RIDE WITH TRAFFIC
CROSS ALL TRACKS AT A RIGHT ANGLE
WATCH FOR STOPPED VEHICLES PULLING INTO YOUR PATH
KEEP A STRAIGHT LINE
Don’t weave between parked cars.
MAPS & GUIDES RESOURCES
East Multnomah Cycling Hub | BikeEmc.com
Suggested bike rides in East Multnomah County for cyclists of all levels. Downloadable bike maps.
Travel Oregon | TravelOregon.com
Search for “biking” to find amazing scenic rides around Oregon. Downloadable or mailed free Scenic Bikeways guide.
Portland Bike Maps | PortlandOregon.gov/Transportation
Search for “bike maps” to find detailed maps and rides around Portland neighborhoods.
BIKE FRIENDLY GRESHAM ACTIVITIES & EVENTS
• May Bike Month
• Gresham Parkways
• Safe Routes to Schools Program
• September Bike Commute Challenge
• Bike Helmet Safety Events
• Community Rides and Races
• Transportation Safety Fair and Bike Rodeo
• Policy-Makers Bike Ride
Contact email@example.com for more information.
BIKE & GEAR RESOURCES
Randall Children’s Hospital Safety Center | 503-413-4600
Affordably priced bike helmets.
RoseWood Bikes | 503-208-2562
A non-profit bicycle shop that sells refurbished bikes at a discount, or volunteer to earn a bike.
Community Cycling Center | 503-496-6941
A non-profit bicycle shop that sells refurbished bikes at a discount, or volunteer to earn a bike.
Bikes for Humanity PDX | 503-496-6941
A non-profit bicycle shop that sells refurbished bikes at a discount. Bike mechanic classes.
ABOUT THIS MAP
This map was designed and printed with grant funds provided by the Center for Disease Control and Prevention, in partnership with the Multnomah County Health Department.
This map was printed locally using soy-based inks on 100% tree-free alternative paper made from calcium carbonate. This paper is chlorine free and biodegradable, as well as water, grease, and tear-resistant.
DISCLAIMER
This map shows bicycle routes in the City of Gresham and its vicinity. While we endeavor to provide a high-quality, accurate and usable map, the information is advisory only. You are responsible for your safety, and assume all risks as to the conditions of the map information, and agree that you use it at your own risk.
REPORT ROAD HAZARDS
City of Gresham Operations 503-618-2626
City of Gresham 503-823-1700
Multnomah County 503-988-2100
Oregon Department of Transportation (ODOT) 503-383-3839
FOR MORE INFORMATION
City of Gresham Transportation Planning 503-618-2809
1333 NW Eastman Parkway; Gresham, OR 97030
GreshamOregon.gov/Transportation-Planning | fde094a8-a2f8-49a8-b8d4-cb59da38173f | CC-MAIN-2024-30 | https://www.greshamoregon.gov/globalassets/city-departments/urban-design-and-planning/maps/bike-map-2018.pdf?id=8640 | 2024-07-14T04:50:53+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514548.45/warc/CC-MAIN-20240714032952-20240714062952-00809.warc.gz | 709,510,233 | 1,001 | eng_Latn | eng_Latn | 0.925487 | eng_Latn | 0.981515 | [
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Introduction
Beginning with the 2015-2016 school year, the West Virginia Department of Education (WVDE) partnered with the National Institute for Early Education Research (NIEER) and Marshall University to conduct a five-year study of the quality of the West Virginia Universal Pre-K (WV Pre-K) program. The study was designed to examine the effectiveness of the WV pre-k program, understand the extent to which initial benefits result in persistent education advantages, and assess the quality of educational experiences of children through grade three. The study included seven counties where there were lower pre-k participation rates for comparison group access. Fayette, Greenbrier, Kanawha, Nicholas, Putnam, Roane and Wood counties participated in the study.
West Virginia Early Learning Longitudinal Study Questions
1. Do children who attend the pre-k program show significantly greater progress on math, language, literacy, and executive function measures than children who do not attend the pre-k program starting in kindergarten and through second grade?
2. Are there child subgroups (as defined by low income or child gender) that benefit more from the pre-k program than others?
3. What is the quality of pre-k classrooms and how has it progressed through the 2015-2019 period?
4. What is the quality of pre-k through 3rd grade learning experiences observed for the longitudinal cohort? Were program effects sustained over time the study followed a cohort of children that attended pre-k through 2nd grade (the original plan was to follow children through 3rd grade, but the 3rd grade data collection was interrupted by the COVID-19 pandemic).
Measures for the study included research-based child assessment and classroom observation tools at each grade level. The following child assessment tools were utilized throughout the study to measure language, literacy, executive functioning, and social and emotional development of children participating in the study at each grade level. The following child assessment tools were utilized throughout the study:
- Peabody Picture Vocabulary Test IV- PPVT; Dunn & Dunn, 2007;
- Woodcock-Johnson Tests of Achievement, 3rd Edition- WJ; Woodcock, McGrew, & Mather, 2001;
- Administering Measures from PRI earning-Related Cognitive Self- Regulation Study, Meador, Turner, Lipsey, & Farran, 2013;
- Peg Tapping Task- PT, Diamond & Taylor, 1996;
- Dimensional Change Card Sort- DCCS; Zelazo, 2006;
- Strengths and Difficulties Questionnaire- SDQ- Goodman, 1997
Large and significant short-term effects were found for children who attended the program, especially children who were low-income; however, over the children’s trajectory through 2nd grade, the performance of children who attended the pre-k program converged with the performance of children who did not attend the program. Observation on quality of the learning experience for the longitudinal cohort suggests that lower quality in kindergarten and 1st grade likely contributed to this convergence. The main findings are:
- Children who attended pre-k outperformed those who had not attended pre-k in every measure of assessment collected. The largest and most statistically significant with the widest margin was in print knowledge.
- The positive association between pre-k participation and literacy was greater for low-income children.
- These pre-k effects persisted through to kindergarten in literacy and language. Yet, beneficial effects of language and literacy observed at the beginning of the kindergarten diminished through kindergarten year.
- Positive impacts of pre-k on math were consistent during the kindergarten year but the impacts were not statistically significant anymore.
- Positive impacts of pre-k on math were consistent during the Kindergarten year but the differences between children that attended and did not attend the pre-k program started to converge by the end of 1st grade and continuously through the end of 2nd grade.
- At kindergarten entry, girls showed significant benefits of pre-k program participation in executive functions as measured by Peg Tapping. At the spring of 1st grade, girls showed small positive program effects in most of the outcomes including literacy, language, and executive functions.
- In 2nd grade, no differences were observed between children that did and did not attend the pre-k program in socio-emotional behaviors.
Part Two: Classroom Observation Measures & Findings
- Early Childhood Environment Rating Scale, 3rd Edition (ECERS-3) (pre-k)- Measurement of 35 items under 6 domains: Space and Furnishings, Personal Care Routines, Language and Literacy, Learning Activities, Interaction, and Program Structure.
- The Classroom Scoring System (CLASS pre-k and CLASS K-2)- Measurement of Interactions among teachers and students through 10 dimensions across three domains: Emotional Support (ES), Classroom Organization (CO), and Instructional Support (IS).
- Assessment of Practices in Early Elementary Classrooms (APEEC) (Kindergarten and Grade 1)- Measures global quality across 16 items under 3 domains: Physical Environment, Instructional Context, and Social context.
As mentioned, classroom quality has a direct correlation on performance convergence. Regarding classroom quality and teacher-child interaction, researchers found the following:
- Pre-k teachers surveyed reported high levels of education and experience.
- Classrooms were observed to be generally of average quality.
- Classroom quality scores across the sample range from excellent to inadequate.
- Classroom emotional support (ES) scores were high between 2016 and 2019, demonstrating nurturing and safe environments for children.
- CLASS Classroom organization (CO) scores in pre-k show an overall positive trend between 2016 and 2019.
- Instructional supports scores have remained as a critical area to strengthen. These averaged 2.65 in 2016 and 2.28 in 2019, with small variations year to year.
- In relation to other programs across the country WV pre-k study classrooms score in the mid-range on CLASS emotional support and classroom organization and in the low range for CLASS instructional support (IS).
- In terms of global quality, kindergarten and 1st grade classrooms were rated with the APEEC in the spring of 2017 and 2018, respectively.
- APEEC ratings were lower in 1st grade, with the average being 3.55 in kindergarten and 2.95 in 1st grade.
- Most classrooms evidence low- to mid-range levels of global quality throughout this period.
- Integration across and breadth of subject areas, displaying child work, use of materials and instructional methods were areas that evidenced the greatest need for support.
Conclusions
- The study reveals performance advantages among children attending pre-k. The yearly reports demonstrated a pattern of short-term positive impacts of pre-k on children’s learning and development in the print knowledge and math assessments, with low-income children benefitting the most.
- Positive impacts diminished by the end of kindergarten year and their developmental trajectories started to converge with that of non-pre-k attending children.
- Observations of classroom quality following the longitudinal sample showed that classroom quality in kindergarten may be an important driver of convergence, as kindergarten and 1st grade classroom quality proved to be much lower than what the pre-k longitudinal sample had experience in pre-k. Through the years, the study also assessed quality in preschool to have a multi-year perspective on global quality and classroom processes.
**NIEER Recommendations**
1. Strengthen instructional supports throughout the P-3 grades. Improvement is needed for pre-k but even more so across the early elementary grades. Intentional and robust professional learning opportunities focusing on lesson differentiation could build on and sustain the gains from pre-k through the early elementary years.
2. Employ efforts to increase participation in pre-k where rates are lower. Examine populations of children who did not participate in pre-k and what methods can be used to increase participation.
3. Establish a coherent P-3 system of alignment using learning standards to determine curriculum choices and regularly assessing child progress toward meeting those standards. This coherent P-3 system requires development of an integrated continuous quality improvement system in which child progress and classroom instruction are regularly measured, analyzed and used for planning at the child, classroom, grade level, P-3 continuum, and at the school and district levels.
**WVDE Recommendations based on this study, anecdotal data, and repercussions of the COVID-19 pandemic**
1. Create a plan to educate and promote an Early Childhood Classroom Assistant Teacher (ECCAT) in all WV pre-k through Grade Two classrooms. ECCATS currently exist in all WV pre-k and Kindergarten classrooms. First and second grade ECCATS would be required over a set period of time (example, 3 years) to take e-learning coursework to benefit young children’s social and emotional development, literacy development, and numeracy development. This would greatly strengthen the quality of grades one and two (the areas with the largest deficits as described in the study).
2. Strengthen instructional supports throughout the P-3 grades. Improvement is needed for pre-k but even more so across the early elementary grades. Intentional and robust professional learning opportunities focusing on lesson differentiation could build on and sustain the gains from pre-k through the early elementary years.
3. Expand the WV Early Literacy Network of Support to include Instructional Support Specialists, who are assigned to specific schools in low-performing counties to focus on coaching, high-quality literacy instruction, and other professional learning for grades one and two.
4. Establish a coherent P-3 system of alignment using learning standards to determine curriculum choices and regularly assessing child progress toward meeting those standards. This coherent P-3 system requires development of an integrated continuous quality improvement system where children’s progress and classroom instruction are regularly measured, analyzed, and used for planning.
**Reference**
Nores, M., & Contreras, C., (2021). Evaluation of West Virginia Universal Pre-K: 5 Year Summary. New Brunswick, NJ: National Institute for Early Education Research.
For more information, contact Dr. Monica DellaMea email@example.com or (304) 558-9994 | d90b8562-2dd4-4a97-be0b-1b445c5e263a | CC-MAIN-2024-30 | https://files.eric.ed.gov/fulltext/ED625885.pdf | 2024-07-21T00:31:12+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517544.48/warc/CC-MAIN-20240720235600-20240721025600-00378.warc.gz | 218,867,030 | 2,051 | eng_Latn | eng_Latn | 0.992467 | eng_Latn | 0.993136 | [
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The Cayman Turtle Farm
A continued case for change
We were known as WSPA (World Society for the Protection of Animals)
We move the world to protect animals
We are local
We are active in more than 50 countries. From our offices around the world, we work with local partners, animal welfare organisations, businesses and governments. We help people to find practical ways to prevent animal suffering worldwide.
We are global
We collaborate with national governments and the United Nations. We have formal relationships with international bodies including the Food and Agriculture Organization, UNEP, the Council of Europe and the World Organisation for Animal Health. We seek national and international policy change to improve the lives of millions of animals, because animal protection is a fundamental part of a sustainable future.
Cover image: A green sea turtle in a tank in the public area of the CTF World Animal Protection, 2013
# Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| Executive Summary | 4 |
| Foreword | 6 |
| 1 Background | 7 |
| 1.1 The green sea turtle | 8 |
| 1.2 The Cayman Turtle Farm | 9 |
| 1.3 Campaign background | 10 |
| Sustainability in UK Overseas Territories | 10 |
| 2 Threats to animal welfare | 11 |
| 2.1 Neglect | 12 |
| 2.2 Holding environment | 12 |
| 2.3 Overcrowding | 14 |
| 2.4 Cannibalism | 15 |
| 2.5 Captivity stress | 15 |
| 2.6 Disease | 16 |
| 2.7 Water quality | 17 |
| 2.8 Diet | 18 |
| 2.9 Handling | 18 |
| Campaign victory: Myrtle the turtle | 19 |
| 2.10 Birth defects | 20 |
| 2.11 Slaughter | 20 |
| In summary: threats to welfare | 21 |
| 2.12 Status as a non-domestic species | 21 |
| Animal welfare concerns: other animals in the care of the CTF | 22 |
| The UK Government and the Cayman Turtle Farm | 24 |
| 3 Risks to human health | 25 |
| 3.1 Transmission of disease | 26 |
| In summary: risks to human health | 28 |
| 4 Failure of the conservation mandate | 29 |
| A wild life | 30 |
| 4.1 The consumption of turtle meat | 30 |
| The Kemp’s Ridley – A conservation crisis | 33 |
| 4.2 Releasing turtles into the wild: The ‘Headstarting’ Programme | 34 |
| Compassion of methods: ‘headstarting’ versus beach protection | 37 |
| Campaign success: World Animal Protection and Cayman Islands Government Joint Statement | 38 |
| 4.3 Failure to meet biodiversity standards | 39 |
| Widespread concern | 39 |
| In summary: failure of conservation mandate | 40 |
| 4.4 The CTF as a research facility | 40 |
| 5 A failing business model | 41 |
| In summary: CTF economics | 44 |
| 5.1 Future tourist trade | 44 |
| 6 The humane solution: replacing a defunct initiative | 45 |
| 6.1 A model for change | 46 |
| 6.2 The future of the CTF | 46 |
| Moving forward: Time to Stop Sea Turtle Farming | 47 |
| References | 48 |
Ending the suffering of over 9,500 endangered green sea turtles
There is no humane way to farm sea turtles. As a solitary, migratory, non-domesticated species these animals cannot adapt to life in a farmed environment. Sadly, being bred in captivity for their meat and housed within a tourist attraction is the reality for over 9,500 endangered green sea turtles on the British Overseas Territory of the Cayman Islands.
A failing breeding facility
World Animal Protection firmly believes that the Cayman Turtle Farm (CTF) poses a threat to the welfare of the turtles housed there – these animals often live in overcrowded, unhygienic conditions which foster abnormal behaviours, including aggression and even cannibalism. Typically swimming in turbid water, and fed on an unnatural diet, these conditions are a far cry from the natural environment in which these wild animals should be living.
There is no way to meet a sea turtle’s welfare needs in a farmed environment – the CTF should seek to gradually end the production of turtle meat and transition into a facility which truly considers the welfare of any turtles in its care.
A failing tourist attraction
Handling of turtles can transmit illnesses to people, especially the elderly and the young. Water sample tests have shown that bacteria, including Salmonella and *E. coli*, are present in the tanks in which tourists can enter. Whilst the Farm provides hand sanitiser and cold water washing facilities for those who choose to handle the turtles, it is not clear if this is sufficient to prevent disease transmission especially to the elderly, the infirm and the young.
Whilst the Farm might claim that visitors do not get ill – it is unclear how this view can be substantiated when no follow up checks with visitors are conducted. Given the clear risks to human health, the only certain way to ensure no one becomes ill would be for the CTF to end the handling of turtles by tourists.
Image: Juvenile sea turtle in the public touch tank area of the CTF
World Animal Protection, 2013
A failing conservation model
The CTF maintains that by providing a legal source of turtle meat for Caymanians they are relieving pressure on the wild turtle populations – and so helping to conserve the species. But no one knows what the true Caymanian demand for turtle meat is, and whether or not the Farm is currently meeting this demand. The Farm does not keep detailed records of who buys the meat, nor has it looked at levels of poaching in comparison to the price charged for this product.
Turtle meat from the Farm even ends up on the menu of restaurants which are cooking dishes aimed at tourists. As a result any tourist who eats a ‘turtle steak’ is artificially inflating the perceived Caymanian demand for this meat.
The Farm has released over 31,000 turtles into the wild since 1968 – an impressive sounding number, although only 13 have been recorded as returning to nest on Caymanian beaches. A lack of appropriate quarantine procedures for releasing turtles also raises doubts about the levels of disease transmission which may have occurred from CTF turtles to wild populations.
There are significant question marks regarding the cost-effectiveness of this release project considering the many millions of Caymanian dollars spent breeding and releasing turtles with only 13 recorded as migrating back. The cost necessary to achieve this number of nesting turtles perhaps could have been better spent on other, more successful, conservation methods – including beach protection and education initiatives.
The CTF must play a more effective role in conserving sea turtles, whilst at the same time encouraging the sale of meat to tourists to end. Over time the CTF should also work towards ending the demand for meat altogether. The Farm must also immediately end the costly and controversial turtle release programme.
A failing business model
The CTF is an unsustainable business model that drains the Caymanian economy – and it only remains operational due to large Cayman Island Government subsidies. Between 2013 and 2014 this subsidy was the equivalent to $175 for each of the 56,000 Caymanian residents (Cayman Compass, 2013b).
Farming sea turtles is never likely to be a profitable enterprise because they are wild animals, biologically unsuited to commercial farming. The CTF must move away from operating as a meat production facility in order to reduce its reliance on Government funding.
World Animal Protection’s pragmatic solution
World Animal Protection is calling for the CTF to begin the shift away from commercial farming, and to transition into a rehabilitation and release facility for injured sea turtles – whilst at the same time working to effectively reduce Caymanian consumer demand for turtle meat.
World Animal Protection advocates a model for change as demonstrated by ‘Kélonia: the Observatory for Marine Turtles’ which has successfully transitioned from a commercial sea turtle farm into a release and education facility.
This model clearly shows that change is possible. Such a change is desperately needed in the Cayman Islands; for the wild green turtles found in local waters, for visitors to the CTF, for Caymanians who take pride in the turtle as their national emblem – but have to subsidise a failing business model – and most importantly for the 9,500 turtles housed at the Farm.
This is the second version of this document, which builds on the research previously conducted and published in the 2011 report entitled ‘The Cayman Turtle Farm; A Case for Change’.
It is encouraging to hear that the Farm has appointed a full-time vet for the first time in its history, and that it has stopped training a large female turtle named Myrtle to give rides to tourists. Good news too that turtle meat is no longer served at the onsite restaurant and that the Caymanian Department of Environment has committed to a three-year study to ascertain the true market demand for turtle meat in the Cayman Islands, the only place where it can be legally sold. Government officials openly admit to subsidising the Farm to the tune of around CI$9m per year – so it is hoped that proof of dwindling demand will help locals support the gradual end of turtle farming altogether.
It is my honour to write this foreword, as it was to sign in 2012, an open letter calling on the Farm to change its business model.
We have a way to go yet before we have solved the welfare issues being suffered by over 9,500 turtles being kept on the Farm. But we move forward with determination and optimism.
**Tanya Streeter**
Tanya Streeter is a Caymanian world record holding freediver and environmentalist.
---
**Image:** Tanya Streeter aged eight years old. Sandra Dailey, 198.
**Image:** Tanya Streeter freediving with a hawksbill turtle in Grand Cayman. Patrick Weir, 2013.
1 Background
Image: A giant turtle being hauled onto a schooner. Ronald Mitchell/The National Archives UK, 1950.
1.1 The green sea turtle
The endangered green sea turtle (*Chelonia mydas*) is an icon of the Cayman Islands. Graceful in the water, these animals migrate vast distances between feeding and breeding areas. Their stunning shells range from green to grey to brown, although they were named not for the colour of their carapace, but for the hue of their body fat which becomes tinted through the adult diet of seagrass.
Turtles are valuable ecosystem engineers, boosting the health of coastal and marine environments. They have been on earth for 150 million years, and the health of their populations today offers a glimpse into the wellbeing of our oceans.
Green sea turtles are an integral part of the Cayman Islands’ history and culture. When the islands were first discovered, by Christopher Columbus in 1503, he named them ‘Las Tortugas’ after the turtles he found there. Today, the green sea turtle is displayed on the Caymanian flag, coat of arms and on the watermark of banknotes.
However, across the globe the number of wild green sea turtle populations has drastically declined, and some of the largest breeding populations the world has ever known including those in the Cayman Islands, have all but vanished (Harold et al., 2005). In 1984, the Convention on International Trade in Endangered Species (CITES) made it illegal to import, export, kill, capture or harass wild green turtles in order to begin to readdress this situation. Yet numbers are still declining globally, an assessment conducted by the International Union for Conservation of Nature (IUCN) Red List of Threatened Species observed the changes in green turtle population size at 32 nesting sites, and concluded that the annual number of nesting females had declined by 48% over the last three generations (IUCN, 2004).
1.2 The Cayman Turtle Farm
In the Cayman Islands, turtle meat is legally farmed and sold via the Cayman Turtle Farm (CTF), a Government-owned facility that also functions as a major tourist attraction.
The CTF, originally known as ‘Mariculture Ltd’, was created in 1968 with founding stock taken from Ascension Island, Costa Rica, Guyana and Suriname (Bell et al., 2005); this included 60 adults and more than 477,000 eggs (Bell et al., 2005). By 1975 the Farm had demonstrated that its captive animals could breed and produce eggs, and that hatchlings could survive to maturity (Bell et al., 2005). The Farm is currently home to approximately 9,860 green sea turtles.
After the Farm was damaged by Hurricane Michelle in 2001, it was redeveloped at a cost US$150 million and renamed ‘Boatswain’s Beach’. It has since once again been rebranded as the ‘Cayman Turtle Farm’ (CTF, 2011a). The site now boasts a breeding pool, beach and hatchery, public touch tanks and wading pools, and a lagoon where visitors can snorkel with the turtles. It is also home to other animals, including Kemp’s Ridley and loggerhead turtles, a caiman crocodile, sharks and various species of fish and birds.
The CTF’s mission statement states that its tourism agenda is matched by a desire to promote conservation (CTF, 2012). The Farm claims that it is able to protect the remaining local wild turtle populations by:
- providing an alternative and sustainable source of turtle meat for local Caymanians (Brammer, 2011; Schabbing, 2012); and
- boosting the wild population through the release of captive-bred animals into the wild (Fosdick and Fosdick, 1994; Brammer, 2011; Schabbing, 2012).
Image: Entrance to the CTF. World Animal Protection/Michelle de Villiers, 2011.
1.3 Campaign background
In 2012, World Animal Protection conducted an investigation into the failings of the CTF. This included:
- detailed information from Farm visits;
- expert advice on animal health and welfare from independent veterinary experts;
- interviews with key stakeholders;
- commissioning independent research on North American and Caymanian attitudes to welfare and conservation concerns;
- focus groups with local Caymanians to learn more about cultural attitudes to turtle meat consumption;
- a detailed review of the peer-reviewed scientific literature published in research journals.
World Animal Protection’s concerns were highlighted in its report, of the same year, entitled ‘The Cayman Turtle Farm: A Case for Change’ (the first edition of this report). The report exposed shocking instances of turtle mistreatment and a lack of understanding of animal welfare needs. Specifically the report cautioned that the Farm;
- represents a serious source of concern from an animal welfare perspective;
- is at best, failing, and at worst, harming efforts to promote turtle conservation;
- is a potential threat to human health;
- is failing on economic grounds;
Since 2012 World Animal Protection has continued to amass evidence about the CTF. Notably, World Animal Protection accumulated under the Freedom of Information Act, a large amount of information directly from the CTF and other involved parties. It also collected evidence from an ‘immediate veterinary assessment’ and an ‘independent inspection’, both conducted during 2012 following requests by the CTF. What follows is an update on the practices and conditions at the CTF.
Sustainability in UK Overseas Territories
As a UK Overseas Territory, the Cayman Islands fall under the jurisdiction and sovereignty of the United Kingdom. In January 2014, the Environmental Audit Select Committee, of the House of Commons, released its report ‘Sustainability in the UK Overseas Territories’ (Environmental Audit Committee, 2014).
The report highlighted the fact that 90% of the UK’s biodiversity is contained in UK Overseas Territories (UKOTs), and claimed that the UK Government is failing to meet its legal and governmental responsibilities when it comes to protecting biodiversity and sustainability in all its 14 Overseas Territories.
World Animal Protection submitted information to the Committee, highlighting evidence and outlining concerns about ongoing practices at the CTF, including its negative impact on sustainability, biodiversity, conservation and animal welfare. In June 2013, during the inquiry phase of the report, two MPs visited the Farm as part of the Committee delegation, where they were given behind-the-scenes access to the meat production side of the facility (Environmental Audit Committee, 2013). This information was then used by the Committee in its report, and was the only case study of its kind to be included – highlighting the level of concern of the members.
The report highlighted the issues raised by World Animal Protection and echoed calls for further dialogue between the Cayman Islands Government (CIG) and World Animal Protection.
2 Threats to animal welfare
Image: 299 turtles die at the CTF after a water pipe bursts after suffering from heat exhaustion. Picture obtained under FOI, 2012.
The World Organisation for Animal Health states, “Animal welfare means how an animal is coping with the conditions in which it lives. An animal is in a good state of welfare if it is healthy, comfortable, well-nourished, safe, able to express innate behaviour, and if it is not suffering from unpleasant states such as pain, fear, and distress” (World Organisation for Animal Health, 2010).
Determining whether an animal’s welfare needs are being met requires an assessment which looks beyond the health of the animal. Researchers can use scientific methods to objectively measure animal welfare. Protecting the welfare of animals involves the prevention of unnecessary suffering and ensuring a good quality of life and a humane death (Brakes et al., 2004). Evidence suggests that the CTF is currently failing to meet these baseline welfare criteria (Arena, et al., 2013).
### 2.1 Neglect
Many turtles housed at the CTF suffer ill health and extremely poor levels of animal welfare. In July 2012 an ‘immediate veterinary assessment’ was conducted at the CTF as a result of the public launch of World Animal Protection’s Stop Sea Turtle Farming campaign. At the time it was found that ‘a significant proportion (possibly even a majority), of turtles exhibited skin lesions’. The Inspector also noted incidences of shell rot, floating syndrome, and flipper damage consistent with cannibalism (Freedom of Information Request, 2012d).
Mortality rates are of additional concern, especially amongst young juveniles. In 2011, 714 green sea turtles died at the CTF, twice as many as the year before (Freedom of Information Request, 2012a). Then, in July 2012, 299 green sea turtles died from heat exhaustion after a water pipe supplying one of the tanks ruptured and the water drained away (Fuller, 2012, Freedom of Information Request, 2012c). Turtles can survive out of the water for quite some time, so it is reasonable to assume the animals could have been moved elsewhere, but they were not. The turtles died slowly and needlessly. Despite happening in the Cayman Islands, news of the disaster took two weeks to reach the residents (Wildlife Extra, 2012) fuelling allegations of a cover-up. It was later revealed, again via evidence obtained under the Freedom of Information Request [2012c], that the turtles’ bodies were disposed of at the local rubbish dump.
### 2.2 Holding environment
The Farm is split into publicly accessible and private areas. The public area includes a breeding pond and beach, touch tanks, and a lagoon where visitors can snorkel with turtles. Behind the scenes there are an unknown number of extra tanks, plus quarantine and meat processing facilities.
In the public area, all of the tanks are outdoors under the full glare of the Caribbean sun. As far as World Animal Protection can ascertain, the tanks have no screens, covers, spray bars, chillers or heaters. Whilst water continually flows into the tanks it is possible that the shallow depth combined with the heat of the sun would raise the temperature to an undesirable level. When World Animal Protection officials visited the Farm in January 2014, they noted that many of the overcrowded shallow pools are just half-full with water, making it hard for the larger turtles to fully submerge and impossible for them to dive. Aside from the turtle lagoon, which contains man-made coral and some hiding places for the turtles, the tanks are bare, with no sources of behavioural enrichment. The turtles’ captive environment is a far cry from their home in the wild.
*Image: Turtles in the public area of the CTF. World Animal Protection, 2013.*
These findings are of concern for several reasons:
- Sea turtles which spend prolonged periods out of water can suffer from carapace drying and peeling, creating a canvas for bacteria and fungi (Bluvias and Eckert, 2010);
- Sea turtles become sunburnt without adequate shade (Bluvias and Eckert, 2010);
- Sea turtles rely primarily on the surrounding temperature to moderate their own. If the water temperature is too high, it can promote lethargy and stress, the growth of algae and pathogens, and facilitate outbreaks of disease (Bluvias and Eckert, 2010, Goreau, 2008, Haines and Kleese, 1977). If the water temperature is too low, it can also make turtles more susceptible to illnesses (Bluvias and Eckert, 2010);
- Captive sea turtles restricted to small, sterile, monotonous environments are unable to behave naturally. They are prone to swim in stereotypical repetitive patterns that can result in injury, such as calluses from rubbing the side of the tank. Environmental enrichment, including the addition of hiding places, back scratchers and ice blocks filled with food, can help to reduce these problems (Bluvias and Eckert, 2010).
Away from the public eye, however, it was the production side of the operation that caused the greatest concern to the independent inspectors when they visited the Farm in December 2012. Whilst conducting a report commissioned by the Farm entitled ‘independent assessment’ the inspectors concluded that, within this private area, “there is clearly room for improvement in the standards of care which will require immediate changes in infrastructure, processes, staffing and resources to rectify” (Balasz et al., 2012).
2.3 Overcrowding
The CTF is currently home to an estimated 9,860 green sea turtles, including hatchlings, juveniles and adults (Freedom of Information Request, 2013). There are a variety of different turtle tanks at the Farm, all shallow, overcrowded and without shade. A single tank may house hundreds of sea turtles (Freedom of Information Request, 2013), which can be seen clambering on top of one another and bunching up around the edges of their enclosures. This is not normal behaviour as seen in the wild.
Unless breeding, wild sea turtles tend to be solitary creatures. They swim thousands of miles and dive to depths of over 100 metres (Sea Turtle Restoration Project, 2003). The confined and overcrowded conditions at the CTF curtail these natural behaviours, placing the animals under unnecessary stress, which can result in an increased risk of injury, disease and cannibalism (George, 1997; Bluvias and Eckert, 2010), all of which have been observed at the CTF.
It has been argued by some that stocking densities are not really an issue for the CTF. It is claimed that densities may appear inflated as a result of feeding regimes which encourage turtles to congregate around the food (Balasz et al., 2012). However, when some tanks house 999 animals in an area which measures 865 square feet – this equates to approximately 0.87 square feet per turtle. This space is inadequate to house a solitary, wild, migratory and diving turtle – and when kept in such conditions overcrowding will always be an issue.
Image: Overcrowding can be observed at the CTF both in the public and private areas. In the meat production side of the facility some tanks contain over 900 turtles. World Animal Protection, 2011.
2.4 Cannibalism
As part of World Animal Protection’s thorough research into the CTF an undercover investigation was conducted. The investigators noted that green sea turtles with severe wounds and injuries were present throughout the Farm. Some had whole flippers missing, whilst others had massive trauma to their digits. It is believed that these injuries were caused by cannibalism, a direct result of their overcrowded, stressful living conditions (Frye, 2011).
The ‘immediate veterinary assessment’ commissioned by the Farm in July 2012 found evidence that cannibalism had decreased, but not disappeared. Around ten turtles with signs of cannibalism were spotted at this time. Injuries of this nature are rarely seen in the wild, as the vastness of the ocean affords aggressive turtles the opportunity to avoid one another (Frye, 2011). World Animal Protection maintains that until animal welfare issues are resolved, cannibalism is likely to continue at the CTF.
2.5 Captivity stress
Turtles at the CTF show signs of stress by adopting unusual behaviours rarely observed in their wild counterparts. Observed symptoms of stress include frenzied feeding, hyperactivity, boundary exploration and congregation in large numbers at the water’s surface. These abnormal behaviour patterns are likely to be caused by the turtles’ overly restrictive, deficient and inappropriate environment (Warwick, 1995; Warwick et al., 2011a). Their presence confirms that the behavioural needs of these animals are not being met.
**Image:** Turtles, in the public area of the CTF, observed biting each other. Michelle de Villiers, 2011.
**Image:** Cannibalism caused by intensive farming conditions can result in gross flipper loss. Image obtained as part of World Animal Protection’s initial investigation into the CTF. World Animal Protection, 2011.
2.6 Disease
Various diseases have been observed at the Farm since its formation (see Table 1).
Disease outbreaks have caused the deaths of many animals over the years (Homer et al., 1994); and both shell rot and floating syndrome were identified during the 2012 ‘immediate veterinary assessment’ (Freedom of Information Request, 2012d). In 2011, grey patch disease was noted to be prevalent throughout the Farm (Frye, 2011). High stress loads, overcrowding, sub-optimal welfare conditions, poor water hygiene, and inappropriately designed tanks are thought responsible for these levels of disease seen at the CTF (Bluvias and Eckert 2010, Haines et al., 1974).
Image: A green sea turtle with an untreated wound on its neck. This turtle was in one of the touch tanks, and was being handled by visitors. World Animal Protection, 2012.
Table 1: Diseases identified amongst sea green turtles at the Cayman Turtle Farm
| Disease | Potential Outcome |
|--------------------------|-----------------------------------------------------------------------------------|
| Grey Patch Disease | A potentially fatal, viral disease causing bumpy lesions and grey patches of dead skin |
| Chlamydiosis | A potentially fatal, bacterial disease that can cause weakness, lethargy and the inability to dive |
| Fibropapillomatosis | A potentially fatal, infectious, tumour-causing disease |
| Lung eye-trachea disease | A potentially fatal, viral disease causing symptoms including conjunctivitis and pneumonia |
| Shell Rot | A generic condition usually caused by bacterial infection that, if left untreated, can spread to the blood stream and become fatal |
| Floating Syndrome | A generic condition that causes gas to build up under a turtle’s shell, interfering with the ability to dive and feed |
| Enteritis | A generic condition involving intestinal inflammation and caused by a variety of potential factors including poor diet and bacterial infection |
| Coccidiosis | A contagious parasitic disease of the intestinal tract, that causes diarrhoea and can be fatal for weak individuals |
(Sources: World Animal Protection 2013, Haines et al., 1974; Homer et al., 1994; Godley, 2002, 2012, Freedom of Information Request, 2012d, Pourdonya et al., 2010).
2.7 Water quality
Captive green sea turtles require substantial amounts of good quality water (Higgins, 2003). Fundamental to their welfare, the water should always be clear and clean, with its temperature carefully regulated (Bluvias and Eckert, 2010); as this replicates the water found in their natural environment.
Back in 2008 researchers noted that algae coating the sides and bottom of the breeding pond was indicative of high nutrient levels, inadequate flushing and poor water quality (Goreau, 2008). It appears this has not been rectified because according to the December 2012 ‘independent assessment’, “the visual appearance of the water varies from very clear for post-hatchling turtles to quite turbid in some of the tanks for the larger juveniles”.
It is obvious that many of the turtle pools are not cleaned regularly, leaving uneaten food and voided faeces to contaminate the living environment. The result is a foul mix of water, debris and pathogenic micro-organisms including bacteria and viruses that pose a significant threat to turtle welfare (Frye, 2011).
Dirty water can compromise health, slow wound healing, cause eye irritations, and exacerbate bacterial and other infections (Bluvias and Eckert, 2010). This is of particular concern at the CTF where some of the turtles have open lesions, rendering them more susceptible to infection from contaminated water.
The CTF states that its tanks are “cleaned using chlorine, brushes and pressure washers, as needed” (Freedom of Information Request, 2013f). World Animal Protection believes that the water is cleaned by draining the tanks and sprinkling in some form of powdered chlorine. It is believed that the turtles are not removed from the tanks before this occurs, so they are also covered with this cleaning solution. Staff are required to wear protective clothing including masks when administering the cleaning formula yet no protection appears to be afforded to the turtles. This, if found to be the case, raises significant animal welfare concerns as chlorine should never be applied to an animal in this way.
Image: Buckets such as this can be seen throughout the public areas of the CTF. It is believed this is the solution used to clean the tanks. World Animal Protection/ Catherine Mason, 2014.
2.8 Diet
In the wild, adult green sea turtles are strictly herbivorous, eating a diet mainly consisting of seagrass, seaweed and algae (See Turtles, 2012). At the CTF, green turtles are fed an artificial diet composed entirely of pellets that contain a mix of plant, animal and fish products, as well as various vitamins and supplements. Although the CTF claim their turtle diet is “nutritionally complete” (Freedom of Information Request, 2013a), the complete nutritional value and appropriateness of this artificial diet remains unknown.
Ensuring turtles receive the right balance of nutrients is very important. For example, diets with the incorrect levels of calcium and phosphorous, and certain single food diets, can cause bone disease and iron deficiency respectively (Bluvias and Eckert, 2010).
It is strongly recommended that sea turtles are offered an assortment of foods, similar to which they would eat in the wild (Bluvias and Eckert, 2010). Mature sea turtles spend most of their time in shallow, coastal waters grazing on lush seagrass beds. Feeding captive turtles with pellets robs them of this natural grazing behaviour, and is likely to impact negatively on their physiology and welfare.
2.9 Handling
The arbitrary and sometimes unsupervised handling of turtles occurs at the CTF by members of the public. Visitors of all ages can remove turtles (of all manageable sizes) from the ‘touch tank’ area of the Farm. Tour guides have been observed handling larger turtles from other tanks.
Sea turtles are naturally timid creatures, so this unnatural interaction causes them great stress, which can weaken their immune system and render them more susceptible to disease (Warwick et al., 2011a). From the beginning of 2013 far fewer turtles have been available for handling at the CTF, perhaps as a result of World Animal Protection’s Stop Sea Turtle Farming campaign which has continued to raise the animal welfare issues which surround the handling of these wild animals. However, this results in the same animals being held more often and for longer periods of time, greatly increasing their levels of stress in these individual animals.
Handling also causes the frightened animal to panic. “Turtles are deceptively slow when inactive, but are capable of intense flipper and body movements that can both self-injure and cause injury to others,” says Nancy Mettee, Director of Sea Turtle Medicine at the Wider Caribbean Sea Turtle Network (WIDECAST) (Mettee, 2013a).
Image: Turtles are fed on a diet of pelleted food. World Animal Protection/Catherine Mason, 2014.
Image: Handling of turtles can cause injuries to these wild animals. World Animal Protection, 2012.
Even experienced handlers can find it hard to handle sea turtles. The fractious flapping of a turtle’s flippers can cause the animal to suffer detached claws, fractures, bleeding and bruising (Mettee, 2013b). Dropping an animal can cause fractures and other significant harm (Arena et al., 2013). Novice handlers often underestimate the weight and strength of a turtle and will pull it out of the water body first and head down. It is a natural response of startled turtles to breathe in rapidly, so removal in this manner puts the animal at risk of pneumonia (Mettee, 2013a).
Sun cream and insect repellent can be toxic to turtles, so handled animals are at risk from traces of these products left on tourists’ hands. Sadly these are both products which are likely to appear on the hands of tourists wishing to protect themselves from the Caribbean sun and mosquito population (Pierre-Nathaniel, 2006). Visitors at the CTF are now required to use an alcohol-based hand sanitiser before handling the turtles, the effects of this on the turtles themselves is unknown.
For all these reasons the US Fish and Wildlife Service regulations prohibit the handling of any sea turtle for gratuitous reasons (Mettee, 2013a). ABTA, the UK Travel Association, also deem attractions which allow animals to be used as photographic props, and involve bad practice, to be unacceptable (ABTA, 2013).
Once learning that handling is stressful to turtles people are actually far less willing to participate in this activity. A World Animal Protection-funded independent poll of 400 cruise ship visitors to the Farm found that 85% of people would not want to pick up a turtle once learning that handling was stressful for them (Greenberg Quinlan Rosner Research, 2012).
In line with expert opinion, World Animal Protection recommends that CTF visitors should not be allowed to handle the turtles. Handling of turtles should only occur when it is for the benefit of the individual animal and World Animal Protection calls on the CTF to immediately end the handling of turtles by visitors to the facility.
**Campaign victory**
**Myrtle the turtle**
World Animal Protection learnt that in early 2011 the CTF had begun the training of Myrtle the turtle, a green sea turtle who was bred at the CTF. Visitors were informed that for an additional payment they could get into the lagoon with Myrtle to be pulled along if they held on to her shell, she would also retrieve a thrown ring, and would respond to commands.
World Animal Protection was informed that before Myrtle’s training could begin she was moved to the lagoon area, in order to separate her from the other turtles. She also had to be cleaned of algae and trained not to bite. A dolphin trainer was recruited to instigate a training regime for Myrtle, which they did via a dog style whistle with food for reinforcement.
World Animal Protection raised serious concerns over the treatment of Myrtle, as World Animal Protection maintains that it is completely unacceptable to train a wild animal in this way. As a result of World Animal Protection’s campaigning work, this programme has been suspended – whilst Myrtle is no longer required to give people rides, there is no plan for her future, and she has simply been returned to a barren concrete tank.
2.10 Birth defects
When World Animal Protection prepared its last report, green turtles with congenital defects were present at the Farm. Some had skeletal deformities, whilst others lacked one or both eyes (Arena et al., 2013). In the wild, animals born with these deformities would probably have died before reaching adulthood (Arena et al., 2013). Their presence at the Farm shows they can survive in captivity – but, because they find it harder to move, see and eat, they are more likely to succumb to injury and disease.
The CTF claimed that instances of congenital deformities were extremely rare at the Farm (Cayman News Service, 2012), and the ‘immediate veterinary assessment’ in 2012 [Freedom of Information Request, 2012d] found no evidence of congenital deformities. However, Freedom of Information reports reveal that 17 green turtles were euthanised in the six months before the vet’s visit, and a further 146 animals were euthanised after the visit. The CTF stated that “an unknown number of these would have been euthanized irrespective of an assessment” (Freedom of Information Request, 2012d), but did not state why these particular animals were destroyed. It is possible, perhaps probable, that they were euthanised because of birth deformities, but in the absence of detailed record keeping, the exact reasons remain unknown.
As a result of the ‘independent assessment’ published in 2013, an action plan was put in place to address the problems and areas of concern raised by the inspectors. This action plan clearly states that the workers need to look for congenital deformities, and in the event of discovering any, they should humanely euthanise the turtle if prognosis is poor (Freedom of Information Request, 2013e).
2.11 Slaughter
Turtles are regularly slaughtered at the CTF as part of its meat production process. It is believed that after a single shot from a captive-bolt pistol, the spinal cord and major blood vessels are severed and the animal is left to exsanguinate or bleed out (Godley, 2002). The ‘independent assessment’ carried out in December 2012 concluded that the slaughter is humane and hygienic (Balasz et al., 2012). However no data or explanation was presented to back-up this finding. Based on the available descriptions, in World Animal Protection’s view the evidence is not conclusive, and more detailed observations are urgently needed, in particular to assess the length of consciousness after slaughter.
Image: Congenital defects observed at the CTF can include turtles with one or both eyes missing. Image obtained as part of World Animal Protection’s initial investigation. World Animal Protection, 201.
2.12 Status as a non-domestic species
Advocates of turtle farming argue it is no different from farming any other animal (Godley, 2002). However, unlike mammalian and avian livestock, sea turtles have never been domesticated.
Domestication takes many generations to occur and involves multiple factors that result in genetic and behavioural change, most notably a tolerance of humans and adaptation to captive conditions (Driscol et al., 2009).
The CTF turtles are not domesticated because:
- They are currently not adapted to their confines – something needed to demonstrate that domestication has occurred. In fact turtles at the Farm show signs of captivity stress, including aggression and cannibalism.
- It appears that an insufficient time period has passed to allow for domestication to occur, and if the CTF were to commit to housing turtles for the required time period, many more generations of turtles would need to be kept in an environment in which their welfare needs could not be met.
Simply breeding an animal over a number of decades in captivity does not make it domesticated. The CTF’s green sea turtles are not domestic animals. They are wild animals forced to live in captivity. Their commercial production is ethically and practically very different to that of domestic, agricultural livestock and as such standards used to evaluate animal welfare conditions in these farms should not be applied to the CTF.
Image: Turtles housed in the meat production side of the CTF. World Animal Protection, 2011.
In summary: threats to welfare
- At the CTF, a proportion of green sea turtles live in overcrowded and unhygienic conditions fostering unnatural levels of aggression and cannibalism, stress and disease.
- Indiscriminate handling by visitors can potentially cause the turtles further, unacceptable levels of stress and injury.
- Despite repeated calls to improve animal welfare, the CTF fails to meet the basic welfare requirements of the animals in its care.
Animal welfare concerns: other animals in the care of the Cayman Turtle Farm
Whilst World Animal Protection has predominantly focused on the welfare of the turtles in the care of the CTF, there are other animals at the facility whose welfare is also compromised.
**The blue iguana**
The blue iguana is only found on the island of Grand Cayman in the Cayman Islands. Classed as endangered by IUCN, and previously listed as critically endangered, its numbers have increased as a result of a concerted effort by the ‘Blue Iguana Recovery Program’ (BIRP).
It is understood that one blue iguana was donated to the CTF by the BIRP [BIRP, 2011]. World Animal Protection has seen no evidence to suggest that this animal has been at the facility since about mid 2012. Whilst the Farm has not publically stated what happened to this animal, it is believed that it died. If this is found to be the case then questions must be raised about the conditions in which this occurred, and whether the Farm reported this to the BIRP.
**Nurse and sandbar sharks**
The sandbar shark is classed as vulnerable by the IUCN, as it is often fished for the commercial production of products such as shark fin soup; as a result numbers are declining worldwide [The Shark Trust, 2009a]. Predominantly a bottom dwelling, shallow water coastal species, the sandbar shark is seldom seen at the surface. It generally eats relatively small bottom dwelling fish, including sardines, shad, anchovies and mackerel, as well as molluscs and crustaceans (The Shark Trust, 2009a).
In the wild the nurse shark is found in the temperate and tropical conditions of the Pacific and Atlantic Oceans in waters varying from 1 to 75 metres. They are predominantly nocturnal bottom dwellers and feed on invertebrates, although they do sometimes feed on fish including catfish and mullets (Shark Trust, 2009b).
The CTF is currently home to two sandbar sharks and three nurse sharks; however, there are only two nurse sharks on display to the public in the ‘Predator Reef’ section of the facility. The CTF have disclosed that whilst in their care four sandbar sharks died, the reason for these deaths is unknown – although the CTF suggests that they could have resulted from old age [Freedom of Information Request, 2013c]. This suggests that proper tests were not conducted on the sharks that died. So the causes of death cannot be determined, or lessons from these deaths used to ensure that the other sharks in the care of the CTF do not suffer a similar fate.
It is also known that one of the nurse sharks became the victim of aggression from the others in their tank, and that they suffered bites to their pectoral fin. The CTF states that this shark’s recovery is complete [Freedom of Information Request, 2013c], but this shark is no longer in the main exhibit tank.
*Image:* A blue iguana at the BIRP. World Animal Protection, 2014.
*Image:* Nurse shark at the CTF with bites on its pectoral fin. Image supplied to World Animal Protection, 2012.
Only two of the five sharks in the possession of the CTF are on display, nothing is known about the conditions in which the other three sharks are held. The ‘Predator Reef’ display tank measures approximately 10 metres in depth and contains one large section of ‘coral’ believed to have been moulded from concrete or a similar material. There appears to be no enrichment for these animals, and as such they are not able to exhibit their natural behaviours. For example it is difficult to see how these animals can retreat from the surface or exhibit their nocturnal behaviours – as they are fed during the day.
For the two sharks on display, the CTF state that they are there for ‘display and education’ [Freedom of Information Request, 2013c], no sharks have been released into the wild and the ones in captivity do not form part of a breeding community. The purpose of the sharks not held in the public area of the facility is unclear, and questions must be asked as to whether the CTF is a suitable facility for any of these animals.
**The caiman crocodile**
In the wild caiman crocodiles live in lowland wetland and riverine habitats. They eat a variety of crustaceans, fish and even larger mammals. Caiman crocodiles capture their prey via trapping (with the body perpendicular to the shore), active search (with the head under the water), and jumping (leaping partially out of the water and capturing prey) (Marioni et al., 2008).
Caiman crocodiles require enough water to efficiently thermoregulate and wash food down their gullets; they also need to submerge themselves fully in water. These animals experience stress if they are constantly maintained at a temperature above approximately 29 degrees Celsius (Kaplan, 2014).
The CTF is home to a single caiman crocodile named Smiley. She was captured from the wild, in the Cayman Islands with the use of a harpoon – something which is likely to have caused her a significant level of pain. Even though she originated from the wild it is claimed that she cannot be released because she is a hybrid of two species (Cayman News Service, 2011a).
In her pen at the CTF Smiley is only able to fully submerge in a small area and has very little shade in her enclosure. One notice by the side of her enclosure is all that is available to educate visitors about her and her species. Smiley serves no other purpose other than to perform for visitors at feeding time when she is required to ‘jump’ for food, which results in her hitting the concrete floor of her enclosure – the repetitiveness of this act, together with the insufficient captive conditions means Smiley’s welfare is significantly compromised.
*Image: The sharks on display to the public at the CTF. World Animal Protection/Catherine Mason, 2014.*
The UK Government and the Cayman Turtle Farm
As a British Overseas Territory, the Cayman Islands is represented by the UK Government at the Conferences of Parties meetings, held by CITES. At these meetings, various issues relating to international trade in endangered species are discussed as CITES regulates the trade in wild animals and plants, to ensure that this does not threaten their survival.
Whilst the trade in many endangered animals is prohibited under CITES, some trade in certain species can be allowed if specific criteria are met. For example trade can sometimes be permitted if the animal in question was bred in a farmed environment as opposed to being captured in the wild. In order to meet the criteria for what CITES calls a ‘captive breeding facility’, it needs to be determined that the operation is being carried out at all stages in a ‘humane (i.e. non-cruel) manner’ (CITES, 2010).
In 2002, representatives from the UK Government’s Department for the Environment, Food and Rural Affairs (Defra) proposed that the CTF should be registered as a captive breeding facility under CITES, which would have allowed it to export live turtles and their carapaces (Donnelly, 2011). In order to demonstrate that the Farm met all of the relevant criteria for this sort of facility, Defra commissioned a report into the workings of the CTF which was undertaken by Professor Brendan Godley of Exeter University. Professor Godley stated that ‘in my professional opinion, the operation is carried out in a “humane (i.e. non-cruel) manner” as required by CITES Resolution Conf 11.14’ (Godley, 2002).
However, the proposal to list the CTF as a captive breeding facility was rejected at CITES, and therefore their ability to trade internationally was prohibited. However, the rejection was not made on the grounds that the facility was operating in a cruel way, but instead concerns were raised about the insufficient data provided to show that true captive breeding was occurring (Sea Turtle Conservancy, 2002).
Despite pushing for the Farm to be registered as a captive breeding facility, the UK Government, has not signed up to the section of CITES which requires these facilities to be registered. The UK CITES Management Authority has stated that “the EC (and so the UK) does not implement the CITES Resolution for the registration of Appendix I captive breeding operations” (UK CITES Management Authority & Scientific Authority et al., 2006).
In 2006, 20 green sea turtles were shipped from the Cayman Turtle Farm to the UK in order to be housed at public aquariums throughout Europe (MEDASSET et al., 2006). This decision was heavily criticised by turtle conservation bodies worldwide (Sea Turtle Conservancy, 2006).
The UK CITES Management Authority, on behalf of the UK Government, not only allowed this shipment of green turtles to take place; but stated that “we remain confident that the Cayman Turtle Farm (CTF) meets the CITES criteria for captive breeding as defined in Res. Conf. 10.16.” (UK CITES Management Authority & Scientific Authority et al., 2006) thus confirming that they believed the Farm to be operating in a non-cruel manner.
Today one of these turtles, named Ernie, is on display at the Manchester Sea Life aquarium, and visitors are informed that the aquarium “saved” him from becoming turtle soup (Collin, 2013).
Image: Ernie the turtle, originally from the CTF and now on display at Manchester Sea Life aquarium. World Animal Protection, 2013.
3 Risks to human health
Image: Visitors handling turtles at the CTF. Not only does this pose a risk to the turtles, but World Animal Protection has concerns about the possibility of disease transmission to humans. World Animal Protection/Catherine Mason, 2014.
Wild turtles in their natural environment present very little health risk to humans, but the same cannot be said for captive-housed turtles (Warwick et al., 2013).
World Animal Protection maintains that the CTF’s turtles pose a potential threat to human health via the transmission of infectious biological agents (bacteria, viruses, parasites and fungi) when visitors interact with the animals.
### 3.1 Transmission of disease
Sea turtles can harbour a variety of bacteria, viruses and parasites (Bluvias and Eckert, 2010). In 2013, a peer-reviewed study of water samples taken from the CTF’s turtle tanks found that four different types of disease-causing bacteria were identified, all of which can infect and cause disease in humans (Warwick et al., 2013). Further water samples obtained as part of World Animal Protection’s investigation between 2011 and 2013, have revealed further bacteria. The CTF now also conducts its own water tests and has found both *E.coli* and *Salmonella* to be present on occasions in the swimming lagoon and turtle tanks (Freedom of Information Request, 2014b).
*Image*: Hand washing information signs at the CTF which highlight the potential for the spread of bacteria. World Animal Protection/Catherine Mason, 2014.
| Date | Source | Bacteria isolated | Symptoms in humans |
|------------|-------------------------|------------------------------------------|------------------------------------------------------------------------------------|
| Jan 2012 | Touch tank | • Aeromonas spp | • Stomach pain, cellulitis, nausea, vomiting, pain, fever, septicaemia, colitis, meningitis |
| | | • Pseudomonas aeruginosa | • Fever, dermatitis, diarrhoea, urinary and respiratory problems, meningitis, corneal ulceration |
| Jan 2012 | Turtle tank | • Aeromonas spp | • Stomach pain, cellulitis, nausea, vomiting, pain, fever, septicaemia, colitis, meningitis |
| Jan 2012 | Juvenile tank | • Vibrio spp | • Stomach pain, vomiting, fever, septicaemia |
| | | • Salmonella spp | • Stomach pain, nausea, vomiting, fever, septicaemia, meningitis |
| Jan 2012 | Snorkelling lagoon | • Vibrio spp | • Stomach pain, vomiting, fever, septicaemia |
| Feb 2012 | Turtle tank | • E.coli | • Acute gastrointestinal, nausea, vomiting, pain, fever, acute renal failure |
| | | • Enterococcus spp | • Urinary tract infections, bacterial endocarditis and meningitis. |
| Feb 2012 | Turtle tank | • Enterococcus spp | • Urinary tract infections, bacterial endocarditis and meningitis. |
| Feb 2012 | Snorkelling lagoon | • Vibrio alginolyticus | • Gastrointestinal, pain, vomiting, fever, septicaemia, otitis |
| | | • Aeromonas hydrophila | • Gastrointestinal, cellulitis, nausea, vomiting, pain, fever, septicaemia, colitis, meningitis |
| Feb 2012 | Snorkelling lagoon | • Aeromonas hydrophila | • Gastrointestinal, cellulitis, nausea, vomiting, pain, fever, septicaemia, colitis, meningitis |
| Sep 2012 | Touch tank | • Vibrio vulnificus | • Gastrointestinal, pain, vomiting, fever, septicaemia, otitis |
| Sep 2012 | Turtle tank | • Vibrio alginolyticus | • Gastrointestinal, pain, vomiting, fever, septicaemia, otitis |
| Sep 2012 | Touch tank | • E.coli | • Acute gastrointestinal, nausea, vomiting, pain, fever, acute renal failure |
| | | • Enterococcus spp | • Urinary tract infections, bacterial endocarditis and meningitis. |
| Sep 2012 | Turtle Tank | • Vibrio alginolyticus | • Gastrointestinal, pain, vomiting, fever, septicaemia, otitis. Soft tissue infections usually only when in combination with other bacterial infections |
| Sep 2012 | Snorkelling lagoon | • Vibrio alginolyticus | • Gastrointestinal, pain, vomiting, fever, septicaemia, otitis |
| Sep 2012 | Turtle Tank | • E.coli | • Acute gastrointestinal, nausea, vomiting, pain, fever, acute renal failure |
| | | • Streptococcus spp | • Pink eye, meningitis, bacterial pneumonia |
| Jan 2013 | Touch Tanks | • Moraxella spp | • Lower respiratory tract infections |
| Jan 2013 | Turtle Tanks | • Vibrio vulnificus | • Gastrointestinal, pain, vomiting, fever, septicaemia, otitis |
| Jan 2013 | Turtle Tanks | • Salmonella spp | • Stomach pain, nausea, vomiting, fever, septicaemia, meningitis |
| | | • E. coli | • Acute gastrointestinal, nausea, vomiting, pain, fever, acute renal failure. |
| | | • Enterococcus spp | • Urinary tract infections, bacterial endocarditis and meningitis. |
| Jan 2014 | Touch tank | • E.coli | • Acute gastrointestinal, nausea, vomiting, pain, fever, acute renal failure |
| Jan 2014 | Turtle tank | • E. coli | • Acute gastrointestinal, nausea, vomiting, pain, fever, acute renal failure |
Documented cases at other facilities clearly show that disease transmission from turtles to humans does occur. As of October 2013, America’s Centres for Disease Control (CDC) reported eight multistate outbreaks of human *Salmonella* infections linked to small freshwater turtles (CDC, 2013), one of which was traced back to two Louisiana fresh water turtle farms. ABTA, the UK Travel Association, also classes the handling of reptiles as an unacceptable practice because of the risk of *Salmonella* transmission (ABTA, 2013).
Until recently, there were no signs alerting CTF visitors to potential health risks, and no sanitising products available (Warwick et al., 2013). However, after World Animal Protection launched its public Stop Sea Turtle Farming campaign, hand-sanitising facilities were introduced, as were public signs citing possible health concerns and CDC Guidelines.
Experts are uncertain, however, as to whether cold water, soap and hand sanitiser are sufficient to kill the bacteria that pose a risk to people (Warwick, 2012). Other conservation programmes insist that handlers wear latex or nitrile gloves and that surface wounds be covered with protective dressings to reduce the risk of disease transmission (Bluvias and Eckert, 2010). World Animal Protection argues that the CTF’s precautionary measures do not go far enough. The best way to ensure that disease transfer does not occur is to end the unnecessary handling of turtles by members of the public.
The CTF states that they do not have confirmed cases of people becoming ill after visiting their facility (Connolly, 2013a), but this claim is impossible to verify. Given the identification of disease-causing microbes in its tanks and swimming lagoon, it is reasonable to assume these bacteria are widespread throughout the Farm (Warwick et al., 2013). Visitors who pick up an infection from the captive turtles may not feel unwell until hours or days after they have left the facility, and until signs were in place advising them of the possibility of contracting an illness they may not have thought that their symptoms were the result of handling a turtle. The symptoms these illnesses produce – commonly nausea, vomiting and diarrhoea – mimic those of other common tourist illnesses, so may be misattributed to some other cause (Warwick et al., 2013). Research is needed to assess the potential for disease transmission, focussing on the post-visit health of CTF tourists; without such data, the CTF’s wards should be treated with caution.
**Image:** Juvenile green sea turtle and swimmers in the CTF lagoon. World Animal Protection, 2014.
**In summary: risks to human health**
- At least five different types of disease-causing bacteria have been identified in publicly-accessible turtle pools.
- Procedures, such as hand washing, to minimise the risk of disease transmission may be inadequate.
- The CTF has no procedures in place to monitor the health of its visitors.
4 Failure of the conservation mandate
4.1 The consumption of turtle meat
Turtle meat has been part of the Caribbean diet for centuries. In the Cayman Islands, turtle stew is the national dish and its consumption is deeply embedded within Caymanian culture. Local Caymanians and tourists continue to eat turtle meat in the Cayman Islands, despite the endangered status of green sea turtles, and a dramatic fall in the wild local population (Bell et al., 2005; 2007). Commercially farmed turtle meat can be legally sold within the Cayman Islands, but its export is forbidden under the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES).
Averaging the slaughter numbers over the last five years it appears that around 1,095 turtles a year are killed for meat (Freedom of Information Request, 2012a), however, this number is declining, during 2012 around 900 turtles were slaughtered (Cayman News Service, 2013b).
4.1.1 Consumption by Caymanians
The CTF maintains that farmed turtle meat fulfils a local demand which would otherwise be met by the illegal poaching of wild turtles, in fact they say; “the goal of this… company [CTF] is to produce enough turtles to supply the needs of the local market and continue releasing turtles” (CTF, 2011a). Plus the Farm adds that “the sale of turtle meat has a positive conservation impact because it greatly reduces poaching in the wild” (CTF, 2011b) and that “[a] factor that has enabled the increase in the wild turtle population is that Cayman Turtle Farm provides a legally and readily available source of farmed turtle meat. There is much less incentive to take turtles from the wild than would be likely if local demand for turtle meat were not met from farmed stocks” (Cayman Compass, 2013a).
In an open letter to Tanya Streeter, a celebrity supporter of the Stop Sea Turtle Farming campaign the Managing Director of the Farm, Tim Adam says: “A review of our turtle meat sales data shows local demand for turtle meat increasing significantly each year in 2011 and 2012. For example for 2012 it took over 900 turtles to satisfy local demand. If the Cayman Turtle Farm does not supply the local demand for turtle meat, which has increased to over 900 turtles in 2012, where does Ms Streeter or the World Animal Protection suggest that amount of turtles will come from to allow Caymanians to continue eating turtles?” (Cayman Compass, 2013a).
Yet the true actual demand for turtle meat among Caymanians is unknown – the CTF sells its meat on a ‘cash and carry’ basis and keeps no records of its buyers (Freedom of Information Request, 2012f). From 2010 to 2011 the CTF aimed to maintain the production levels of turtle meat at 400lbs per day for four days a week, or 1600lbs per week. This is despite the fact that the Farm is unsure of the true Caymanian demand. By setting a meat production quota the CTF are anticipating a demand which has yet to be quantified (Swarbick, 2013).
World Animal Protection maintains that contrary to the argument put forward by the CTF, the provision of farmed turtle meat may stimulate local demand, which in turn, drives illegal poaching (Pioro McGuire, 2010; Cayman News Service, 2010a). Anecdotally it has been claimed that some Caymanians even prefer the taste of wild to farmed turtle meat, and although the CTF reduced prices in 2013, farmed meat remains expensive. This means the incentive to poach still exists, because meat obtained from the wild will always be cheaper than that purchased from the Farm. Despite facing fines and the possibility of a custodial sentence it is known that poaching of wild sea turtles continues in the Cayman Islands (Cayman News Service, 2011b).
Research is needed to understand the factors that drive and deter poaching as the true scope of the practice remains unknown. Most notably perhaps is the fact that the Farm claims that meat sales reduce poaching, but does not itself monitor or study these levels in the Cayman Islands and there are no known studies which investigate the levels of poaching in relation to the cost of turtle meat produced and sold at the Farm. Without this type of information it is impossible to assess the impact of the Farm on poaching and conservation to any degree of certainty.
4.1.2 Consumption by tourists
Meat from the Farm is sold in several Caymanian tourist restaurants. A 2012 World Animal Protection-commissioned independent poll of 400 cruise ship tourists who visited the CTF, found that 21% had eaten turtle meat whilst on holiday (Greenberg Quinlan Rosner Research, 2012). Whilst turtle stew has cultural significance for the people of the Cayman Islands, turtle steak and turtle burgers are more recent additions to the menu – created in part for the tourist market.
Eating turtle meat is part of Caymanian culture, but the same argument cannot be used to defend the tourist appetite. World Animal Protection argues that there is no real ‘demand’ from tourists to eat turtle meat whilst holidaying in the Cayman Islands, and they may only choose to do so because it is advertised to them on the menu on a restaurant. By selling turtle meat to tourists, the CTF has created an artificial market that effectively
subsidises its own existence, by allowing the Farm to continue to state that there is a significant demand for turtle meat. This artificially inflates the numbers of turtles slaughtered, erroneously reinforcing the Farm’s claims of demand. This strategy also seems at odds with the Farm’s conservation remit, because it is unclear how the Farm can maintain that a tourist eating turtle meat benefits the conservation of the green turtle species as a whole.
If the Farm genuinely only wanted to meet the local Caymanian demand for turtle meat in order to protect local turtle populations, they could begin by addressing the issues which surround the recording of turtle meat purchases. The Farm could also work to encourage restaurants on the Island to end the sale of meat to tourists – this would not only reflect the original aims of the facility, but would help to establish true Caymanian demand for the meat. This is something it appears the Farm has already recognised, because as a result of World Animal Protection’s Stop Sea Turtle Farming campaign they have ended the sale of turtle meat to tourists in ‘Schooner’s Bar and Grill’, their own on-site restaurant.
4.1.3 A taste for change
Despite claims made to the contrary by the CTF it appears that demand for turtle meat could in fact be waning. Over the last five years, per capita consumption of farmed turtle meat has decreased (Cayman News Service, 2010b), and the CTF is slaughtering fewer animals now than five years ago – around 900 in 2012 compared with 1632 in 2007 (Cayman News Service, 2013b and Freedom of Information Request, 2012a).
World Animal Protection welcomes the announcement that the Cayman Islands Department of Environment recently committed to conduct a three-year study to ascertain the true scale of local demand for farmed meat. World Animal Protection hopes that once the market demand is known, the CTF will introduce initiatives to reduce that demand over time. The first step would be to stop selling meat to tourists via tourist facing restaurants, and instead supply meat to Caymanians (World Animal Protection, 2013).
The Kemp’s Ridley is the world’s most endangered sea turtle. It is estimated there are around 8,000 nesting females alive in the world today (Sea Turtle Conservancy, 2013). In 1968, the CTF established a captive breeding programme to boost their numbers, starting with 163 animals. By the mid 90’s when the initiative was closed, 3,049 Kemp’s Ridley turtles had hatched. Today only 18 remain at the Farm, and 19 have died within the last five years (Freedom of Information Request, 2014a). The fate of the other Kemp’s Ridley turtles remains unclear. An undocumented number were shipped to the US, and 110 were transferred to Mexico. Although the CTF can disclose that none of the animals were ever released, it has no records of how long the hatchlings survived, of how many died or of how many were euthanised (Freedom of Information Request, 2013b). It is disappointing to think this golden conservation opportunity had so little impact (World Animal Protection, 2013).
It appears that there is also no plan in place for the Kemp’s Ridley turtles which remain at the CTF, other than for a small number of them to be on display to the public in completely unsuitable conditions.
These critically endangered animals deserve better. World Animal Protection wants these animals to be immediately assessed by an independent expert and for their welfare needs to be met as a matter of urgency.
Image: One of the Kemp’s Ridley turtles housed at the CTF. This turtle has a large extensive wound which appears untreated. Image obtained as part of World Animal Protection’s initial investigation. World Animal Protection, 2011.
4.2 Releasing turtles into the wild: The ‘Headstarting’ Programme
The CTF uses a release process that it has championed, known as ‘headstarting’, where juvenile turtles are raised in captivity, then released into the wild when big enough. It is believed that ‘headstarting’ turtles ensures that those released are less likely to fall victim to predation. Since inception the CTF has released 31,000 captive-bred turtles into the wild (Cayman Turtle Farm, 2013). The CTF claims that 80% of these were tagged so they could be tracked and identified post-release.
Over the last three decades, however, the CTF’s release programme has slowed (Freedom of Information Request, 2013a). In the 1980s, thousands of turtles were released per year. In the 1990s, it was hundreds. In the last decade, it is down to tens per year (Freedom of Information Request, 2013a).
It is unclear what has happened to the majority of animals released. Monitoring has shown that only 13 of the 31,000 turtles released have returned to Caymanian beaches (Freedom of Information Request, 2012a). That is just 0.04% of the original tagged population, leaving the fate of the remaining 99.96% unknown.
In recent years, the numbers of wild turtle nests on Caymanian beaches has increased (Freedom of Information Request, 2012a). Yet despite tagging by the CTF of so many released turtles, researchers are currently unclear as to how many of the turtles nesting on Caymanian beaches are wild and how many are ‘headstarted’. As a result, Janice Blumenthal, research scientist from the CIG’s Department of Environment said “we are currently unable to determine the role of the Cayman Turtle Farm in contributing to the green turtle nesting increase” (Connolly, 2013b).
World Animal Protection concludes that ‘headstarting’ is an ineffective practice. However, there are also other detrimental factors to consider namely that ‘headstarting’:
- may introduce disease into wild populations;
- may impair the migratory ability of released turtles;
- could be polluting the genetic diversity of Caymanian turtles.
4.2.1 Disease risk for wild turtles
Many different diseases have been identified in the overcrowded, stressful conditions of the CTF. Some diseases such as grey patch are known to spread between turtles (Haines et al., 1977). Turtles released from the CTF have the potential to introduce and spread disease to the wild population (Mortimer 1995, Wood & Wood, 1993).
Elliott Jacobson, a specialist in reptile infectious disease at the University of Florida has stated;
“Releasing infected, asymptomatic turtles into unexposed wild populations can result... in major episodes of mortality... It has the potential of doing more harm than good. Unless a farming operation can clearly demonstrate that it has the resources and commitment to establish a sound preventative medicine program and can demonstrate that only healthy turtles are being released, then it should not be supported by either conservationists or anyone else who has common sense.” (Jacobson, 1996)
Quarantine is an important part of this procedure. The CTF claims to follow internationally recognised protocols for the release of turtles into the wild (Freedom of Information Request; 2012a), but their exact protocol is unclear and currently under review. The Farm recently updated its quarantine facilities and says that no animals exhibiting clinical signs of disease have ever been released. But infected, asymptomatic animals can appear healthy in quarantine yet still pose a disease risk after release.
The 2012 ‘independent assessment’ of the CTF reported: “At present there are concerns over the potential release of CTF animals into the wild. Although no evidence of deleterious effects have been documented in wild turtles, we recommend that, in future, all animals released into the wild receive a veterinary certificate of health” (Balazs et al., 2012).
Scientists looking into the success of the release programme have also stated that “precautions are taken at the Cayman Turtle Farm to ensure this risk [of disease transmission] is kept to an absolute minimum” (Bell et al., 2005).
But recent events have caused doubt as to the effectiveness of these quarantine procedures. The planned turtle release for 2013 was called off with the Farm citing concerns over their quarantine procedure (Fuller, 2013c). The Farm’s release programme has now been suspended until at least 2016 and when the results of appropriate tests have been reviewed. As the conditions for release are only now being revised and updated it remains unclear how the Farm can demonstrate that all animals released up until this point were free from disease.
4.2.2 Impaired migration
World Animal Protection believes that prolonged periods of captivity – prior to release, combined with the hatching of eggs in a farmed environment could interfere with the green sea turtles’ complex migratory habits (Eckert et al., 1999). Turtles bred at the CTF were originally sourced from the Ascension Islands, Suriname and Costa Rica but are released from the Cayman Islands. One study which looked at where turtles from the Farm go once released found that they were moving around the Caribbean and South-eastern USA. However, only two individual turtles in this study were shown to have returned to the Cayman Islands to successfully lay eggs (Bell et al., 2005).
Evidence suggests that turtles imprint onto the beach on which they hatched, and so experience a critical period of time in the first few hours of their lives – something which then guides them back to this beach to lay their own eggs once they have reached sexual maturity. This critical period cannot be replicated in farmed conditions (Mrosovsky, 1983) because turtles do not hatch out onto a beach which they are able to return to.
Perhaps an ineffective migratory system in CTF released turtles could be one explanation as to why seemingly so few have returned to Caymanian beaches.
4.2.3 Genetic concerns
Nesting turtles return to their beach of origin to lay eggs and in turn contribute to the gene pool of their population (Allard, 1994). The CTF is releasing turtles of mixed genetic ancestry into its local waters, raising concerns that it is polluting the genetic heritage of the native Caribbean sea turtles (World Animal Protection, 2013), and potentially interfering with their ‘internal migratory compass’ (see above).
Inbreeding is an additional concern. This occurs when genetically related individuals are allowed to mate, potentially causing serious deformity and ill-health in their offspring. Through a Freedom of Information Request, World Animal Protection has learned that the number of turtles which are breeding and producing viable eggs is very limited. In 2012, 12 wild caught and 31 captive bred turtles produced eggs (Freedom of Information Request, 2013b). These figures suggest that inbreeding may be occurring at the CTF, because the gene pool from which turtles are breeding is small. The discovery by World Animal Protection of CTF turtles with missing eyes and deformed skeletons also suggests genetic deformity and inbreeding (Arena et al., 2012).
Other countries are so concerned about genetic pollution that they demand that checks are carried out before a release of turtles takes place. For example the Costa Rican law states that genetic evaluations of turtles planned for release must occur in order to ensure that these animals will not damage the ecosystem (Ley de Conservación de la Vida Silvestre, 2012). Such checks have not been a legal requirement in the Cayman Islands.
4.2.4 Easing the symptoms is not enough
Marine turtle populations face a range of threats to their survival including human consumption, habitat destruction, marine and light pollution, beach dredging, oil spills and climate change (Lutcavage et al., 1997; Sea Turtle Conservancy, 2012). Many conservationists have criticised ‘headstarting’ because it fails to address the reasons for the initial decline, so can have little long-lasting effect (Mortimer, 1995).
Moreover the cost of rearing a turtle in captivity for several years before releasing it is extremely high, especially when the cost of housing, feeding and medicating each individual for at least a year and are factored in. It is unclear how much it costs the CTF to release a single turtle because their financial records
do not appear to detail this information. However, what is clear is that however much it costs to rear one ‘headstarted’ turtle – it would cost less to protect beach nesting sites, and turtle’s eggs, in situ.
Consequently, it can be argued that ‘headstarting’ treats the symptoms of the problem rather than the cause, siphoning funds from tried and tested programmes, such as anti-poaching initiatives and improved protection for nesting turtles.
Release at a glance:
• The success of the CTF’s ‘headstarting’ release programme is highly uncertain;
• ‘Headstarting’ releases may hinder migration and conservation efforts;
• Concerns exist over the genetic heritage and make up of released CTF turtles;
• Turtles released under the ‘headstarting’ programme may introduce disease[s] into wild turtle populations;
• The CTF currently has no systematic protocol in place to guarantee the health of its released turtles.
Compassion of methods: ‘headstarting’ versus beach protection
At the Archie Carr National Wildlife Refuge in Florida a scheme is in place to protect both turtles and their eggs. They do this by protecting the beaches on which turtles lay their eggs and by enhancing levels of habitat protection. In 2001 the Refuge recorded 198 green sea turtle nests. By 2013 this had increased to 12,846 (US Fish and Wildlife Services, 2013).
In the Cayman Islands, the Department of Environment works to protect turtles’ nests. However, the Farm claims that their ‘headstarting’ release programme bolsters wild population numbers. In 2001 there were approximately 10 nests on Cayman beaches; by 2011 this had increased to approximately 100 nests (Freedom of Information Request, 2012a). Although only around 13 CTF-released turtles can be shown to be nesting on these beaches (Freedom of Information Request, 2012a).
Image: A CTF turtle release. Juvenile turtles are unable to naturally imprint on this beach as they are raised in captivity. Michelle de Villers, 2012.
Campaign success: World Animal Protection and Cayman Islands Government Joint Statement
In January 2014 World Animal Protection staff met with representatives from the Cayman Island’s Government (CIG) including the Deputy Premier and Minister for District Administration, Tourism and Transport and the Minister of Financial Services, Commerce and Environment. World Animal Protection called for progress to be made in the following areas:
• Ending the controversial and costly release of sea turtles bred at the Farm
• Ending the promotion and sale of turtle meat to international tourists
• Understanding the true scale of Caymanian demand for turtle meat
The CIG was receptive to taking these steps, and as a result agreed to produce a first-ever joint statement with World Animal Protection which highlighted some of World Animal Protection’s concerns as well as outlining ways to address these. This statement says;
The Cayman Islands Government and World Animal Protection have held positive discussions on several key issues carried forward from meetings last year. It was agreed that turtle meat has huge cultural significance in the Cayman Islands. World Animal Protection is concerned that there is a need to consider ways to reduce the promotion of turtle meat to international tourists. These concerns will be investigated further through research conducted by the Department of Environment and their project partners via Darwin Plus funding made available by the UK Government. This long-term study will also look into the effectiveness of the turtle-release programme and potential contribution of releases to wild populations of turtles. World Animal Protection was pleased to learn that the future release of farm-raised turtles has been suspended until the findings of the research are available. The Cayman Islands Government has undertaken to address all appropriate concerns.
Image: World Animal Protection, 2013
4.3 Failure to meet biodiversity standards
Waste water from the CTF is pumped directly into the sea. The discharge contains sewage, food waste and bacteria, and has potentially been degrading the local water quality for 40 years. This has resulted in a visible plume of suspended white organic matter and bacteria, and intensive growth that has smothered the shoreline, ocean bed and coral reef (Goreau, 2008).
The Cayman Islands’ Department of Environment [DoE] has reported a stunting of coral growth in the immediate local area. A 2008 report from the then Complaints Commissioner John Epp revealed that effluent “may have interfered with the attractiveness to the water tourism industry of Cayman’s well-known surrounding reefs and contributed to the reduction in the production of beach sand” (Fuller, 2011). The 2012 ‘independent assessment’ also highlighted concerns that pathogens in the CTF effluent have the potential to infect wild turtles.
World Animal Protection concludes that waste water from the CTF continues to have a negative impact on the delicate biodiversity of the local marine environment (World Animal Protection, 2013). According to the CTF’s 2011 Annual Report the Farm remains at risk from possible litigation and fines after its failure to acquire the correct environmental permits between 2007 and 2008. In 2009, the CTF was granted a two-year permit for its effluent discharge but was obligated to reduce its effluent emissions by half, which the auditors say the Farm has not done. Despite regular effluent monitoring, the Farm still fails to meet the required reduction in the waste and pollution it discharges into the ocean (Cayman News Service, 2013a and Freedom of Information Request, 2013d).
Biodiversity at a glance:
- Waste water from the CTF is pumped directly into the sea, failing to comply with the demands of the Cayman Water Authority;
- This effluent is polluting the neighbouring waters, representing a serious threat to biodiversity.
Widespread concern
Many different organisations have expressed concern about the CTF. In 2013 the YWF-KIDO Foundation, an NGO based in Grenada in the West Indies that promotes wild sea turtle conservation, stated that the CTF poses “serious risks to the conservation of wild sea turtle populations” in the Caribbean.
Specific concerns include:
- Released Farm turtles may carry disease, which can then contaminate the wild population.
- Released turtles are unable to find nesting grounds and reproduce.
- Handling and eating turtles poses a threat to human health.
- The CTF’s marketing of farmed turtle meat as food sends the wrong message. “Eating turtle meat of any kind, wild or farmed, is not acceptable.”
Rather than boosting conservation efforts, the CTF is likely to be harming them, the YWF-KIDO Foundation concludes. It therefore urges “an immediate halt to the Cayman Turtle Farm release program,” and “the total ceasing of any commercial turtle farming activities.” Instead, they say that the Farm could be converted “to a truly genuine sea turtle conservation research institution and visitors’ attraction, as the Caribbean’s foremost Sea Turtle Hospital and Rehabilitation Center.”
Image: YWK – KIDO rescue operation. YWK – KIDO.
Image: YWK – KIDO.
4.4 The CTF as a research facility
With its captive breeding and release programme, the CTF has been uniquely placed to contribute to the scientific study of green sea turtles. Through its practices and experience it has had the potential to shed light on issues including turtle behaviour, migration, biology and conservation. However, its research pedigree is lacking.
Scientific research becomes authenticated when independent experts have had the chance to review the study (a process known as peer review), and its methods and findings are then published in a scientific journal. The CTF claims to have published or contributed towards 153 scientific research papers since it began in 1968 (Freedom of Information Request, 2013a), but their list includes many non-peer reviewed publications, including opinion pieces and bibliographies. This dilutes the authority of the research record.
In addition, the CTF’s list of research papers includes 17 duplications and several references that have proved untraceable, leading World Animal Protection to question the validity of some of the CTF’s research claims. The majority of peer-reviewed research was also performed prior to 1985. Some papers portray the Farm in a positive light, whilst others document animal welfare concerns and serious disease outbreaks.
Given its resident population of turtles, and its captive breeding and release programme, the CTF could have done more to contribute to the scientific understanding of green sea turtles. However poor record keeping and missed research opportunities mean this has not occurred. The paucity of data and current, peer-reviewed scientific studies make it hard to substantiate the CTF’s claims that it is making a significant contribution to scientific research.
Research record: at a glance
- The CTF is missing out on a golden opportunity to be at the forefront of turtle conservation research;
- Although the CTF boasts 153 relevant research publications, their quality is mixed and some of the studies are outdated or have not been through the peer review process.
In summary: failure of conservation mandate
World Animal Protection maintains that:
- Commercial production of turtles at the CTF may have a detrimental effect on conservation by fuelling demand and illegal poaching;
- The CTF’s ‘headstarting’ release programme is of unproven effectiveness, and maybe harming the health of released and wild turtles;
- Practices at the CTF, including the discharge of effluent directly into the sea, maybe harming local biodiversity;
- The CTF’s scientific research is outdated.
World Animal Protection does not doubt the Farm genuinely believes its actions are positively contributing to green sea turtle conservation efforts in the Cayman Islands. But World Animal Protection concludes that these actions are at best failing, and at worst harming conservation efforts.
Image: Turtle on the menu in the Cayman Islands. Michelle de Villers, 2012.
5 A failing business model
Image: A green sea turtle housed in the public area of the CTF. The water quality is so poor that it is hard to see the second turtle in the background. World Animal Protection, 2013.
Every known attempt to farm sea turtles commercially has failed. The CTF is no exception; its meat production is unprofitable, and its tourist trade fails to compensate for this and as a result it has amassed debts in the region of US$56.6 million (balances quoted as of June 2010 [Harrison, 2010]).
The Farm has always maintained that it could operate a business model with a philosophy of ‘conservation through commercialisation’ (CTF, 2011b) and historically there may have been one or two years when the facility did turn a profit. However, as the following timeline shows, the Farm has struggled financially for decades:
The CTF’s 2011 annual report, audited by KPMG, reveal falling gross profits – CI$3.6 million in 2011, compared with CI$4.6 million in 2010. And because of its substantial debt, and the added costs associated with servicing this debt, it continues to lose around CI$10 million a year (Cayman News Service, 2013a, Fuller, 2013b).
The CTF struggles on as a result of regular CIG subsidies.
- In the 2013/14 tax year, the CIG subsidised the CTF to the tune of CI$10.29 million (Cayman Compass, 2013b) – equivalent to CI$175 per year for each of the 56,000 Caymanian residents (Turks and Caicos Sun, 2013);
- Between 2006 and 2011, the CIG ploughed a total of CI$53.5 million into the facility (Freedom of Information Request, 2012b).
- Between 2001 and 2005, the CIG spent around CI$50 million redeveloping the Farm (Cayman Compass, 2013b).
In short, the CTF is an unsustainable business model that drains the Caymanian economy. In the last few years, the Farm has attempted to address its financial problems by various means, including laying-off workers, reducing staff salaries and exploring new revenue
### Cayman Turtle Farm Timeline:
**1968**
Mariculture Ltd. was established.
**1975**
Mariculture Ltd. went bankrupt and was put into receivership.
Mariculture Ltd. (receivership) was purchased by German investors who renamed it the Cayman Turtle Farm. Conditions were placed on this sale which meant that the CIG held a 2.5% stake in the company.
streams (Cayman News Service, 2013a). But although it has halved its debt (Fuller, 2013a) higher than expected development costs, coupled with lower than projected visitor numbers and operating costs in excess of the initial budget, continue to create a significant business risk that casts a long shadow over the Farm’s viability (Cayman News Service, 2013a).
The Farm’s expenditure has averaged CI$18 million per year over the last five years. Consequently, it could be argued that each turtle released during this time has cost CI$600,000 (Freedom of Information Request, 2012a). A better use of funds, World Animal Protection argues, would be to address the causes of wild turtle decline, rather than patching up the symptoms.
Farming sea turtles is never likely to be a profitable enterprise. Sea turtles are wild animals, biologically unsuited to commercial farming. In their natural environment, they eat a rich and varied diet, and prefer to live in solitary conditions unless mating. In captivity, they are overcrowded, stressed, and prone to ill health. They are fed synthetic food that fails to meet their nutritional needs, and take years to grow to a size where they are suitable for slaughter. Keeping mortality rates down is technically challenging and extremely expensive. This combined with international legislation in place which bans the commercial sale of these animals or their parts internationally means that generating a profit is at best unlikely. CITES concurs with this view, and states that sea turtle farms are “very expensive, require advanced technical knowledge, and are, to date, of unproved economic viability” (CITES, 1999).
In a recent media interview, the CTF’s Managing Director, Tim Adam was unable to offer reassurances that the Farm would break even in the next few years, estimating that it would need to double its annual visitor intake to do so. Visitor numbers, however, are currently falling. For 2010 – 2011, the Farm aimed to increase customer arrivals from 2% to 5%. However, this was not achieved and the Farm states that the numbers were affected by the drop in cruise arrivals to the island, with a reduction of 4% (Swarbrick, 2013).
Were the CTF to attract the requisite number of tourists, problems would still exist, not least is the need to construct a new cruise dock to manage the extra liners which would be required to bring the extra cruise passengers to the Cayman Islands (Turks and Caicos Sun, 2013). Development plans for such a dock, however, are not confirmed so should not be relied upon for business projections.
| 1979 | 1982 | 1983 |
|------|------|------|
| CITES changed the interpretation of its exemption of “bred in captivity” animals. This excluded the first generation of turtles born in captivity and occurred just as the Farm announced that its captive breeding programme had been successful. | The new Farm owners gave up trying to farm turtles and brought numbers to a minimum with the intention of closing the facility. | The CIG purchased the Farm for US$1.5 million; the previous owners had invested over ten times this amount. |
[World Animal Protection, 2013]
5.1 Future tourist trade
In previous years, the CTF has boasted around 230,000 international visitors per year (Freedom of Information Request, 2012b), but recently the figure fell by some 22% (Freedom of Information Request, 2012a).
Surprisingly a high proportion of tourists who visit the facility do not even realise that it actually operates as a farm. A World Animal Protection-funded independent survey of cruise ship passengers who had visited the Farm found that 71% of them had not realised that some of the turtles were slaughtered for meat. After learning this, respondents were asked to rate on a scale of 1 to 10 how serious their concerns were about the meat production, with 1 reflecting the views of those who were ‘not concerned’ and 10 reflecting the views of respondents who were very ‘extremely concerned’. The average respondent rating was 7.1 (Greenberg Quinlan Rosner Research, 2012).
When asked if they would still have visited the Farm knowing it was a meat production facility, 74% of respondents said they would be less willing to have gone if they had known this in advance (Greenberg Quinlan Rosner Research, 2012).
A further World Animal Protection-funded independent survey of the attitudes of 1,436 US and Canadian residents who planned to visit the Caribbean over the next five years also found:
- That travellers are interested in visiting facilities that provide a ‘marine animal encounter’ and this is strongly linked to their interest in animals and supporting institutions that protect their welfare (Professional Survey Group, 2012);
- Over three-quarters of travellers would be unlikely to attend an activity or facility if they discovered the animals there were being mistreated (Professional Survey Group, 2012).
Should the Farm change from a meat production facility into a release and rehabilitation facility it seems that it would continue to attract tourists, and moreover provide the sort of experience that most are both looking for, and expect to be visiting.
Image: Turtle housed in the public area of the CTF. World Animal Protection, 2014.
In summary: CTF economics
- The CTF’s business plan – to generate profit through tourism and the sale of turtle meat – is failing;
- The Farm continues to generate significant losses and represents a financial drain on the island’s economy;
- The Farm relies heavily on regular government subsidy, a model that is not sustainable in the long term;
- Visitors are looking to go to attractions which protect the welfare of the animals in their care.
6 The humane solution: replacing a defunct initiative
The CTF is not financially viable, and continues to generate widespread condemnation over the mistreatment of its resident sea turtles and questionable conservation policies. World Animal Protection asks, not just that the CTF address these concerns, but that it shift its focus from sea turtle farming to one of research and education. Such a facility could serve to rescue and rehabilitate injured wild sea turtles, and as a result could become a viable eco-tourism attraction.
Historically, sea turtle farms have met with failure. In 1980, a project to raise green and hawksbill turtle hatchlings on the Torres Strait Islands was aborted after disease, parasites and a poor food supply caused the death of many juveniles. Sometime later, the Ferme Corail turtle farm on Réunion Island closed after continued issues with poor growth and disease, and failed attempts to apply for international trading privileges (Ciccione, 2011). In its place, the Kélonia Observatory of Marine Turtles [known as ‘Kélonia’] was established, operating with an entirely different humane and sustainable approach to sea turtle conservation.
6.1 A model for change
Set in the heart of the Indian Ocean, Kélonia now operates as a sea turtle research and education centre with a major focus on the provision of care for injured and ill sea turtles. It managed to overcome the challenges of local demand and shift away from commercial production, and now generates income from tourism whilst contributing towards wild populations simultaneously (Alcock, 2013).
The shift was financed by both the European Union and Regional Council, with research and development support from external organisations (Kélonia, 2008). The conversion cost less than €20 million and the facility is now run as a not for profit venture generating revenue that covers 67% of its running costs. The majority of the remainder is met by Government and local authority subsidies for awareness-raising or research programmes, with money being granted for discrete projects which have tangible outcomes (Ciccione, 2011).
Today Kélonia is a key contributor to the research and conservation of sea turtles and receives over 100,000 visitors annually, proving it to be a successful tourist attraction (Kélonia, 2008). Visitor numbers and turnover have increased since the site’s time as the Ferme Corail, with 110,000 people visiting in 2010 compared to 80,000 in 1997 (Ciccione, 2011).
Following the transition away from commercial production it is evident that turtles remain an important element of Réunion Island’s cultural inheritance. Those involved in running Kélonia believe the importance of turtles is stronger today than in the days of farming, and that the status of turtles on the island is progressively improving, with the turtles remaining a driver for job creation and economic success (Ciccione, 2011).
With regards to research, the Kélonia Institute is making a positive contribution to marine turtle conservation. In collaboration with a host of national and international partners (notably the European Union), it aims to broaden the existing knowledge of turtle biology, life cycles and migratory patterns both around and beyond Réunion Island (Kélonia, 2008). Much of this research has already been published in peer reviewed literature.
6.2 The future of the CTF
World Animal Protection hopes that the CTF will follow the example set by Kélonia and move from a turtle farm to leading turtle rescue and rehabilitation centre. This would allow for the current levels of debt to be properly managed as the main focus of the facility would no longer be the costly production of turtle meat. By gradually downscaling meat production at the CTF, an end would be in sight to the annual bailout required to ensure that turtle meat can be consumed by perhaps only a small proportion of Caymanians.
World Animal Protection suggests the transition process be phased over several years, during which time the current staff employed at the CTF could be retrained to ensure they retain their jobs.
A transition of this sort could also significantly benefit local biodiversity – waste water would no longer be pumped into the sea in such large amounts, and ‘headstarted’ turtle releases would cease, preventing the potential spread of disease from farmed turtles to wild populations.
A properly conducted transition, which could be funded by sources including the Defra’s Darwin Plus initiative, could result in a positive change for the Caymanian taxpayer, the Cayman Islands Government and the 9860 turtles currently resident at the CTF. With guidance and a will to change, the CTF could become a centre of excellence for sea turtle conservation and eco-tourism.
Moving forward:
Time to Stop Sea Turtle Farming
Image: Kélonia, a facility that has successfully made the shift away from turtle meat production, and has become a rehabilitation and release facility. World Animal Protection, 2012.
World Animal Protection firmly believes there is no humane way to commercially farm green turtles. Furthermore, following a detailed assessment, World Animal Protection also has severe concerns regarding the potential impact of the CTF on wild sea turtle conservation efforts and human health. Consequently, World Animal Protection is committed to ending the inhumane practice of sea turtle farming at the CTF.
We are not alone in this view. Members of the Convention on the International Trade in Endangered Species (CITES) have said that “Sea turtle farms, whether for captive breeding or ranching, cannot be shown to be directly beneficial or proven to be fatally detrimental to the conservation of wild populations. What can be demonstrated is that they are very expensive, require advanced technical knowledge, and are, to date, of unproved economic viability. The linkage of farms to direct conservation activities and strict trade control, through international cooperation, provides the potential that farms could contribute to the conservation of sea turtles, but this potential remains unrealized.” (CITES, 1999).
Réunion Island’s Kélonia observatory provides a working example of how a facility can shift from commercial production to a more humane, sustainable and economically profitable alternative.
World Animal Protection urges the CTF to make a similar transition to become a sea turtle research and education centre.
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UK CITES Management Authority and Scientific Authority & Cayman Islands Department of the Environment & CITES Scientific Authority (2006) *Cayman Turtle Farm: A Response to NGO Comments*. Marine Turtle Newsletter [Online] Available at: http://www.seaturtle.org/mtn/archives/mtn113/mtn113p10a.shtml [Accessed: 7 June 2013].
US Fish and Wildlife Services (2013) *Archie Carr National Wildlife Refuge, sea turtle nesting*. [Online] Available at: http://www.fws.gov/archiecar/update/ [Accessed: 1 January 2014].
Warwick, C. (1995) Psychological and behavioural principles and problems. *Health and Welfare of Captive Reptiles*. London and New York. Chapman & Hall/Kluwer.
Warwick, C. (2012) *Discussions around provision of hand washing facilities at the Cayman Turtle Farm* [Email- Personal Communication] 28 September 2012.
Warwick, C., Lindley, S. & Steedman, C. (2011) Signs of stress. *Environmental Health News*. 10 (21).
Warwick, C., Arena, P. C., & Steedman, C. (2013) Health implications associated with exposure to farmed and wild sea turtles. *JRSM short reports* 4(1), 8.
Wood, P. & Wood, J. (1993) Release and recapture of captive reared green sea turtles, (*Chelonia mydas*) in the waters surrounding the Cayman Islands. *Herpetological Journal*. 3 pp. 84-89.
Wildlife Extra (2012) *300 Green turtles die at Cayman Turtle Farm* [Online] Available at: http://www.wildlifextra.com/go/news/cayman-turtle-farm.html#cr [Accessed: August 2012].
World Organisation for Animal Health (2010). Chapter 71 - Introduction to the Recommendations for Animal Welfare. [Online] Available at: http://web.oie.int/eng/normes/mcode/en_chapitre_1_71.htm. [Accessed: 12 March 2014].
World Society for the Protection of Animals (2013) *Environmental Audit Committee: Sustainability in the Overseas Territories*. [Online] Available at: http://www.publications.parliament.uk/pa/cm201314/cmselect/cmsenvaud/writex/332/ots36.htm [Accessed: 11 July 2013].
World Animal Protection
5th Floor
222 Gray’s Inn Road
London WC1X 8HB
UK
T: +44 (0)20 7239 0500
E: email@example.com
W: stopseaturtlefarm.org
World Animal Protection is the operating name of World Society for the Protection of Animals.
Company Limited by Guarantee in England and Wales, Registration No. 4029540. Registered Charity 1081849 | 434f3dcb-236b-43a4-aacb-31b6876fb9ed | CC-MAIN-2024-18 | https://www.worldanimalprotection.org.nz/siteassets/documents/reports/cayman-turtle-farm-report-2016.pdf | 2024-04-22T23:06:11+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818374.84/warc/CC-MAIN-20240422211055-20240423001055-00681.warc.gz | 955,987,532 | 27,336 | eng_Latn | eng_Latn | 0.935266 | eng_Latn | 0.997031 | [
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Help children get excited about reading! Each month, a list of featured books will be available to: Assist teachers, librarians, and families in finding quality books to encourage independent reading; offer titles that allow students to see themselves, explore other cultures, and discover more about the world in which they live; and ignite a passion for reading.
**PRESCHOOL**
*Clothesline Clues to Jobs People Do*
by Kathryn Heling & Deborah Hembrook
Who wears oven mitts, an apron, and a puffy hat? Who uses safety glasses and a saw? Clothes and special gear associated with an array of different professions appear on a clothesline, with an accompanying description asking the reader to guess what job that person does. Turn the page, and the worker wearing and using the featured items is revealed.
**PRIMARY (GRADES KINDERGARTEN – 2)**
*That Is Not a Good Idea*
by Mo Willems
This is a hilarious, interactive picture book from bestselling author and illustrator Mo Willems. Inspired by the evil villains and innocent damsels of silent movies, Willems tells the tale of a hungry fox who invites a plump goose to dinner. Kids will be calling out the signature refrain and begging for repeated readings.
*Finding the Music/ En pos de la musica*
by Jennifer Torres
When Reyna accidentally breaks Abuelito’s vihuela—a small guitar-like instrument—she ventures out into the neighborhood determined to find someone who can help her repair it. No one can fix the vihuela, but along the way Reyna gathers stories and mementos of Abuelito and his music.
**INTERMEDIATE (GRADES 3 – 5)**
*Just Like Jackie*
by Lindsey Stoddard
For as long as Robinson Hart can remember, it’s just been her and Grandpa. He taught her about cars, baseball, and everything else worth knowing. But Grandpa’s memory has been getting bad—so bad that he sometimes can’t even remember Robbie’s name. If Robbie tells anyone how forgetful Grandpa’s been getting lately, they’d take her away from him. He’s the only family she has—and it’s up to her to keep them together, no matter what.
*Stella Diaz Has Something to Say*
by Angela Dominguez
A sweet novel by award-winning author and illustrator Angela Dominguez about a shy Mexican-American girl who makes a new friend.
**As Brave as You**
by Jason Reynolds
Genie and his brother Ernie leave Brooklyn for the first time to spend the summer with their grandparents in Virginia. When their grandfather comes up with a crazy idea for how to celebrate Ernie’s upcoming birthday, Ernie wants no part of it. Genie thinks it’s because Ernie isn’t brave enough. But is being brave doing something or knowing when not to?
**Us in Progress: Short Stories about Young Latinos**
by Lulu Delacre
In this book, you will meet many young Latinos living in the United States including a young girl whose day at her father’s burrito truck surprises her, two sisters working together to change the older sister’s immigration status, and more.
Turn the pages to experience life through the eyes of these boys and girls whose families hail from many different countries. See their hardships, celebrate their victories, and come away with a better understanding of what it means to be Latino in the U.S. today.
---
**A Long Walk to Water**
by Linda Sue Park
The *New York Times* bestseller *A Long Walk to Water* contains two stories, told in alternating sections, about two eleven-year-olds in Sudan: a girl in 2008 and a boy in 1985. The girl, Nya, is fetching water from a pond that is a two-hour walk from her home; she makes two trips to the pond every day. The boy, Salva, becomes one of the “lost boys” of Sudan, refugees who cover the African continent on foot as they search for their families and for a safe place to stay. Enduring every hardship from loneliness to armed rebels to contact with killer lions and crocodiles, Salva is a survivor, and his story goes on to intersect with Nya’s in an astonishing and moving way.
**I Am not Your Perfect Mexican Daughter**
by Erika L. Sánchez
Perfect Mexican daughters do not go away to college. And they do not move out of their parents’ house after high school graduation. Perfect Mexican daughters never abandon their family.
But Julia is not a perfect Mexican daughter. That was Olga’s role. Then a tragic accident leaves Olga dead and Julia is left behind to reassemble the shattered pieces of her family. And no one seems to acknowledge that Julia is broken, too. Instead, her mother channels her grief into pointing out every possible way Julia has failed.
But it’s not long before Julia discovers that Olga might not have been as perfect as everyone thought.
For more books, visit: mpsmke.com/mpsreads | <urn:uuid:ef1d0c04-5a91-48e3-a3d7-4e971404de01> | CC-MAIN-2019-13 | http://mps.milwaukee.k12.wi.us/MPS-English/CAO/C--I/Resources/MPS-Reads-/MPS_Reads_BookList_Jan2019.pdf | 2019-03-19T01:33:41Z | crawl-data/CC-MAIN-2019-13/segments/1552912201882.11/warc/CC-MAIN-20190319012213-20190319034213-00407.warc.gz | 126,433,024 | 1,027 | eng_Latn | eng_Latn | 0.997382 | eng_Latn | 0.997654 | [
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California has set its sights on 100% clean energy by 2045, and the Central Valley will play a vital role in getting there. The same Mediterranean climate that make Westlands an ideal farming location, make it well-suited for solar. As water supplies have become more unreliable, farmers have turned to solar development as an alternative use for the land.
A SECOND LIFE FOR NON-IRRIGABLE LAND
Solar development in Westlands is largely on lands that are no longer irrigated due to inadequate water supply—giving land a second life while helping avoid the need to develop solar projects on undisturbed lands. Due to this land’s previous agricultural use, there is significantly lower risk of negative impact to native species from solar development. Below are a variety of projects bringing a second life to non-irrigable land in Westlands.
The Westlands Footprint
Westlands Solar Park
- Upon completion, Westlands Solar Park will be the largest solar generating facility in the United States – sprawling across more than 20,000 acres in the San Joaquin Valley.
- With a projected 2.7 GW total capacity, Westlands Solar Park will generate enough clean energy to power more than 2 million homes and offset more than 3.2 million tons of carbon dioxide.
Tranquillity Project
Producing enough clean electricity to power nearly 300,000 homes, the Tranquillity Project is comprised of 8 projects with a total of 400 MW capacity on over 3,500 acres in Fresno County.
Little Bear
Little Bear consists of 5 projects with a total of 180 MW capacity – producing enough clean electricity to power nearly 135,000 homes. It is situated on over 1,200 acres in Fresno County.
Scarlet Solar Energy Project
Located on over 4,000 acres in Fresno County, 3.5 miles west-southwest of Tranquillity with a total of 400 MW capacity – generating enough energy to power nearly 300,000 homes.
Slate Solar Project
This Kings County project sits on 400 acres and is part of a larger project that expands over 2,400 acres with a total of 300 MW capacity – generating enough energy to power nearly 225,000 homes.
Silverado Power Project
Just two miles southwest of the City of Mendota, the Silverado Power Project is located on over 161 acres in Fresno County. This solar development is comprised of two projects with a total capacity 40MW – generating enough energy to power nearly 30,000 homes.
Adams East Solar Project
Approximately seven miles southwest of Tranquillity and sprawling on over 200 acres in Fresno County, the Adams East Solar Project totals 34 MW of capacity – generating enough clean electricity to power nearly 25,500 homes.
Clenera Solar Project
The 60 MW project produces enough clean electricity to power nearly 45,000 homes. It was built on over 500 acres in Fresno County. | 6b48a008-6439-4086-884a-7f69ebb53b79 | CC-MAIN-2024-30 | https://wwd.ca.gov/wp-content/uploads/2023/06/farming-the-sun.pdf | 2024-07-17T18:44:37+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514801.32/warc/CC-MAIN-20240717182340-20240717212340-00838.warc.gz | 552,918,548 | 610 | eng_Latn | eng_Latn | 0.99613 | eng_Latn | 0.996267 | [
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Level 2 Physics 2022
91171 Demonstrate understanding of mechanics
Credits: Six
| Achievement | Achievement with Merit | Achievement with Excellence |
|--------------------------------------------------|-----------------------------------------------|----------------------------------------------|
| Demonstrate understanding of mechanics. | Demonstrate in-depth understanding of mechanics. | Demonstrate comprehensive understanding of mechanics. |
Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.
**You should attempt ALL the questions in this booklet.**
Make sure that you have Resource Sheet L2–PHYSR.
In your answers use clear numerical working, words, and/or diagrams as required.
Numerical answers should be given with an appropriate SI unit.
If you need more room for any answer, use the extra space provided at the back of this booklet.
Check that this booklet has pages 2–11 in the correct order and that none of these pages is blank.
Do not write in any cross-hatched area ( ). This area may be cut off when the booklet is marked.
**YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.**
QUESTION ONE: KINEMATICS AND PROJECTILE MOTION
A steel ball is held 40 cm above a table. The ball is released, and the time for it to fall to the table is measured.
(a) Calculate the time it takes for the ball to fall to the table.
(b) The experiment was repeated with another ball of the same size, but half the mass.
Ignoring any effects of air resistance, use physics principles to explain how the time for this second ball to fall compares to the time for the first ball to fall.
(c) The steel ball is now rolled along the table and off the edge, as shown. The height of the table is 70 cm, and the ball hits the ground 1.8 m past the edge of the table.
(i) Calculate the ball’s final vertical velocity.
(ii) What assumption have you made?
(d) Calculate the size and direction of the velocity of the ball just before it hits the ground. You should start by showing the horizontal velocity of the ball is 4.8 m s\(^{-1}\).
QUESTION TWO: MOMENTUM AND IMPULSE
Two carts are set up with a spring between them. The spring is compressed by 10 cm. When the spring is released, the carts rapidly move apart in opposite directions.
(a) The spring has a spring constant of 250 N m\(^{-1}\).
Calculate the total energy released from the spring.
(b) The mass of the red cart is 0.5 kg, and the mass of blue cart is 2 kg. The final velocity of the blue cart is 0.5 m s\(^{-1}\).
(i) Calculate the final velocity of the red cart.
(ii) What assumption, if any, have you made?
In a different experiment, the red and blue carts are set moving in opposite directions with equal momentum. The blue cart is stopped at the end of the track by a solid board, and the red cart is stopped by a padded wall.
(c) Use physics principles to explain whether the blue cart or the red cart will suffer the most damage as they both stop.
(d) The 2 kg blue cart, moving at 2 m s\(^{-1}\), took 0.02 s to stop when it collided with the solid board.
(i) State Newton’s third law of forces in the context of the collision of the blue cart and the solid board.
(ii) Calculate the size and direction of the average force experienced by the solid board during this impact.
QUESTION THREE: FORCES
(a) Calculate the spring constant for a spring that extends 200 mm when a 2.94 N weight is hung on it.
(b) A block is attached to two identical springs and hung from the ceiling.
(i) On the diagram below, add labelled arrows to show all the forces acting on the block.
(ii) Draw a labelled vector diagram to show how the three forces acting on the block add together.
(c) An athlete in training holds a uniform rod, 2.0 m long, stationary in a horizontal position. The mass of the rod is 3.0 kg.
Calculate the forces $F_a$ and $F_b$ that are required by the athlete’s hands to hold the rod in equilibrium, in the horizontal position.
(d) A jelly is placed on the edge of a plate, and the plate starts to spin so the jelly is moving in a circle. As the plate speed increases, the jelly initially maintains its position at the edge of the plate, until it eventually slides off.
Use physics principles to explain why the jelly initially stays on the plate, but as the speed increases, it slides off.
Your answer should include:
- naming of any relevant force(s) involved
- how increasing the velocity affects the situation
- a description of the path the jelly would take when it first slides off.
SPARE DIAGRAMS
If you need to redraw your response to Question Three (b)(i), use the diagram below. Make sure it is clear which answer you want marked.
If you need to redraw your response to Question One (b)(ii), use the diagram below. Make sure it is clear which answer you want marked.
Extra space if required.
Write the question number(s) if applicable.
Extra space if required.
Write the question number(s) if applicable.
91171 | 16c6aea4-efd3-4937-bb26-6d9554f738d2 | CC-MAIN-2024-18 | https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exams/2022/91171-exm-2022.pdf | 2024-04-22T09:47:21+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818105.48/warc/CC-MAIN-20240422082202-20240422112202-00225.warc.gz | 818,165,816 | 1,128 | eng_Latn | eng_Latn | 0.973984 | eng_Latn | 0.99845 | [
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A Cat-Borne Threat to Monk Seals
Mauka to Makai: How *Toxoplasma gondii* Makes Its Way from Mountains to Ocean
**A Microscopic Parasite**
*Toxoplasma gondii* (*T. gondii*) is a parasite that causes the disease toxoplasmosis.
**Develops in the Guts of Cats**
*T. gondii* can infect any warm-blooded animal (including humans, birds, and seals), but it only reproduces in the digestive system of a cat.
**Spreads Via Cat Feces**
Millions of *T. gondii* eggs can be spread into the environment—surviving for many months—via the feces of just one cat. These eggs are the source of *T. gondii* infection in monk seals. It only takes one egg to cause an infection.
**Travels Through Waterways**
Rainwater and runoff transport the eggs to the ocean through streams and gutters.
**Contaminates Natural Resources**
*T. gondii* eggs contaminate water and soil, along with the plants that grow in it. Wildlife and livestock can consume the eggs and become infected. Even people can get infected by accidentally ingesting cat litter/fecal particles or consuming under-cooked meat or unwashed produce.
**Exacerbated by Human Behavior**
People unintentionally contribute to the spread of *T. gondii* by allowing pet cats to roam outdoors, abandoning unwanted cats, and not controlling feral cat populations.
**Impacts Marine Environment**
Hawaiian monk seals become infected with *T. gondii* by consuming contaminated water or prey.
Why is toxoplasmosis a major threat to monk seals?
Toxoplasmosis is a leading cause of Hawaiian monk seal mortality and a growing concern for the species in the populated main Hawaiian Islands. Eradicating toxoplasmosis requires dealing with the threat at the source—free-roaming cats.
**Difficult to Treat**
A seal suffering from toxoplasmosis is difficult to detect and treatment options are extremely limited. Once a seal becomes sick with toxoplasmosis, it often dies rapidly.
**No Vaccination**
There is no preventative vaccine for toxoplasmosis in monk seals.
What is the outlook?
The continued growth of outdoor cat populations in Hawai‘i (estimated in the hundreds of thousands) increases the number of infectious eggs being spread in the environment. This increases the risk of monk seals being exposed. NOAA Fisheries and its partners continue to study the relationship of seals and *T. gondii*. The lack of treatment options for infected seals and other species means that solving this problem requires multiple approaches aimed at preventing cat feces from contaminating Hawai‘i—mauka to makai (mountains to ocean).
Where can you go for more information?
- Centers for Disease Control and Prevention: [www.cdc.gov/parasites/toxoplasmosis/](http://www.cdc.gov/parasites/toxoplasmosis/)
- Toxoplasmosis and Its Effects on Hawai‘i Marine Wildlife: [https://www.fisheries.noaa.gov/pacific-islands/endangered-species-conservation/toxoplasmosis-and-its-effects-hawaii-marine](https://www.fisheries.noaa.gov/pacific-islands/endangered-species-conservation/toxoplasmosis-and-its-effects-hawaii-marine)
- Hawai‘i Veterinary Medical Association: [https://hawaiivetmed.org/pono-pet-parent/](https://hawaiivetmed.org/pono-pet-parent/)
How can you help?
You can prevent toxoplasmosis from affecting monk seals and other wild animals by doing your part to reduce the spread of infectious eggs from the *Toxoplasma gondii* parasite.
- Keep cats exclusively indoors to prevent the spread of toxoplasmosis to Hawaiian monk seals and native birds. This also protects native birds from cat predation while increasing your pet’s lifespan.
- Spay and neuter your cats to prevent contributing to the free-roaming cat populations across Hawai‘i.
- Surrender your cat to a local animal shelter for adoption if you are no longer able to care for your pet.
- Properly dispose of cat feces and litter in the trash—and not into the environment.
- Do not feed feral cats. This may perpetuate colony growth and poor quality of life for these free-roaming cats, and put precious island resources at risk. | e90cc2d3-3bc7-449a-b1a3-9402f6713e45 | CC-MAIN-2024-30 | https://dlnr.hawaii.gov/dar/files/2024/04/toxoplasma-infographic-2024-NOAA.pdf | 2024-07-18T01:38:20+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514816.43/warc/CC-MAIN-20240718003641-20240718033641-00550.warc.gz | 176,104,186 | 947 | eng_Latn | eng_Latn | 0.990953 | eng_Latn | 0.99065 | [
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| جدول | سوالات |
|-------|--------|
| 4 | A) Listening |
| | a. We want to buy a new _________________. |
| | b. ________________, what for? |
| | a. We want to make and ______________ more ______________ works. |
| | b. I’ve heard people are really ___________ __________ your work. |
| | a. Yeah, if ______________ goes well, we will open a new store in ________________. |
| سؤال | سؤال |
|------|------|
| 2 | Fill the blanks with the given words.
(society, skillful, percent, souvenir)
1. The ____________ was expensive, so he couldn’t buy it.
2. The ____________ is controlled by means of government.
3. Seventy ____________ of the people in my town are reading this popular book.
4. ____________ people help our economy. |
| | B |
| 2 | Match the words with the definitions or synonyms.
1. Identify
2. Catch
3. Diversity
4. Homeland
a) Kinds
b) Country
c) To get
d) To know who or what is |
| | C |
| 3 | Choose the best answer.
1. You ____________ the game if you don’t know the rules.
a) do not win
b) will not won
c) will not win
d) have not won
2. ____________ is a good way to be successful.
a) Study
b) Studied
c) To study
d) Studies
3. We can’t learn without ____________ mistakes.
a) make
b) to make
c) making
d) made
4. ____________ he forgotten his book?
a) Has
b) Have
c) Does
d) Is
5. He can help you. He has ____________ information about this matter.
a) a little
b) much
c) many
d) a few
6. The can speak French ____________.
a) fluent
b) flue
c) fluency
d) fluently |
| سؤال | توضیحات |
|------|---------|
| 2 | Write the correct form of verbs adverb/adjective and noun.
1. They do their exercises _____________. (fast)
2. Some people tries ____________ animals. (save)
3. We need some _____________. (bread)
4. There are many ____________ souvenirs in her suitcase. (interest) |
| 1 | Show the raising once fulling intonation part.
If everybody agrees, we will hold the meeting next month |
| 2 | Unscramble the writs to make sentences.
a) fingerprint / is / each/ unique/ person’s.
b) world/ most/ no/ have/ form/ of/ written/ languages/ the. |
| 4 | Read the passage carefully and provide appropriate answers for each question.
Today, millions of people want to learn or improve their English, but it is difficult to find the best method. It is better to study in Britain or America or to study in your own country?
The advantages of going to Britain seem obvious. Firstly, you will be able to listen to the language all the time you are in the country. You will be surrounded completely by the language wherever you go. Another advantage is that you have to speak the language if you are with other people. In Italy, it is always possible, in the class, to speak Italian if you want to and the learning is slower.
On the other hand, there are also advantages to staying at home to study. You don’t have to make big changes to your life. As well as this, it is also a lot |
cheaper than going to Britain, but it is never possible to achieve the results of living in the UK. If you have a good teacher in Italy, I think you can learn in a more concentrated way than being in Britain without going to a school.
So, in conclusion, I think that if you have enough time and enough money, the best choice is to spend sometime in the UK. This is simply not possible for most people, so being here in Italy is the only possible option. The most important thing to do in this situation is to maximize your opportunities: to speak only English in class and to try to use English whenever possible outside the class.
1. To learn English, what should people do when they don't have a lot of time and money?
-----------------------------------------------------------------------------------------------
2. Learning English in a foreign country is always better than learning it in your own country.
a) True b) False c) Not stated
3. The underlined word in the second paragraph is closest in meaning to ____________
d) fluent b) clear c) appropriate d) simple
4. What is one of the advantages of going to the UK to learn English?
a) There is no need to speak English there.
b) There are so many Italians in the UK who can speak English well.
c) It is rarely possible to speak Italian and the learning is faster.
d) You don't have to make big changes to your life.
5. What is the reading passage mostly about?
a) The best way to learn English
b) The costs of learning language in a foreign country
c) A comparison between language schools in the UK and Italy
d) The advantages of learning English in the UK
| A) Listening | |
|--------------|---|
| Store – Really – Sell – Pottery – interested in everything - June | |
| B) | 1) souvenir | 2) society | 3) percent | 4) skillful |
|----|-------------|------------|------------|-------------|
| C) | 1) d | 2) c | 3) a | 4) b |
|----|------|------|------|------|
| D) | 1) c | 2) c | 3) c | 4) a |
|----|------|------|------|------|
| E) | 1) fast | 2) to save | 3) bread | 4) interesting |
|----|---------|------------|----------|----------------|
| F) | |
| G) | 1) Each person’s fingerprint is unique |
|----|----------------------------------------|
| H. Reading | |
|------------|---|
| 1) They should study at home | 2) True | 3) b | 4) c | 5) a |
| جمع بارم: ۵۰ نفره | امضا: |
| راهنمای تصحيح | محل مهر یا امضای مدیر | ردیف |
|---------------|------------------------|------|
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |
| 7 | | |
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Junior Surf Guiding Principles
Key outcomes...
- Diverse and inclusive opportunities for participants and their whānau
- Personal and interpersonal skills
- Knowledge of the coastal environment
- Physical movement skills
- Surf and beach safety skills
- Surf lifesaving and lifesaving sport knowledge and techniques
Our programme is designed to...
- Enrich the lives of the participants and their whānau
- Use engaging and fun activities focused on an authentic surf lifesaving environment
- Create water safe people – tangata moana
JUNIOR SURF
Is SLSNZ’s education programme that develops our under 14 members and their whānau. Is delivered by clubs with support from regional and national staff through a nationally lead framework.
Junior Surf key outcomes
Diverse and inclusive opportunities for participants and their whānau
- All programmes are actively working to ensure that they engage with both the wider community and existing members to tailor the experience to meet the needs and desires of these people.
- Programmes grow and nurture social, emotional and physical development in a fun and safe environment.
- Retention and progression of members through to the next age and stage is a core focus for clubs within youth programmes.
Personal and interpersonal skills
- Participants in programmes are actively taught through modelling and instruction on how to develop their personal and interpersonal skills including positive teamwork and friendships.
- Focused around SLSNZ’s volunteer strategy values of wellbeing, respect, growth, support and relationships.
- Identification of how involvement in surf lifesaving contributes to an individual’s hauora (wellbeing).
Knowledge of the coastal environment
- Participants have opportunities to explore the physical, historic and cultural aspects of their local coastal environment.
- Participants have opportunities to develop kaitiakitanga (guardianship) relating to their local area and of their decision making around activities in coastal environments.
- Provide opportunities and experiences that builds knowledge and skills at the participant’s beach and club.
Physical movement skills
- Participants have structured development opportunities to explore fundamental movement skills relevant to surf lifesaving and lifesaving sports.
- Participants build a lifelong love for physical activity and movement to support wellbeing and health, through exploration of fundamental movement skills across a wide range of Junior Surf activities.
- Participants have opportunities to learn, experience and develop a range of movement skills for lifesaving sports activities in a manner that meets their physical development needs.
Surf and beach safety skills (authentic open water)
- Participants will learn surf safety rules, how to identify wave types and how to use waves in a range of situations.
- Participants will learn what to do in an emergency, including some commonly encountered surf lifesaving and lifesaving sports situations.
- Participants will learn how to identify rips, the 3R’s and how to apply them in practical situations.
Surf lifesaving and lifesaving sport knowledge and techniques
- Participants will learn what to do in case of an emergency including; calling for help, self-rescue and survival using the 3R’s.
- Basic identification of patrol operations including first aid and awareness of environmental risks to personal safety.
- Introduction to and participation in lifesaving sports activities including rules and race techniques in an age appropriate way. | 8b9b19a5-d6f3-40ac-8b25-8448f729d1a3 | CC-MAIN-2024-18 | https://www.surflifesaving.org.nz/media/998044/junior-surf-guiding-principles-key-outcomes_oct2023.pdf | 2024-04-24T10:16:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296819089.82/warc/CC-MAIN-20240424080812-20240424110812-00824.warc.gz | 915,866,098 | 644 | eng_Latn | eng_Latn | 0.992487 | eng_Latn | 0.995153 | [
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Meet a cat for coffee
Come in.
Drink a coffee.
Pet the cats.
Take one home.
The BC SPCA brings the cats
Furbacher works with the BC SPCA.
They find homes for cats.
Meet the cats at the Catfé
This café is in Vancouver.
It’s called the Catfé
Michelle Furbacher owns the café.
Michelle wants cats to live in the café.
She wants people to come and enjoy the cats.
The SPCA brings friendly cats to the café.
They want people to enjoy the cats.
They want people to adopt the cats.
The SPCA is the Society for the Prevention of Cruelty to Animals.
Montreal was the first.
The first cat café in North America opened in Montreal.
The café is called the Happy Cat Café.
Cat cafés are popular.
Cat cafes are now open in Vancouver, Montreal, New York, San Francisco, Portland and Oakland.
The Catfé is successful.
People adopt the cats.
They take their adopted cats home.
“Kitty lovers adopt them,” says Furbacher.
“There’s a bit of a cat shortage.”
The cats enjoy a good cup of tea, too.
The cats warm your chair for you.
Relax and enjoy a little kitty love.
Story adapted from The Vancouver Sun by Patty Bossort
Exercise - scrambled letters
Put the letters in the right order to make words. Put the word in the sentences below.
1. apdot ________________ People _________________________ the cats.
2. eomh ________________ People take the cats _________________________.
3. nepo ________________ Cat cafés are ________________ in many cities.
4. efefco ________________ Have a cup of ___________________________.
5. ridnk ________________ _________________________ your coffee and pet a cat.
6. eolepp ________________ They want ________________ to enjoy the cats.
7. sact ________________ The _________________________ live in the café.
8. jyone ________________ People ___________________________ the cats.
ANSWER KEY
1. adopt People adopt the cats.
2. home People take the cats home.
4. open Cat cafés are open in many cities.
5. drink Drink your coffee and pet a cat.
6. people They want people to enjoy the cats.
7. cats The cats live in the café.
8. enjoy People enjoy the cats. | a40ea0a3-7c46-4a6b-aa91-7192e9c754af | CC-MAIN-2021-49 | https://thewestcoastreader.com/wp-content/uploads/2016/04/catfepdf.pdf | 2021-12-07T12:57:55+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00116.warc.gz | 632,847,883 | 515 | eng_Latn | eng_Latn | 0.992073 | eng_Latn | 0.997752 | [
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Colorado Bird Observatory (CBO) is a nonprofit organization founded in 1988. Our mission is the conservation of Rocky Mountain and Great Plains birds and their habitats through research, monitoring, and public education. CBO’s work is designed to increase the understanding of birds—what habitats they use, what roles they play in healthy ecosystems, and what factors threaten their survival. CBO accomplishes its goals through the education of children, teachers, natural resource managers, and the general public, and through on-the-ground conservation work and research in cooperation with government agencies and conservation organizations.
Prairie Partners, a program developed and managed by Colorado Bird Observatory, seeks private landowners and asks their voluntary cooperation to conserve shortgrass prairie birds and their habitat. The program succeeds by determining and then tracking the status of birds, mainly on private lands, and then working with private landowners to promote effective stewardship of these birds and their habitats. Prairie Partners is currently being implemented in the shortgrass region throughout western North America.
Acknowledgments
Funding for this project came from the LaSalle Adams Fund, National Fish and Wildlife Foundation, Turner Foundation, National Forest Foundation, U.S. Forest Service, and U.S. Environmental Protection Agency. The maps were created by Tammy VerCauteren with ArcView software donated to Colorado Bird Observatory by the Conservation Technology Support Program. The graphics presenting bird diets were based on a chart created by Lisa Hutchins for The Warbler, the newsletter of the Audubon Society of Greater Denver. Valuable input was provided by Colorado Bird Observatory staff: Mike Carter, Doug Faulkner, David Hanni, Tony Leukering, and Tammy VerCauteren. Thanks to the reviewers who made many helpful comments on this manual: Beth Dillon, Herman Garcia, Stephanie Jones, Fritz Knopf, Cynthia Melcher, David Pashley, Duke Phillips, Majda Seuss, John Sidle, Terri Skadeland, Arley and Trudy Smith, and Dan Svingen.
Bird illustrations: Louise Zemaitis
Layout: Sherrie York
Cover photos: Tony Leukering and Scott Gillihan
Habitat photos: Scott Gillihan and Stephanie Jones
A Short History of Shortgrass
Ecology—
The shortgrass prairie lies along the eastern edge of the Rocky Mountains, from New Mexico north to Alberta. Storm fronts traveling east across the continent from the Pacific Ocean lose their moisture as they climb over the Rockies, and the resulting rain shadow creates the driest conditions found on the Great Plains. These semi-arid conditions support only limited plant growth, and the ankle-high vegetation of the shortgrass prairie is the result. Traveling east, precipitation increases, and shortgrass gives way to the taller mixed-grass and tallgrass prairies. Shortgrass prairie is dominated by two low-growing warm-season grasses, blue grama and buffalograss; western wheatgrass is also present, along with taller vegetation such as prickly-pear, yucca, winterfat, and cholla. Sandsage prairie is found where sandy soils occur, and is dominated by sand sagebrush and grasses such as sand bluestem and prairie sand-reed. Pockets of mixed-grass prairie (including needle-and-thread and side-oats grama) and tallgrass prairie (including big bluestem, little bluestem, and switchgrass) are found where moisture is adequate.
The shortgrass prairie landscape has been shaped over time by the forces of climate, grazing, and fire. Precipitation, for example, was lower and more unpredictable than in either the mixed-grass or tallgrass prairies. Droughts were not uncommon, and vegetation growth was variable from year to year. These climatic conditions persist today. Another force shaping the prairie is grazing. Before widespread settlement by European-Americans, a major grazing force came from the expanding, contracting, and shifting prairie dog colonies. Herds of bison, pronghorn, and elk wandered widely but at times concentrated in small areas, so the impact of their grazing and trampling was spread unevenly over the landscape. The result of such animal activities was that, at any given time, some areas were grazed intensively and others not at all, creating a diversity of habitat conditions across the landscape. Little is known about the ecological role of fire in shortgrass, although fires were probably never very frequent because of the lack of dense grass as fuel. Fires probably always occurred less frequently in shortgrass than in either mixed-grass or tallgrass prairie. Humans have used fire as a management tool in shortgrass to improve grazing conditions for livestock by removing woody vegetation, cacti, and accumulated litter. However, the grasses recover slowly, requiring 2–3 years with normal precipitation.
Because of the forces of fire, grazing, and climate, shortgrass prairie birds historically had access to a patchwork of vegetation in a variety of growth stages and conditions. Each bird species could move about the prairie until it found the habitats most suitable for its nesting and foraging. Ideally, modern prairie management would continue to create this patchwork of vegetation by duplicating the timing, intensity, and landscape distribution of the natural forces that shaped the prairie. However, the primary management activity on native shortgrass prairie today, livestock grazing, tends to spread out its effects evenly, resulting in a landscape that varies little from one area to another. The patches of habitat are very similar in vegetative growth and condition. Shortgrass birds no longer have access to the variety of habitats that they had historically, and it is increasingly difficult for some species to find the particular habitat conditions that meet their needs.
A tradition of stewardship—
During the 1800s, the U.S. government gave much of the Great Plains grasslands to homesteaders and the railroads (who eventually sold much of it to individuals) to encourage westward expansion. Those landowners plowed and planted the prairie and ran cattle on it. Today, about 70% of the shortgrass prairie remains in private ownership. Landowners in the shortgrass region have a long tradition of careful and effective management of the land (stewardship), a necessity in a dry region where so little vegetation grows. Careful stewardship includes maintaining healthy ecosystems upon which livestock, wildlife, and humans depend. Landowners live close to the land, and recognize that abusing it reduces its productivity. Land that is less productive is less profitable. And because abused land affects not only the current owners but also future generations, landowners nurture it to leave a lasting legacy of healthy land.
Because of the semi-arid climate and low human population density, less of the shortgrass prairie has been altered than either the mixed-grass or tallgrass prairies. Less than 50% of the original shortgrass prairie has been converted to other land-cover types. By comparison, cropland and other land-cover types now cover about 98% of the original tallgrass prairie. As prairie is lost, so are the plants and animals that are adapted to it. Prominent among the animals that are declining are some species of prairie birds.
Bird conservation—
Together, the shortgrass, mixed-grass, and tallgrass prairies cover about one-fifth of North America. In spite of their large size, the prairies support a bird community with few members. Only nine bird species are restricted to the Great Plains (eight of the nine are included in this publication), and only 20 others are closely linked with it (four are covered here). These 29 species are a small fraction of the approximately 650 bird species that breed in North America north of Mexico. Such a small community is easily overlooked, especially in comparison with the more numerous and colorful bird communities of forested lands.
As a result, population declines among shortgrass bird species have been largely overlooked until recently. Part of this neglect was due to widespread concern about well-publicized population declines among bird species of the eastern deciduous forest. However, grassland birds may now be the highest conservation priority—among North American birds, they have shown the steepest and most consistent population declines of any group. With 70% of shortgrass prairie habitat in private ownership, you can see why your help is needed.
Basic Bird Biology
Migration—
For many years scientists believed that North American birds flew south for the winter to avoid the cold and snow. However, recent research has suggested that many North American birds actually originated in the tropics, in Central and South America. They fly north to take advantage of abundant food and nest sites during the breeding season, then return to their southern homes to spend the rest of the year. Many species that we think of as “our” birds actually spend the greater part of each year elsewhere.
Coloration—
Unlike the colorful reds, yellows, and blues worn by many forest birds, grassland birds are mostly brown. Such drab coloration is needed as camouflage. Blending in with the background is critical for grassland birds, which spend much of their time foraging or nesting on the ground where they are vulnerable to predators.
Food—
Some birds eat fruits, some eat seeds, and some eat animals, but many birds eat insects. Even some species that rarely consume insects will eat them during the breeding season for the protein and calcium they provide. Both nutrients are necessary for producing eggs. Some young birds are fed only insects to help them grow and develop. Even hummingbirds eat spiders and insects, in spite of the common belief that they survive on nothing but nectar. The number of insects that a bird can eat is impressive: a biologist once found a Swainson’s Hawk in Kansas with 98 crickets in its crop and another 132 in its stomach. Other Swainson’s Hawks have been found with 40–50 grasshoppers in their stomachs. Although birds usually cannot control large insect outbreaks after they have begun, under normal conditions they can suppress the numbers of insects, keeping them below the outbreak levels that require more active control by landowners.
Birds of prey (raptors) take their toll on rodents—a large hawk or owl can eat over a thousand mice and voles per year, adding up to many thousands over the course of its lifetime. A pair of Ferruginous Hawks will kill about 500 ground squirrels each summer to feed themselves and their young. Such natural controls on insect and rodent populations are of great economic value to landowners and should be considered an integral part of any integrated pest management plan.
**Basic habitat needs—**
A bird’s habitat is the area that provides all the elements that it needs to survive and reproduce. Bird habitats supply three basic needs: *food*, *water*; and during the breeding season, *nest area*:
- **Food** is an obvious need, essential for the survival of all organisms. What is not so obvious is that birds may require large areas in which to find enough food. This is especially true for hawks and other large birds with widely scattered food supplies.
- **Water** is also an obvious need; most birds need water for drinking, but many also need it for bathing. Oily, matted feathers are life-threatening—clean feathers are essential for flight, for protection from rain and snow, and to insulate from temperature extremes. However, many birds of the shortgrass prairie do not need access to open water for drinking or bathing—they eat moisture-rich food and some “bathe” in fine dust.
- **Nest area** is the nest site itself (for example, a clump of grass) and the area around the nest site. This is the area needed by the bird for gathering nest materials and enough food to feed itself and its growing family.
**Birds and a healthy environment—**
Naturalist Aldo Leopold said, “To keep every cog and wheel is the first precaution of intelligent tinkering.” Birds are integral parts of the prairie mechanism, and they are essential for its proper function. They help control insects and rodents, disperse seeds, eat carrion (dead animals), and serve as food for other animals. Scientists are continually gaining new information about how birds fit into their habitats and how they affect the lives of other organisms. When a species is missing because its habitat needs are not met, its function as a cog or wheel in the prairie mechanism is missing. But when all the parts are present, the prairie “machine” hums along smoothly. Because of their importance in smooth system operations, healthy populations of birds indicate a healthy environment. Also, because bird habitat overlaps with habitat for other wildlife species, by preserving bird habitat we ensure the preservation of homes for many other animals, all of which are essential for a healthy prairie.
**How You Can Help**
**General management recommendations—**
These recommendations and those found in the sections on individual bird species are *suggestions only*; it is not necessary to implement all of them, and landowners should choose those that are compatible with other uses of their land:
- Conserve native shortgrass prairie and the plant and animal species found there. This is the simplest and most effective strategy for maintaining populations of shortgrass birds—they can obtain all of the habitat elements they require if enough native prairie is available.
- Note the different grazing regimes, ranging from rested to heavily grazed, that produce a patchwork of grasslands. These different habitat structures are preferred by different species of birds. Determine which species occur or could occur on your property and which type of grazing management will benefit these birds. Appropriate grazing systems can include deferred rotation, rest rotation, and high-intensity/low-frequency.
- Manage pastures and other grassland parcels as large units, rather than as many small ones, because many bird species are more attracted to large grassland patches than...
to small patches. Grassland patches should be as large as practical, with 125 acres considered a minimum by some scientists.
- Schedule any haying, plowing, burning, or heavy grazing in the spring before the nesting season or after it in the summer (at least mid-July), fall, or winter—such activities during the nesting season can disrupt breeding activities, destroy nests, or expose nests and birds to predators.
- Use a flush bar, flush chain, or similar device attached to the swather of the mowing machine if you must mow while birds are nesting, usually before July 15. These tools will cause a bird to “flush” in front of the mower and are most effective when operated at less than top speed.
- Do not mow at night, when birds are on their nests.
- Burn shortgrass prairie every 8–10 years, an interval that is approximately equal to the historic interval.
- Mow or burn uncultivated areas in rotation, leaving some areas uncut and unburned each year, to make a variety of habitats available to birds at all times.
- Manage croplands under a conservation tillage system (no-till or minimum tillage), which can provide crop residue that acts as cover for birds, their nests, and their prey, resulting in higher nest success than in either conventional or organic farms. Delay first tillage until at least late June (mid-July would be even better) to avoid destroying nests.
- Apply Integrated Pest Management practices, including alternatives to chemical control of insects, to preserve the food supply for insect-eating birds. If chemical controls are necessary, use pesticides that degrade rapidly.
- Protect agricultural land from grasshopper damage by using a bait line only along the boundary between agricultural and range land.
- Avoid high stocking rates during the nesting season (for most grassland birds, April to mid- or late July), which can result in nest trampling.
- Reseed with native species—if you have land enrolled in CRP (Conservation Reserve Program), use shortgrass species. Birds have a long history with specific plants and plant communities and are more likely to breed successfully and overwinter where the plants are natives.
**How You Can Get Help**
A number of programs are available from government agencies and private organizations to assist landowners and land managers in protecting, creating, and enhancing habitat for birds in the shortgrass prairie.
**Conservation Easement**
- Landowner voluntarily transfers (by donation or sale) certain development and land-use rights for all or part of their land to a qualifying conservation organization, while retaining title to the land. Both parties agree to the details of the contract, which can include continued operations on the land, such as farming or ranching.
- Easements donated to certain conservation organizations may be eligible for income tax deductions. Property with a conservation easement in place may be eligible for reduced property and estate taxes.
- For more information, contact the Land Trust Alliance, 1319 F Street NW, Suite 501, Washington, DC 20004-1106; phone 202-638-4725 (www.LTA.org).
**Natural Resources Conservation Service (NRCS)**
- Provides educational, technical, and financial assistance to landowners who wish to protect and enhance wildlife habitat.
- Funding is available on a cost-share basis to help offset the cost of implementing conservation practices that benefit wildlife, such as integrated pest management, forage management, or wildlife habitat management. Programs include CRP, EQIP, and WHIP.
- Contact your local NRCS (Natural Resources Conservation Service) office for more information (www.nrcs.usda.gov).
**Partners for Fish and Wildlife**
- Provides technical assistance and cost-share funding for wildlife habitat restoration or enhancement.
- Special emphasis on native plant communities important to uncommon animal species.
- Contact the nearest U.S. Fish and Wildlife Service office (http://partners.fws.gov).
**Pheasants Forever**
- Provides up to 100% of cost to establish or maintain habitat.
- Emphasis is on pheasants and other upland game birds, but managing their habitat also benefits other birds with similar habitat needs, such as Upland Sandpipers.
- Contact your local Pheasants Forever chapter (www.pheasantsforever.org).
The information that follows is designed to guide you in creating and maintaining habitat for 13 bird species of the shortgrass prairie, birds that are in need of conservation efforts. For each species, there is a brief description of the bird, its nest, eggs, and preferred habitat. There is also a summary of critical aspects of the bird’s life, including information about its breeding season, reasons for its conservation need, and specific management activities that will contribute to healthy populations on your land.
**Implementing the management recommendations**
Not all of these birds will be on your land. The first step is to determine which species are present or *could* be present if the right habitat conditions were available. Compile a list of the birds present with the help of a local birdwatcher, biologist, or Prairie Partners coordinator. Or look over the maps and decide which species could *potentially* be on your land, based on their distributions. Then, for each of those species, read through the sections on habitat to find out which ones might be able to find suitable homes on your land, given the kind of habitat they need and the kind of habitat your land can provide. Follow the guidelines and manage the land to provide the necessary habitat conditions. In some cases, the management recommendations for one species contradict the recommendations for another species. If both species are on your land, follow both sets of recommendations but in different areas, or consult with local bird experts to determine which species is a higher conservation priority in your area, and follow the recommendations for that species.
The maps included with each species account are based on the best information currently available, but birds constantly shift their distributions in response to changes in climate, habitat, or human activity. Therefore, these maps should not be taken as the final word on where a bird lives—individual birds or small groups can show up almost anywhere, regardless of what is shown on a map.
Swainson’s Hawk (Buteo swainsoni)
Identification: These birds are identified by a dark brown head and bib, contrasting with a white chin and belly. However, some individuals are dark brown underneath rather than white. The tail has several dark, narrow bands with a wider one near the tip. The wingspan is 52".
Nest: A large stick nest, 2'-4' across and about 1' tall, usually placed high in a live tree but sometimes in a large bush or on a rock outcrop. Swainson’s Hawks often reuse the same nest each year, or use old nests of other birds, especially magpies, as the base for their nest.
Eggs: Usually 2 (sometimes 3 or 4), 2 1/4" long, white with dark brown blotches.
Habitat: Nesting habitat includes grasslands where trees or large shrubs are found, such as river bottoms, shelterbelts, or farmyards. The hawks hunt in nearby open habitats such as grasslands, hay fields, open shrublands, or croplands. The wintering habitat is grasslands and croplands.
Natural history: Swainson’s Hawks begin to leave their wintering grounds in February and early March, and arrive on the breeding grounds in March and April. They begin nesting in April and May, with young birds usually out of the nest by June or July. Many ranchers and farmers are familiar with this species’ habit of following farm equipment through the fields to pick up injured rodents and insects. The birds leave for the wintering grounds by September and October, migrating in large flocks, sometimes containing thousands of birds.
Did you know? Swainson’s Hawks are long-distance migrants—the trip between their breeding grounds and South American wintering grounds covers 5,000–8,000 miles and lasts 15–35 days each way.
Conservation need: California populations have declined an estimated 91% since the early 1900s and their breeding range across the continent has diminished considerably. Causes include habitat loss (loss of native grasslands, loss of nest trees, conversion of suitable agricultural land by urbanization), pesticide use (especially on the wintering grounds), and shooting during migration. Populations are bouncing back in some areas, although they continue to decline in others.
- Preserve trees in shelterbelts, windbreaks, and around old homesteads, as those trees provide nest sites. However, many of the trees are lost through natural aging and dying, and through active removal as small farms are consolidated into larger farms and old homesteads are removed. As the trees are lost, suitable nest sites become more scarce.
- Preserve trees that already contain nests, since pairs often use the same nest year after year.
- Protect nest trees from livestock rubbing by using fences or other barriers, and from destruction by fire, herbicides, or other causes.
- Establish new trees or shrubs where appropriate.
- Retain populations of the primary summer prey species (rodents and grasshoppers), at levels compatible with economic activities on the land. Programs to control those animals are harmful to Swainson’s Hawk populations—less food means fewer hawks.
- Leave unused utility poles for use as hunting perches.
Associated species:
Other birds that may benefit from habitat management for Swainson’s Hawks include Red-tailed Hawks, Ferruginous Hawks, Rough-legged Hawks, Golden Eagles, American Kestrels, Mourning Doves, Great Horned Owls, Western and Eastern Kingbirds, and Loggerhead Shrikes.
Swainson’s Hawk Habitat
Swainson’s Hawk Summer Diet
Small mammals (including ground squirrels, rabbits, prairie dogs) 67%
On the winter grounds, the diet is almost 100% invertebrates, especially grasshoppers.
Birds 25%
Snakes, frogs, and insects 8%
Ferruginous Hawk
Identification: Often seen while soaring, these hawks are rust-colored on the back and shoulders, mostly white under the wings and on the breast, belly, and tail (which lacks the dark bands of other hawks). The rust-colored legs contrast with the white body and look like a dark “V” when the bird is flying overhead. This is the largest hawk in North America, with a 53" wingspan. It gets its name, Ferruginous (fer-OO-jin-us) from the red coloration, like rusty iron (ferrous).
Nest: A bulky stick nest 3' across and 2' tall, in an isolated tree or within a small grove of trees. Nests can also be placed on other elevated sites such as large shrubs, rock outcrops, buttes, haystacks, transmission towers, and low cliffs. The same nest can be used year after year, with the birds adding more sticks each year—some Ferruginous Hawk nests are 12’–15' tall. Nests are located adjacent to open areas such as grasslands or shrublands.
Eggs: 3 or 4 (but sometimes as many as 6), 2 1/2" long, off-white, sometimes with brown blotches.
Habitat: Habitat during both summer and winter includes grasslands, deserts, and other open areas with scattered shrubs or trees where less than 50% of the land is under cultivation. During winter, Ferruginous Hawks are often found around colonies of prairie dogs, which make up much of their winter diet.
Natural history: These birds arrive in the northern part of the breeding grounds in March and April. Nesting begins as early as mid-March in Colorado and Kansas, but in most other prairie states nesting does not start until May. Young leave the nest during late June and July.
Did you know? In the Old West, Ferruginous Hawks used not only sticks but also bison bones to build nests, and used bison wool and manure to line the nests.
Conservation need: Ferruginous Hawk numbers are low—a 1993 estimate placed the population as low as 12,000 birds. The populations are stable in some areas but declining in others. Causes for declines include loss of habitat (by conversion of native prairie to cropland or other uses, conversion of suitable habitat by urbanization, and conversion of native vegetation to non-native) and disturbance of nesting birds.
Associated species:
Other birds that may benefit from habitat management for Ferruginous Hawks include Swainson’s Hawks, Red-tailed Hawks, Rough-legged Hawks, Golden Eagles, American Kestrels, Mountain Plovers, Mourning Doves, Great Horned Owls, Burrowing Owls, Western and Eastern Kingbirds, and Loggerhead Shrikes.
- Preserve native grassland, as its conversion to cropland is considered the main factor in population declines.
- Control rather than eradicate the primary prey species (ground squirrels, prairie dogs, and jackrabbits). Retain populations at levels compatible with economic activities on the land. Consider the use of barrier fences to control the distribution of prairie dogs.
- Defer grazing in mixed-grass prairie to help control prairie dogs—the vegetation grows faster than the prairie dogs can clip it in the spring, and they will not settle in these areas.
- Poison only active burrows if you use chemical controls for prairie dogs.
- Avoid the use of strychnine to poison rodents. Hawks can die from eating the poisoned animals.
- Avoid disturbances near Ferruginous Hawk nests during the nesting season, such as visits by humans, mineral extraction, or pipeline construction. Such activities result in fewer young birds produced, or even nest abandonment by the adults. Limit brief disturbances to no closer than 1/2 mile, prolonged disturbances no closer than 1 mile, and long-term disturbances (such as construction) no closer than 1 1/2 miles.
- Preserve trees planted as windbreaks and around homesteads. As with Swainson’s Hawks, some nest sites are in those areas, and as those trees are lost, nest sites become more scarce.
- Preserve trees that already contain nests, since pairs often use the same nest year after year.
- Establish new trees and shrubs where appropriate.
- Protect nest trees from livestock rubbing by using fences or other barriers, and from destruction by fire, herbicides, or other causes.
- Leave unused utility poles for use as hunting perches.
Ferruginous Hawk Habitat
Ferruginous Hawks prefer open areas with scattered shrubs and trees (shown), as well as grasslands, deserts, and areas with cliffs.
Ferruginous Hawk Summer Diet
Rodents (mostly ground squirrels and prairie dogs) 64%
Rabbits 20%
Birds and snakes 16%
Mountain Plover
Mountain Plover (Charadrius montanus)
Identification: In summer, the Mountain Plover is mostly light brown with a white throat and breast, and white under the wings. It has a white forehead and white line over the eye, which contrast with a dark brown cap. Plovers blend in extremely well with the background, making them very difficult to spot, especially when they hunker down on their nests. The winter plumage is similar to the summer plumage, but the brown colors are paler. Plovers lack the black bands across the chest found on their more common (and noisier) relative, the Killdeer. They are a little smaller than Killdeer—about 8" tall. This species was originally called “Rocky Mountain Plover,” but the name was shortened.
Nest: A shallow bowl on the ground, sometimes lined with dried grasses. Unlike some other ground-nesting prairie birds, Mountain Plovers do not place their nests next to tall vegetation, although they often place them next to dried manure.
Eggs: Usually 3 (but sometimes 2 or 4), 1 1/2" long, buffy or olive-colored, with small dark brown splotches. Well-camouflaged and extremely difficult to find.
Habitat: In spite of their name, Mountain Plovers breed in shortgrass prairie where the land is fairly flat or with smooth, gentle slopes. They favor areas where vegetation is sparse (at least 30% bare ground) and very short (2" or less). Dry alkaline lakes are attractive to plovers, as are areas where grazing livestock or prairie dogs have reduced vegetation height and density. They will also nest in areas with low, widely scattered shrubs. Plovers will forage and nest in agricultural fields that are bare or contain short vegetation, but will abandon nests in such habitats when the vegetation grows taller than about 2". The winter habitat includes alkali flats, plowed or burned fields, fallow fields, heavily grazed grasslands, sod farms, prairie dog colonies, or other areas with low, sparse vegetation.
Natural history: These birds leave their wintering grounds by mid-February or March, arrive on the breeding grounds in March, lay their eggs in April in the south and June in the north, and their young are on their own by June or July. In hot weather, young birds can die within 15 minutes if not protected from the sun by an adult. Adults protect their nests from trampling by flying up into the face of cattle that get too close. Mountain Plovers don’t need access to water for drinking, because they get enough from their diet. Although they are often found near water sources such as stock ponds, it may be the low, sparse vegetation that attracts them. The adults usually begin leaving for the wintering grounds as early as July, arriving during mid-September to November. During migration, they sometimes form flocks of hundreds of birds.
Did you know? A female Mountain Plover will sometimes lay eggs in one nest, then leave the eggs in the care of the male while she lays eggs in a second nest, which she tends.
Conservation need: The Mountain Plover’s population and distribution are declining at an alarming rate, faster than any other grassland bird. Between 1966 and 1991, the population dropped by an estimated 63%. The current population is estimated at less than 10,000 birds, which is a very low population compared to most other bird species. Causes for the decline include conversion of native shortgrass prairie to cropland, urbanization (especially on the wintering grounds), removal of prairie dogs, oil and gas development, and plowing and planting on the nesting grounds (the bare ground of fallow and plowed fields is very attractive to plovers, but many nests are destroyed when the fields are planted or tilled, or are abandoned when the crops grow taller than 2").
Associated species:
Other bird species that may benefit from habitat management for Mountain Plovers include Long-billed Curlews, Burrowing Owls, Horned Larks, and McCown's Longspurs.
- Graze shortgrass prairie at moderate to heavy levels in summer, late winter, or early spring to create the short, sparse vegetation profile preferred by Mountain Plovers.
- Burn shortgrass prairie to create favorable vegetation conditions.
- Control rather than eradicate prairie dogs. Retain populations of prairie dogs at levels compatible with economic activities on the land. Efforts to control prairie dogs may be detrimental to plovers, as prairie dogs provide the low, sparse vegetation structure favored by plovers. Consider the use of barrier fences to control the distribution of prairie dogs.
- Poison only active burrows if you use chemical controls for prairie dogs.
- Defer grazing in mixed-grass prairie to help control prairie dogs—the vegetation grows faster than the prairie dogs can clip it in the spring, and they will not settle in these areas.
- Preserve native shortgrass prairie, because plovers usually cannot nest successfully in croplands.
- Plant native shortgrass species (blue grama and buffalograss) rather than taller, non-native species. Plovers will not use areas with tall grasses.
- Control non-native plants, including cheatgrass, leafy spurge, and knapweed, which do not provide the structure favored by plovers, and also displace native shortgrass prairie plants.
- Avoid disturbance to nesting plovers by restricting activities such as oil and gas exploration, water well development, and other similar activities during the nesting season. Such activities are restricted at certain sites from April through June in Colorado, Wyoming, and Utah to protect plovers.
- Protect the area around known nest sites because some plovers will reuse nest sites in subsequent years, and their offspring will return to nest near where they hatched.
- Maintain wintering sites as native rangeland, and protect from uses that are harmful to plovers, such as use of off-road vehicles.
Mountain Plover Summer Diet
Invertebrates (mostly grasshoppers, beetles, crickets, ants) 99%
Seeds 1%
Upland Sandpiper
Identification: Brown on the back and wings, but lighter on the breast, belly, and underwings. Long neck, and eyes that look like they’re too large for the small head. Just under 1’ tall, Upland Sandpipers are often seen perched on fenceposts. Adults sometimes feign injury to draw humans and predators away from nests.
Nest: A depression in the ground, 2”–3” deep, lined with grasses, inside diameter 4”–5”, usually covered by overhanging vegetation.
Eggs: Usually 4 (sometimes 3 or 5), 1¾” long, buff-colored with brown speckles and blotches concentrated on the large end of the egg.
Habitat: In shortgrass prairies, Upland Sandpipers are usually found near water and other areas with tall grasses, up to 24”, although they sometimes nest in grass as short as 4”. Their typical nesting habitat is the tall, dense vegetation found in mixed-grass and tallgrass prairies, with up to 50% forbs, few shrubs, and little bare ground. They also nest in wet meadows and hayfields, and sometimes in weedy fallow fields, roadsides, Conservation Reserve Program lands, and rowcrops. Litter cover is usually moderate to dense, 1½”–3½” deep. Their nesting territory usually includes rock piles, stumps, or fenceposts for displaying. They forage in areas of short vegetation (less than 10” tall), such as grazed pastures, plowed fields, stubble, and croplands. Brooding areas contain vegetation 4”–8” tall.
Natural history: Upland Sandpipers leave their wintering grounds in mid-February, arriving on the southern breeding grounds in April, and in the north in May. Nesting in the southern part of their range begins in late April and May, and in the northern areas in late May and June. Most young birds leave the nest in June and July. They depart for the wintering grounds by late July.
Did you know? Upland Sandpiper numbers dropped substantially during the 1880s as market hunters ran out of Passenger Pigeons and switched their aim to the sandpipers.
Conservation need: Populations are increasing in the East because of forest clearing, but declining in other areas, such as the Upper Midwest. They have never been very common in the shortgrass prairie.
• Maintain a patchwork of shortgrass and other grasses of different heights and densities to provide habitat for foraging, nesting, and brood-rearing.
• Avoid grazing in areas known or suspected to be used for nesting sites, which removes the taller grasses preferred by Upland Sandpipers for nesting.
• Protect taller grasses around water, which may be the only suitable habitat for Upland Sandpipers in the shortgrass prairie.
• Delay mowing or pesticide applications until late July, to allow the birds to complete their nesting cycle.
• Leave small pockets of uncut hay as refuges for young birds if hayfields must be cut before late July.
• Use a flush bar or similar device if you must mow earlier than mid-July.
Associated species:
Other birds that may benefit from habitat management for Upland Sandpipers include Ring-necked Pheasants, Sharp-tailed Grouse, Greater Prairie-Chicken, Baird’s Sparrows, Grasshopper Sparrows, and Western Meadowlarks.
Upland Sandpiper Summer Diet
Invertebrates (mostly grasshoppers, crickets, weevils; also beetles, grubs) 97%
Seeds 3%
Long-billed Curlew (Numenius americanus)
Identification: This is North America’s largest shorebird, standing about 16” tall. The overall color is cinnamon brown, lighter on the breast and belly, with brown markings. But the most striking feature of these birds is the extremely long, downward-curving bill; 5”–6” long for the male, and 6 ½”–8” for the female. Their long bills are used to probe for food deep in mud and soft soil. Their “cur-lee” calls can be heard for long distances across the prairie.
Nest: A depression in the ground about 2” deep, lined with grass or weeds, inside diameter about 8”.
Eggs: Usually 4 (sometimes 5), 2 ½” long, pale green or buff-colored, heavily marked with dark brown blotches.
Habitat: Curlews nest in shortgrass and mixed-grass prairie, with or without scattered shrubs, and occasionally in idle cropland such as wheat stubble. They prefer short vegetation, and nest where it is less than 12” and often where it is less than 4” tall. Total vegetation cover should be 50%–95%. After hatching, the adults move the chicks to areas of taller grasses and scattered forbs and shrubs, apparently for protection from predators and weather extremes, although they avoid areas of dense vegetation, possibly due to low visibility and difficulty of travel for chicks.
Curlews are often found within ¼ mile of standing water, and often much closer, although the birds are rarely seen actually using the water. The water is often from human sources (stock tank overflow, stock ponds, etc.). As with Mountain Plovers, curlews may be attracted to the short vegetation created by livestock near such water sources, rather than being attracted to the water itself. They often search for food in wet meadows or areas of moist soil, which may also explain the attraction to water sources. Winter habitat is open fields, grasslands, and shores of oceans, bays, and freshwater lakes.
Natural history: Nesting usually takes place in May and June, with most young birds leaving their nests during June and July. Most birds leave their breeding grounds by the end of August. Territories, which range from 15–35 acres in size, are often reused in subsequent years. Curlews will not re-nest if their nest is destroyed by predators or other causes, but instead will wait until the following year to try again.
Did you Know? The nest is often placed next to dried manure, probably to help hide the nest from predators, or to mask its scent.
Conservation need: Long-billed Curlews are one of the highest conservation priorities on the Great Plains. Their populations in the shortgrass prairie have declined 10% per year for several decades, probably because of the loss of suitable habitat as prairie is converted to cropland or urban developments.
- Maintain a patchwork of pastures containing short-grass, taller grasses, and scattered shrubs for foraging, nesting, and brood-rearing.
- Preserve native shortgrass prairie, as its conversion to cropland often renders it unacceptable to curlews.
- Avoid grazing sheep in shortgrass habitat occupied by nesting curlews. Sheep grazing may be more detrimental than cattle grazing, as sheep graze an area more completely and to a shorter height, and their habit of traveling in tight herds results more often in nest destruction.
- Plant native shortgrass species (blue grama and buffalograss), forbs, and legumes rather than taller, non-native species. Curlews will not nest in areas with tall grasses.
- Control non-native plants, including cheatgrass, leafy spurge, and knapweed, which do not provide the structure favored by curlews, and displace native shortgrass prairie plants.
- Avoid disturbance to curlews at known nesting sites by restricting activities such as oil and gas exploration, water well development, and other similar activities during the nesting season.
- Protect the area around known nest sites because some curlews will reuse nest sites in subsequent years and their offspring will return to nest near where they hatched.
Associated species:
Other birds that may benefit from habitat management for Long-billed Curlews include Mountain Plovers and Horned Larks.
Burrowing Owl (Athene cunicularia)
Identification: These are small, long-legged owls, 8"–10" tall, brown with white spots on the back and wings, and dark brown barring on the light brown breast and belly. They are often seen in the daytime perched on fenceposts or on the ground in or near prairie dog colonies. They have the peculiar habit of bobbing up and down while looking at prey or other animals.
Nest: The nest is located underground at the end of a burrow 4'–12' long. The nest is usually lined with plants or dried manure, probably either to disguise its scent or to help absorb water.
Eggs: Usually 5–7 (but sometimes as few as 3 or as many as 10), 1 1/4" long, white, almost round.
Habitat: Burrowing Owls nest in treeless areas with short vegetation (less than 4" tall), usually where there are prairie dogs. The owls nest underground in burrows dug by prairie dogs, badgers, or foxes. They successfully raise more young where there is a high density of prairie dogs, probably because the owls are less conspicuous to predators in areas with many prairie dogs, or because prairie dogs are good at spotting predators and barking to alert all residents of the colony including the owls. Burrowing Owls benefit from some areas of tall, dense vegetation (at least 12" tall), which provides habitat for insect and small mammal prey.
Natural history: Northern birds leave their wintering grounds in March and April, arriving on the northern breeding grounds as late as May. They begin laying eggs in late March in the southern part of the range, and mid-May in the north. Burrowing Owls nest in loose colonies, with nest burrows about 100 yards apart. The adults and young birds move around and use "satellite" burrows in addition to the nest burrow. Northern birds leave for their wintering grounds by mid-October, while more southern birds remain year-round. Unlike many other owls, Burrowing Owls will hunt during the day. This is when they capture insects near the nest burrow and in other areas of short vegetation. They also hunt at night, capturing small mammals in areas of taller vegetation.
Contrary to popular belief, they do not share their burrows with prairie dogs or rattlesnakes.
Burrowing Owls rely on prairie dogs to maintain the burrows that they use for nesting and resting. Without prairie dogs, burrows remain usable to owls for only 1–3 years, depending on the soil type. Although they will do minor excavating, the owls are unable to dig new burrows or clear out a collapsed burrow.
Did you know? Zuni Indians called the Burrowing Owl the "Priest of the Prairie Dogs."
Conservation need: Significant range contractions and population declines have occurred in some areas, especially Canada and California, where 60% of the breeding birds disappeared in the 1980s and 1990s. Over the past 100 years, Burrowing Owl populations in British Columbia, Alberta, California, Nevada, Colorado, and New Mexico have dropped by more than 50%. In Saskatchewan, the population declined 88% between 1988 and 1997. Causes include loss of habitat (due to urbanization and conversion of native grasslands to croplands or to taller, non-native grasslands), and removal of ground squirrels (in California) and prairie dogs.
Associated species: Other birds that may benefit from habitat management for Burrowing Owls include Swainson's Hawks, Red-tailed Hawks, Ferruginous Hawks, Rough-legged Hawks, Golden Eagles, Mountain Plovers, and Horned Larks.
- Retain populations of the principal insect prey species (grasshoppers, crickets, beetles) at levels compatible with economic activities on the land. Insecticides have direct (poisoning) and indirect (loss of prey) effects on the birds. If insecticides are necessary, postpone their use until after the young owls have left the care of their parents (i.e., after the end of July).
- Control rather than eradicate prairie dogs. Retain populations of prairie dogs at levels compatible with economic activities on the land because Burrowing Owls are heavily dependent on prairie dogs for nest burrows. Consider the use of barrier fences to control the distribution of prairie dogs.
- Poison only active prairie dog burrows if you use chemical controls.
- Don’t poison burrows used by Burrowing Owls. These burrows can often be identified by the presence of feathers and white droppings around the burrow entrance, or livestock manure lining the burrow. However, these signs are not always present, especially when the young are using satellite burrows. A safer alternative is to fumigate burrows in the spring before the owls arrive, or bait in the fall after the owls have left.
- Leave inactive burrows open to provide roosting sites and future nesting sites for owls.
- Educate varmint hunters about the owls, and instruct them to be sure of their targets. Given the owls’ habit of perching on the ground outside a burrow entrance, some owls could be mistaken for prairie dogs or ground squirrels.
- Protect known nest burrows because the owls will often reuse the same burrow in subsequent years.
- Maintain a buffer zone of 100–300 yards (up to ½ mile, if possible) around owl nest burrows, within which insecticide applications, rodent control, and other human disturbances are limited.
- Graze areas of shortgrass prairie used by owls, to maintain a low vegetation profile and provide manure for owl nests.
- Maintain areas of taller vegetation, such as weedy fallow fields or fencerows, within 1 ½ miles of known owl nest burrow, to provide habitat for the owls’ prey species.
- Drive slowly by colonies to avoid collisions with owls—vehicles often hit owls when they fly low over roads in search of prey.
Burrowing Owl Summer Diet
Invertebrates (mostly grasshoppers) 88%
Small mammals and birds 12%
Loggerhead Shrike (Lanius ludovicianus)
Identification: Slightly smaller than a robin, gray with black wings and tail, white throat and breast, white patches on the wings (especially visible when the bird is flying), and a black mask across the eyes. At close range, the hooked beak can be seen.
Nest: A bulky nest of small twigs and bark strips, placed in tall shrubs or small trees (especially those with thorns) in open country.
Eggs: 4 or 5 (sometimes as many as 7), 1" long, creamy white with light brown and gray blotches.
Habitat: Loggerhead Shrikes require areas with scattered or clustered trees and shrubs in open country, with a mix of short (less than 4") and tall (more than 8") grasses. They avoid large expanses of very short grass, such as heavily grazed pastures—probably because there is less food there. On the plains, suitable nesting sites include fencerows, shelterbelts, stream bottoms, and abandoned farmsteads. Popular shrubs for nesting include greasewood, saltbush, and sagebrush; popular trees include hackberries, hawthorns, and red cedar. Shrikes hunt from elevated perches, such as utility lines and poles, fences, trees, shrubs, even tall weeds. They sometimes impale their prey on barbed wire or large thorns to store it for later consumption, or to hold it while they eat.
Natural history: Loggerhead Shrikes that breed in the north leave their wintering grounds in early April and May; other birds remain in the south year-round. They are early nesters, beginning their nesting activities as early as February in the south and late April in the north. Young birds usually leave the care of their parents in June. Northern birds leave for their wintering grounds by October. An almost identical species, the Northern Shrike, moves into the shortgrass prairie from northern Canada each winter.
Did you know? Some insects are naturally toxic to birds, so shrikes store these toxic bugs on thorns or barbed wire for a day or two until the toxins have degraded and the food is safe to eat.
Conservation need: Loggerhead Shrikes are declining throughout the U.S., with the declines accelerating recently. Causes include the loss of both breeding and wintering habitat (conversion of pastures and hayfields to row crops, urbanization), loss of insect prey due to chemical controls, and pesticide contamination (especially on the wintering grounds).
Associated species:
Other birds that may benefit from habitat management for Loggerhead Shrikes include Swainson’s Hawks, American Kestrels, Burrowing Owls, Long-eared Owls, Northern Shrikes, and Northern Mockingbirds.
Loggerhead Shrike Habitat
Shrikes prefer areas with scattered or clustered trees and shrubs like this barbed wire fencerow.
Loggerhead Shrike Distribution
Management recommendations:
- Avoid heavy grazing (especially in areas where grass is naturally short or sparse)—tall vegetation, more than 8", provides habitat for prey.
- Retain populations of the principal insect prey species (grasshoppers, crickets, beetles) at levels compatible with economic activities on the land. Insecticides have direct (poisoning) and indirect (loss of prey) effects on shrikes.
- Protect known nest trees and shrubs from browsing or rubbing by livestock and from destruction by fire, herbicides, or other causes.
- Preserve tall grasses, shrubs, and other vegetation along fencelines and other areas within 200 yards of known nest trees because they provide habitat for prey.
- Preserve hedgerows and windbreaks because they provide nesting sites, hunting perches, and habitat for prey species. Where appropriate, establish new thickets with thorns.
Loggerhead Shrike Summer Diet
Invertebrates (mostly grasshoppers) 72%
Small mammals 14%
Birds 14%
Cassin’s Sparrow (Ammodramus cassinii)
Identification: The Cassin’s Sparrow measures 5”–6” from beak to tail, with brown and gray streaking on the back, a pale gray throat and breast, and a white belly. The face is light gray. The brownish-gray central tail feathers have conspicuous dark brown bands; white corners on the tail are obvious when the bird is flying. The male frequently flies up about 20’ above his territory, then sets his wings and glides down while singing.
Nest: A deep cup made of weeds and grasses, lined with fine grasses or hair, placed on the ground in bunchgrass or near the base of a shrub or cactus, or a few inches off the ground in a shrub or cactus.
Eggs: Usually 4 (sometimes 3 or 5), ¾” long, plain white.
Habitat: Cassin’s Sparrows inhabit shortgrass prairie with scattered shrubs or other vegetation (including bunchgrasses, sagebrush, yucca, rabbitbrush, mesquite, oaks, and cactus). In some areas, they are found in fairly dense shrublands with scattered grassy openings. The taller plants are used as song perches and for nest cover. Their territories typically contain 20%–35% bare ground, 40%–80% total cover of shortgrass and mixed-grass, and at least 5% shrub cover. They will accept a wide range of shrub cover densities as long as some grass is also present. The winter habitat is similar to that of summer.
Natural history: Nesting begins as early as March (in Texas) and continues as late as early September (in Arizona). Nesting begins in the latter half of May in Kansas, Colorado, and Oklahoma. Clusters of breeding pairs often nest close to each other. Most birds have left for their wintering grounds by late September.
Did you know? Each male’s song is unique and so unlike his neighbors’ songs that individual birds can be identified by careful study of their songs.
Conservation need: Cassin’s Sparrow populations have been declining nationwide for decades, probably a result of habitat loss due to conversion of native prairie to cropland, urbanization, planting of non-native grasses, fire exclusion leading to overly dense woody vegetation, and brush control on the breeding and wintering grounds.
- Avoid grazing in areas where the vegetation is already sparse, such as sparse shortgrass and desert grasslands. Cassin’s Sparrows usually respond negatively to grazing in such areas probably because of their need for some tall vegetation for nest protection and as song perches, and because of the habitat needs of their insect prey.
- Provide a patchwork of grassland parcels of different heights and densities. Cassin’s Sparrows change nest sites from year to year; probably in response to changes in plant growth, grass seed production, and insect populations. Providing a diversity of habitat types provides Cassin’s Sparrows options for establishing breeding sites each year.
- Preserve suitable shrub/grass habitat (grassland with at least 5% shrub cover).
- Avoid disturbance of nesting birds, as the adults are easily disturbed at the nest, and visits by humans often result in nest failure.
Associated species:
Other birds that may benefit from habitat management for Cassin’s Sparrows include Scaled Quail, Loggerhead Shrikes, Lark Buntings, and Western Meadowlarks.
Lark Bunting (Calamospiza melanocorys)
Identification: These birds are 6½" from the tip of the beak to the end of the tail. In summer, the males are black with bold white wing patches, while the females are mostly brown, with white wing patches, dark brown streaks on a white breast and cream-colored corners on the tail. During winter, males resemble females, but are darker, with a black throat. Beginning in early spring, males fly up above their breeding territory, then slowly glide down across it while singing an exuberant song of whistles and trills. This handsome species is Colorado’s state bird.
Nest: A cup of fine grasses placed on the ground, inside diameter about 2½", with the rim at ground level, usually partially concealed with grasses or other vegetation. It is often placed next to a shrub or other tall vegetation. Neighboring nests are sometimes just 10–15 yards away.
Eggs: Usually 4 or 5 (but as few as 3 or as many as 7), ¾"—1" long, pale blue or greenish-blue, sometimes with reddish-brown spots.
Habitat: Lark Buntings nest in open grasslands with a mixture of short and tall grasses and scattered shrubs, and in sagebrush shrublands with grassy openings. They prefer to nest in areas with 60%–70% low grass cover and 10%–15% bare ground. Also important is 10%–30% cover of shrubs, tall grasses, or other plants taller than the blue grama and buffalograss (tall vegetation is necessary for protecting nests from the hot prairie sun). They will not nest in areas with less than 30% grass cover or more than 60% bare ground. Other nest sites include fallow fields with weeds and residual stubble, Conservation Reserve Program lands with tall grasses, and unmowed alfalfa and other hayfields, but they avoid mowed hayfields. Winter habitat is similar to summer habitat, although they will inhabit areas without shrubs.
Natural history: Birds leave the wintering grounds in early March, arrive on their breeding grounds in April and May, and begin nesting in May and June. Young birds leave the nest during June and July. Migration to the winter grounds occurs by late September, although some birds may stay over the winter in the southern parts of their range. The birds are most common in Mexico from August to April. During migration, large flocks of Lark Buntings are often seen in weedy roadsides. During migration and in winter, flocks may contain many hundreds of birds. Most of their food is picked off the ground, although they sometimes catch insects in flight.
Did you know? In the early 1900s, some farmers waited for the arrival of Lark Buntings each spring before planting, as the arrival of the birds generally coincided with more settled and favorable spring weather.
Conservation need:
Ornithologists first began reporting range contractions and population declines in the 1800s, and the situation has not changed since. Lark Bunting populations are declining significantly across their range.
Associated species:
Other birds that may benefit from habitat management for Lark Buntings include Chestnut-collared Longspurs and Western Meadowlarks.
Management recommendations:
• Avoid heavy summer grazing of shortgrass on the breeding grounds. This removes grass cover needed by prey (especially grasshoppers) and taller vegetation needed to shade nests.
• Graze shortgrass lightly in summer or heavily in winter.
• Graze at moderate to heavy intensity in the northern and eastern parts of the species’ range where grasses are taller (12” or more) to improve Lark Bunting habitat by reducing vegetation height and density.
• Use short-term rotational grazing rather than long-term grazing in shortgrass prairie to maintain the tall vegetation these birds need.
• Delay mowing until mid-July, when young birds should be out of their nests.
• Use a flush bar or similar device if you must mow earlier than mid-July.
• Retain shrubs, cacti, and other tall vegetation, which is needed by Lark Buntings for perching and for shading nests.
• Preserve the taller, weedy vegetation found along fencerows as habitat for migrating buntings.
Lark Bunting Summer Diet
Invertebrates (mostly grasshoppers) 75%
Seeds 25%
Baird’s Sparrow (Ammodramus bairdii)
Identification: Baird’s Sparrows measure 5”–5½” from beak to tail. The overall cover scheme is black and chestnut, with buff-colored head with black markings, white breast with dark brown “necklace,” and plain white belly. They often run along the ground rather than fly.
Nest: A cup of grasses, on the ground in dense grass or herbaceous vegetation, under a grass tuft. Nests are often well-hidden by overhanging vegetation.
Eggs: 3–5 (sometimes 6), ¾” long, buff-colored with reddish brown speckles and blotches.
Habitat: Preferred habitat is prairie where the vegetation is 8”–40” tall, with scattered shrubs (<5% shrub cover), no more than 10% bare ground, moderately deep litter (up to 1½”), and abundant residual cover. The shrubs are used as singing perches. In shortgrass prairie, suitable habitat is found in depressions or low-lying areas where grass is taller and denser. Typical habitat is ungrazed or lightly grazed mixed-grass prairie. Other habitats occasionally used include weedy fallow fields, hayfields, Conservation Reserve Program lands, lightly grazed tallgrass, and tall grasses near wetlands. Research shows that nesting success is higher in grassland patches of at least 155 acres, possibly because nests are harder for predators to find in large pastures. Baird’s Sparrows may shift their nesting locations each year, depending on the amount of precipitation and its effect on vegetation growth. Winter habitat is similar to summer habitat—areas of tall, dense grass, but with more bare ground.
Natural history: Birds leave the wintering grounds as early as late February or as late as mid-May, and arrive on the breeding grounds in late April and May, with some arriving as late as mid-June. Nesting begins in late May and continues until mid-August, with a peak in June and July. Pairs sometimes nest near other pairs. The birds begin leaving for the wintering grounds in August (but some linger until October), with the first migrants arriving on the wintering grounds by mid-August.
Did you know? Each spring, male Baird’s Sparrows battle for prime territories. An early naturalist described the battles: “Rival males leap up from the concealing grass like jack-in-the-boxes, face to face, wings pumping rapidly and claws raking wildly.” This continues for several days until the males sort out ownership of the territories, which average 1 or 2 acres in size.
Conservation need: Baird’s Sparrows have all but disappeared from some areas where they were formerly abundant. In the Canadian prairie provinces, their populations declined 35%–55% from 1970–1985, but appear to have stabilized since then. They are sensitive to disturbances on the breeding grounds, and will sometimes abandon them in response to mowing or grazing. The declines are probably due to habitat loss, including conversion of native prairie to cropland, overgrazing, loss of large grassland patches, and replacement of native grasses with non-native (especially smooth brome).
• Control by burning or mechanical removal where woody plants exceed 5% cover.
• Graze lightly or for short duration. Heavy or continuous grazing can remove too much cover, especially where grass cover is already short and sparse.
• Graze native pastures in fall or winter, and tame pastures in winter or spring.
• Rejuvenate dense grasses by burning every 8-10 years, or longer if necessary, to allow litter to accumulate between burns.
• Delay mowing until mid-August to allow the birds to complete their nesting cycle.
• Use a flush bar or similar device if you must mow before mid-August.
• Retain fairly dense residual cover preferred for nesting.
Baird’s Sparrow Habitat
Associated species:
Other birds that may benefit from habitat management for Baird’s Sparrows include Sprague’s Pipits, Savannah Sparrows, Grasshopper Sparrows, Chestnut-collared Longspurs, and Western Meadowlarks.
Baird’s Sparrow Summer Diet
Invertebrates 61%
Seeds 39%
Grasshopper Sparrow (Ammodramus savannarum)
Identification: Grasshopper Sparrows are 4”–5” long. The back is chestnut and gray with some dark brown markings. The throat is white or off-white. There is a buffy tinge on the breast and sides with faint brown streaking, and a plain white belly. The males sing an insect-like buzz—the origin of the bird’s name. When approached by a human, Grasshopper Sparrows often run along the ground rather than fly.
Nest: A simple cup on the ground, made of grasses, often at the base of grass clumps or other dense vegetation. The nest is concealed by overhanging vegetation.
Eggs: Usually 4 or 5 (sometimes 3 or 6), ¾” long, white with reddish-brown blotches heaviest on the large end.
Habitat: Grasshopper Sparrows are found in most types of grassland, especially tallgrass and mixed-grass prairies, but also shortgrass, especially where scattered shrubs, trees, or other tall plants are present, and in Conservation Reserve Program lands, which provide the only suitable habitat in some parts of the shortgrass prairie. In addition to native grasslands, they will nest in fallow fields with tall weeds. Grasshopper Sparrows require some areas of bare ground, up to 35% of their territory, since they forage on the ground. In general, they prefer sites where much of the vegetation is at least 4” tall. These birds are highly territorial and prefer areas with tall forbs or scattered trees or shrubs to use as singing perches. However, they avoid areas with more than 35% shrub cover. During winter, they can be found in areas of dense grass with scattered low shrubs, and in weedy fields.
Natural history: Birds start leaving the wintering grounds as early as March. Nesting begins in May and June, and most young are out of their nests by the end of July. Most birds have migrated off the breeding grounds by late September. Grasshopper Sparrows sometimes nest close together, and populations in a particular location can vary widely from year to year, as the birds move around in response to changes in their habitat.
Did you know? Grasshopper Sparrow singing is unusual in the bird world: the males sing two completely different songs (one is the insect-like buzz, the other more musical), and the females sing a trill to attract males.
Conservation need: Like several other grassland bird species, Grasshopper Sparrow populations are declining wherever they are found. Causes include loss of habitat by urbanization, conversion of native grassland to cropland, and overgrazing.
- Provide pastures and grassland parcels of at least 30 acres because Grasshopper Sparrows prefer large tracts of suitable habitat. Nests in smaller tracts are more likely to be found and destroyed by predators.
- Avoid grazing shortgrass, or delay grazing until after the end of nesting (the end of July), because the grazed vegetation often becomes too short and sparse to suit Grasshopper Sparrows.
- Delay mowing until after nesting, i.e., usually the end of July (mowing operations often destroy nests placed in hayfields, or expose them to predators).
- Use a flush bar or similar device if you must mow before mid-July.
- Avoid burning shortgrass habitats, as the tall vegetation and shrubs needed by Grasshopper Sparrows take several years to reach heights suitable for the birds.
Grasshopper Sparrow Habitat
Associated species:
Other birds that may benefit from habitat management for Grasshopper Sparrows include Ring-necked Pheasants, Upland Sandpipers, Vesper Sparrows, and Western Meadowlarks.
Grasshopper Sparrow Summer Diet
Invertebrates 61%
Seeds 39%
McCown’s Longspur (Calamospiza mccowni)
Identification: These birds are 5”–6” long from beak to tail. The male in summer has a gray face with black crown and “moustache,” gray back with black streaking, white throat, black across the breast, and white belly. Chestnut-colored “shoulders” are especially noticeable in flight. An inverted “T” can be seen in the tail in flight, formed by a black band across the end of the tail, black central tail feathers, and white outer tail feathers. The female is similar to the male, but the colors are muted. In winter, the black on the male’s head is brown, and the black on the breast is not as noticeable, while the female looks like she does in summer. The male displays by flying up above his territory, then floating down on outstretched wings while singing his territorial song.
Nest: A simple grass structure, the rim level with the ground, placed next to a grass tuft, cactus, or small shrub, in an area of very sparse plant cover.
Eggs: 3–4 (but sometimes as many as 6), ¾” long, buff-colored with faint brown blotches.
Habitat: McCown’s Longspurs breed in shortgrass, especially where vegetation cover is sparse due to soil moisture or grazing, or is interspersed with shrubs or taller grasses. They are also found in grazed mixed-grass prairies and stubblefields. Individuals often use sparsely vegetated hilltops for displaying and nesting. They require areas of bare soil, and nest sites are often on barren hillsides. Early in the breeding season, nests are often placed on south-facing slopes. Nesting territories usually include 45%–80% grass cover and 15%–25% bare ground, with little or no cover by forbs, woody plants, or cactus (although nests started late in the season are more likely to be in denser vegetation or near shrub cover, perhaps for protection from the sun’s heat). Longspurs breed in loose colonies. Winter habitat is similar to that of summer, with the addition of freshly plowed and bare fields.
Natural history: Longspurs leave the wintering grounds in late February and March, arrive on the breeding grounds in late March and April, and often linger into November. Nesting begins by mid- to late May, with most young out of the nest by mid-July. Paired birds are strongly attached to each other and stay close together, even walking side by side when foraging.
Did you know? The nests are difficult for predators (and humans) to find because the female sits tightly on her nest until practically stepped upon, relying on her superb camouflage to avoid detection. Females also have a strong instinct to protect the eggs: one researcher who wanted to count eggs in the nest of a particularly protective mother had to first lift her off the nest because she refused to abandon her eggs even momentarily.
Conservation need: The population is down and the range has contracted since at least the early 1900s, probably because of loss of breeding and wintering habitat through fire exclusion and conversion of native prairie to cropland and urbanization.
Management recommendations:
• Retain populations of the principal insect prey species (especially grasshoppers) at levels compatible with economic activities on the land.
• Graze at moderate to heavy intensity to improve McCown’s Longspur habitat by reducing vegetation height and density.
• Graze in summer, rather than winter.
• Preserve or create native shortgrass prairie because longspurs cannot nest successfully in croplands or in tall non-native grasses.
• Control non-native plants, including cheatgrass, leafy spurge, and knapweed, which do not provide the vegetation structure preferred by longspurs, and displace native shortgrass prairie plants.
• Protect the area around known nest sites because some longspurs will return to nest in subsequent years.
Associated species:
Other birds that may benefit from habitat management for McCown’s Longspurs include Mountain Plovers, Long-billed Curlews, Burrowing Owls, and Horned Larks.
Chestnut-collared Longspur
Identification: Chestnut-collared Longspurs are 4 1/2”–6” long. The male in summer is dark brown overall with some lighter brown streaking on the back. He has a black crown with black and white on the face and pale yellow on the throat and face up to the eye. The nape of the neck is chestnut. The female in summer has brown streaks on the back and crown, a white throat, a brown “necklace,” white belly with faint brown streaks on the sides. In winter males, brown replaces the black on the head and breast, and the chestnut on the back of the neck. The female doesn’t change much from summer to winter, although her overall coloration in winter is paler. Like the McCown’s Longspur, the male Chestnut-collared Longspur sings while flying over his territory.
Nest: A nest of fine grasses placed in an area of sparse vegetation, the rim below or level with the ground, placed under grass tufts.
Eggs: 3–5 (sometimes 6), 3/4” long, white with dark brown speckles and blotches.
Habitat: Chestnut-collared Longspurs prefer shortgrass or grazed mixed-grass prairie with scattered shrubs. In dry areas with sparse vegetation, they seek out wet meadows and other low, moist areas where the vegetation is taller and denser. They appear to prefer a mix of short and tall grasses, especially bunchgrasses, and usually avoid the tall dense cover common to some Conservation Reserve Program lands. They will nest in mowed hayfields and grazed pastures, provided some vegetation is 8”–12” tall, but they avoid cultivated fields for nesting. They prefer native pasture over tame, and they avoid areas with dense litter. The territory is usually centered on a large rock, fencepost, or shrub, which is used as a singing post. Some research has shown them to nest most successfully in grassland patches of at least 140 acres. Winter habitat is similar to that of summer—grasslands with vegetation less than 20” tall, also croplands and mowed hayfields.
Natural history: Birds arrive in mid-April and begin nesting in May, with most young out of their nests by mid-June. However, because some pairs nest a second time, young can be found in nests as late as mid-August. After the end of the nesting season, the birds forage in large flocks. Most birds migrate south by September or October. The male vigorously attacks and drives away other birds and ground squirrels if they get too close to the nest.
Did you know? Unlike many songbirds that live in forests, Chestnut-collared Longspurs and other grassland birds do not hop on the ground, but walk or run. The elongated claw of the backward-facing toe may aid in this—it is this elongated claw that gives the bird its name, “longspur.”
Conservation need: The breeding range has contracted, and the population has declined. For example, Chestnut-collared Longspurs were common breeders in western Kansas in the late 1800s, but they no longer nest there. Significant declines have also been recorded in Minnesota and Saskatchewan. Causes for the declines include loss of native prairie due to its conversion to cropland and urbanization.
Management recommendations:
• Protect known nesting sites because the birds will nest in the same areas year after year.
• Graze lightly or moderately in shortgrass prairie, leaving some areas of vegetation at least 6" tall—longspurs are more abundant in properly grazed grassland than in ungrazed grassland.
• Use a twice-over rotation system, which creates more suitable habitat than either season-long or short-duration grazing.
• Preserve native prairie because longspurs will not nest in croplands.
Associated species:
Other birds that may benefit from habitat management for Chestnut-collared Longspurs include Lark Buntings and Western Meadowlarks.
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Some key points to consider when catching pheasants in an aviary
John Corder
1. Remember that the bird will be extremely frightened – thinking you are likely to kill or injure it. We should make the whole process as quick and painless as possible for the bird.
2. Plan everything you intend to do with the bird before you catch it, so that you do not have to keep the bird confined for longer than necessary.
3. Have a good catching place identified beforehand where you know you can persuade the bird to go and where there are no obstructions when you want to use the net. A corner of the aviary or somewhere where the bird is already constrained, such as a night shelter or a safety porch, is usually best. If catching the bird within such a small area, obviously only one person is needed, and additional people usually just create further panic in the bird. If the aviary has a slope, catching the bird at the bottom of the slope is usually easier.
4. Catching a bird by grabbing it when it runs past can cause severe injuries, or even death. Do not catch hold of the bird by its head, its wings, its legs or its tail. If you catch it by gripping around its body, it is very easy to bruise the ribs, or even to break them. On most occasions when a bird is caught by grabbing it around the body, it loses quite a number of feathers, which cannot be good for it.
5. Try to use a good catching net. The net should be about 60 or 70 cm wide and almost a metre deep. It should have a padded rim so that it cannot injure the bird, and the net material should be a strong black cloth. Black cloth will enclose the bird in a dark environment. In this way it cannot see dangers and so it relaxes and the stress is reduced. The net should have a short handle as this makes it much easier to manoeuvre around bushes and shrubs in the aviary. Long handled nets which attempt to intercept a bird in mid-flight are seldom successful and often injure the bird.
6. When catching a pheasant within a large aviary, it is much easier and quicker to have 2 people, one with the net and one walking in another part of the aviary to help drive the bird to the catching site you have already decided upon. Do not chase it around the aviary like trying to catch a butterfly.
7. Walk slowly towards the pheasant, so that it does not fly, but walks towards the corner where you want to catch it. If you keep your hands high and in front of you, it will tend to make the bird walk rather than fly. If it flies, it might well injure itself by crashing into the wire. Once the bird is in a corner, stand still and let it settle and then work with your colleague to ensure that the bird can not move away from the catching site.
8. Once the bird realises that it cannot run to escape, it will probably then prepare itself to fly. You can recognise the signs, since it bends its legs and lowers itself before flying rapidly upwards. This is the moment to place the net swiftly above
the bird and then to drop it quickly on top of the bird, trapping it inside the net and on the ground.
9. Once there, let the bird settle, which it usually does after about 10 seconds. If the net is opaque then the bird will usually stand still.
10. Feel carefully around the bird from outside the net and identify the head and tail, then the body. Gently, hold it around the body and lift it onto its side. This will expose the legs. Hold the bird down gently with one hand, reach underneath the net with the other hand and locate the bird’s legs. Feel up the legs until you can locate the top of each thigh where it joins the body. The thigh bone is the strongest bone in the bird’s body and the thigh muscles are also the strongest muscles. If we grip the bird around this area, there is little chance of injury. Now holding the bird around the top of the thighs with one hand, you can gently lift the bird out of the net, using the other hand.
11. Hold the bird quite close to your body and you will find that it then cannot use its wings, so it will usually cease all struggles and relax. If it opens its beak continuously, this is a sign of stress, so hurry with the procedures.
12. First, check that the bird is fit and well. Check that the eyes are bright and clear. Then feel down the breast bone which sticks out a bit like the bow of a ship. On either side of this bone, the muscles should be plump and firm. These muscles are the ones that the bird uses to fly. If the bird becomes unfit or unwell, these muscles deteriorate until you can feel the rib bones underneath them. Then check that the soles of the feet are clean and uncut, and the area around the toes is not swollen (bumblefoot).
13. If the bird is to be fitted with a ring (band), remember the convention that females have the ring on the left leg, and males on the right. Female pheasants have only one functional ovary (the left) so this is the reason for ringing female pheasants on the left leg. On a male, the ring goes just below the spur. Rings are made in different sizes depending on the bird. The Rings are measured in millimetres; for example Himalayan monal take a 16mm ring, Cheer pheasant and Western Tragopan take a 14mm ring and a koklass, junglefowl and kalij, a 12mm ring.
14. Check the number of the ring and record it. Make sure you put it on the bird’s leg the right way up, not upside down, so that it is easier to read later.
15. Use the proper ringing pliers to gently close the ring around the bird’s leg. If you are putting a closed ring on a young bird, leg growth is such that it usually stays on the leg after the bird is around 40 to 45 days old.
16. If feathers are to be collected for DNA sampling, have a polythene bag ready and make sure you do not touch the inside of the bag or your DNA will end up being sampled along with the bird’s. Before catching the bird, write on the outside of the polythene bag the species, whether it is male or female, the new ring number and the pheasantry name. Then select two small feathers from the breast of the bird and pluck them out – it should really not hurt if done carefully. Make sure you do not touch the base of the feather – the part that has been growing in the bird. This is the part used for DNA testing. Then drop the feather inside the bag and immediately get a colleague to seal the bag. Keep the bag and feather clean and dry, and send it to the DNA laboratory as soon as possible. The DNA on breast feathers deteriorates quite quickly, so if there are to be long delays before processing, it is better to take a sample which has a more substantial quill, such as a tail or wing feather. In these cases, only the quill needs to be taken.
17. Select where you will release the bird and make sure that it can run away without interference, so now have any colleague beside or behind you, not in some other part of the aviary. The aim is to get the bird to run away when released, not to fly and hurt itself against the aviary roof or wall. Release it gently on the ground and let it move away freely, whilst you stay completely still.
18. It is always helpful to design an aviary which provides a suitable catching site, particularly if the aviary is large. If there is an enclosed night shelter, this often makes catching much easier. It might also be possible to construct some sort of funnel trap into which the birds can just be walked quietly – this seems to work with game pheasants. Such a funnel trap should have a padded roof to protect the birds’ heads from scalping damage.
19. Finally make sure that all the details about the bird and its ring are entered on the data sheet which will be kept at each pheasantry.
20. If a bird is moved to a new aviary, or transferred to another pheasantry, or it dies, make sure these details are entered onto the record sheet immediately.
Photos that might provide some visual help:-
A kalij held securely by both upper legs, and with the wings against the holder’s body so that they are unable to flap. The bird’s head is in semi-darkness, reducing stress since it cannot see what is happening around it. Usually birds do not panic and struggle in this position, which also allows the handler to have a hand free to fit legs rings if required, as shown in the photos below.
Padded catching nets | <urn:uuid:f876bebe-c06b-4dcb-bf88-3d1cf88b7600> | CC-MAIN-2018-51 | http://faisanesdelmundo.com/documentos/catchapheasant.pdf | 2018-12-16T06:22:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376827281.64/warc/CC-MAIN-20181216051636-20181216073636-00413.warc.gz | 98,446,794 | 1,865 | eng_Latn | eng_Latn | 0.998535 | eng_Latn | 0.998645 | [
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### Atoms, elements and compounds
| Atom | The smallest part of an element that can exist |
|------|-----------------------------------------------|
| | Have a radius of around 0.1 nanometres and have no charge (0). |
| Element | Contains only one type of atom |
|---------|-------------------------------|
| | Around 100 different elements each one is represented by a symbol e.g. O, Na, Br. |
| Compound | Two or more elements chemically combined |
|----------|----------------------------------------|
| | Compounds can only be separated into elements by chemical reactions. |
#### Central nucleus
- Contains protons and neutrons
#### Electron shells
- Contains electrons
#### Name of Particle | Relative Charge | Relative Mass
---------------------|----------------|-----------------
Proton | +1 | 1
Neutron | 0 | 1
Electron | -1 | Very small
#### Electronic shell | Max number of electrons
---------------------|-------------------
1 | 2
2 | 8
3 | 8
4 | 2
#### Relative electrical charges of subatomic particles
| Mass number | The sum of the protons and neutrons in the nucleus |
|-------------|----------------------------------------------------|
| Atomic number | The number of protons in the atom | Number of electrons = number of protons |
#### Mixtures
Two or more elements or compounds not chemically combined together
Can be separated by physical processes.
#### Method | Description | Example
----------|------------|----------------
Filtration | Separating an insoluble solid from a liquid | To get sand from a mixture of sand, salt and water.
Crystallisation | To separate a solid from a solution | To obtain pure crystals of sodium chloride from salt water.
Simple distillation | To separate a solvent from a solution | To get pure water from salt water.
Fractional distillation | Separating a mixture of liquids each with different boiling points | To separate the different compounds in crude oil.
Chromatography | Separating substances that move at different rates through a medium | To separate out the dyes in food colouring.
### The development of the model of the atom
| Pre 1900 | Tiny solid spheres that could not be divided |
|----------|---------------------------------------------|
| | Before the discovery of the electron, John Dalton said the solid sphere made up the different elements. |
| 1897 ‘plum pudding’ | A ball of positive charge with negative electrons embedded in it |
|---------------------|------------------------------------------------------------------|
| | JJ Thompson’s experiments showed that showed that an atom must contain small negative charges (discovery of electrons). |
| 1909 nuclear model | Positively charge nucleus at the centre surrounded negative electrons |
|--------------------|-----------------------------------------------------------------------|
| | Ernest Rutherford’s alpha particle scattering experiment showed that the mass was concentrated at the centre of the atom. |
| 1913 Bohr model | Electrons orbit the nucleus at specific distances |
|-----------------|---------------------------------------------------|
| | Niels Bohr proposed that electrons orbited in fixed shells; this was supported by experimental observations. |
#### James Chadwick
Provided the evidence to show the existence of neutrons within the nucleus
#### Rutherford’s scattering experiment
A beam of alpha particles are directed at a very thin gold foil
Most of the alpha particles passed right through.
A few (+) alpha particles were deflected by the positive nucleus.
A tiny number of particles reflected back from the nucleus.
### Chemical equations
Show chemical reactions - need reactant(s) and product(s) energy always involves and energy change
Law of conservation of mass states the total mass of products = the total mass of reactants.
#### Word equations
Uses words to show reaction
reactants → products
magnesium + oxygen → magnesium oxide
Does not show what is happening to the atoms or the number of atoms.
#### Symbol equations
Uses symbols to show reaction
reactants → products
2Mg + O₂ → 2MgO
Shows the number of atoms and molecules in the reaction, these need to be balanced.
### Isotopes
Atoms of the same element with the same number of protons and different numbers of neutrons
\[ \text{Relative atomic mass} = \left( \% \text{ isotope 1} \times \text{mass isotope 1} \right) + \left( \% \text{ isotope 2} \times \text{mass isotope 2} \right) \div 100 \]
e.g. \( \frac{(25 \times 37) + (75 \times 35)}{100} = 35.5 \)
### Relative atomic mass
35Cl (75%) and 37Cl (25%)
### Alkali metals
- **To the left of the Periodic table**
- Form positive ions.
- Conductors, high melting and boiling points, ductile, malleable.
- **To the right of the Periodic table**
- Form negative ions.
- Insulators, low melting and boiling points.
### Halogens
- Consist of molecules made of a pair of atoms.
- Melting and boiling points increase down the group (gas → liquid → solid).
- Reactivity decreases down the group.
#### With metals
- Forms a metal halide
- Metal + halogen → metal halide
- e.g. Sodium + chlorine → sodium chloride
- e.g. NaCl
- metal atom loses outer shell electrons and halogen gains an outer shell electron
#### With hydrogen
- Forms a hydrogen halide
- Hydrogen + halogen → hydrogen halide
- e.g. Hydrogen + bromine → hydrogen bromide
- e.g. Cl₂ + H₂ → 2HCl
#### With aqueous solution of a halide salt
- A more reactive halogen will displace the less reactive halogen from the salt
- Chlorine + potassium bromide → potassium chloride + bromine
- e.g. Cl₂ + 2KBr → 2KCl + Br₂
### Transition metals
(Chemistry only)
#### With oxygen
- Forms a metal oxide
- Metal + oxygen → metal oxide
- e.g. 4Na + O₂ → 2Na₂O
#### With water
- Forms a metal hydroxide and hydrogen
- Metal + water → metal hydroxide + hydrogen
- e.g. 2Na + 2H₂O → 2NaOH + H₂
#### With chlorine
- Forms a metal chloride
- Metal + chlorine → metal chloride
- e.g. 2Na + Cl₂ → 2NaCl
### Group 0
- Unreactive, do not form molecules
- This is due to having full outer shells of electrons.
### Noble gases
- Boiling points increase down the group
- Increasing atomic number.
### Group 1
- Alkali metals
- Very reactive with oxygen, water and chlorine
- Reactivity increases down the group
- Only have one electron in their outer shell. Form +1 ions.
- Negative outer electron is further away from the positive nucleus so is more easily lost.
### Group 7
- Metals to the left of this line, non metals to the right
### Development of the Periodic table
- Before discovery of protons, neutrons and electrons
- Elements arranged in order of atomic weight
- Early periodic tables were incomplete, some elements were placed in inappropriate groups if the strict order of atomic weights was followed.
- Mendeleev
- Left gaps for elements that hadn’t been discovered yet
- Elements with properties predicted by Mendeleev were discovered and filled in the gaps. Knowledge of isotopes explained why order based on atomic weights was not always correct.
### AQA GCSE Atomic structure and periodic table part 2
| With oxygen | Forms a metal oxide | Metal + oxygen → metal oxide | e.g. 4Na + O₂ → 2Na₂O |
|-------------|---------------------|------------------------------|-----------------------|
| With water | Forms a metal hydroxide and hydrogen | Metal + water → metal hydroxide + hydrogen | e.g. 2Na + 2H₂O → 2NaOH + H₂ |
| With chlorine | Forms a metal chloride | Metal + chlorine → metal chloride | e.g. 2Na + Cl₂ → 2NaCl |
### Compared to group 1
- Less reactive
- Harder
- Denser
- Higher melting points
### Typical properties
- Many have different ion possibilities with different charges
- Used as catalysts
- Form coloured compounds
- Cu²⁺ is blue
- Ni²⁺ is pale green, used in the manufacture of margarine
- Fe²⁺ is green, used in the Haber process
- Fe³⁺ is reddish-brown
- Mn²⁺ is pale pink
### AQA BONDING, STRUCTURE AND THE PROPERTIES OF MATTER 1
#### Properties of Ionic Compounds
- **High melting and boiling points**
- **Do not conduct electricity when solid**
- **Do conduct electricity when molten or dissolved**
#### Chemical Bonds
- **Ionic bonding**
- Electrons are transferred so that all atoms have a noble gas configuration (full outer shells).
- Metal atoms lose electrons and become positively charged ions.
- Non metals atoms gain electrons to become negatively charged ions.
- **Metallic bonding**
- Held together by strong electrostatic forces of attraction between oppositely charged ions.
- Forces act in all directions in the lattice.
- **Giant structure**
- Structure held together by strong electrostatic forces of attraction between oppositely charged ions.
- Forces act in all directions in the lattice.
#### The Three States of Matter
- **Solid, liquid, gas**
- Melting and freezing happen at melting point, boiling and condensing happen at boiling point.
- The amount of energy needed for a state change depends on the strength of forces between particles in the substance.
#### Properties of Metals and Alloys
- **Metals as conductors**
- Good conductors of electricity: Delocalised electrons carry electrical charge through the metal.
- Good conductors of thermal energy: Energy is transferred by the delocalised electrons.
- **Alloys**
- Mixture of two or more elements at least one of which is a metal.
- Harder than pure metals because atoms of different sizes disrupt the layers so they cannot slide over each other.
#### Limitations of Simple Model
- There are no forces in the model.
- All particles are shown as spheres.
- Spheres are solid.
#### Symbols
- **s** solid
- **l** liquid
- **g** gas
#### Better Hope – Brighter Future
### AQA BONDING, STRUCTURE AND THE PROPERTIES OF MATTER 2
#### Properties of small molecules
| Property | Description |
|---------------------------------|-----------------------------------------------------------------------------|
| Covalent bonds in the molecule | Strong but forces between molecules (intermolecular) are weak |
| Low melting and boiling points. | Due to having weak intermolecular forces that easily broken. |
| Do not conduct electricity. | Due to them molecules not having an overall electrical charge. |
| Larger molecules have higher | Intermolecular forces increase with the size of the molecules. |
| melting and boiling points. | |
#### Polymers
- **Size of particles and their properties (Chemistry only)**
#### Diamond
- **Giant covalent structures**
- Diamond, graphite, silicon dioxide
- Very high melting points
- Lots of energy needed to break strong, covalent bonds.
#### Covalent bonding
- **Atoms share pairs of electrons**
#### Graphene
- **Single layer of graphite one atom thick**
- Excellent conductor.
- Very strong.
- Contains delocalised electrons.
- Contains strong covalent bonds.
#### Graphene and fullerenes
- **Nanoparticles**
- Between 1 and 100 nanometres (nm) in size
- 1 nanometre (1 nm) = $1 \times 10^{-9}$ metres ($0.000\ 000\ 001$ m or a billionth of a metre).
#### Use of nanoparticles
- Healthcare, cosmetics, sun cream, catalysts, deodorants, electronics.
- Nanoparticles may be toxic to people. They may be able to enter the brain from the bloodstream and cause harm.
#### Fullerenes
- **Buckminsterfullerene, C$_{60}$**
- First fullerene to be discovered.
- Hexagonal rings of carbon atoms with hollow shapes. Can also have rings of five (pentagonal) or seven (heptagonal) carbon atoms.
#### Carbon nanotubes
- **Very thin and long cylindrical fullerenes**
- Very conductive.
- High tensile strength.
- Large surface area to volume ratio.
- Used in electronics industry.
- Reinforcing composite materials.
- Catalysts and lubricants.
#### Graphite
- Slippery.
- Very high melting point.
- Does conduct electricity.
- Strong covalent bonds.
- Delocalised electrons between layers.
#### Dot and cross:
- Show which atom the electrons in the bonds come from
- All electrons are identical
#### 2D with bonds:
- Show which atoms are bonded together
- It shows the H-C-H bond incorrectly at 90°
#### 3D ball and stick model:
- Attempts to show the H-C-H bond angle is 109.5°
**Mᵣ**
The sum of the relative atomic masses of the atoms in the numbers shown in the formula
The sum of the Mᵣ of the reactants in the quantities shown equals the sum of the Mᵣ of the products in the quantities shown.
\[ 2\text{Mg} + \text{O}_2 \rightarrow 2\text{MgO} \]
48g + 32g = 80g
80g = 80g
**Mass appears to increase during a reaction**
One of the reactants is a gas
Magnesium + oxygen → magnesium oxide
**Mass appears to decrease during a reaction**
One of the products is a gas and has escaped
Calcium carbonate → carbon dioxide + calcium oxide
**Mass changes when a reactant or product is a gas**
Conservation of mass
No atoms are lost or made during a chemical reaction
Mass of the products equals the mass of the reactants.
**Balanced symbol equations**
Represent chemical reactions and have the same number of atoms of each element on both sides of the equation
\[ \text{H}_2 + \text{Cl}_2 \rightarrow 2\text{HCl} \]
Subscript
Subscript numbers show the number of atoms of the element to its left.
Normal script
Normal script numbers show the number of molecules.
**Chemical amounts are measured in moles (mol)**
Mass of one mole of a substance in grams = relative formula mass
One mole of H₂O = 18g (1 + 1 + 16)
One mole of Mg = 24g
**Avogadro constant**
One mole of any substance will contain the same number of particles, atoms, molecules or ions.
6.02 x 10²³ per mole
One mole of H₂O will contain 6.02 x 10²³ molecules
One mole of NaCl will contain 6.02 x 10²³ Na⁺ ions
**Number of moles = mass (g) or mass (g)**
\[ A_r \quad M_r \]
How many moles of sulfuric acid molecules are there in 4.7g of sulfuric acid (H₂SO₄)?
Give your answer to 1 significant figure.
\[ \frac{4.7}{98} = 0.05 \text{ mol} \]
(Mᵣ of H₂SO₄)
**Chemical equations show the number of moles reacting and the number of moles made**
Mg + 2HCl → MgCl₂ + H₂
One mole of magnesium reacts with two moles of hydrochloric acid to make one mole of magnesium chloride and one mole of hydrogen
If you have a 60g of Mg, what mass of HCl do you need to convert it to MgCl₂?
Aᵣ : Mg = 24 so mass of 1 mole of Mg = 24g
Mᵣ : HCl (1 + 35.5) so mass of 1 mole of HCl = 36.5g
So 60g of Mg is 60/24 = 2.5 moles
Balanced symbol equation tells us that for every one mole of Mg, you need two moles of HCl to react with it.
So you need 2.5x2 = 5 moles of HCl
You will need 5 x 36.5g of HCl = 182.5g
**Limiting reactants (HT only)**
The reactant that is completely used up
Limits the amount of product that is made
Less moles of product are made.
**Chemical measurements**
Whenever a measurement is taken, there is always some uncertainty about the result obtained
Can determine whether the mean value falls within the range of uncertainty of the result
1. Calculate the mean
2. Calculate the range of the results
3. Estimate of uncertainty in mean would be half the range
Example:
1. Mean value is 46.5s
2. Range of results is 44s to 49s = 5s
3. Time taken was 46.5s ± 2.5s
Measured in mass per given volume of solution (g/dm³)
Conc. = \[ \frac{\text{mass (g)}}{\text{volume (dm}^3\text{)}} \]
HT only
Greater mass = higher concentration.
Greater volume = lower concentration.
Using moles to balance equations (HT only)
The balancing numbers in a symbol equation can be calculated from the masses of reactants and products
Convert the masses in grams to amounts in moles and convert the number of moles to simple whole number ratios.
A measure of the amount of starting materials that end up as useful products
**Atom economy**
\[ \text{Atom economy} = \frac{\text{Relative formula mass of desired product from equation}}{\text{Sum of relative formula mass of all reactants from equation}} \times 100 \]
High atom economy is important or sustainable development and economic reasons.
Calculate the atom economy for making hydrogen by reacting zinc with hydrochloric acid:
\[ \text{Zn} + 2\text{HCl} \rightarrow \text{ZnCl}_2 + \text{H}_2 \]
M\(_r\) of H\(_2\) = 1 + 1 = 2
M\(_r\) of Zn + 2HCl = 65 + 1 + 1 + 35.5 + 35.5 = 138
Atom economy \(= \frac{2}{138} \times 100\)
\(= \frac{2}{138} \times 100 = 1.45\% \)
This method is unlikely to be chosen as it has a low atom economy.
**Concentration of a solution**
is the amount of solute per volume of solution
\[ \text{Concentration} = \frac{\text{amount (mol)}}{\text{volume (dm}^3\text{)}} \]
What is the concentration of a solution that has 35.0g of solute in 0.5dm\(^3\) of solution?
\[ 35/0.5 = 70 \text{ g/dm}^3 \]
**Using concentrations of solutions in mol/dm\(^3\)**
(HT only, chemistry only)
\[ 2\text{NaOH(aq)} + \text{H}_2\text{SO}_4(\text{aq}) \rightarrow \text{Na}_2\text{SO}_4(\text{aq}) + 2\text{H}_2\text{O(l)} \]
It takes 12.20cm\(^3\) of sulfuric acid to neutralise 24.00cm\(^3\) of sodium hydroxide solution, which has a concentration of 0.50mol/dm\(^3\).
Calculate the concentration of the sulfuric acid in mol/dm\(^3\):
\[ 0.5 \text{ mol/dm}^3 \times \left(\frac{24}{1000}\right) \text{ dm}^3 = 0.012 \text{ mol of NaOH} \]
The equation shows that 2 mol of NaOH reacts with 1 mol of H\(_2\)SO\(_4\), so the number of moles in 12.20cm\(^3\) of sulfuric acid is \((0.012/2) = 0.006 \text{ mol of sulfuric acid}\)
Calculate the concentration of sulfuric acid in mol/dm\(^3\):
\[ 0.006 \text{ mol} \times \left(\frac{1000}{12.2}\right) \text{ dm}^3 = 0.49 \text{ mol/dm}^3 \]
Calculate the concentration of sulfuric acid in g/dm\(^3\):
\[ \text{H}_2\text{SO}_4 = (2 \times 1) + 32 + (4 \times 16) = 98 \text{ g} \]
\[ 0.49 \times 98 \text{ g} = 48.2 \text{ g/dm}^3 \]
**HT only:**
200g of calcium carbonate is heated. It decomposes to make calcium oxide and carbon dioxide. Calculate the theoretical mass of calcium oxide made.
\[ \text{CaCO}_3 \rightarrow \text{CaO} + \text{CO}_2 \]
M\(_r\) of CaCO\(_3\) = 40 + 12 + (16×3) = 100
M\(_r\) of CaO = 40 + 16 = 56
100g of CaCO\(_3\) would make 56 g of CaO
So 200g would make 112g
**Percentage yield**
Yield is the amount of product obtained
It is not always possible to obtain the calculated amount of a product
The reaction may not go to completion because it is reversible.
Some of the product may be lost when it is separated from the reaction mixture.
Some of the reactants may react in ways different to the expected reaction.
\[ \% \text{ Yield} = \frac{\text{Mass of product made} \times 100}{\text{Max. theoretical mass}} \]
A piece of sodium metal is heated in chlorine gas. A maximum theoretical mass of 10g for sodium chloride was calculated, but the actual yield was only 8g.
Calculate the percentage yield.
Percentage yield \(= \frac{8}{10} \times 100 = 80\% \)
What is the volume of 11.6 g of butane (C\(_4\)H\(_{10}\)) gas at RTP?
M\(_r\) : \((4 \times 12) + (10 \times 1) = 58\)
\[ 11.6/58 = 0.20 \text{ mol} \]
Volume \(= 0.20 \times 24 = 4.8 \text{ dm}^3 \)
6g of a hydrocarbon gas had a volume of 4.8 dm\(^3\). Calculate its molecular mass.
1 mole = 24 dm\(^3\), so 4.8/24 = 0.2 mol
M\(_r\) = 6 / 0.2 = 30
If 6g = 0.2 mol, 1 mol equals 30 g
Oxidation is Loss (of electrons) Reduction is Gain (of electrons)
**Ionic half equations (HT only)**
For displacement reactions
*Ionic half equations show what happens to each of the reactants during reactions*
For example:
The ionic equation for the reaction between iron and copper (II) ions is:
\[ \text{Fe} + \text{Cu}^{2+} \rightarrow \text{Fe}^{2+} + \text{Cu} \]
The half-equation for iron (II) is:
\[ \text{Fe} \rightarrow \text{Fe}^{2+} + 2\text{e}^- \]
The half-equation for copper (II) ions is:
\[ \text{Cu}^{2+} + 2\text{e}^- \rightarrow \text{Cu} \]
**Reactions with acids**
\[ \text{metal} + \text{acid} \rightarrow \text{metal salt} + \text{hydrogen} \]
magnesium + hydrochloric acid → magnesium chloride + hydrogen
zinc + sulfuric acid → zinc sulfate + hydrogen
Acids react with some metals to produce salts and hydrogen.
**Extraction using carbon**
Metals less reactive than carbon can be extracted from their oxides by reduction.
For example:
zinc oxide + carbon → zinc + carbon dioxide
Unreactive metals, such as gold, are found in the Earth as the metal itself. They can be mined from the ground.
**Reactions of acids and metals**
**Reactions of acids**
**AQA Chemical Changes 1**
**Reactivity of metals**
**The reactivity series**
**Metals form positive ions when they react**
The reactivity of a metal is related to its tendency to form positive ions.
**Carbon and hydrogen**
Carbon and hydrogen are non-metals but are included in the reactivity series.
These two non-metals are included in the reactivity series as they can be used to extract some metals from their ores, depending on their reactivity.
**Displacement**
A more reactive metal can displace a less reactive metal from a compound.
Silver nitrate + Sodium chloride → Sodium nitrate + Silver chloride
**Metals and oxygen**
Metals react with oxygen to form metal oxides
\[ \text{magnesium} + \text{oxygen} \rightarrow \text{magnesium oxide} \]
\[ 2\text{Mg} + \text{O}_2 \rightarrow 2\text{MgO} \]
**Reduction**
This is when oxygen is removed from a compound during a reaction
e.g. metal oxides reacting with hydrogen, extracting low reactivity metals
**Oxidation**
This is when oxygen is gained by a compound during a reaction
e.g. metals reacting with oxygen, rusting of iron
**Neutralisation**
Acids can be neutralised by alkalis and bases
An alkali is a soluble base e.g. metal hydroxide.
A base is a substance that neutralises an acid e.g. a soluble metal hydroxide or a metal oxide.
sodium hydroxide + hydrochloric acid → sodium chloride + water
calcium carbonate + sulfuric acid → calcium sulfate, + carbon dioxide + water
**Metal oxides**
**Reactions with water**
Reactions get more vigorous as you go down the group
Group 1 metals
Do not react with water
Zinc, iron and copper
Do not react with water
**Reactions with acid**
Reactions get more vigorous as you go down the group
Observable reactions include fizzing and temperature increases
Zinc and iron react slowly with acid. Copper does not react with acid.
**The reactivity series**
potassium most reactive K
sodium Na
calcium Ca
magnesium Mg
aluminium Al
carbon C
zinc Zn
iron Fe
tin Sn
lead Pb
hydrogen H
copper Cu
silver Ag
gold Au
platinum least reactive Pt
### Endothermic
- **Energy is taken in from the surroundings so the temperature of the surroundings decreases**
- Thermal decomposition
- Sports injury packs
### Exothermic
- **Energy is transferred to the surroundings so the temperature of the surroundings increases**
- Combustion
- Hand warmers
- Neutralisation
#### Reaction profiles
- **Show the overall energy change of a reaction**
#### Types of reaction
- Breaking bonds in reactants: **Endothermic process**
- Making bonds in products: **Exothermic process**
#### The energy change of reactions (HT only)
- **Exothermic**: Energy released making new bonds is greater than the energy taken in breaking existing bonds.
- **Endothermic**: Energy needed to break existing bonds is greater than the energy released making new bonds.
#### Bond energy calculation
Calculate the overall energy change for the forward reaction:
\[ N_2 + 3H_2 \rightleftharpoons 2NH_3 \]
Bond energies (in kJ/mol): H-H 436, H-N 391, N≡N 945
- Bond breaking: \( 945 + (3 \times 436) = 945 + 1308 = 2253 \text{ kJ/mol} \)
- Bond making: \( 6 \times 391 = 2346 \text{ kJ/mol} \)
Overall energy change = 2253 - 2346 = -93kJ/mol
Therefore reaction is exothermic overall.
#### Simple cell
- Make a simple cell by connecting two different metals in contact with an electrolyte
- Consist of two or more cells connected together in series to provide a greater voltage.
#### Batteries
- Increase the voltage by increasing the reactivity difference between the two metals.
#### Non-rechargeable cells
- Stop when one of the reactants has been used up
#### Rechargeable cells
- Can be recharged because the chemical reactions are reversed when an external electrical current is supplied
#### Alkaline batteries
#### Rechargeable batteries
#### Ionic half equations
| Negative electrode: | Positive electrode: |
|---------------------|---------------------|
| \( 2H_2(g) + 4OH^-(aq) \rightarrow 4H_2O(l) + 4e^- \) | \( O_2(g) + 2H_2O(l) + 4e^- \rightarrow 4OH^-(aq) \) |
#### Hydrogen fuel cells
- **Word equation:** hydrogen + oxygen → water
- **Symbol equation:** \( 2H_2 + O_2 \rightarrow 2H_2O \)
**Advantages:**
- No pollutants produced
- Can be a range of sizes
**Disadvantages:**
- Hydrogen is highly flammable
- Hydrogen is difficult to store
#### AQA GCSE Energy changes
#### Cells and batteries (Chemistry only)
#### Reaction profiles
- Chemical reactions only happen when particles collide with sufficient energy
- The minimum amount of energy that colliding particles must have in order to react is called the activation energy.
#### Endothermic
- Products are at a higher energy level than the reactants. As the reactants form products, energy is transferred from the surroundings to the reaction mixture. The temperature of the surroundings decreases because energy is taken in during the reaction.
#### Exothermic
- Products are at a lower energy level than the reactants. When the reactants form products, energy is transferred to the surroundings. The temperature of the surroundings increases because energy is released during the reaction.
**Rate of chemical reaction**
- **Rate of reaction**: This can be calculated by measuring the quantity of reactant used or product formed in a given time.
\[
\text{Rate} = \frac{\text{quantity of reactant used}}{\text{time taken}}
\]
\[
\text{Rate} = \frac{\text{quantity of product formed}}{\text{time taken}}
\]
| Quantity | Unit |
|----------|------|
| Mass | Grams (g) |
| Volume | cm³ |
| Rate of reaction | Grams per cm³ (g/cm³)
HT: moles per second (mol/s) |
**Calculating rates of reactions**
**Factors affecting rates**
- **Temperature**: The higher the temperature, the quicker the rate of reaction.
- **Concentration**: The higher the concentration, the quicker the rate of reaction.
- **Surface area**: The larger the surface area of a reactant solid, the quicker the rate of reaction.
- **Pressure (of gases)**: When gases react, the higher the pressure upon them, the quicker the rate of reaction.
**Collision theory and activation energy**
- **Collision theory**: Chemical reactions can only occur when reacting particles collide with each other with sufficient energy.
- **Activation energy**: This is the minimum amount of energy colliding particles in a reaction need in order to react.
Increasing the temperature increases the frequency of collisions and makes the collisions more energetic, therefore increasing the rate of reaction.
Increasing the concentration, pressure (gases) and surface area (solids) of reactions increases the frequency of collisions, therefore increasing the rate of reaction.
**Reversible reactions and dynamic equilibrium**
- **Reversible reactions**: In some chemical reactions, the products can react again to re-form the reactants.
- **Representing reversible reactions**: \( A + B \rightleftharpoons C + D \)
- **The direction**: The direction of reversible reactions can be changed by changing conditions:
- heat \( A + B \rightleftharpoons C + D \)
- cool
**Equilibrium**
- **Equilibrium in reversible reactions**: When a reversible reaction occurs in apparatus which prevents the escape of reactants and products, equilibrium is reached when the forward and reverse reactions occur exactly at the same rate.
**Changing conditions and equilibrium (HT)**
- **Le Chatelier’s Principles**: States that when a system experiences a disturbance (change in condition), it will respond to restore a new equilibrium state.
- **Changing concentration**: If the concentration of a reactant is increased, more products will be formed. If the concentration of a product is decreased, more reactants will react.
- **Changing temperature**: If the temperature of a system at equilibrium is increased:
- Exothermic reaction = products decrease
- Endothermic reaction = products increase
- **Changing pressure (gaseous reactions)**: For a gaseous system at equilibrium:
- Pressure increase = equilibrium position shifts to side of equation with smaller number of molecules.
- Pressure decrease = equilibrium position shifts to side of equation with larger number of molecules.
**Energy changes and reversible reactions**
If one direction of a reversible reaction is exothermic, the opposite direction is endothermic. The same amount of energy is transferred in each case.
For example:
- Hydrated copper sulfate \( \rightleftharpoons \) Anhydrous copper + Water sulfate
Electrolysis of aqueous solutions
- **Strong acids**: Completely ionised in aqueous solutions e.g. hydrochloric, nitric and sulfuric acids.
- **Weak acids**: Only partially ionised in aqueous solutions e.g. ethanoic acid, citric acid.
- **Hydrogen ion concentration**: As the pH decreases by one unit (becoming a stronger acid), the hydrogen ion concentration increases by a factor of 10.
**Soluble salts**
- Soluble salts can be made from reacting acids with solid insoluble substances (e.g. metals, metal oxides, hydroxides and carbonates).
- Production of soluble salts: Add the solid to the acid until no more dissolves. Filter off excess solid and then crystallise to produce solid salts.
**Acids**
- Acids produce hydrogen ions (H⁺) in aqueous solutions.
**Alkalis**
- Aqueous solutions of alkalis contain hydroxide ions (OH⁻).
**Process of electrolysis**
| Process of electrolysis | Splitting up using electricity |
|-------------------------|--------------------------------|
| Electrode | Anode Cathode |
| Where do the ions go? | Cations Anions |
When an ionic compound is melted or dissolved in water, the ions are free to move. These are then able to conduct electricity and are called electrolytes. Passing an electric current through electrolytes causes the ions to move to the electrodes.
The positive electrode is called the anode. The negative electrode is called the cathode.
Cations are positive ions and they move to the negative cathode. Anions are negative ions and they move to the positive anode.
**Metals can be extracted from molten compounds using electrolysis.**
This process is used when the metal is too reactive to be extracted by reduction with carbon.
The process is expensive due to large amounts of energy needed to produce the electrical current.
Example: aluminium is extracted in this way.
Higher tier: You can display what is happening at each electrode using half-equations:
At the cathode: Pb²⁺ + 2e⁻ → Pb
At the anode: 2Br⁻ → Br₂ + 2e⁻
**Titrations (Chemistry only)**
1. Use the pipette to add 25 cm³ of alkali to a conical flask and add a few drops of indicator.
2. Fill the burette with acid and note the starting volume. Slowly add the acid from the burette to the alkali in the conical flask, swirling to mix.
3. Stop adding the acid when the end-point is reached (the appropriate colour change in the indicator happens). Note the final volume reading. Repeat steps 1 to 3 until you get consistent readings.
Calculating the chemical quantities in titrations involving concentrations in mol/dm³ and in g/dm³
(HT ONLY):
\[ 2\text{NaOH(aq)} + \text{H}_2\text{SO}_4(\text{aq}) \rightarrow \text{Na}_2\text{SO}_4(\text{aq}) + 2\text{H}_2\text{O(l)} \]
It takes 12.20cm³ of sulfuric acid to neutralise 24.00cm³ of sodium hydroxide solution, which has a concentration of 0.50mol/dm³.
Calculate the concentration of the sulfuric acid in g/dm³
\[ 0.5 \text{ mol/dm}^3 \times \left( \frac{24}{1000} \right) \text{ dm}^3 = 0.012 \text{ mol of NaOH} \]
The equation shows that 2 mol of NaOH reacts with 1 mol of H₂SO₄, so the number of moles in 12.20cm³ of sulfuric acid is \( \frac{0.012}{2} = 0.006 \text{ mol of sulfuric acid} \)
Calculate the concentration of sulfuric acid in mol/ dm³
\[ 0.006 \text{ mol} \times \left( \frac{1000}{12.2} \right) \text{ dm}^3 = 0.49 \text{ mol/dm}^3 \]
Calculate the concentration of sulfuric acid in g/ dm³
\[ \text{H}_2\text{SO}_4 = (2 \times 1) + 32 + (4 \times 16) = 98 \text{ g} \]
\[ 0.49 \times 98 \text{ g} = 48.2 \text{ g/dm}^3 \]
Crude oil
- **A finite resource**
- Consisting mainly of plankton that was buried in the mud, crude oil is the remains of ancient biomass.
Hydrocarbons
- **These make up the majority of the compounds in crude oil**
- Most of these hydrocarbons are called alkanes.
General formula for alkanes
- $C_nH_{2n+2}$
- For example: $C_2H_6$, $C_6H_{14}$
Alkanes to alkenes
- **Long chain alkanes are cracked into short chain alkenes.**
Alkenes
- **Alkenes are hydrocarbons with a double bond (some are formed during the cracking process).**
Properties of alkenes
- Alkenes are more reactive than alkanes and react with bromine water. Bromine water changes from orange to colourless in the presence of alkenes.
Cracking
- **The breaking down of long chain hydrocarbons into smaller chains**
- The smaller chains are more useful. Cracking can be done by various methods including catalytic cracking and steam cracking.
Catalytic cracking
- **The heavy fraction is heated until vaporised**
- After vaporisation, the vapour is passed over a hot catalyst forming smaller, more useful hydrocarbons.
Steam cracking
- **The heavy fraction is heated until vaporised**
- After vaporisation, the vapour is mixed with steam and heated to a very high temperature forming smaller, more useful hydrocarbons.
Fractions
- The hydrocarbons in crude oil can be split into fractions
- Each fraction contains molecules with a similar number of carbon atoms in them. The process used to do this is called fractional distillation.
Using fractions
- Fractions can be processed to produce fuels and feedstock for petrochemical industry
- We depend on many of these fuels; petrol, diesel and kerosene.
- Many useful materials are made by the petrochemical industry; solvents, lubricants and polymers.
Carbon compounds as fuels and feedstock
AQA GCSE Organic chemistry 1
Fractional distillation and petrochemicals
- Hydrocarbon chains in crude oil come in lots of different lengths.
- The boiling point of the chain depends on its length. During fractional distillation, they boil and separate at different temperatures due to this.
Cracking and alkenes
Properties of hydrocarbons
Combustion
- During the complete combustion of hydrocarbons, the carbon and hydrogen in the fuels are oxidised, releasing carbon dioxide, water and energy.
Decane $\rightarrow$ pentane + propene + ethane
\[ C_{10}H_{22} \rightarrow C_5H_{12} + C_3H_6 + C_2H_4 \]
Complete combustion of methane:
\[ \text{Methane} + \text{oxygen} \rightarrow \text{carbon dioxide} + \text{water} + \text{energy} \]
\[ CH_4(g) + 2O_2(g) \rightarrow CO_2(g) + 2H_2O(l) \]
Alkenes and uses as polymers
- Used to produce polymers. They are also used as the starting materials of many other chemicals, such as alcohol, plastics and detergents.
Why do we crack long chains?
- Without cracking, many of the long hydrocarbons would be wasted as there is not much demand for these as for the shorter chains.
Boiling point (temperature at which liquid boils)
- As the hydrocarbon chain length increases, boiling point increases.
Viscosity (how easily it flows)
- As the hydrocarbon chain length increases, viscosity increases.
Flammability (how easily it burns)
- As the hydrocarbon chain length increases, flammability decreases.
## Alkenes
- **Alkenes**
- Hydrocarbons with a double carbon-carbon bond.
- **Unsaturated**
- Alkenes are unsaturated because they contain two fewer hydrogen atoms than their alkane counterparts.
- **General formula for alkenes**
- \( C_nH_{2n} \)
### Structure and formula of alkenes
| Functional group | Alkenes are hydrocarbons in the functional group \( C=C \). |
|------------------|----------------------------------------------------------|
| Alkene reactions | Alkenes react with oxygen in the same way as other hydrocarbons, just with a smoky flame due to incomplete combustion. |
Alkenes also react with hydrogen, water and the halogens. The \( C-C \) bond allows for the addition of other atoms.
### Reactions of alkenes
#### Alcohols
| Functional group | -OH
|------------------|------|
| For example: | \( CH_3CH_2OH \) |
Methanol, ethanol, propanol and butanol are the first four of the homologous series.
**Alcohol reactions**
- **Alcohols react with sodium, air and water.**
- **Alcohols and sodium:** bubbling, hydrogen gas given off and salt formed.
- **Alcohols and air:** alcohols burn in air releasing carbon dioxide and water.
- **Alcohols and water:** alcohols dissolve in water to form a neutral solution.
### Carboxylic acids
| Functional group | -COOH
|------------------|-------|
| For example: | \( CH_3COOH \) |
Methanoic acid, ethanoic acid, propanoic acid and butanoic acid are the first four of the homologous series.
**Carboxylic acid reactions**
- **Carboxylic acids react with carbonates, water and alcohols.**
- **Carboxylic acids and carbonates:** These acids are neutralised by carbonates.
- **Carboxylic acids and water:** These acids dissolve in water.
- **Carboxylic acids and alcohols:** The acids react with alcohols to form esters.
### Strength (HT only)
- **Carboxylic acids are weak acids**
- Carboxylic acids only partially ionise in water. An aqueous solution of a weak acid with have a high pH (but still below 7).
### Polymers
- **Alkenes are used to make polymers by addition polymerisation.**
- Many small molecules join together to form polymers (very large molecules).
### Displaying polymers
- In addition polymers, the repeating unit has the same atoms as the monomer.
It can be displayed like this:
\[
\begin{align*}
n & \left( \begin{array}{c}
H \\
C=C \\
H
\end{array} \right) \xrightarrow{\text{polymerisation}} \left( \begin{array}{c}
H \\
C-C \\
H
\end{array} \right)_n
\end{align*}
\]
Ethene
repeating unit of poly(ethene)
### AQA GCSE Organic chemistry 2 (CHEMISTRY ONLY)
#### Synthetic and naturally occurring polymers
- **Amino acids**
Amino acids have two functional groups in a molecule. They react by condensation polymerisation to produce peptides.
- **Fermentation**
Ethanol is produced from fermentation.
When sugar solutions are fermented using yeast, aqueous solutions of ethanol are produced. The conditions needed for this process include a moderate temperature (25 – 50°C), water (from sugar solution) and an absence of oxygen.
- **DNA and naturally occurring polymers**
- **DNA**
Deoxyribonucleic acid is a large molecule essential for life. DNA gives the genetic instructions to ensure development and functioning of living organisms and viruses.
- **DNA structure**
Most DNA molecules are two polymer chains made from four different monomers, called nucleotides. They are in the double helix formation.
- **Natural polymers**
Other naturally occurring polymers include proteins, starch and cellulose and are all important for life.
### Condensation polymerisation
Condensation polymerisation involves monomers with two functional groups.
When these types of monomers react they join together and usually lose small molecules, such as water. This is why they are called condensation reactions.
**Purity, formulations and chromatography**
- **Formulation**
- A formulation is a mixture that has been designed as a useful product.
- How are formulations made? By mixing chemicals that have a particular purpose in careful quantities.
- Examples of formulations: Fuels, cleaning agents, paints, medicines and fertilisers.
- **Chromatography**
- Can be used to separate mixtures and help identify substances.
- Involves a mobile phase (e.g. water or ethanol) and a stationary phase (e.g. chromatography paper).
- $R_f$ Values: The ratio of the distance moved by a compound to the distance moved by solvent.
\[ R_f = \frac{\text{distance moved by substance}}{\text{distance moved by solvent}} \]
- Pure substances: The compounds in a mixture separate into different spots. This depends on the solvent used. A pure substance will produce a single spot in all solvents whereas an impure substance will produce multiple spots.
- **AQA Chemical analysis**
- Identification of common gases
- Identification of ions (CHEMISTRY ONLY)
- Flame emission spectroscopy
- **Instrumental methods**
- Methods that rely on machines: Can be used to identify elements and compounds. These methods are accurate, sensitive and rapid.
- **Flame emission spectroscopy**
- An instrumental method used to analyse metal ions. The sample solution is put into a flame and the light that is given out is put through a spectroscope. The output line spectrum, can be analysed to identify the metal ions in the solution. It can also be used to measure concentrations.
- **Pure substances**
- A pure substance is a single element or compound, not mixed with any other substance.
- Pure substances melt and boil at specific temperatures. Heating graphs can be used to distinguish pure substances from impure.
- **Element | Colour flames**
- Lithium: Crimson
- Sodium: Yellow
- Potassium: Lilac
- Calcium: Orange-red
- Copper: Green
- **Metal hydroxides (chem only)**
- Sodium hydroxide: Is added to solutions to identify metal ions.
- White precipitates: Aluminium, calcium and magnesium ions form this with sodium hydroxide solution.
- Coloured precipitates: Copper (II) = blue, Iron (II) = green, Iron (III) = brown
- **Carbonates, halides and sulfates (chem only)**
- Carbonates: React with dilute acids to form carbon dioxide.
- Halide ions: When in a solution, they produce precipitates with silver nitrate solution in the presence of nitric acid.
- Sulfate ions: When in a solution, they produce a white precipitate with barium chloride solutions in the presence of hydrochloric acid.
### Proportions of gases in the atmosphere
| Gas | Percentage |
|--------------|------------|
| Nitrogen | ~80% |
| Oxygen | ~20% |
| Argon | 0.93% |
| Carbon dioxide | 0.04% |
#### How oxygen increased
- **Algae and plants**
- These produced the oxygen that is now in the atmosphere, through photosynthesis.
- First produced by algae 2.7 billion years ago.
#### How carbon dioxide decreased
- **Reducing carbon dioxide in the atmosphere**
- Formation of sedimentary rocks and fossil fuels
- Algae and plants
- These gradually reduced the carbon dioxide levels in the atmosphere by absorbing it for photosynthesis.
- Remains of biological matter falls to the bottom of oceans. Over millions of years layers of sediment settled on top of them and the huge pressures turned them into coal, oil, natural gas and sedimentary rocks. The sedimentary rocks contain carbon dioxide from the biological matter.
#### Volcano activity 1st Billion years
- **Billions of years ago there was intense volcanic activity**
- This released gases (mainly CO₂) that formed to early atmosphere and water vapour that condensed to form the oceans.
#### Other gases
- **Released from volcanic eruptions**
- Nitrogen was also released, gradually building up in the atmosphere. Small proportions of ammonia and methane also produced.
#### Reducing carbon dioxide in the atmosphere
- **When the oceans formed, carbon dioxide dissolved into it**
- This formed carbonate precipitates, forming sediments. This reduced the levels of carbon dioxide in the atmosphere.
#### Atmospheric pollutants from fuels
- **Combustion of fuels**
- Source of atmospheric pollutants. Most fuels may also contain some sulfur.
- **Gases from burning fuels**
- Carbon dioxide, water vapour, carbon monoxide, sulfur dioxide and oxides of nitrogen.
- **Particulates**
- Solid particles and unburned hydrocarbons released when burning fuels.
#### Properties and effects of atmospheric pollutants
- **Carbon monoxide**
- Toxic, colourless and odourless gas. Not easily detected, can kill.
- **Sulfur dioxide and oxides of nitrogen**
- Cause respiratory problems in humans and acid rain which affects the environment.
- **Particulates**
- Cause global dimming and health problems in humans.
#### Effects of climate change
- Rising sea levels
- Extreme weather events such as severe storms
- Change in amount and distribution of rainfall
- Changes to distribution of wildlife species with some becoming extinct
#### Human activities and greenhouse gases
- **Carbon dioxide**
- Human activities that increase carbon dioxide levels include burning fossil fuels and deforestation.
- **Methane**
- Human activities that increase methane levels include raising livestock (for food) and using landfills (the decay of organic matter released methane).
- **Climate change**
- There is evidence to suggest that human activities will cause the Earth’s atmospheric temperature to increase and cause climate change.
## Using the Earth’s resources and obtaining potable water
### Potable water
- **Sterilising agents include chlorine, ozone and UV light.**
- Human drinking water should have low levels of dissolved salts and microbes. This is called potable water.
### UK water
- **Rain provides water with low levels of dissolved substances**
- This water collects in the ground/lakes/river. To make potable water an appropriate source is chosen, which is then passed through filter beds and then sterilised.
### Desalination
- **Needs to occur is fresh water is limited and salty/sea water is needed for drinking**
- This can be achieved by distillation or by using large membranes e.g. reverse osmosis. These processes require large amounts of energy.
### Waste water treatment
- **Produced from urban lifestyles and industrial processes**
- These require treatment before used in the environment. Sewage needs the organic matter and harmful microbes removed.
#### Sewage treatment
- **Includes many stages**
- Screening and grit removal
- Sedimentation to produce sludge and effluent (liquid waste or sewage).
- Anaerobic digestion of sludge
- Aerobic biological treatment of effluent.
### Alternative methods of extracting metals (HT)
| Metals ores | These resources are limited |
|-------------|-----------------------------|
| Phytomining | Plants absorb metal compounds |
| Bioleaching | Bacteria is used to produce leachate solutions that contain metal compounds |
- Copper ores especially are becoming sparse. New ways of extracting copper from low-grade ores are being developed.
- These plants are then harvested and burned; their ash contains the metal compounds.
- The metal compounds can be processed to obtain the metal from it e.g. copper can be obtained from its compounds by displacement or electrolysis.
### Life cycle assessment and recycling
#### Ways of reducing the use of resources
- **Reduce, reuse and recycle**
- This strategy reduces the use of limited resources
- This, therefore, reduces energy sources being used, reduces waste (landfill) and reduces environmental impacts.
- **Limited raw materials**
- Used for metals, glass, building materials, plastics and clay ceramics
- Most of the energy required for these processes comes from limited resources. Obtaining raw materials from the Earth by quarrying and mining causes environmental impacts.
- **Reusing and recycling**
- Metals can be recycled by melting and recasting/reforming
- Glass bottles can be reused. They are crushed and melted to make different glass products. Products that cannot be reused are recycled.
### Corrosion
**Corrosion**
- The destruction of materials by chemical reactions with substances in the environment.
**Preventing corrosion**
- Coatings can be added to metals to act as a barrier.
**Sacrificial corrosion**
- When a more reactive metal is used to coat a less reactive metal.
**An example of this is iron rusting; iron reacts with oxygen from the air to form iron oxide (rust) water needs to be present for iron to rust.**
**Examples of this are greasing, painting and electroplating. Aluminium has an oxide coating that protects the metal from further corrosion.**
**This means that the coating will react with the air and not the underlying metal. An example of this is zinc used to galvanise iron.**
### Alloys
| Alloys | Gold carats |
|--------|-------------|
| | A mixture of two elements, one of which must be a metal e.g. Bronze is an alloy of copper and tin and Brass is an alloy of copper and zinc. |
| Alloys | Steels |
|--------|--------|
| | Gold jewellery is usually an alloy with silver, copper and zinc. The carat of the jewellery is a measure of the amount of gold in it e.g. 18 carat is 75% gold, 24 carat is 100% gold. |
| | Alloys of iron, carbon and other metals. |
| | High carbon steel is strong but brittle. |
| | Low carbon steel is softer and easily shaped. |
| | Steel containing chromium and nickel (stainless) are hard and corrosion resistant. |
| | Aluminium alloys are low density. |
### Ceramics, polymers and composites
| Polymers | Thermosetting | Polymers that do not melt when they are heated. |
|----------|---------------|-------------------------------------------------|
| | Thermosoftening | Polymers that melt when they are heated. |
### Production and uses of NPK fertilisers
| NPK fertilisers | These contain nitrogen, phosphorous and potassium |
|-----------------|---------------------------------------------------|
| | Formulations of various salts containing appropriate percentages of the elements. |
| Fertiliser examples | Potassium chloride, potassium sulfate and phosphate rock are obtained by mining |
|---------------------|----------------------------------------------------------------------------------|
| | Phosphate rock needs to be treated with an acid to produce a soluble salt which is then used as a fertiliser. Ammonia can be used to manufacture ammonium salts and nitric acid. |
### The Haber process – conditions and equilibrium
| Pressure | The reactants side of the equation has more molecules of gas. This means that if pressure is increased, equilibrium shifts towards the production of ammonia (Le Chatelier’s principle). The pressure needs to be as high as possible. |
|----------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Temperature | The forward reaction is exothermic. Decreasing temperature increases ammonia production at equilibrium. The exothermic reaction that occurs releases energy to surrounding, opposing the temperature decreases. Too low though and collisions would be too infrequent to be financially viable. |
### The Haber process
| The Haber process | Used to manufacture ammonia |
|-------------------|----------------------------|
| Raw materials | Nitrogen from the air while hydrogen from natural gas |
| Catalyst | Iron |
| | Ammonia is used to produce fertilisers Nitrogen + hydrogen ⇌ ammonia |
| | Both of these gases are purified before being passed over an iron catalyst. This is completed under high temperature (about 450°C) and pressure (about 200 atmospheres). |
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Congress finally decided that Iowa might be admitted as a state, but only if the boundaries were changed. These new boundaries were usually called the Nicollet boundaries, after a famous surveyor.
The people of Iowa did not like the new boundaries. They voted on the constitution twice, but would not accept it. Then on May 4, 1846, another convention met at Iowa City. This convention debated a long time about what they should put in the constitution.
After they had drawn up a constitution, it was sent to Washington. Congress changed the boundaries to those Iowa now has. The people of Iowa accepted the constitution with the new boundaries and began their state government. On December 28, 1846, President James K. Polk signed the bill which admitted Iowa as the twenty-ninth state in the Union. (Excerpt from *Stories of Iowa for Boys and Girls*, Chapter XXXIV, “How Iowa Became a State,” 1931.)
The development of Iowa from a wilderness peopled only by a few thousand nomadic Indians, to a State in 1846, required nine steps or territorial periods. These territorial steps may be listed briefly as follows:
Iowa in the Louisiana Purchase—1803-1804.
Iowa in the District of Louisiana—1804-1805.
(Under the Governor and Judges of Indiana Territory.)
Iowa in the Territory of Louisiana—1805-1812.
Iowa in the Territory of Missouri—1812-1821.
Iowa a political orphan (No governmental jurisdiction)—1821-1834.
Iowa in the Territory of Michigan—1834-1836.
Iowa in the Territory of Wisconsin—1836-1838.
Territory of Iowa—1838-1846.
Iowa becomes a State—1846.
**Iowa in Territory of Michigan**
The Territory of Michigan had three governors—William Hull, 1805-1813; Lewis Cass, a man distinguished for his very broad statesmanship in a most difficult time, 1813-1832; and Steven T. Mason, 1832-1837. It was under Mason that the Iowa country was attached to Michigan Territory, and became known as the Iowa District. During the Michigan period the Iowa District was divided into two counties, Dubuque and Demoine. Courts were established in these counties and members were chosen for the Michigan Legislative Council in October of 1835.
Iowa in Wisconsin Territory
On April 2, 1836, a bill was introduced into Congress to establish the Territory of Wisconsin. Michigan was seeking statehood and provision must be made for the government of the remainder of the sprawling territory outside the new state. New territorial organization was welcome.
Representatives from the remote parts of Michigan Territory lived as much as five hundred miles from Detroit, the capital, and frequently, it was impossible in the winter for them to attend sessions of the legislature. Laws were sometimes passed at Detroit and put into effect months before copies of them were received in the extremities of the Territory. Everyone realized that Michigan Territory must be broken up. The crisis came in the autumn of 1835 when the people of that part of Michigan which is now the present state formed a state government and adopted a state constitution. Congress did not at once act to admit Michigan and legally the old Territory remained in existence, but the citizens of Michigan went ahead and put their State government into operation, abandoning the rest of the Territory. The citizens of the area outside of the boundaries claimed by Michigan soon clamored for a Territorial government of their own, to be named Wisconsin. The State of Michigan was formally admitted in January, 1837.
Van Buren Signs Bill Creating Territory of Iowa
On June 12, 1838, President Van Buren approved the establishment of the Territory of Iowa and the Organic Act became effective on July 4, 1838. The Act was based largely on the form used for the Territory of Wisconsin but was more democratic in its general provisions. The Governor, however, remained the really powerful figure for, as a presidential appointee, he enforced the laws, served as commander-in-chief of the militia, was superintendent of Indian affairs, commissioned military officers, granted pardons, held an absolute veto over the legislature, and appointed all inferior judicial officers, justices, sheriffs, and surveyors.
The legislative power was vested in the Governor and the Legislative Assembly, consisting of a Council of thirteen members elected biennially, and a House of Representatives with twenty-six members elected annually. The Assembly met annually but no session was to exceed seventy-five days. The members were to be elected from districts by qualified voters. This legislature had the right to treat all "rightful subjects." Specifically, it acted on the establishment of local governments, created business and public corporations, maintained the institution of private property, ruled on the fulfilment of contracts, and guaranteed personal security. Its acts were restricted by a short bill of rights, which conferred upon the residents of
Iowa all the rights and immunities heretofore granted to inhabitants of Wisconsin Territory which in turn came from the Northwest Ordinance. The other major officers of the Territory resembled those of Wisconsin Territory and suffrage was given to "every free white male citizen of the United States above the age of twenty-one years, who shall have been an inhabitant of said Territory at the time of organization."
This Organic Act not only provided better government for Iowa and hence hastened its development, but it established precedents which influenced the development of other States west of the Mississippi.
**Robert Lucas Named First Governor**
President Van Buren asked General Henry Atkinson to serve as Governor of the new Territory of Iowa but the general refused the proffer and the appointment was given to Robert Lucas of Ohio. Lucas, who was born in what is now Shepherdstown, Virginia [now West Virginia], on April 1, 1781, moved to the Northwest Territory in 1800 and lived in the Scioto Valley of Ohio. After service in the War of 1812, he served in both houses of the Ohio legislature and then served two terms as governor of Ohio. Appointed Governor of the Territory of Iowa by Van Buren in July of 1838, he served until he was removed from office by President Harrison in 1841. He made his home at Plum Grove near Iowa City. . . .
---
**Robert Lucas**
(State Historical Society of Iowa)
(Iowa Territorial Governor – 1838-1841)
(b. April 1, 1781 – d. February 7, 1853)
Plum Grove (Iowa City)
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Nestled in the heart of the Himalayas and protected by a complex geography of high mountains and deep valleys, Bhutan is rated as one of the top ten global birding hot spots of the world; it ranks among the top 10% in the world in terms of highest species density. Despite its small size, about 770 species of birds have been recorded in Bhutan, and it is identified as the center of 221 global endemic bird areas. Within the country’s borders there is an extraordinary range of habitats, from some of the Himalaya’s most extensive and least disturbed subtropical forests, upwards through truly exquisite temperate habitats, and (at higher elevations) cool, broad-leaved forests give way to towering evergreen forests of fir, hemlock and spruce. The Eastern Himalayas are notably moister and much warmer than areas further to the west and, as a consequence, the tree line occurs at much higher elevation. Above this tree line are extensive alpine pastures which, from late spring to early autumn, present one of the greatest botanical spectacles on our planet.
Today, the proportion of land under forest cover is 72.5%, including shrub forest. In addition to the nearly 800 species of birds that inhabit the unspoiled forests, we’ll have opportunities to observe spectacular epiphytic orchids, lichens, ferns, and mosses. Bhutan harbors some of the most exotic species of flora in the Eastern Himalayas with over 50 species of rhododendron, along with an amazing variety of medicinal plants and magnolias. The valleys and even the roadside edges are home to colorful herbaceous perennials from mauve primulas to blue poppies and sweet-smelling shrubs. You can expect 400 plant species on a 2-week trip conducted in spring and about 300 species during other times of the year.
The entire country is bisected by a well-maintained paved road, permitting relatively easy access to habitats from 150 to 3,750 m. One of the important features of Bhutan is that birding, especially in mid to late spring (late March to mid-May) is good virtually everywhere. Unlike many parts of Asia, one is not obliged to seek out a park or reserve or remnant patch of ‘good looking’ habitat, since at any stop, even in the midst of farmland, exciting birds are visible.
The itinerary begins in Western Bhutan in the valley of Paro and takes us across multiple mountain passes, down into deep valleys, and all the way east to one of the best birding sites in the world at Yongkhola. While the emphasis will be on bird sightings throughout the tour, this tour offers a perfect blend of the faunal, floral and cultural diversity of this Himalayan Wonderland.
DAY 00 or 0, March 25 or 26 DEPART THE US (for people who did not take the India tour)
For participants who are starting their Asian adventure with Bhutan, you will need to leave the US a day or two early in order to arrive in Bhutan by March 28. You might want to arrive a day early in order to rest from the long flight before our activities begin. We will arrange for extra night(s) at the hotel and include the cost on your invoice if you desire.
DAY 1, March 27 ARRIVE PARO
The flight to Paro is one of the most spectacular in the entire Himalayas. Regardless of where your flight originated, the journey offers mesmerizing views and an exciting descent into the Kingdom. Bhutan’s first gift, as you disembark from the aircraft, will be cool, clean fresh mountain air. After immigration formalities and baggage collection, you will be met by our ground agent’s representative and transferred to the hotel. You may choose to simply rest in your hotel room, but for those who are interested, some possible afternoon cultural activities could include visits to:
Ta Dzong: An ancient watchtower, which now houses the National Museum of Bhutan.
Paro Rinpung Dzong: Literally meaning ‘Heap of Jewels’, built in 1646. Some of the scenes in the film Little Buddha (1993) were filmed in this Dzong.
Kyichu Lhakhang: This temple is one of the oldest Buddhist temples in Bhutan. In the 7th century, the Tibetan King, Songtsen Gompo, miraculously built 108 temples to consecrate the entire region of Himalaya. Kyichu Lhakhang is one of them.
In the evening, you will have the option to walk around Paro town and valley at your own pace.
Paro Ecolodge (or similar), Paro (LD) (Altitude 2,280 m / 7480 ft)
DAY 02, March 28 PARO / CHELE LA PASS / THIMPHU (121 KMS / 4 HRS)
Early this morning, we will embark on a fascinating journey to Chele La Pass. At an elevation of 3,988 meters (13,083 ft) above sea level (masl or fasl), Chele La is one of the highest motorable passes in Bhutan. About an hour’s drive from Paro, this pass is a botanical paradise. The thickly-forested road winds upward through blue pine forests which slowly change to higher elevation conifers such as spruce, hemlock, silver fir, and juniper. Finally, at the summit, the vegetation is mainly dwarf rhododendrons and open alpine meadows. Apart from fascinating views of Paro and Haa Valley, we will also enjoy fantastic views of the sacred Mt. Chomolhari (aka Jhomolhari) (7,314 masl / 23,996 fasl) and the adjacent Jichu Drake (6,714 masl / 22,027 fasl).
The quest for the day will be the incredibly majestic Himalayan Monal, which is one of the most colorful and strikingly patterned of all the world’s many pheasants. Other typical species include Eurasian Sparrowhawk, Grey Nightjar, Yellow-billed Blue Magpie, Spotted (or Eurasian) Nutcracker, Long-tailed Minivet, Coal Tit, Grey-crested Tit, Rufous-fronted Tit, Black-faced Laughingthrush, White-browed Fulvetta, Rufous-vented Yuhina, Rufous-gorgeted Flycatcher, Buff-barred Warbler, Red-flanked Bluetail, Blue-fronted Redstart, Long-tailed Thrush, White-collared Blackbird, (Mrs.) Gould’s Sunbird, Olive-backed Pipit, Collared Grosbeak, White-winged Grosbeak, and White-browed and Dark-rumped Rosefinches. With a bit of luck, we will find some Altai Accentors lingering in their winter quarters.
After lunch, we will proceed to Thimphu, the modern capital town of Bhutan, en route taking a short stop at Chuzom, the confluence of Paro and Thimphu Rivers.
Relatively dry, the Thimphu Valley is surrounded by fine stands of Blue Pine and temperate evergreen forests. Increasing human settlement has pushed birding spots at least 10 kilometers further and now the ideal areas for birding are around the stream near Motithang and in and around Begana and Cheri villages.
Some of the bird species here include **Blyth’s leaf Warbler**, **Black-eared Kite**, **Blue Whistling Thrush**, **Brown Parrotbill**, **Common Myna**, **Common Sandpiper**, **Common Kestrel**, **Eurasian Hobby**, **Fire-tailed Sunbird**, **Greater Short-toed Lark**, **Golden-spectacled Warbler**, **Grey-backed Shrike**, **Hodgson’s Redstart**, **Oriental Skylark**, **Oriental Turtle Dove**, **Oriental White-eye**, **Red-rumped Swallow**, **Rufous Sibia**, **Ruddy-breasted Crake**, **Spot-throated Yuhina**, **White-browed Fulvetta**, **White-capped Redstart**, **Yellow-breasted Greenfinch**, **Brown Dipper**, **Black Eagle**, **Blyth’s Pipit**, **Black-browed Tit**, **Coal Tit**, **Common Buzzard**, **Eurasian Hoopoe**, **Eurasian Sparrow-Hawk**, **Grey Bush-Chat**, **Grey Wagtail**, **Grey-sided Bush-Warbler**, **Lemon-rumped Warbler**, **Mountain Hawk-Eagle**, **Oriental Honey Buzzard**, **Olive-backed Pipit**, **Plumbeous Water Redstart**, **Rusty-flanked Treecreeper**, **Red-billed Chough**, **Spotted Laughingthrush**, **Tickell’s Leaf Warbler**, **Whiskered Yuhina**, and **White-throated Laughingthrush**.
Later in the afternoon, you will have the option to take an exploratory walk around the main street of Thimphu, visiting the government-run Handicrafts Emporium and local crafts bazaar to browse through examples of Bhutan’s fine traditional arts. Here you can buy hand-woven textiles, thangkha paintings, masks, ceramics, slate and wood carvings, jewelry, and interesting items made from local materials.
**Thimphu Tower (or similar), Thimpu (BLD) (Altitude 2,320 m / 7611 ft)**
**DAY 03, March 29 THIMPHU / PUNAKHA & WANGDUEPHODRANG (75 KMS / 3 HRS)**
From Thimphu, we will proceed to Dochu La Pass (3,050 masl / 10,006 fasl), which offers spectacular views over the high peaks of the eastern Himalayas. The descent to Punakha Valley and Wangduephodrang involves a change in altitude of 1,800 m (5900 ft). The route first passes through a temperate type of leafy forest where rhododendron and magnolia bloom in March and April, then a semi-tropical zone where orange trees, banana trees and cactuses are found in abundance. The whole area is part of what was previously known as the Black Mountain National Park, which has recorded the highest number of bird species in Bhutan. We will take our time on the drive through this birders’ paradise, making many stops along the way for birding.
Some of the bird species recorded at Dochu La and at various locations en route include **Black-chinned Yuhina**, **Barred Cuckoo-**
Later in the day, we will visit Punakha Dzong, also known as ‘Palace of Happiness’ or ‘Palace of Bliss’. Constructed in 1637 – 1638 at the junction of two rivers Pho Chu and Mo Chu, it is the second oldest and second largest dzong in Bhutan and one of its most majestic structures. The dzong was the administrative center and the seat of the government of Bhutan until 1955, when the capital was moved to Thimphu.
**Meri Puensum Resort (or similar), Punakha / Wangdue (BLD) (Altitude 1,300 m / 4265 ft)**
**DAY 04, March 30**
**PUNAKHA (BIRDING THE TASHITANG VALLEY)**
Here, at an elevation of approximately 1,400 meters (4600 ft), it is noticeably warmer than at most of the elevations encountered so far on the tour. As a consequence, bird activity is at its greatest in the cooler early morning hours.
The Tashitang Valley is a truly beguiling spot, full of wonderful colors and soul-enriching scenery. We will spend most of the morning birding along a broad track that follows the thunderous Mo Chu River through delightful tracts of broad-leaved forest.
The Mo Chu River and its stony banks and islands often harbor many of the special birds that make Himalayan rivers such a joy for birdwatchers.
*Plumbeous Redstarts* and *White-capped River Chats* feed from boulders, *Brown Dippers* flash noisily up and down, *Blue Whistling Thrushes* look rather ungainly, and less demonstrative species such as *River Lapwing*, the giant *Crested Kingfisher*, *Slaty-backed Forktail*, and *Ibisbill* may also be found. We will be focusing on nesting *Ibisbill*, the globally threatened *White-bellied Heron*, *River Lapwing*, *Red-headed Trogon*, *Grey-headed Woodpecker*, *Striated Bulbul*, the glowing *Little Niltava*, all three *Tesias* (the *Chestnut-headed* is a gem), *Pygmy Blue-Flycatcher*, *Pygmy Wren-babbler*, the infrequently seen and very striking *Rufous-chinned Laughingthrush*, *Red-faced Liocichla* and the stunning *Scarlet Finch*.
In the forest we may see *Himalayan Swiftlet*, *Great Himalayan*, *Blue-throated* and *Golden-throated Barbets*, *Greater* and *Lesser Yellownapes*, *Maroon Oriole*, *Ashy* and *Hair-crested Drongos*, and a wide variety of...
attractive Himalayan Flycatchers, Leaf Warblers, Flycatcher-Warblers, Nuthatches, Flowerpeckers and Sunbirds. Among the more unusual forest species recorded here are **Bay Woodpecker**, **Long-tailed Broadbill** (photo on page 1), **Red-headed Trogon**, **White-gorgeted Flycatcher** and **Yellow-vented Warbler**, perhaps the most stunning of the leaf warblers of the genus Phylloscopus.
Later in the day, we will return to Punakha and explore farther along the river, where we will be on the lookout for **Ibisbill** and **Bar-headed Goose** on the surrounding gravel beds, as well as migrants such as the lovely **Ruddy Shelduck**. This valley is an important migration conduit, and almost anything could turn up. If we are lucky, we could also see **Great Black-headed Gulls** and rafts of northern ducks en route to their breeding grounds in Tibet.
**Meri Puensum Resort (or similar), Punakha / Wangdue (BLD) (Altitude 1,300 m / 4265 ft)**
**DAY 05, March 31 PUNAKHA & WANGDUEPHODRANG / GANGTEY (70 KM / 3-4 HRS)**
After breakfast at our hotel, we will drive to Gangtey in the Phobjikha Valley for a morning of birding. After a lunch stop at Wangduephodrang, we’ll continue our journey eastward through the Black Mountains region. The drive is relatively short and there will be regular stops for birding and photography along the way. The road finally enters forests of oak and rhododendron and then the broad Phobjikha Valley, which is one of only a few glacial valleys in Bhutan. We can make a series of brief stops to scan the river channel en route. We may see **Pallas’s Gull** and **Pallas’s Fishing Eagle** here and add a number of other species to our bird list. Because of the large flock of **Black-necked Cranes** that winter here from mid-October through early March, this valley is one of the most important wildlife preserves in the country.
Gangtey village is on the ridge overlooking the large green expanse of Phobjikha Valley. The Gangtey Goenpa, which has been a major attraction of the village dating back to the 17th century, is a prominent feature of the town. This monastery was established in 1613 and completely restored between 2002 and 2008. An annual Crane Festival is held here to mark the arrival of the Black-necked Cranes from the Tibetan plateau during the winter months and which are held as a religious blessing by the people.
**Gakiling Lodge (or similar), Gangtey (BLD) (Altitude 3,000 m / 9842 ft)**
**DAY 06, April 1 GANGTEY VALLEY**
After an early breakfast, we will explore the Phobjikha Valley, keeping our eyes open for special species of birds of this region. We will check forest edges and explore some of the small patches of cultivation and then continue our search in areas of productive forest; here we will be looking for species such as **Blood Pheasant**, **Satyr Tragopan**, and the majestic **Himalayan Monal**. Past highlights at this location have included **Himalayan Honeyguide**, **Crested Kingfisher**, **Tibetan Serin**, **Short-billed Minivet**, **Rufous-bellied Bush-Robin**, **Spotted Laughingthrush**, **Yellowish-bellied Bush-Warbler**, **Rusty-flanked Treecreeper**, **White-browed Bush-Robin**, and **White-winged Grosbeak**. We might see many of the birds already seen in Punakha and Wangduephodrang while adding new species to our list, such as **Amur Falcon**, **Black-necked Crane**, **Crimson Rosefinch**, **Fire-breasted Flowerpecker**, **Green-tailed Sunbird**.
Green-tailed Sunbird, Japanese Quail, Red Crossbill, Red-headed Bullfinch, Scarlet Finch, White-tailed Nuthatch, Black-billed Magpie, Common Goldcrest, Fire-tailed Myzornis, Great Hornbill, Hill Partridge, Northern Goshawk, Rufous-breasted Accentor, Snow Pigeon, and White-rumped Munia, among others.
Gakiling Lodge (or similar), Gangtey (BLD) (Altitude 3,000 m / 9842 ft)
DAY 07, April 2 GANGTEY / TRONGSA (130 KM / 5 HRS)
This stretch covers a range of habitats from tall, dense, evergreen forest characterized by moss and lichen-covered oak and rhododendron to forests of broad-leaved trees such as horse chestnuts, laurels, maples and alders. At higher elevation, the composition changes perceptibly with conifers such as fir, spruce, larch, hemlock and juniper distinctive. Bamboo is another important habitat here and holds a number of special but elusive species. It is very little birded area that holds several specialties such as Altai Accentor, Blood Pheasant, Blue-and-White Flycatcher, Ferruginous Flycatcher, Fulvous-fronted Parrotbill, Grandala, Himalayan Griffon Vulture, Himalayan Swiftlet, Lammergeir, Purple Cochoa, Snow Patridge, Scaly-breasted Babbler, Tailed Wren-Babbler, Yellow-throated Minivet, Allied Grosbeak, Black-throated Parrotbill, Crimson-breasted Woodpecker, Golden bush Robin, Bolden Babbler, Himalayan Monal, Himalayan Rubythroat, Mountain Bulbul, Northern Sparrowhawk, Robin Accentor, Satyr Tragopan, Speckled Wood Pigeon, White-breasted Dipper, Yellow-billed Chough, and more. Later in the afternoon, we will have the opportunity to visit Trongsa Dzong, or ‘Fortress on tip of a Conch’, the longest Dzong in the country built on many levels into the side of a hill.
Overnight Yangkill Resort (or similar), Trongsa (BLD) (Altitude 2090 m / 6850 ft)
DAY 08, April 3 TRONGSA / BUMTHANG (JAKAR) (68 km / 3 hrs)
In the short distance of 68 km, there is a great deal of variation in altitude: from 2100 masl (6890 fasl) in Trongsa to 3,400 masl (11,154 fasl) at Yutong La Pass, and then a descent to Bumthang Valley at 2,600 masl (8530 fasl). The vegetation changes from temperate forests of Trongsa to coniferous and mixed alpine of Bumthang. On the western side we will pass through a hardwood forest, while on the eastern side we will see a pine tree forest with little villages and beautiful houses. The top of the pass is almost always covered in mist.
Here we will search for Hill Partridge; Chestnut-tailed Minla; Brown and
Great Parrotbills Chestnut-crowned, Black-faced and Spotted Laughingthrushes; Red-headed Bullfinch; Slender-billed Scimitar Babbler; Scaly-breasted Cupwing; Grey-crested, Coal, Rufous-vented and Rufous-fronted Tits; Rufous-breasted Accentor; Plain Mountain Finch; Chestnut-headed Tesia; Rufous-gorgeted and Slaty Blue Flycatchers, and many more.
After crossing Yotong La Pass, we will enter the scenic Chumey Valley in the Bumthang district, the first of four valleys in the area. En route to the town on Bumthang (also called Jakar) we will drive to a temple on the mountainside to search for the stunning Himalayan Monal. The birds come very close to the monk quarters for feeding, allowing for some spectacular photographs. Other birds we’ll look for include Snow Pigeon, Black-billed Magpie, Oriental Skylark, Russet and Eurasian Tree Sparrows, among many others.
After this exciting stop we continue over the Kikila Pass (2,860 masl / 9383 fasl) to enter the next valley and the town of Bumthang. Bumthang is a beautiful place to visit if one has a keen interest in religion, spirituality and history. The district boasts several old monasteries, many sacred sites and beautiful Buddhist temples, including the stunning Jakar Dzong, constructed in 1667. The town itself is famous throughout Bhutan for its distinctive and brightly colored woven wool items called Yathra.
Overnight Bumthang Mountain Resort (or similar) (BLD) (Altitude 2590 m / 8500 ft)
DAY 09, April 4 YONGKHOLA (5 – 6 hrs)
After breakfast, we will explore one of the finest birding areas in all of the Himalayas, the Limithang Valley. We will first bird the lush forested valley searching for Ward’s Trogon; Bay, Crimson-breasted and Grey-headed Woodpeckers; Great and Golden-throated Barbets; Rufous-necked Hornbill; Barred Cuckoo-Dove; Rufous-bellied and Black Eagles; Mountain Hawk-Eagle; Orange-bellied Leafbird; Rufous and Long-tailed Sibias; Maroon Oriole; Scarlet and Grey-chinned Minivets; White-gorgeted, Little Pied, Ultramarine and Verditer Flycatchers; Little Forktail; Black-throated Prinia; Grey-hooded, Grey-cheeked and Chestnut-crowned Warblers; Black-headed Shrike Babbler; Scaly, Bhutan and Blue-winged Laughingthrushes, and many others.
Overnight Yongkhola area (BLD) (Altitude 1524 m / 5000 ft)
Accommodation in this area is limited. If accommodation is not available at the only lodge in the area, there are options to stay with local families or at farmhouses with limited amenities.
DAY 10, April 5 BIRDING YONGKHOLA-LIMITHANG ROAD
We will rise early and have breakfast and spend a full day birding the upper and lower Limithang Road. The famous 80-km long Yongkola-Limithang Road has been touted as one of the best birding sites in Asia and regularly makes lists such as “Top 100 birding sites in the world”. The road allows us the opportunity to access a wide variety of habitats, from the high Alpine zone to pristine broad-leaved forest to the coniferous forest, all spanning across a vast altitudinal range. The riparian ecosystem vertically links all ecological zones from alpine snow to swollen subtropical rivers down in the
valley. The road descends with loops and switchbacks, surrounded by breathtakingly beautiful, forested slopes that are unrivalled when it comes to density and diversity of tree species. Almost 350 different species of birds have been recorded along the road, and it is likely that more will be added in the future.
This entire wonderful birding road and surrounding habitat is protected within the 905-square-kilometer (350 sq mi) Phrumsengla National Park, formerly known as the Thrumshingla National Park. The park was established in 1998 and is bisected by the Lateral Road, Bhutan’s primary east-west corridor. The park’s altitude varies dramatically, from 700 meters (2,300 ft) to 4,400 meters (14,400 ft) above sea level. This incredible variation allows for vastly different habitats and flora species, in turn leading to totally different bird species at the different altitudes. Interestingly, the World Wildlife Fund (WWF) maintains operations in the park.
Our top targets here will be the beautiful Ward’s Trogon; the vulnerable Chestnut-breasted Partridge and Rufous-necked Hornbill; Tawny Fish Owl; Sikkim Wedge-billed Babbler; Scaly Laughingthrush; Long-billed and Rufous-throated Wren-Babblers; and the aptly-named Beautiful Nuthatch.
Some of the other wonderful species we’ll be searching for here include flocks of White-breasted and Black-throated Parrotbills; Golden-breasted, Yellow-throated, Rufous-winged and Nepal Fulvettas; the very shy Rufous-throated and Long-billed Wren-Babblers; Pygmy Cupwing; Slaty-bellied Tesia; Red-headed Trogon; Alpine Thrush; Rusty-throated Barwing; Great, Blue-throated and Golden-throated Barbets; Crested Serpent Eagle; Collared Scops-Owl; Collared Owlet; Asian Emerald Cuckoo; Wallcreeper; Large Niltava; Mountain Tailorbird; Red Crossbill; Spotted Nutcracker; Blue-winged, Grey-sided, Rufous-necked, Spotted, Black-faced, Blue-winged and Grey-sided Laughingthrushes; Rusty-flanked and Hodgson’s Treecreepers; Grey-hooded, Ashy-throated, Yellow-vented and Chestnut-crowned Warblers; Blyth’s and Black-headed Shrike Babblers; Himalayan Cutia; Slender-billed, Streak-breasted and Coral-billed Scimitar Babblers; Striated, Black-crested, White-cheeked, Red-vented, Ashy, Black and Mountain Bulbuls, Himalayan Swiftlet; and many more.
After a full day of birding in this remarkable area, we will return to our lodge or family home for a good night’s rest.
**Overnight Yongkhola area (BLD) ((Altitude 1524 m / 5000 ft)**
**DAY 11, April 6 YONGKHOLA / BUMTHANG (5 – 6 hrs)**
After an early breakfast, we will drive back to Bumthang, birding en route. We’ll make an effort to sweep up any species we might have missed during our time in the eastern part of the country.
After we arrive in Bumthang, you will have some free time to rest or to explore the town.
**Overnight Bumthang Mountain Resort (or similar) (BLD) (Altitude 2590 m / 8500 ft)**
**DAY 12, April 7 FLIGHT FROM BUMTHANG TO PARO (30 MIN) / BIRDING PARO**
After breakfast at our hotel, we will transfer to the airport to fly back to Paro (cost of fight approximately $200). Keep your cameras handy on the plane, as there will be spectacular Himalayan scenery along the way!
When we arrive in Paro, we will transfer to our hotel and check in. After a short rest, you will have the option of just resting up for your long flights home, or going back into the field for a while to bird along the Paro River, where we’ll search for *Ibisbill*, *Brown Dipper*, *White Wagtail*, *Rufous Sibia*, *Black-tailed Crake*, and *Russet* and *Eurasian Tree Sparrows*, along with other common birds.
**Paro Eco Lodge (or similar), Paro (BLD) (Altitude 2,280 m / 7480 ft)**
**DAY 13, April 8 TRANSFER TO AIRPORT FOR FLIGHTS HOME**
You will be transferred to the international airport for your flights home.
**End of tour (B)**
We are in the process of pricing an optional extension to the tour to visit the Tiger’s Nest, which would take place on Day 13 (April 8) with flights home on Day 14 (April 9). The price for this extra day will depend on the number of people who want to participate.
**HIKE TO ICONIC TIGER’S NEST**
The altitude of Paro valley ranges from 2150 – 2950 m (7053 – 9680 ft), and the ideal birding spots are through the farmlands, the lower and upper broadleaved evergreen forests, the riversides, subalpine forests and shrubberies.
After an early breakfast, we will embark on a walking excursion to the Tiger’s Nest (Taktsang Monastery), which appears to cling magically to a sheer rock face 915 meters (3000 ft) above the valley. Taktsang Monastery, one of the holiest monasteries in Bhutan, burned down in 1988 but is now fully restored. Legend has it that the Guru Padma Sambhava, riding a flying tiger, landed on the cliff when he came from Tibet in the 8th century. There, he, and later his follower Dubthok Singye, meditated in a cave around which the monastery was built to celebrate his arrival 300 years ago.
It is a 4-5 hour walk (approximately 6 km / 4 miles) from the valley floor, but the trailside birds and plants will make the effort worthwhile. We will take it slow, stopping to see birds and plants along the way, as well as pausing to appreciate the stunning scenery surrounding us. Horses are available for hire for those who think they won’t be able to make the uphill walk, and walking sticks are for sale at the trailhead (we recommend that you bring your own walking stick, as you will most likely need it before now). There is a restaurant halfway up where we can get a bite to eat and something to drink, as well as a restroom break. We will be able to see the Tiger’s Nest from here, so some of us might opt to stop here rather than complete the walk, which finishes with 700 stairs to the entrance of the monastery.
This is a very popular site, so we will try to arrive at the trailhead as early as possible to get in as much birding as possible before it gets crowded. Birds that can be seen in the valley here include *Blue Whistling Thrush; Hodgson’s* and *Blue-fronted Redstarts; Eurasian Hoopoe; Rufous Sibia; White-collared Blackbird; Rufous-breasted Accentor; Long-tailed* and *Grey-backed Shrikes; Brown Dipper, Spotted Laughingthrush, Fire-Capped Tit;* and *Yellow-billed Blue Magpie.*
For the flora aficionados among us, there will be plenty to see along the trail. We will walk through Rhododendron arboreum, triflorum and virgatum; Rubus biflorus with its handsome white stems; a large group of Primula prolifera; and the bright blue Parochetus communis. We will see Pieris formosa, Cotoneaster microphyllus and Piptanthus nepalensis and the climbing Holboellia latifolia, along with a host of other lovely plants.
**Tenzinling Resort (or similar), Paro (BLD) (Altitude 2,280 m / 7480 ft)**
**Price includes:**
- Accommodation
- All meals starting with lunch on day 1 through breakfast on day 14 (with some lunches in local restaurants)
- Meeting and assistance
- Arrival/departure transfers
- Sightseeing as per the itinerary, inclusive of applicable entrance fees
- Services of local Bhutanese English-speaking birding guide days throughout
- Bhutan visa fees
- Private vehicle with driver throughout
- Sustainable Development fees
- All applicable taxes
- Services of two Tour Leaders, Jim and Cindy Beckman
- Pre-tour gift package, including customized checklist
- Post-tour electronic final checklist and photo collection
**Price excludes:**
- Airfare (both international and internal)
- Travel insurance (Highly recommended)
- Personal expenses: Tips, Laundry, Telephone, Beverages etc.
- Gratuities for Bhutanese guides, drivers, etc. (optional, but recommended)
**TERMS AND CONDITIONS**
Deposit of $600 with registration form. Balance is due on or before November 28, 2022, 4 months prior to the start date of the tour.
Checks should be made payable to *Cheepers! Birding on a Budget* and mailed with the registration form to:
**Cheepers! Birding on a Budget**
Post Office Box 385
Spring Valley, OH 45370
Cancellation policy:
Cancellation should be made in writing (email or snail mail)
More than 6 months prior to departure – full refund of deposit
Between 4 and 6 months prior to departure – 50% refund of deposit
Less than 4 months prior to departure – No refund of deposit
If cancellation occurs after full payment is made, a refund will be given only if the vacant spot is filled.
Trip insurance is recommended.
You can compare prices offered by various trip insurance companies at this website:
http://www.quotewright.com/?sub_id=6056 www.insure mytrip
Cheepers! Birding on a Budget LLC reserves the right to make changes in the itinerary if the need should arise due to unforeseeable circumstances such as weather, landslides, and other natural phenomena, as well as suggestions by local guides in order to take advantage of an unusual birding opportunity. Lodging is subject to change based on availability. | 69e276c7-7c04-426c-988d-581fffaac054 | CC-MAIN-2024-18 | https://www.cheepersbirding.com/uploads/1/9/6/8/1968261/2023_bhutan_itinerary_13_days.pdf | 2024-04-12T23:06:10+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816465.91/warc/CC-MAIN-20240412225756-20240413015756-00225.warc.gz | 661,763,167 | 7,434 | eng_Latn | eng_Latn | 0.989806 | eng_Latn | 0.993955 | [
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The Mathematics Progressions
Presented by: Jennifer Michalek, CSDE
Mathematics: 3 shifts
1. **Focus**: Focus strongly where the standards focus
2. **Coherence**: Think across grades, and link to major topics
3. **Rigor**: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
There has been a lot of attention given to the three shifts inherent in the common core math. While all three are important, coherence is the result of the progressions that are contained within the standards. This will be our lens for today’s session.
Why Coherence?
• Mathematics is not a list of disconnected topics, tricks, or mnemonics;
• Mathematics is a coherent body of knowledge made up of interconnected concepts.
• The standards are designed around coherent progressions from grade to grade
• Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years.
2014 Common Core State Standards Initiative
Coherence is about math making sense.
There are two types of coherence found in the math standards. One is the coherence of topics across grades and the other is the coherence within a grade.
Coherence across grades within the standards is in having students apply learning from a previous grade to learn a new topic.
Coherence within a grade comes from the reinforcement of the major topics by utilizing a supporting topic.
These two types of coherence result from the carefully laid structure of the standards.
The Structure of the Standards
- Coherence is an important design element of the standards.
- “The Standards are not so much built from topics as they are woven out of progressions.”
*Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix*
In the activity we are going to do later in the presentation, you will see how themes, topics, and language build across grades in the CCSSM. There are many meaningful progressions of mathematics in the CCS. Before we get into the standards themselves, we need to understand what is meant by learning progressions.
What are learning progressions?
- “descriptions of the successively more sophisticated ways of thinking about an idea that follow one another as students learn” (Wilson & Bertenthal, 2005)
- “a picture of the path students typically follow as they learn...a description of skills, understandings, and knowledge in the sequence in which they typically develop” (Masters & Forster, 1996)
- “a sequenced set of subskills and bodies of enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim” (Popham, 2008)
- “a description of how student understanding or learning can or should develop over time” (Gong, 2008)
Description of successively more sophisticated ways of thinking about a big idea
Provide a framework for long-term development
Describes what it means to move towards more expert understanding in an area
Gauge increasing competence over time
A sequence of successively more complex ways of thinking about how an idea develops over time
Consider how ideas build upon each other to form more complex practices or ideas
Let’s listen to Bill McCallum as he explains progressions specifically around mathematics and the development of the Common Core.
https://www.youtube.com/watch?v=a-P9KQdhE0U
Mathematics Progressions:
The beginning of the standards
• Narrative documents describing the progression of a topic across a number of grade levels
• Informed both by educational research and the structure of mathematics
• Sliced into grade level standards
To summary what we just heard Bill explain. Read to the slide.
Looking at the standards, this shows a graphic of the progressions of mathematics K-12. Note that in grades K-8 the mathematics is broken down by domain. This does not mean that the progression occurs only within the domain. There are also connections between domains. When students reach high school, the standards are broken down into conceptual categories. As this graphic shows, these conceptual categories tie together all of the domains that the students learned throughout their K-8 careers.
To demonstrate an example of where we see a progression, we can look at the K-2 domain of Operations and Algebraic Thinking. You can see how the mathematics gets more complex as a student moves on. Talk to the bold part of the standard.
Now that we have a sense of the what we mean by progressions and understand their importance in the CCS math, an important question that needs to be examined is what does this mean for instruction and student learning. To help explain this we are going to look at a brief video clip on fractions. You can see from this graphic how the concept of fractions progresses from third grade to fifth grade. In the video we will see how this progression is used to explain the new concepts.
https://www.youtube.com/watch?v=0ZblmRwktTo
We just saw a video that explains the progressions of fractions. It is important to always bring our instruction back to the standards. This example of standards for fractions from grades 3 to 5 demonstrates how students are taking their prior learning and building upon it as they advance through the grades.
I have done a lot of talking and now I want to give you the opportunity to explore progressions on your own. Let’s start with the envelope labeled Activity 1. In it you will find three standards. I would like for you to arrange these standards in a progression and identify what grade level each would be expected.
Let’s see how you did. These standards are from the Expressions and Equations domain for grade 6 to 8.
Much of the discussion about progressions is from grades K-8. However, the progressions continue in the standards for high school. In Connecticut, most of the districts use the traditional pathway approach to mathematics. This shows that even in this pathway, there is evidence of a progression and that the progression does not need to be contained to one conceptual category.
Diving Deeper….
• Place the standards of each color under the appropriate grade (K-8).
• No grade has two of the same color card.
• Some colors that have only a few cards might represent consecutive grades and some may not.
• Read each card in its entirety to help determine placement.
• Do not check your Standards until you and your colleagues agree on the final product.
• Discuss horizontal and vertical observations with your partners.
We have seen examples of the progressions throughout the K-2, 3-5, 6-8 and high school grade bands. In order to really understand the power of the progressions and their impact on the mathematics you need to dig into multiple standards across a variety of grades. In this activity you will have the opportunity to do that. In your envelopes you will find several standards that are color coded. Your task is to arrange each color by placing it in the appropriate grade on the poster paper. There is only one color card for each grade and not all grades will have all colors. The colors that have fewer cards may or may not be consecutive grades.
The key is to read the standards on the cards. This isn’t an activity to just see if you know the standards for each grade or can reason the order they should go in. Really read the standards. See the coherence of the writing. See how the topics progress from one grade to another. See why it is important for teachers to know the standards for their grade as well as for the grades before and after theirs.
This activity is most beneficial when not using the standards as a guide. We want you to have to mull over these standards and hash out tough decisions with your colleagues. When you are finished and comfortable with your choices, use the Standards to check your work.
This activity was adapted from Achieve. http://achievethecore.org/page/400/deep-dive-into-the-math-shifts-list-pg
Discussion
For who are the progressions for the CCS Math useful and in what ways can they be used effectively?
Solicit responses from the participants.
Benefits of Using the Progressions
With a possible learning path in mind educators can...
• Consider strategies for instructional scaffolding to get students to the next stage of learning
• Use formative & summative assessments “strategically” and more frequently; they value “uncovering student thinking”
• Collaboratively analyze student work creating a deeper understanding of how learning develops
• Adjust instruction according to what students CAN do, not what they CANNOT do
• Shift perceptions, especially of their lower performing students & what to do next to support learning
The progression documents that Bill McCallum discussed at the beginning of the presentation can be found through the University of Arizona website. These documents go into great detail about the progressions for each domain and the conceptual categories. These are rather lengthy so to look at the progression of the standards by grade band in an easier to use format, Dewey Gottlieb from Hawaii compiled the standards by domain for the K-2, 3-5, and 6-8 grade bands. Recently, I compiled the standards by conceptual category for the traditional pathway at the high school level. The standards at each grade level align with the model curriculum for Algebra 1 that is already available and will align to Geometry and Algebra 2 when it is released this summer. | fa0d179c-52cc-454b-b07a-a3bab63d90f7 | CC-MAIN-2024-30 | https://portal.ct.gov/-/media/sde/ct-core-standards/2015/03/progressions.pdf | 2024-07-15T01:39:54+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514655.27/warc/CC-MAIN-20240715010519-20240715040519-00446.warc.gz | 417,772,792 | 1,909 | eng_Latn | eng_Latn | 0.97309 | eng_Latn | 0.997527 | [
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MISSOURI CONSERVATIONIST
VOLUME 78, ISSUE 12, DECEMBER 2017
SERVING NATURE & YOU
Discover nature with us.
Conservation Nature Centers
CAPE GIRARDEAU
2289 County Park Drive
Cape Girardeau, MO 63701
573-290-5218
mdc.mo.gov/capecnc
RUNGE
330 Commerce Drive
Jefferson City, MO 65109
573-526-5544
mdc.mo.gov/runge
SPRINGFIELD
4601 S. Nature Center Way
Springfield, MO 65804
417-888-4237
mdc.mo.gov/springfieldcnc
POWDER VALLEY
11715 Cragwold Road
Kirkwood, MO 63122
314-301-1500
mdc.mo.gov/powdervalley
BURR OAK WOODS
1401 NW Park Road
Blue Springs, MO 64015
816-228-3766
mdc.mo.gov/burroakwoods
TWIN PINES
Route 1, Box 1998
Winona, MO 65588
573-325-1381
mdc.mo.gov/twinpines
DISCOVERY CENTER
4750 Troost Ave.
Kansas City, MO 64110
816-759-7300
mdc.mo.gov/discoverycenter
mdc.mo.gov | Missouri Department of Conservation
## Contents
**DECEMBER 2017**
**VOLUME 78, ISSUE 12**
### Features
- **10** MOFEP: A 100-Year Forestry Study
What we have learned so far.
*by Elizabeth Olson*
- **16** Squirrel Dogs
Hunting squirrels with dogs is fun for the whole family.
*by David Hoover*
- **22** Our Forests at Work
Missouri trees become products we rely on every day.
*by Holly Dentner*
### Departments
- **2** Inbox
- **3** Up Front With Sara Parker Pauley
- **4** Nature Lab
- **5** In Brief
- **28** Get Outside
- **30** Places To Go
- **32** Wild Guide
- **33** Outdoor Calendar
---
**On the Cover**
In winter, bald eagles gather along the Mississippi River and other open-water areas to hunt.
*© Noppadol Paothong*
300mm lens f/7.1
1/500 sec, ISO 800
---
**Governor**
Eric R. Greitens
**The Conservation Commission**
- **Chair** Don C. Bedell
- **Vice Chair** Marilyn J. Bradford
- **Secretary** David W. Murphy
- **Member** Nicole E. Wood
**Director**
Sara Parker Pauley
**Deputy Directors**
Thomas A. Draper, Aaron Jeffries, Jennifer Battson Warren
**Magazine Staff**
- **Editor** Angie Daly Morfeld
- **Associate Editor** Bonnie Chasteen
- **Staff Writers** Larry Archer, Heather Feeler, Kristie Hilgedick, Joe Jerek
- **Creative Director** Stephanie Thurber
- **Art Director** Cliff White
- **Designers** Les Fortenberry, Marci Porter
- **Photographers** Noppadol Paothong, David Stonner
- **Circulation Manager** Laura Scheuler
[mdc.mo.gov/conmag](http://mdc.mo.gov/conmag)
Download this issue to your phone or tablet at [mdc.mo.gov/mocon](http://mdc.mo.gov/mocon).
Available on the App Store | Download for Android
NUTS FOR BLACK WALNUTS
I really enjoyed your informational article about black walnuts [Bountiful, Beneficial Black Walnuts, October]. As a retired early childhood educator, I used the Conservationist, as well as Xplor, for the wonderful pictures to add to my curriculum.
Carolyn Foster via email
Your article brought back warm memories. Black walnuts were a source of income for my grandparents. Every fall, Grandpa would hitch up his mules to the wagon, and we would fill it to overflowing with black walnuts. We proudly rode on top of the bounty back to the house, where Grandma would have freshly baked homemade bread with soft homemade butter and recently canned fruit jams waiting for us. After having the nuts hulled, my grandparents dried, cracked, picked, and then sold the nut meat. Grandpa was a lifelong resident of Osage County and lived to 102. We purchased the wagon, and the wheels now sit in our backyard where I am reminded of those wonderful adventures.
Linda Blevins via email
GREETINGS FROM ALASKA
An expatriate Missourian since 1976 when we moved to Kodiak, I’ve continued to enjoy the Missouri Conservationist for many years. I was delighted to find that the presentation of the new format with the July issue was again graced with the beautiful photos by Noppadol Paothong and complemented by the articulate commentary in Up Front by your director, Sara Parker Pauley. Her references to the revisions of a wedding veil were particularly apropos and poignant [July, Page 3].
John D. Erkman, M.D. Anchorage, Alaska
MEMORIES
I lived on Peck Ranch in the mid 1960s while my dad, Willard Coen, was the area manager. I often roamed the nearly 25,000 acres, and sometimes accompanied my dad when he used the rocket nets to capture wild turkeys and transport them to other areas of the state for release.
My dad loved his job at Peck Ranch. I had such an incredible opportunity to be out in nature during those years, which shaped my goal of becoming a geologist and eventually working for Natural Resources until retirement in 2009.
The magazine just made me want to reach out to share some of my memories.
Larry Coen via email
FORMAT
I like the new style of your magazine. In the October issue, I liked the black walnuts story. Up Front with Sara Parker Pauley, and Nature Lab, too. What Is It? is also nice. I miss the cartoons every month. Keep up the good work.
Margaret Brill via email
The final cartoon ran June 2017, but you can still purchase Outside Jokes, a collection of more than 200 nature cartoons by Betty Chmielniaik Grace, for $8.75 plus tax and shipping. Call toll-free 1-877-521-8632, or order online at mdcnatureshop.com.
—THE EDITORS
CORRECTION
The shooting range on the August A. Busch Memorial Conservation Area is located 5 miles west of Highway 94, not Highway 95 as printed in the November issue [Page 5]. In addition, the range opened after 34 months of renovation and expansion, not 22 months.
My Granny Elma was the real deal — beautiful inside and out yet equally tough as nails. She survived the Depression and the loss of her father and several of her siblings at a young age. The mother of seven, she gardened as if for an army, hunted, ran cattle, could dance the Charleston with the best of them, and cooked like she meant it. In other words, she dirtied every dish in the kitchen, with flour and grease flying, in the process of putting the most delicious food on the table.
She was the one who taught me to handle guns safely, to read signs in the woods, and to hunt squirrels. It was a big day for me when she finally said, “You’re ready to hunt squirrels alone. I’m going back to the house. See if you can bring some squirrels back for dinner.” Oh, the anxious excitement and glorious adventure I had that afternoon roaming the Ozark woods with her .22. And when I got lucky enough to offer up two squirrels upon my return, her sweet smile was all the praise I needed. (Learn more about squirrel hunting from *Squirrel Dogs* on Page 16.)
I hope that someday I can live life full out like she did. Though I will never rival her in the delectable taste of meals prepared, I sure can dirty a kitchen in true Granny Elma fashion!
SARA PARKER PAULEY, DIRECTOR
email@example.com
The *Missouri Conservationist* (ISSN 0026-6515) is the official monthly publication of the Missouri Department of Conservation, 2901 West Truman Boulevard, Jefferson City, MO (Mailing address: PO Box 180, Jefferson City, MO 65102.) **SUBSCRIPTIONS:** Visit mdc.mo.gov/conserv or call 573-522-4115, ext. 3856 or 3249. Free subscription within resident’s (one per household) purchase of $7.00/year; out of state $10 per year. Notification of address change must include both old and new address (send mailing label with the subscriber number on it) with 60-day notice. Preferred periodical postage paid at Jefferson City, Missouri, and at additional entry offices. **Postmaster:** Send correspondence to Circulation, PO Box 180, Jefferson City, MO 65102-0180. Phone: 573-522-4115, ext. 3856 or 3249. Copyright © 2017 by the State of Missouri. Printed in the State of Missouri.
Equal opportunity to participate in and benefit from programs of the Missouri Department of Conservation is available to all individuals without regard to their race, color, religion, national origin, sex, ancestry, age, sexual orientation, veteran status, or disability. Questions should be directed to the Department of Conservation, PO Box 180, Jefferson City, MO 65102, 573-751-4115 (voice) or 800-735-2966 (TTY), or to Chief, Public Civil Rights, Office of Civil Rights, U.S. Department of the Interior, 1849 C Street, NW, Washington, D.C. 20240.
Printed with soy ink
When MDC’s Mountain Lion Response Team receives a sighting report, they get to work.
“We get a lot of reports every year,” said MDC Furbearer Biologist Laura Conlee, a member of the team. “If reports come with a clear photo or some kind of physical evidence — scat, hair, or a fresh track — we can confirm whether the animal was a mountain lion or something else.”
When investigating photos, the team asks to see all the images in the sequence. “We’re looking for the scale of the animal,” Conlee said. “In many cases it’s clearly a housecat, bobcat, or a dog. But if it’s obviously a mountain lion — or if we just can’t tell — we send a member of the team to take a look.”
One technique the team uses is life-sized cutouts of a housecat, a bobcat, and a mountain lion positioned in the spot where the animal appears in the original photo. “This on-site comparison makes it easy to tell which cutout the photographed animal matches,” Conlee said.
If the team finds physical evidence, such as hair, blood, or even a carcass, it collects a DNA sample and sends it to a lab. “The DNA tells us the sex of the animal, where it likely came from, and whether it’s been sampled or detected before,” Conlee said.
Most of the time the lions coming into Missouri are transient, sub-adult males, although a female was documented in 2016. “We’ve never documented breeding within the state,” Conlee said.
Mountain Lion Sightings at a Glance
- Number of sightings reported since 1994: 3,000
- Number of sightings confirmed since 1994: 69
- Number of females with cubs confirmed: 0
Black Hills Region of South Dakota
Probable source of many mountain lions confirmed in Missouri
Mountain lions are protected under the Wildlife Code of Missouri
Learn more at mdc.mo.gov/mountain-lion
DISCOVER NATURE THROUGH EAGLE DAYS
FROM DECEMBER THROUGH FEBRUARY, MISSOURI’S WINTER EAGLE WATCHING IS SPECTACULAR
Because of the state’s big rivers, many lakes, and abundant wetlands, Missouri is one of the leading lower 48 states for bald eagle viewing. Each fall, thousands of these great birds migrate south from their nesting range in Canada and the Great Lakes states to hunt in the Show-Me State. Eagles take up residence wherever they find open water and plentiful food.
MDC’s Eagle Days events include live captive-eagle programs, exhibits, activities, videos, and guides with spotting scopes. Watch for eagles perched in large trees along the water’s edge. View them early in the morning to see eagles flying and fishing. Be sure to dress for winter weather and don’t forget cameras and binoculars.
- **Mound City:** Dec. 2 from 9 a.m. to 4 p.m. and Dec. 3 from 10 a.m. to 4 p.m. at Loess Bluffs National Wildlife Refuge. Call 816-271-3100 for more information.
- **Kansas City:** Jan. 6 from 9 a.m. to 3:30 p.m. and Jan. 7 from 10:30 a.m. to 3:30 p.m. at Smithville Lake Paradise Pointe Golf Course Clubhouse. Call 816-532-0174 for more information.
- **St. Louis:** Jan. 13 and 14 from 9 a.m. to 3 p.m. at the Old Chain of Rocks Bridge south of I-270 off Riverview Drive. Call 314-877-6014 for more information.
- **Springfield:** Jan. 20 from 9 a.m. to 4 p.m. and Jan. 21 from 12:30 to 4:30 p.m. at Springfield Conservation Nature Center. Call 417-888-4237 for more information.
- **Jefferson City:** Jan. 27 from 10 a.m. to 3 p.m. at Runge Conservation Nature Center. Call 573-526-5544 for more information.
- **Clarksville:** Jan. 27 from 9 a.m. to 4 p.m. and Jan. 28 from 10 a.m. to 3 p.m. at Lock and Dam 24 and Apple Shed Theater. Call 660-785-2420 for more information.
- **Schell City:** Feb. 3 from 9 a.m. to 3 p.m. at Schell City Community Center and Schell Osage Conservation Area. Call 417-876-5226 for more information.
*Eagle Days continued on Page 6 »*
EAGLE DAYS (continued)
Can’t make an Eagle Days event? Other hot spots for winter eagle viewing on your own include:
- Lake of the Ozarks at Bagnell Dam Access, east of Bagnell
- Eagle Bluffs Conservation Area on Route K, southwest of Columbia
- Lock & Dam 20, Canton
- Lock & Dam 24 at Clarksville
- Lock & Dam 25, east of Winfield
- Mingo National Wildlife Refuge, northwest of Puxico
- Old Chain of Rocks Bridge, south of I-270, off of Riverview Drive, St. Louis
- Riverlands Environmental Demonstration Area, east of West Alton
- Schell-Osage Conservation Area, north of El Dorado Springs
- Smithville Lake, north of Kansas City
- Loess Bluffs National Wildlife Refuge, south of Mound City
- Stella at Moses Eagle Park
- Swan Lake National Wildlife Refuge, south of Sumner
- Table Rock Lake and Shepherd of the Hills Fish Hatchery, southwest of Branson
- Truman Reservoir, west of Warsaw
For more information, visit mdc.mo.gov/EagleDays.
Q. Recently a red fox started visiting all day. I think he may have mange; he just sits and scratches. Is there a chance he could transmit this disease to my two dachshunds?
➔ It does sound like you have encountered a fox with mange.
Mange — a class of skin diseases caused by parasitic mites that embed themselves in the skin or hair follicles — is a very real health concern for foxes and coyotes. Since providing veterinary care to wildlife would alter their lifespans, we typically recommend allowing nature to take its course. Depending on the type of mange, the animal may recover if it can continue to find adequate food.
Mange can be transmitted to dogs. If you are concerned about domestic animals contracting this canine’s disease, we recommend keeping your pets away from this fox and limiting its access to garbage and pet food. Feeding wild animals can cause them to become dependent on humans for food, which can lead to negative interactions between humans and wildlife.
For more information, visit short.mdc.mo.gov/Z5u.
Q. I’m hoping to give a lifetime fishing permit as a gift. Must I have the person’s signature? I’d like to keep it a surprise.
➔ We want to help you keep it a surprise, too, so the gift-giver can sign a lifetime permit.
A great way to show a commitment to conservation, lifetime permits are available to Missouri residents only. These permits range in price from $275 to $400 for people ages 59 and younger — depending on the age of the recipient.
For people ages 60 and older, the price drops to $35. All Missouri residents age 65 or older are exempt from having to purchase fishing permits, but trout permits are still required. So a lifetime permit may still be beneficial to seniors.
The lifetime permit carries the same privileges as the resident fishing permit and the trout permit, and they are not available online or from permit vendors.
To find out how to purchase a permit, call 573-522-0107 or email firstname.lastname@example.org.
Q. At night, I often hear owls hooting and calling. How can I tell what species I’m hearing?
➔ One of the joys of being a bird watcher is being a bird listener.
Owls may call at any time of the day, but they are more vocal during twilight and on moonlit nights. December is a particularly good time to listen for two of Missouri’s owls, since both great horned owls and barred owls are courting this month.
Great horned owls proclaim their territories with muted, classic hoots in a stuttering rhythm of “hoo-h’HOO-hoo-hoo.” If you hear a duet of alternating calls between a breeding pair, the female’s voice will be higher-pitched than the male’s.
The barred owl’s series of hoots is often described as, “Who cooks for you? Who cooks for you all?” But during breeding season, they also issue a raucous combination of cackles, hoots, caws, and gurgles.
One of the easiest ways to hear an owl is to drive to a quiet place in the country away from car traffic. Open land, woodlands, forests, and forest edges where different habitats meet are good places to hear them. Owls will spend the day in the woods, but will forage at night in nearby fields.
By listening to recordings of these birds, you soon will be able to distinguish their calls. A good resource is allaboutbirds.org, which features an extensive audio catalog of birds’ songs.
What IS it?
Can you guess this month’s natural wonder?
The answer is on Page 9.
Invasive nonnative plants consume wildlife habitat and compete with crops. Do what you can to control invasive species when you landscape, farm, hunt, fish, camp, or explore nature.
**What Is It?**
Also known as Japanese silverberry, autumn olive (*Elaeagnus umbellata*) is a multistemmed shrub that produces light-yellow flowers and bears fruit that ripens from yellow to red. It can grow 20–25 feet tall.
**Where Is It?**
Recorded in 32 Missouri counties, but due to extensive planting, it’s thought to be present statewide.
**Why It’s Bad**
“Like many invasive plants, autumn olive has high seed production and prolific growth and is readily spread by birds. It also has nitrogen-fixing root nodules,” said Nate Muenks, habitat management coordinator. “These attributes allow it to quickly invade a variety of areas and outcompete desirable vegetation in prairies, savannas, and woodlands, as well as livestock forage pasture.”
**How to Control It**
Pull young seedlings and sprouts by hand in early spring. Winter is a great time to kill mature shrubs. MDC experts recommend cutting the plant off at the main stem at ground level and applying herbicide directly to the cut stump to kill the roots and prevent resprouting.
For more information about autumn olive and how to remove it, visit [short.mdc.mo.gov/Z5x](http://short.mdc.mo.gov/Z5x)
MDC LAUNCHES TEACHER PORTAL
Missouri teachers can find conservation-related educational resources online through MDC’s new Discover Nature Schools (DNS) Teacher Portal. The department created the website to give teachers easy access to classroom materials, grant opportunities, and interactive learning activities as well as a chance to connect with other teachers and MDC staff.
The new portal is available to Missouri teachers who participate or have an interest in DNS. The DNS program began in 2007 and provides instructional materials about Missouri’s native plants, animals, and habitats for teachers and students from pre-K through high school. It also provides grant funding for classroom supplies and field trips in nature. There are more than 1,600 Missouri schools that take part in the program.
The new DNS portal allows teachers to:
- Download free instructional materials
- Access grant applications
- Request class sets of student books and science notebooks
- Order educational posters and MDC publications
- Register for free teacher workshops
- Post questions and ideas to the educational bulletin board for teacher collaboration
Learn more about the Teacher Portal at mdc.mo.gov/teachers. For more information about DNS, visit mdc.mo.gov/education.
GIVE HOLIDAY GIFTS FROM MDC NATURE SHOPS
MDC’s Nature Shop makes holiday shopping a breeze for anyone interested in nature-themed gifts.
Holiday shoppers can visit one of our Nature Shops, conveniently located inside our nature centers in Kirkwood, Cape Girardeau, Springfield, Kansas City, Blue Springs, and Jefferson City, or browse our selection online.
One of the most popular holiday gifts is the MDC annual Natural Events Calendar with 12 months of stunning photos and daily notes about a wide variety of wild happenings throughout the year. Get it from MDC’s online Nature Shop, nature centers, or regional offices for $9 plus tax. Another is the Cooking Wild in Missouri cookbook for $15 plus tax. Canoeists, kayakers, and floaters will find A Paddler’s Guide to Missouri a helpful reference for $8 plus tax.
Conservation makes Missouri a great place to hunt and fish so give the gift of hunting and fishing permits. Buy Missouri hunting and fishing permits from numerous vendors around the state, online at mdc.mo.gov/buypermits, or through MDC’s free mobile apps, MO Hunting and MO Fishing, available for download through Google Play for Android devices or the App Store for Apple devices.
To browse the online Nature Shop, visit mdcnatureshop.com. You can also place orders by phone at 877-521-8632.
What IS it?
SILVER-HAIRED BAT
Missouri is home to 14 species of bats, all of which are relatively small, with prominent ears and wings of soft, generally naked skin. The distinct feature of a silver-haired bat (*Lasionycteris noctivagans*) is its fur, which is black with slivery-white tips. Though secure globally, this little bat is vulnerable in Missouri.
Photograph by Noppadol Paothong
MOFEP
A 100-YEAR FORESTRY STUDY
WHAT WE HAVE LEARNED SO FAR | BY ELIZABETH OLSON
Dappled sunlight reaches the forest floor through redbud, black gum, oak, and hickory leaves. The Missouri Ozark Forest Ecosystem Project (MOFEP) is one of the most comprehensive forest management studies in North America.
PHOTOGRAPH BY DAVID STONNER
In the heart of the Ozarks, where the Black, Current, and Eleven Point rivers dissect steep, forested hillsides, lies the Missouri Ozark Forest Ecosystem Project (MOFEP), one of the most comprehensive forest management studies in North America. It can be difficult to imagine that just a few generations ago, this area looked entirely different. The forests in Missouri were in bad shape. From the 1890s through the 1920s, exploitive timber harvesting removed much of the trees. What remained was a degraded landscape, largely denuded of wildlife, plants, soils, and nutrients — essential components of a forested ecosystem.
Since that time, our beautiful Missouri forests, once nearly vanished because of overuse, now cover more than 15 million acres due to improved conservation practices. Land cleared at the turn of the century has regenerated and now supports many uses. But the sustainable use of our forests will require a deep understanding of the effects that tree harvesting has on the ecosystem.
**MOFEP is Born**
In the 1980s, wildlife biologists became concerned about the effects of tree harvesting on migratory songbirds. In areas of the Midwest where forests were fragmented into small patches, bird researchers were seeing increased nest parasitism by brown-headed cowbirds and reduced nest success of summer breeding birds. They wondered if birds were facing the same problems in parts of Missouri where timber harvests occurred in extensive and contiguous forests. Foresters were also facing questions of their own. How can they best manage forests to provide wood products as well as benefit wildlife, provide for public recreation, and keep forests healthy well into the future?
To answer these questions, biologists and foresters from MDC, together with many other collaborators, designed a 100-year study, called MOFEP.
One of the first challenges was to find the best location for the project. They wanted MOFEP to be on state-owned land and on forests that had not been cut in at least 40 years. The answer was found in the heavily forested Ozarks in southeastern Missouri. Nine study sites, each about 1,000 acres, are located on the Current River Conservation Area in Shannon and Reynolds counties and the Peck Ranch Conservation Area in Carter County.
The nine study sites of MOFEP are located in Shannon, Reynolds, and Carter counties in the heavily forested Ozarks of southeastern Missouri.
**Three Forest Management Systems**
A century ago, timber harvesting was primarily exploitive. Loggers cut all they could to fill human needs and wants, with little regard for future generations or ecosystem health. A positive shift occurred in recent generations. Now our forests are managed to benefit trees and soft-stemmed plants, game and nongame animals, while providing wood resources and economic sustainability to local communities.
MOFEP tests three common types of forest management — even-aged management, uneven-aged management, and no harvesting. Uneven-aged sites are made up of a mixture of tree ages, while even-aged sites are more of a patchwork with trees of similar ages grouped together.
In the even-aged system, trees are cut using two methods, thinning and regeneration harvests. Thinning removes smaller or unhealthy trees to give more growing space to the healthiest trees, and a regeneration harvest removes most trees on a 10-15 acre area. With the uneven-aged system, foresters select scattered individual trees or small groups of trees to cut. In no-harvest management, the forest is left alone to grow and mature naturally without intervention. Trees will die of natural causes, but are not cut down. Monitoring uncut forests provides a comparison of...
A technician measures the diameter of a black oak to determine how much it has grown. This data helps scientists understand the differences amongst the three forest management systems.
how the forest changes naturally to how it changes after tree harvesting.
By putting the three forest management systems into action in a controlled way, researchers observe the effects of forest management on different components of the ecosystem.
**Projects and Findings**
**OVERSTORY TREE PROJECT**
Thousands of trees are measured on 648 plots scattered across the sites. Researchers record the species name and size of each tree growing within the plots. This data helps scientists understand how the density, size, growth rate, and reproduction of trees may change under different forest management systems.
Oaks and hickories are the dominant tree species in the Ozarks. After dying naturally or being cut down, oaks and hickories make use of the resources left in the root system to send up stump sprouts. They are vigorous stump-sprouters, so foresters do not have to replant trees after a harvest. Through seeds and sprouts, these trees replant themselves. Many sprouts form at first, but usually only one or two become full-grown, mature trees.
Oak trees are the most common and are important species for deer, turkey, and humans. Early results show that over time, even-aged management may favor scarlet and black oaks, while white and post oaks may be more abundant in uneven-aged management.
**GROUND FLORA**
While trees by definition are the dominant part of forests, most of the plant diversity is on the ground layer. Botanists on MOFEP have documented over 500 species, including grasses and sedges, forbs, ferns, vines, shrubs, and tree seedlings. Their close observations led to new discoveries of populations of two rare species — heart-leaved tragia and Reznicek’s sedge.
Ground flora diversity increased in even-aged and uneven-aged sites after harvests, due to increased sunlight reaching the forest floor. A positive
The author identifies beaked panic grass, one of over 50 species of grasses found on MOFEP.
outcome was the increase in woodland indicator species like native tick-trefoils, asters, and goldenrods. But nonnative invasive species, such as Japanese stiltgrass and tree-of-heaven, were encountered more often in harvested areas and are a cause for concern because they crowd out native species and don’t contribute to wildlife forage as well as native plants.
Where larger groups of trees are cut, grapevines and blackberry shrubs flourish for about 10 years, before the young trees begin adding too much shade. The dense young stand of trees casts lots of low, deep shade, stunting the growth of ground plants for a number of years until the new forest thins out through natural mortality.
**SONGBIRDS**
Songbird plumage can be colorful and gorgeous to look at, but expert bird researchers probably use their ears more than their eyes. They identify bird species by their songs and are able to estimate species population densities. They have also monitored nests and used mist netting to capture and band birds.
Paul Porneluzi, professor of biology at Central Methodist University, has worked with the MOFEP songbird project for many years.
“In order to provide the best habitat for the greatest number of bird species, we likely need a mix of all types of forest management,” Porneluzi said.
The most abundant songbird species are categorized into two groups — mature-forest species and early-successional species. Mature-forest species, such as the ovenbird, worm-eating warbler, and wood thrush, are a lot less abundant on MOFEP sites after tree harvesting. They continue to breed on sites where trees are harvested, but are most abundant on uncut sites.
Early-successional species, such as the indigo bunting, yellow-breasted chat, and hooded warbler, depend on the shrubby habitat after a harvest. They increased in density up to five to seven years after harvest, then decreased as the forest grew denser.
Even though cowbirds are common in the Ozarks, less than 5 percent of songbird nests are parasitized. And nest parasitism by cowbirds did not increase after harvest.
SMALL MAMMALS
Small mammals, like the white-footed mouse, eastern chipmunk, and southeastern shrew, play an important role in the forest ecosystem. Their activities disperse plant seeds and fungi spores, and through tunneling, they aerate and mix the soil. They eat lots of insects, and in turn they are prey for larger animals like snakes and owls.
To capture and count these wily critters, researchers have to be creative. They use live traps baited with an enticing mixture of peanut butter and rolled oats. Small mammals find cover from predators in the dense plant growth and downed wood left on site after tree harvesting. Their populations gradually increased in even-aged sites up to five years after the harvest.
REPTILES AND AMPHIBIANS
Amphibians (salamanders, frogs, and toads) and reptiles (turtles, lizards, and snakes) play important roles in the function of forest ecosystems. As both predators and prey to other animals, they are links in forest floor food webs. Over 40 species have been recorded on MOFEP so far.
Researchers use live traps to capture amphibians and reptiles. A barrier called a drift fence, which is a piece of aluminum sheeting placed vertically into the ground, blocks the animal’s path and guides it into a pitfall or funnel trap. A researcher checks the traps daily, records data about the animal type, sex, and size, and releases it unharmed.
Amphibians prefer moist and shady habitats, so populations of some species declined after cutting in both even-aged and uneven-aged sites. It took more than a decade for them to return to pre-treatment capture rates in harvested stands. Lizards showed an opposite response to timber harvests — they were more abundant in the open and sunny habitat created after harvests on even-aged sites. Different species of snakes responded differently to forest management, with a majority of species increasing in abundance after harvest.
Shelby Timm, resource staff scientist with MDC, says MOFEP is important because it is “designed to explore population changes over a large area. Overall, we found that few amphibian and reptile populations change when looking across the entire site. If we only looked at stand-level impacts, we wouldn’t have the whole picture.”
Collaboration is Key
Making MOFEP a success requires the service and commitment of biologists from across the entire state. This 100-year project would not be possible if not for the cooperation of researchers from many conservation agencies and universities. Hundreds of students and recent graduates have worked on MOFEP and this valuable experience helped launch their careers.
MOFEP is breaking new ground by providing important information on different components of forest ecosystems, on a landscape scale, and over a long timeframe. MOFEP will provide the knowledge necessary to decide the best ways to ensure the survival of healthy forest ecosystems, while continuing to provide wood resources and support local timber industry.
Liz Olson is a plant community ecologist for MDC, and she runs the ground flora project on MOFEP. She enjoys hiking and camping with her husband and dog.
SQUIRREL DOGS
Hunting squirrels with dogs is fun for the whole family
by David Hoover | photographs by David Stonner
When I was growing up, my small-game hunting experiences mainly consisted of chasing rabbits and quail with dogs. My squirrel hunting excursions were more limited. They generally involved donning camo, quietly walking the woods near my house, and searching for an unwary squirrel given away by a subtle flicker of fur among the treetops. When the spot-and-stalk tactic didn’t work, I would find a big tree to sit against and do my best to imitate the sound of a squirrel eating a hickory nut, hoping to encourage any nearby squirrels to investigate and give up their cover. It had been a few years since I last chased any bushytails around the woods. So when Tom, a friend and quail-hunting buddy of mine, called and asked if I wanted to try my hand at squirrel hunting with dogs, I jumped at the opportunity.
A Family Tradition
Tom and his 14-year-old grandson, Austin, brought along Zip, a 2-year-old mountain feist, when we drove out to meet Tom’s friends on their family farm in north Missouri. Marcus, his wife, Jess, their two kids — and Zip’s mom, Daisy — had made the trek out from New Jersey, something they do twice a year to visit family and friends. Marcus, an avid squirrel hunter, had learned to hunt on this farm and had harvested his first squirrel in the very woods we were about to hunt. The kids, 5-year-old Danielle and 3-year-old Robert, were a little too young to carry a gun while walking the woods, but they were just as excited as the adults to be going squirrel hunting.
Until today, Tom and Austin were the only two hunters I knew who hunted squirrels using dogs, so I asked Marcus about the popularity of this tradition. He said that back when the countryside was dotted with small subsistence family farms, most farmsteads likely had a dog from one of the common squirrel dog breeds. Not only were they used to hunt squirrels to supply the family with meat, they were good at protecting the hen house. As time went on and these small farms disappeared from the landscape, the squirrel-dog hunting tradition began to decline. Marcus also said he sees this tradition starting to gain in popularity as more folks are finding out how enjoyable it is.
As Daisy and Zip were getting reacquainted, Marcus and Jess got their kids ready for the hunt. It was obvious to me that the trips back to the family farm for Marcus and Jess were as much about instilling a love of the outdoors and conservation in their children as it was about hunting squirrels on the home place. Once the dogs were sufficiently reacquainted, they were ready for the hunt.
Timbering Out
As we walked down the wooded fence line leading to the woods, Marcus and Austin kept close eye on Daisy and Zip’s every movement. We hadn’t yet reached the woods when suddenly both dogs stopped and cocked their ears toward the trees and looked back as if to say, “You guys hear that?”
“What are they listening for?” I asked Marcus. “It may be a squirrel timbering out.”
Marcus went on to explain that “timbering out” is when a squirrel hops from treetop to treetop in an attempt to elude detection or escape after being treed. Both dogs made a beeline to the woods. Once there, they searched the tree-tops to detect the slightest bit of movement. Not seeing any, they moved on, putting their noses
to the ground in hopes of picking up the scent of a squirrel, all the while keeping eyes and ears focused on the treetops.
Suddenly Daisy got very excited and began yipping. She ran toward a big oak tree on the edge of a ravine, staring at the treetops. She circled the tree once and put her front feet on the trunk and began to bark, much the same way a baying coonhound does with a treed raccoon. “Let’s go! They’re on the wood,” Marcus called to the group. After a couple of steps, Marcus turned and said, “That means they have a squirrel treed.”
I picked up the pace, not wanting the squirrel to get away, or timber out. I looked back, hoping that Danielle and Robert would be able to keep up, and to my surprise they were right behind me. In fact, Jess was trying to keep up with them! As I reached the oak tree, Daisy was barking and leaning against the tree. Zip was close by, keeping an eye on the elusive squirrel. I heard Austin say, “I see him.” Marcus told Austin to go ahead if he had a clear shot.
Austin aimed his shotgun and fired.
**A Teachable Moment**
Both Daisy and Zip made a mad dash to retrieve the harvested fox squirrel lying on a pile of oak leaves. When Daisy brought the squirrel to Marcus, he showed it to Danielle and Robert and explained the difference between a fox squirrel and a gray squirrel.
He also took a moment to praise the dogs for their efforts, and we grown-ups discussed how keeping cattle out of the woods and selectively cutting trees can provide quality wildlife habitat, particularly for squirrels and other small-game species.
Marcus got the kids involved in this discussion, too. “Taking good care of the woods helps make sure we have lots of squirrels to hunt every year,” he said.
For their part, Danielle and Robert took the woods in stride. Neither complained much about the weeds and bushes they had to navigate through, all of which seemed to hit them at eye level. It was obvious they had, even at such a young age, spent many hours in the woods.
---
**Mountain feist**
is just one of the many squirrel dog breeds, several of which have been around for hundreds of years. The most common squirrel dogs generally come from one of three breed classifications: curs, feists, and terriers. A quick internet search will help you find sources of squirrel dogs and squirrel hunting clubs in Missouri.
chasing squirrels behind Daisy. They fully understood it was just part of the game.
We continued hunting and soon entered a large area of open woods with stately bur oak trees. Austin harvested another squirrel, with the assistance of Daisy and Zip, of course. We had hunted for nearly an hour and had seen some pretty nifty dog work when we decided to take a break. Marcus told us about the time, as an 8-year-old boy, he harvested his first squirrel with his dad in these woods.
“I also found a yellow jacket nest,” he said, “but that wasn’t nearly as much fun as getting my first squirrel.”
We laughed and, with legs rested and spirits high, continued on until Daisy and Zip were on another squirrel. This time the bushytail was able to retreat into a cavity high in the tree, likely its den. Knowing that the squirrel wouldn’t venture out until we were well out of sight, we moved on.
When temperatures started rising into the 50s and the winds picked up, we knew it was going to get more difficult for the dogs to find squirrels. We decided to cut across a harvested cornfield and make one last push through a wooded draw on our way back to the vehicles and a well-deserved lunch. About halfway down the draw, Daisy located a squirrel in a hard-to-reach tree along a deep ravine. With a little studying and careful navigation, Austin was able to bag his third squirrel of the morning, assisted by Daisy with a nice retrieve.
**Enjoy Time Outdoors With Family and Friends**
Back at the vehicles, we discussed the morning hunt and how well the dogs had performed. Danielle and Robert were happy to get another break and play with the dogs, which were no longer in hunt mode and receptive to the affection the kids gave them. After seeing the kids and adults interact with the dogs, it was clear that the hunt was not about how many squirrels we harvested. Rather, it was about enjoying time spent outdoors with family and friends, passing on a love of the outdoors and the conservation of an abundant and renewable wildlife resource. Squirrel hunting with dogs does not ensure you will harvest more squirrels than with any other hunting method, but it does allow for greater interaction among those in your hunting party. Instead of sitting motionless and quiet, you are afforded the opportunity to have lively conversations while hunting. This provides an excellent opportunity to teach firearm safety and hunting ethics to children and beginning hunters, discuss wildlife management, and life in general.
As Jess rounded up the kids for a photo with Daisy and Zip, I thanked Tom and Marcus for inviting me to accompany them on such an enjoyable and unique hunting experience. Once all the photos were taken, dogs rounded up, and gear put away, all that was left was for Austin to clean the squirrels. As we watched him perform this task with efficiency obtained only from years of practice, I again thanked Tom and Marcus for a wonderful day afield and told them I might just have to get one of these squirrel dogs. That way, I could invite them to join me sometime for a day of squirrel hunting.
Dave Hoover is MDC’s small game coordinator. He enjoys hunting quail and other upland game birds with family and friends and promoting habitat management for the benefit of Missouri’s small game.
---
**Plenty of Squirrels, a Long Season, and Lots of Places to Hunt**
Squirrel hunting has a rich history and remains popular among Missouri small-game hunters. It is also a great way to obtain locally sourced food while enjoying the outdoors and time spent with family and friends.
Tree squirrels are abundant throughout the state. Missouri is home to three species: the eastern gray squirrel, eastern fox squirrel, and the southern flying squirrel. Both the eastern gray squirrel and eastern fox squirrel are legal to hunt. With the exception of coyotes, squirrels have the longest season of Missouri’s small-game species.
Properly licensed hunters can legally harvest squirrels from the fourth Saturday in May to Feb. 15. If you don’t have access to good squirrel hunting on private land, you can find plenty of conservation areas with good squirrel hunting statewide. Visit mdc.mo.gov/atlas, and use the activity menu to search for hunting.
THE HUNT
was not about how many squirrels we harvested. It was about enjoying time spent outdoors with family and friends.
PHOTOGRAPHS BY DAVID STINNER
At the turn of the 19th century, Missouri’s lumber boom made the state one of the leading producers in the nation. The frenzy of demand for wood and wood products was over by 1920, and our forests were depleted. Our woods took a huge hit back then, but they grow strong and plentiful now, covering almost one-third, or 15 million acres, of the state.
The creation of the Missouri Department of Conservation, and its commitment to Missouri’s fish, forest, and wildlife, played a major role in bringing our forests back to life. That investment is still paying off now, as our forests have flourished for wildlife, our environmental well-being, and even the economy.
**Forests are Big Business**
Our trees and forests provide us with an abundance of benefits, from cleaning our water to increasing the property value of our homes. Missouri’s forests still provide timber that’s transformed into a variety of wood products shipped all over the world.
Missouri’s wood products are big business. In 2015, wood, lumber, paper, and related industries contributed $9.9 billion to the state’s economy. These industries support over 47,000 jobs at a payroll of over $2.3 billion. They are responsible for about $715 million in taxes that help run our state and country, including $91.5 million in state sales tax. These numbers include logging and sawmill operations, secondary wood products, furniture and cabinetmakers, log cabins, paperboard manufacturing, and more.
The state’s primary wood products industry, as of 2016, is comprised of 380 sawmills, plus cooperage mills (for barrels), post and pole mills, charcoal plants, log brokers, and mills that produce other products like chips, pulp, cabin logs, and biomass products.
The majority of timber volume taken from Missouri’s forests becomes saw logs for grade lumber, veneer, flooring, and pallets. Demand for stave logs for whiskey and wine barrels has boomed in recent years, making Missouri a major player in that industry. Even the “waste” from the state’s timber processing becomes yet another widely used wood product, charcoal, which is produced in Missouri and ends up at barbecues across the country.
**Oak is Missouri’s Specialty**
Red oak is the number-one tree processed at Rustic Wood Products in Perryville simply because it’s the dominant species in the area. About 60 percent of the logs that pass through this family-owned sawmill are red oak, with white oak coming in second. Regardless of species, the logs processed at Rustic Wood Products are destined to become high-quality grade lumber.
“Anything in the interior of your home, from cabinets to flooring and furniture, could get its start here,” said Kurt Rehagen, who manages the mill.
For high-grade lumber, only the outside portion of the log will do. The core of the log will have more defects, and will typically be processed at mills that specialize in providing lower-quality lumber for pallets, railroad ties, and other industrial uses.
At Rehagen’s mill, the majority of the timber is purchased from independent loggers, but the mill harvests their own trees, too. Rehagen says loggers have come a long way since the old days of completely wiping out our woods. They are learning the best practices that keep the forests and the industry thriving.
“In portions of the state, logging and sawmills are the only way to make a living,” said Rehagen. “Missouri’s wood products industry provides steady jobs, and we don’t want to wipe out one of the only opportunities to put people to work.”
Lumber from Rustic Wood Products is sent all over the country. Kurt says they do plenty of international business as well, sending oak, cottonwood, and sycamore to Mexico, red and white oak to China and Vietnam, and white oak to Europe.
Kurt’s dad, Conrad, is a forester who started their mill in 1971. Kurt started working at the mill when he was 14 years old. He got his engineering degree, but soon joined the mill full time.
“Missouri sawmills are a family business,
---
**Missouri Wood Products by the Numbers for 2015**
- **$9.9 billion** contributed to Missouri’s economy by wood product industries
- **47,000** jobs supported with a payroll of over $2.3 billion
- **$91.5 million** in state sales tax
**Statewide timber harvest by species**
- Red Oak: 43%
- White Oak: 30%
- All Other Species: 27%
Sawmills in Missouri processed about 760 million board feet of...
passed down from one generation to the next,” said Kurt.
Like most sawmills in the state, nothing goes to waste. The chips, bark, shaving, and sawdust are used somewhere else. Some scrap becomes mulch, but a great deal becomes charcoal, and companies like Kingsford and Royal Oak have set up shop here to take advantage of the sawmill leftovers.
**By the Numbers**
Statewide, the department’s surveys show red oaks as the most common species harvested in Missouri, at 43 percent of the total volume. White oaks come in second, at 30 percent, followed by black walnut, hickory, and shortleaf pine.
“Missouri has plenty of great trees growing, and that makes us one of the leading lumber producers in the nation,” said Kurt. “We’d like to keep it that way, too.”
In 2015, the primary sawmills in Missouri processed about 760 million board feet of lumber. That’s a pretty impressive number, considering that a single board foot is a piece of lumber 1-foot long by 1-foot wide by 1-inch thick. A million board feet equals about 143,000 two-by-fours, or about 50,000 pallets.
---
**Is my Backyard Tree Worth a Fortune?**
That big, solitary walnut tree in your backyard may be a beauty. You might even have two or three that are coming to the end of their natural lives. You’ve heard rumors that single walnut trees can sell for thousands of dollars. Is it time to cash in?
The truth is, loggers have a hard time making a profit by cutting just a few trees. The time involved and the cost of hauling that log to a mill means they aren’t going to make anything off your tree, much less be able to pay you thousands of dollars for it. And odds are, the nearby sawmill won’t want the tree anyway. Most trees growing in a backyard environment aren’t the right size or condition for industry processing.
That tree can still stay out of the mulch pile. Contact your local forester or arborist about woodworkers who use walnut trees for furniture, art, and architectural accents.
Oak Barrels: Centuries-Old Design That Still Holds Water (or Wine or Whiskey)
Just a small percentage of Missouri’s timber becomes the “staves” that make up the astounding 2.5 million oak barrels produced in Missouri every year. Those barrels end up all over the world, from the most exclusive wineries to the brand-name whiskey and spirits available at local grocery stores.
It hasn’t always been that way. McGinnis Wood Products, a cooperage in Cuba, will celebrate their 50th
2.5 million barrels produced annually in Missouri
12-18 per inch white oak’s just-right number of growth rings that work best for barrel making
anniversary next year. They make close to 200,000 barrels every year now, and show no sign of slowing down.
“Back in the 1980s, national production demand for all wine and spirits was at about 800,000 barrels each year,” said Don McGinnis. “Last year, Jack Daniels alone needed 750,000.”
Missouri is a national leader in barrel production. The big white oak trees are plentiful here and work best for barrels because of the just-right number of growth rings per inch (about 12–18), and because they contain a gummy substance, called tyloses, that clogs the tree’s pores and helps prevent leakage.
Barrel creation starts with hundreds of big logs delivered to the cooperage every day. As the logs are processed, they eventually get sawn down to staves, which are the wood pieces cut precisely to become the sides of the barrel. If you pass by a mill where barrels are made, you will see millions of staves, stacked high, drying in the sun.
“We dry our wine barrel staves for three years,” said McGinnis. “Staves meant for whiskey air dry for a year, and then get a bit more time in a kiln.”
Throughout the process, it takes a skilled, strong hand to cut, assemble, and char barrels. At McGinnis’s cooperage, wine staves are produced as barrel kits that wineries assemble and toast to their own specifications. Bourbon barrels are assembled on site and then charred to a precise level for flavor. The last step is to test the barrels for leaks and plug any tiny holes.
“We put 2 gallons of water and 15 pounds of air pressure in each barrel, close it up, and look for leaks,” said McGinnis.
Just like sawmills that process trees into lumber, the scrap and sawdust never goes to waste at a cooperage. McGinnis sends about 30 truckloads of scrap each week to the Kingsford charcoal plant in Belle, and burns sawdust to generate steam for power.
Can Missouri white oaks keep up with demand for barrels?
McGinnis says he gets that question every day from the companies that purchase his barrels, and he had a special way to ease their fears.
Master Loggers and Professional Timber Harvester Training
How do we make sure Missouri’s trees are harvested responsibly? The department partners with the Missouri Forest Products Association and the Missouri Logging Council to offer two programs to help loggers meet the safety guidelines and best practices to keep Missouri’s forests growing strong for decades.
The Professional Timber Harvester Program provides chainsaw safety training and instruction on best management practices, which guide trained loggers to harvest timber while making sure the remaining trees, soil, and property are properly cared for.
The Master Logger Program is a certification program that recognizes training, experience, and performance. To qualify, loggers must have professional harvester training, but they are also audited to make sure they are compliant with all business and natural resource laws. Certified master loggers are in high demand across the state. Learn more about both programs at moforest.org.
“I remember a group from Jose Cuervo was worried there wouldn’t be any oak left,” he said. “Telling them we have millions of acres of woods doesn’t really paint a picture, so I took them up in a plane to see those woods from the air. It’s an impressive sight!”
McGinnis confirmed what most people in the forest products business believe — Missouri’s woods are prospering and here to stay, with plenty of opportunity to keep the industry going.
“When you cut down some of the big, old oak trees, you open up the canopy so the younger, healthy trees can grow, and that’s what they’re doing.”
Making Sure Missouri’s Woods are Here to Stay
Missouri’s forest products industry is not without its challenges. It needs to maintain a diversity of species and stay on top of the emerging threats from pests and disease. The industry needs to make sure that plenty of healthy, high-quality trees remain after a timber harvest. Since most timber is harvested from privately owned woodlands, more private landowners need to develop forest management plans to address all of those concerns.
The outlook for Missouri’s woods is promising. The industry has learned to sustain the forests by carefully selecting trees to harvest and leaving plenty of strong, healthy trees behind. Our woods are working for us, moderating our climate, conserving energy, producing oxygen, cleaning our water, and giving us the lumber we need.
Holly Dentner is a program supervisor in the forestry division. She enjoys helping Missourians understand the value of the state’s trees and forests.
Get Outside in DECEMBER
Ways to connect with nature
1. SEE THE NATION’S BIRD
The majestic bald eagle is easier to see this time of year, catching fish at open water sources. See Page 5 for all the Eagle Days events that celebrate this national treasure.
2. PASS THE SUET, PLEASE
Woodpeckers are looking for another food source this time of year — suet. Get your suet feeders ready and watch as downy, hairy, pileated, and red-bellied woodpeckers put their sharp, chisel-shaped bills to work.
3. Waterfowl Hunting Clinics: Women’s Duck Clinic/Hunt
Friday, Dec. 8 • 5:30-8:30 p.m.
and Saturday, Dec. 9 • 5 a.m.-1 p.m.
Northeast Regional Office
3500 S. Baltimore, Kirksville, MO 63501
Registration required, call 660-785-2420 by Dec. 4
This women’s event is an opportunity to learn tactics for a successful waterfowl season. Identification, cover, decoys, and calling are just a few of the topics covered during the Friday evening clinic. A hunt will take place the following morning. Weather and bird activity will determine the exact location. It is recommended that participants practice shooting trap or sporting clays, or take a basic shotgun course before attending the event.
Natural Events to See This Month
Here’s what’s going on in the natural world.
Black bear cubs are born
Eastern cottontail rabbits use abandoned dens during heavy snowfalls
Squirrels gather in nests to conserve energy
Fishing Skills: Winter Fly-Fishing for Beginners
Saturday, Dec. 16 • 8 a.m.-12 p.m.
Roaring River Hatchery
24390 Farm Road 1135, Cassville, MO 65625
Registration required, call 417-847-2430 by Dec. 15
Learn about trout management, fishing rules and regulations, fly-fishing, and fish cleaning and preparation. All equipment will be provided, but bring your own if you desire.
GOOSE CALL
Canada geese make a surge this time of year. In fact, their population is at its peak in the Show-Me State. Get out and see how many you can find.
MIDWINTER LOVE CALLS
Red foxes begin mating this month. Listen for their barks and squalls. See Page 32 for more information on the red fox.
Beavers feed on sapling reserves
Raccoons take to their dens during snow and ice storms
Looking for a way to coax your kids to put down their devices, climb off the couch, and get outside? Then check out Xplor, MDC’s free magazine for kids and kids at heart.
Six times a year, Xplor serves up stories about Missouri’s coolest critters, niftiest natural places, and liveliest outdoor activities. The magazine is free to Missouri residents (one subscription per household, please). Out-of-state subscribers pay $5 per year; Out-of-country subscribers pay $8.
DON’T KEEP THE DOOR CLOSED ANY LONGER. SIGN UP FOR YOUR FREE SUBSCRIPTION AT mdc.mo.gov/xplor
Like most conservation areas, Ten Mile Pond Conservation Area (CA) in southeast Missouri’s Mississippi County is off the beaten path, but this time of year, there’s plenty of traffic, according to Wildlife Management Biologist Josh Hager, the area’s manager.
“During December, we’re pretty much exclusively open for waterfowl hunting,” Hager said. “Everything else shuts down, and we’re pretty much a managed hunt for waterfowl.”
The 3,755-acre area’s location in the Mississippi River flyway, and its combination of managed wetlands and cropland, makes Ten Mile Pond CA a destination for migrating and wintering waterfowl.
That, in turn, makes the area, one of the department’s 15 intensively managed wetlands, a destination for waterfowl hunters. Throughout the waterfowl season, up to 100 prospective hunters regularly show up before dawn to draw for one of the area’s 12 to 22 hunting spots. And waterfowl hunters are not the only ones attracted to the abundant game, Hager said.
“The eagles feed on the snow geese pretty heavily,” he said. “You can find an eagle most days down here, but where you might find one or two in the fall, there might be 60 or 80 during the winter when the snow geese are here.”
“We manage for migrating and wintering waterfowl. That’s our number-one goal.”
–Ten Mile Pond CA Manager Josh Hager
In the winter months, the wetlands at Ten Mile Pond CA in southeast Missouri draw a variety of waterfowl and shorebirds, including large flocks of mallards.
WHAT TO DO WHEN YOU VISIT
**Bird Watching** Included on the Great Missouri Birding Trail (greatmissouribirdingtrail.com). Sizeable populations of waterfowl, shorebirds, and eagles during December.
**Dog Training** Dog training is allowed in designated areas from the end of the south zone waterfowl season through Oct. 31.
**Hunting**
*Waterfowl* (good). Waterfowl hunting requires a valid daily tag, issued at area headquarters. A drawing for units is held each morning during waterfowl season. Waterfowl regulations are subject to annual changes, so refer to the *Waterfowl Hunting Digest* for current regulations.
*Deer* (good). Deer regulations are subject to annual changes, so refer to the *Fall Deer and Turkey* booklet for current regulations.
*Dove* (good). This area has a managed dove hunt. Contact area headquarters for more information.
Doglike in appearance with their elongated muzzle, large pointed ears, long legs, and bushy tail, red foxes have a distinct red, thick, soft fur that distinguishes them from their canine cousins. These rascally creatures like to hang around hen houses when they’re with their buddies. To deter them, reduce vegetation around poultry houses, provide an enclosed area for chickens, and employ an alert dog.
**LIFE CYCLE**
Mating usually occurs in January and February, with litters of four to seven kits born in March or April. The kits emerge from the nest at about a month old, and at 10 weeks, they leave the den area for the first time to accompany their parents on hunting trips. Foxes are chiefly nocturnal but may come out during the day, especially at dawn and dusk.
**FOODS**
Rabbits, rats, and mice form the bulk of a fox’s diet. Additional items include other small mammalian species, wild birds, insects, and only a small amount of plant material. To a certain extent, they do feed on small livestock and poultry, but the economic loss is not as great as it appears because some of this is carrion.
**ECOSYSTEM CONNECTIONS**
Foxes feed on rodents and help keep these pests in check.
**Did You Know?**
Red foxes only use dens during the breeding season. Most of the year, red foxes sleep on the ground in a convenient, sheltered spot. They prefer the borders of forested areas and adjacent open lands, avoiding dense and extensive forests.
**FISHING**
**Black Bass**
Impounded waters and most streams north of the Missouri River:
Open all year
Most streams south of the Missouri River:
May 27, 2017–Feb. 28, 2018
**Nongame Fish Gigging**
Streams and Impounded Waters, sunrise to midnight:
Sept. 15, 2017–Jan. 31, 2018
**Paddlefish**
On the Mississippi River:
Sept. 15–Dec. 15, 2017
**Trout Parks**
Catch-and-Release:
Nov. 10, 2017–Feb. 12, 2018
---
**TRAPPING**
**Beaver, Nutria**
Nov. 15, 2017–March 31, 2018
**Other Furbearers**
Nov. 15, 2017–Jan. 31, 2018
**Otters, Muskrats**
Nov. 15, 2017–Feb. 20, 2018
**Rabbits**
Nov. 15, 2017–Jan. 31, 2018
---
**HUNTING**
**Coyote**
Restrictions apply during April, spring turkey season, and firearms deer season.
Open all year
**Crow**
Nov. 1, 2017–March 3, 2018
**Deer**
Archery:
Nov. 22, 2017–Jan 15, 2018
Firearms:
▶ Antlerless Portion (open areas only): Dec. 1–3, 2017
▶ Alternative Methods Portion: Dec. 23, 2017–Jan 2, 2018
**Groundhog (woodchuck)**
May 8–Dec. 15, 2017
**Pheasant**
Regular:
Nov. 1, 2017–Jan. 15, 2018
**Quail**
Regular:
Nov. 1, 2017–Jan. 15, 2018
**Rabbit**
Oct. 1, 2017–Feb. 15, 2018
**Squirrel**
May 27, 2017–Feb. 15, 2018
**Turkey**
Archery:
Nov. 22, 2017–Jan. 15, 2018
**Waterfowl**
See the Waterfowl Hunting Digest or visit short.mdc.mo.gov/ZZx for more information.
**Wilson’s (Common) Snipe**
Sept. 1–Dec. 16, 2017
---
For complete information about seasons, limits, methods, and restrictions, consult the *Wildlife Code of Missouri* at short.mdc.mo.gov/Zib. Current hunting, trapping, and fishing regulation booklets are available from local permit vendors or online at short.mdc.mo.gov/ZZf.
Lifetime permits make great gifts! For more information, call 573-522-0107 or email email@example.com
It may be cold outside, but it’s still a great time to get out and discover nature. Beautiful sunrises like this one at Fountain Grove Conservation Area near Meadville and much more await you at nearly 1,000 conservation areas across the state. What will you discover today?
© by David Stonner
Follow us on Instagram @moconservation
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Why Christian Education? Part 4
Over the last three newsletters, I’ve attempted to tell the story of why Fourth Baptist Christian School plays such a large part in your family’s life. I’ve shared my personal journey of teaching in a public school prior to my Christian school experiences. I’ve provided some key historical aspects of that lead us to today’s version of Christian education and showed that the purpose of Christian education is not just to offer an alternative to public schools, but to provide a place to foster Christlikeness in all our students.
To do so, faith and learning are integrated every day, and students are challenged to recognize that faith and education walk hand in hand. Spiritual growth is not an afterthought but an intentional product of our system of education.
Finally, in the last newsletter, I urged you to see how character development and moral foundation training are not buzzwords but actions at the core of who we are. Your student engages in age-appropriate conversations about contemporary issues from a Christian perspective! And, almost as a bonus, your student does not accomplish this work on their own! The students at Fourth Baptist Christian School are part of a vibrant community intentionally designed to foster growth and spiritual encouragement. This is a work in progress, and we will continue to work toward a school atmosphere that glorifies God in all aspects.
However, the journey of growth and development doesn’t end when the school day is over. It continues at home, where the values and principles taught at school can be reinforced and lived out daily. As parents, you play a crucial role in this ongoing process. By supporting and promoting these values in your homes, you can create a consistent and nurturing environment that empowers your children to thrive.
Supporting Character Development at Home:
- Encourage discussions about virtues such as integrity, kindness, and responsibility. Share stories from your own experiences that highlight these values.
- Reinforce positive behavior by acknowledging and celebrating your child’s efforts to make ethical choices and show compassion to others.
Fostering Community and Fellowship:
- Create opportunities for your family to engage in community service or church activities together. These shared experiences can strengthen your family bonds and instill a sense of belonging and purpose.
- Foster open communication within your family. Regularly share your thoughts, challenges, and triumphs, and encourage your children to do the same. This helps build a supportive and trusting family environment.
Nurturing Spiritual Growth:
- Make time for family devotions or prayer. Reading and discussing Scripture together
can deepen your family's faith and understanding of God's word.
- Encourage your children to develop their own personal relationship with God through prayer, reflection, and participation in church activities.
By actively engaging in these practices, you not only support your child's education but also model the importance of living out these values in everyday life. Your involvement and commitment can make a significant difference in your child's development and in the strength of our school community.
Together, as a united front of educators and parents, we can ensure that our children are equipped with the character, community spirit, and spiritual foundation they need to navigate the world with confidence and grace. Thank you for being a vital part of this journey and for your unwavering support in promoting the values that make Christian education so impactful. ~Mr. Andrew Broere
Jr./Sr. Banquet at Rush Creek Golf Club
Once again, the beautiful Rush Creek Golf Club in Maple Grove was the venue for our Jr./Sr. Banquet on April 22, 2024. The junior class emceed a fun evening with a highlight being the recreation of silly photographs taken over the years. The meal was delicious fried chicken and ham. Mr. Monroe gave the challenge. Morgen Markgraf was on hand to take photos of the students in various groupings both before and after the dinner program. Everyone enjoyed this dress-up event celebrating our seniors as they finish high school and prepare to move on to the next step in their life’s journey.
Congratulations to the Class of 2024
On Friday, May 24, 2024, Fourth Baptist Christian School graduated 24 seniors as the Class of 2024. The class earned scholarships totaling over $450,000. Of these 24 graduates, fourteen will be attending Christian colleges, six will attend secular universities, and one will begin an apprenticeship.
Our graduates will pursue the following majors: **Biblical Studies; Biological Sciences (General Biology, Organismal Biology, Kinesiology, Nursing, Zoo & Wildlife Biology); Business (Accounting, Business Administration, General Business, Healthcare Administration, Marketing); Communications; Education (Elementary Education, Secondary World History Education);** and other majors including **Architecture, Commercial Aviation & Aviation Management, General Contracting, Information Technology,** and **Mechanical Engineering.**
This class had the distinction of having 12 of the 24 graduates be considered “lifers” here at FBCS. A “lifer” is a student who began their schooling here by the first grade. As a subset of that group, six of them actually began attending school here together in K4 (Emily Chuprin, Nathan French, Melissa Kauffman, Shaun Larson, Clara & Jolo Rieschl.)
These graduates were also academic high achievers—18 of them qualified to wear the gold honor cord, signifying a GPA of 3.4 or higher. Joy Okafo was Valedictorian with a GPA of 4.10 and Clara Rieschl was Salutatorian with a GPA of 4.084.
More than a few members of this class earned enough college credits through our Honors Bible and other PSEO courses, to cut a year or more off their college career, saving thousands of dollars. Several students also took advantage of the CLEP testing program, and successfully tested out of college classes, while receiving full college credit.
Clara’s speech was a humorous introduction to the members of the Class of ‘24 with the theme—what if this class was participating in the summer Olympics in Paris? What would their role be? Joy’s Valedictorian address took on a more serious tone as she challenged her classmates to focus on things that have eternal value.
Beautiful and meaningful music was a part of this ceremony as well … the senior high choir joined the graduates to sing “God of Heaven,” and the senior class sang “He Leadeth Me,” accompanied by senior music student Noelle Anderson on the violin. Dr. Brett Williams gave a commencement address reminding the graduates to be faithful in the little things.
Joy Okafo was awarded the Legacy Scholarship of $1,000 from the Class of ‘83 for her community volunteer work, and she was also mentioned as a National Merit Commended Student. Joy also completed an Associate of Arts degree from the University of Northwestern with all of her PSEO credits.
As a representative for the senior class, Nathan French presented the money remaining in the class account as a class gift to the school to go towards the purchase of hallway clocks in the secondary classroom wing. The gymnasium was set up with a table for each graduate to decorate and display their personal photos, and many people stayed after the ceremony to give their congratulations to the graduates.
This class will be greatly missed here at Fourth Baptist Christian School. They showed leadership by staying committed to our music program and Warrior athletics. We pray God’s blessings upon them as they depart these doors and go on whatever God has planned for them, and we pray they will live a life of faithfulness to God and His Word.
~ Mrs. Alison French
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**Back row:** Jacob Combs, Shaun Larson, David Damyan, Nathan French, Isaiah Roman, Henry Litkey, Carsten Markgraf, Isaac Caasi, Josiah Brombacher, Matthew Herrick
**Middle row:** Sage McQueary, Alyssa Stephens, Lillian Broere, Joy Okafo, Johannah Rieschl, Julia Muhr, Emily Chuprin
**Front row:** Sofia Pullis, Clara Rieschl, Greta Gustafson, Melissa Kauffman, Sarah Jacob, Kristin Victor *(not pictured: Grace Goshgarian)*
SH Fine Arts Festival
FBCS hosted our annual SH MACS Fine Arts Festival on Friday, April 12. The goal of the Festival is to help to further develop our students’ God-given talents and abilities as they perform for God’s glory. There were seven schools and over 300 students participating in the Festival in areas of music, photography, art, home-ec, science fair, and academic testing. A fantastic group of judges helped us that day to listen and evaluate each performance. Students were given verbal feedback from the judges as well as written feedback on the judging forms. Much learning was gained from the valuable insights of the judges that day and we are so thankful for their help. The full festival results for all schools can be found at:
www.mnchristianschools.org/fine-arts/
Our FBCS students worked very hard in preparing for their solo or ensemble selections and we are grateful for the help of Mrs. Bruffey, Mrs. Peal, Miss Harmon, to assist me in coaching them. Almost all of our soloists and groups received Excellent and Superior ratings. Our art students led by Mrs. Terry McLeish and our academic testing students also received many high ratings and placings.
Congratulations to our students and THANK YOU, students and teachers, for making our Fine Arts Festival a great success! We are grateful for the talents and abilities which God has gifted to each one of you, and we pray you will use them for God’s glory. ~ Mr. Levi Kolwinska
SH MACS Fine Arts: Music - Instrumental
| Band | SH Band | 1st | Superior |
|-------------------------------------------|---------------|-----|----------|
| Handbell Choir | Fourth Platinum | 1st | Superior |
| Handbell Choir | Fourth Gold | 2nd | Excellent |
| Lg. Instrumental Ensemble | Fourth Brass | 3rd | Superior |
| Lg. Instrumental Ensemble | Fourth Saxophones | | Superior |
| Lg. Instrumental Ensemble | Fourth Woodwinds | | Superior |
| Percussion Ensemble | Brombacher/ Combs/ Emslie/ Farish/ French/ Kolacz/ Okafo | 1st | Superior |
| Sm. Instrumental Ensemble | Goshgarian/Johnson/Litkey/ Coulson/Stephens/Arroyo | | Superior |
| Sm. Instrumental Ensemble | George Damyan/Mark Manoila | | Excellent |
| String Solo | Noelle Anderson (violin) | 1st | Superior |
| String Solo | Karina Anderson (cello) | 2nd | Superior |
| Woodwind Solo | Mark Manoila (saxophone) | | Superior |
SH MACS Fine Arts: Music - Piano
| Classical Piano Solo | Sophia Morrell | 1st | Superior |
|-------------------------------------------|----------------|-----|----------|
| Classical Piano Solo | Ethan Markgraf | 3rd | Superior |
| Sacred Piano Solo | Ruby Celt | | Excellent |
### SH MACS Fine Arts: Music - Vocal
| Category | Participants | Place | Rating |
|---------------------------|-------------------------------------|-------|---------|
| Choir | SH Choir | 1st | Superior|
| Choral Group | Mixed Ensemble | 1st | Superior|
| Large Vocal Ensemble | Fourth Ladies Ensemble | 2nd | Superior|
| Large Vocal Ensemble | Fourth Men’s Ensemble | | Superior|
| Vocal Quartet | Addie Farish/Jack Fure/ Jonathan Kolacz/Sofia Pullis | 2nd (tie) | Superior |
| Vocal Quartet | Jacob Combs/Nathan French/ Shaun Larson/Carsten Markgraf | 2nd (tie) | Superior |
| Vocal Trio | Jack Fure/ Jon Kolacz/Nathan Damyan | 1st | Superior|
| Vocal Trio | Noelle Anderson/ Lilly Broere/ Joy Okafo | 3rd | Superior|
| Vocal Trio | Aaron Huang/Ethan Markgraf/Tyler Stephens | | Superior|
| Vocal Trio | Sage McQueary/Sophia Morrell/ Megan Page | | Excellent|
| Vocal Duet | Jack Fure/Sofia Pullis | 2nd | Superior|
| Vocal Duet | Karina & Noelle Anderson | | Excellent|
| Vocal Duet | Charles & Joy Okafo | | Excellent|
| Vocal Duet | Isaac Caasi/Addie Farish | | Excellent|
| Male Vocal Solo | Jack Fure | 1st | Superior|
| Male Vocal Solo | Jon Kolacz | 2nd | Superior|
| Male Vocal Solo | Ethan Coulson | | Excellent|
| Female Vocal Solo | Lilly Broere | | Excellent|
| Female Vocal Solo | Lexi Owens | | Excellent|
### SH MACS Academic Testing:
| Subject | Participant | Place |
|----------------------------------|-----------------|----------|
| Bible: New Testament | Joy Okafo | 1st place|
| Bible: Old Testament | Josiah Brombacher| 2nd place|
| Biology | Tava McLeish | 1st place|
| Chemistry | Jack Fure | 3rd place|
| Music Theory | Sophia Morrell | 2nd place|
| Physics | Isaac Caasi | 2nd place|
| Political Science/Economics | Nathan French | 1st place|
| Physical Science Project | Tava McLeish | 1st place|
### SH MACS Fine Arts: Arts & Crafts, Photography
| Category | Participant | Place | Rating |
|---------------------------|-----------------|-------|---------|
| Acrylic Painting | Anastasia Lipinskiy | 2nd | Good |
| Mixed Media | Tava McLeish | 1st | Superior|
| Mixed Media | Anastasia Lipinskiy | 2nd | Superior|
| Mixed Media | Melissa Kauffman | 3rd | Superior|
| Drawing: Monochromatic | Isaiah Roman | | Excellent|
| Drawing: Monochromatic | Karina Anderson | | Excellent|
| Drawing: Monochromatic | Anja Brombacher | | Good |
| Oil Painting | Melissa Kauffman | 1st | Superior|
| Print Making | Tava McLeish | 1st | Superior|
| Print Making | Elena Arroyo | 2nd | Excellent|
| Sculpture | Melissa Kauffman | 2nd | Superior|
| Sculpture | Anastasia Lipinskiy | | Excellent|
| Watercolor Painting | Sarah Jacob | 2nd | Excellent|
| Woodworking | David Damyan | 1st | Superior|
| Animal Photography | Ruby Celt | 1st | Superior|
| Landscape & Architecture Photo. | Henry Litkey | | Superior|
| Landscape & Architecture Photo. | Noelle Anderson | | Excellent|
Elementary Spring Concert “Campfire Chorus”
First, allow me to mention our K4 & K5 music Informance classes. Friends and family filled the elementary music room to enjoy our interactive music classes known as informances. Expertly led by Mrs. Marissa Fredericksen, parents discovered how students build a musical foundation through play. Students pulled parents into their earliest rhythm, singing, and movement experiences. Students used small percussion instruments to keep a beat, sang little phrases, moved to Leroy Anderson’s *Horse and Buggy*, and even identified high and low sounds with glow sticks—a fan favorite! Mrs. Fredericksen reminded the audience of God’s gift though His Son’s sacrifice for us on the cross to save us from our sins. Families went home with a hand-crafted wordless book.
At the end of a full family day, our FBCS elementary students presented their “Campfire Chorus” concert. Our performing groups sparkled with unexpected woodland surprises. Fifth and sixth grade bands rumbled like a Kodiak bear, chased the squirrels, combined to perform *Creepy Crawly Critters*, and featured a persistent woodpecker convention. Four different chimes groups pointed to the joy of praising God for His majestic works. Elementary choir sang sacred songs in Hebrew and English and finished with the active and percussive *Crawdad Song*.
Since the camp experience wouldn’t be complete without a community sing-along, our audience joined us twice for first grade’s *Razzama Tazzama* and second grade’s *I Love the Mountains*. Fourth graders Sam Damyan, Timothy Kifyak, and Ammiel Rylka accompanied several songs with their guitars! First graders showed their early improvisation skills in *The Bear Went over the Mountain*. Second graders showed their early instrument ostinato (musical pattern) skills in *She’ll Be Comin’ Round the Mountain*.
Our third and fourth graders built on these skills in capstone composition projects. Third grade sang the Japanese folk song *Hotaru Koi* with finger lights representing the fireflies. They presented the story of the *One-Dog Canoe* in which six different groups created recorder rhythms and tunes using four notes, percussion sections for key words, and movement sections. Fourth grade sang about a compelling camp letter that sailed into the crowd in the form of paper airplanes. They performed a complex singing square called *Listen to the Mockingbird* in addition to playing a canon called *Misty Mountain Morning* on recorders.
Ultimately, the concert pointed to our amazing Savior and Creator Who is worthy of praise and adoration. All creation points to Him and His willingness to come to earth to live among us, die for our sins, and claim the victory over death through His resurrection. Our grateful response can only be *I Have Decided to Follow Jesus* and *I Surrender All*. We are grateful for supportive family, friends, teachers, and staff who encourage us through their godly examples to follow our Savior throughout all of our lives.
~ Miss Annelies Harmon
Volume XIV, Issue 4
PAGE 7
Secondary Spring Concert “Musical Echoes”
The FBCS students in grades 7—12 ended our year in music with our Secondary Spring Concert on Thursday, May 9th. The SH band began the concert with *Choose Joy*, a song that featured Beethoven’s *Ode to Joy*. The JH and SH Bands combined to take the audience on a thrilling *Great Locomotive Chase* with so many fun sounds to make you really feel like the train was in the room! The JH Band then performed a song called *A+: A Precise Prelude and an Excellent March* which allowed students to actually make mistakes as they played! Even with every student playing one mistake, we still would have received a 99.99% grade when you averaged all of the notes in the song together! Their performance was an audience favorite!
After a short intermission, the SH Choir performed *Hallelu Yah* by Dan Forrest which featured seniors Josiah Brombacher and Nathan French on percussion. The choir then sang a text called *Even When He Is Silent*, a poem written by Jews that were hiding in a dark cellar for months in Cologne, Germany. Here is the text of this moving poem:
I believe in the sun even when it’s not shining.
I believe in love even when I feel it not.
I believe in God even when He is silent.
Our Bronze Handbells played a fun number called *Scherzetto* with some fun techniques. The Men’s Ensemble sang about President Lincoln with *O Captain, My Captain* featuring soloists Charles Okafo and Isaac Caasi. The Gold Bells played *Brethren, We Have Met to Worship*, a handbell favorite written by FBCS alumnus, Josh Bauder. The Ladies Ensemble and Mixed Ensemble sang songs by composer Elaine Hagenberg including *O Love* and *Measure Me, Sky*. The Silver Bells played an arrangement of *Arkansas Traveler* as we all had “I’m bringing home my baby bumblebee”—which we learned in elementary school—running through our heads!
Our Men’s Trio of Nathan Damyan, Jack Fure, Jon Kolacz sang a stirring arrangement of *In Flander’s Fields* and we honored Mrs. Melody Bruffey for her many years of service to the music department and our ensembles. The Platinum Bells played an extremely challenging song called *Tempest* followed by the JH Choir singing an SATB arrangement of *I Will Praise You, O Lord* – quite an accomplishment to sing in four parts in junior high! We honored 26 Seniors with roses and crazy music socks and thanked them for their dedication and service in the music program at FBCS – they will be missed!
Our last two songs were the highlights of the evening. We commissioned FBCS alumnus, Dr. Josh Bauder, to write an
arrangement for double handbell choir to honor the 25th anniversary of handbells at Fourth. He wrote an incredible piece called *Mediant Echoes* for our students and we loved performing that piece together! Many of the audience members have played handbells at the church and school and it was fun to have them stand and be recognized as we celebrate the 25th year of bells at Fourth.
The final song of the night was *Jabberwocky* which featured many of our seniors playing percussion instruments and Henry Litkey as our brave swordsman that defeats the jabberwocky! The song was full of so many sounds, actions, flying candy, sword fights, and so much more – the students loved the song and the audience enjoyed all of the drama and antics. We are thankful for our music students and are grateful for another great year in music at FBCS! ~Mr. Levi Kolwinska
Senior Trip to The Wilds and Beyond!
Day one: Twenty-four seniors and three chaperones got on a bus about 3:00am on Monday morning to head to Minneapolis/Saint Paul’s Terminal 2. The Southwest staff was already waiting for us with baggage tags and our boarding passes—what an awesome sight! That saved us plenty of time to be able to get through security and to our gate with time to wander around or just fall asleep. The boys might have played an impromptu game of football and received a few smiles from passing travelers as well as security guards. The first flight to Chicago–Midway was uneventful. Students got a chance to grab breakfast: anything from doughnuts to chicken nuggets were consumed! Coffee was needed. Most of the students were awake at this point in time and were able to enjoy some “wandering around time.”
The next flight from Midway to Atlanta was delayed by an hour for a medical emergency. We got new, replacement pilots an hour after we were scheduled to fly, so that put us late arriving into Atlanta. That pushed our time schedule back a little bit as well. We did get to stop for lunch outside of Atlanta, where students had several options to choose from: Raising Cane’s, Zaxby’s, Burger King, Wendy’s, Five Guys, Moe’s, and McDonald’s! Back on the road, and we got to The Wilds as dinner was winding up. We jumped into the camp orientation time, and then they had dinner waiting for us afterwards. We got to go to our cabins in time to clean up for the evening service around 8:45pm. Monday’s camp service was “Walking in Christ” from Colossians 2:6-10. After cabin devotions, lights out around 11:30pm marked the end of a very long day one.
Day two started with a leisurely pace. The students headed to breakfast around 8:30am, followed by Chapel and “God and I time.” This morning’s chapel was “God’s Process of Change” from Ephesians 4. The morning was an activity time where students were able to experience the giant swing and the land trolley. Many opted to play soccer and enjoy the campsite, even though there was quite a bit of rain happening. The afternoon was a hike to the 2nd and 4th falls! The 4th falls is capped off by a refreshing (albeit incredibly cold) dip into the water below the falls. It was dinner time when we got back, then the evening service was “Stability in Identity” from various passages. Chapel was followed by the soccer tournament in which both teams made a good showing and at least one team made it to the semifinal round.
Day three was a long day as this was our whitewater rafting day. Students got to breakfast at 7:45am, and we were on the road by 8:00am headed to a rafting outfitters about two hours away. We arrived to a snack and more information on how to have fun but be safe in the boat. Then the students got onto another bus for another 20-minute ride to where we were to drop in to start our trek down the river. Fourth Baptist students got into four different boats: two were guided by Wild guides and two by Mr. and Mrs. Broere. All students enjoyed their trips, but three of us fell out of our boats (or should we say we were catapulted out) — Mr. and Mrs. Broere and then Nathan French. It was cold and it rained for about 20 minutes but that didn’t dampen the spirits of the students who had a blast! The return trip home was again two hours, but was interrupted by a 45 minute stop at Walmart to resupply our snacks, drinks, and other necessities, like clean shoes. Skit time and dinner followed by an evening service at 8:45pm on “What is My Greatest Need” from Romans 3 & 5.
Day four started off much like Tuesday, and the students got to breakfast at 8:30am followed by a Chapel service on “Elijah: Fear & Failure” from 1 Kings 17-19, then “God and I time.” It was our turn to go on the 3rd falls zip line, which almost all students, including Shaun, participated in. What a blast! A picnic lunch on the grounds, followed by the volleyball tournament where the Fourth team of Lilly, Sage, Clara, JoJo, Alyssa, Isaac, Nathan, and Carsten won the tourney!
Day five was a traveling day, and The Wilds helped us get on the road with breakfast at 7:15am! The students brought their luggage to the vans in time for a good breakfast before we got on the road to Greenville. We stopped at the Greenville Zoo and had an enjoyable morning seeing giraffes, orangutans, and leopards among others. The group made a pit stop for lunch, and then we were on our way to our Airbnb in Morganton, Georgia, that would be our home for the next two days. This spacious home with nine bedrooms and six bathrooms was perfect for our group of 27! All evening, the students enjoyed the pool and hot tub, along with the movie room. Shaun helped the chaperones cook hamburgers for dinner.
Day six started with an open breakfast bar of pancakes and sausage before the group toured the Bigfoot and Pinball museums before lunch in the beautiful small town of Blue Ridge. The group split up for lunch and spent some time shopping before heading back to the Airbnb for the evening.
Day seven was another traveling day, but thankfully, we got to sleep in a little. The Airbnb had to be scrubbed by 10am, and aside from some small fireworks, was mostly clean! Luggage, students, and chaperones were then piled into the vans to make the trip back to Atlanta airport for an afternoon flight home. No trip to Atlanta could be complete without lunch at The Varsity. It’s an iconic spot that captures the essence of the city with its legendary fast food and vibrant atmosphere. It was a long seven days, but the students loved their time together.
~ Mr. Andrew Broere
Elementary Field Trips
The second grade field trip to Mill City Museum was planned for Thursday, May 9. However, God had a different plan for our field trip day. Our school bus wouldn’t start. Our bus driver and Mr. Broere tried very hard to get it running, but unfortunately we had to cancel our field trip. We decided to have a fun and adventurous day on the school property instead, and we ended up having a great day! We played on the playground during the morning, and then we enjoyed our picnic lunch on the picnic tables under the trees by the soccer field. Of course, exploring is always fun so we explored the woods behind the school climbing on logs, finding forts and taking pictures.
We then climbed a few trees, rolled down the hills, and made forts under a couple of evergreen trees. Our favorite part of the day was our special guest, Sherlock the collie, the Morrell family dog. Sherlock let the students chase and pet him, and he even did tricks! We then went in and finished the day with a neat movie. Many of the students thought the day was better than a field trip. We explained that God’s ways are always best and for some reason God wanted us to stay at school. The teachers enjoyed the day, too! To cap off the day, we were treated to ice cream sandwiches provided by the school. ~ Mrs. Diane Davis
The K4 and K5 classes enjoyed a lovely warm day exploring Como Zoo on May 16th. The students were so excited to see all the different animals, especially the polar bear, tiger, and lion. They loved taking pictures with the various animal statues and had a blast seeing the seals and sea lions to tricks during the Seal Show. They spent the majority of the time looking at animals, but did enjoy a few minutes walking through the conservatory, looking at all the beautiful plants, and, of course, finding Chloe the sloth in her tree.
On May 16th, the two fourth grade classes took a field trip to Minnehaha Falls Park and Sea Life Aquarium at the Mall of America. The day began at Minnehaha Falls Park. We viewed the falls from the top and took the stairs to down to the bottom. The falls were gloriously cascading from the recent rainfalls. We hiked a bit downstream and then back up to the playground where the fourth graders burned some energy before having a picnic lunch. We then loaded the bus again to head to Sea Life Aquarium. Our visit began with a class about sea creatures. We learned all about sharks, sea horses, and jellyfish. Then we ventured through the aquarium where we saw many amazing sea creatures; several types of sharks, sleek stingrays, buoyant jellyfish, darting seahorses, and various species of beautiful fish. Everyone had a great day! ~ Mrs. Amy Pickard
Kindergarten Graduation
Twenty Kindergarten students came together on Tuesday night, May 21st to celebrate their accomplishments with over 100 family and friends.
The evening began like the start of any regular school day with prayer and pledges, followed by calendar songs which the students sing during the morning each day. Much of the program highlighted Scripture memory and songs from God’s Word. Students gave a brief look at Number Time with the song, *Skip Count*, and Lincoln Conover and Emma Duersken read a story from one of their reading books. Isla Seymour also gave a recitation at the beginning of the song, *A Gift to You*.
Mr. Broere shared a message followed by the presentation of diplomas. The proud graduates sang a final song and then recited the poem, *Growing*. The evening concluded in the atrium with a time of fellowship around cake and punch.
Congratulations, Kindergartners, on a job well done. You’re now ready for first grade! ~ Mrs. Julie Roman
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2024 Elementary Spelling Bee
The 2024 Spelling Bees were held Friday, April 26, in the Fourth Baptist Auditorium. A change for this year, we decided to do individual grade Spelling Bees for the first, second, and third graders, and eliminate the combined Spelling Bee.
**Grades 1–3 Spelling Bees**
| Grade | Winners |
|---------|----------------------------------------------|
| 1st | Chago Skurat |
| | Daniel Nsameh |
| | Anna Kachula |
| 2nd | Aurora Rathbun |
| | Adam Babcock |
| | Gabriela Damyan |
| 3rd | John Strong |
| | Eva Jenkins |
| | Vanessa Diaz |
Number of rounds: 7
Final word spelled correctly to win: REMIND
Number of rounds: 10
Final word spelled correctly to win: ORCHESTRA
Number of rounds: 21
Final word spelled correctly to win: DREADFUL
**Grades 4—6 Spelling Bee**
For the upper elementary students, preliminary rounds were done within each classroom to determine the participants. Six students from each grade competed together in the combined grades 4–6 spelling bee. It took seven rounds to get to the winner; DRUDGERY was the final word spelled correctly to win.
The winners for the grades 4–6 Spelling Bee were all from 6th grade:
1st place—Neshe Blazosky; 2nd place—Daniella Damyan; 3rd place—Allison Kovalchuk
Varsity Girls Soccer Recap
It was another great year for the Lady Warriors Soccer team! The team finished with a record of 5–2–1, including winning a 2nd straight MACS state tournament in convincing fashion. During the week where our Seniors were away on Senior Trip, our younger girls played two great games, including a hard-fought draw at Cambridge Christian—while missing six starters—but falling to the Prior Lake Lady Royals. The program continues to grow both in numbers and in skill and we are grateful for all who participated.
Senior night was hard for us this year as we said goodbye to seven seniors! They will be greatly missed, as they have formed the core of our team for several years. We thank these seniors for the investment they made in the program. We are excited about the level of talent coming up behind them.
Thank you to Mrs. Stephens for finding us games and organizing our tournament this year, and thanks to all the fans who came out to support us! We look forward to more great years to come for Lady Warrior Soccer!
~ Coach Jared Page & Jeremy Stephens
JH Girls Soccer Recap
The JH girls soccer season was such a blast! The girls enjoyed their season, winning 4 of their 6 games. Our theme verse was 1 Corinthians 10:31, and I stressed the importance that, as Christians, we are to please God in all that we do. Win or lose, it’s all for God’s glory. The 8th grade girls, Ava, Claire, and Lauren, will be greatly missed next year! I would like to recognize a few players who stood out during the season.
Most of the girls did an amazing job as the season progressed, but Katelyn Kolwinska was the “Most Improved Player.” She played defense and did an amazing job of getting to the ball and sending it back up the field, away from our goal. Our “Most Valuable Player” was Ava Fure. She was not only our best defender, she was also an amazing leader who helped the younger girls on defense and encouraged them as they played together. The “Christian Athlete” was Sarah Goshgarian. I called her my “voice of reason.” She is honest, encouraging, always had a good attitude, and never said anything negative about anyone on the team. I am so proud of the JH girls and the hard work they put forth at practices and games. It was fun to coach them! Go Warriors! ~ Coach Tarah Shrader
Warrior Co-op Varsity Baseball Recap
The Warriors baseball team made strides on the field this season as our program was bumped up to 2A competition. The team struggled to win close games, going 0-5 in games decided by one run, which led our team to finish 5-13 in the regular season and a 5th place conference finish.
Before his injury, captain Shaun Larson had a very successful season, posting a .472 batting average with two home runs and 15 RBIs. As a pitcher, he also struck out 33 batters in 20 innings pitched. With such a youthful team this year (both JV and Varsity), we are excited for what the future holds for the program. ~ Coach Steve Gurgel
Staffing Changes for Next School Year
With the close of this school year, comes staffing changes. We are saying farewell to several teachers because of moves and other professional endeavors, and several of our staff will be in new positions come the start of next school year. We thank our teachers for the time and energy they have devoted to our students and families over the years. We pray God’s blessings upon them for whatever comes next in their lives.
We bid Farewell to the following:
- Mrs. Melody Bruffey—JH English/Literature, Consumer Math, Yearbook, Accreditation/Curriculum Specialist
- Mrs. Jody Faithfull—3rd grade
- Mr. Caleb Gehrke—JH Bible
- Mrs. Terry McLeish—Art
- Mrs. Julie Roman—Kindergarten
- Mr. Joseph Schueller—SH Bible
Teachers in Different Roles for 2024-25:
- Mrs. Marissa Fredericksen—K4/K5 Music only
- Mrs. Becky Hopper—Teacher Aide
- Mr. Mark Monroe—Assistant Administrator (as well as History Teacher)
- Mrs. Amy Pickard—Teacher Aide
New Minnesota Christian Athletic Conference (MCAC) formed
At our MACS Annual Meeting on April 12, our member schools voted unanimously to approve the creation of a new athletic league called the Minnesota Christian Athletic Conference (MCAC). This is the merging of two athletic conferences, MACS and the Christian Athletic League (CAL) into one larger athletic conference. The rationale regarding this merger is so that we can create a more competitive conference: smaller schools can play smaller schools with their own tournament at the season’s end; and larger schools can play larger schools and have their own season-ending tourney as well.
The creation of a new conference will open up new doors for our schools. New relationships will be forged between schools, a stronger base of support and strength will result, and we may be able to offer more activities for our students down the road.
This new venture is set for a two-year trial period, and equal representation between CAL and MACS is working to formulate all the rules and guidelines for the upcoming season. The MCAC Committee has met three times and will be meeting again to finalize the policies it is currently working through.
Mr. Jeff Bonkoski (athletic director of CAL) and Mr. Shawn McKinney (athletic director of MACS) are the two key players in this project as they will be serving the first year as co-chairs for the conference. Member schools from the new MCAC conference have met and scheduled games for the fall season already. Dates have been finalized for tournaments and definition of lengths of seasons. The group is actively working to ensure clear communication for a smooth start to the athletic season in the fall.
Our athletic offerings will not change, and MACS activities will also remain the same. The most noticeable difference will be that there will be different schools on the sports schedules. New schools will be traveled to and our students will have opportunities to forge new relationships, play different teams, and face different competition. We are excited about the possibilities of the new MCAC conference.
The following schools are now a part of MCAC and our new (and smaller) MACS schools (as well as CAL schools) will have the opportunity to participate as they are able. Initially, two divisions have been created, North and South.
Here is the current makeup of those divisions for the coming year:
**MCAC North Division**
- Cambridge Christian School—Cambridge
- Chisago Christian School—Chisago City
- Faith Christian School—Foreston
- Granite City Christian School—St. Cloud
- Heritage Christian School—Karlstad
- Lake Region Christian School—Baxter
- Lighthouse Christian School—Grand Rapids
- St. Cloud Christian School—St. Cloud
- St. Francis Christian School—St. Francis
- Woodcrest Baptist Academy—Fridley
- Good Shepherd Christian School—Elk River
**MCAC South Division**
- Community Christian School—Wilmar
- Grace Christian School—Mankato
- First Baptist School—Rosemount
- Fourth Baptist Christian School—Plymouth
- Immanuel Lutheran School—Mankato
- Liberty Christian School—Chippewa Falls
- Owatonna Christian School—Owatonna
- Prior Lake Christian School—Prior Lake
- Rochester Home School—Rochester
- Valley Christian School—Osceola
What will happen to MACS? MACS itself will still stay as it currently is with its 17 member schools. All of the activities, outside of athletics, that MACS offers will still be in operation. Please note the following dates for tournaments.
**MCAC Tournament Dates:**
**Soccer and Volleyball Tournament** will be held at Lake Region Oct. 24-26. First round games will take place Mon./Tues., Oct. 21-22, at higher seed. For the tournament, Tier II games will be played Thurs./Fri., and Tier I games will be played Fri./Sat.
**Basketball:** Feb. 21-22 are the dates for the first round tournament games for all basketball teams. Teams will be seeded 1–16. Losers of first round games go on to play in the Tier II tournament held February 27-March 1 at Cambridge Christian School. Winners of the first round games go on to play in the Tier I tournament held March 6-8 at Fourth Baptist Christian School.
As we implement this new athletic league, we thank you in advance for your prayers, support, and help.
~ Alan Hodak, MACS Executive Director
| THIRD QUARTER 2023-24 | ALL "A" HONOR ROLL | A AVERAGE | B AVERAGE |
|-----------------------|--------------------|-----------|-----------|
| **First Grade** | | | |
| Asher Bruder | Paton Blazosky | | |
| Oliver Hanks | Wilson Campbell | | |
| Carson Kolwinska | Mira Damyan | | |
| Abigail Macalus | Lily Eggleton | | |
| Alexa Miezwa | Daniel (DJ) Jean-Louis | | |
| Daniel Nsameh | Caspian Jeppeson | | |
| Santiago Skurat | Anna Kachula | | |
| | Amelia Kappel | | |
| | Lyla Loch | | |
| | Wesley Rathbun | | |
| | | | |
| **Second Grade** | | | |
| Adam Babcock | Luke Chihak | | |
| Micah Bruder | Gabriela Damyan | | |
| Gage Byers | Zackary Friar | | |
| Caleb Caasi | Octavian Golodneac | | |
| Eva Damyan | Ophelia Kifyak | | |
| Brecken Felt | Peter Levang | | |
| Isabella Korovin | Kayda Mendoza-Tamayo| | |
| Maxim Lipinskiy | Everly Quinn | | |
| Aurora Rathbun | Amelia Sisam | | |
| Hudson Schwartzenburg | Daniel Tkach | | |
| Harper Seymour | | | |
| Neriah Shelton | | | |
| Joshua Strong | | | |
| Anthony Zhukouski | | | |
| | | | Alexandra Kachula |
| | | | |
| **Third Grade** | | | |
| Leyla Blazosky | Matthew Aleckson | | |
| Blake Coulson | Daniel Chuprin | | |
| Vanessa Diaz Calero | Emma Damyan | | |
| Eva Jenkins | Asher Delich | | |
| Avonlea Laumann | Aria Felt | | |
| Elise Liu | Zoey Jean-Louis | | |
| Emmaline Macalus | Blessa Johnson | | |
| Rhys McLeish | Calvin Levang | | |
| Drake Ogbourne | Lincoln Loch | | |
| Gianna Reese | Max Montgomery | | |
| Lucia Skurat | Ezekiel Nsameh | | |
| Michael Totimeh | Michael Olaru | | |
| | Micah Rolling | | |
| | John Strong | | |
| | | | Isaac Leanger |
| | | | Jason Ureke |
| | | | Shaela Zeah |
| | | | |
| **Fourth Grade** | | | |
| Ava Blazosky | Dan Damyan | | |
| Kate Kovalchuk | Leah Damyan | | |
| Michelle Olaru | Parker Delich | | |
| Ammiel Rylka | Brielle Faithfull | | |
| Thomas Wheaton | Harrison Kappel | | |
| | Gabriel Nieson | | |
| | Isaiah Shrader | | |
| | Robinson Smith | | |
| | Jace Wicklund | | |
| | | | Isabella Agness |
| | | | Benjamin Brutskiy |
| | | | Jackson Byers |
| | | | Samuel Damyan |
| | | | Zachary Demchenko |
| | | | Roland Eppers |
| | | | Maria Kellogg |
| | | | Timothy Kifyak |
| | | | Mira Nagel |
| | | | Vanessa Tkach |
| | | | Laila Zderchuk |
| | | | |
| **Fifth Grade** | | | |
| Roman Kachula | Kimberly Arroyo | | |
| Margot Levang | Emmanuel Scherr | | |
| Viviana Skurat | Reuben Totimeh | | |
| | | | Belinda Aleckson |
| | | | Josiah Bruder |
| | | | Roman Burlak |
| | | | Garrett Coulson |
| | | | Jacob Damyan |
| | | | Sofia Lipinskiy |
| | | | Nathan Loghinov |
| | | | Elijah Rudolph |
| | | | Zoey Scherr |
| | | | Anna Strong |
| | | | Tianci (Grace) Zhou |
| THIRD QUARTER 2023-24 | ALL "A" HONOR ROLL | A AVERAGE | B AVERAGE |
|-----------------------|--------------------|-----------|-----------|
| Sixth Grade | Ashley Blazosky | Elias Brombacher | Jacob Demchenko |
| | Katelyn Kolwinska | David Caasi | Karaleena Dumyan |
| | Alexis LaVasseur | Liesl Campbell | Ezekiel Leanger |
| | Bryna McLeish | Daniella Damyan | Alessandra Mendoza-Tamayo |
| | Naomi Pacencu | Hunter Delich | Morgan Nixon |
| | | Chloe Johnson | Alexander Tkach |
| | | Allison Kovalchuk | Benjamin Villar |
| | | Pierce Ogbourne | |
| | | Arima Okafio | |
| | | Elise Pacencu | |
| | | Viviana Pullis | |
| Seventh Grade | Sean Okafio | Liam Broere | Dima Brutskiy |
| | | Zigian (Isaac) Gao | Isabelle Chuprin |
| | | Sarah Goshgarian | Levi Damyan |
| | | Alexandr Petrashov | Mark Damyan |
| | | Gabriel Shrader | Rilyn Faithfull |
| | | Tiegahn Treptau | David Jacob |
| | | | Nathan Kauffman |
| | | | Allison Leanger |
| | | | Alexandra Lipinskiy |
| | | | Clara Morrell |
| Eighth Grade | Isaiah Caasi | Ava Fure | Nikita Bodnar |
| | Star Delich | | Christian Hoffman |
| | Jizhen (Jilla) Peng| | Lukyn Williams |
| | Sara Sousa | | |
| | Lauren Stephens | | |
| | Claire Vikander | | |
| Ninth Grade | Karina Anderson | Deborah Dahl | Gretchen Campbell |
| | Josiah Combs | Haihang (Kai) Guo | Ethan Coulson |
| | John Goshgarian | Yiwen Huang | George Damyan |
| | Nikita Lipinskiy | Brianna Treptau | Israel Keyzer |
| | Joseph Litkey | Asher Zderchuk | |
| | Mark Maniola | | |
| | Adelaisa Pullis | | |
| Tenth Grade | Anastasia Lipinskiy| Anja Brombacher | Elena Arroyo |
| | Tava McLeish | Blake Delich | Boston Faithfull |
| | Grant Vikander | Carlos Flodstrom | Joseph Goshgarian |
| | Lillian Williams | Brandt Johnson | Qilun (Aaron) Huang |
| Eleventh Grade | Adelynn Farish | Jack Fure | Charles Okafio |
| Twelfth Grade | Lillian Broere | Jonathan Kolacz | Jinwen (Jane) Qin |
| | Josiah Brombacher | | |
| | Emily Chuprin | | |
| | Nathan French | | |
| | Melissa Kauffman | | |
| | Sage McQuaery | | |
| | Julia Muhr | | |
| | Joy Okafio | | |
| | Sofia Pullis | | |
| | Clara Rieschl | | |
| | Johannah Rieschl | | |
| | | Isaac Caasi | Greta Gustafson |
| | | Jacob Combs | Matthew Herrick |
| | | Grace Goshgarian | Henry Litkey |
| | | Sarah Jacob | |
| | | Shaun Larson | |
| | | Carsten Markgraf | |
| | | Isaiah Roman | |
| | | Alyssa Stephens | |
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Skipping Stones
A Multicultural Children’s Magazine
Vol. 11, No. 3
Best Books to Read
Our 1999 Selection
Curanderos de México
Portraits of Japan
Kids for Peace in Northern Ireland
Display until: Sept. 5
US: $4.75; CAN: $5.75
Best Books for Summer Reading!
4 The 1999 Skipping Stones Selection of Multicultural and Nature Books and Videos
12 Dad and Me: An Art Collage
14 In my Village of Bangladesh
15 Chiapas, Mexico • La Lluvia ~ The Rain
16 Traditional Healing in Oaxaca • Eyes of my People
Japan
18 A Photographic Portrait
20 Missing Home
21 A Gift of Friendship
22 Mealtime at the Kims’ in Kobe, Japan
23 Haiku: Nature Poems • Self-Searching Journey
24 Looking Back on a Piece of Tile • Important Day!
25 Cheese Blintzes for Peshkavitz
28 Kids For Peace: Singing in a Brighter Future
30 Easter at Death Row! Kids for Peace—USA
33 Teen Zines!
Regular Departments
3 From the Editor
11 BookShelf: Multicultural and Nature Books
26 Skipping Stones Stew
27 N.E.W.S. & Taking Action
31 Dear Hanna
32 International Pen Pals Wanted
34 Coming Attractions! • Making Peace
35 Guide for Parents and Teachers
36 Back Cover: Photos of Hiroshima, Japan
© 1999 by Skipping Stones. Opinions expressed in these pages reflect views of the contributors and not necessarily those of Skipping Stones.
Recycled Paper: In the spirit of ecological sensitivity, we print with soy ink on recycled and recyclable paper.
Skipping Stones is a nonprofit children’s magazine that encourages cooperation, creativity and celebration of cultural and linguistic diversity. We explore stewardship of the ecological and social webs that nurture us. We offer a unique forum for communication among children from different lands and backgrounds. Skipping Stones expands horizons in a playful, creative way. We seek suggestions, submissions, subscriptions and support.
Editor and Publisher: Arun Narayan Toké
Editorial Staff: Rachel Knudson
Hanna Still
Interns: Emma Lou Moore, Jena Novotny, Leigh-Ann Franson, Ché Cheff, Arthur Smid
Student Reviewers: Mikaela Crank, Kira Davis, Georgiana Konesky and Sarah Eisenstein-Stumbar
Acknowledgements
Cover: Butterfly by Angela Pfeiffer, 14, Belmont, Mich.
Board of Directors: Paulette Ansari, Charlotte Behm, Mary Drew, Bill Hessling, Dick Keis, Stephen Mallery, Ron Marson, Joachim Shultz, Hanna Still, Arun N. Toké
Special Thanks to: Susan Heisey, Beth Erfurth, members of the Book Selection Committee, and teachers whose students’ work is featured in this issue. We also extend our gratitude to our contributors, volunteers, and subscribers.
Skipping Stones is an educational and charitable organization with a 501(c)(3) tax-exempt status. Donations to Skipping Stones are fully tax-deductible to the extent allowed by law. We invite you to support our 50% discount and free subscriptions to low-income subscribers by making a tax-deductible donation. Financial support provided in part by Tops Learning Systems, V. Wellington-Cabot Foundation, Ben & Jerry’s Fdn., Tides Foundation, Presbytery of the Cascades, Oasis Foods, and SELCO.
1995 Golden Shoestring Award 1997 NAME Award EdPress for Excellence in Educational Journalism
Skipping Stones (ISSN 0899–529X) is published bimonthly, except July/August by Skipping Stones, Inc., 1309 Lincoln St., Eugene, OR 97401-3978.
Subscriptions: Institutions: $35; Individuals: $25 (Airmail: $5 extra; Low-income discount: 50%); Single/back issues: $5 ($6 air). Postage Paid at Periodicals Rate at Eugene, OR. Postmaster: Send address changes to Skipping Stones, P. O. Box 3939, Eugene, OR 97403-0939. To submit, subscribe or reprint, contact:
Skipping Stones Magazine, P. O. Box 3939
Eugene, OR 97403 USA; Tel. (541) 342-4956
e-mail: firstname.lastname@example.org
When CD ROMS (Read Only Memories) were just being developed, a bright student spoke up excitedly to the whole class, "I have just invented a WOM (Write Only Memory) device. You can store any data in this WOM. No one can ever read what is stored! It's like a Black Hole." Needless to say, he was not even nominated for Student of the Month Award!
Do you wonder if TV, telephones, computers, videogames, cars, and other modern technologies help us become connected with others, or make us feel more isolated, feel lonely? Do you take time to share your experiences and feelings with siblings, parents, grandparents and friends? Do you find time to do what you really want to do?
We need not have excuses during the summer months. Long, warm days and no set school schedule offer us more free time to do what we really want to do. For myself, I'm planning some days in the mountains to enjoy fresh air, cool mountain brooks and the solitude of narrow trails in green forests.
As I left home for work this morning, Shyam, my four year-old son, was still sleeping. Sure enough, at 8:30 am, before going to his preschool, he called me to find out why I had left home so early!
As I help raise Shyam, I'm learning parenting skills such as patience and unconditional love. I'm also realizing that a lack of parental involvement, and loving guidance would make a tremendous negative difference in how a child will mature. Living in a cooperative neighborhood, I see the value of having other adults and children interact with Shyam in his day-to-day life: "It takes a whole village to raise a child."
In our increasingly technology-dependent society, let's use summer to free ourselves and enjoy being human—with feelings, emotions, vision, logic, memory and a variety of talents! A time for nature and real-life learning!
Mahatma Gandhi has been a guiding light on my life path. He once suggested that if we were looking for good fruits, we should begin by planting seeds and tending to the plant. Plants not watered, in periods of dryness, wither. Watching seeds grow as they are tended to might make summer time a consciousness raising season by studying how people are similar to plants. Just as each plant requires the right soil conditions, shading, sunlight, watering, feeding, we can learn how each person we are close to needs to be cared for in their own individual way. Use the summer months to take note, meet needs and learn to let go of busyness; to develop joy of deeper human interactions.
Perhaps, we might make this a Summer of Children and Community! Each day, as children, parents and community members, we'd put children ahead of everything to help improve family relationships as well as community harmony.
**Suggestions for summer activities:**
- More family time without TV. Let parents know that you value their company more than all the material things they provide the family.
- Camping trips, hiking, nature walks...
- Participation in neighborhood projects.
- Social events: plays, music, poetry reading, oratory skills, outdoor/cooperative/imaginative games, athletic skills... No winners or losers!
- Learning our role and responsibilities in the family and society. Study groups on topics of interests: children's rights, community improvements...
- Interactive storytelling where everyone takes turn in carrying on the story a little further.
- Developing closer relationships with friends, relatives, or neighbors through activities such as morning or evening walks, book reading, music...
Summer would be a time to learn and teach, to share and receive, to love and to care. The goal, of course, would be to continue for a lifetime.
Plant a seed, nurture it, celebrate each day as it grows into a sappling and then to a mature tree.
Looking forward to a great summer reading adventure? Check out some of the outstanding books selected by *Skipping Stones*. We considered 125 titles entered by large and small publishers and producers for the Sixth Annual *Skipping Stones* Honor Awards.
The following selection of multicultural and nature books, and one educational video, encourage close relationships with nature, and promote respect and understanding for cultural diversity in our world. The selection committee consisted of 20 reviewers—editors, librarians, parents, students, and teachers. The honored titles are—
**Ecology and Nature Books:**
*Promoting an understanding of natural systems, specific species or habitats, human, plant and animal relationships, resource conservation, environmental protection and restoration efforts, community projects, and sustainable living.*
**Monarch Magic!**
*Butterfly Activities and Nature Discoveries* by Lynn M. Rosenblatt.
Upper elem. and middle grades. 1998. $12.95.
*Williamson Publishing, PO Box 185, Charlotte, VT 05445; Tel. (800) 234-8791 ext. 18*
Science at its best! Become absorbed into the world of the Monarch Butterfly!
What sets this nature book apart from others is its holistic, “big picture” view of butterflies. The many facts about the Monarch are interwoven within the stories of its miraculous birth from a beautiful caterpillar—the story of the life, habits, likes and dislikes, even logic, of the magnificent Monarchs!
The pages are filled with excellent pictures and capsules of information that clarify or support the main text, but are appropriately peripheral to the main story line. The suggested experiments are done in the real world with a real purpose (to raise and release a Monarch). The book shows children taking action in their communities, and makes several suggestions on how children can work to save the Monarchs. *Monarch Magic* has a section on crafts so that children can make their own Monarchs or become Monarchs themselves!
As the book says, “The milkweed is mentioned so often because it is so very, very important to monarch butterflies.” So, plant some milkweed in your garden to help out! Most likely, you won’t be able to resist creating Monarch habitat in your own yard!
—Charlotte Behm, teacher and board member
**Hey Kids! You’re Cookin’ Now! A Global Awareness Cooking Adventure** by Dianne Pratt, illustr. Janet Winter. 1998. $19.95.
*Harvest Hill Press, P.O. Box 55, Salsbury Cove, ME 04672; Tel. 888-288-8900*
An awesome book to get you started on the basics of cooking! It has delicious and easy recipes, and also facts about animals, ecology, and food on every page. You are given tips on cooking at the same time you...
learn how to help animals and our environment from being destroyed needlessly. There is also a colorful cartoon-like animal that is the theme of each recipe. The recipes are great. I know, I tried some! There are breakfasts and breads, lunches and snacks, dinners, vegetables, desserts, beverages, marvelous mixes, and even a fun section on kitchen crafts and experiments!
A couple of my favorite recipes are the soft pretzels and the pocket pizza (but don’t stuff it in your pants’ pocket!). Most of the recipes are vegetarian with only three that use tuna, fish, or chicken. Each also comes with nutritional information per serving, tips on kitchen safety, and a hint that you need an adult to help you. Overall, I think this book is not only for kids, but for adults, too. By the time you get done with it, you’ll be a good cook and know more about the earth and its creatures. A must have!
—Sonji Mariah McDowell, 13, Eugene, Oregon
Del Ombligo de la Luna / From the Bellybutton of the Moon by Francisco Alarcón; illustr. Maya Christina Gonzalez. For grades 3-8. 1998. $15.95. Children’s Book Press, 246 First Street, #101, San Francisco, CA 94105; Tel. 415-995-2200
From the Belly Button of the Moon will guide you on a journey that will enlighten your senses.
This is a book of daydream poetry, remembered from the author’s childhood years of visiting relatives in Mexico. Time went slowly; listening to stories late at night around the table, learning Spanish from grandpa’s blackboard, smelling grandma’s gardenias.
Over 20 wonderfully illustrated pages breathe Mexican culture and language, in simple and engaging translations. As you dive into the poetry, you will see that the images are a symbol of culture, spirituality, ancestry, rural family traditions, and ancient wisdom. Most of all, you gain a deeper sense of the fragile yet important place of humans within the cycle of life.
Everyone will enjoy the work of this award-winning team. Their collection explodes onto the pages: Colors are more exciting, nature is more nurturing, and childhood memories are more enjoyable. A celebration of life!
—Jena Novotny, intern
Multicultural and International Books:
Focusing on cultural or ethnic diversity or sustainable intercultural/global relationships, these books honor contributions which build bridges of communication, understanding, social justice and peace.
i see the rhythm with michele wood and toyomi igus. 1998. $15.95. All Ages. Children’s Book Press, 246 First Street #101, San Francisco, CA 94105; Tel. 415-995-2200
Take a trip through the history of African-American music, celebrated in deep hues of color and rhythmic poetry. On each spread of pages lies a visual feast of playful words and bold images. Read deeper, and one can learn details of historical events in the formation of the African American community in the United States, its legendary artists, and its evolving music styles.
These poems by Toyomi Igus sing about the Origins, Slave Songs, Birth of the Blues, and slide into Ragtime, Swing, Funk, Hip-Hop, and more. Each poem is a tribute to the style of the times, echoing its rhythm and form, telling a story, and shouting its essence for the world to hear.
Equally outstanding are the illustrations. Each painting by Michele Wood reflects the mood of the music so well that one can hear the wail of Miles Davis’ trumpet, the liquid tone of Sarah Vaughan’s voice, in every brush stroke.
i see the rhythm is a unique tribute to the
making of African American music, and will inspire a groove in the soul of every reader.
—Rachel Knudson, assistant editor
Grandpa, Is Everything Black Bad?
by Sandy Lynne Holman, illustr. Lela Kometiani. 1998. $18.95. All grades. The Culture CO-OP, P. O. Box 463, Davis, CA 95616; Tel. 530-792-1334.
The poet William Blake wrote a line which continues to inspire uncountable individuals... ‘to see eternity in a grain of sand.’
In a similar fashion, I found this beautiful 32 page picture book to contain the essential elements of a lifetime and beyond, of civilization.
At the beginning of the book we feel the aloneness and pain of a boy with a negative self-image: the loneliness of the dark of night; the conspicuous separation between himself and his two brothers whose skin is visibly lighter than his own. Young Montsho is plagued by observing that evil things are black, Black widow spiders, death / funerals, black cats, witches, TV characters, and concludes that, being black, he is bad.
Redemption comes to Montsho, as it does universally, when he shares his pain with the person who gives him unconditional love and safety, his ‘grandpy.’ Grandfather, the redeemer, brings three gifts to his grandson:
• that grandpa likes the color black
• that goodness comes from one’s heart, measured by the love one gives, not by color
• that the whole rich heritage and proud African history is within Montsho. And Grandpy’s drumming and recounting of heritage fills Montsho with a new joy of who he is.
And to all people, this book capsulizes life’s essentials: Everyone needs trusting relationships, what matters is what is in our hearts, and we carry our heritage within. This book is well worth reading daily—for people of all ages.
—Hanna Still, contributing editor and board member
No More Strangers Now Young Voices from a New South Africa Interviews by Tim McKee; photos: Anne Blackshaw. 1998. $19.95. Grades 7-12. DK Publishing, 95 Madison Ave., New York, NY 10016; Tel. 212-213-4800 ext. 462
The book No More Strangers Now was touching, to say the least: young voices, young hopes, young dreams. Everyone has suffered in South Africa under the apartheid regime. Apartheid took choices away from everyone. Even the seemingly lucky, were deprived of a human experience, and the book aptly describes this.
I was one of those voices in No more Strangers Now. I felt, deeply, each of the sentiments expressed—regardless of whether it was from a White body, Black or Indian. Typically, I browsed through the book quickly to scout out the Indian version—being of Indian origin myself. I was pleasantly surprised to read how diverse her life was—very different from mine. I was raised pretty much like any of the Black voices; very conservative, only in an Indian setting, and never spoke to a White person until I was 17. And that is where the apartheid system was wrong; regardless of white, Black, Colored or Indian, we’re just people.
Full of wonderfully illustrative photos, and unique stories, this book warms the heart.
—Anuradha Shivanand now lives in Eugene
América Is Her Name by Luis J. Rodríguez, illustr: Carlos Vázquez. 1998. $15.95. Elem. grades. Curbstone Press, 321 Jackson St, Willimantic, CT 06226; Tel. 860-423-5110
A story about hopes, memories, and dreams amid a reality of discrimination and despair.
América is a 9 year old Mixteca girl from Oaxaca, Mexico, living in the Pilsen barrio of Chicago, where she feels very much out of place. She is withdrawn in her new life, because it is so different from her life in Mexico, and because of the negative feelings and actions of her ESL teacher.
One day, a Puerto Rican poet comes as a special guest, and encourages the students to write freely about their hopes, memories and dreams. With this positive encouragement, América is able to express her inner feelings, and becomes a model of hope for her family. She even pleases her ESL teacher, which makes América feel more worthwhile. The illustrations are colorful and expressive. This story demonstrates the resilience of youth. An inspiration to readers of all ages!
—Beth Erfurth, home educator & host mother
Throughout the United States, Indian children were taken to boarding schools to live apart from their families for the entire school year. These schools were created especially for Indian children with the idea that they needed to unlearn their Indian ways and live as the settlers did.
It is not easy to tell a story that describes an unflattering part of United States history that is often hidden away. However, *Home to Medicine Mountain* manages to tell this piece of history as a children’s story with compassion, hope and love, without denying the truth.
On the last page of the book, there is a photo of the actual father and uncle of the book’s artist, who found their way home from an Indian boarding school in the 1930s.
—Charlotte Behm
**If You Could Be My Friend Letters of Mervet Akram Sha’ban and Galit Fink presented by Litsa Boudalika. 1998. $15.95. Middle and Upper grades. Orchard Books, 95 Madison Ave. New York, NY 10016; Tel. 212-951-2603**
Greatness frequently emerges out of pain. The arena of this book is the pain of ongoing conflict between Jews and Arabs in Israel.
Greatness emerges in three individuals. First, editor Litsa Boudalika, a Belgian of Greek origin and a documentary film producer, felt chagrined with the lack of dialogue between Palestinians and Israelis. Visiting a Palestinian refugee camp, Litsa met 12 year old Mervet, the second heroine of the story. Galit is the third heroine, a 13 year old Israeli girl, who lives with her family in a working class neighborhood of Jerusalem.
Litsa secretly suggests to both Mervet and Galit whether they would launch a relationship of getting to know each other in spite of the existing political antagonism. The relationship would have to begin with letters; Litsa offering to be their secret courier. Their letters comprise the contents
of the book. Since Arabs and Jews are in constant combat, secrecy is vital to protect the safety of each girl and their families.
In a trusting venture into a most unlikely friendship, each of the girls expose intimate feelings and share life circumstances. Overriding ancestral allegiance covers their personal openness. Alienation, hatred, and the warfare between Palestinians and Israelis, causes the girls to reject the possibility of mutual love and acceptance.
Read this book, and experience the touching closeness and goodwill of Mervet and Galit. Most profoundly, I experience *If You Could Be My Friend* to be a challenge to the leadership of Israelis and Palestinians; humility and deep human caring might open the door to a permanently peaceful solution, which is the hope of the three heroines of this valuable book.
—Hanna Stiil, grandmother and storyteller
**Even A Little Is Something: Stories of Nong**
by Tom Glass; illustr. Elena Gerard. 1997. $16.95 grades 5–10. *Linnet Books / The Shoe String Press, P. O. Box 657, North Haven, CT 06473; Tel. 203-239-2702.*
Once, on a bike ride, I cruised over a bridge, through misty sunrise light, without another person in sight. The seagulls lined the bridge rails and as I passed, arms outstretched from my handlebars, they took off one by one until I reached the other side. For one small moment, I let go to fly.
This memory of my youth came quickly to my dreams after reading *Even a Little is Something, The Stories of Nong*. An eleven year old living in Thailand with her sister and mother sees the wonder and uniqueness in even the smallest of things.
Nong likes a good walking pace for talking; to see the dust rise behind her bicycle; to sit, asking questions as her sister irons; she befriends the curious Mr. Pu for his gentle kindness and odd word play. Although, at times, she feels like an *afterthought* in her family, she is still resilient enough to seek friends, stories, and adventures along the dusty lane to her simple wooden house with the dirt floors.
What makes this book even more special is what we learn of rural Thai culture, and how it is changing with the arrival of modern conveniences and the idea of making more money. We have a sense that the good spirit of the whole community will see the changes through, and Nong will surprise even herself by knowing what to do.
—Rachel Knudson, assistant editor
**Teaching Resources:**
*All educators, be they parents, teachers, librarians, will find these publications extremely helpful in their work with children to develop multicultural and nature awareness.*
**In Accord With Nature:** *Helping students form an environmental ethic using outdoor experience and reflection* by Clifford E. Knapp. For educators and youth leaders. 1999. $19.00 *ERIC Clearinghouse on Rural Education and Small Schools, PO Box 1348, Charleston, WV 25325; Tel. 800-624-9120*
If you’re serious about placing nature education at the heart of your curriculum, rather than just planning a tree planting activity on Earth Day—this is the book for you.
Clifford Knapp provides an excellent framework for studying about the natural environment both in and outside the classroom in this primer for middle and high school teachers.
Not shy of approaching the ‘values’ question and using a meticulous examination of terms and
issues, he shows how to guide students to a development of their own environmental ethic.
Thorough and well-researched, with engaging activities and helpful resources. A unique and thoughtful text. (Also see Parent/Teacher page 34).
—Amy Klauke, poet and nature educator
Asian Tales and Tellers by Cathy Spagnoli. 1998. $24.95. For teachers, storytellers, parents. Suitable for ages 13 and up.
August House, P.O. Box 3223, Little Rock, AR 72203. Tel. 501-372-5450
Over thirty stories from more than a dozen Asian countries fill this book with a rich flavor of universal themes, moral strengthening tales and witty, humorous renditions of why things are the way they are. The author, Cathy Spagnoli, has spent much of her life traveling and collecting these valuable stories to create a beautifully diverse collection.
Asian Tales and Tellers begins with highlighting the styles and personal experiences of a number of storytellers, and then, identifies some storytelling tools and techniques:
Riddle sequences are common in answering a challenge. Often one riddle is answered by another. They are also used to create visual pictures: “a one-eyed goblin with one leg (sewing needle), two boats with one pilot (shoes), or planted in the afternoon, harvested at dawn (stars).” Repetition is also used frequently in Asian storytelling. This not only emphasizes points in the story, but helps the storyteller to build the sequence of events.
In many Asian languages, word sounds and play serve to vitalize dialects which may be dwindling as standard languages are enforced. Chinese and Vietnamese languages use tones that produce very different meanings. The Japanese have perhaps the best examples of onomatopoeia, such as, gacha gacha (gah-chah)—to rattle or clatter.
Openings and closings to stories serve to set the mood and create space for the story to come. Gestures may help to indicate the region from where the story originates. Some cultures use deadpan faces and hands folded in laps, while others are quite expressive. Eyes are especially revealing in showing, for example, the flight of a bee. Music and sound may also be included, as well as props and costumes.
The stories themselves reveal a wealth of cultural expectations and reflections from which both children and adults can benefit. Chapter titles define the content of the stories: Harmony & Friendship, Nature & Humans, Wit & Wisdom.
Spagnoli has included extensive notes and additional resources such as publishers and internet sites which invite further exploration. A genuinely valuable book to read cover to cover, to choose an occasional story when a curative need arises, or for pure enjoyment.
—Judi Lamb, artist, educator and mother of four
Through Indian Eyes: The Native Experience in Books for Children. Edited by Beverly Slapin and Doris Seale. For children’s librarians, teachers and parents. 1998. $25. American Indian Studies Center, UCLA, Box 951548, Los Angeles, CA 90095; Tel. 310-206-7514
The phrase “cuts straight to the heart,” is used in Through Indian Eyes to introduce an essay. However, this phrase also describes the entire book. The writing is very refreshing—it’s hard to miss the honesty and sincerity. It almost feels like eavesdropping—listening to a speaker in a safe environment who does not have to care who is listening.
Through Indian Eyes is a collection of many stories, essays, poems, and book reviews. It is a
“must have” for people who want to hear the voices of American Indians honestly and clearly. Numerous poems speak about the Native experience—in school, at home, in nature, in families, in education. “The Bloody Train of Columbus Day,” and “Why I’m Not Thankful for Thanksgiving” shed some light on the dominant culture’s accounts of history. The book reviews are informative and confident. A long list of organizations formed by Native people appears in the back as resources for teachers.
One section of *Through Indian Eyes* is particularly unique and informative (and sometimes brings a sigh or chuckle): 25 pages of “How to Tell the Difference.” The authors have compiled criteria for use by teachers, parents, librarians, or students who want to choose nonracist and undistorted books about the lives and histories of indigenous peoples. Pictures and paragraphs illustrate what to look for: stereotypes, loaded words, tokenism, distortion of history, lifestyles, dialogue, standards of success, role of women, role of elders, effects on a child’s self-image, author’s or illustrator’s backgrounds. Excellent!
—Charlotte Behm, multicultural educator
**Educational videos:**
*Engaging and mindful videos for use in the classroom to foster respect and understanding of all people and communities.*
**It Takes A Child: Craig Kielburger’s Story.**
Directed and produced by Judy Jackson. Middle and high school grades. 56 mins. *Bullfrog Films, P.O. Box 149, Oley, PA 19547. Tel. 800-543-3764*
This powerful video follows the journey of 15-year-old Craig into exposing child labor practices around the globe. As a Canadian teenager, his real-life adventure began at the age of 12, when he read a newspaper article about a boy who had been murdered in his native Pakistan. The child, also Craig’s age, was speaking out against the horrific conditions of 55 million children (in Asia) working as slave laborers. Craig was also inspired by his older brother Marc, who at the age of 15, was an advocate and spokesman for ecological and environmental conditions.
Craig’s journey began in Canada, where he gave speeches and was able to raise $150,000 for the cause. His passion brought him many times to India, to see first-hand the child labor conditions. Working closely with child advocate, Kailash Satyarthi, he visited brick kilns, carpet factories, and other businesses that leased children from impoverished families. We are able to go with Kailash on a “raid” to a carpet making business, from which 19 children were rescued, some of whom hadn’t seen their families for 3 years.
Kailash and Craig help to reunite these children with their families, and to open two retraining schools for rescued children. Craig helps to uncover abuse and misuse of children in many countries; The Philippines, Brazil, Italy, Germany, and Great Britain. We follow him to the U.S. Congress, press conferences in India, and undercover operations in Manila. His *Free the Children* organization, run by children for children, has chapters in over 20 countries.
Perhaps, the best way to study child labor issues is to hold a series of discussions at length, after viewing the video. And then we may only begin to understand its depth and complexity.
—Beth Erfurth, home educator & exchange student host mother.
**Special Thanks to the readers and reviewers:**
*Educators and parents:* Charlotte Behm, Mary Drew, Paulette Ansari, Judi Lamb, Beth Erfurth, Hanna Still, Patty Hine, Rachel Clark, Ann Brown, Amy Klauke, Trisha Whitney, Jena Novtny, Rachel Clark, Amy Brandt
*Students:* Aaron Wells, Sonji McDowell, Charlotte Erfurth, Shalea Alexander-Lamb, Akasha McGhee, Alex Whitney, Ché Cheff
**Bookshelf**
**Honor Award Entries Worthy of Mention**
*Nature Encyclopedia: The World of Plants and Animals* (DK Publishing, NY). From amoeba to mammals, this book describes nature’s diversity in great detail through text and amazing photos. Grs. 3–9. (*Also from DK*, Animal Hide and Seek).
*Hottest, Coldest, Highest, Deepest* by Steve Jenkins (Houghton Mifflin, Boston, MA). Explore the wonders of the natural world, illustrated with striking paper cut-outs. Ages 6-9.
*Tales of Two Canines The Adventures of a Wolf and a Dog* by Bruce Weide and Pat Tucker (Mountain Press, Missoula, MT). Learn and laugh as you read canine facts and adventures in friendly letters from Koani and Indy. Ages 8–14.
*Play Me a Story Nine Tales about Musical Instruments* by Naomi Adler & Greta Cencetti (Millbrook Press, Brookfield, CT). These stories of musical instruments, native to 9 different countries, warm kids up to music. Can be adapted into school performances/workshops. Ages 8-14.
*The Monarch: A Butterfly Beyond Borders.* Asterisk Productions, Vicotria, Canada (In the U.S. by Bullfrog Films, Oley, PA) An excellent educational video about the natural history of the Monarch and the threats that have put its annual migration in peril. Length: 60 mins. Grades 3-8.
*People of the Rain Forests* by Anna Lewington and Edward Parker (Raintree Steck-Vaughn, TX). Learn more about the home of a Mbuti pygmy in the African Congo, to a copper miner in Papua New Guinea, to a medicinal plant researcher in the Brazilian Amazon. Ages 8 and up.
*A Gift for Abuelita / Un Regalo Para Abuelita: Celebrating the Day of the Dead* by Nancy Luenn, Illustr. Robert Chapman (Rising Moon/Northland, AZ). Rosita and her grandmother are inseparable. When Abuelita dies, Rosita is comforted by her grandfather, who suggests she make a gift for Abuelita’s spirit on the Day of the Dead.
*Delicious Hullabaloo / Pachanga Deliciosa* by Pat Mora, illustr. Francisco Mora (Piñata Books/Arte Público, TX). Desert creatures gather under an orange moon to make delicious hullabaloo, accompanied by lizard mariachis! Ages 6-10.
*52 Days by Camel My Sahara Adventure* by Lawrie Raskin (Annick Press, Canada & NY). A gallery of beautiful photos of the desert, camels, and people of Africa, and the author’s personal account draw you in to the love, enjoyment, and excitement, every step of the way. Ages 8–15.
*When Woman became the Sea A Costa Rican Creation Myth* by Susan Strands, illustr. Cristina Acosta (Beyond Words, Hillsboro, OR). In this lavishly illustrated tale, Father Lightning and Mother Tree together make the Sea. Ages 7-10.
*The Lost Boys of Natinga A School for Sudan’s Young Refugees* by Judy Walgren (Houghton Mifflin, Boston). We meet thousands of boys living and learning together in Natinga, a refugee camp (in remote hills of Sudan). Ages 10 and up.
*Annushka’s Voyage* by Edith Tarbescu, illustr. Lydia Dabcovich (Clarion Books, NY). Set at the turn of the century and based on a true tale, this story follows the journey of two young sisters as they travel from Russia to New York. Ages 6–10.
*Something Beautiful* by Sharon Dennis Wyeth, illustr. Chris K. Soentpiet (Bantam Doubleday Dell, NY). A girl longs to see beauty in her scarred neighborhood. She searches her community and discovers friendship. For all ages!
**Books on Japan & Japanese Culture:**
*Best Loved Children’s Songs from Japan* by Yoko Imoto. Illustr. bilingual. Ages 7-11. Heian, CA
*Cool Melons Turn to Frogs! The Life and Haiku poems of Issa* by Matthew Gollub. Lee & Low, NY.
*Hiroshima Calling* by Paul Quayle. In this bilingual Japanese/English book, with some 200 color photos (*see back cover*), we learn of the human side of Hiroshima. (1-4-3-401, Kamiyacho, Nakaku, Hiroshima 730 Japan; Fax: 082-245-2051).
*In Search of the Spirit The Living National Treasures of Japan* by Sheila Hamanaka & Ayano Ohmi. Learn about six traditional master craftsmen and their work Ages 9–14. Morrow Books, NY.
*Namako: Sea Cucumber* by Linda Watanabe McFerrin. Captures the confusion and the wisdom that come out of growing up in two vastly different cultures. Ages 14–adult. Coffee House Press, MN.
Dad and me
by Jon Bush
Dad and me play guitar
Hiking with Dad is something I do
Dad and me go swimming in the sea
Dad and me go by canoe
Dad and me go by car
Dad’s with me on all my journeys
Thanks Dad, for what you give to me
by Jon Bush, Belmont, Massachusetts
Vol. 11 no. 3 Skipping Stones 13
When I was young in my village, a long, long time ago, I used to do things which brought great joy to me. There was always something to do, things which I can’t even dream of doing in this country. I can still remember...
“Trina, wake up! Wake up! You have to milk the cow and pick the eggs from the chickens.” Grandma stated softly. “We are expecting your mother today.”
“Oh yes, I’ll be there in five minutes, Grandma,” I replied, rubbing my eyes.
Grandma smiled and left. I got up and folded my thin quilt. Since it was very hot in Bangladesh most of the time, there was no need for heavy blankets. I stepped down on the cold, dirt floor. The walls and roof were made with sturdy tin. I walked to the door and stared out. It was so beautiful! Green mangos lay all over the yard along with broken twigs and leaves, brought down in last night’s storm. There was a lot of cleaning to be done today. I quickly grabbed a cloth from the hook of a tree, hopped past the kitchen house opposite the bedroom house, and came to the water-pump. There were no taps in the village! You had to pump the water. I quickly washed up and strolled to the barn. A ripe, fallen guava caught my eye. I picked it up, rubbed it on my shirt and took a bite. Delicious!
I quickly fed and milked the cows. Next, I picked eggs from the chickens. I carried it all to the kitchen and placed them in front of grandma.
“Great, sweetie. Now wake up everyone else.”
I went back to the bedroom house and yelled for everyone to wake up. All of them jerked their heads and shot me angry glances.
“Oh Trina, you’re such a trouble maker!” my grandpa groaned.
“Thank you!” I said and kissed his forehead.
Soon everyone was up, including our neighbors, who were our family, too. After breakfast, I went next door. “Hi, grandpa!” I said (I call him grandpa because he’s my grandpa’s brother).
“Hey, look what I got for you,” he said.
He clutched a small bowl of ripened cherries that he had probably picked that morning. They were bangladeshi cherries, called Booray. I took them from his hands and thanked him.
Later, grandpa was carving me a toy flute out of bamboo shoots. I was jumping, trying to grab a few lechus from the lechu tree above our bedroom house.
“They’re not ripe yet!” Grandpa protested.
Soon, my grandpa was finished. I went to play with my friends Onkon and Linton under a huge tree. Then, I felt like fishing!
I got a rod, some string, and a hook. I made a fishing rod and asked my young Uncle Othool to come along with me. We went to fish in the lake beside my house, which ran through the whole village. I never caught anything, but I loved it!
Later, my aunt caught me jumping in the mud and she stopped me. Ow! The space between my toes started to itch. I soon went to pick berries and came back with a million mosquito bites. Well, I said to myself, I think that’s enough for one day.
My mom had arrived and she had me wash up. I put kerosene on my toes to make it stop itching. We used portable lamps which were called ‘Hurrikens lanterns’ for light. I went to bed that night very miserable, but glad.
My days in the village... I’d do anything to go back! I love my Bangladesh!
—Trina Mondal, 13, Corona; New York
Chiapas, Mexico
On a lonely street in San Cristobal, an old woman sits with her crafted goods, hoping to make a sale to a passing tourist. Her once colorful garments are now torn and faded with age. Her wrinkled feet are gray from years of walking barefoot. With a shudder, she feels the cold wind bite its way through the blanket around her.
Across the trash-covered road, she sees the green of two soldiers patrolling the streets. With a sigh, she looks over at her young granddaughter, sleeping under a pile of blankets, then picks up her work and begins to sew again. She’s making a doll, a tall male figure, common among the local tourist goods. He wears dark clothes, and his eyes are revealed from behind a black mask that covers his head. He is the Zapatista, seeking the liberation of his oppressed people.
As she sews on the last corner of the black mask, she looks at her old hands, remembering all the places they have been. She remembers her home, miles and years away, working and cooking peacefully in the mountains. She remembers her family screaming and running from the green uniforms as the guns barked from everywhere in the night. She sees her daughter’s body falling to the ground. She remembers walking through the mountains with thousands of other displaced Mayans. She remembers the cold nights, the hungry days, and the constant fear—fear of the same soldiers prowling across the street from her now.
Awaking back into the present, she sees a young boy with a pile of newspapers in his arms and a tray of cigars for sale. As he hands a paper to one of the soldiers, a gust of wind rips it from his hands and carries it across the barren street. It comes to rest on the sleeping child, beside the old woman. She cannot read, but sees a picture of a white man, healthy face, nice clothes; talking to many people. She doesn’t know who they are, but she thinks the horrible things going on around her are not as important as the man in his nice clothes. The soldier grabs the paper, and gives her and the doll a foul look, and walks back across the street to join his friend.
The child beside her awakens and says she’s hungry. There’s no good answer, just “Go back to sleep.” Her faith in the outside world was grabbed away from her, but still she hopes for the freedom brought by her own people in the black masks.
—Amiel Cabot, 17, Seattle, Washington
La Lluvia by Karlo Maldonado, 12, Laredo, Texas
blanca, clara y cristalina, cae del cielo agua, hermosura, es poderte disfrutar de la nube, agua baja y la tierra ha de mojar de los ojos, agua sale, son las lágrimas al llorar transparente es la lluvia, no podemos explicar cae del cielo a la tierra, y al cielo ha de regresar con truenos y relámpagos no te debes asustar con granizos y tormentas la lluvia puede llegar
The Rain
white, clear, and pristine, it falls from the sky water, the beauty is being able to enjoy you from the cloud, water falls and wets the earth from our eyes, water falls as tears when we cry transparent is the rain, we can try to explain it falls from sky to earth, to the sky it must return you should not be afraid of thunder and lightning hail and storms just help bring the rain
I remember the first time I experienced traditional healing in Oaxaca. I looked up and saw that Luz was rubbing an egg over her baby grandson.
Although the kinds of sicknesses and cures vary slightly from village to village, all the curanderos who I met believed that spiritual and physical health are linked.
When a person goes to a curandera, first she diagnoses the problem. In some communities, she diagnoses by rubbing a raw egg over the patient’s body, and breaking it open into a glass of water. The pattern of the yolk and white tells her the cause of the sickness. Curanderos also use candles, copal incense, corn kernels, or pulse points to divine the problem.
The illness may be only physical, as is the flu or indigestion. When I had stomach problems once, a curandera friend, Margarita, massaged my stomach and gave me herbal teas. Another problem could be that the body’s calor (heat) and frío (cold) are out of balance. For instance, when my neighbor, Lupe, was sick from too much frío, a curandera instructed her to eat more hot foods, have a sweat bath, and wear warm clothes.
If the sickness has a spiritual cause, it is usually treated by a limpia (a spiritual cleansing). During a limpia, the curandera may rub herbs, an egg, or a live chicken over the patient. She may spit over him with aguardiente (liquor) or cocoa water, and give him a steam bath with herbs.
One common spiritual cause of sickness is mal de ojo (evil eye), which usually affects babies. Luz explained to me that it happens when someone looks at a baby with envy or even admiration. A person can give a baby mal de ojo without meaning to. As a result, the baby cries for no reason, and doesn’t want to drink or eat. To cure her baby grandson, Luz gave him a limpia.
Another spiritual sickness is mal de aire (evil air), which a person can get by walking in a place with negative energy, such as a graveyard. The symptoms include headaches, chills, and an aching body. For the cure, the curandera gives the patient a limpia.
Espanto (fright) occurs when something scares you, like a snake or whirlwind. I know a three year-old, named Teresa, who got espanto when her family’s car broke down at night in the mountains. Her spirit became disconnected from her body, and it stayed in the place where the shock happened. She became sick with a cough, cried a lot, and wouldn’t sleep. To cure espanto, someone must go to the place where the espanto occurred, and ask the dueño de la tierra (the spirit-owner of the land) for the person’s spirit back. The curandera says a prayer, and leaves offerings such as chocolate, eggs, meat, cigarettes, liquor, and incense. Teresa’s grandmother, a curandera, made
offerings for the *dueño* of the mountain. She also gave Teresa a *limpia* by rubbing her with a strong smelling herb, called *ruda*, and spitting cocoa water on her. Teresa, soaking wet, began to laugh and play immediately afterwards.
The strongest type of spiritual sickness results from *brujería* (witchcraft). People believe that their enemies may go to a *brujo* (witch) to put a spell on them. A friend of mine, Marta, had an argument with a man she was trading corn with. Shortly afterwards, she began to have sharp pains in her stomach. After several months of pain, she found out that the man was a *brujo*. She went to a *curandera*, who performed a ceremony with candles, incense, and prayers. Then the *curandera* sucked out three sharp pebbles from Marta’s stomach. She said that the brujo had put them there. After the ceremony, Marta felt fine.
Although spitting liquor, sucking out pebbles, and rubbing chickens on sick people may seem strange to us, *curanderos* are often very effective. *Curanderos* treat the spiritual and psychological parts of sickness, too, which may get more to the heart of the problem.
—Laura S. Resau, Ellicott City, Maryland
---
Los Ojos de Mi Gente
Los ojos de mi gente son brillantes
Cuando estan tristes o felices
Los ojos de mi gente son las estrellas
De la media noche en el firmamento
The Eyes of My People
The eyes of my people are bright
They are sad, they are glad
The eyes of my people are stars
In the arch of the midnight sky
—DaMonique Dominguez, 11,
Englewood, California. She writes:
“My father is Mexican and my mother is American. I am part Indian, from my great grandfather’s side. His name was Domingo Guerrero, which means Warrior.
“Every two years, my family has a reunion. We make tamales. I have over 100 people in my family. I have one *tío* (uncle) that I have never seen. He lives in Mexico with my *abuelito* and *abuelita* (grandpa and grandma) and he is blind. But I just found out that he got his eyes operated on, and now he can see! I am happy for him.”
Japan
Once upon a time, very long ago, a god and goddess were walking in heaven and soon came to the edge of the heavenly plains. Just ahead was a bridge which they started to cross. Halfway along, they paused to look down. What they saw was the sea—blue, vast, and still. They took up their rods to give it a stir. Like magic, up sprang an island! They stirred it again. Up came another. The more they stirred, the more islands they found. Legend has it that this is how the Island Nation of Japan was born.
This ancient legend shares some similarity with scientific fact. Like people long ago, geologists today also believe that the 4,223 islands that make up the Japanese archipelago were once under water. Natural forces below forced the islands to push up above the water’s surface. The process took many centuries, with earthquakes, volcanos, and swiftly-flowing streams eventually altering their shapes.
Today’s Japan is a mixture of mountains, valleys, forests, hills, and plains. Except for areas along the coasts, much of it is wild and rough. This means that the country’s 123 million residents must live close together in the few habitable spots. Almost half of the population dwells along the eastern coast of the largest island, called Honshu. It is here that the major cities are located, including the busy seaport of Yokohama, and Tokyo, the capital.
Japan’s large population density makes job competition tough. Only the best educated can hope to find high-paying employment. For this reason, Japanese children take their school work very seriously. They attend classes six days a week, including Saturday. Among the subjects they study are language arts, math, science, social studies, music, and art. Many also attend *juku* or “cram schools.” These are in session after regular school hours and on Sunday. Here, they prepare for jr. high, high school, or college entrance exams.
With so much attention on studies, there is limited time for play. When they can, Japanese children enjoy many of the same pastimes as youngsters in the United States. Baseball, comic books, video games, and TV are special favorites.
The Japanese art of *origami* is also popular. By folding brightly-colored papers according to carefully-established steps, children make paper versions of animals, insects, birds, flowers, and fish. As islanders, they have a deep appreciation of nature. Their paper creations are a small tribute to nature’s beauty and power.
—Paula Guzzetti, Philadelphia, Pennsylvania
Above: School trip to Mt. Akagi in Gunma to learn about communicating with one another, and ride in a canoe! Photo: Sachie Otsuka, Japan
At right: Buddhist Zen Monk in Hiroshima, receiving alms as he goes from shop to shop. Photo: Paul Quayle, Hiroshima
Below: School trip to Chinese Temple in Kyoto, Japan, to learn traditional culture & people. Photo: Sachie Otsuka
Did You Know...
• In Japan (and many Asian countries), schools are in session for 240 days a year; that’s 60 days more than in the United States! Many Japanese children must do about 4 hours a day of schoolwork at home, even during their August vacation (The teacher may even come to your home for a check-up visit!). Most children go to school for half a day on Saturday.
• Most Japanese students in junior high and high school wear a school uniform.
• Corporal punishment in school is officially prohibited.
• Japanese students learn four different alphabets: two distinct Japanese alphabets, each using 47 characters; one of them is used for words that come from foreign languages. Another is Kanji, with over 2600 different characters—that means memorizing the pronunciation of each character (borrowed from China in the 6th century A.D.). Lastly, students learn Roman letters and Arabic numerals. It is very common to see a Japanese sentence with letters and characters from all four alphabets. Lots of memorizing! Yet, the literacy rate is 99%.
• Japanese schools also teach social skills, community responsibility, and ethics. For example, every student helps keep the school clean and tidy each day!
• The Coming of Age festival on Jan. 15 is a national holiday. All Japanese youth who will be 20 that year are honored and officially recognized as adult.
Noriko Hideki sat in the back row of Miss Susan’s fourth grade class. Nobody sat in the desk next to her, and that was just fine, she thought.
Noriko was not pleased to stand in front of the class while Miss Susan introduced her, and told the children to make her feel welcome. Noriko stood tall, hands at her sides, looking straight ahead at the maps on the bulletin board. When Miss Susan asked Noriko to say her name for the class, she lowered her eyes and stuck out her tongue. The children laughed.
“I do not like it here one bit,” she whispered in Japanese. Noriko missed Japan, but most of all she missed her friends and speaking Japanese. Living in the U.S. she would have to learn English, and English was crazy.
“Crazy like a fox,” she repeated over again.
This was the first silly sentence Noriko had learned from Mrs. Sunny, who helped her with English every day for one hour. At first, she tried to ignore Mrs. Sunny when she came to the room. She would sink her head into Japanese comics.
When the last bell rang at the end of the day, Noriko’s mother and baby sister waited outside.
“Doh datta?” asked her mother. “How did it go, Noriko chan?” Noriko smiled at her sister, Mako, who was snacking on a rice cracker.
“Not so good—my English is terrible, and I can’t speak to the other children.”
“Is Mrs. Sunny helping you?”
“Yes, but English is strange.”
“Noriko, it is important for you to try your best. Father will be pleased if you study.”
At home, which was too big for only four people, her mother began to prepare dinner. Noriko went straight to her room and closed the door. She thought of her house in Japan, which was small, quiet, and comfortable. This house seemed to swallow the furniture, and everyone looked like miniature dolls. Sitting on her bed, Noriko opened a fresh pack of origami paper her grandfather had given her before she left Japan.
“When you feel sad,” he told her. “Make a little bird and think of me.”
She half smiled as she thought of grandfather and how he tried to make paper birds with his clumsy hands. She liked to fold paper in the evening after finishing English homework or practicing the piano.
On parents night, Mrs. Sunny told her mother that Noriko was sure to be a top dog in her English class. “Top dog,” Noriko laughed when her mother told her the news.
The following day, Miss Susan explained that Friday would be ‘Show and Tell’ day. Each student was to bring something to share with the class. Noriko’s face grew hot, and butterflies danced in her stomach.
“I can’t do that,” she told Mrs. Sunny. “Everyone will laugh.”
“You will be fine,” Mrs. Sunny assured her. “Gambatte Kudasai,” she added, which meant for her to keep her chin up.
Friday afternoon came quickly. Noriko sat quietly and waited for her turn. When Miss Susan called her, Noriko took her place up front and held a wooden box that was covered in red silk.
“Grandfather gave me this box,” she said. “His father gave it to him when he was my age. It was a gift because his father went away to Hong Kong and grandfather was lonely in Japan. Now, I am lonely here, and I have grandfather’s box.”
She opened the box and showed her beautiful paper cranes to the wide-eyed students.
“I make these birds when I am sad. I can teach you how to make paper cranes, too.”
The children gathered around Noriko, who carefully worked the paper. Even Miss Susan made a pink crane, which she kept on her desk.
Noriko Hideki still misses her Japanese life. Yet, her grandfather tells her she’s lucky to have wonderful teachers who help her with a new language, while honoring her own. She thinks he is right.
“Sayohnara, Noriko chan.”
“Goodbye, grandfather,” she says, hanging up the telephone.
—Keith Bruno, ESL Teacher, Palisades Park, NJ
Calligraphy: Mika Nakajima, gr. 10, Shizuoka-Ken, Japan
I heard the beep of the train doors as they prepared to close. I sprinted down the stairs, and as I approached the train, the doors shut in my face. I missed it again! Even though I had plenty of time to get to school, my day had not started out very well.
Another train wouldn’t come for ten more minutes, so I passed the time by watching the people around me. I heard the muffled coughs of Japanese businessmen on their way to work. I felt out of place because I was a *gaijin* (foreigner) in Japan. Everytime someone walked down the stairs to the train platform, they lowered their eyes and pretended not to notice me. As soon as they passed by, and they thought I wasn’t looking, they glanced back and stared at me. I was strange to them.
I tried not to feel insecure about everyone watching me. I knew that they only did it because I was different from them. I was like a lone blue flower in the middle of a field of yellow flowers. I was brown-haired in a mass of people with black hair. I wore jeans and tennis shoes, while Japanese women wore high heels and long coats. They did not hate me because I was a foreigner, they just thought that I was *omoshiroi* (interesting). In Japanese, the two characters that mean *omoshiroi* also mean ‘white face.’
As I waited for the next train, a Japanese schoolgirl came up to me and tried to start a conversation with the little English that she knew, “Heh-ro.” “Ohaiigozaimasu,” I replied smiling. I didn’t know very much Japanese, either, but we were still able to communicate. She smiled back.
Then the train pulled up. This time, I got on and took a seat next to a middle aged woman. She looked up at me, but quickly fell back asleep. We pulled away with a jolt, and the people that were left standing swayed and bumped into each other. At the next stop, an older Japanese man, with a paper bag in his hands, boarded the train. I wondered about the paper bag that he held with so much care.
Immediately, the old man noticed me. He slowly walked towards me, being careful not to lose his balance on the moving train. As he approached, I stood up and offered him my seat, and he gratefully took it.
I had let my thoughts wander. As I turned back to the Japanese man, I noticed the small *origami* papers that he was folding delicately. He folded them so expertly that I could hardly follow his nimble fingers creasing the paper, and then folding it over again. He must have been doing *origami* for years to make it look so easy.
After the old man had finished his folding, he glanced shyly up at me. He handed me a paper crane. This paper crane was made out of a gold origami paper that shined like it was on fire.
As the man handed me the crane he said, “Purezento” (present). I thanked him profusely, but didn’t know quite how to express how much it had meant to me. He got off at the next station, and that was the last I ever saw of him.
The man hadn’t spoken more than one word to me, but he had brightened my day. As I stepped off the train, I knew that friendship did not have to be expressed in words. Kindness is an unspoken language.
—Jennifer McDonald, 17, and her family, have lived in Kobe, Japan, for 4 years. Photo (left to right): Jenny, young Japanese man and woman in traditional clothing, Jay, a friend, and Rob, her brother in Osaka, Japan.
Mealtime!
“Kwang Joon,” my mom yells. Next, she yells for my brother. I drag myself out of my room and head toward the dining room. As I sit down at the table, my brother turns on the TV. “Tick, tick, tick, beep!” It’s the sound of the 7 O’clock News about to begin. So is our dinner.
My brother and I are the first ones to sit down while my mom and dad are usually in the kitchen fixing the last dish, of many, to be served. There are a lot of side dishes on the table to be eaten with the rice, hot from the rice cooker. There is always soup to go along with the rice. Soup in our family MUST be served. No soup for dinner would be like English without literature. It would simply be incomplete.
Out of the Korean soups, there is a choice of miyokuk (seaweed soup), connamurkuk (bean sprout soup), mandukuk (dumpling soup), tokkuk (rice ball soup), kamjakuk (potato soup), and a few others. Of the Japanese soups, there are two kinds that mother makes, either misoshiru (miso soup) or the sumashi (clear soup).
Then there are one or two main dishes such as Korean barbecue or fish. These are usually on our own plates, and we have a smaller dish for vegetables, etc. Japanese and Korean tsukemonos (pickles) like the well-known kimchi, however, get their own little dishes for everyone to devour.
“Itadakimasu,” my brother and I both say before we eat. I start my dinner by tasting the hot soup of the day. Now that the spoon is wet, I can head for the rice without it sticking to my spoon. After the first few munches, my parents come out of the kitchen to join us.
My father complains about dinner every other day—and he doesn’t stop until dinner is finished. But I guess he has a right to do so because he is a better cook. At least, I think so. It’s just the way he blames my mom that I dislike. He is what you might call a short-tempered man.
My father is definitely the boss of this Kim family, emphasized by him sitting on one side of the table, all by himself. When my father doesn’t complain, and all is well, mealtime can be merry. “So when’s your next soccer game,” he would often ask. “One O’clock this Saturday,” I’d reply. Then he’d start advising me on how to play better than the last game. “How about you, Kwang Jae?” he’d question my brother. His eyes and attention are glued to NBA action on the TV screen. My dad usually threatens to turn it off so he pays attention to him. “I’ll go watch your next game then, Kwang Jae.” My brother would object, as he always does. “I mess up when you come to see me play. I get all nervous.”
My mother, however, is often quietly eating her meal. She talks, but not as much as any of us. I probably talk the least of all the males because I’m tired after soccer practice. Mostly, the only thing on my mind during supper is sleep. But with my strict father by my side, I cannot stop too long to rest. His motto is, “When you eat, you eat.” It’s okay to talk and have fun while you eat, but he doesn’t like slow eating with our eyes glued to the TV. In any case, I’m done with dinner by 7:40 PM so that I can do my homework.
I’m usually getting up from the table while my dad is still drinking his sake (Japanese rice liquor). My brother is also finishing his meal on a note of Gochisosamadeshita. We take our plates and utensils to the sink, and we are out of the dining room before our parents are done with their meal. That is a typical dinner at the Kims’.
—Kwang Joon Kim, 17, from Korea, is a student at the Canadian Academy High School in Kobe, Japan
Illustration by Arthur Smid
Nature Haiku
Thunder roars in the sky
Fire is in the forest
The snow whispers its secrets
—Andrew Holst, Edgewood Elem.
A grand old leaf glides to the floor
signaling autumn days
—Karin Sessions, Cal Young Middle
Grey wolf howls to awake sleepy mountains
—Kyle Besaw, Cal Young Middle School
When the wind is soft
The first rainbow comes
Raindrops are shiny
—Cherie Jacque, Harris Elem.
In an open forest
I called...the sound replied with dripping water
—Todd Best, Cal Young
The water is calm
A glistening waterfall
As the earth tumbles
—Ashley Furrer, Creslane Elem.
The babbling brook
Softly travels through the woods
To live with the sea
—Lee Griswold, Sheldon High
Slowly the lizard creeps through the bog on a leaf to its destiny
—Nick Spidell, Guy Lee Elem.
The waters of life
Flow throughout the world, endless
East and west, united
—Rob Norton, Sheldon High
Through dark eve we walk
Moon's rest given to me now
Midnight forever
—David Buss, Thurston High
Unforgettable Moments...
Self-Searching Journey
My sister and I are four years apart. I grew up under her protection and guidance. She graduated from the same international high school in Japan that I am currently attending. She is in Berkeley, California, to further her undergraduate education. I took over her room, but inwardly, I was lost because I was searching for a true self—not the little girl who imitated her older sister.
This summer, I stayed with my sister in San Francisco. The first week after I arrived, my sister gave me a map of her campus, a class schedule, and a pager. I panicked. I didn’t want to go to her classes, alone. My sister became outraged.
“I am giving you the opportunity to see what college is like,” she said, “so you can find out whether majoring in business really suits you!” I eventually did go to some of her classes. I understood the lectures, took notes, and even enjoyed it. Slowly, I learned that knowledge is infinite, but I have to want to seek it myself.
My sister once drove me to the Lawrence Lab, where she was working. She held up her card and the door mysteriously opened. I could see her happiness and confidence, and I thought, this is what life is about; achieving goals, and to live happily to the full extent.
The day before I left San Francisco, we went whale watching. We stood together at the front of the boat. As we watched, a humpback whale as big as the boat swam close and peeked at us with his left eye—as big as the palm of my hand.
On the way back to the harbor, I sat quietly in the boat and started thinking that this vacation was like no other I have had. Perhaps, I should call it a self-searching journey. I saw a broader world, and I experienced myself as a more competent self.
—Kiyo Harimoto, 18, Kakogawa, Japan
Most Important Day in My Life!
The happiest day in my life was not a sunny day, or a rainy day either. It was an ordinary day. I woke up feeling quite regular and my appetite at breakfast was no different. When I finished breakfast, I read a book in Russian. I picked up an English book and looked at its pictures. Oh, how I wished I could suck in the odor of English books as well as Russian books. Then I rode the school bus to school. At one o’clock my ESL teacher came and we read a little. When we walked up the stairs back to my class, she was all smiles. I wondered, why?
When I came home from school I read a little in Russian and looked at the pictures of the English book. Suddenly, the telephone rang. After my mom hung up the phone, smiling, she told me to read a little of the English book with the interesting pictures. I read without realizing what I was doing—I could read in English!
When my dad found out I could read, he phoned my relatives. They were all surprised and excited. After that, I read the book with the interesting pictures. Everyone in my family was smiling, even my baby brother, who always smiled when everybody else smiled.
I went to bed feeling tired but content. Now I was introduced to a whole new world of books. From that day on, I have became a bookworm!
—Natalie Rubinstein, 11, Chapel Hill, North Carolina
Looking back on a Piece of Tile
A while ago, I took a look at myself and noticed one of my personal idiosyncrasies. To my disappointment, I realized that I rationalize my mistakes and errors to anyone, even to complete strangers in the supermarket.
Walking down the cheese aisle, I slipped on a piece of tile. I didn’t fall, and the only thing hurt was my ego. I was embarrassed and blushing. I looked at my shoes and picked at the soles. Staring at the floor like it had grown hair, I said dumbfounded, “They ought to clean their floors.” I said it loud enough so a woman nearby could understand that I was not at fault. I wanted to make sure no one would think I was a fool!
Instead, I made myself act like an even bigger fool. If I had merely regained my balance, chuckled, and went on my way, these people would never have noticed my mistake.
Why should I be afraid of what others think of me? These people did not think any less of me after I slipped on the tile. My character wasn’t defamed and no one was judging me. But how others perceive us is one of the single most important things in life, especially as a teenager.
At an age when being ‘cool’ and ‘fitting-in’ is important, looking like a fool is a great embarrassment. Teenagers rely on this to make sure no one judges them, or finds them any less than cool.
We shouldn’t worry so much about what others think that it dictates our every move and decision. We must understand that nobody is perfect. People are chided for small mistakes, and then shift the blame to something other than themselves. Now that I understand this, I smile when someone does it around me. I realize that failing in front of others is okay. It is part of being human and nothing to be ashamed of.
—Jonathan Stein, 14, Cupertino, California
“My parents are from Russia and immigrated to the U.S. in the late 70’s. I take private Russian lessons, and can read and write in Russian. My parents feel it is important for me to keep my Russian culture.”
The Jewish people of Peshkavits began to prepare for the holiday of *Shavuot*. They would need a great deal of cheese to make the special food eaten on that day—cheese blintzes. It takes a lot of milk to make so much cheese. But when the people of Peshkavits approached their cows, a strange thing happened. The cows would not give milk.
And then, an even stranger thing happened. The cows spoke.
"Why should we give so much milk? Your normal demands are bad enough. Why should we work even harder?" cried Malka, the most verbal one.
"The cows have never complained before. Why complain now?" asked Masha, the baker.
"Because we're fed up!" declared Malka. She would not *udder* another word.
"Send for the rabbi!" shouted Ephraim, the tailor.
The rabbi came running, his long beard flying. He was greatly disturbed by the news about the cows because cheese blintzes topped with strawberries were his favorite food. How could one celebrate *Shavuot* without them? The rabbi spoke.
"You must give us milk because that is your job. God gave us command over the beasts. We command you to give milk!" The cows wouldn't even look at the rabbi, let alone give milk.
"Call for the cantor!" Sarah, the shopkeeper, said.
The cantor came dashing out of the synagogue, prayer shawl flying. This was a disaster! Cheese blintzes topped with blueberries were his favorite food. How could one celebrate *Shavuot* without them?
"I understand the pressure of giving extra milk was too much. I will soothe you with songs. Music can to soothe even the savage beast, you know."
The cantor sang for hours, but the cows would not produce one drop of milk.
"Bring the witch!" cried Eliezer, the butcher.
The town witch came over. This was a tragedy! Cheese blintzes topped with raspberries were her most treasured joy! How could one celebrate *Shavuot* without them?
"If you cows don't cooperate, I will turn you into earthworms!" The threat had no effect whatsoever. The townspeople begged her not to turn the cows into earthworms, for who ever got milk from earthworms?
Finally Daniel, the tailor's son, turned to the crowd. "Let's tell the cows *why* we need milk on *Shavuot*. Then, maybe they'd understand." The crowd stared at Daniel. His solution seemed so simple, so obvious. Why had no one thought of it before?
Little Miriam addressed the cows. "We eat these foods because they are delicious."
"We eat these foods because it's *Shavuot*," cried tiny Ruthie.
Malka the cow spoke. "What is *Shavuot*?"
The crowd gasped in astonishment. How could anyone ask such a question? But then again, Malka was a cow. How could she be expected to know?
Daniel explained, "*Shavuot* is the day God gave the *Torah* to Moses and the Jewish people. The Torah tells us how we should live, what is right and what is wrong. The *Torah* is so wonderful, we say it is like milk and honey. That's why we eat food made with milk on *Shavuot*. The *Torah* even tells about cows!"
"What does it say? That we should work overtime so that you can enjoy cheese blintzes?" asked Malka.
"No, no! The *Torah* says we must never hurt our animals. We must feed them before ourselves. Animals must rest on the *Sabbath*, just like people. We must never allow an animal to suffer. And we must care for, and return, lost animals," said Daniel.
"The *Torah* really teaches that?" asked Malka.
"Yes, yes!" shouted the villagers.
Malka addressed the crowd. "I think we could give the milk you need to make your special food. Right, ladies?" All the other cows agreed.
"But," Malka said, "I need to know one more thing." The villagers grew worried. Daniel waited nervously for the cow's question.
"What are cheese blintzes?"
Everyone laughed, shouted, danced, rejoiced! For this was a question they could easily answer.
—Nancy Gordon,
Walnut Creek, California
This year, the festival of *Shavuot* begins at sunset on May 20 and ends at the sunset of May 22.
Wind Song
I have shaken the dew in the meadows
from the clover's creamy gown
and rustled the leaves of the beech trees
that send whirlwinds tumbling down.
I have sung sweet and pure treasures unfound
and beauty in lands far away
I have circled and spiraled and twisted and turned
setting the whole world a-sway.
I have ruffled the edges of breakers so proud
as they lap the edge of the bay
And have not to ask pardon of any live soul
for I am a fairy of Fay!
I go where I please and do what I want
singing a radiant song whispering
secrets to all that I meet
always traveling on.
—Kaavya Viswanathan, Millburn, New Jersey
Mi Muñeca Japonesa
Mi muñeca Japonesa tiene el pelo negro y tiene broches en el pelo. Ella usa un hermoso Kimono decorado con flores y colores: verde, negro, blanco, naranja, rojo y azul. Se lleva zapatillas con calcetines. Tiene un abanico naranjo en la mano y me gusta mucho por que ella es muy bonita.
A World Without Trees
No leaves to rake
in the fall. No shade on a hot
summer day. No home for songbirds
in winter. Nothing to sprout in the spring.
A world without trees is no world at all.
People who live there will wither
and fall. Nothing to breathe,
no way to live. The world
a barren wasteland.
This is a
world
without
trees. This
is not how
the world
should be.
—Katy Hurd, 11, Monroe, Connecticut
Stand Back Up
Your mind so complex in rage
Confusion like a knife
Your wall of faith torn to stones
You have no courage to rebuild
You cry to yourself in pain
But how will that help you?
Will it bring strength?
Just because you fell doesn’t mean quit
Stand back up
Make yourself known
Build your faith
Show that you can do anything
And when they ask in amazement, how?
Say God carried you in his arms
and made it possible
—Mikaela Crank, 14, Dennehotso, Arizona
My Japanese Doll
My doll is Japanese. Her hair is black and she is hairdressed with high combs. She wears a beautiful Kimono decorated with flowers and colors: gold, green, black, white, orange, red and blue. She is wearing thongs with socks. She has an orange fan in her hand. I like her very much because she is pretty.
—Dania Tamez, 9, is originally from Guadalajara, Mexico.
I Love You
Some people say
I love you
Like the way
They drink water:
All the time, not realizing
Some people say
I love you
Like the way
They spend money:
Freely, carelessly
Some people say
I love you
Like the way
They fake a smile:
Falsely, pathetically
Some people say
I love you
Just to hear
The words
said to them
—Gina DiPerna, 16, Congers, New York
Urgent ... Urgent ... Urgent.... Urgent ... Urgent ...
Kids Care for Kosovo Refugee Children
Kids Care Clubs, a national nonprofit organization to promote the spirit of giving in children, seeks comfort supplies and toys for the youngsters of Kosovo, Yugoslavia. The refugee children, numbering over 200,000, are without these basic supplies, and are unable to attend schools.
Warm socks, soaps, pocket-sized stuffed animals, coloring books, crayons, hand-held balls, safe toys, and decks of cards, etc. (in new condition only) should be packaged in easy to carry, waterproof, drawstring plastic bags. These gift bags will be airlifted by Amicares, an international relief organization, to refugee camps in Albania and Macedonia through June, and possibly July. Send your gift bags to—
Kids Care Clubs, 382 Smith Ridge Road, South Salem, NY 10590; email@example.com; www.kidscare.org or Tel.: (914)-533-110
Rowing in the River of Words
The 1999 River of Words Poetry Contest (Vol. 11, no. 2) has selected the poem, Amazon Slough Watershed by Aaron Wells, 12, of Eugene, Ore., that explores and interprets his backyard creek, as one of the grand-prize winners. Our hearty congratulations to Aaron, who has also been published in Skipping Stones.
Noble Peace Prize Laureates Visit Iraq
An historic delegation of Noble Peace Prize Laureates recently returned from Iraq where they met with Deputy Primer Minister Tariq Aziz in a peacemaking gesture. They were promoting a reconciliation between Iraq and the world community to lift the devastating sanctions on that country. “I have seen children dying of simple illness, while their mothers sit helplessly by,” writes 1976 Nobel Prize Laureate Mairead Corrigan Maguire. “President Clinton should help bring peace and stability to Iraq just as he helped forge the peace deal in Northern Ireland.”
We should be consistent in our call for dialogue and disarmament as a way to make peace. The Delegation was sponsored by the Fellowship of Reconciliation and its Iraq Campaign.
Want Audience for Your Student Publication?
Chris Weber, a teacher, is writing a book entitled “Publishing with Students,” to be published in the year 2,000 by Heinemann, Inc. In his book, Chris will showcase a range of student publications (e.g. magazines, books, newspapers, anthologies, calendars, booklets, etc.) from around the world by K-12 students. Send him copies of your student publication (with your e-mail address or fax number) at: Chris Weber, 1826 SE 54th Ave., Portland, OR 97215 USA, or, fax:1-503-236-1992 e-mail: firstname.lastname@example.org.
Join Skipping Stones Student Review Board!
We are seeking new members for our student review board. As a student reviewer, you get to tell us what you and your friends like, do not like, or want to see more of, in each issue. The commitment is for one year (five issues)! Send us two samples of your writing/art, age, interests and address with your letter of interest.
Youth for Justice organizes Youth Summit
Some 140 young people from the Northwest gathered in Eugene, Oregon, on to learn how to make positive social change. They networked and educated themselves about oppression and bigotry. At the end of the workshops, they also participated in a rally for immigrant rights.
In the quiet countryside of Sussex, England, a cluster of school children sat in the shade of a monkey-puzzle tree, scratching their heads.
“What’s wrong with the people in Northern Ireland?” Frank said abruptly, “Why can’t they just have peace?”
Miriam knew exactly how Frank was feeling. “It’s not fair that so many children have so much to worry about,” she said. Erika added, “Our home is so beautiful. I wish all children could be safe and happy.”
“Like us,” Matt chimed in, “we’re pretty lucky.”
Everyone agreed. “But what can we do about it?” Edward’s voice carried a hint of frustration. “We can’t just sit, scratching our heads forever.”
“We need a plan,” Kate said slowly.
That was how things started (more or less). *Kids for Peace* would be a children’s choir, at least thirty voices strong, bringing songs that celebrate joy to places where people are saddened by conflict and grief. It would be a way to encourage people working for peace; a way to share their hopes for a future without hatred or suffering. Most importantly, *Kids for Peace* would bring together children from different cultures and backgrounds to work for peace and make it happen. As Stephen put it, “A little love and a little work for peace can go a long way.”
Today, the story goes on. *Kids for Peace* has joined forces with an international network of children’s choirs, each working to spread peace through song. Aside from performances throughout England and Scotland, *Kids for Peace* has twice toured Northern Ireland and the Republic of Ireland. In all their journeys, the overall impression has been one of a people yearning for peace.
**Highlights of the Kids for Peace tours:**
- In Ballymena (north of Belfast), Northern Ireland, they visited the Slemish Integrated School, which is part of a larger movement to bring together young children from both Catholic and Protestant families. The coach (bus) was target of unsympathetic rock throwing, but everyone enjoyed a wonderful evening of *craic* (fellowship) with singing, Irish dancing, and snacks.
- In Derry, the children visited a Catholic school on the Bogside, and a Protestant school on...
the Waterside. They saw a lighted peace-lamp whose flame had been brought all the way from Bethlehem, via Austria, as a message of peace and friendship.
• They met with the British Secretary of State at a cross-cultural concert in Belfast, organized by a support group for victims’ families. The concert featured a famous Irish folk singer, Tom Sands, who shared his message of hope.
• In Belfast, they met Noble Peace Prize Laureate Mairead Maguire and Peace People, her organization working for peace and civil rights over many decades. On Falls Road, they met members of Sinn Fein (the Nationalist Party) who spoke with them about peace for several hours.
• Tours of both the Shankill (Protestant) and Falls (Catholic) areas. These inner-city communities have been locked in strife for decades. Yet, even here, the inhabitants have built up a Cornerstone Community, trying to meet needs from both sides, seeking peaceful solutions.
• At Corrymeela Community, members told Kids for Peace about their experiences—how some members were only feet away from a car bomb explosion. At the Renewal Centre, which helps victims’ families from both sides, the children began to understand how complicated the situation has become.
• At Mt. Gilbert School, they met Margaret Gilbey’s class, who have made a Wall of Peace out of the letters and poems that people have sent for Peace.
• In March 1999, Kids for Peace attended a weekend All-Ireland Peace Song Contest in Cork, Eire. Singing in a choir made up from six different schools, the children won second prize, having to compete with professional singers! One of the popular Austrian singers they met at the concert has arranged for Kids for Peace to tour in Austria this summer.
• Last year, Kids for Peace USA joined a Friendship Caravan to Cuba (See Vol. 10 no. 4) taking medical and school supplies to children, in addition to their songs of joy and hope.
They proclaim a message of peace, loud and clear, wherever they go!
FMI, write: Kids For Peace, Darvell School, Robertsbridge, East Sussex, TN32 5DR, UK. Cassettes available: “Kids for Peace II, Singing in a Brighter Future” from the Plough Publishing House in Pennsylvania; 1-800-521-8011
Students from No. Ireland and England join to sing and dance in Ballymena centre.
Ireland
Ireland was known in the olden days as “the land of the saints and scholars,” because it kept both Christianity and Learning alive when the Roman Empire was being overrun by barbarian tribes, 1600 years ago. And it was Ireland who sent missionaries to England and most of Europe during the “Dark Ages.”
At about the time that Columbus was sailing to America (1492) the English kings and queens invaded Ireland and forced the people off the land, giving it to their loyal English subjects instead. So began a division that has gotten increasingly more complicated, and has troubled this lovely land right up to the present.
In 1921, after much fighting, the island was divided into the Republic, an independent country, and Northern Ireland, which is part of the United Kingdom (England, Scotland, and Wales). Although the Good Friday Peace Agreement was signed in 1998, politicians are still working hard to make it last.
Both parts of the island are very beautiful, with low mountains on the coasts, and plains in the middle. Lough Neagh is the biggest lake, and the Shannon River is the longest river in all the British Isles. The central bogs provide the peat that is used for solid fuel.
Ireland does not have many wild animals other than foxes, rabbits and hares; and it has no snakes. Legend has it that they were driven out by St. Patrick 1500 years ago!
Easter at Death Row
April 4, 1999—As an Easter greeting, several hundred children gathered with 1,450 carnations for every inmate and guard at State Correctional Institution Greene in Waynesburg, Pennsylvania. They had organized at the same site two years ago, to march 30 miles in three days. This year, by noon on Sunday, the grassy slope overlooking the super-max prison blossomed with painted signs and bright yellow shirts from the Children's Crusade to Death Row. People from all over Pennsylvania marched to the prison gates carrying banners alongside a 55-piece band.
A service was held to offer a peaceful alternative for death row inmates, and for the recent bombings in Yugoslavia. Everyone agreed these violent actions will only escalate the cycle of hatred in the world.
Children assured the Department of Corrections that the carnations were non-toxic, non-hallucinogenic, and harmless, but prison officials refused to accept them. During the service, children offered prayers, poems, and greetings to individual inmates, and released 12 white doves.
Speakers at the Easter event included Khalid Raheem, president of the National Council for Urban Peace and Justice, Sandy Kelson of Veterans for Peace, and Steve Wiser, spiritual adviser to many inmates on death row.
Photos: (top) Children release 12 white doves as a sign of peace. (middle) News crews question one child, while others read a message over the PA system for all to hear. (bottom) The children with their signs; J.R. is the prisoner on death row with whom this child visits.
—Kids for Peace-USA, Spring Valley Bruderhof, North Farmington, PA. For more information, call 1-800-521-8011
DEAR HANNA
Why does everyone think people are the smartest creatures in the world? I prefer my horse! How about you? —Barbara
Barbara, I prefer dolphins!
My friend, Dean, an ocean sailor, recounted seeing dolphins getting under a struggling deep sea diver and pushing him up to the surface for air. Likewise, when a dolphin is sick or injured, the others buoy him to safety.
Interestingly, dolphins have no natural enemies. On the rare occasion that a dolphin is attacked by a shark, a huge number of dolphins surround the attacker and throw themselves against it until it loses consciousness. Dolphins are very intelligent; they communicate, give one another instruction, and collaborate to function as a team. They interact with playfulness, not violence.
Dolphins inspire my own behaviour. I remember, in Chicago, 1963, my husband was leading a well publicized freedom ride with Martin Luther King to the South to open the use of a local public library to all—not just for ‘WHITES ONLY.’ I well recall a phone call late at night: “This is a call from the Ku Klux Klan. We are 200 strong, organized in Chicago. We plan to kill you if you continue your activities.”
A death threat can only come from a deeply troubled person. I, therefore, engaged the caller in a calm discussion on religion, helping others, politics, and race. About 45 minutes later, the gentleman said: “I don’t get it. You are really trying to understand. I will pray for you.” And he quietly hung up!
The next night, at midnight, the phone rang. Another voice said: “I am the head of the Chicago Ku Klux Klan. What did you say to the guy last night?”
When uncertain, I try to ask myself: ‘What would dolphins do?’ I once observed a third grade class which had a troubled classmate who had been caught lying and stealing. Vivian acted tough but, being friendless, must have been lonely and feeling left out. Knowing that children like being helpful, a class mother met with the other girls and mothers. A support group evolved for Vivian. Someone always made sure Vivian felt safely included. Like dolphins, the girls buoyed Vivian up. As she felt accepted, she stopped lying and stealing and became ever more successful.
I am enthusiastically promoting a summer experiment: Let’s immerse ourselves, through books, personal contact, or videos, into dolphin society and glean joy and goodness from the dolphin model for our human world.
Send any questions or comments to:
Dear Hanna c/o Skipping Stones
P. O. Box 3939, Eugene, OR 97403
In Peace,
Hanna
Illustration by Judi Lamb, Eugene, OR
**Norway**
Marie Ostvold, girl, 14
Int: music, global friends
Marthe Parmer, girl, 16
Int: soccer, friends, reading
**Sweden**
Christian Svensson, girl, 11
Int: soccer, computer, music
Lisa Johansson, girl, 13
Int: friends, writing, email
Josefin Eriksson, girl, 14
Int: read, horse riding, letters
Susanna Klint, girl, 15
Int: friends, music, sports
Annie E. Fageryd, girl, 15
Int: soccer, animals, travel
Rebecca Dickson, girl, 15
Int: global friends!
Ingrid Hedelin, girl, 15
Int: music, friends, fun
Jenny Svensson, girl, 6
Int: basketball, postcards, fun
Sandra Andersson, girl, 17
Int: int'l. music, friends
**Lithuania**
Ieva Balsiukaite, girl, 13
Int: sports, drawing, travel
Juste Steponaityte, girl, 15
Int: biology, dogs, volleyball
Katia Isaeva, girl, 15
Int: friends, graffiti, fun
Natalja Prilepskaja, girl, 16
Int: friends, laughing, fun
Lina Dragunaite, girl, 17
Int: holidays, good times
**Macedonia**
Maria Cveevska, girl, 14
Writing, singing, basketball
Elena Petersevska, girl, 11
Int: art, sports, history
**Bosnia-Herzegovina**
Aldijana Husic, girl, 17
Int: music, dance, languages
**Ghana**
Kwame Antwi, boy, 12
Int: letters, sports, friends
Peprah Twumasi, boy, 17
Int: worldwide friends, write
**Croatia**
Neda Vrkic, girl, 13
Int: books, roller skate, tennis
Danijela Loncarevic, girl, 14
Int: walk, posters, bike rides
Marko Nezic, boy, 14
Int: instruments, computer
Maja Stanojevic, girl, 14
Int: penpals!
Tatjana Karniz, girl, 14
Int: handball, walking, bikes
Andrea Zupan, girl, 14
Int: dance, read, volleyball
Thiana Jelenc, girl, 15
Int: music, nature, animals
Diana Pesec, girl, 15
Int: music, travel, friends
Iva Hrbolic, girl, 16
Int: swim, dance, aerobics
**United States**
Mikaela Crank, girl, 14
Int: poetry, Mexico, nature
**Russia**
Vera Valikova, girl, 7
Int: dance, swim, stickers
Irina Slesareva, girl, 14
Int: music, painting comics
**Belarus**
Vika Gatman, girl, 16
Int: music, dance, friends
Helen Syrnikova, girl, 15
Int: music, basketball, friends
Svetlana Bozhko, girl, 17
Int: drawing, disco, friends
**Rep. of Moldova**
Michael Bogush, boy, 16
Int: basketball, marketing
---
**Got Pen Pals?**
To be listed on the Pen Pal Page, we request US $5. You’ll also get a copy of the issue in which you are listed. We’ll send your name & address to 3 or 4 youth requesting pals! Low-income and subscribers get one free listing.
Priority given to ages 7-17.
To receive pen pals, send a long, self-addressed return envelope with a first class stamp or International Postal Reply Coupon. Tell us your preferred pen pal choices—ages, gender, countries, etc. (or up to four names from this list) and we’ll rush you your new pals as soon as they are available!
---
**Crying World**
A storm rages inside his eyes
as a tear drop falls from the skies
He shakes his head in disbelief
the worlds not showing any sign of relief
The world is full of people going crazy
all our minds becoming lazy
It may not be that late to change this world of hate
—Kelly Ortega, 14, Medford, Oregon
---
**Cool Off**
When you’re angry, here’s a rule
Take a deep breath until you cool
Stop and freeze, just calm down
Put on a smile instead of a frown
Think of a way not to fight
You’ll be glad you did it right
Stop! Calm down! Think! Then act
You’ll feel better—that’s a fact
—Sherrie Walker, Jamaica, New York
Check out these zines created by youth around the U.S. Subscribe, submit, or start your own!
**Nation Magazine** editor: Peter Kowalke. A well-established 48-page, info-packed bimonthly publication by a life-long unschooler. Essays, stories, interviews and letters to editor devoted to the human spirit. Much more than a publication, it’s more like a community, a place to build friendships. *(Subscriptions: $15/yr. from P. O. Box 772, Mentor, OH 44061; e-mail: email@example.com)*
**Under the Mushroom** editor: Kira Davis. If you are aware of generation gaps, want to know what youth are feeling, thinking, struggling over, including youth sometimes described as alternative, you can’t spend $5.00 better than to subscribe to this zine. Youth writings are eagerly solicited. The editor is creative, enterprising, home schooled. *(U.T.M. 3045 Bailey Hill Road, Eugene, OR 97405 USA)*
**Wild Guess** by editor Maria Lysenkov, is a small journal, that aims to encourage the development of the arts and literature in young people worldwide, to promote multiculturalism, and to reduce the discrimination often faced by teenagers. *(For submissions and subscriptions, write: 2907 Brighton 8th Street, Apt. D7, Brooklyn, NY 11235; e-mail: firstname.lastname@example.org)*
**Peach Spring** accepts all forms of creative writings and art. Here is a poem, *The Wind of the Wings*, by editor, Mary Horak, a homeschooler:
I looked out the window and stared at a bird
I thought to myself
“Is flying a challenge, or is it easy as words?”
But words are not easy
Wings are what’s free
Words are simply why
I want to fly.
*(Subscriptions: $6/yr. from 5434 Windswept Lane, Houston, TX 77056-7216 USA)*
**Morning Mists** editor: Claire Stoscheck. The sample issue of *Morning Mists* that we have seen is about human rights in Guatemala as Claire features Kai Yuta, her uncle, who was murdered in Guatemala in 1980. Upcoming themes also include Tibet. *(Subscriptions: $6 from 67 Albee Hill Road Van Etten, NY 14889 USA)*
**The Inkwell** editor: Dori Griffin. Inkwell strives to publish ‘experimental fiction’ and other ‘unique’ writing by teen and young adults. Very readable, well-formatted zine containing short stories, essays, art, interviews, and poetry. *(Subscriptions: $10/yr. from 920 Kennington Hills Drive, Hixson, TN 37343 USA)*
**Kids Only Writing Showcase** (KOWS). This is a web-based zine, edited by Margo Gray. Around for one year, this e-zine has over 300 subscribers, ages 6—18. An issue every month, with every other month featuring a writing contest. *(Subscriptions, submissions, other info: http://members.tripod.com/)*
Making Peace
Peace
P is for peace on earth
E is for energy we need to give peace to one another
A is for all-together
C is for courage
E is for earth where the peace is
It stands inside of us
—Ashley Yarrell
A Life of Peace
I will have a life of peace
where I can walk down the street
and people will say, “There goes that girl that’s living
a life of Peace!”
I want a life that is filled
with WONDERS and not thunders
—Kia Hopson
The Lady of Peace Dragon
The lady dragon may
seem like a mean dragon
when she’s not
This is because she makes
faces to protect herself
from getting hurt
Lady of Peace Dragon
don’t be afraid; just be
YOURSELF
—Charquita Matthews
These poems were sent by students at the Frederick Douglass Middle School of Indianapolis, Indiana. Judith Flasco, a counselor at the school, helps to develop student potential. A peace project emerged from her work with sixth grade African American girls. While they master the basic skills of reading, mathematics, and language arts, they also learn Peace Making skills.
Coming Attractions!
The 1999 Youth Honor Awards:
Multicultural and Nature Awareness
In addition to being artistic and creative, your entries should also promote one or more of:
- cultural diversity • intercultural experiences
- social issues • nature and ecology • resource conservation • peace and nonviolence
• Writing (essays, poems, short stories, songs, travelogues, round tables, interviews, etc.) should be typed or neatly hand-written.
Word limit: 750; poems: 30 lines or less.
• Writings in languages other than English (with or without English translation) are welcome.
• Artwork (drawings, cartoons, paintings, photo essays, etc.) should have the artist’s name, age and address on the back of each page. Send the originals with self-addressed stamped envelope. We’ll consider both Color or B & W prints.
Limit: 8 photos or paintings.
• To nominate a Youth Organization (that works to enhance quality of life for low-income, minority, alter-abled people, to preserve nature or ecology, or, to improve racial and/or cultural relations), use the same format as for Writing above.
Send your entries with a $3 fee (it allows us to send every entrant a copy of the issue featuring the honor awards) and a Certificate of Originality from a teacher / parent by 20 June to:
Skipping Stones Youth Honor Awards
P. O. Box 3939, Eugene, OR 97403 USA
e-mail: email@example.com
We also invite your submissions on—
• Living Abroad: Your experiences living in other countries/cultures, exchange programs
• Rewards and Punishments: How do we raise caring kids in today’s world? What tools do we use? How do we respond to authority / conflicts?
• Turning Points in Life: I Remember When...
• Life in the Year 2000: Your Predictions
• Modern Technology & its Impact on Society
A Teacher’s Environmental Code of Ethics
• Teach only that which is life affirming: preservation, reclamation and protection of our planet home
• Teach connections: the myriad of ways that plants, soil, rocks, trees, animals, and humans are dependent on and enriched by one another.
• Teach respect for the rights of all others to a peaceful and natural existence: plants, animals, people; regardless of national affiliation, political persuasion, economic condition, race, religion, or gender
• Teach peace: with other people, with the flora and fauna, with the entire biotic organism
• Teach tolerance of other views: knowing that there are many approaches to even the tallest mountain, but always the universal goal of reaching the destination.
• Teach giving back: time, energy, matter; by recycling, working for environmental groups and causes, using biodegradable materials, planting trees, growing prairies
• Teach appreciation for the wonder and beauty of our planet home: the shape of a cloud, the autumn beauty of a phalanx of geese responding to an ancient call, the quiet solitude of a snowy wood at twilight, the joyful and raucous riot of color that is a spring meadow
• Teach the joy to be found outdoors
• Take your children / students out of doors and let the outdoors teach them... and you.
—Maureen Zarrella in ‘In Accord with Nature’
Nature: What’s it Worth to You?
According to Holmes Rolston III, people see at least 12 types of instrumental values in wildlands or nature.
• Market Value: to give humans material comforts
• Life Support Value: biological and physical nurturing
• Recreational Value: fishing, skiing, camping, hiking
• Scientific Value: as a lab for gaining knowledge
• Genetic Diversity Value: as a source of genetic stock
• Aesthetic Value: using nature’s forms and patterns
• Cultural Symbolization Value: e.g., bald eagle symbol
• Historical Value: nature can teach us how life was like
• Character Building Value to develop desirable qualities
• Therapeutic Value: to nurture human psyche, balance...
• Religious Value: as a sacred place for spiritual growth
• Intrinsic Natural Value: for its own right and sake!
—Adapted from the 1999 Skipping Stones Honor Award winning teaching resource, In Accord With Nature by Clifford E. Knapp (ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV). See page 9.
Latina and Latino Voices in Literature for Children and Teenagers by Frances Ann Day. 1998. (Heinemann, Portsmouth, NH).
How many Latina/o authors are studied at your schools? At home? Not many! That’s why Latina and Latino Voices is especially important. It celebrates the lives and work of 23 inspiring authors. We read about Pat Mora, Sandra Cisneros, Julia Alvarez, Gary Soto, and others. When we identify with an author, we become much more excited about reading their work, and develop a relationship with them.
In an appendix, the book suggests many activities, like the ones below, to help us know better the authors we are reading.
• Set up an Author Center or Corner for each author
• Provide an overview of their complete works
• Study author’s life and how it reflects in their work
• Create Response Journals for kids to write in
• Encourage kids to select quotes for class discussions
• Write student or class letters to authors studied
• Invite authors to your class or make conference calls
• Celebrate author birthdays ... and much more
Folktales as a Teaching Tool
Folktales are more than entertainment; they also instill values and teach nature / science in simple terms. e.g., the Costa Rican tale of When Woman Became the Sea (see Bookshelf, page 11).
More Teaching Resources:
Child Labor Is Not Cheap: A unit for grades 8 to 12 by Amy Sanders & Meredith Sommers. (Resource Center of the Americas, Mpls., MN.; 1-800-452-8382). A great resource to use with It Takes A Child , p. 10.
Days of Respect: Organizing a School-Wide Violence Prevention Program by Ralph Cantor with Paul Kivel, Allan Creighton, and the Oakland Men’s Project. For grades 6–11.(Hunter House, Alameda, CA).
The Technology Trap: People, Technology and the Environment by Susan Staniforth. Module 1 discusses the transportation systems. Suitable for grades 5 to 9. (The GAIA Project, Victoria, BC, Canada).
Exploring the Oceans Science Activities for Kids by Anthony D. Fredericks, Illustr. Shawn Shea. Grades 4 to 8. (Fulcrum Resources, Golden, Colorado).
Also see the Honor Awards section, pp. 4–11, for many excellent books and resources to use in your classroom or at home for a good reading.
Photos taken at the Hiroshima Peace Park by Paul Quayle, Hiroshima, Japan.
Also see pages 18 - 23 for a feature on Japan. | <urn:uuid:fcb466ec-d52b-4812-94d8-4f90a305326a> | CC-MAIN-2019-22 | http://skippingstones.org/V11_N3_MAY_AUG_1999_SKIPPING_STONES.pdf | 2019-05-24T07:57:21Z | crawl-data/CC-MAIN-2019-22/segments/1558232257553.63/warc/CC-MAIN-20190524064354-20190524090354-00167.warc.gz | 179,051,165 | 23,487 | eng_Latn | eng_Latn | 0.980448 | eng_Latn | 0.997077 | [
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Missing Awareness and Safety School Program (MASSp)
Frequently Asked Questions
This is a first-of-its-kind school safety program that is designed to address the personal safety and empowerment needs of adolescents. MASSp will provide systematic awareness to prevent online/offline abuse and exploitation.
The curriculum is creatively designed to address both the online and offline safety concerns of adolescents whose lives constantly weave in and out of physical and virtual spaces.
This is an online course that students can access through a bespoke web application massprograms.com. This web application allows educators and facilitators easy access to schedule and evaluate the program with minimal effort.
1. What’s in this Course?
The program facilitates learning around five core topics essential for adolescent today-
- **Awareness 101**: Against abuse and exploitation
- **Cyber Safety**
- **Adolescent Education**
- Create Your Own board game
- Launch Your Own Awareness Campaign
MASSp is a 15-hour program that a school can choose to do over any duration between 1 to 4 months with as little as 40 minutes of academic calendar dedicated to this every week.
2. Who is it for?
- Class VII to Class XII
- Between the ages of 13 and 18
3. Who is it open for?
- All schools across India
- Students should be able to access the program through a digital device such as a smartphone, tablet or a computer
4. What makes MASSp the first-of-its-kind?
- Innovative digital pedagogy, compelling narratives, art, technology for an immersive storytelling
- Designed specifically for adolescents
- Holistic approach towards addressing abuse and exploitation
Actionable points on how to identify and report instances of abuse and exploitation and comprehensive sex education
5. What makes MASSp engaging for students?
- Facilitate systematic learning
- Interesting videos, fun activities around the topics and thought provoking assignments
6. Wider benefits of MASSp
- Students learn how to keep themselves safe
- Opportunity to process meaning of information through activities
- Students share their learnings with peers, parents and the public
7. How is MASSp designed to work within an existing school curriculum?
- Designed in line with the National Education Policy guidelines
- A systematic approach to address these issues with clear mapping of impact that it has on each student
- Perfect fit for schools with CAS/SEWA program requirements or any school that’s looking to streamline learning regarding adolescent well being
8. Is MASSp only available for schools?
- Designed to work within a school academic schedule
- Open for all organisations working with a group of adolescents
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Go-Tochi Boom: We Love Local
The term *go-tochi* ご当地—“this place” with the honorific prefix *go*—seems to be everywhere lately. The mark of local identity, it crowns the names of dishes like ramen or curry that have a distinctive local taste, Kewpie dolls or Hello Kitty goods sporting some regional hallmark, and the titles of special exams on information and lore aimed at promoting particular towns or regions. Why such a boom? What sorts of things are the most popular? In this issue we’ll look at the *go-tochi* boom and the backdrop that has shaped it.
Rediscovering Local Culture
Nowadays, thanks to advances in transportation and communications technology, you can easily obtain the same information and merchandise no matter where you are. Such ubiquity is an indication of how widely things are becoming standardized. Still, Japan’s distinctive local cultures are as robust as ever.
Locally distinct cultures were shaped by various factors, including geography and climate, relationship to the routes of distribution of goods, and history. For example, extending as Japan does north to south in a long and narrow archipelago, its climate and terrain vary greatly from one part of the country to another. About 70 percent of the country is occupied by mountains and forests, and the land is laced with many rivers and streams. In the era before the development of public transportation, whether a region was near the ocean, accessed by a broad river, or surrounded by mountains had an important impact on culture and fostered all sorts of differences.
Television broadcasters, along with other media, have taken note of local diversity and have recently begun to introduce local specialties—things with the *go-tochi* stamp—in their programming. One television program has gained great popularity by featuring *go-tochi* foods, local customs, and other distinctive features of different locales around the country. The program’s viewers greatly enjoy the discovery of myriad differences, such as that foods or customs they have taken for granted are specific to a particular area or that the ingredients or ways of eating certain dishes can differ from one part of the country to another.
Local PR
In the course of Japan’s rapid economic growth beginning in the mid 1950s and continuing through the early 1970s, which resulted in the industrialization and urbanization of the country, many people left the countryside and moved to the cities. The population of rural areas aged, leaving many villages practically empty. Local governments and business organizations have devised various schemes to stem depopulation and reinvigorate communities.
*Go-tochi kentei* ご当地検定
A more recent vehicle for promoting things local are the *go-tochi kentei*, or “know-this-place” exams that challenge people to learn about the history, culture, industry and other lore of a particular area and test their mastery. In 2004, nearly 10,000 people took the Kyoto Kentei, held by the Kyoto Chamber of Commerce and Industry for the first time, setting off a boom in similar tests elsewhere. The Nintendo DS game software *Go-Tochi Kentei* was put on sale in 2006. You can try various exams included in this software ([http://www.spike.co.jp/gotoouchi/main.html](http://www.spike.co.jp/gotoouchi/main.html)).
*Go-tochi* exams inspire many natives of the area in question to learn about or rediscover their own local culture. (See “Meeting People.”)
“Promote-local” gimmicks produced by high school students
Specialty products, made with locally produced goods, that are developed and marketed as cooperative projects by local high schools and businesses are another “promote-local” gimmick. In Hokkaido, for example, students at Rumoi Senbo High School, working in collaboration with a local noodle-making company, devised a specialty pasta called “Motchiri Kome-pasta” (a pasta made with rice flour).
*Yuru-kyara* ゆるキャラ
Some local governments have original mascot characters designed to help boost the appeal of their locale. These mascots, called *yuru-kyara* (loosely designed characters),* are widely liked. “Hikonyan ひこにゃん,” for example, is the very popular character created in 2006 by the city of Hikone, Shiga prefecture as part of celebrations of the 400th year since Hikone Castle, the city’s main tourist attraction, was built. Many tourists visit Hikone to get a glimpse of its whimsical mascot, whose success in enlivening local tourism has drawn considerable attention. A major festival was organized in October 2009 in Hikone that drew 109 such mascots from all over Japan. Some 72,000 people flocked to Hikone for a three-day convention of these endearing characters ([http://kigurumi.shiga-saku.net/](http://kigurumi.shiga-saku.net/)).
* Many *yuru-kyara* are often the work of amateurs that have a kind of uncomplicated, soothing charm. The term was coined by professional illustrator Miura Jun.
Celebrating Differences
Food たべもの
Japan’s food culture varies from one part of the country to another and there are some major regional differences. Although where the line falls is not completely clear, there does seem to be a difference in tastes between eastern and western Japan. For example, more pork is eaten in eastern Japan and more beef in western Japan. Preferred types of soup stock and soy sauce are different between these areas.
Some food product manufacturers have developed product lines that specifically take into account such regional tastes. For example, the Donbei brand of Nissin Food Products’ cup noodles has a basic soup stock made mainly with bonito, kelp, and soy sauce, but whereas for the eastern-Japan market the proportion of bonito flavoring is larger and dark soy sauce is used, for the western-Japan market the proportion of kelp is larger and light soy sauce is used.
Zoni: One dish in many guises
Zoni ぞうに, the special soup served in almost all parts of the country at New Year’s, is often mentioned as reflecting differences in food tastes. This soup features various kinds of vegetables, fish, or meat. Pieces of mochi, glutinous rice-cakes, softened by either toasting or boiling, are also added. The custom in most of eastern Japan is to use square pieces of mochi, while that in western Japan is to use round pieces. In the Tohoku (東北 northeastern Honshu island), Kanto (関東 central Honshu), and Kyushu 九州 island regions, a clear soup is preferred; in the Kansai 関西 region centering on the Kyoto, Osaka, Kobe area, the soup is flavored with miso. The ingredients used differ from one area to another, often including products that are specialties of the local area. A typical zoni of Akita, for example, includes “sansai” (“mountain vegetables” such as mushrooms and fern frond), that of Miyagi prefecture includes seafood, and that of Hiroshima shellfish.
Go-tochi Guzzu ご当地グッズ
Railway stations and expressway service areas sell many kinds of local specialty goods and souvenirs. Recently popular especially among young people are local goods (go-tochi guzzu) and local specialty snacks (ご当地スナック go-tochi sunakku) sold only in the area.
Among the most popular go-tochi goods are variously dressed Kewpie dolls and diverse go-tochi Hello Kitty goods such as those in costumes evoking a local product, tourist site, or famous person. Starting with the sales of “Lavender Hello Kitty” for Hokkaido in 1998, more than 1,000 go-tochi Hello Kitty characters are currently on sale. There are also go-tochi goods featuring Disney characters, including Minnie Mouse and Stitch. Not only goods featuring nationally famous characters but also products designed with local motifs and available only in the area are often very popular.
Border between the eastern and western markets for the Donbei brand of cup noodles
Dialect expressions for とても (very)
Dialect expressions for つかれた (I'm tired)
Language
Besides the standard vernacular (きょうつうご kyotsugo), Japanese is spoken in many dialects (ほうげん hogen). The dialect categories are variously identified by region, prefecture, or subregion; for example, the Kansai dialect (かんさいべん kansai-ben) is regional, the Kagoshima (かごしまべん kagoshima-ben) and Tochigi (とちぎべん tochigi-ben) dialects are prefecture-wide, and the Tsugaru dialect (つがるべん tsugaru-ben) is subregional. Some of the differences stem from intonation or accent and words or inflections are sometimes completely different from standard Japanese. Some words carry nuances that are specific to that dialect alone.
Until quite recently, most people from outlying prefectures thought it embarrassing and unsophisticated to speak their home dialect in public. For a while after the end of World War II (1939-1945), education officials advised schools to discourage use of dialects and train students to master standard Japanese. With the dissemination of television, use of the standard language became widespread and many of the traditional dialects went into decline.
Dialects enriching expression
Recently, however, dialects are back. A movement to preserve and value them has gained momentum, and it is now general practice to use standard speech or dialect as suited to the situation. Using dialect in private communication, such as when speaking to close friends, is now viewed positively, in the recognition that it enhances the sense of solidarity among members of groups, allows them to express their identity, and enriches the overall quality of the language in general.
Encouraging the diversity of language
Active efforts to bring dialect into the limelight have also emerged. Some theater performances are given in dialect and quite a few comedians and other entertainers are known for their use of dialect. An increasing number of television programs take up the subject of appreciating dialect. Only a few years ago dialect speech enjoyed something of a boom among high school girls, who experimented with various dialect expressions in their daily conversation and email exchanges. Some people have criticized such use of dialects as an exclusivist code used among group insiders, but others see it as a valuable way to develop awareness of the diversity of language.
Let’s Try!
Pick three of your favorite Kewpie dolls among the 47 examples shown here and then try to find the prefectures on the map. What is the theme of your favorite Kewpies’ costumes? Can you find out what it is in Japanese?
What clothes Kewpie dolls wear can be found at http://www.tjf.or.jp/takarabako/
The “Click Japan” site provides more information on specialties of prefectures across the country.
Promoting Our Hometown Through NPO Activities
Fuyuki (Director of NPO “Furusato Komatsu Kentei”)
Natsuki (Deputy Director of NPO “Furusato Komatsu Kentei”)
Third-year high school students, Ishikawa Prefectural Komatsu Commercial High School
Q: Why did you decide to join the Furusato Komatsu Kentei?
Fuyuki: When I was in my first and second year of high school, I went on a Furusato Komatsu Kentei Discovery Tour. This was a tour organized by Komatsu Commercial High School students to show local participants around historic sites in the city of Komatsu. I learned many things about the city that I didn’t know before and really enjoyed myself, so I decided to join the group when I became a third-year student.
Natsuki: When I learned about Komatsu Kentei from some upperclass students who talked about it at a school gathering, I thought it would be an interesting way to interact with the people in the community. I, too, had a great time talking to local people during the Furusato Komatsu Kentei Discovery Tour and the school festival. It made me want to join Komatsu Kentei and get to know the people in the community better.
Fuyuki: My teacher encouraged me to become director of the group. I had also been the treasurer of the student council before, but the NPO activities sounded very demanding so I wasn’t sure at first. However, I thought it would be a valuable experience, and I decided to give it a try.
Natsuki: I was also uncertain when my teacher encouraged me to join, but as deputy director, I thought that I would have more opportunities to interact with the local community. I accepted the position because I thought I could learn a lot from the experience.
Fuyuki: People are always asking us for favors!
Natsuki: Maybe we just look approachable. (laughter) Fuyuki and I are both third-year students in the same class. Fuyuki knows what she’s doing, and she’s reliable and a lot of fun, too. She helps me out in so many ways.
Fuyuki: Natsuki really spoils me. (laughter) Whenever she hears me say, “I can’t do that,” she always lends me a hand, saying, “Come on, I’ll help you out!”
Q: What does your organization do?
Fuyuki: We are divided into two teams: one that works on preparing flyers, posters, and the questions for the exam, and one that maintains the website. Up until now, we’ve been involved with promoting the exam and rewriting the text and the workbook that have been prepared in the past. The exam team is currently compiling the questions for the exam in November. When that’s done, we’re going to discuss the draft and create the final list of questions. We’re also planning to update the website. Natsuki and I are both on the website team, and we’re currently learning how to build websites.
Natsuki: We also go out to find question topics for the upcoming exam. The other day, we visited a machiya by Komatsu station, and had someone from the machiya preservation society tell us about it (see the photo below.) Other than that, since we’re the director and deputy director, we have to prepare the NPO annual report of activities and the accounts ledger to hand over to the prefectural government office. We also answer interviews from local newspapers. In class, we’re learning about the history, purpose, and management of non-profit organizations.
Machiya is traditional style of urban dwellings built by merchants and artisans from the Edo period (1603-1867) through prewar Showa era (1926-1945). http://www.city.komatsu.lg.jp/pre/machiya/k-koma-index.html
Q: And by the way, what level of Komatsu Kentei certification do you both have?
Both: Actually, we took the elementary level exam in our first and second years, but failed both times! (laughter) It’s actually so difficult that even our teachers have trouble passing the intermediate level. We took the exam without studying much for it because we had other certification exams around the same time. We were taking bookkeeping, information and word processing, and tourism certification exams that might help us in our job hunting.
Q: What difficulties do you encounter working for Komatsu Kentei?
Fuyuki: Remembering all the website codes is a lot of work.
There are so many similar codes that as soon as I learn a new one, I forget one that I learned before! Preparing the NPO paperwork is exacting, too, but Natsuki writes up most of it, so all I do is stamp it with my seal (hanko). (laughter) You would be surprised at how difficult it is to make sure the seal comes out nice and neat!
**Natsuki:** The NPO paperwork is definitely a lot of work! Our teacher helps me along the way, but I had never prepared documents like these before. They’re official documents, so the wording has to be appropriate, and there’s so much to write. It was very hard at first, but I’ve grown quite used to it now.
**Q: What is it that you find so enjoyable about Komatsu Kentei?**
**Fuyuki:** Our visit to the *machiya* that Natsuki mentioned earlier was great. I was so impressed by the way a little decorative cap is used to hide nailheads on the pillars or walls. I also enjoyed being able to talk to different kinds of people. Students usually don’t have a chance to talk to teachers with whom they don’t have classes. But through our NPO activities, we’ve had the opportunity to meet different teachers and learn about their viewpoints and personalities, and feel much closer to them.
**Natsuki:** For me, the Furusato Komatsu Kentei Discovery Tour was the most enjoyable experience. Since we all took the same bus, I became friends with people in my community I had never met before. Prior to the tour, we handed out flyers around school and at the station, calling for participants. It was also fun planning the tour and thinking about what part of the city would interest people. For our tour last year, in addition to local people, there were ten students from a high school in Osaka we have an exchange relationship with. In turn, we joined them on their Osaka tour, and they took us to different places, like to a livestock-raising farm and Korea town. It’s thanks to Komatsu Kentei that I’ve had the opportunity to experience so many things that I would have missed as an ordinary student.
**Q: What kind of activities are you planning from now on?**
**Fuyuki:** I’m looking forward to promoting Komatsu Kentei at local festivals, where I’m planning to organize Komatsu Kentei trivia games that everyone can enjoy. Also, as we near our exam date in November, all of our members will be spending more time working together. As director, I’d like to create an environment in which everyone will feel free to contribute. I hope all the members, including those in different classes who don’t know each other well, will get along. I try to make sure I listen carefully to others’ opinions so that everyone can get along with one another.
**Natsuki:** I’m also looking forward to meeting the people in our community at festivals and other events. As deputy director, I’ll try to support Fuyuki as much as I can!
**Fuyuki:** I told you she spoils me!
**Natsuki:** Member’s opinions tend to diverge widely. I’d like to work together with Fuyuki to see how well we can coordinate them and come up with good plans.
**Q: What do you want to do after graduation?**
**Fuyuki:** I enjoy bookkeeping, so I’d like to work in accounting or finance. When I’m working on accounting worksheets, I have to do many calculations to make the figures tally. The calculations take a lot of time and effort, but it feels great when I get everything right at the end. I’m a bit uneasy about leaving the prefecture, so I’d like to work close to home. Osaka feels somewhat familiar, but Tokyo is a bit intimidating. I’d like to stay in my hometown where I’ve grown up.
**Natsuki:** There was a time when I wanted to leave Ishikawa prefecture and make friends in different places, but now I’m thinking of finding a job here, in my hometown. Like Fuyuki, I find living in a big city a bit daunting because I think people who live there are rather cold and distant. I’m planning on applying to financial institutions this year. Working for a bank will give me more opportunities to speak to the people in my community, and it will help me learn more about my hometown.
(Interview held August 2009.)
---
**What is Furusato Komatsu Kentei?**
Run by third-year students at Komatsu Commercial High School, Furusato Komatsu Kentei (literally, “the Komatsu Hometown Exam”) is an NPO devoted to the promotion and appreciation of local culture founded in 2005. The group, which became an officially approved non-profit organization in 2008, administers an examination (*kentei*) testing knowledge of local culture once a year, at elementary, intermediate, and advanced levels. A total of 7,042 people have taken the exam the four times between 2005 and 2008, and 2,756 people have passed it. Test takers can prepare using a text and workbook compiled by the group. Other than planning, administering, and promoting the exam, the members of Furusato Komatsu Kentei also organize computer classes for the local community. Currently, there are sixteen members. The official website is http://www.tvk.ne.jp/~ksh/
---
**My favorites**
**好きなことば（favorite phrase）**
- **Fuyuki:** 温故知新 Learn new things by studying the past.
- **Natsuki:** 十人十色 To each his (or her) own.
**好きな食べもの（favorite food）**
- **Fuyuki:** カレー Curry.
- **Natsuki:** 桃 Peaches.
**好きなこと（favorite pastime）**
- **Fuyuki:** 読書 Reading.
- I like romance novels.
- **Natsuki:** 音楽をきくこと Listening to music.
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National Aeronautics and Space Administration
HERC 30
HUMAN EXPLORATION ROVER CHALLENGE
2024 HANDBOOK
ALIGNMENT WITH NATIONAL STANDARDS IN ENGINEERING AND SCIENCE
The NASA Human Exploration Rover Challenge (HERC) is a rigorous and continuously evolving activity which engages students in hands-on engineering design related to NASA’s missions. HERC aims to meet established educational objectives and provide continuous program improvement that satisfy the needs of its participants.
Through participating in HERC, students will develop a deeper understanding of content and enhance their communication, collaboration, inquiry, problem-solving, and flexibility skills that will benefit them throughout their academic and professional lives.
HERC aligns with the Next Generation Science Standards and Accreditation Board for Engineering and Technology (ABET) criteria outlined below:
Next Generation Science Standards (NGSS); High School (9–12)
**HS-PS2-1 Motion and Stability: Forces and Interactions**
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
**HS-PS2-2 Motion and Stability: Forces and Interactions**
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
**HS-PS2-3 Motion and Stability: Forces and Interactions**
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
**HS-PS2-6 Motion and Stability: Forces and Interactions**
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
**HS-PS3-1 Energy**
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
**HS-PS3-3 Energy**
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
**HS-ETS1-1 Engineering Design**
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
**HS-ETS1-3 Engineering Design**
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
**HS-ETS1-4 Engineering Design**
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Accreditation Board for Engineering and Technology (ABET);
Criteria 3. Student Outcomes
- an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
- an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
- an ability to communicate effectively with a range of audiences
- an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
- an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
- an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
- an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
# Table of Contents
1. **BACKGROUND: THE NASA HUMAN EXPLORATION ROVER CHALLENGE** ........................................... 1
2. **HERC OBJECTIVE** ......................................................................................................................... 2
3. **TIMELINE** ..................................................................................................................................... 3
4. **GLOSSARY OF TERMS AND ACRONYMS** .................................................................................. 4
5. **GUIDELINES AND REGULATIONS** ............................................................................................... 6
- General Regulations ...................................................................................................................... 6
- Competition Guidelines, Regulations and Information ................................................................. 8
- Deliverables Guidelines and Information .................................................................................... 9
- Team Pit Area Guidelines and Regulations .................................................................................. 10
- Mission Readiness Review Guidelines ....................................................................................... 10
- Excursion Readiness Review Guidelines ..................................................................................... 10
6. **REQUIREMENTS** ....................................................................................................................... 11
- 6.1 Safety Requirements ............................................................................................................. 11
- 6.2 Communication & Documentation Requirements .................................................................. 11
- 6.3 Vehicle Requirements .......................................................................................................... 12
- 6.4 Task Tool Requirements ....................................................................................................... 12
7. **DELIVERABLES** .......................................................................................................................... 13
- Proposal ....................................................................................................................................... 13
- Proposal Outline .......................................................................................................................... 14
- Design Review (DR) .................................................................................................................... 15
- Design Review Report Outline .................................................................................................... 16
- Operational Readiness Review (ORR) ......................................................................................... 17
- Operational Readiness Review Report Outline ........................................................................... 18
- STEM Engagement ...................................................................................................................... 19
- STEM Engagement Activity Report ............................................................................................ 20
- STEM Engagement Activity Report Outline ............................................................................... 20
8. **POINTS BREAKDOWN AND ALLOCATION** .............................................................................. 21
9. **COURSE TASKS AND OBSTACLES** .......................................................................................... 24
- HERC 2024 Story Narrative ........................................................................................................ 24
- Task 1 – Find ARV-30 (10 points) ............................................................................................. 25
- Task 2 – Regolith Removal (10 points) ...................................................................................... 26
- Task 3 – Moon Maintenance (10 points) .................................................................................... 27
- Task 4 – Power It Up (14 points) ............................................................................................... 28
Task 5 – Rover Redundancy (16 points) .................................................................29
Obstacle 1 – Undulating Terrain (3 Points) .........................................................30
Obstacle 2 – Crater with Ejecta (3 Points) .........................................................31
Obstacle 3 – Transverse Incline (4 Points) .........................................................32
Obstacle 4 – Martian Terrain High Butte (6 Points) ...........................................33
Obstacle 5 – Large Ravine – Martian Terrain (4 Points) .....................................34
Obstacle 6 – Crevasses (5 Points) .......................................................................35
Obstacle 7 – Ice Geyser Slalom (4 Points) .........................................................36
Obstacle 8 – Bouldering Rocks (4 Points) .........................................................37
Obstacle 9 – Loose Regolith (4 Points) ..............................................................38
Obstacle 10 – Pea Gravel (4 Points) ..................................................................39
10. AWARDS ............................................................................................................40
1. BACKGROUND: THE NASA HUMAN EXPLORATION ROVER CHALLENGE
Each year the NASA Human Exploration Rover Challenge (HERC) features an engineering design challenge to engage students worldwide in the next phase of human space exploration. As an Artemis Student Challenge, HERC draws inspiration from both the Apollo and Artemis missions, emphasizing designing, constructing and testing technologies, and traversing in unique environmental terrains.
During Apollo 15, astronauts utilized the first automotive vehicle on the moon, the Lunar Roving Vehicle (LRV). With this rover, astronauts were able to collect more lunar samples than the previous two Moon-landing missions combined and spent twice the time on Moon than Apollo 14. Taking inspiration from the LRV, HERC aligns with NASA’s mission to further scientific exploration and experiments on the Moon with the use of a roving vehicle.
NASA’s 21st century lunar exploration program is called Artemis. Artemis missions will turn science fiction into science fact as we make new discoveries, advance technologies, and learn to live and work on another world.
NASA’s goal with the Artemis mission is to send the first woman and first person of color for exploration at the Moon’s South Pole and to develop a sustained human presence on the Moon. On the Moon we will learn what resources are available and abundant enough that we don’t need to send them from Earth. Using resources, including water, found in space will help reduce our dependency on Earth as we move farther into the solar system.
With human exploration of Mars on the horizon, NASA is developing many of the technologies needed to send humanity farther into the solar system today. Our work on the Moon under the Artemis program will prepare us for that next giant leap sending astronauts to Mars.
Lunar science on the surface of the Moon will be conducted with polar and non-polar landers and rovers which will explore areas not investigated during Apollo missions. This student design challenge encourages the next generation of scientists and engineers to engage in the design process by providing innovative concepts and unique perspectives. HERC also continues the Agency’s legacy of providing valuable experience to students who may be responsible for planning future space missions including crewed missions to other worlds.
The Artemis Generation will inspire diverse scientists, engineers, explorers, and other STEM professionals just as we did with the previous human spaceflight programs.
To learn more about the Artemis missions, including specific plans for how to achieve these goals, visit: https://www.nasa.gov/specials/artemis/
2. HERC OBJECTIVE
The primary objective of HERC is for teams of students to design, develop, build, and test human-powered rovers capable of traversing challenging terrain and a task tool for completion of various mission tasks.
Teams earn points by successful completion of design reviews, designing and assembling a rover that meets all challenge criteria, and successfully completing course obstacles and mission tasks. The team with the highest number of points accumulated throughout the project year will be the winner of their respective division (high school and college/university).
The competition course requires two students, at least one female, to use the student-designed vehicle to traverse a course of approximately one half-mile that includes a simulated field of asteroid debris, boulders, erosion ruts, crevasses, and an ancient streambed. The challenge’s weight and size requirements encourage the rover’s compactness and stowage efficiency. Just as in the Apollo 14 surface mission, teams must make real-time decisions about which mission objectives to attempt and which to leave behind—all driven by a limited, virtual eight-minute supply of oxygen. Like in the Apollo 15 mission, competing teams must be prepared to traverse rough terrains over the course of two excursions on a roving vehicle while carefully performing tasks related to the mission narrative.
3. TIMELINE
Dates Are Subject to Change
All deadlines at 5:00 PM CDT/CST
August 10, 2023 ........................................... Handbook Released
August 24, 2023 ........................................... Proposal Expectations Webinar
September 21, 2023 ..................................... Proposals Due
October 12, 2023 ......................................... Team Selections Announced
October 12, 2023 ......................................... Registration for Selected Teams Opens
October 19, 2023 ......................................... Registration for Selected Teams Completed.
October 19, 2023 ......................................... Team Social Media Presence Established and Social Media Links List Submitted
October 19, 2023 ......................................... Kickoff Webinar with Q&A Session
November 16, 2023 .................................... Design Review (DR) Report and Presentation Due
November 27 – December 15, 2023 ........ DR Presentations
Design Completed and Construction in Progress
February 1, 2024 ......................................... Final List of Team Members Due
Team Photo Due
March 7, 2024 .............................................. Operational Readiness Review (ORR) Report and Presentation Due
Photos of Completed Rover for Verification Due
March 11 – 29, 2024 .................................. ORR Presentations
Rover/Components Completed, and Testing in Progress
March 21, 2024 ............................................ STEM Engagement Report(s) Due
April 18, 2024 .............................................. Competition Day 1
• Team Check-In
• Course Walk-through
• Event Expectations and Safety Briefing
April 19, 2024 .............................................. Competition Day 2
• Excursion 1
• 30th Anniversary Celebration
April 20, 2024 .............................................. Competition Day 3
• Excursion 2
• Awards Ceremony
4. GLOSSARY OF TERMS AND ACRONYMS
Assembly Tools: Any tools, straps, etc., that teams need to contain the rover in the 5-ft cube configuration or to assemble the rover, but not needed for traversing the course or completing the tasks. These assembly tools may be left in the designated tool area adjacent to the assembly area as part of the timed assembly process.
CAD: Computer Aided Design; the use of computers (or workstations) to aid in the creation, modification, analysis, or optimization of a design.
Challenge Ready Configuration: Defined as both pilots seated in the rover with all task materials and PPE, including seat restraints, fixed in place, feet on drive input devices, and hands up to signal completion.
DR: Design Review; demonstrates that the maturity of the design is appropriate to support proceeding with full-scale fabrication, assembly, integration, and test. It determines that the technical effort is on track to complete the mission operations, meeting mission performance requirements within the schedule constraints.
ERR: Excursion Readiness Review; event that occurs prior to any course excursion and include safety and task material inspection. The ERR will be combined with the MRR for the first excursion.
ESDMD: The Exploration Systems Development Mission Directorate defines and manages systems development for programs critical to NASA’s Artemis program and planning for NASA’s Moon to Mars exploration approach. ESDMD manages the human exploration system development for lunar orbital, lunar surface, and Mars exploration.
Excursion: An attempt to traverse the course tasks and complete challenges to accumulate points. Teams will have two excursion opportunities (weather permitting), one each on Friday and Saturday. Final rankings are based on the greater point total of the two possible excursion attempts and points accumulated during design and readiness reviews. Teams are not required to attempt excursions both times.
FMEA: Failure Modes and Effect Analysis.
HERC: Human Exploration Rover Challenge.
kg: Kilograms.
MRR: Mission Readiness Review; the event occurs the morning before the first excursion run. This includes the volume constraint, weighing the vehicle and unfolding/assembling the vehicle. The MRR will be combined with the ERR for the first excursion.
MSAT: Marshall Safety Action Team.
MSFC: Marshall Space Flight Center.
mL: Milliliter.
| Acronym | Description |
|---------|-------------|
| NASA | National Aeronautics and Space Administration |
| NASA STEM Gateway | Comprehensive tool designed to allow individuals to apply to NASA STEM engagement opportunities. The information collected will be used by the NASA Office of STEM Engagement (OSTEM) and other NASA offices to review applications for participation in NASA STEM engagement opportunities and to fulfill federally mandated performance reporting on these activities. |
| ORR | Operational Readiness Review; examines the actual system characteristics and procedures used in the system or end products and establishes that the system is ready to transition into an operational mode through examination and analysis |
| Overall Score | The total cumulative points awarded to a team, including DR, ORR, STEM Engagement, MRR, plus the Obstacles and Tasks Competition |
| PPE | Personal Protective Equipment |
| PER | The Post-Excursion Review, or PER occurs after course completion and includes task completion inspection |
| Pit Area | The area designated for preparing the team’s vehicle and task components |
| Pilot | Synonymous with crew; one or both student team members (at least one female) that propels the vehicle over the course |
| Pit Crew & Machine Shop | Employees of the NASA Metallic Materials and Processes Division of the Materials and Processes Laboratory and Jacobs Engineering utilizing a machine shop to assist with repairs |
| Requirements | The set of standard rules for all participants that must be followed to compete in the Human Exploration Rover Challenge. |
| STEM | Science, Technology, Engineering and Mathematics |
| Task Materials | Task materials include all equipment needed for completing the tasks on the course. This may include items such as collection tool, storage containers, etc. |
| TS | Task site(s) |
| USSRC | U.S. Space & Rocket Center |
| Vehicle | Synonymous with rover, the vehicle is the student-built rover designed to traverse the course during excursions. |
To learn more about NASA’s acronyms, visit the official site: [Acronyms | Science Mission Directorate (nasa.gov)](https://science.nasa.gov/).
5. GUIDELINES AND REGULATIONS
General Regulations
- Individuals or teams may be excluded from participation at the discretion of NASA for unauthorized behavior, including but not limited to:
(i) impersonating a NASA official whether intentionally or in a manner that results in confusion,
(ii) misuse of the logos or identifiers of NASA, any sponsoring organization, or any infringement of a commercial logo or trademark,
(iii) failure to abide by competition rules, directives or instructions from the competition host or organizer, and
(iv) asserting or implying a NASA affiliation or sponsorship where none exists.
- Additionally, the NASA Human Exploration Rover Challenge does not host pre-competitions or competitions conducted by any organization other than NASA Marshall Space Flight Center’s Office of STEM Engagement. This NASA competition is neither affiliated with, nor sponsors or endorses any Rover Challenge competition other than the NASA Human Exploration Rover Challenge. Outside competitions have no bearing on the NASA Human Exploration Rover Challenge qualification or registration process, and representation to the contrary is strictly prohibited. No competition may imply any affiliation with NASA or use the NASA logo without permission of NASA Headquarters. Any assertions made by organizations that represent themselves as “NASA Outreach Program Europe Director,” “Official NASA Rover Ambassador,” “International Judge,” or any similar titles suggesting a tie to NASA are unauthorized. Representations or suggestions that any organization or individual can assure teams of being accepted for registration or participation in the challenge are unauthorized. All requirements for participation in the NASA Human Exploration Rover Challenge are outlined in this handbook.
- Participant hereby waives any claims against NASA, its employees, its related entities, (including, but not limited to, contractors and subcontractors at any tier, grantees, investigators, volunteers, customers, users, and their contractors and subcontractors, at any tier) and employees of NASA’s related entities for any injury, death, or property damage/loss arising from or related to the NASA Human Exploration Rover Challenge, whether such injury, death, or property damage/loss arises through negligence or otherwise, except in the case of willful misconduct.
- All team members shall be currently enrolled students from a high school, an accredited institution of higher learning, or an institution such as a science center, museum, planetarium, or youth-serving organization. Multi-institutional teams are permitted for same level of education, i.e., two or more high schools on one team. Students from high schools and accredited institutions of higher learning shall not be combined.
- High School teams will be composed of students ages 14 through 19.
- Accredited institutions of higher learning (College/University) teams shall be composed of undergraduate students.
- Accredited institutions of higher learning (College/University) undergraduate teams will be composed of students ages 18 and older. Students who are younger than 18, may require age and enrollment verification.
- Centers or youth-serving organization teams must follow educational level age requirements listed above and shall not have students from both high school AND accredited institution of higher learning.
- Age and enrollment verification may be requested at any time.
• Each team, regardless of division, shall identify and be accompanied by an adult age 21 or older to serve as an advisor. This person shall be employed by the registered institution or organization.
• All team members are required to be engaged in the design and build of the rover. Each person must have an active role that must be communicated to the NASA panel during DR and ORR presentations. Teams will identify two team members as pilots (at least one female) to propel the vehicle through the course.
• Any team member or advisor found to be exhibiting unsportsmanlike conduct may be disqualified from the challenge individually or as a team.
• All scoring decisions for the excursion are final. If an appeal is warranted, the advisor or the student team leader shall submit the appeal in writing for consideration to the Activity Lead within 30 minutes of the posting of score(s) in question. The final decision of the Activity Lead and Head Judges shall prevail.
• Students on the team will do 100% of the project, including design, construction of their vehicle and task components (including performing work that is supported by a professional machinist for the purpose of training or safety), written reports, presentations, and competition preparation. Any team found in violation of this will be disqualified. Excessive use of past work will result in disqualification.
• Teams not meeting all requirements (Section 6) listed may be disqualified.
Competition Guidelines, Regulations and Information
- Rovers may be shipped to USSRC in advance of the competition via the following address (the USSRC will not receive any rovers that do not have pre-paid return shipping documents with their rover equipment):
USSRC, 1 Tranquility Base Dr., Huntsville, AL 35805
ATTN: Warehouse Manager
- For return shipping pickup, rovers are required to be fully packaged in an appropriate crate by the team and include all necessary label(s) for shipping by the end of the competition.
- Neither USSRC nor HERC Staff will provide a facility, tools, or equipment for assembling or disassembling rovers (in any condition), and/or opening crates.
- The consumption of alcoholic beverages and/or controlled substances is strictly prohibited by HERC teams on USSRC grounds and use of or possession by any HERC participant or affiliate at any time during the event is grounds for disqualification of the team and/or other repercussions.
- U.S. federal, Alabama state, and Huntsville city laws and regulations solely define what is legally permitted on the grounds. As such, firearms and other weapons are not permitted to be carried by facility visitors on USSRC property.
- In accordance with Federal Aviation Administration (FAA) regulations, the use of drones during any HERC activity is strictly prohibited.
- Driving the rover on the course, or in the parking lot, in a reckless or unsafe manner is not permitted, and may result in disqualification.
- Your safety is our biggest priority. Pilots who are injured, bleeding, or incapacitated will be safely attended to and receive any necessary medical attention. Injuries may occur when adjusting vehicle components, such as drivetrain components, during the excursion. Each team must develop a signal system between the two pilots to ensure safety hazards are clear before proceeding. Pilots will be asked to describe their communication plan to the MSAT and/or another judge before the excursion.
- Using poles or other devices to propel or push the rover is not allowed. A pilot’s use of his or her hands on the wheels (as with a wheelchair) to facilitate vehicle movement is not permitted.
- Upon successful completion of MRR/ERR, teams are permitted two excursions of the course.
- Teams have a total of 8:00 minutes to complete each excursion. Teams will receive points by successfully traversing obstacles and completing mission tasks.
- Teams failing to complete one of the two excursions in under 8:00 minutes are ineligible for competition awards based on excursion performance.
- Pilots must be on the vehicle, with safety belt fastened, and all safety equipment (PPE) in place before driving their rover during an excursion attempt.
- The excursion time stops when a team either crosses the finish line or reaches the 8:00-minute limit, whichever comes first. Teams will be allowed to finish their excursion if it isn’t impeding progress of successive teams.
- On-course judges may make pilots aware of their unofficial excursion times periodically, however teams are encouraged to use their own timing devices on the vehicle for strategic on-course decisions. Teams should not be reliant on excursion times announced by judges. The timing judges will maintain the official excursion time.
- The pilots for the first excursion shall be the same as those who conducted MRR/ERR. Pilot substitutions may be made for the second excursion.
- Communication devices are allowed if at least one pilot can hear ambient sounds/instructions from judges.
- Indirectly approaching an obstacle, getting off the vehicle (pushing, pulling), or veering from an obstacle will be considered an unsuccessful attempt.
• The course is comprised of 10 obstacles and 5 mission tasks. Some obstacles will have a bypass, where teams can strategically choose to either attempt the obstacle for points or bypass it for zero points.
• Judges have the authority to remove a disabled or temporarily suspend a slow rover from the course when it will affect the excursion time of the next successive rover. The excursion time for the slow vehicle halts at the point of suspension and resumes once the successive vehicle has passed.
• Individuals (team members and supporters) may not follow the rover around the course during the excursion time.
• Rover numbers will be provided in the event packet on two printed $8.5” \times 11”$ waterproof sheets and shall be affixed to the front and left side of the rover, in an unobstructed view for the judges.
■ Deliverables Guidelines and Information
• All potential teams are required to submit a proposal to compete. A written proposal submission shall follow and answer the requirements outlined in Deliverable, Proposal Section 7:
– The Student Team Leader will submit the team’s proposal for consideration via email to: firstname.lastname@example.org. Please follow proper deliverable nomenclature.
– Teams will be scored based on a rubric developed from the Team Proposal Requirements.
– Teams may propose only ONE team per school or institution for consideration.
– Proposals shall be written only by the student members of the team.
– Proposals submitted after the deadline (date and time received) will not be considered.
– Top scoring proposals will be selected to compete. Student Team Leader will be allowed to register for the competition through NASA STEM Gateway (stemgateway.nasa.gov). Once the student team leader’s application is completed, they will receive an offer email from NASA STEM Gateway and will need to accept the offer. Once accepted, the Student Team Leader will send invitations through NASA STEM Gateway to each team member to register as part of the team.
• Each team member must complete a NASA STEM Gateway profile for the registration to be valid.
• A Team’s registration will be confirmed via email upon approval of registration.
• Each team is required to submit a Design Review Report and Presentation and participate in a virtual presentation that will make up 20% of the team’s overall score. **DR must be completed to progress onto the ORR portion of the challenge.**
• Each team is required to submit an Operational Readiness Review Report and Presentation and participate in a virtual presentation that counts towards 20% of the team’s overall score. **ORR must be completed to progress onto the excursion portion of the challenge.**
• Each team is required to submit STEM Engagement Report(s) that counts towards 10% of the team’s overall score.
• Late submissions of Design Review, Operational Readiness Review and/or STEM Engagement Activity Report deliverables will be accepted up to 24 hours after the submission deadline. Late submissions will incur a 10% penalty. Submissions will not be accepted after the 24-hour window. Teams that fail to submit a deliverable document will be eliminated from the competition.
Team Pit Area Guidelines and Regulations
- Each team is provided one 18’ x 18’ space for their pit area and must fit all equipment needed in the space provided. Only vehicles registered for the competition during team check-in will be allowed. All other vehicles and/or trailers shall be parked in the designated general parking area.
- All vehicles without identification, or those blocking other team spaces, will be towed at the owner’s expense. (Exception: loading/unloading the vehicle and equipment on Thursday of the event).
- Teams shall exercise appropriate safety precautions during the design, build, and test phases of this competition and utilize appropriate PPE when performing construction activities, such as welding, handling metal components, and using tools anywhere on the USSRC property or neighboring areas.
Mission Readiness Review Guidelines
- Teams will complete MRR during the pre-determined time window on Competition Day 2. Time windows, and the method for obtaining a time window, will be communicated to teams well in advance of the competition.
- Teams must arrive on time and ready to participate in their MRR as scheduled. Failure to arrive on time or perform MRR as scheduled will result in a penalty to the team’s overall score.
- Vehicles will be inspected for the $5 \times 5 \times 5$-ft volume constraint in the stowed configuration during MRR. A jig will be placed over the rover for volume constraint verification.
- No modifications or team rover interaction is permitted during this verification.
- Tapes, straps, and/or other devices may be used to confine the rover in the collapsed or stowed configuration; however, all such devices will be included in total weight measurement of the rover.
- Teams must include task materials during this verification.
- There are no constraints for overall height and length of the assembled rover; however, a rover with pilots that is found to have too high of a center of gravity and/or found to have a weight imbalance will be assessed and may not be allowed to traverse the course if risk of tipping over is deemed too great by judges.
- The vehicle will be weighed in the stowed position with all necessary mission components, to include ALL task materials. Point breakdown for weight categories is listed in Section 8.
- From the stowed position, a signal will be given, and a timer will start for the two pilots to unfold and/or assemble their rover. The timer stops when the vehicle is in challenge-ready configuration with pilots in place, and all assembly tools and implements properly stowed on the rover, or in the marked tool area adjacent to the assembly location. Point breakdown for assembly time is listed in Section 8.
- The MRR will be combined with the ERR for the first excursion, and this score will be used on subsequent excursions.
Excursion Readiness Review Guidelines
- Teams must arrive on time and ready to participate in their ERR as scheduled. Failure to arrive on time or perform ERR as scheduled will result in a penalty to the team’s overall score.
- Judges will photograph each vehicle and conduct an inspection of task materials and safety requirements.
- All task materials will be inspected prior to the excursions. Task materials should have the team number marked on each item.
- Task tool may be used at multiple task sites.
- The ERR will be combined with the MRR for the first excursion.
6. REQUIREMENTS
6.1 Safety Requirements
6.1.1 Each rover shall have robust, practical seat restraints for each of the pilots. The restraints must be capable of preventing the pilots from being ejected from their seats should the vehicle be forced to a sudden stop. The preferred method of restraint is a 3-point motor vehicle seat belt. Seat restraints shall always be worn when the vehicle is being driven on or off the course. A vehicle will be stopped by an official or judge if either pilot is not secured by the seat restraint while the vehicle is in motion. Vehicles will be held in the stopped position until the required restraint(s) are firmly in place.
6.1.2. Each rover shall have at least one adequate mechanical braking system. Braking system(s) shall be able to hold the rover and accompanying pilots when placed in-line on a 30-degree incline. Braking system(s) can be cable, hydraulic, or other mechanical mechanism that applies or translates a braking force to the rotating member(s) of the rover. No use of hands or body can be used on the wheels and/or drivetrain to slow or stop the rover from motion during regular excursion activity.
6.1.3 Teams shall design to eliminate or guard against any sharp edges or, as necessary to ensure safety of the pilot’s, participants and HERC Staff. Final evaluation will be made by the safety judge at the HERC event.
6.1.4 Team pilots shall always utilize appropriate PPE when on rover during event. Specific PPE is listed below:
18.104.22.168. Eye protection, e.g., safety glasses, goggles, or face shield
22.214.171.124. Commercially manufactured head protection, e.g., bicycle helmet
126.96.36.199. Full-fingered gloves
188.8.131.52. Long-sleeved and long-torso shirts
184.108.40.206. Long pants (dangling pants shall be wrapped and/or taped down)
220.127.116.11. Long socks
18.104.22.168. Enclosed shoes (shoelaces shall be wrapped and/or taped down)
22.214.171.124. No apparatuses, such as stilts, may be used on the feet of the pilots.
6.2 Communication & Documentation Requirements
6.2.1. Communication to the HERC staff shall be through the advisor and/or team lead. All communication shall be sent via email to email@example.com. The subject line shall include the subject matter of the communication and school name (Subject Description – Your School’s Name).
6.2.2. Teams shall establish a social media presence to inform the public about day-to-day team activities. Teams are encouraged to update their social media accounts weekly.
6.2.3. Accepted teams shall send all deliverables, with the exception of STEM Engagement Reports, through firstname.lastname@example.org by the deadline specified in the handbook. All deliverables shall be in PDF format and meet the requirements outlined in this handbook. File name must follow the nomenclature School_Name_Year_Deliverable Type.
6.2.4. All verbal and written communication shall be in English (this includes communication of team members during DR and ORR presentations).
6.2.5. The DR and ORR reports shall follow format and outline guidance found in Deliverable, Section 7.
6.2.6. The team must provide computer equipment necessary to perform a videoconference with the HERC scoring panel during DR and ORR presentations. This includes, but is not limited to, a computer system, video camera(s), speakers, and a stable internet connection.
6.3 Vehicle Requirements
6.3.1. Vehicles, inclusive of pilots, shall have a center of gravity low enough to safely handle slopes of 30 degrees front-to-back and side-to-side.
6.3.2. Vehicles shall be capable of turning radius of at most 10 ft.
6.3.3. The competition ready rover shall be no wider than five ft, with the GREATEST distance considered.
6.3.4. Rovers with pilots in position, shall have clearance greater than or equal to 12 inches between the ground and the lowest point of the pilot’s appendage as shown in Figure 1.
6.3.5. Teams shall design and fabricate non-pneumatic wheels, inclusive of the outer surface (treads) contacting the terrain and the supporting structure (rims, spokes, etc.). The only commercial wheel component that can be used as part of a team’s wheels are wheel hubs containing bearings and/or bushings.
6.3.6. Vehicles shall be human-powered. Energy storage devices, such as springs, flywheels, or batteries are not allowed to be used as part of the drivetrain.
6.3.7. Storage of task materials shall not interfere with the pilots in any way that creates the potential for injury.
Figure 1. Vehicle Height Requirement
6.4 Task Tool Requirements
6.4.1. Teams shall design/procure ONLY one tool with multiple capabilities for completing mission tasks. Five task sites are located throughout the course and may or may not be attempted for points within the allotted time.
6.4.2. Teams shall provide detailed discussion in the DR and ORR reports for how their task tool is designed to accomplish each task.
6.4.3. Task materials cannot be shared with other teams. Teams must come to a complete stop immediately adjacent to each task to attempt the task.
Failure to meet any of the requirements listed above may result in penalties including ineligibility for overall prizes or complete disqualification at the discretion of the HERC staff.
7. DELIVERABLES
Proposal
The purpose of the proposal is to demonstrate that the team has the knowledge, resources, and administrative support to effectively and completely participate in the HERC program. Emphasis is placed on a team’s available facilities, financial and technical support from the educational institution and community, and the team’s ability to plan and schedule appropriately for the commitment HERC demands. The designs in this section are expected to be conceptual sketches and ideas.
Student Team Leader shall submit the proposal on their team’s behalf via email to email@example.com by the deadline specified in the handbook. Proposal File name must follow the nomenclature School_Name_Year_Proposal.
At a minimum, the proposing team shall identify the following in a written proposal due by the date specified in the timeline:
Format:
- Proposals must be submitted in a PDF format.
- Size 12 Times New Roman font or similar.
- 8.5” × 11” paper size with 1-inch margins.
- A cover page that includes:
- The name of the college/university or high school institution and mailing address
- Division: High School or College/University
- Date
- Name, Title, Email Address of:
- The advisor
- The student team leader
- The student team safety officer
- List of participating student team members (inclusive of the Student Team Leader and Safety Officer) who will be committed to the project and their proposed duties
Proposal Outline
Page Limit: Proposals will only be scored using the first 10 pages of the report (not including cover page). Any additional content will not be considered while scoring.
1. Facilities and Equipment
1.1. Description of the facilities, equipment, and supplies that are required to design and manufacture the vehicle components. Identify hours of accessibility, training, and necessary personnel that are required for any facilities.
2. Safety
2.1. Provide a written safety plan for addressing the safety of the materials and tools used, and the student responsible, i.e., safety officer, for ensuring that the plan is followed.
2.1.1. This section is NOT a Hazards Analysis. This section is intended to address HOW your team will institute safety during your design, build, and operation.
2.2. Describe the plan for briefing students on hazard recognition and accident avoidance.
2.3. Describe methods to include necessary caution statements in plans, procedures, and other working documents (including the use of proper PPE).
3. Technical Design
3.1. A basic design overview of rover concept and components.
3.2. Wheel design and fabrication plans.
3.3. Drivetrain concept and design with fabrication plans.
3.4. Identify task sites the team plans to attempt and provide preliminary designs for associated task tool.
3.5. Address major technical challenges and possible solutions the team will face during the engineering design and manufacturing phase.
4. Project Plan
4.1. Provide a detailed development schedule/timeline covering all aspects necessary to meet all milestones and complete the project successfully.
4.2. Provide a budget to cover all aspects necessary to complete the project successfully, inclusive of team travel. The budget should include both materials and supplies the team already has on hand, and those the team will need to purchase.
4.3. Provide a funding plan including sources of funding and estimated (or confirmed) amounts.
5. STEM Engagement
5.1. Include plans and evaluation criteria for the required STEM Engagement activities.
Design Review (DR)
The purpose of the DR is to demonstrate that the overall design meets all requirements with acceptable risk, within the cost, schedule, and technical performance constraints, and establish the basis for proceeding with fabrication, assembly, and integration. It should show that the correct design options have been selected, and interfaces have been identified. Full baseline cost and schedules, as well as all risk assessment, management systems, and metrics, should be presented.
- The Design Review Report accounts for 20% of the overall score for the competition.
- The Design Review Presentation will be worth 10% of the total Design Review points.
Teams shall submit their Design Review Report and Design Review Presentation via email to firstname.lastname@example.org. Submit by the deadline specified in the handbook. Design Review file name must follow the nomenclature School_Name_Year_Design Review.
Format:
- Design Review must be submitted in a PDF format
- Size 12 Times New Roman font or similar
- 8.5” x 11” paper size with 1-inch margins
- A cover page that includes:
- The name of the college/university or secondary education institution and mailing address
- Division: High School or College/University
- Date
- Name, Title, Email Address of:
- The advisor
- The student team leader
- The student team safety officer
- List of participating student team members (inclusive of the Student Team Leader and Safety Officer) who will be committed to the project and their proposed duties
DR Presentation: It is expected that the team participants deliver the report in a professional manner and answer all questions to their best ability. The advisor may attend but shall not deliver the presentation or answer any questions pertaining to the project other than when directed. The entire presentation will be delivered in English and translators will not be permitted.
- There is a 30-minute time-limit for presentation. A 15-minute feedback discussion will follow the presentation.
- The presentation should include an overview of each section of DR report.
Design Review Report Outline
Page Limit: DRs will only be scored using the first 30 pages of the report (not including cover page and abstract). Any additional content will not be considered while scoring, but may be appended for clarification.
1. Table of Contents
2. Vehicle Criteria — Selection, Design, and Rational of Vehicle Design
2.1. Review the design at a system level (i.e., wheel design, drivetrain design, suspension), going through each system’s alternative designs, and evaluating the pros and cons of each alternative.
2.2. For each alternative, briefly present research on why the alternative should not be chosen.
2.3. After evaluating all alternatives, present the chosen vehicle design.
2.4. Describe each subsystem and the components within those subsystems.
2.5. Describe how the design meets size, weight, volume, assembly, and clearance constraints.
2.6. Provide dimensional drawings of the leading design.
3. Task Tool
3.1. Review the designs at a system level of a multi-task tool that supports the selected task-sites, briefly discussing alternative designs to each component and evaluating the pros and cons.
3.2. Describe the preliminary selected design of the multi-task tool and describe how task tool interfaces with the pilots, vehicle, and missions.
3.3. Include drawings and schematics for all elements of the multi-task tool.
4. Analysis of Design
4.1. Provide analysis of the rover and any subsystems demonstrating design sufficiency for expected obstacle performance requirements. Include any simulated vehicle data and/or calculations.
4.2. Provide analysis of the task tool demonstrating design sufficiency for expected task site performance requirements. Include any simulated data and/or calculations.
5. Safety
5.1. Provide a preliminary Personnel Hazard Analysis (PHA). This should include all phases of operation including construction/fabrication, testing, performance/competition.
5.2. Provide a preliminary Failure Modes and Effects Analysis (FMEA) of the proposed design of the vehicle and components.
5.3. The focus of the safety analyses at the design review is identification of hazards/failure modes, their causes, and resulting effects.
5.4. Preliminary mitigations and controls should be identified, but do not need to be implemented at this point unless they are specific to the construction of the vehicle or components. (i.e., cost, schedule, personnel availability). Rank the risk of all hazards and failure modes for both likelihood and severity.
6. Project Plan
6.1. Requirements verification to demonstrate all requirements in Section 6 of this handbook are being met.
6.2. Provide a timeline update to demonstrate that the team is on schedule to meet the requirements of this project. Include deliverable dates, and planned fabrication and testing.
6.3. Provide a budget update to demonstrate that the team is within budget. Include funding updates since proposal.
Operational Readiness Review (ORR)
The ORR examines construction, tests, demonstrations, and analyses to determine the overall rover and task tool readiness for a safe and successful excursion. The rover is expected to be complete and begin the testing phase. Performance data should be included validating the analyses from Design Review and that the team is ready to safely compete in the in-person competition.
- The Operational Readiness Review Report accounts for 20% of the overall score for the competition.
- The Operational Readiness Review Presentation will be worth 10% of the total ORR points.
- The ORR report and presentation should be given as a stand-alone deliverable. No information from the Design Review should be assumed as known by the scorers and panel participants. All relevant design information should be stated again.
Teams shall submit their ORR Report and ORR Presentation via email to email@example.com. Submit by the deadline specified in the handbook. Operational Readiness Review file name must follow the nomenclature School_Name_Year_Operational Readiness Review.
Format:
- ORR Report must be submitted in a PDF format
- Size 12 Times New Roman font or similar
- 8.5” x 11” paper size with 1-inch margins
- A cover page that includes:
- The name of the high school and college/university and mailing address
- Division: High School or College/University
- Date
- Name, Title, Email Address of:
- The advisor
- The student team leader
- The student team safety officer
- List of participating student team members (inclusive of the Student Team Leader and Safety Officer) who will be committed to the project and their proposed duties.
ORR Presentation: It is expected that the team participants deliver the report in a professional manner and answer all questions to their best ability. The advisor may attend but shall not deliver the presentation or answer any questions pertaining to the project other than when directed. The entire presentation will be delivered in English and translators will not be permitted.
- There is a 30-minute time-limit for presentation. A 15-minute feedback discussion will follow the presentation.
- The presentation shall include an overview of each section of the ORR Report.
Operational Readiness Review Report Outline
Page Limit: ORRs will only be scored using the first 30 pages of the report (not including cover page and abstract). Any additional content will not be considered while scoring, but may be appended for clarification.
1. Table of Contents
2. Vehicle Criteria — Design and construction of the vehicle
2.1 Provide a final design summary of the as-built rover. Include dimensions, materials, and masses of major subsystems.
2.2 Describe any major changes to the rover from the Design Review and explain why those changes are necessary.
2.3 Prove that the vehicle is fully constructed and explain the construction process for major subsystems.
2.4 Include schematics and/or images of the completed rover.
3. Task Tool
3.1. Provide a final design summary of the as-built Multi-Task Tool. Include dimensions, materials, and masses.
3.2. Describe any major changes to the Multi-Task Tool from the Design Review and explain why those changes are necessary.
3.3. Prove that the task tool is fully constructed and explain the construction process.
3.4. Include schematics and/or images of the completed task tool.
4. Excursion Performance Predictions
4.1. Describe a strategy for optimizing points earned by your team’s excursion performance on the course.
4.2. Estimate how long it will take to complete each task and obstacle to be included in your excursion strategy.
4.3. Explain how the rover will overcome each obstacle your team plans to attempt. This should include the physical aspect or parameter of each obstacle that is most important to complete it. Explain how your rover interfaces with those aspects or parameters.
4.4. Identify parts or subsystems of that rover that are most critical (i.e., greatest potential for failure). Provide data showing these systems will perform successfully under nominal conditions.
4.5. Describe how the task tool is expected to perform through the course design.
4.6. Include contingency planning. How and why might your rover team adjust your excursion strategy while on the course?
5. Safety
5.1. Update the Personnel Hazard Analysis and the Failure Modes and Effects Analysis to include:
5.1.1. Finalized hazard descriptions, causes, and effects of the vehicle and mission components the team has built.
5.1.2. A completed list of mitigations addressing the hazards and/or their causes.
5.1.3. A completed list of verifications for the identified mitigations. This should include methods of verifying the mitigations and controls are (or will be) in place, and how they will serve to ensure mitigation.
5.2. Include a list of procedures and checklists for competition days.
6. Project Plan
6.1. Update the requirements verification plan demonstrating that all requirements from Section 6 in this handbook are met.
6.2. Discuss any remaining test plans. Estimate test dates.
6.3. Discuss the final budget and expense report.
STEM Engagement
- As part of the HERC Competition, teams should engage a minimum of 250 participants in direct educational, hands-on science, technology, engineering and mathematics (STEM) activities. These activities can be conducted in-person or virtually. To be considered for scoring, all events shall occur between project acceptance and the STEM Engagement Activity Report due date and must be submitted for each event via email to firstname.lastname@example.org by the due date. Content of the STEM engagement activities should be related to HERC activities (ex: mechanical design, vehicle infrastructure, physics, engineering design process, etc.).
- Teams must engage a minimum of 250 participants in Educational/Direct Engagement activities in order to be eligible for STEM Engagement scoring and awards. For a definition of what constitutes an Educational/Direct Engagement Activity see below. These definitions are also found in the STEM Engagement Activity Report for reference.
- Teams are encouraged to engage as many other participants as possible in other types of STEM Engagement activities. Although they will not count for points, activities completed before or after the submission window are encouraged and can still be submitted.
- STEM Engagement Activity Types:
- **Education/Direct Engagement** (minimum 250 participants required)
Instructional, hands-on activities where participants engage in learning a STEM related concept by actively participating in an activity. This includes instructor-led facilitation or inquiry around an activity regardless of media (e.g., face-to-face, video, conference, etc.). Example: Students learn about basic rover challenges through designing and building their own basic rover or students learn how to use CAD software to design the engineering parts. This type of interaction will count towards your requirement for the project/STEM Engagement Scoring.
- **Education/Indirect Engagement**
Participants are engaged in learning a STEM concept through instructor-led facilitation or presentation. Example: Students learn about center of gravity and balance of weight forces in basic movement of objects through a presentation or lecture.
- **Outreach/Direct Engagement**
Participants do not learn a STEM concept but are able to get hands-on exposure to STEM-related hardware. Example: The team does a presentation for students about their HERC project by bringing their rover and components to the event then demonstrates their rover performance to the students.
- **Outreach/Indirect Engagement**
Participants interact with the team in an informal setting. Example: the team sets up a display at a local museum during science night. Students come by, talk to the team and learn about their project.
STEM Engagement Activity Report
Each activity report submitted should represent one activity. There may be multiple events listed for the same activity. The template can be found below. Activity report should be fully completed and list all the event dates and information for an activity.
- The STEM Engagement Activity Type must be correctly identified for the activity. The NASA Review Panel reserves the right to change the activity type if the activity is categorized incorrectly.
- Activity descriptions should be clear and thorough. Learning targets should be clear and specific.
- Include with your report any documents, evaluations, surveys, questionnaires, handouts, videos or presentations (etc.) used in your activity.
- If you hold multiple events utilizing the same activity, only one report needs to be submitted with all the events.
- For numerous NASA STEM engagement ideas, educational resources, games, videos, and PowerPoint presentations; visit www.nasa.gov/stem. NASA educational resources can be searched and filtered by subject (e.g., space science, NASA history, technology, etc.). Below are three examples of Educator Guide that can be used with students.
Landing Humans on the Moon Educator Guide
Build, Launch, Recover Educator Guide
Deep Space Communications Educator Guide
STEM Engagement Activity Report Outline
Please submit any pictures, presentations, or feedback documents which you would like to share with this document.
Activity Title: ____________________________________________________________
Type of Activity: _________________________________________________________
Choose from these Types of Engagement Activities: Education/Direct Engagement, Education/Indirect Engagement, Outreach/Direct Engagement, Outreach/Indirect Engagement
Learning Target for the activity: (Describe the learning target for this activity. What did you want your participants to learn from this activity? Be specific.)
Describe your activity with this group: (Please also submit any pictures, presentations, or documents which you would like to share.)
Did you conduct an evaluation of your learning target? If so, what were the results? (Please include a copy of your evaluation and a summary of your results.)
Describe any feedback received from your participants about your activity overall. (Please include any feedback forms or surveys that were used. Submit actual feedback from participants if able.)
Event information (For each event that was held for this activity, please enter the information in a table with the following headings. Each participant for each event should only be counted once.)
| Event Date | Name of Group | In-person or Virtual | Number of participants Preschool – 4 grade | Number of participants 5 – 8 grade | Number of participants 9 – 12 grade | Undergraduates | Educators | Adult (non-educators) |
|------------|---------------|----------------------|------------------------------------------|-----------------------------------|-------------------------------------|----------------|-----------|-----------------------|
| | | | | | | | | |
## 8. POINTS BREAKDOWN AND ALLOCATION
### Table 1. Points Breakdown
| Points Breakdown | Points | Weight (%) |
|-----------------------------------|--------|------------|
| Design Review (DR) | 36 | 20% |
| Operational Rediness Review (ORR)| 36 | 20% |
| Mission Readiness Review (MRR) | 12 | 10% |
| Obstacles | 41 | 20% |
| Tasks | 60 | 20% |
| STEM Engagement | 12 | 10% |
| **Total Possible Points** | **200**| **100%** |
### Table 2. Mission Readiness Review
| Item | Description | Possible Points | Summary of Points Breakdown |
|-------------------------------------------|-----------------------------------------------------------------------------|-----------------|---------------------------------------------------------------------------------------------|
| MRR Late Penalty | Teams arriving outside their time window for MRR, or not being ready for the MRR. | 5-point penalty (-5 Points) | Penalty can be assessed once at MRR and will carry over in the MRR score for both excursions. |
| ERP Readiness Penalty | Teams not able to demonstrate the vehicle is ready to proceed to ERR, not being ready to compete. | 5-point penalty (-5 Points) | Penalty can be assessed once at MRR and will carry over in the MRR score for both excursions. |
| Volume Constraint (This point total is carried over both excursions). | Vehicle measured to fit inside 5 × 5 × 5-foot volume constraint. | 5 | 5 points for success
0 points for failure |
| Weight (This point total is carried over both excursions). | Vehicle and task tool will be weighed. | 5 | 5 points for less than 130 lbs.
3 points for 131 – 170 lbs.
1 point for 171 – 210 lbs.
0 points for more than 210 lbs. |
| Unfolding/Assembly (This point total is carried over both excursions.) | Teams will be assessed on the amount of time it takes to unfold/assemble and ready the vehicle for course excursion. | 2 | 2 points for 0:00 – 0:30 seconds
1 point for 0:31 – 1:00 minutes
0 points for more than 1:00 minute |
Table 3. Excursion Readiness Review
| Item | Description | Possible Points | Summary of Points Breakdown |
|-----------------------|-----------------------------------------------------------------------------|-----------------|---------------------------------------------------------------------------------------------|
| Late Penalty | Teams arriving outside their time window, not being ready for excursions. | 5-point penalty (−5 Points) | Penalty can be assessed once per excursion for arriving outside their excursion window or not being ready to compete. |
| ERR Inspection | Teams will be inspected for safety requirements and task material requirements. Photos of Rover taken. The MRR will be combined with ERR for the first excursion. | N/A | See each task for point reference earned at ERR. |
| Post-Excursion Review| Inspection | See Task descriptions. | See each task for point reference earned at PER. |
Detailed point breakdown included in each obstacle task description. (TS – Judged at Task Site; PER – Judged at Post-Excursion Review)
Table 4. Challenge Obstacles
| Obstacle | Description | Bypass | Points | Points Breakdown |
|----------|---------------------------|--------|--------|------------------------------------------------------|
| 1 | Undulating Terrain | Y | 3 | 3 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 2 | Crater with Ejecta | Y | 3 | 3 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 3 | Transverse Incline | Y | 4 | 4 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 4 | High Butte | Y | 6 | 6 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 5 | Large Ravine | Y | 4 | 4 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 6 | Crevasses | Y | 5 | 5 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 7 | Ice Geyser Slalom | Y | 4 | 4 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 8 | Boulderering Rocks | Y | 4 | 4 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 9 | Loose Regolith | Y | 4 | 4 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
| 10 | Pea Gravel | Y | 4 | 4 points for successful completion |
| | | | | 1 point for attempt |
| | | | | 0 points for bypass |
Detailed point breakdown included in each obstacle task description. (TS – Judged at Task Site; PER – Judged at Post-Excursion Review)
| Task | Description | Bypass | Points | Points Breakdown |
|------------|---------------------------|--------|--------|----------------------------------------------------------------------------------|
| Task 1 | Find ARV-30 | Y | 10 | 4 points for having the tool necessary to attempt the task (ERR) |
| | | | | 6 points for successful activation of photocell indicator (TS) |
| Task 2 | Regolith Removal | Y | 10 | 4 points for having the tool necessary to attempt the task (ERR) |
| | | | | 6 points for successful removal of enough debris to light indicator (TS) |
| Task 3 | Moon Maintenance | Y | 10 | 10 points for successfully opening cover plate (TS) |
| Task 4 | Power It Up | Y | 14 | 4 points for having the tool necessary to attempt the task (ERR) |
| | | | | 5 points attaching one clamp (TS) |
| | | | | 5 points for attaching both clamps (TS) |
| Task 5 | Rover Redundancy | Y | 16 | 4 points for having the tool necessary to attempt the task (ERR) |
| | | | | 2 points for each sample container retrieved (TS) |
| | | | | 1 point for each sample container retained until course completion (PER) |
9. COURSE TASKS AND OBSTACLES
Note: All course obstacles and tasks outlined below are subject to change. Photos and drawings are provided for illustration purposes only and may or may not represent actual course design.
HERC 2024 Story Narrative
The tasks for 2024 will focus on an immersive story based on several of the proposed NASA use cases for crewed and uncrewed rovers during upcoming Artemis missions, namely: Exploring Permanently Shadowed Regions (PSRs), positioning to recharge batteries, power and data exchange with other surface assets, and storing collected samples. These are design considerations that NASA and partner engineers are currently working around to develop the next generation of lunar rovers.
Although the story takes place in one static location, the task sites will be arranged in different locations around the course. No obstacle traversing will be required to access any task sites.
As part of the crew on a future Artemis mission, you are living in a Surface Habitat (SH) on the surface of the Moon and performing both scientific experiments and tasks to prepare for future missions. While most of the exploration of the Moon’s surface is being done by Robotic Lunar Rovers (RLRs) and orbital observation; a pilotable rover, the Lunar Terrain Vehicle (LTV) is available for crew missions.
During routine tasks inside the SH it is relayed to you by the crew aboard the orbiting Gateway that an RLR, designated ARV-30, that was operating just inside the Permanently Shadowed Region (PSR) of the moon has lost communications with Gateway. Crew aboard Gateway can spot the location of the rover, which is now completely stationary, but are unable to get any information as to why ARV-30 isn’t communicating.
To complicate the mission, the crew must travel in Extravehicular Activity (EVA) suits, as the LTV has no pressurized cabin. Most of the oxygen available for the trip will be used in traversing the distance required, leaving only 8 minutes available to attempt to diagnose and repair ARV-30. Crew have limited tools available for this mission, and a multi-use tool designed for general maintenance tasks is the only thing available beyond basic hand tools. If repair isn’t possible, the samples collected by ARV-30 over the duration of its mission should be salvaged.
Mission
To determine why an autonomous rover exploring the PSR has gone out of contact, and if possible, attempt to repair the robotic rover.
Two crew members are tasked to pilot the LTV to the location of ARV-30 to see if anything can be done with the limited tools available. Since the RLR in question was exploring in the absolute darkness of the PSR, crew must use handheld light sources to examine ARV-30 for signs of damage and to check the status indicators located on the external hull of ARV-30.
Pilots must use a task tool-mounted light source to examine a simulated instrumentation panel, which will be in complete darkness. Instrumentation and status lights on the panel should give an indication as to what the problem is. A photosensor will detect the light from the task tool and signal to the pilots that the task is complete.
Upon further examination it is apparent that the solar cells on ARV-30 are completely covered in lunar regolith. While this has no effect in the PSR, it is imperative for the RLR to be able to freely move into a sunlit area to recharge when necessary.
Pilots must use their task tool to remove the regolith from a solar panel without damaging or moving it. Pilots are to remain on their rover and may use any non-destructive methods to remove a thin covering of simulated regolith; this is a working solar panel, and enough surface area must be cleared to generate the power required to light an indicator light.
The solar panels are now operational, but the rover is stranded in the PSR. The crew decides that they may be able to charge ARV-30 with enough power from the LTV batteries for it to pilot itself back to sunlight to fully charge. To access the necessary connections, a crew member must disembark the LTV and remove a cover plate by hand.
One rover pilot must safely disembark their rover and approach the task site. Using simulated EVA gloves and a provided hand tool they must remove several fasteners securing the cover plate. The plate is hinged and will not fall open or to the ground. Opening the cover plate and safely returning to and mounting your rover will constitute a successful task.
With the cover plate removed it is now possible to charge ARV-30 with enough power to pilot itself into the sun to fully charge using the now-operational solar panels. A cable connection must be made between the LTV batteries and the batteries on the RLR. Due to the voltage of these batteries and the danger to crew, the task must be done with the multi-use tool.
A cable connection must be made between two simulated batteries with one side of the connection already made. Using the task tool, pilots must attach a provided clamp-ended positive/negative cable to two battery posts. The clamping force of these cables will not be as strong as an automotive jumper/booster cable but will operate similarly. The force required to open the clamps will be less than 15 lbs. Successfully attaching the cable to both posts will constitute a successful task. The cable clamps will not be over 3” wide at a neutral state.
While the RLR is charging, the pilots are advised by Gateway crew that the samples aboard ARV-30 should be retrieved and stored aboard the LTV as both a redundancy against ARV-30 not being able to return to the SH, or to extend the mission life of ARV-30 by giving more room for sample storage if the repairs were successful.
Using the task tool, four cylindrical sample containers with a diameter of 2” ± 0.125” and a length of 4–6” must be transferred from the task site to the rover and must be stored on the rover until the end of the course. Collection of the sample from the task tool and storing them on the rover may be done by hand, but the sample must be taken from the task site using only the task tool. Not all samples will be presented in a way that allows a full circumference grip, but a full diameter grip will at minimum be available. All samples are stored vertically.
This gently uneven surface is replicated by four wooden ramps located alternating pattern causing the rover to be tilted to the right or to the left as only the wheels on one side of the rover are elevated at a time. The ramps range from six to twelve inches in height with gradual ingress and egress slopes, all covered with gravel. The length of each ramp is around 5 feet long and the width is around 4 feet as shown in Figure 8.
Crater with Ejecta
This large crater is about two feet in diameter with a vertical height of eight inches. The craters are located offset from one another on opposite sides. The schematic in Figure 9 is for illustration purposes only and may or may not represent actual course design. Rays of ejecta, the material thrown out of the crater on impact, with the whole assembly is covered by gravel. The length of the obstacle is approximately 12 feet and the width is around 6 feet. Straws are added to direct the rovers to traverse the large crater.
The slope of this obstacle is perpendicular to the direction of rover traverse. The simulated lava or rock outcropping surface is smooth, and the angle of elevation of the incline is about 20-degrees. The total length of the obstacle is 21 feet as shown in Figure 10.
This feature is a test of the rover’s climbing ability. This butte is five feet high with a 20-degree incline before and after the peak and with a flat surface of 2 feet at the top. The butte is made from stone and soil. Figure 11 shows the dimensions of obstacle 4.
A remnant of an ancient erosion channel, this two-foot depression, about eight-feet wide, provided a conduit for liquid runoff on the Martian surface. The bottom of the depression is filled from gravel to simulate the Martian surface.
Crevasses result from cracks in the surface regolith or from erosion by liquid and/or molten material forming ruts in underlying material. There are four sets of parallel cracks located along with the direction of rover traverse. Each crevasse consists of multi-level cracks, and the depth of each crack varies between 4 to 7 inches and the width varies throughout between 1 to 4 inches as shown in Figure 13. The length of each set of cracks is around 4 feet long and the total length of the obstacles is around 12 feet. Teams shall design the wheel of the rover to avoid having the rover wheels stuck in these cracks.
A series of simulated ice geysers impede the path. This obstacle requires that teams carefully navigate without encountering any of the geysers. The approximate places of the ice geysers and approximate total length and width of obstacles are shown in Figure 14. Steering systems will be of utmost importance to do this. There will be a marked exit lane through which rovers shall pass without touching its boundaries.
Rovers shall navigate over this field of simulated asteroid debris (boulders) while not avoiding the debris. The asteroid fragments range in size from three to 12 inches and are situated close together. The total length of the obstacle is around 10 feet, and the width is around 6 feet. Proceed with caution.
Rovers shall navigate over this field of simulated asteroid debris (boulders) while not avoiding the debris. The asteroid fragments range in size from three to 12 inches and are situated close together. The total length of the obstacle is around 10 feet, and the width is around 6 feet. Proceed with caution.
This ancient stream bed consists of fine rounded pebbles deposited to a depth of about six inches. Rover wheels might sink in this smooth obstacle material. The total length of the obstacle is 10 feet and the width is around 6 feet.
## 10. AWARDS
### Table 6. Awards Breakdown
| Award | Description of Award |
|------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------|
| Overall Winner | Awarded to the top overall team. Design reviews, educational STEM engagement, safety, and a successful excursion will all factor into the Overall Winner. |
| STEM Engagement | Awarded to the team that is determined to have best inspired the study of STEM-related topics in their community to include collaboration with middle school students for the Task Challenge. This team not only presented a high number of activities to a large number of people, but also delivered quality activities to a wide range of audiences. |
| Project Review | Awarded to the team that is deemed to have the best combination of written reviews and formal presentations. |
| Phoenix | Awarded to the team that demonstrates the greatest improvement between Design Review and Operational Readiness Review. |
| Social Media | Awarded to the team that has the most active and creative social media presence throughout the project year. |
| Task Challenge | Awarded to the team that best demonstrates a multi-tool design for the mission tasks. |
| Featherweight | Awarded to the team that best addressed the ongoing space exploration challenge of weight management, delivering an innovative approach to safe minimization of rover weight. (Only awarded to one team overall.) |
| Ingenuity | Awarded to the team that approaches complex engineering problems in unique and creative ways. |
| Pit Crew | Awarded to the team as judged by the pit crew that best demonstrates resourcefulness, motivation, good sportsmanship, and team spirit in repairing or working on their rover while the teams are in the pit area. |
| Safety | Awarded to the team that best demonstrates a comprehensive approach to system safety as it relates to their vehicle, personnel, and operations. |
| Team Spirit | Awarded to the team that is judged by their peers that display the “Best Team Spirit” during the onsite events. |
| Crash and Burn | Awarded to the team that embraces failure as a learning lesson for future success. (Only awarded to one team overall.) |
| Rookie of the Year | Awarded to the top overall newcomer team. (Same judging criteria as overall award. If rookie team is awarded an overall award, the 2nd place standing rookie team will receive the award, and so forth. Only awarded to one team overall.) |
| Other Awards | Other awards will be given based on components of the competition, such as discussions within Design Review and Operational Readiness Review reports or the in-person competition. |
**Note:** Awards are given to a qualified team in each category (high school and college/university) unless otherwise noted. Awards are subject to change without notice.
National Aeronautics and Space Administration
George C. Marshall Space Flight Center
Huntsville, AL 35812
www.nasa.gov/marshall
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Catholic Schools: Communities of Faith
PARENTS CHOOSE A CATHOLIC SCHOOL EDUCATION so their children can benefit from the faith, values and academic excellence the schools provide. Catholic schools are communities of faith in which students, teachers and families experience the celebration of Christian values through worship, study, caring relationships and the development of each child’s potential. The goal of all Catholic schools is to form students in faith, to help them grow in knowledge and to teach the students to show their love of God through service to others.
Students come to understand their faith and learn to value and respect others through classroom study of scripture and church teachings, opportunities to participate in religious activities, respect and care for one another each day and through service to the community.
Growth in Faith Knowledge
Christ is the center and focus of each and every Catholic school. Catholic school students explore and understand their faith through academic classes that focus on the scriptures, sacraments, morality, church history and traditions. Catholic identity is reflected throughout the curriculum. While not all students who attend Catholic schools are Catholic, all do share experiences of faith, values and moral character development in the Catholic tradition.
The school building and classrooms reflect the Catholic identity through religious art, statues, crucifixes and displays of student work that illustrate beliefs and practices of Catholic life. In daily religion classes, students learn the basic teachings of Catholicism. They also learn to respect other faith traditions while developing their own spirituality and commitment to their own faith. Many schools offer families opportunities to grow in their own spiritual life through student homework assignments or faith-formation classes for parents.
Opportunities to Participate in Religious Activities
Catholic schools invite and challenge the school community to be fully engaged in the life of the Church. Daily prayer, often led by students, and weekly celebrations of Mass and other prayer services provide opportunities for students to practice their faith and take a leadership role in preparing worship activities. Opportunities are provided for reception of the sacraments, retreats, celebrations of the liturgical seasons and prayerful reflection on students’ personal faith journeys.
Respect and Service to One Another
A Catholic school community of faith encourages reverence, respect, concern for others in a spirit of hospitality that welcomes all. Catholic schools create a supportive and challenging climate which affirms the
dignity of all persons as children of the same God. Following the example of Jesus, Catholic educators care deeply about their students and their intellectual, human and spiritual development. Teachers are role models who share their faith, time and talents while creating educational environments that are warm, trust-filled and encouraging.
Students are taught to be kind and accept others rather than exclude them. Catholic schools live community values by promoting collaboration and teamwork among students in classroom activities that develop habits of listening, valuing other opinions and personal responsibility. Catholic schools strive to create connections among students, the family, the school and the church so that all share in belonging to a caring, faith community.
**Service to the Community**
Catholic schools have always been places where outreach to others has been evident. Catholic schools promote an understanding that through service to others in the community students are also committing themselves to serving God. They are taught to share their time, talents and resources with others who are in need. Students are required to engage in service projects as a learning experience and a witness to their Christian faith.
Through food and clothing drives, fundraising for good causes, outreach to homeless and those in hospitals and nursing homes students learn compassion and the importance of supporting others. Students learn to care for all of God’s creation through respect for all of life and earth’s creatures as they engage in service activities as part of their education.
Catholic schools are communities of faith that are Christ-centered and seek to provide the best spiritual and academic formation for each child’s mind, soul and body. Catholic schools are successful because Gospel values are part of the life of the school and students, teachers, and parents are supported in living the Christian message in school, home and community.
Share this good news about Catholic schools with your friends and neighbors! ✡
---
**Catholic Schools: Communities of Faith, Knowledge and Service.**
The NCEA National Catholic Schools Week theme highlights the fact that Catholic schools are not only communities of faith in themselves, but also are part of the communities, cities and states where they are located. Catholic schools are known for their focus on academic excellence, faith development and service, which enables students to serve their communities and nation in the future. | <urn:uuid:f143d359-a0c5-45a6-9da5-2825509bd5d2> | CC-MAIN-2018-47 | https://www.asfcatholicschools.org/documents/2017/11/16_NCEA_ParentNews_Oct_v1_no2.pdf | 2018-11-16T14:09:05Z | crawl-data/CC-MAIN-2018-47/segments/1542039743046.43/warc/CC-MAIN-20181116132301-20181116153623-00051.warc.gz | 831,400,504 | 907 | eng_Latn | eng_Latn | 0.996747 | eng_Latn | 0.997227 | [
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MISSOURI Conservationist
VOLUME 73, ISSUE 4, APRIL 2012 • SERVING NATURE & YOU
vividly recall the first time I saw a mature bald eagle. It was 1972, early morning, in the middle of a cold and snowy northern Illinois winter, as I was driving along the Illinois River. The eagle was sitting in a large sycamore tree eyeing an open spot in the river, waiting for its next meal of crippled waterfowl or fish.
I was just as awed a few weeks ago, driving through St. Martins with my wife, when an eagle swooped in, grabbed a gray squirrel with one talon and disappeared into the darkening sky, all in a matter of a few seconds.
Today, sightings of bald eagles occur throughout the year in central Missouri and nesting pairs are not uncommon along the Missouri River and in other parts of our state.
In Missouri, wildlife restoration has been no accident. Our natural resource recovery and conservation has evolved through a unique partnership. This partnership includes the collective wisdom of landowners, outdoor enthusiasts and government agencies. Missourians, in their efforts to restore and conserve Missouri’s natural treasures, have demonstrated how to “get conservation right.” We have moved beyond the challenges of the early years of restoring the state’s forest, fish and wildlife resources.
While it is good to reflect as Missouri citizens’ Conservation Department celebrates its 75th anniversary this year, it behooves us all not to get complacent. Conservation is as important today as it has been the past 75 years. Our planet supports 6 billion people exerting more demand on our natural resources than at any time in history. It is my belief that our relationship with landowners is even more critical today than it has been in the past.
John F. Kennedy said, “There is too little recognition of how much we all depend upon farmers as stewards of our soil, water and wildlife resources.” How true! Growing up, I had the good fortune to live in rural northern Illinois. Farmers were some of my first employers and friends. Cleaning barns, walking beans, baling hay and helping with harvest gave me a real appreciation for people connected to the land. I have also had the good fortune in my 37-year career of natural resource conservation to work with many landowners in several states.
I have traveled to the four corners of our state and in between. I am always amazed at the diversity of landscapes. In Missouri 93 percent of the land is in private ownership and much of that is in production agriculture. Each day, dedicated agriculture professionals have to adapt to the vagaries of the weather and understand the complexity of our economic times while ensuring that the soil, water, forest, fish and wildlife resources are intact for future generations. Strengthening the partnership between farmers, sportsmen and conservation agencies has never been more important if we are not only going to sustain soil, water and natural resources, but ourselves, as well.
Early spring is upon us. As you listen to the turkeys gobble, hunt for morel mushrooms, head out to fish or watch agriculture land come alive with the food that sustains us, think about the landowners who make it possible. If you know a landowner or have access to private land for your outdoor adventures, thank them for their commitment to the future.
Tom Draper, deputy director
FEATURES
8 Bringing Back Wildlife
by Brett Dufur
MDC is celebrating the 75th anniversary of putting the state’s citizen-led conservation efforts into action. In this issue, we highlight the restoration and conservation of Missouri’s wildlife.
16 Bad-Weather Photography
by Noppadol Paothong
Rain, snow and clouds add natural drama to your photos.
22 Living With Large Carnivores
by Jeff Beringer
Bear and mountain lion sightings have increased in the Show-Me State.
Cover: Big Spring in Van Buren
by Noppadol Paothong
Above: Sunrise at Eagle Bluffs Conservation Area after a blizzard by Noppadol Paothong.
MISCELLANY
2 Letters
4 News & Events
5 Ombudsman
28 Plants and Animals
30 Places To Go
32 Hunting and Fishing Calendar
32 Contributors
ALL ABOUT ANGLING
In this month’s Conservationist (March), World Class Fishing [Note to Our Readers] and The Lure of Fishing [Page 8] were a pleasure to read and made me proud to be a Missouri fisherman. Fishing the cool, clean Ozark streams here in Missouri is one of my passions. I feel I am truly blessed to have a Conservation Department so dedicated to the state of Missouri and its outdoor resources and activities.
Brian Curran, via Internet
Editors’ note: You can search your phone’s app store for Find MO Fish, or visit mdc.mo.gov/node/15421 to learn more.
Many thanks for the beautiful Conservationist with the lovely redbud blossoms on the cover [March] and the precious photo of Johnny Morris and daughter on the back. I thoroughly enjoyed Larry R. Beckett’s Big Game Fishing; I almost felt as if I were in the boat with them.
Doris McCann, St. Louis
I am unable to find the free fishing application for my phone that was mentioned in your magazine [The Lure of Fishing; Page 9]. Can you tell me the name of it, please, so I can download it?
Adam Blanch, via Internet
MDC: That is quite possible because spawning is triggered by water temperatures. Largemouth bass respond to surface water temperatures around 68 degrees, and crappie begin spawning at around 60 to 62 degrees. When we begin our weekly fishing reports in April, surface water temperatures are part of the data that will be included.
I found some false/red morels today. Does that mean the edibles are close to popping?
Reece Strawn
FACEBOOK QUESTIONS
Do you think the winter we had, or lack-thereof, will put the bass and crappie into an earlier spawn?
Brian Hardwick
MDC: It is a bit early because morels usually begin appearing in early April. Our mild winter may prompt a bit of an early showing. Here is a link to interesting info on Munchable Morels, including when and where you can find them: mdc.mo.gov/node/4220.
I apparently managed to misplace my heritage card. Anyone know how I can get it replaced?
Paul Boxdorfer
MDC: You can order a replacement Heritage Card from any vendor where fishing and hunting permits are sold. They will collect a $2 replacement fee and enter the request for the replacement card. You will receive the replacement card in the mail. Allow 4 to 6 weeks for delivery. You can also order the replacement card by calling 1-800-392-4115 or visiting mdc.mo.gov/node/9258. There is an additional $2 fee for telephone or $1 fee for Internet orders.
CORRECTION
In the March issue, Page 7, Did You Know? segment included incorrect dates under “Trout Parks.” It should have read: “Mark your calendar to be at Roaring River’s events on Saturday, May 19, and Saturday, Aug. 18. Montauk’s events are scheduled for Saturday, May 5, and Saturday, Aug. 4. Bennett Springs’ event is scheduled for Saturday, May 5, and Maramec Spring’s event is scheduled for May 19.”
Reader Photo
Eastern Tent Caterpillar
Dakota Lynch of Barnhart captured this image of an eastern tent caterpillar at Taum Sauk Mountain State Park. “I took this photo during a camping trip that was nearly rained out altogether,” says Lynch. “On the last day of our trip there was finally a break in the clouds that lasted just long enough for me to head out and get a few decent shots.” Many consider the eastern tent caterpillar a pest, because the caterpillars can significantly defoliate a tree in large numbers, but the tree usually recovers. “I’ve always been an avid deer and turkey hunter, but when I’m not looking for a trophy buck I’m looking for that once-in-a-lifetime photo,” says Lynch.
DEPARTMENT HEADQUARTERS
Phone: 573-751-4115
Address: PO Box 180,
Jefferson City 65102-0180
REGIONAL OFFICES
Southeast/Cape Girardeau: 573-290-5730
Central/Columbia: 573-884-6861
Kansas City: 816-622-0900
Northeast/Kirksville: 660-785-2420
Southwest/Springfield: 417-895-6880
Northwest/St. Joseph: 816-271-3100
St. Louis: 636-441-4554
Ozark/West Plains: 417-256-7161
SUBSCRIPTIONS
Phone: 573-522-4115, ext. 3856 or 3249
Address: Circulation, PO Box 180, Jefferson City 65102-0180
E-mail: firstname.lastname@example.org
Conservationist online services: Subscribe to the magazine, update your mailing address, or sign up to receive an e-mail when the latest issue is available online at mdc.mo.gov/node/9087
Cost of subscriptions: Free to Missouri households
Out of State $7 per year
Out of Country $10 per year
Please allow 6–8 weeks for delivery of your first issue.
OMBUDSMAN QUESTIONS
Phone: 573-522-4115, ext. 3848
Address: Ombudsman, PO Box 180,
Jefferson City 65102-0180
E-mail: email@example.com
EDITORIAL COMMENTS
Phone: 573-522-4115, ext. 3847 or 3245
Address: Magazine Editor, PO Box 180,
Jefferson City 65102-0180
E-mail: firstname.lastname@example.org
READER PHOTO SUBMISSIONS
Flickr: flickr.com/groups/readerphotos
E-mail: email@example.com
Address: Missouri Conservationist, Reader Photo,
PO Box 180, Jefferson City 65102-0180
MISSOURI CONSERVATIONIST
GOVERNOR Jeremiah W. "Jay" Nixon
THE CONSERVATION COMMISSION
Don C. Bedell
James T. Blair, IV
Don R. Johnson
Becky L. Plattner
Director Robert L. Zielmer
Deputy Director Thomas A. Draper
Deputy Director Tim D. Rupberger
General Counsel Tracy E. McGinnis
Internal Auditor Nancy R. Diubbert
DIVISION CHIEFS
Administrative Services Carter Campbell
Design and Development Jacob Careaga
Fisheries Chris Vitello
Forestry Lisa G. Allen
Human Resources Thomas Naubauer
Outreach & Education Mike Huffman
Private Land Services Mike Hubbard
Protection Larry D. Yannmitz
Resource Science Mike Kruse
Wildlife DeeCee Darrow
CONSERVATIONIST STAFF
Editor In Chief Ara Clark
Managing Editor Nichole LeClair Terrill
Art Director Cliff White
Staff Writer Bonnie Chastain
Staff Writer Jim Low
Photographer Noppadol Pootong
Photographer David Stonner
Designer Stephanie Thurber
Artist Mark Raithel
Circulation Laura Scheuler
The Missouri Conservationist (ISSN 0026-6515) is the official monthly publication of the Missouri Department of Conservation, 2901 West Truman Boulevard, Jefferson City, MO (Mailing address: PO Box 180, Jefferson City, MO 65102.) Subscription free to adult Missouri residents; out of state $7 per year; out of country $10 per year. Notification of address change must include both old and new address (send mailing label with the subscriber number on it) with 60-day notice. Preferred periodical postage paid at Jefferson City, Mo., and at additional entry offices. Postmaster: Send correspondence to Circulation, PO Box 180, Jefferson City, MO 65102-0180. Phone: 573-522-4115, ext. 3856 or 3249. Copyright © 2012 by the Conservation Commission of the State of Missouri.
Equal opportunity to participate in and benefit from programs of the Missouri Department of Conservation is available to all individuals without regard to their race, color, national origin, sex, age or disability. Questions should be directed to the Department of Conservation, PO Box 180, Jefferson City, MO 65102, 573-751-4115 (voice) or 800-735-2966 (TTY), or to the U.S. Fish and Wildlife Service Division of Federal Assistance, 4401 N. Fairfax Drive, Mail Stop: MBSP-4020, Arlington, VA 22203.
Printed with soy ink
Missouri is a great place to hunt and fish. If you are planning a fishing or turkey-hunting trip this spring, remember that you can buy permits online, using the e-Permits system at mdc.mo.gov/node/9258. The system allows you to buy permits on any computer with Internet access and print and use them immediately.
All fishing and hunting and trapping permits and the Apprentice Hunter Authorization are available through e-Permits 24/7. E-Permits look like traditional permits and are about the same size.
Deer and turkey tagging procedures have changed with e-Permits. The main difference is that permits no longer include a removable transportation tag. Instead, the permit itself is the transportation tag.
Hunters are encouraged to put e-Permits inside zip-lock bags and attach them to deer or turkeys with string, twist-ties, wire, plastic cable ties or tape. Another option is to obtain free permit holders from a conservation agent. Protecting paper permits in this way will keep them readable and make it easier to write confirmation numbers on them when Telechecking deer and turkeys.
You can print a replacement copy of a permit. Permits may not be shared and additional copies of a permit do not provide additional valid permits for the buyer or others to use. Find more information about e-Permits at mdc.mo.gov/node/10900.
Alabama Rigs Legal?
Missourians care about conserving their fisheries resources. The growing popularity of a multi-lure fishing rig commonly called the Alabama rig has many anglers wondering whether it is legal and whether it could be so effective it hurts fishing. The answers are yes and no.
The Alabama rig, also known as an umbrella rig, consists of a jig head attached to several wire leaders, each tipped with a snap swivel. The arrangement makes it possible to fish several lures on one line, simulating a small school of baitfish. An umbrella rig is not considered a lure, because it is incapable of catching fish unless lures or baits are attached to it.
The *Wildlife Code of Missouri* allows no more than three lures or baits with hooks on each pole and line. So anglers may attach no more than three baits or lures with hooks to the rig.
Anglers can meet this requirement several ways. One is to put only three lures on the rig. Another is to put more than three lures on the rig but clip the hooks off all but three. This preserves the illusion of a school of fish without exceeding the legal number of hooks. Anglers also may attach spinner blades, marabou streamers or other hookless attractors to add flash and action.
Questions frequently arise concerning how to count treble hooks or lures such as crankbaits, with more than one hook. Under the *Wildlife Code*, treble and double hooks are the same as single hooks. Furthermore, any lure, such as a crankbait, is considered a single, hooked lure. So it is legal to put three crankbaits, each carrying three treble hooks, on an Alabama rig.
**Women’s Workshop, Sign Up Now!**
Conservation helps women discover nature. Women can get hands-on outdoor skills training at the Discover Nature Women Summer Workshop, June 1–3, at the Windermere Conference Center in Roach on the Lake of the Ozarks. Courses include:
- Archery
- Basic hunting
- Canoeing
- Outdoor cooking
- Introduction to firearms
- Camping
- Fishing fundamentals
- Fly tying
- Map and compass
- Shotgun shooting
The workshop is open to women ages 18 and older, but girls age 14–17 may also attend when accompanied by an adult woman. The registration deadline is April 30, and a $20 deposit is required at the time of registration. Your deposit fee will be returned when you check in at the event. To register, you must fill out a form and mail it in with your deposit check. You can find a PDF of the form to
download and print, at mdc.mo.gov/node/3959 or you can call Lynn Merritt-Goggins at 573-522-4115, ext. 3808, or email at firstname.lastname@example.org. Participants are responsible for making room and meal reservations with Windermere at 573-346-5200. For more information about the workshop, visit mdc.mo.gov/node/3958.
**Conservationists of the Year**
The Conservation Federation of Missouri (CFM) has named eight Missourians as its 2012 Conservationists of the Year. Each is proof of how deeply Missourians care about conservation.
Dave Pace, Salem, is chairman of the Rocky Mountain Elk Foundation. In presenting the award, CFM President Mike Schallon noted Pace’s tireless efforts to promote Missouri’s elk-restoration program.
Keith Hannaman, Blue Springs, received the Conservation Educator of the Year Award for his work establishing an outdoor classroom for Blue Springs South School and for his involvement in state, national and international conservation education efforts.
Freelance writer Steve Jones, Sullivan, received the Conservation Communicator of the Year Award for three decades of fighting for conservation causes.
Private landowner Frank Oberle, Novinger, received the Wildlife Conservationist of the Year Award for his contributions to prairie conservation.
Wayne Lovelace, Elsberry, received the Forest Conservationist of the Year Award. Lovelace is president and CEO of Forrest-Keeling Nursery. He has led several forestry organizations, and his development of the root-production method for growing tree seedlings has contributed significantly to restoration of bottomland hardwood forests.
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**Ask the Ombudsman**
**Q:** Because turkeys nest on the ground, and the young birds can’t fly, do the hens stay on the ground with the young at night?
**A:** Yes, the hen will roost on the ground at night with the young birds until they are about 2 weeks old. At that point, the poult can fly enough to roost off the ground and the hen will do so as well. As the poult gets older and stronger, they’ll all roost higher and higher in a roost tree.
**Q:** When I’m on my dock at the lake, I see bubbles rising through the water to the surface. First there are just a few, but soon the bubbles are everywhere. They wash into the end of the cove like soap suds. I don’t see any small fish. What causes this?
**A:** Bubbles in the water can come from several sources. Through photosynthesis, aquatic plants and algae produce oxygen which forms bubbles that escape from the living plants and eventually come to the surface. The decay of organic material (wood, dead plants and animals) produces other gases as byproducts, such as carbon dioxide and sulphur dioxide. There is decaying material on the lake bottom as well as buried in the sediments below. The movement of fish disturbing the lake bottom can release gas bubbles. The slight movement of your dock when you walk on it may be enough to dislodge gas bubbles from the lake sediments and allow them to float to the surface. The decay of organic materials in the water can lead to some compounds that have an oily texture. The action of waves or water movement on those materials can produce foam, similar to soap suds. This can be seen in lakes as well as in rivers and streams.
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Ombudsman Tim Smith will respond to your questions, suggestions or complaints concerning Department of Conservation programs. Write him at PO Box 180, Jefferson City, MO 65102-0180, call him at 573-522-4115, ext. 3848, or email him at email@example.com.
Photo Tip of the Month: Composition
While good equipment is helpful, there are some basic steps you can take to improve your photography, without having to shell out a small fortune. It boils down to composition—what we decide to include in the frame, and where in the frame we put it. Here are a few pointers to better composition:
- Fill the Frame. Include only what is important to the image. If you are taking a picture of an animal, and only the animal is important to your photo, fill as much of the space with that animal as possible. However, if you are taking a landscape photo, you will likely want to include a wide area of the scene with a deep depth-of-field so the entire scene is in focus. This is still filling the frame as long as you only include what is important to convey the sense of the landscape you are trying to portray. If it isn’t important to the message of the image, leave it out. Cleaner and simpler is usually better.
- Move closer to your subject. This is closely tied to the above pointer and is the simplest thing we can do to improve a lot of our photos.
- Have a focal point. Every image needs a strong, sharply focused element to catch the viewer’s attention. In a close-up photo of an animal, it may be the animal’s eyes. In a landscape photo, it may be a flower in the foreground.
- Use the “rule of thirds.” Imagine a tick-tack-toe grid placed over your viewfinder. The rule of thirds suggests that, in most instances, the best place to put your focal point is at one of the four intersections of the lines. Notice that the lines do not intersect in the center of the frame.
The composition of this image includes only the essentials. It is tight on the subject, filling the frame with the hunter, the smoking gun and just enough of the background to give the image a sense of place. The focal point of the image, the hunter’s face, is placed in the frame using the rule of thirds. All of these elements come together to create an image that is simple, dynamic and effective.
75th Anniversary of Conservation Photo Contest, Enter Now!
Remember to get out those cameras and search those photo files for your best images that celebrate the natural wonders of Missouri and the 75-year legacy of MDC. A full list of rules and guidelines can be found at mdc.mo.gov/node/16689.
(continued from Page 5)
Missouri State Senator Kevin Engler, Farmington, and State Representative Steven Tilley, Perryville, shared the Conservation Legislator of the Year Award. Both were cited for their commitment to enhancing and protecting natural resources.
Professional Conservationist of the Year Elsa Gallagher, Excello, began her career with MDC where she specialized in quail management, working tirelessly to promote early successional habitat with private landowners and government agencies. She currently is a regional biologist for Quail Forever.
Elk Update
Missouri’s elk herd is growing, and this year’s elk-restoration work is benefitting from experience gained in 2011.
Restoring elk to Missouri is one way MDC works with citizen conservation groups to sustain healthy wildlife. MDC, in cooperation with the Rocky Mountain Elk Foundation, brought 34 elk from Kentucky to Peck Ranch Conservation Area (CA) last May. This year, it has captured 39 cow elk and 15 bulls in Kentucky with help from the Virginia Department of Game and Inland Fisheries. MDC will receive two-thirds of this year’s trapped elk, which are expected to arrive here in May after stringent veterinary health screenings. Virginia will get the remaining elk.
Missouri’s share of this year’s captured elk will join the 36 elk already living here. Most of the 13 mature cows already in Missouri, along with those that will arrive this spring, are expected to be pregnant and give birth to calves in early summer.
MDC is tracking the movements of Missouri’s growing elk herd. The elk are behaving as expected, exploring their new home but mostly staying in the vicinity of green browse fields and open woodland habitat available within the 346-square-mile elk-restoration zone in Shannon, Carter and Reynolds counties. They moved away from hunters during three managed deer hunts at Peck Ranch CA, but quickly returned to the same places after hunters left.
The elk spread out more during summer, while cows were rearing their calves. In the fall, they came together in three loosely organized groups as dominant bulls gathered “harems” of cows.
MDC plans to close the refuge area at Peck Ranch CA during the spring and early summer,
as it did last year. While this is an inconvenience to turkey hunters, it is necessary to avoid disturbance of elk newly arrived from Kentucky and cows with newborn calves. The portion of Peck Ranch CA outside the marked refuge fence remains open to hunting and other activities.
**75th Anniversary TV Special**
Take a trip through conservation history by watching MDC’s 75th-anniversary television special, *The Promise Continues*.
The video journey from 1937 to the present traces Missouri’s groundbreaking conservation movement through historic photos, movies and recordings of Missouri conservation pioneers. These citizens and professionals turned the promise into a reality and turned Missouri into a great place to hunt, fish, hike and generally enjoy nature.
The list of cities, stations and times in April the program will air:
| CITY | STATION | DATE | TIME |
|--------------------|-----------|------|----------|
| St. Louis | KPLR/cw | 15 | 2 p.m. |
| Kansas City | KCTV/cbs | 14 | Noon |
| | KSMO/mytv | 14 | 4 p.m. |
| Springfield | KOLR/cbs | 14 | Noon |
| | | 15 | 11:30 a.m. |
| | KOZL/ind | 14 | Noon |
| Cape Girardeau | KFVS/cbs | 14 | Noon |
| | WQWQ/cw | 16 | 11:05 p.m. |
| | | 18 | 11:05 p.m. |
| Columbia/Jefferson City | KOMU/nbc | 14 | Noon |
| | | 15 | 10 a.m. |
| | | 21 | Noon |
| | KMOS/pbs | 14 | 7:30 p.m. |
| | | 15 | 10 p.m. |
| Joplin | KSNF/nbc | 14 | 8 a.m. |
| | | 14 | 6:30 p.m. |
| | | 15 | 9 a.m. |
| | KODE/abc | 14 | 5 p.m. |
| | | 15 | 1 a.m. |
| | | 15 | 9 a.m. |
| St. Joseph | KQTV/abc | 14 | 1:30 p.m. |
| | | 14 | 6 p.m. |
| | | 15 | 10:30 a.m. |
| Kirksville | KTVO/abc | 14 | 1:30 p.m. |
| | | 21 | 1:30 p.m. |
**Fun Events Around the State**
» **Find an event near you!** MDC offers a wide variety of events across the state to help people of all ages discover more about nature and enjoy the outdoors. Below is just one example in each of our regions. Go online to find more events at [mdc.mo.gov/node/252](http://mdc.mo.gov/node/252).
» **St. Louis region**, *Butterfly Gardening With Tom Terrific* at Powder Valley Conservation Nature Center in Kirkwood, Saturday, April 14, 10–11:30 a.m. Reservations required; please call 314-301-1500.
» **Kansas City and Northwest regions**, *Trapping Education* at Lake City Range in Bucknor, Saturday, May 12, 9 a.m. to 5 p.m. Reservations are required by April 22; please call 816-249-3194.
» **Southwest region**, *Morels and More: Missouri’s Wild Spring Mushrooms* at Springfield Conservation Nature Center, Tuesday, April 17, 7–8 p.m. Registration required by April 17; please call 417-888-4237.
» **Central region**, *Beginning Fly Fishing from A–Z* at Runge Conservation Nature Center in Jefferson City, Thursday, April 19, 5:30–8 p.m. Registration required by April 19; please call 573-526-5544.
» **Ozark region**, *Dutch Oven Cooking* at Twin Pines Conservation Education Center in Winona, Saturday, May 19, 10 a.m. to 1 p.m. Reservations are required by May 16; please call 573-325-1381.
» **Southeast region**, *Digital Camera Scavenger Hunt* at Cape Girardeau Conservation Nature Center, Saturday, April 14, 2–4 p.m. Registration required; please call 573-290-5218.
» **Northeast region**, *Crappie Clinic* at MW Boudreaux Memorial Visitor Center at Mark Twain Lake, Saturday, May 12, 9 a.m. to 4 p.m. Reservations required by May 9; please call 660-785-2420 or email firstname.lastname@example.org.
**CRP Sign Up**
Over the past 26 years, the federal Conservation Reserve Program (CRP) under the U.S. Department of Agriculture (USDA) Farm Service Agency (FSA) has created millions of acres of upland and wetland habitat for wildlife by offering payments to farmers for taking highly erodible farmland out of production. Efforts continue with the USDA’s and Missouri Farm Service’s recent announcement of a CRP general sign up March 12–April 6.
According to the FSA website, “CRP is a voluntary program that helps agricultural producers use environmentally sensitive land for conservation benefits. Producers enrolled in CRP plant long-term, resource-conserving covers to control soil erosion, improve water and air quality and develop wildlife habitat. In return, FSA provides participants with rental payments and cost-share assistance. Contract duration is between 10 to 15 years.”
The USDA estimates that 6.5 million CRP acres are scheduled to expire nationwide in September with more than 377,000 of those acres being in Missouri.
For more information on the CRP general sign up, contact the local USDA Service Center and speak with an FSA representative or MDC private land conservationist. Visit the FSA website at [fsa.usda.gov/crp](http://fsa.usda.gov/crp) for details. To find your regional MDC contact, see Page 3 for phone numbers.
CONSERVATION DEPARTMENT
MISSOURI
75 YEARS
Bringing Back Wildlife
MDC is celebrating the 75th anniversary of putting the state’s citizen-led conservation efforts into action. In this issue, we highlight the restoration and conservation of Missouri’s wildlife.
by BRETT DUFUR
Today, Missouri is again home to abundant and diverse wildlife. Some animals benefited from early restocking efforts, better regulations and vigilant enforcement. Others rebounded thanks to habitat improvements, conservation partnerships, and education and outreach efforts. And all wildlife benefited from the unwavering involvement and support of Missourians every step of the way.
**RALLY TO CONSERVE DWINDLING WILDLIFE**
Early settlers found wild turkey, prairie chickens, deer and elk in numbers beyond counting. “The early perception was that wildlife was incredibly abundant—it was an item in the pantry,” says MDC Commissioner Don Johnson. “Clearly those early settlers thought that the wildlife of the state was inexhaustible and limitless, and probably assumed it would be that way forever. Well, it wasn’t.”
Determined to create a brighter future for the state’s wildlife, Missouri’s sportsmen and concerned citizens came together to lay the groundwork for a new science-based conservation department. On Nov. 3, 1936, voters approved the measure by the largest margin of any amendment to the state constitution. This amendment gave Missouri the world’s first apolitical conservation department, governed by four citizen conservation commissioners. Their charge: to protect and manage Missouri’s fish, forest and wildlife resources.
The newly created Conservation Commission implemented an entirely different approach to fish, forest and wildlife management. Public desire replaced political pressure, and biological data replaced personal opinion.
The National Wild Turkey Federation plays an important role in the conservation of Missouri’s wild turkey population, and it helps Missouri remain one of the nation’s top wild turkey states. Missouri has 116 Federation chapters, totaling more than 13,300 members. Approximately half of the proceeds of their chapter fundraisers support the Department’s priority upland habitat projects.
“The Federation has been a tremendous partner in conservation here in Missouri,” says MDC Deputy Director Tom Draper. “Not only have they been responsible for a great deal of on-the-ground wildlife habitat improvement, but they also do an outstanding job of getting folks involved in the outdoors through their outreach efforts.”
The Federation’s primary focuses in Missouri are on habitat enhancement, promoting hunter access, wild turkey research, and outreach and education. Since 1985, the Federation has invested $3.5 million in Missouri. The Federation’s habitat enhancement projects have improved almost 35,000 acres in the state. Significant dollars have also been spent on education, scholarships and outreach events for youth, women and people with disabilities.
In recent years, the Federation’s state chapter has provided significant funds to help landowners make habitat improvements in southwest and northeast Missouri. The state chapter also has partnered with The Nature Conservancy to restore almost 1,000 acres of tallgrass prairie in the Grand River grasslands of north-central Missouri. Learn more at nwtf.org.
As the basis for management. New conservation concepts centered on the importance of habitat and the responsibility to safeguard the resource.
Conservation—the concept of wise use—allowed the harvest of wildlife at sustainable levels.
The fledgling Conservation Department based many of its programs on a benchmark study written by biologists Rudolf Bennitt and Werner Nagel, *A Survey of Resident Furbearers of Missouri*, published in 1937. Their findings were grim—only about 2,500 turkeys and 1,800 deer remained in the state. Prairie chickens, ruffed grouse, beavers, otters and raccoons also were scarce. Other species, such as passenger pigeons and Carolina parakeets, were long gone.
In 1937, hunters harvested only 106 deer in the entire state. In 1938, the Department closed deer and turkey seasons statewide and began live-trapping and restocking deer throughout the Ozarks. Efforts to provide the “big three” of food, water and cover for deer and other wildlife took many forms. For example, in 1939, MDC launched a pond program, helping Missourians create more than 50,000 new ponds for wildlife in the decade that followed.
Through the 1940s and 1950s, deer and wild turkey were the focus of the Department’s major restoration efforts. The Department developed deer refuges with food plots and protected these areas from wildfire, overgrazing and poaching. Deer herds responded dramatically. By 1944, Missouri’s deer population increased to an estimated 15,000, and a bucks-only deer season reopened in 20 southern counties. That year, 7,557 resident hunters harvested 583 deer. In 1959, deer season reopened in all Missouri counties, ushering in a new focus of deer management to maintain desirable population levels. Today, Missouri offers some of the best deer hunting in the country. In recent years, nearly 500,000 gun and bow hunters typically harvest around 300,000 deer annually.
“Deer management today is about managing for stable populations at socially acceptable levels,” says Jason Sumners, MDC resource scientist. “About 93 percent of Missouri’s land is in private ownership. As a result, landowners hold the key to managing deer numbers in rural Missouri. MDC works with landowners to help them achieve their deer management goals.”
Today, Missouri is also one of the top wild turkey hunting states in the country, but this was not always the case. Back in 1938, turkey season was closed because there were so few birds. In 1952, the final tracts of what would become the Peck Ranch Conservation Area were acquired for turkey restoration. From 1954 to 1979, turkeys trapped at Peck Ranch and other areas of the state were relocated to 142 sites in 87 counties. Missouri’s modern turkey season began when the spring turkey
season reopened in 1960, during which 698 hunters bagged 94 birds. Fall archery season reopened in 1975, and the first fall firearms season followed in 1978.
Missouri’s wild turkey restoration program is a huge success, and today, Missouri’s turkey population is estimated to be about 500,000 birds strong. All 114 counties now have stable turkey populations that allow hunting, and 101 of these counties have wild turkeys that can be traced back to restocking efforts. In 2011, more than 50,000 birds were harvested.
**PAST SUCCESSES LEAD TO A BROADER CONSERVATION BASE**
As Missouri’s deer and turkey populations were successfully recovering, it was apparent that many other plants and animals benefited from the improved habitat. “In the early years, those key species were so deficient in numbers that they demanded attention,” says Deputy Director Tim Ripperger. “But as the conservation field has matured, we began to recognize that those game species represent just a small slice of Missouri’s total biodiversity and there are many other creatures out there, some large, many small, that are similarly threatened.”
Beginning in the 1970s, the Department made a pledge to Missourians to embrace a broader conservation approach called the Design for Conservation. It was a plan to conserve the best examples of forests, prairies, marshes and glades; to obtain land for recreation, forestry and conservation of critical habitat; to increase services to the public in the areas of wildlife and forest conservation; and to create a system of conservation nature centers throughout Missouri.
Missouri voters approved the Design for Conservation sales tax in 1976. This one-eighth of 1 percent sales tax provides dedicated funding required for the conservation of fish, forests and wildlife. In addition to deer and turkey, a great variety of wildlife benefits from this broader approach to conservation, ranging from hellbenders and collared lizards, to bluebirds and eagles, to otters and, most recently, elk.
“Most of our conservation success stories involve Missourians digging in their heels to turn around declining populations,” says Gene Gardner, MDC’s wildlife diversity chief. “Bringing back the bluebird, our state bird, is an excellent example of how people came together and did something about it. Our state bird became much more abundant once people started building nest boxes and creating bluebird trails across the state.”
For eagles to rebound, it took a combination of state and federal efforts. Fifty years ago, bald eagles were on the ropes due to habitat loss, poisoning from pesticides, such as DDT, and illegal shooting. From 1962 to 1981, Missouri did not have a single known successful eagle nest. Restoration of habitat, aggressive law enforcement and a national ban on DDT gave eagles a fighting chance. In the 1980s, the Conservation Department placed 74 wild-hatched eaglets in artificial nests throughout Missouri.
Today, more than 200 eagle nests dot the state and bald eagles have been removed from the state and federally endangered species lists. Eagle Days have become popular events throughout the state, with thousands of Missourians flocking to see these majestic birds. In the lower 48 states, the bald eagle population has climbed from an all-time low of 487 nesting pairs in 1963 to an estimated 9,789 nesting pairs today.
Peregrine falcons also benefited from MDC restoration efforts in both St. Louis and Kansas City. Experts believed peregrine falcons would find big city skyscrapers as acceptable as steep cliffs, the peregrines’ preferred habitat. As a result of imprinting those sites on a number of nesting peregrines, these birds now return to the city.
MDC continues important restoration and conservation efforts today, from the more headline-grabbing species, such as elk (above), to the tiniest insects, such as the Hine’s emerald dragonfly (right).
skylines to bear their young, much to the enjoyment of many city-dwelling nature lovers.
**ALL WILDLIFE CONSERVATION**
Today’s conservationists focus on conserving all plants and animals, and the natural systems on which they depend. This “all wildlife” conservation approach differs from traditional fish and wildlife management, which focused on restoring single species. After all, the survival of one plant or animal is often inextricably linked to the health and well being of the entire ecosystem.
“I expect many people think the Department’s expertise focuses on single species, because some of the best known success stories involve bringing back wildlife that we now highly value,” says John Hoskins, retired MDC director. “But today we strive to conserve wildlife in a broader sense—trees, insects, wildflowers, grasses, animals and all the rest. The descriptive phrase often heard is ‘preserve and restore our state’s biodiversity.’”
**WILDLIFE RESTORATION CONTINUES TODAY**
MDC continues important restoration and conservation efforts today, from the more headline-grabbing species, such as elk, to the tiniest insects. Last year, the Department, in partnership with the Kentucky Department of Fish and Wildlife Resources and the Rocky Mountain Elk Foundation, relocated 34 wild elk from the Appalachian Mountains of eastern Kentucky to Missouri’s Peck Ranch Conservation Area. Decades of ecological restoration have returned Peck Ranch to
conditions similar to those that existed here when elk last trod the Ozark hills 150 years ago.
But “smaller” successes are just as important to conserving Missouri’s complex webs of life. The eastern collared lizards, which almost disappeared from the Ozarks due to overgrown glades, are now more common and widespread due to glade restoration and a successful reintroduction program.
Barn owl populations increased in the 1990s after nest boxes were more widely provided. Although barn owl numbers remain low across the state, they were recently removed from the state endangered species list—illustrating how even small efforts can help wildlife rebound.
Small fens in the Ozarks were restored to help the endangered Hine’s emerald dragonfly, in a partnership with landowners and the U.S. Forest Service. This beautiful dragonfly needs very specific wetland habitat that includes wet soils with crayfish burrows. By removing invading trees and keeping the fens open, we ensure the survival of both the crayfish and the Hine’s emerald dragonfly.
Conserving bottomland hardwood forests and associated wetlands benefits a number of bottomland species, including a declining number of western chicken turtles. Although still in danger of extinction, conservation efforts are beginning to show success.
Conservation efforts are also beginning to stabilize the last remaining populations of the massasauga rattlesnake in Missouri by managing their wet prairie habitat. Persecuted to near extinction in Missouri from fear or misunderstanding, these snakes eat rodents, other small mammals and amphibians found in the wet prairies of northern Missouri.
**CHALLENGES REMAIN**
These examples are but a few of the many restoration and conservation success stories in Missouri. Reading these stories of Missouri’s citizen-led efforts to restore wild-
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**Duck Stamps Benefit Wildlife and People**
Since 1934, the sales of federal Duck Stamps have generated more than $750 million to help purchase or lease more than 5.3 million acres of waterfowl habitat in the United States. For every $1 spent on Duck Stamps, 98 cents goes directly to purchase vital habitat for protection in the National Wildlife Refuge System.
Waterfowl are not the only wildlife to benefit from Duck Stamps. Many plants and animals that rely on wetland habitats have also prospered, including a variety of birds, mammals, fish, reptiles and amphibians. In addition, an estimated one-third of the nation’s endangered and threatened species find food or shelter in refuges established using Duck Stamp funds.
“The Duck Stamp Program did more than just raise dollars for habitat; the artwork reached more people, outside of hunters, to become passionate and engaged in conservation work,” says Doyle Brown, MDC’s federal aid coordinator. “If there were no duck stamps, there would be virtually no waterfowl or other migratory birds in Missouri or in the rest of the country.”
People benefit from the Duck Stamp Program, too. Missourians have places to enjoy their hunting heritage and places to boat, fish and watch wildlife. Moreover, healthy wetlands help purify water supplies, store floodwater, reduce soil erosion and sedimentation, and provide spawning areas for fish important to anglers.
Understandably, the Federal Duck Stamp Program has been called one of the most successful conservation programs ever initiated and is a highly effective way to conserve America’s vital wetland resources. Learn more at go.usa.gov/nmj.
life, it is easy to think the hard work of conservation is complete. Yet, the same challenges of ensuring sufficient food, water and cover continue today. In many ways, challenges to wildlife are greater than ever.
“A lot of these habitats are a fraction of what they once were,” says Gardner. “The remaining areas must do double duty to help many more plants and animals make the rebound—from wetlands to forests to grasslands. Sometimes that’s as easy as leaving habitat edges along crop fields, thinning forests or using fire to improve habitat.”
**BUILDING ON OUR LEGACY**
The Department has worked with tens of thousands of Missourians over multiple generations to benefit many wildlife species and their habitats. “There have been some incredible success stories that now make wildlife readily available to any Missourian who wants to get out there and either pursue them with a gun, fishing rod, binoculars or a camera,” says MDC Director Robert L. Ziehmer.
Looking back at Missouri’s low point for wildlife, and seeing where we are today, “The promise was absolutely fulfilled,” Ziehmer continues. “In the case of deer, populations were restored to a level where we now support annual deer harvest totaling 300,000 taken by archery and gun hunters. We have 500,000 deer hunters, generating more than $1 billion of overall business activity and supporting more than 11,000 jobs. In the case of deer, turkey and other wildlife species, absolutely that promise has been fulfilled.”
MDC is dedicated to helping Missourians conserve our state’s great natural heritage for new generations. Not content to rest on past achievements, the Department is forging ahead with efforts to save prairie chickens, boost quail populations, and find new approaches and partners to further conserve and restore Missouri’s important fish, forest and wildlife resources. ▲
Ethics are the unwritten rules of traditional outdoor values. Ethics are what guide a hunter’s behavior when no one else is looking. Personal accountability, conduct and decisions cannot be legislated, but they are among the foundations of science-based conservation and wildlife management.
Bad-Weather Photography
Rain, snow and clouds add natural drama to your photos.
by NOPPADOL PAOTHONG
Thunderstorm at Dunn Ranch
A fast approaching thunderstorm came unexpectedly from the west just before sunset at Dunn Ranch in Harrison County. This weather pattern added an interesting element to the image. Using a polarizing filter helped to bring out the texture of the clouds.
17–40mm lens • f/10 • 1/10 sec • ISO 400
April 2012 Missouri Conservationist 17
Spring is upon us; flowers are blooming and birds are singing. The return of warmer weather inspires us to get outside and pursue activities such as nature photography. However, spring can also mean rainy weather or even unexpected snowstorms. When rough weather approaches, most people pack up their photo gear—and miss great opportunities. These weather patterns offer some of the most unique situations for nature photography.
It’s not spring without rain, but you can still enjoy outdoor photography as long as you keep yourself and your camera dry. Rain fills intermittent streams and creates waterfalls that do not exist during dry weather, or swells those that were only a trickle. I have seen many incredible images taken during the rain, especially in landscape photography, where you can see raindrops in the photo! Rain brings color saturation, especially in high-contrast subjects such as flowers. Water drops on a flower or a leaf can lift a subject from the ordinary and make for an eye-catching and dynamic photo.
Shooting during cloudy weather can be as exciting and rewarding as on a bright sunny day. Overcast light can help render subtle detail and bring out the best color, especially with flowers. Clouds act like giant umbrellas that soften light that would otherwise cast too much shadow and harsh highlights on the subject. Often people will overlook overcast weather, but for me it is a great opportunity to create some very nice images.
Snowy days, however, are by far my favorite. White snowflakes add dynamic elements to a scene that might otherwise be ordinary or uninteresting. I spend a lot of time outside during snowstorms because it results in nearly endless possibilities to create stunning images, especially of wildlife. Birds will concentrate on feeding and ruffle their feathers to keep their bodies warm. This makes them much more interesting to photograph. The snow also reflects a lot of light, helping illuminate subjects. It gives a nice contrast to the landscape, especially with trees that are covered by fresh snow. Both landscape and wildlife photography can benefit from the effect of snow.
Keeping your gear functional while shooting in this type of weather is critically important. I carry a plastic bag (trash bags work well) to keep my camera dry and a cloth to wipe water off my lens. Also, when you go back inside after shooting in cold weather, remember to leave your camera and lens inside your camera bag for few hours. This allows your camera to slowly warm back up to room temperature and will help keep condensation from forming inside your camera and lenses. As with any outdoor activity in inclement weather, be sure to allow yourself extra time when traveling and use caution when hiking, especially around water or slippery slopes.
The next time you plan an outing and then hear about rough weather in the forecast, don’t let it deter you. Explore “bad-weather” photography—it is a great opportunity to create some of your most memorable images. ▲
**Big Spring**
On a cold morning one fall, fog rose from the warm natural spring at Big Spring in Van Buren. A slow shutter speed captured the flow of the stream, giving an artsy mood to the image.
*24–70mm lens • f/22 • 3/4 sec • ISO 100*
**Western Kingbird**
This western kingbird landed on a wire cable while feeding on an insect during a torrential rainstorm. A fast shutter speed increased the camera ISO, allowing the camera to capture the image in low light, and it also helped show raindrops.
*600mm lens + 2x teleconverter • f/8 • 1/320 sec • ISO 1600*
Missouri Conservationist April 2012
**Camera in Snow**
A camera and lens are covered with snow after waiting for a bald eagle to catch a fish on the icy Mississippi River during a snowstorm. Outdoor photography can be hard on equipment. Fortunately, most professional equipment can tolerate harsh environments as long as you clean it and let it dry after using.
17–40mm lens • f/10 • 1/60 sec • ISO 800
**Tufted Titmouse**
This tufted titmouse perched on a tree branch with blooming flowers covered by a spring snowstorm. In bad weather, birds are not as alert or skittish, which provides an excellent opportunity to approach them.
500mm lens + 2x teleconverter • f/8 • 1/800 sec • ISO 800
**Dew Drops on Grass**
Dew drops covered this leaf early one morning after a cool night. An overcast morning helped saturate the overall color and bring out the shiny leaf without being overblown by direct sunlight.
100mm lens • f/5.6 • 1/40 sec • ISO 400
LIVING WITH LARGE CARNIVORES
Bear and mountain lion sightings have increased in the Show-Me State.
by JEFF BERINGER
April 2012 Missouri Conservationist 23
Black bears and mountain lions are making their way back to Missouri. While some of these animals are only passing through, others are likely here to stay. Learning about our new neighbors is both interesting and important for safe interactions.
**Recolonizing**
Black bears have recolonized portions of their former range in Missouri, Arkansas, Oklahoma and Kentucky. Recent estimates suggest there are more than 6,000 bears in the four-state region. We are in the process of determining the portion of these bears that reside in Missouri. So far, we know that Missouri bears are healthy, the population is growing slowly, and their range is largely limited to areas south of Interstate 44.
This natural recolonization was not expected. Daniel McKinley, in 1962, authored the article *The History of the Black Bear in Missouri*, and in the introduction he states that “although their time has long since passed, bears have a well-documented history in early Missouri.” I wonder what he would think today.
Since 1994, we’ve been able to confirm 28 incidents of mountain lions in the state; since last November, we’ve confirmed 18. I attribute the uptick in mountain lion sightings partially to new technology and partially to the fact that more cats are dispersing into states east of their current range. Certainly, the popularity of trail cameras has helped us to confirm the presence of many of these cats. DNA has also enabled us to confirm and identify the origin and sex of cats from only a few strands of hair.
**Why Do Large Carnivores Disperse?**
Dispersal is the one-way movement of an animal from its birth site to an independent living area. The drive to disperse is strong in males of most large carnivore species. No one knows for sure why males disperse, but we do know that dispersal reduces competition, recolonizes vacant habitats and keeps populations from becoming inbred. Without these dispersal tendencies we probably wouldn’t have black bears or mountain lions in the state.
**From Where Are They Coming?**
In the 1960s, Arkansas released 254 bears that were translocated from Minnesota and Manitoba, Canada. It’s likely that some of these bears immediately dispersed into Missouri and formed the source population for the bears we have today. In addition, there is some DNA evidence that suggests we may have had a small remnant bear population that was supplemented by the Arkansas release. Today it is likely that most of our bears are Missouri natives, since we have had reproduction for at least a couple decades.
Things are a little different for mountain lions. The main source of our lions appears to be the Black Hills of South Dakota and perhaps the Pine Ridge-area of Nebraska. Analysis of
| ANIMAL ACTIVITY | MEANING | HUMAN RISK | APPROPRIATE RESPONSE |
|---------------------------------------------------------------------------------|----------------------------------------------|-----------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------|
| Bear or mountain lion far away and moving away or in a tree | Secretive and avoidance | no threat | Keep children where they can be observed, slowly back away |
| Bear or mountain lion more than 100 yards away, various positions and movements, attention directed away from people | Indifference | no threat | Remain calm, don’t crowd animal, ensure animal has an escape route. Avoid rapid movements, running, loud, excited talk. Alert animal of your presence, slowly back away. |
| Bear stands on hind legs | Attempting to see or smell | no threat | Alert bear of your presence, slowly back away |
| Bear or mountain lion 50 yards away, various body positions, intent attention toward people, following behavior | Curiosity | Slight for adults given proper response | Hold small children; keep older children close to an adult. Do not turn your back on animal. Assume standing position. Look for sticks, rocks or other weapons and pick them up, using an aggressive posture while doing so. Make this a negative experience for the animal. |
| Bear vocalizing in form of huffs, snorts, jaw popping | Bear feels threatened or stressed | Slight threat with appropriate human response | Do not crowd or feed animal, slowly back away |
| Mountain lion closer than 50 yards, intense staring at humans, hiding, creeping or crouching | Assessing success of attack | Human threat | All of the above steps, plus place older children behind adults. If a safer location or one above the mountain lion is available, go there. Do not run. Raise hands and other objects such as jackets above head so as to present image of bulk as high as possible. Prepare to defend yourself. |
| Bear approaches or follows person despite efforts to harass it away | Bear probably looking for food, may have been fed by humans in past | Human threat | Raise arms, open coat to appear large, make loud noises, throw rocks and objects at bear, slowly back away |
| Mountain lion or black bear actually attacks and makes physical contact | Defensive or predatory reaction | Human threat | Prepare to defend yourself in close combat. Pepper spray may be effective if animal is close enough and downwind. Fight back; if you have weapons, use them. Make menacing noises. If you have any chance of averting it, it is by acting aggressively toward the animal. |
DNA from tissue and hair samples collected from Missouri mountain lions indicates that the cats were born more than 800 miles away. Whether these animals actually establish home ranges in Missouri is questionable.
Mountain lion researchers suggest that young males disperse at a high rate but don’t settle into a home range until they have found a mate. We did some detective work on a radio-collared male that was photographed in Linn County last winter and found that the cat probably originated in South Dakota. It was photographed in Michigan this past October, probably still looking for romance.
Females generally don’t disperse far from their birth sites (less than 75 miles), so we have only a small chance of a female making it to Missouri. However, as mountain lions colonize former ranges in Nebraska, the likelihood of female dispersal to Missouri increases.
**Living With Large Carnivores**
Black bears, mountain lions and human populations coexist throughout North America. As human populations grow, the likelihood of interactions with these animals will increase. Most folks consider it a lifetime experience to see a black bear or mountain lion in the wild. With black bears, these situations usually involve human foods, and that can lead to problems. Mountain lions aren’t interested in human foods but are occasionally seen by hikers or hunters.
**Black Bears**
Bears are adaptable, intelligent animals and may learn to associate humans and their homes or campsites with food. Bears are attracted to these areas by the smell of food. In this regard, bears are much like teenage boys—they are always hungry.
In Missouri, common food attractants include bird feeders, garbage and pet or livestock food. Residential bear problems usually occur because natural food supplies are limited before berries ripen in the spring and during the fall when acorn production is low.
Typical bear problems involve overturned garbage containers, trash littered across the yard, bears entering dog pens or coming onto porches to eat pet foods or damaging bird feeders. Most bear problems have simple solutions—don’t give bears access to whatever they are trying to eat. Put your trash out on the day it is collected; only feed your animals what they can eat that day. Bears that learn to associate food with people can cause property damage in their search for food around houses.
**Mountain Lions**
The mountain lion is also known by the names puma, cougar, panther, painter and catamount. It, and the much smaller bobcat, are the only wild felines native to Missouri.
Mountain lions’ tendency to travel long distances occasionally lands these cats in seemingly inappropriate areas, even places densely settled by humans. We’ve documented cats near St. Louis and Kansas City, but these incidents are almost always brief, with the animal moving along quickly in its search of a mate. Mountain lions are rarely sighted, even in areas with resident populations. They tend to hunt and travel at night.
Mountain lion attacks on humans are extremely rare. In North America, roughly 25 fatalities and 95 nonfatal attacks have been reported during the past 100 years. Black bear attacks occur at higher rates, 50 fatalities in the past 100 years. It is important to keep these numbers in perspective. For every one person killed by a black bear, 45 people are killed by domestic dogs, 120 by bee stings and 250 by lightning strikes.
If you encounter a bear or mountain lion, do not escalate the situation by approaching, crowding around or chasing the animal. Pick up small children so they do not run, scream or panic. Restrain dogs. Maintain eye contact, raise your arms to look bigger and back away slowly. For a bear or mountain lion that has climbed up a tree, the best thing you can do is leave it alone. Because these animals are naturally afraid of humans, any animal that feels cornered will be looking for an escape route. By keeping people and pets away, you give these animals the best chance to come down from the tree and leave on their own.
**Legal Classifications**
Both black bears and mountain lions are protected by our *Wildlife Code*. Bears and mountain lions that are attacking humans or their livestock may be killed without prior permission. Animals killed under this rule must be reported immediately to an agent of the Department, and the intact carcass, including pelt, must be surrendered to the agent within 24 hours.
MDC is not reintroducing or stocking mountain lions or bears. We want to learn more about black bears and mountain lions in Missouri and encourages all citizens to report sightings, physical evidence or other incidents so they can be thoroughly investigated. To make a report, contact your nearest MDC regional office (see Page 3 for phone numbers) or visit our website at [mdc.mo.gov/node/4167](http://mdc.mo.gov/node/4167). ▲
The mountain lion is also known by the names puma, cougar, panther, painter and cantamount. Above, life-size posters depict the relative sizes of a mountain lion, bobcat and housecat.
Field Sparrow
Closer inspection reveals the beauty of this understated resident of Missouri’s fields.
SPRINGTIME IN MISSOURI bestows an abundance of sights, sounds and aromas. Natural elixirs to soothe the doldrums of late winter. I’m amazed at how fast the fields around our farm green up, almost overnight. I never grow tired of listening to the call of spring peepers from my tiny pond. A short walk to the woods reveals a canvas of yellow, purple, white and blue. The forest floor debuting its latest collection of fragrant wildflowers. If I’m lucky, I’ll spot more flashes of yellow in the trees, travel-weary warblers arriving from their long migration.
Although I cannot select one gift of spring as my favorite, I would have to rate the song of the field sparrow (*Spizella pusilla*) high on my list. The song itself is simple: a series of notes, the same pitch, starting slow and accelerating to a trill. It is not as captivating as the song of the white-throated sparrow, or as haunting as that of the hermit thrush. But as I sit at the edge of a scruffy field, basking in the gentle warmth of the vernal sun, the song of the field sparrow kindles memories of springs past and contemplation of pleasant days to come.
Diminutive, the field sparrow is less than 6 inches long from tip of bill to tip of tail. Some consider its appearance to be as plain as its song. Described in respected field guides as *drab*, the field sparrow is far from a showy specimen. On closer inspection, you’ll find an understated composition of browns and reddish-browns, highlighted by wing bars and a rufous cap. Add to that a buff chest, a salmon-colored bill, and a thin, white eye ring and you have, in my opinion, an elegant bird. In spring plumage, as shown in the photograph, the field sparrow is quite beautiful.
The field sparrow is considered common throughout Missouri. It is a summer nester in our state. By winter, most field sparrows have drifted south, at least to southern Missouri, where their status becomes uncommon. As their name implies, field sparrows prefer old fields, woodland openings, glades and edges, where they forage on seeds and insects. They are not too proud to take handouts—I sometimes find them gorging on cracked corn around our chicken coop. Male field sparrows often return to the same territory each spring where they continuously serenade any female within earshot. Once mating is achieved, the female constructs a cup-shaped ground nest of grass, rootlets and hair. Up to five, creamy-white eggs are incubated for about two weeks and nestlings fledge eight days later.
Sometimes in late winter, if I’m feeling a little low, I listen to the field sparrow’s song to remind me of greener days just over the horizon. It’s easy to do, as this little bird’s melody can be found on the Missouri Department of Conservation’s website at [mdc.mo.gov/node/6611](http://mdc.mo.gov/node/6611). Of course, the electronic version can never replace the real thing, but if you’re like me, you’ll still find solace in this simple tune, an aural harbinger of spring.
—Story and photo by Danny Brown
*We help people discover nature through our online field guide. Visit mdc.mo.gov/node/73 to learn more about Missouri’s plants and animals.*
PLANTS & ANIMALS 29
Explore the Ozarks’ amazing natural diversity at this large, forested area in Shannon County.
SPRING IS A great time to discover the uncommon Ozark landscapes and life forms you can find at Sunklands CA. Depending on your interests, equipment and time, you can gear up and get away for birding, camping, fishing, hiking, hunting during season and nature photography.
Totaling 37,648 acres, Sunklands is one of the largest and most remote conservation areas in Missouri. It includes eight parcels scattered across several different routes between Salem and Eminence. One of the most unique areas within Sunklands is the 5,746-acre Sunklands Natural Area. It contains Missouri’s longest sinkhole complex, as well as many other unique geological features. Sunklands also has dozens of intermittent and permanent streams, including 2.6 miles of the Current River. Several upland ponds or sinkholes contain water and form interesting marshlike habitat. These wetlands are rare and important homes to salamanders and other amphibians that require a fish-free environment.
Managers use timber harvests and prescribe burning to restore and enhance the health of Sunklands’ forest, woodland and glade natural communities. These management tools maintain the area’s exceptional diversity of wildlife habitat.
In April, the area’s flowering trees begin putting on their spring show. In particular, redbuds, dogwoods and serviceberry will lace the region in pink and white. Birders will welcome early returning migrant songbirds, including such species as Louisiana waterthrush, pine warbler, yellow-rumped warbler, rose-breasted grosbeak, American pipit and northern parula.
Although walk-in and float-in camping is permitted, there are no amenities and seasonal closures may apply. Anglers can expect good populations of bass, goggle-eye and other species in the Current River. Trout anglers can try their luck at Barren Fork, a blue-ribbon trout stream that flows through the area. Hikers won’t find designated trails, but they’re welcome to walk the area’s many interior access and service roads. The area is open to hunting under statewide regulations, and hunters can pursue deer, dove, quail, rabbit, squirrel and turkey during season.
Sunklands CA is eight miles north of Highway 17 on Route K, then one mile down Route KB. Watch for an area sign at the junction of Route KB and MDC Trail 360. As always, check the area’s website for special notices and more directions and details, as well as the area map, brochure and regulations.
—Bonnie Chasteen, photo by David Stonner
**Recreation opportunities:** Birding, camping, fishing, hiking, hunting during season and nature photography
**Unique features:** Mostly forest with savanna and glades, Sunklands Natural Area and the Current River
**For More Information**
Call 573-226-3616 or visit [mdc.mo.gov/node/a9511](http://mdc.mo.gov/node/a9511).
PLACES TO GO 31
## Hunting and Fishing Calendar
### FISHING
| Activity | Open | Close |
|----------------------------------|--------|-----------|
| Black Bass from Ozark streams | 5/26/12| 2/28/13 |
| Bullfrogs and Green Frogs | Sunset | Midnight |
| Paddlefish | 6/30/12| 10/31/12 |
| Paddlefish on the Mississippi River | 3/15/12 | 5/15/12 |
| Trout Parks | 3/01/12| 10/31/12 |
### HUNTING
| Activity | Open | Close |
|----------------------------------|--------|-----------|
| Coyote | 5/07/12| 3/31/13 |
| Deer | | |
| Firearms | | TBA |
| November | 11/10/12| |
| Furbearers | 11/15/12| 1/31/13 |
| Groundhog | 5/09/12 | 12/15/12 |
| Pheasant | | |
| North Zone | 11/01/12| 1/15/13 |
| Southeast Zone | 12/01/12| 12/12/12 |
| Quail | 11/01/12| 1/15/13 |
| Rabbit | 10/01/12| 2/15/13 |
| Turkey | | |
| Firearms | | |
| Youth | 3/31/12 | 4/1/12 |
| Spring | 4/16/12 | 5/6/12 |
| Fall | 10/1/12 | 10/31/12 |
| Waterfowl | see the Waterfowl Hunting Digest or [mdc.mo.gov/node/3830](http://mdc.mo.gov/node/3830) |
### TRAPPING
| Activity | Open | Close |
|----------------------------------|--------|-----------|
| Furbearers | 11/15/12| 1/31/13 |
For complete information about seasons, limits, methods and restrictions, consult the *Wildlife Code* or the current summaries of Missouri Hunting and Trapping Regulations and Missouri Fishing Regulations, The Spring Turkey Hunting Regulations and Information, the Fall Deer and Turkey Hunting Regulations and Information, the Waterfowl Hunting Digest and the Migratory Bird Hunting Digest. For more information visit [mdc.mo.gov/node/130](http://mdc.mo.gov/node/130) or permit vendors.
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**Contributors**
BRETT DUFUR, an MDC editor, is writing a history of the Department for its 75th anniversary. He has authored numerous books on Missouri’s outdoors including the Katy Trail, wine country and the Lewis and Clark Trail. He lives in Rocheport with his family and loves to paddle the Missouri River and explore wild places.
NOPPADOL PAOTHONG discovered his passion for wildlife photography in college in 1995. Born in Thailand, he came to the U.S. in 1993 to study graphic arts before switching to journalism. When not photographing, he enjoys time at home cooking. He lives in Columbia with his family.
JEFF BERINGER has worked for the Missouri Department of Conservation for 25 years. He has two boys and likes to hunt and fish with them.
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**Celebrating 75 years of serving nature and you!**
Check our website for 75th anniversary news, videos and events near you.
[mdc.mo.gov/node/16137](http://mdc.mo.gov/node/16137)
“I DIDN’T KNOW it was litter if you couldn’t see it.”
That was a quote from an individual cited by a conservation agent for littering after she had tried to leave a bag of household trash behind a tree on an MDC area.
Conservation agents spend many hours behind binoculars trying to catch those littering our lands and public waterways. We also use surveillance cameras on illegal dumpsites and problem areas. Although catching litterbugs is important, it isn’t the only answer. Education is an important piece of the puzzle.
MDC spends almost $1 million a year to clean litter from conservation areas and other department locations. MoDOT spends more than $5 million each year cleaning litter from Missouri’s roadsides. Litter is expensive! Not only does it cost to clean it up, it decreases property value and deters commerce and tourism.
According to a study by Keep America Beautiful, littering has decreased 61 percent in the last 40 years. That is encouraging. Anti-litter campaigns such as No MOre Trash! are working. Clean-up efforts by citizen groups such as Missouri Stream Teams have been very successful. So how can we continue this trend?
• Set an example, use trash and recycling bins, even for the smallest of items (tobacco items are the most littered item on Missouri roadways, 38 percent are cigarette butts).
• Be prepared, take bags for your trash when you go floating or visit recreational areas. Keep a trash bag in your vehicle.
• Litter begets litter, leave an area better than you found it. If you see litter, pick it up.
• Report violators and illegal dump sites to your conservation agent or the appropriate law enforcement agency (see below on how to contact your local conservation agent).
April is the annual No MOre Trash! Bash. The event sponsored is by the Missouri departments of Conservation and Transportation as part of their ongoing No MOre Trash! campaign. During the entire month of April, efforts are aimed at getting people to clean up litter across Missouri from roadsides, parks, neighborhoods, rivers and streams. For more information, visit nomoretrash.org.
David Ingram is the conservation agent for Dent County. If you would like to contact the agent for your county, phone your regional conservation office listed on Page 3.
I Am Conservation
Fifteen-year-old Austin Muenks, of Loose Creek, harvested this tom turkey during the 2011 turkey season. Muenks started turkey hunting when he was 10 years old. “A couple of my friends from school turkey hunted, and they were telling me how cool it was,” says Muenks. “So, I started bugging my dad to take me.” Muenks says he didn’t get a turkey that first year, or the one after. “The first two years were still fun, because it was kind of a test run,” says Muenks. “But, I’ve gotten a turkey every year since then!” When he bagged this particular turkey, Muenks says they had decided to quit hunting for the day and were walking back to the truck when they saw a turkey out in the field. “So, we hid behind a brush pile and tried to call him in,” says Muenks. But, the turkey didn’t appear to be taking the bait, so Muenks and his dad decided to call it quits for the second time that day. “We were still sitting in the brush pile, joking around and talking about where we were going to hunt the next day, when I saw the turkey walk into view about 30 yards away,” says Muenks. “So, I shot it!” Muenks also hunts for deer, squirrel and ducks. “Turkey hunting is probably my favorite,” says Muenks, “because it is the most exciting.” —Photo by David Stonner | fa776a34-1ce6-4458-ae24-4c6b71f611f4 | CC-MAIN-2024-30 | https://mdc.mo.gov/sites/default/files/mdcd7/downloads/magazine/Web_MOCON_April12.pdf | 2024-07-16T13:00:53+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00702.warc.gz | 340,231,567 | 16,361 | eng_Latn | eng_Latn | 0.951747 | eng_Latn | 0.996929 | [
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MISSOURI CONSERVATIONIST
January 2006
Volume 67
Issue 1
Serving Nature & You
Fish Castles
Turn back the pages of time and try to imagine what would be the one thing that a fish and a medieval king have in common. The answer? Both would make sure there was plenty of water in the castle’s moat!
Actually most fish would want more than just ample water for their castle. They would also demand other elements necessary for their survival, such as food and protection from predators.
Many of us have gone through the process of buying or building our own “castle.” Generally, we get to choose the community, neighborhood or rural property where we want to reside. Missourians have a fair amount of control over their home environment.
Fish do not. When a fish is looking for a home, it seeks habitat that provides shelter from harsh conditions, a place to rest, a place to spawn and a place to eat. Unlike us, fish don’t have many choices about where they live. Their home is the underwater habitat that is available. For some fish, their home territory may be less than a mile of stream.
Many Missourians, particularly anglers, are aware of the places where larger, adult fish live. However, people pay little attention to young fish and where they spend their early lives. Homes for young fish are called nurseries, just like the hospital wards where our precious babies receive special treatment. A fish nursery is critical to the health of young fish and to their contribution to the adult population.
Creation of fish habitat depends on natural forces like willow growth on sand bars, cottonwoods on stream banks, and the periodic reshaping of the floodplain by floods.
When people interfere with these natural processes, some important building blocks are omitted, and the castle can take on the appearance of a shanty. If the damage is severe, renovating a fish castle may require 50 to 100 years or more.
Many people experienced the heartbreak of water entering their homes during the 1993 flood. While you generally can’t get too much water for a fish castle, you can get too much sediment that’s carried by high water. Sediment is the number one pollutant of Missouri streams. Add too much sediment to a stream and you get smothered riffles, suffocated eggs, clogged gills and buried fish food items.
When times get tough, some fish are mobile enough to search for a better aquatic landscape. And some species of fish willingly change their home by season, just like a fair number of Missouri’s retirees. When we block fish movements with large dams, we keep stream fish away from critical shelter and spawning grounds.
What can we do to spruce up Missouri’s fish castles?
Fish castle improvement involves upgrading our water and sewage treatment plants, keeping dirt in its place on our properties and construction sites with vegetated buffers, retention structures and terraces. Watersheds should be managed under best management practices, which include leaving or enhancing tree-lined banks along streams and reestablishing wetlands that are critical for maintaining adequate summer flows.
We are essentially the insurance policy for Missouri’s fish castles. Fish are totally dependent on our actions for the quality of their homes, obligating us to dedicate some of our time, effort and monies toward habitat improvement. So, join a Stream Team, monitor water quality in a local creek for a class project, get involved in fish habitat issues as an angler group, and conduct business affairs in a sound manner. We can play a big part in making a fish’s home its castle.
Sir Bassalot will appreciate our efforts!
Steve Eder, Fisheries Division Administrator
Contents
January 2006
Volume 67, Issue 1
4 WHERE ARE THE DUCKS?
—by Andrew Raedeke and David Graber
Finding the connection between refuges, wetlands and better hunting.
10 THE THRESHOLD OF GONENESS
—by David Urich
A survival manual for living peacefully with a non-hunting and fishing spouse.
14 CP33 PAYS
—by Bill White and Michelle Motley
A Conservation Reserve Program practice increases quail habitat and farm profits.
18 NO DOUBTING THOMAS
—by Tom Cwynar
Missouri’s Thomas Hill Reservoir warms up winter days for anglers.
DEPARTMENTS
Reflections 2
2005 Annual Report 26
News & Almanac 28
COVER
Fishing at Thomas Hill Lake—by Cliff White
Printed on recycled paper with soy ink
Contact us: Web page: www.missouriconservation.org
Subscriptions: free to adult Missouri residents; out of state $7 per year; out of country $10 per year.
Send correspondence to: Circulation, P.O. Box 180, Jefferson City, MO 65102-0180.
Phone: 573/522-4115, ext. 3856 or 3249
E-mail general questions: firstname.lastname@example.org
E-mail magazine subscriptions: email@example.com
FIRST DEER AWARDS
Thanks for sponsoring the youth hunting program. Your events provide special times for families and friends to open up the many opportunities hunting provides. The responsibilities on the adult companion bring out the chance to remind ourselves of the safety requirements we must constantly adhere to when hunting, especially when we are the teachers.
Please be sure to remind successful youth hunters’ adult companions of the certificate program. The chance to get a deer (or turkey) is quite a thrill for a youth. A certificate of achievement adds to a dream come true.
Jennifer (13) & Arthur FitzGibbon (45), via Internet
Editor’s Note: This past October, 10,577 deer were harvested during youth firearms season. The Department of Conservation sponsors the First Deer Award program, which provides a framable certificate to commemorate a hunter’s first harvest. Applications are available online at mdc.mo.gov/documents/hunt/first_deer.pdf, or by calling the Department’s Wildlife Division at 573/751-4115.
SNAKE STORY
We heard a story that we’re hoping is not true. We were told the Conservation Department has released a bunch of rattlesnakes in Mo. because they are listed on the endangered species [list]. Also, it was said a fine of $1000 would be placed on anyone killing a rattlesnake. The man who told this story had killed one that was lying in his yard and he narrowly missed stepping on it.
Mr. & Mrs. Richard Buterbaugh, Rich Hill
Editor’s Note: Though untrue, this rumor has circulated for a number of years. The Department has done studies on snakes, but no stocking or reintroduction. Provisions in the Wildlife Code allow landowners to protect their property and destroy a snake, if necessary, unless it is an endangered species. The western fox snake, Mississippi green water snake and the massasauga rattlesnake are endangered species. If one of these is the species of concern, the property owner should contact a conservation agent for assistance.
DISCOVERING OUTSIDE IN
I always welcome the arrival of the Conservationist. Of special interest in the November 2005 issue were the articles for and about young people.
As a grandparent, I can say that our youngsters (ages 6 and 9) are inquisitive about nature and how it works. Seasonal visits to the woods and fields have prompted such questions as “Where do butterflies come from?” while observing a monarch on a flower, and “What is that hummingbird doing?” as it darts from one blossom to another. All of us should cultivate such curiosity [in children], answer questions and build a growing awareness of nature and why preserving it is important. As voting adults, they would be more knowledgeable and therefore more supportive of those candidates running for Congress and the presidency who take a public stand to protect what remains of the natural world and its biotic diversity.
Clair L. Kucera, Columbia
BITTERSWEET MEMORIES
I read with great interest the article about bittersweet written by Mr. Johnson in the November 2005 issue of Missouri Conservationist. I am a retired English teacher and enjoy the outdoors, travel and everything connected with nature but no longer roam the woods for bittersweet since turning 80. Since getting my PC, however, I have continued enjoying the benefits of nature by writing about it.
In the 1980s, my husband’s family
owned land in Franklin County where we enjoyed many outings that precipitated my enthusiasm in looking for bittersweet. I have been a basket maker since retiring and like using the bittersweet vine in making rustic baskets.
Please let Mr. Johnson know I am an ardent fan of anyone who writes so in-depth as he has done. The vine is endangered, I believe, but I gathered very sparingly.
Gail Kommer, via Internet
Thanks to Willoughby Johnson for the refreshing article “Bittersweet Morning” in the November issue of the Missouri Conservationist. I am not a quail or pheasant hunter, but I eagerly look forward to fall, with its crisp air, changing leaves and the special treats of nature, such as the bittersweet that grows here in rural Barton County.
My mom began an annual fall tradition in our family. After a great Sunday dinner of her famous fried chicken and apple pie, off we would go with our snippers in hand in search of bittersweet. Mom always knew where the good stuff grew. We would laugh, talk and enjoy the outdoors together, always careful not to take too much of the orange berries and vines, so there would be more next year.
I think the adventure of bittersweet gathering is more about the simple things in life. It is a natural thing to do, as if saying goodbye to summer and bringing a small piece of it into our homes to enjoy for months to come.
Judy Gastel, Lamar
The letters printed here reflect readers’ opinions about the Conservationist and its contents. Space limitations prevent us from printing all letters, but we welcome signed comments from our readers. Letters may be edited for length and clarity.
Ask the Ombudsman
Q: I know hunters can use waterfowl decoys, but is it legal to use deer or turkey decoys?
A: Yes, hunters may use deer and turkey decoys. The issue of decoys isn’t specifically addressed in the Wildlife Code; however, decoy use has a long history as an accepted hunting tactic. Federal regulations prohibit live decoys.
Hunters should be very careful taking decoys to and from the field. It’s a good idea to wrap them in hunter orange. Also, position yourself carefully once the decoy has been set up.
The matter of motion-wing decoys for waterfowl hunting is another question that comes up frequently. The Department of Conservation has done studies on the use of these items and has found that they increase the take (though by less than one bird per trip). There are no restrictions against using motion-wing decoys, and about 60 percent of Missouri duck hunters use them. A 2002 survey found that a similar proportion of hunters favor the use of motion-wing decoys as long as season lengths and bag limits are not affected.
Ombudsman Ken Drenon will respond to your questions, suggestions or complaints concerning Conservation Department programs. Write him at P.O. Box 180, Jefferson City, MO 65102-0180, call him at 573/522-4115, ext. 3848, or e-mail him at firstname.lastname@example.org.
4 Missouri Conservationist
“Where are the ducks?” hunters ask us each fall. “And what makes for a good season?” Yet most have theories of their own. Some of the competing ideas we’ve heard include:
“If we’d only have a dry year, then the ducks would be concentrated in the places that have water,” versus, “If we would only have a wet year, there would be more habitat available and more ducks.”
“Hunting would be better if we could hunt refuges and get the ducks to spread out,” versus, “We need more refuges in our hunting area to attract more ducks.”
And, “We have a hunting lease and can’t compete with public areas and their big refuges,” versus, “We’re lucky to have a duck hunting lease close to a Department of Conservation refuge—it provides a source of ducks.”
So which are correct? The above ideas stem from two opposing perspectives. One is that Missouri has reached its “carrying capacity” for migrating waterfowl. In other words, it has enough wetland habitat for the ducks that migrate through each fall. Hunters in this camp often blame poor duck hunting on refuges or the restoration of wetlands (private or public) that lure ducks away from their favorite hunting spots.
The other perspective is that Missouri has not reached its “carrying capacity” for migrating waterfowl. Hunters in this camp believe that if we restore more wetlands or create more refuges, Missouri will attract more ducks and have better hunting.
After hearing from hunters on both sides of the issue, we decided to take a more in-depth look at how restoring wetlands and adding refuges has affected duck hunting in Missouri.
**Wetlands: Past, Present and Future**
Missouri’s wetlands serve the vital function of providing migrating waterfowl a place to rest and replenish energy reserves lost in flight. This recovery takes time. To illustrate, a duck flying nonstop from North Dakota to Missouri requires about 14 days to recover the fat reserves expended in flight. If ducks lose too much weight in migration, they reach their southern wintering grounds in poor shape and are less likely to successfully produce ducklings the following spring.
Although wetlands in mid-latitude states are critical for migrating ducks, most of them have been destroyed or drained. Less than 15 percent of the historic wetlands remain in Missouri, Kansas and Illinois, compared to about 50 percent in the breeding grounds and wintering grounds. Wetland habitat from north to south now resembles an hourglass.
To the north, the breeding grounds in the Dakotas, Minnesota and Wisconsin are dotted with nearly 20 million acres of wetlands. Even more wetlands are found on the prairies in southern Canada.
The mid-latitude states of Missouri, Kansas and Illinois represent the bottleneck in the hourglass with only 2.3 million acres of wetlands. This region is bound by the Missouri River and its tributaries to the west and the Mississippi River and its tributaries to the east. States to the south still have 19 million acres of wetlands.
So what does this bottleneck and the loss of habitat mean for the millions of ducks that migrate south each fall? Missouri accommodates about 32 million duck-use days (a duck-use day equals the number of ducks times the number of days they are here) each fall. The region that produces the ducks that migrate through Missouri has a breeding population of about 19 million ducks. In a normal production year, a fall flight of about 38 million would be expected. If all of these ducks stopped in Missouri for just 10 days, we would support nearly 400 million duck-use days!
Of course, not all ducks from this region migrate over Missouri. But it does suggest that Missouri has much more potential to accommodate more than the 32 million duck-use days it now supports.
**Effects of Adding Wetland Habitat**
Another way to see if Missouri has reached its carrying capacity for migrating waterfowl is to review how ducks have responded to the restoration of wetlands in Missouri. In the last 15 years, the Department of Conservation has restored more than 25,000 acres of wetlands, and the Natural Resource Conservation Service (NRCS) has restored an additional 100,000 acres on private land. The ducks have responded.
Missouri wetlands allow green-wing teal and other ducks to restore fat reserves.
Increasing wetlands in Missouri will allow more migrating ducks, like these mallards, to spend time in the state.
The number of duck-use days on managed state and federal wetland areas in Missouri jumped from an average of 21.2 million in the 1970s to 32.1 million from 1994–2004. Hunters have reaped the benefits. Before these restorations, the statewide harvest topped 300,000 only once from 1961-1996. Since 1997, the harvest has never been below 300,000, and it frequently has topped 400,000. Missouri’s share of the flyway harvest has increased from about 3 to 4 percent to 6 percent.
But have these restorations been too much of a good thing? Have we restored so much habitat that new habitat is now pulling ducks away from existing habitat? This does not appear to be the case.
Eight of the top 10 counties for duck harvest in the 1960s were in the top 10 in the 1990s. The proportion of harvest on public and private land has remained steady over the last 10 years, with only 15 percent of the annual harvest occurring on Department of Conservation managed wetland areas.
In most regions where we restored wetlands and added refuges, harvest and duck numbers on the existing areas remained steady. The new areas have attracted more ducks to these regions. For duck hunters, this has translated into more hunting opportunity and improved harvest.
**Wet vs. Dry Years**
Wet years give us a glimpse of what might occur if we could restore more wetland habitat. In the fall of 1998, the Missouri River flooded in central Missouri and created an abundance of shallow water habitat in the region around Eagle Bluffs CA. Hunters reported excellent hunting on the habitat created by the floods, and Eagle Bluffs held a record number of ducks.
A similar set of circumstances occurred around Schell-Osage CA and Truman Reservoir during the fall of 2004. Timely rains caused Truman Reservoir to rise, creating an abundance of habitat. As a result, Schell-Osage held more ducks than it had in several years and hunters on nearby Truman Reservoir reported great hunting.
These cases suggest that ducks don’t just spread out from managed public wetlands when more habitat is available. The additional habitat actually attracts more ducks to the region and improves hunting for hunters on both public and private lands in the region.
**Quality vs. Quantity of Wetlands**
Hunters who feel we have too much habitat also point to the many
Studies have shown that increasing wetland habitat in Missouri results in higher numbers of ducks visiting the state. This results in more hunting opportunities and better harvest.
**The Role of Refuges**
Decades of research have demonstrated that refuges provide essential undisturbed habitat for ducks to rest and replenish energy reserves. When ducks face too much disturbance they often leave an area entirely.
For example, in states without much refuge, over half of the harvest often occurs within the first 10 days of the season. Hunters in these states frequently talk about areas being “burned out” from too much hunting pressure. What past research doesn’t tell us is if we have reached the point where we have too much refuge here in Missouri.
To answer this question in Missouri, we examined the relationships among refuge size, duck numbers and harvest. The results indicated that areas with large refuges held the most ducks and supported the highest harvest.
The importance of refuges became more apparent when we factored in the additional “refuge” provided on areas that allowed only half-day hunting. Furthermore, the results suggested that if ducks don’t have adequate refuge, they will leave the area.
Our analysis also revealed that, at some areas, harvest was not as high as we expected based on refuge size. The harvest at Ted Shanks CA, for example, was much lower than our statistical model predicted. We expect that this result was due to the loss of bottomland forest and lack of food. The Department of Conservation is now aggressively...
working to restore quality habitat at Ted Shanks CA.
**Strategies to Improve Success**
The results of our study support the perspective that Missouri has not reached its carrying capacity for migrating waterfowl. We haven’t witnessed a decline in harvest at Department of Conservation areas when new areas were added nearby.
Department-managed wetlands still account for only 15 percent of the statewide harvest. During years when we have additional habitat due to wet conditions, we tend to have more ducks and better hunting.
We did not find any evidence to suggest that Missouri’s refuges are detracting from hunting. Instead, it appears that Missouri’s refuges are one of the major factors contributing to hunters’ success on both public and private lands.
So, if refuges and restored wetlands aren’t to blame, what is causing poor hunting in some areas? Weather, hunting pressure, food and refuge mainly influence which wetlands are attractive to ducks. We can’t control the weather, but we can improve duck hunting by limiting hunting pressure, growing quality food and providing adequate refuge.
When you’re getting ready for next duck hunting season, take a look at your favorite spots and see if they are providing all of these ingredients. Is there a refuge of 200 or more acres within 15 miles? Is there a diversity of food available? Is hunting pressure in your immediate area limited, such as by half-day hunting?
If the duck population is up next year, the weather cooperates and you’ve answered yes to each of these questions, you should be in for a good season and there won’t be any reason to ask, “Where are the ducks?” because you’ll already know.
---
The Conservation Department’s wetland management strategy is targeted at getting more ducks to stay longer.
Hunting and fishing have been lifelong hobbies for me that I have mostly shared with other male friends. As a younger man, I often asked my girlfriends if they wanted to go hunting with me, but only one, Jen, took me up on my offer.
At the time, I was living in Minnesota, and we went ruffed grouse hunting. She didn’t hunt but was willing to walk along and keep me company. Soon after we started walking through the Aspen forest, I spotted a ruffed grouse. It took flight, I fired, and it fell to the ground.
Naturally, I was proud of my wing shooting skills in the dense woods, but when I brought back the grouse for Jen to see, she broke out in tears. The hunt was over, but thankfully our romance blossomed and we were married soon after.
We moved to central Missouri to begin our lives together. I continued to hunt and fish while Jen developed other outdoor interests, including competition horse riding. My weekend trips away from home during the fall were tolerated, but as our family began to grow I could sense tension building with my absences.
Early in our married lives, it was my habit each year to open the hunting seasons with a muzzleloading deer hunt to northeastern Missouri. Then I would open the duck season with a trip to Audrain County, followed by the opening of the Missouri quail season to Mercer County. After that, I was off to west central Kansas for the opening day of the pheasant season. I cooled off the following weekend with a firearms deer hunt to northern Missouri. Mop-up involved several duck and quail hunts to round out the month of November and early December.
One year, as I was leaving for the firearms deer hunting portion of my fall hunting schedule, I noticed Jen standing on the back porch of the house holding the hands of our two very young sons. Jen was expecting our third son in about three months. There were tears streaming down her cheeks as I rolled out of the driveway. My “Little Voice,” naturally, popped up in the back of my mind and was screaming at me to stop, warning me I would be sorry if I didn’t.
Ah yes, my “Little Voice,” a stoic, subconscious do-gooder, never interested in a little fun, who was always trying to warn me of impending disaster and save me from myself.
During my adolescence, my “Little Voice” was constantly screaming at me in disapproval of my decision processes and behavior.
Ah yes, my “Little Voice,” a stoic, subconscious do-gooder, never interested in a little fun, who was always trying to warn me of impending disaster and save me from myself.
It told me many times that if I had just listened better, we would be routine guests on the TV show *Lifestyles of the Rich and Famous*, and there would be a lot less groveling on my part to make up for poor choices. This day was no different.
The hunter in me was driving, so needless to say, it was pedal to metal. Three days later, upon my return, there were issues. Things had changed drastically.
We began with a “Level III” lecture. These are massive, painful events lasting three days. They begin with 24 hours of the silent treatment. Then there are 24 hours of stern, serious expressions of discontent, copious tears, ample references to unrelated past events (to document a pattern of unacceptable behavior), quotes of support and warning from her mother, and shameless, serious groveling on my part. Then there are an additional 24 hours of silent treatment.
During this most recent unpleasant three-day event, the “Threshold of Goneness” was thoroughly defined and articulated. My absences for hunting and fishing trips would have an upper limit. I argued long and hard that trips associated for official work duties should not be included in the Threshold. But Jen explained that gone was gone, the reason was unimportant.
We also came up with the “Point System,” basically an earn-a-trip concept. This usually involved me slaving feverishly on home improvement and horse facility projects to earn away-time for hunting and fishing. The first full year of the Point System resulted in our house being featured in a national magazine specializing in old home restorations. Jen was thrilled, but the preparations almost killed me.
As you can imagine, I was generally dissatisfied with the Point System. Points were hard to accumulate and peeled off way too easily. A late rules change resulted in behavioral transgressions on my part being assessed against the point total, much to the delight of my “Little Voice.” To make matters worse, bad behavior by my sons was also deducted from my goneness points, since Jen claimed that my sons’ behavior was influenced by, and related to, my own.
But eventually I learned to manage the Threshold carefully. I taught my sons basic home improvement skills like sanding drywall so they could make their own contribution to the point total. They were instructed on digging post holes and building fences to relieve Jen of routine horse chores, an interest of her own that required full family participation.
I quickly learned that taking my sons on hunting and fishing trips provided Jen with mini-vacations, relieving her of certain motherhood responsibilities for a time. She fell into the habit of taking a winter vacation with her mother to Florida, which I converted to extra points.
Recently we took a two-week trip to Florida so she could take horseback riding lessons from special instructors. I shamelessly exploited this commitment on my time and have added numerous hunting trips that have nearly returned me to the pre-Threshold golden years.
I also discovered that sending flowers to Jen’s workplace soothed the pain and inconvenience associated with my absences, especially for the longer trips. It took me some time to find the right florist who would deliver the flowers and walk them through the area where she worked for others to see. This has become such a tradition that her co-workers know that with the arrival of flowers, the hunting season has begun.
Since Jen’s co-workers rarely receive flowers, she takes extra pleasure in these deliveries. I supplement them with a few others throughout the year, just to keep her co-workers jealous of the attention. They speak highly of me, although I have never met most of them, and their favorable words to Jen help my overall goneness point total.
My sons are grown and moved out of the house now. I have to manage the Threshold differently. Jen used to look forward to me taking the boys hunting or fishing so she could have some quiet time at home. Now she tells me that she is lonely when I am gone.
I compensate by taking her on trips around the state, often overnight, so we can have quality time together. Occasionally, I will time my flower deliveries before or after one of these trips so her friends at work will notice how attentive I am.
As a hospital employee, Jen is surrounded mostly by other women at work. The key is to keep her co-workers envious of the attention and on my side. If they are making positive comments about my thoughtfulness, then I am accumulating points for my next hunting trip.
But sadly, I know now that if I had listened to my “Little Voice” 15 years ago, there would be no Threshold and I would not have spent the last decade and a half figuring out how to get around it.
“I think helping quail is just what is right for my farm,” said Cass County farmer Jim Riffle. “After all these years of farming, it’s time I give them a little back.”
It’s no secret quail need help. Nationwide, northern bobwhite numbers have dropped from an estimated 59 million birds in 1980 to 20 million birds in 1999 and have continued to decline. Most experts say habitat loss is the reason we don’t have as many quail as we once did. Other upland species, including many songbirds, with similar habitat requirements also are suffering.
Private landowners are the key to increasing upland species, and the new CP33 practice of the Conservation Reserve Program allows farmers to reap financial benefits for helping quail and other upland species. Giving a little back to quail can now pay off big.
What is CP33?
CP33 is one of 27 Farm Service Agency Conservation Reserve Program (CRP) practices offered to agricultural landowners throughout Missouri. The CRP pays landowners on a per-acre basis over the length of a 10- to 15-year
The larger ear of corn was collected from the side of a fenceline buffered with CP33. The smaller one came from the opposite side, which had no buffer. Yields in the buffered areas were estimated at 168 bushels per acre, while yields in the nonbuffered side were about 45 bushels per acre.
January 2006 15
contract to retire cropland and marginal pasture for resource conservation. Missouri is one of six states given an enrollment allocation of 20,000 acres to enroll under CP33. The federal Farm Service Agency (FSA) administers CP33, which is titled “Habitat Buffers For Upland Birds.”
The primary purpose of CP33 is to provide buffers around field edges adjacent to cropped areas.
CP33 requires that buffers be from 30 to 120 feet wide. The buffers can be allowed to regrow to natural cover or can be planted with a mixture of warm season grasses and forbs. Disking, burning or chemical application can be used midway through the contract to enhance the habitat cover. Edge feathering of nearby trees and shrub plantings also enhances the habitat by providing cover.
Missouri studies have shown that quail are normally found within 70 feet of shrubby cover. CP33 buffers, which contain a combination of grasses, natural cover and shrubs, benefit quail by providing food, nesting habitat and protection from predators and harsh weather.
**How You Can Profit**
The cost of establishing buffers is minimal. CP33 provides cost-share dollars to cover up to 90 percent of the expense of establishing the cover. Then, you reap rewards throughout the length of the contract.
If, for example, you installed a 120-foot buffer around a 40-acre field, you would be creating 13.2 acres of buffer. With an approximate contract value of $80 per acre, you would be paid $10,560 over the life of the contract. You would also receive the additional incentive payment of $100 per acre that is now being offered to encourage enrollment.
Your farm profits would also increase if you maintain a buffer zone between your crops and nearby woodlands. These field edges typically have lower yields than the interior of a field. The 2005 drought highlighted the difference in yields. Last fall, the edges of many crops bordered by woods dwindled or disappeared altogether, sapped by the demands of the nearby trees.
Even in nondrought years, trees bordering crop fields take their toll. Studies conducted by the University of Missouri have shown more than a 30 percent drop in soybean yield within 30 feet of a treeline. Yields approached normal only when the distance from crops to the trees at the field edge increased to more than 40 feet.
In the face of lower yields, it’s hard to justify the cost of seed, fertilizer and herbicide for border areas.
A calculator devised by the Heartland Chapter of Quail Unlimited compares cropping income—taking into account the real-life costs of producing corn and soybeans—to possible CP33 income on your field. Assuming a 60 percent drop in yield along the first 30 feet of field edge, CP33 will increase profits from a 40-acre field by $15,000 over the life of the 10-year contract. And, that’s with a CRP rental rate as low as $55 an acre.
For a look at the calculator, visit [www.coveyheadquarters.com](http://www.coveyheadquarters.com).
Making the most of a grant provided by the USDA Natural Resource Conservation Service, the Conservation Department and Quail Unlimited have teamed together to promote buffers in Cass and Andrew counties.
The collaborative effort is expected to result in more than 2,000 acres of prime quail habitat buffers in Cass and Andrew counties. Their work is already showing big dividends in terms of increased quail numbers.
**CP33 Successes**
Cass County landowner Ron Highley is one of many farmers who have found that it’s better to stop farming unproductive areas along the edge and get federal payment for it, instead.
“And, you’re benefiting wildlife at the same time,” Highley said. “CP33 creates a win-win situation.”
CP33 success stories are cropping up wherever the practice has been implemented. One Cass County landowner reported seeing more quail within two months of establishing a buffer than he had seen in the last three years. Another said he was amazed at how quickly quail began using the edge-feathered areas along the CP33.
“There were not any quail in that hedgerow last year, or even two weeks before we started edge feathering,” he said, “and now there are several pairs.”
Quail Unlimited surveys verify this anecdotal information. The organization followed several CP33 plantings in Cass and Andrew counties in 2005. During early October, in the peak of fall quail covey calling, they found an average of four quail coveys on CP33 sites, versus no coveys on unbuffered sites.
CP33 also has been increasing quail numbers in other parts of Missouri. For example, a Saline County farmer told how, after flushing a 20-bird covey while mowing his CP33 area, he decided to drive through all 60 of his CRP acres.
“I was amazed to discover three more coveys just driving along on my tractor,” he said, “and another covey flushed from an area planted with wild plums.” He estimated the coveys contained about 20 birds apiece.
“It’s a real neat feeling to know the hard work we are putting in is paying off,” he said.
**How to Enroll in CP33**
The best way to start is to contact your Missouri Department of Conservation regional office and ask for assistance from a private lands specialist or contact your county Farm Service Agency office. They can tell you what CP33 can do for both your farm profits and for quail. Agricultural landowners can enroll acreage in CP33 year-round.
To be eligible, cropland must be suitably located and adaptable to the establishment of bobwhite quail. In addition, the applicant must satisfy the basic eligibility and cropping history criteria for CRP. These requirements are listed in the CRP fact sheet, available on FSA’s Web site at [www.fsa.usda.gov/pas/publications/facts/html/crpcont03.htm](http://www.fsa.usda.gov/pas/publications/facts/html/crpcont03.htm).
**MDC Regional Offices**
- Southeast — 573/290-5730
- Central — 573/884-6861
- Kansas City — 816/655-6250
- Northeast — 660/785-2420
- Southwest — 417/895-6880
- Northwest — 816/271-3100
- St. Louis — 636/441-4554
- Ozark — 417/256-7161
Crops planted right up to the treeline are usually stunted for several feet around the edges like the photo on the left. CP33 pays farmers to let these strips grow into natural cover like the photo on the right.
No Doubting THOMAS
Missouri’s Thomas Hill Reservoir warms up winter days for anglers.
by Tom Cwynar, photos by Cliff White
Anglers may have a hard time believing that in the middle of winter they can find tons of feisty, actively feeding fish of all species within a stone’s throw of a launch ramp, and that they’ll find this wintertime action in a lake that actually warms them as they fish.
Hard-fighting hybrid striped bass reward anglers who brave frigid temperatures at Thomas Hill.
Those left doubting should take a trip to Thomas Hill Reservoir in Macon and Randolph counties. Parts of this 4,950-acre reservoir fairly steam all winter long. That’s because the lake was built to provide cooling water for the Associated Electric power plant located on the lake’s south end. When warm water discharged from the plant bumps cold arctic air a moist fog arises. If not dissipated by wind, the fog removes some of the chill from the air, even on the iciest days.
January 2006 19
When it’s really cold, the fishing itself can heat you up, according to Jeff Purcell, a Conservation Department protection district supervisor who drives from Brookfield to fish the lake when conditions are right.
“When it’s 10 degrees and really bitter, that’s when the fish move up into those warm areas,” Purcell said.
The “warm areas” at Thomas Hill consist of the Brush Creek Arm in the lake’s southeast section and the channel discharging from the power plant. The warm water, which might be in the 60s on even the coldest days, filters out past a small island at the mouth of the arm and eventually dissipates in the lake.
Purcell and his fishing partners target hybrid striped bass. These tough, determined fish follow schools of shad into the warm water. Purcell said hybrid fishing is best when the plant is pumping out lots of warm water. It’s then that almost any bait will attract them.
“They put up an amazing fight,” Purcell reported. “That’s the reason we fish for them. We once weighed a 21-incher and it was 3 ½ pounds, so any legal fish (longer than 20 inches) is going to weigh nearly 3 pounds.”
Purcell also fishes other lakes for hybrids. He says the traditional methods of trolling rattling lures and casting crankbaits don’t work very well at Thomas Hill, at least in the warm-water arm in winter.
“The best approach is more like a catfish method,” Purcell said. “We almost always anchor. We look for fish on the depth finder or maybe some kind of dip, where the water might go from 4 feet down to 6 feet and back to 4 feet again.”
When Purcell and his buddies find a good spot, they’ll position the boat to fish it properly and remain there for a while, because the schools of hybrids seem to be constantly on the move. “When a school goes through, a lot of times you’ll have two rods go down at once.”
In the warm-water arm, Purcell and many other anglers often gob chicken liver or bait shrimp on their hooks. The aromatic baits also attract channel cats, usually small ones that wear the bait off the hook.
“You can tell the difference,” Purcell said. “With small catfish, your rod tip will be sitting there bouncing. If you set the hook on the bounce, you’re not doing anything but ripping the bait off the hook.
He said hybrids take the bait much more aggressively. “They may hit it once,” he said, “but usually you better have your rod in your hand or have it hooked into the boat good because the big ones will just take it clean out. We’ve lost one or two rods and came close to losing more.”
Purcell likes a 7-foot or longer rod equipped with an open-faced or bait-casting reel spooled with 8- to 12-pound line. He said the long rod and strong line helps guard against the fish breaking off when it goes on a long run. He cautions anglers not to set the drag too tightly.
Successful anglers use depth finders to locate schools of hybrids in the warm winter waters at Thomas Hill.
“If you lock down on them on their initial run, a 3- or 4-pounder will break your line pretty much every time,” he said. “Even if they come back to the boat, you better be ready because when they realize something’s wrong, they’re gone.”
Hybrids also will snap up jigs with tubes or plastic baits. Purcell thinks the fish will often go for a different color than the millions of shad they see. He prefers chartreuse or black and chartreuse. He and his fishing partners have tried fishing with shad themselves, but he said they had no success.
**Jump-fishing Hybrids**
Delane Green, a former mail carrier who lives on the lake, said he catches hybrids all year long. He said some of the most exciting fishing comes when schools of hybrids herd schools of shad near the surface.
Jeff Purcell is among many anglers who hit the lake when the temperature dips. Hybrids are very active in the warm water, requiring anglers to keep a tight grip on their rods.
“It usually happens in June and July when the young shad are an inch or two long,” Green said. “The hybrids get them up on those points that come up from deep water and bust them up—just tear into them!”
The feeding sprees create a disturbance that’s easily visible in late afternoon and early evening when the water is still. Green usually fishes for crappie, but whenever he spots hybrids feeding near the surface, he puts down his crappie rod and quickly motors alongside the disturbance.
“The hybrids are getting big,” Green said. “I saw one that weighed 13 ½ pounds last spring. I usually keep a stouter rod with a 3- to 3 ½-inch Sassy Shad handy. You cast anything silvery in there, and they’re going to hit it.”
Green said seagulls sometimes swarm above hybrids feeding on the surface to eat shad injured or disoriented in the melee. “If you see where a bunch of gulls are feeding, you need to race over there,” he said.
**A Shore Thing**
Green seldom bothers to launch his boat in the winter. He said most days he can easily catch a limit of crappies from the banks of T Road, a mere quarter of a mile from his home.
“A few years ago, hardly anyone fished up here because they thought all the crappie would be in the warm-water
“We started putting in some brush piles—15 or 20, all total—and we found a lot of crappie are staying in those brush piles.” —Delane Green
arm in winter,” Green said. “Then we started putting in some brush piles—15 or 20, all total—and we found a lot of crappie are staying in those brush piles. “We caught a lot off the road the last two or three winters,” he said.
According to Green, unless the winter is very cold, the bridges ice in for only a week or two each winter. The rest of the time, anglers are able to fish from shore.
The brush piles aren’t marked, but it doesn’t take long to learn where they are. Green said he usually fishes a sixteenth-ounce tube jig with a blue head and a silver flecked clear tail from 7–12 feet below a cork.
“If there’s a chop, that’ll twitch it enough,” Green said, “but if it’s still, I’ll wiggle it a little bit.”
Thomas Hill Practicalities
- Winter fishing, even in warm water can be dangerous. Wear your life jacket. Even if you don’t have an emergency, it can help keep you warm.
- Boat ramps at Thomas Hill can be tricky in cold weather. Runoff from boat trailers ices up the ramp, making it too slippery to launch a boat. Check for traction before launching or retrieving boats. People who fish Thomas Hill regularly have learned to bring salt or sand for use on icy ramps.
- Signs on shore mark brush piles placed by the Conservation Department. Lake Manager Mike Anderson has updated the map of Thomas Hill brush piles, including their GPS coordinates. For a copy, write to the Northeast Regional Office, Thomas Hill Map, 2500 S. Halliburton, Kirksville, MO 63501.
- If not quickly released, hybrids die soon after being caught. Handle fish carefully and try to keep the time they have to spend out of the water to a minimum. Bring a net to help you bring them aboard or to hold them in the water while you remove hooks.
- Hybrids also won’t survive long on a stringer or in a livewell. Put the hybrids you plan to keep on ice to maintain the flavor and firmness of their flesh. After filleting hybrids, remove all reddish meat from the centerline and from beneath the skin.
- Be careful handling hybrids. Their sharp gill plates can flare out and inflict a nasty cut.
Unique conditions at Thomas Hill make for great winter fishing, but anglers find opportunities and success year-round pursuing crappie, bass, flathead and other species.
Targeting Brush Piles
The Conservation Department has constructed numerous brush piles throughout the lake. Older brush piles are marked with green signs on shore. Bright yellow signs mark 11 of the old brush piles that the Department refurbished in 2005, as well as five new ones.
Mike Anderson, fisheries management biologist for the Conservation Department’s northeast region, said the brush piles are 100–200 feet out from the signs on shore. “We put them in when the lake was a foot high,” Anderson said. “If the water is low, you can see some of the brush sticking out of the water.”
The brush piles are large, usually consisting of 10–15 big trees submerged in a large area. “Two or three boats could easily fish the same brush pile,” Anderson said.
Bob Schultz of Memphis, Missouri, said he makes a milk run of the brush piles whenever he visits Thomas Hill. He said he usually launches at the north ramp, close to T Road, and works his way down the lake.
“If they’re not hitting on one, I’ll move,” he said, “and I’ll keep moving until I find something. There have been days when I haven’t found anything, but that’s awful rare.”
He likes to fish a sixteenth- or eighth-ounce jig equipped with a fiber guard baited with a tube with some chartreuse in it. His favorite crappie rig is a 5 ½-foot-long rod and an open-faced reel spooled with 6-pound-test chartreuse Fireline.
“I usually fish 8–10 feet down, even in the winter,” Schultz said. “The crappies are schooled up, and they’ll get into those brush piles—it’s just habitat, you know. Usually they are right in the brush piles or right on top of them, or at least close to them.”
Schultz often fishes vertically, letting the jig down until it hits the brush. He then raises it a few inches and slowly moves it back and forth and up and down. He said some days he likes to cast beyond a brush pile, let the snag-resistant jig drop to the bottom and bring it back slowly.
“When it hits a limb, I’ll just lift it up, and when I feel it coming over, I’ll let it drop. They usually bust it when it comes off the limb and drops,” Schultz said. “It just kind of twitches the line.”
“The crappie at Thomas Hill grow very quickly. There’s a bunch of fish that are ready to jump over that 9-inch length.”
—Mike Anderson
Exceeding Expectations
“Thomas Hill is a well-balanced fishery,” said Mike Anderson, who manages the reservoir.
“The only thing we stock there is hybrid striped bass, and fishing for them can be really good,” Anderson said. “We’ve watched boats fishing the riprap where the warm-water discharge channel comes into the Brush Creek Arm
catch hybrid bass after hybrid bass, every other cast.”
Anderson said last year Thomas Hill was identified as one of the top lakes in the state to fish for crappie. He said the word got out, and the lake received lots of fishing pressure during 2005.
“Crappie fishing is still going to be really good, except that we’re not going to have the numbers of large fish that we had this year. But, that could change,” he said. “There are a lot of small shad there, and the crappie at Thomas Hill grow very quickly. There’s a bunch of fish that are ready to jump over that 9-inch length.”
Bass anglers consider Thomas Hill a “numbers lake,” which suggests that the fish don’t run large. Anderson said that in recent lake surveys, two of every 10 bass sampled exceeded the legal limit of 15 inches.
Channel catfish also run small. Anderson believes there are just too many of them. Flathead fishing, on the other hand, is very good, especially in the summer when anglers bait trotlines with goldfish.
The lake also contains drum, carp, buffalo and bluegill. Although most anglers at Thomas Hill don’t target these species, catching them while fishing for hybrids, crappie or largemouth bass makes a day more interesting.
“All in all, Thomas Hill is a great resource,” Anderson said. “I encourage anybody in the doldrums of winter with cabin fever to put on a good set of warm clothes and get out on that warm-water arm. You don’t have to go out very far. You can be fishing within 100 feet of the ramp, or you can just fish for crappie from shore.”
This summary of the Annual Report highlights the Conservation Department’s accomplishments and expenditures from July 1, 2004, through June 30, 2005. These accomplishments are based on the three components of the Department’s mission statement.
“To protect and manage the fish, forest and wildlife resources of the state.”
**Bagnell Dam/AmerenUE Settlement:** The settlement agreement asks the Federal Energy Regulatory Commission to adopt specific conditions to protect the fishery and wetland resources affected by the relicensing of Bagnell Dam/AmerenUE power generation utility. If accepted, the benefits to the natural resources, and the multi-billion dollar Lake of the Ozarks tourism industry, will extend for the 40-year life of the new license. At Lake of the Ozarks, fish kills will be minimized, critical habitats protected and adequate water levels retained. Water quality and habitat improvements will be provided for the 82 miles of the Osage River below Bagnell Dam.
**Mississippi River Sturgeon Regulations:** In cooperation with Illinois, Kentucky and Tennessee, the Department established new regulations on the commercial harvest of shovelnose sturgeon in the Mississippi River. These regulations are designed to protect the sturgeon population from overharvest due to the worldwide demand for caviar.
**Catfish Harvest Management Study:** In 2004, a 5-year catfish harvest management study was initiated to learn about flathead and blue catfish ecology and population dynamics. In 2005, more than 8,000 catfish were captured, tagged and released; it is the largest such study ever conducted. Monitoring population and size-class changes will provide better information to manage these popular sportfish. The study will also look at spawning behavior and catfish movement.
**Healthy Forests:** Over 53,000 acres of forestland were actively managed during the 2004–05 fiscal year. Missouri’s public forests are managed to promote forest health and sustainability. Additionally, managed forests provide opportunities for hiking, equestrian use, birding, hunting and numerous other activities.
**Conserving All Wildlife in Missouri:** The Comprehensive Wildlife Conservation Strategy was completed and submitted to the U.S. Fish and Wildlife Service. It is a federal requirement that will allow Missourians to obtain additional federal funds. The strategy describes the Department’s plans for conserving native plants and animals and the habitats they depend upon.
**Quail and Grassland Bird Habitat:** The Department emphasized restoration of quail and grassland bird habitats on Department lands, implemented regional quail/grassland bird action plans, and identified prospective private landowner cooperatives within quail focus areas. Quail and bird population monitoring was implemented to evaluate management actions.
“*To serve the public and facilitate their participation in resource management activities.*”
**Telecheck:** The new Telecheck system allows hunters to check deer and turkey by phone or online. The Department estimates it will save $500,000 a year with this system.
**Private Land Services** staff made 6,087 on-site landowner visits to offer technical assistance in the development of habitat management plans and handled 5,280 requests for wildlife nuisance and/or damage assistance, including 696 on-site visits.
**Share the Harvest:** Through this program, hunters, in partnership with established charitable organizations, donate deer meat to those in need. Conservation agents coordinate the Share the Harvest program with the Conservation Federation of Missouri. During fiscal year 2004–05, 5,161 hunters donated 275,374 pounds of venison.
**Rural Volunteer Fire Department Grants:** Each year the Forestry Division, in cooperation with the U.S. Forest Service, provides grants to rural volunteer fire departments. In fiscal year 2004–05, 179 rural fire departments received over $380,000 in grants that funded equipment, special clothing and training.
**Cost-share Funds for Private Landowners:** Over $1.1 million in cost-share funds were delivered to approximately 850 private landowners to implement beneficial habitat management practices targeting fish, forest and wildlife resources.
“To provide opportunity for all citizens to use, enjoy and learn about fish, forest and wildlife resources.”
New Cape Girardeau Conservation Nature Center opened May 2005 and focuses on southeast Missouri’s unique habitats and history. Indoor exhibits include a beaver lodge, swamp, Native American artifacts and more. The outdoors offers ponds and walking trails through forested hills and wetlands.
The “Learning Outdoors” Program was initiated to better help Missouri schools teach children what it takes to keep our fish, forests and wildlife—all nature—thriving. Grants for field trips, outdoor classrooms and learning kits will be integrated with teaching units to meet the demands of student testing as well as the joy of learning.
**Deer Hunting:** Unlimited antlerless deer permits were available for many Missouri counties (249,518 permits sold) and many more no-cost any-deer and antlerless deer permits were made available free to resident landowners (325,553 permits). The Department annually conducts the Managed Deer Hunt Program providing an additional 73 hunts on state and federal lands. Urban deer harvest opportunities were expanded to maintain deer populations at homeowner-desired herd levels, while satisfying the desires of the growing number of urban hunters.
**Youth Hunting:** Youth-only portions of deer, turkey and waterfowl hunting seasons not only preserve family values related to hunting traditions, but create opportunities for youth to develop strong personal connections to nature.
What the Money Bought—Fiscal Year 2005
County Assistance Payments—$1,339,405 Includes payments to Missouri’s 114 counties for levee and drainage district taxes, forest cropland payments, payments in lieu of real estate taxes and county aid road trust payments. The five largest payments were to Shannon ($104,514), St. Louis ($52,529), Howard ($48,215), Lincoln ($43,618), and Holt ($38,656) counties.
Fisheries—$11,278,187 Managed 897 lakes and 40 stream management areas for public fishing. Over 840,000 people bought fishing permits making fishing one of the most popular outdoor activities in Missouri. Fish hatcheries produced about 8.4 million fish, stocking many farm ponds, reservoirs and streams.
Forestry—$14,987,545 Fostered a healthy and growing forest resource. Examples include distributing 5 million seedlings for planting to nearly 13,000 landowners, developing 180 Landowner Forest Stewardship Plans, bringing an additional 29,000 acres under total resource management, managing 438,700 acres of public forest land, monitoring insect and disease threats, and facilitating development of the state’s forest industry.
Wildlife—$15,106,140 Worked towards ensuring wildlife populations that are in harmony with habitat and human enjoyment. Managed 513,776 acres of public land and conducted programs to monitor game and non-game species, develop wetlands and restore wildlife.
Resource Science—$11,669,901 Provided the science-based information needed to effectively manage Missouri’s natural resources. Resource Science monitors the status of Missouri’s forests, fish, and wildlife, recommends conservation actions, evaluates these actions, and reports the results. In addition to surveys of fish and wildlife, more than 200,000 Missourians were contacted to determine their outdoor activities and opinions about conservation programs.
Protection—$13,470,876 Paid for law enforcement in every county as well as resource management, information, education and public service contact activities conducted by 167 conservation agents who directly contacted 513,792 people. A joint investigation with Iowa resulted in over 200 citations and in excess of $36,000 in fines to individuals who unlawfully bought resident permits in both states. Conservation agents, along with 2,200 volunteer instructors conducted 1,072 hunter education classes, certifying 20,046 students.
Outreach and Education—$16,092,745 Sustained and nourished Missourians’ connection to the outdoors by providing educational materials, schoolteacher contacts, outdoor skills programs, the *Missouri Conservationist* magazine, TV show, books, videos, informational programs, staffed shooting ranges and conservation nature centers.
Private Land Services—$6,766,496 Helped private landowners to achieve long-term conservation of natural resources and their land-use objectives. Delivered over $1.1 million in cost-share funds to approximately 850 private landowners; provided on-site technical assistance to over 6,000 private landowners; improved habitat for quail and grassland songbirds on over 10,700 acres of private land; helped landowners enroll almost 6,800 acres into the Wetland Reserve Program; and assisted almost 5,300 private landowners in controlling nuisance wildlife.
Administration—$2,350,815 Paid for audits, legal counsel, planning, environmental coordination, local government assistance, summer help and general expenses and equipment.
Administrative Services and Human Resources—$27,243,693 Paid for human resources, federal reimbursement administration, hunting and fishing permit point-of-sale system, fiscal services, distribution center, print shop, fleet management, vehicle and equipment maintenance centers, and information management and technology. Also includes other agency appropriations, Department-wide equipment and other essential services.
Construction and Development—$16,242,558 Work included fish hatchery improvements, development of nature centers, river accesses, wetlands, shooting ranges and renovation and repair of facilities statewide.
Design and Development—$11,082,357 Paid for building and grounds maintenance, engineering and architectural services.
Receipts
- Conservation Sales Tax: $96,524,659
- Permit Sales: $30,682,443
- Federal Reimbursements: $19,198,694
- Sales and Rentals: $7,257,446
- Interest: $768,589
- Other Sources: $2,687,792
- Total Receipts: $157,119,624
Disbursements
- Construction & Development: 10.4%
- Wildlife: 9.7%
- Forestry: 9.6%
- Administrative Services & Human Resources: 17.5%
- Protection: 8.7%
- Outreach & Education: 10.3%
- Fisheries: 7.3%
- Design & Development: 7.1%
- Land Acquisition & In Lieu of Taxes: 3.3%
- Private Land Services: 4.3%
- Resource Science: 7.5%
- Administration: 1.5%
- General Region Expenditures: 2.8%
- Total Cash Disbursements: $155,556,500
Missouri State Budget
- Health & Social Services: 38.7%
- Education: 28.5%
- Government Services: 20.0%
- Transportation: 9.0%
- Natural & Economic Resources: 3.1%
- Conservation: 0.7%
- Total State Budget: $19,797,280,324
Workshops help Missourians solve goose problems
GeesePeace St. Louis once again is offering workshops to promote non-lethal ways of dealing with problem Canada geese. The workshops, co-sponsored by the Conservation Department, the Wildlife Rescue Center and the Humane Society of Missouri, promote an integrated approach to managing goose problems. The approach includes landscaping, no-feeding policies, population stabilization techniques and discouraging geese from frequenting homes, businesses, parks, golf courses and other areas. Eight workshops are scheduled for January and February. For more information, visit www.geesepeacestlouis.org, or contact GeesePeace St. Louis, P.O. Box 6246, Chesterfield, MO 63006–6246, phone 314/567–2081.
ORDER TREE SEEDLINGS WHILE SUPPLIES LAST
Missourians who want to make their land more productive for wildlife have a unique opportunity to pursue that ambition each year. George O. White State Forest Nursery has a large inventory of about 70 species of tree and shrub seedlings, including extra-large seedlings. At press time, they still had large seedlings of black gum, tulip poplar, green ash, baldcypress, pin oak and shumard oak, up to 4 feet tall. But these and many of their species are selling fast!
A new species offered this year is the Ohio buckeye. It is one of six species included in the Conservation Bundle, along with flowering and red-osier dogwood, American holly, shumard oak and eastern white pine. Another unique offering this year is the Walnut Variety Bundle, which contains 30 seedlings of three black walnut varieties.
Bundles of 25 seedlings sell for $3 to $12. Orders are accepted through April 30. A full list of trees and shrubs available through the state forest nursery is available at www.missouriconservation.org/forest/nursery. Call 573/674–3229 to request a catalog by mail.
Tracking hellbender health
Citizens play an important role in conserving Missouri wildlife. Two Missourians have taken a particular interest in the hellbender, North America’s largest salamander. Clifford Keith (above) of Tunas and Chris Liesman (below) of St. Louis both learned that the Conservation Department was interested in hellbender sightings, and both called herpetologist Jeff Briggler to share their knowledge of the giant salamanders.
Keith showed Briggler how riverside development is affecting hellbender habitat on the Niangua River. Liesman showed Briggler a previously undocumented hellbender site on the Gasconade River. Both of these citizen conservationists contributed valuable knowledge about the endangered animals.
For more information about hellbenders, visit www.missouriconservation.org/nathis/herpetol/ and click on “The Hellbender,” or write to Missouri Department of Conservation, The Hellbender, P.O. Box 180, Jefferson City, MO 65102–0180, or e-mail email@example.com.
2C QUAIL CO-OP promotes community-based conservation
In frontier times, neighboring families used to work together to harvest crops and work cattle. That same spirit of community cooperation is the goal of the 2C Quail Cooperative project in Caldwell and Carroll counties. The pioneers in this case are the Conservation Department, landowners and private conservation groups. If they succeed, they will get local quail restoration in high gear and create a model for other communities that want to bring back the bobwhite quail.
The 2C Quail Cooperative aims to focus the energy, expertise and financial resources of Quail Unlimited, Pheasants Forever, the National Wild Turkey Federation and the U.S. Fish and Wildlife Service in a two-county area. This will enable qualifying landowners to get funding for 90 percent of certain management practices instead of the normal 75 percent.
The cooperative also encompasses two public-land Quail Emphasis Areas—Bunch Hollow Conservation Area (CA) in Carroll County and Bonanza CA in Caldwell County.
The Conservation Department plans to contact landowners in the cooperative area to provide information about the effort and invite them to field days and workshops where they can learn first-hand about conservation techniques the program promotes. For more information, call 660/542-3361, ext. 120, in Carroll County, 660/663-3703, ext. 133, in Caldwell County, 660/595-2444 at Grand Pass CA, or 816/271-3107 at Pony Express CA.
Bowhunters’ annual conclave set for Feb. 3–5
The United Bowhunters of Missouri will hold its annual festival and banquet at the Jefferson City Ramada Inn Feb. 3–5. Saturday events will include a silent auction, bow raffles, seminars, photo contest, taxidermy displays, bow makers, traditional archery equipment vendors and banquet keynote speaker Mark Baker. Advance tickets cost $30 for adults and $14 for youths 15 and younger. After Jan. 24, the prices are $35 and $18. Nonmembers can tour the display and vendor area for $7. For more information, call Mike McDonald at 636/742-4947, Tom Dickerson at 573/243-7113 or Dennis Voss at 636/583-4096.
Deer hunters rebound after slow start
The November portion of the 2005 firearms deer season got off to a slow start, but it finished in the top five of all time. Hunters checked just 102,545 deer on this year’s opening weekend, down 23 percent from 2004. The decrease was attributed to windy, rainy weather and an unusual abundance of acorns.
More favorable weather and perseverance enabled hunters to make up for lost time in the remaining nine days of hunting. By season’s end, the harvest tally stood at 205,460, down just 7.6 percent from the record of 222,329 set in 2004.
Hunters age 6 through 15 checked 10,577 deer during the 2005 youth hunt Oct. 29 and 30, and hunters in the St. Louis, Kansas City, Springfield and Columbia-Jefferson City areas bagged 1,838 deer during the urban hunt Oct. 7–10.
Habitat Hint: Cedar Lodge Bed and Breakfast
When cedar waxwings look for bed and breakfast, they are likely to head for the nearest eastern red cedar (*Juniperus virginiana*) tree. This native tree’s heavy foliage offers nesting shelter during the summer, but it is especially popular in the winter, when other trees shed their leaves.
Cedars also set out a feast that attracts at least 20 species of birds. The cedar waxwing’s name comes from its preference for the red cedar’s waxy blue berries, which also attract foxes, opossums and raccoons.
When planting, remember that the red cedar is a “pioneering” species. It quickly takes root when birds drop its seeds on unused fields and other neglected areas. It can take over unless you burn such areas periodically or cut sprouts below the lowest branch. Also, remember that cedars are not suitable for planting near apple or crab apple trees, since they harbor cedar-apple rust, a fungus parasite that thrives where both cedar and apple trees are present.
For more information about landscaping with cedars and other native plants, visit [www.grownative.org](http://www.grownative.org), or call 573/751-4115, ext. 3833. For information about selecting the best trees for your site, visit [www.missouriconservation.org/forest/](http://www.missouriconservation.org/forest/), or call 573/751-4115, ext. 3117.—Barbara Fairchild
“Yes, you CAN” contest promotes litter awareness
Missouri schools can win cash while helping build awareness of litter in the “Yes, you CAN” trash can decorating contest sponsored by the Missouri departments of Conservation and Transportation.
To enter, decorate a trash can, 33 gallons or larger, and place it in a prominent school location, such as a cafeteria, gymnasium or sports field. The design must include the No MOre Trash program logo and an anti-litter message or slogan.
The winning entry in each of three categories will receive a $100 cash prize. A grand prize of $500 will go to the entry judged best from all categories.
Entries must be submitted by schools. There is no entry fee. Schools are limited to one entry in each category: grades K–2, grades 3–5 and grades 6–8. The deadline for mailed entries is Jan. 27. Entries submitted electronically must be received by 5 p.m. Jan. 31.
For entry forms and full details, call 573/522-4115, ext. 3855, e-mail firstname.lastname@example.org, or visit [www.nomoretrash.org](http://www.nomoretrash.org).
“Rock snot” creeping up on Missouri’s southern border
The latest alien invader to threaten Missouri has a name nearly as unpleasant as its potential effects.
Rock snot (*Didymosphenia geminata*) gets its common name from its yellow-brown, slimy appearance. Didymo, as it also is known, is a diatom that thrives in cold water. Collections of millions of the microscopic, single-celled plants form impenetrable mats that can cover miles of stream bottom, choking out native plants and animals. They threaten the natural balance that makes spring-fed streams and tailwaters below dams beautiful, diverse and productive.
The organism has become invasive even in its original home, northern Europe. One didymo cell is enough to start a new colony. This has enabled it to spread to Spain, Turkey, Russia, China, Pakistan, New Zealand, the West Coast of the United States and South Dakota. It recently turned up in the White River below Bull Shoals Dam in Arkansas.
Like the zebra mussel, rock snot can overwhelm native species and interrupt the food chain that supports bass, trout, salamanders, frogs, birds and mammals. It can clog water intakes on marine motors, municipal water plants and electric power plants. Swimmers report eye inflammation after swimming in infested waters.
What can you do to avoid transferring rock snot and any other unsavory plants and animals from one body of water to another? The easiest preventative is to let items that have been exposed to water, such as boats, motors, paddles, waders, bait buckets, life vests and even pets, dry completely and then keep them out of water for at least 48 hours. It also helps to manually remove mud, vegetation and other potential contaminants.
More effective preventative measures include spray-washing with hot water or scrubbing with a solution made with 1 cup of chlorine bleach and a gallon of warm water. For more information about aquatic invasive species, visit [www.protectyourwaters.net/](http://www.protectyourwaters.net/).
Smithsonian exhibit shows what Native Americans, pioneers ate
If you have ever been curious about what Native Americans and the Lewis & Clark expedition ate and how they cooked it, check out the Smithsonian Institution’s traveling exhibit at the Sullivan Performing Arts Theater, located on The Sullivan High School campus, Jan. 14 through Feb. 25. The exhibit uses artifacts, photographs and demonstrations to illuminate the historical, cultural and natural aspects of food in America. Every Thursday during the exhibit’s visit, conservation agents will present hands-on programs for students featuring wild game, edible wild plants and frontier food-gathering skills, such as hunting and trapping. For teacher’s guides and scheduling, contact Paige Russell, 573/468-4588, or visit www.keyingredients.org.
Deer and turkey meetings in Southern Missouri
In January 6 public meetings will be held in southwestern and southeastern Missouri to discuss deer and turkey management. The department desires to gather public input on management options, which includes the possibility of expanding the 4-point rule to some southern Missouri counties. The 2 hour meetings will run from 7-9 p.m. at locations listed below. The agenda will include presentations from deer program leader Lonnie Hansen and turkey program leader Jeff Beringer as well as time for open public comment. Local conservation department staff will also be present to meet with the public.
SOUTHEASTERN MEETING LOCATIONS
- **Piedmont, January 9**—at Clearwater Youth Center on Highway 34, adjacent to Clearwater High School
- **Marble Hill, January 10**—at Marble Hill, Methodist Church on Highway 34 East
- **Perryville, January 12**—at Perryville Community Center at corner of Spring and St. Joseph (1 block off town square)
- **Cape Girardeau, January 18**—at Conservation Campus Nature Center in North Cape County Park
For more information contact the MDC Southeast Regional Office 573/290-5730
SOUTHWESTERN MEETING LOCATIONS
- **Eldorado Springs, January 23**—at the Legion Bldg. 1 block east of Main St. on Broadway
- **Clinton, January 24**—at the K-BLE Bldg. 1606 N. Water
For more information contact the MDC Clinton Office 660/885-6981
Tree farmers to meet Feb. 24–25
The 26th annual Missouri Tree Farm Conference will be held at Columbia’s Stoney Creek Inn Feb. 24–25. This year’s theme is “Creating Value-Added Woodlands.” The conference will include a full day of field activities at the University of Missouri Horticulture and Agroforestry Research Center at New Franklin. Participants will learn how to evaluate tree crowns and crop-tree management techniques. They will get to see “junk” logs turned into blanks for gunstocks and other items. Also on the agenda are quality deer management, specialty wood products, cedar marketing and new uses for small-diameter trees. For more information, contact Glenda Fry, 573/634-3252, email@example.com, or visit www.moforest.org.
EXPLORE OUTDOOR POSSIBILITIES
More than a quarter of a million Missourians have discovered the fun of outdoor adventure through St. Louis County Department of Parks and Recreation programs. Now you can join them with the 2006 Outdoor Adventure/Gone Fishin’ program guide.
The 60-page booklet lists classes and field trips that include fishing, hiking, canoeing, kayaking, camping, caving, nature programs and firearms training, as well as adventure trips that include paddling and fishing on Ozark streams and in Canada. Girl and Boy Scouts will find merit-badge training offered, too.
The fun starts this month and continues through December. The nationally recognized outdoor recreation program draws participants from all over Missouri. To receive a copy of the 2006 Outdoor Adventure/Gone Fishin’ program guide, send your name and address to St. Louis County Department of Parks and Recreation, Queeny Park, 550 Wiedman Road, Manchester, MO 63011, firstname.lastname@example.org, or call 636/391-3474.
**Outdoor Calendar**
| Hunting | open | close |
|---------|--------|-----------|
| Coyotes | 5/9/05 | 3/31/06 |
| Crow | 11/1/05| 3/3/06 |
| Deer | | |
| Archery | 11/23/05| 1/15/06 |
| Furbearers | 11/15/05| 2/15/06 |
| Pheasant | | |
| North Zone | 11/1/05| 1/15/06 |
| Quail | 11/1/05| 1/15/06 |
| Rabbits | 10/1/05| 2/15/06 |
| Ruffed Grouse | 10/15/05| 1/15/06 |
| Squirrels | 5/28/05| 2/15/06 |
| Turkey | | |
| Archery | 11/23/05| 1/15/06 |
| Spring | 4/24/06| to be announced |
Waterfowl please see the Waterfowl Hunting Digest or see www.missouriconservation.org/hunt/wtrfowl/info/seasons
| Fishing | open | close |
|---------|--------|-----------|
| Black Bass (certain Ozark streams) | 5/28/05 | 2/28/06 |
| impoundments and other streams year round | | |
| Bullfrog | sunset | midnight |
| | 6/30/06| 10/31/06 |
| Gigging Nongame Fish | 9/15/05 | 1/31/06 |
| Trout Parks | catch and release (Fri.–Sun. & daily at Maramec spring) | 11/11/05 | 2/12/06 |
| Trapping | open | close |
|----------|--------|-----------|
| Beaver | 11/15/05| 3/31/06 |
| Furbearers | 11/15/05| 2/15/06 |
| Otters and Muskrats | 11/15/05 | varies |
| | see regulations for otter zones season dates and limits |
For complete information about seasons, limits, methods and restrictions, consult the *Wildlife Code* and the current summaries of “Missouri Hunting and Trapping Regulations” and “Missouri Fishing Regulations,” the “Fall Deer and Turkey Hunting Regulations and Information,” the “Waterfowl Hunting Digest” and the “Migratory Bird Hunting Digest.” This information is on our Web site at www.missouriconservation.org/regs/ and at permit vendors.
The Conservation Department’s computerized point-of-sale system allows you to purchase or replace your permits through local vendors or by phone. The toll-free number is 800/392-4115. Allow 10 days for delivery of telephone purchases. To purchase permits online go to www.wildlifelicense.com/mo/.
**Training is extremely important** to Missouri’s conservation agents.
Immediately after being hired, each new agent completes six months of intense training in the Conservation Department’s Conservation Agent’s Training Academy.
Upon graduation, agent trainees are well versed in the subjects of wildlife and constitutional law, human behavior, patrol techniques, criminal investigation, first aid, self defense tactics, firearms safety, water safety, wildlife identification and wildlife management.
After being assigned to the field, each conservation agent is required by The Missouri Department of Public Safety to complete a minimum number of in-service training hours to remain certified as peace officers. This training focuses on criminal law and legal issues, cultural diversity, ethics, conflict management, victim sensitivity, stress management, first aid and CPR, defensive tactics and firearms and driver proficiency.
In addition, agents are continually provided information and training to keep them updated and current on changing wildlife regulations and wildlife management practices. Agents also must stay tuned to the constantly evolving society in which they work. The intense and continuous education of agents helps them to achieve their goal of protecting and conserving Missouri’s fish, forest and wildlife resources and serving citizens through a coordinated program of resource law enforcement, education, information and one-on-one contacts. —Bill Stimson, District Supervisor
To learn about bobwhite quail management and Missouri’s quail recovery efforts, check out www.missouriconservation.org Keyword: quail
"He always puts it up like that before he tucks in for winter."
**Program Schedule**
Television the way Nature intended!
**SHOW SCHEDULE**
**Dec 31, 2005 & Jan 1, 2006 — HUNTING**
Travel the state throughout the year and catch the action as hunters pursue duck, squirrel and deer.
**Jan 7 & 8 — YOUTH DEER HUNT**
This show includes a mixture of hunting, shooting and wildlife art.
**Jan 14 & 15 — TIMBER RATTLER**
We’ll take you on a hike, on a hunt and track rattlesnakes.
**Jan 21 & 22 — SOUTHEAST STORY**
Take a closer look at the people and the land of southeast Missouri.
**Jan 28 & 29 — JUST KIDDIN AROUND “WHITEWATER”**
Follow the action during the Missouri Whitewater Races in this special edition for kids.
**Feb 4 & 5 — WOMEN IN NATURE**
Discover programs in outdoor skills and education.
**OTHER OUTLETS** (Previously aired episodes are also shown on the following)
- **Blue Springs** CTV7
- **Brentwood** BTV-10 Brentwood City Television
- **Columbia** Columbia Channel
- **Hillsboro** JCTV
- **Independence** City 7 Cable
- **Joplin** KGCS
- **Kearney** Unite Cable
- **Parkville** GATV
- **Perryville** PVTV
- **Platte City** Unite Cable
- **Poplar Bluff** Poplar Bluff City Cable
- **Ste. Genevieve** Ste. Genevieve Cable
- **St. Charles** SC20 City Cable
- **St. Louis** Charter Cable
- **St. Louis** Cooperating Schools Cable
- **St. Louis** City TV 10
- **St. Peters** St. Peters Cable
- **Springfield** KBLE36/MediaCom
- **Sullivan** Fidelity Cable
- **West Plains** OCTV
---
**Meet Our Contributors**
**Tom Cwynar** is both a writer and an editor for the *Conservationist*. He hails from Michigan, but has lived in Missouri long enough to have enjoyed fishing most of our major reservoirs from what he calls, “The Little Yellow Boat That Could.” His primary tools for enjoying the outdoors are a fishing rod, tent and canoe.
**David Graber** has wanted to be a waterfowl biologist since he was a kid. Much of his work has involved Canada geese, including annual banding operations since the mid 70s. When not at work, you may find him at his hobby farm in Monroe County, boating the Missouri River, or enjoying other outdoor sports.
**Michelle Motley** lives with her husband, Bill, and her son, Jonathan, on a farm near Rocheport, Mo. She is a program specialist in conservation with the Missouri Farm Service Agency. In her free time, she enjoys bicycling, riding horses and spending time with her family and friends.
**Andrew Raedeke** lives with his wife, Nikki, and their three dogs in Columbia. As a resource scientist with the Conservation Department, he is often involved with waterfowl research and is noted to be particularly adept at counting birds from a bouncing airplane. Hunting and fishing occupy his remaining free time.
**David Urich** is the Wildlife Division’s Ozark unit chief and a 27-year employee with the Conservation Department. He lives on a 40-acre farm in Moniteau County where he and his wife, Jennifer, raised three sons. Rabbit hunting with beagles and basset hounds and fishing are among his many hobbies.
**Bill White** is a private land programs supervisor for the Conservation Department in Jefferson City. He coordinates Department efforts to implement forest, fish and wildlife aspects of USDA Farm Bill Programs. His hobbies include quail hunting, camping and keeping up with four sons.
Lap of Luxury
A Lapland longspur forages for seeds along a plowed roadside following a deep snowfall. These small, sparrow-like birds nest in northern Canada and migrate to the central plains of the US where large flocks winter in agricultural fields.—Jim Rathert | fef91e5a-b2a5-4222-9092-b869d04ed862 | CC-MAIN-2024-30 | https://mdc.mo.gov/sites/default/files/mdcd7/magazine/2010/03/3269_digital.pdf | 2024-07-16T12:35:46+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00668.warc.gz | 335,864,105 | 17,852 | eng_Latn | eng_Latn | 0.970424 | eng_Latn | 0.998853 | [
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INSTRUCTIONS
• Do not send this Insert for marking. Keep it in the centre or recycle it.
INFORMATION
• Use this Insert to answer the questions in Section A.
• This document has 8 pages.
BLANK PAGE
Details of text extracts:
Text 1
Text: adapted from *Walks in and around London*
Author: Uncle Jonathan (1884)
Text 2
Text: adapted from *This Boy*
Author: Alan Johnson (2013)
‘Uncle Jonathan’ wrote a famous account of the lives of poor children in 19th century London. Here he describes a playground that has been built for the poor children to enjoy.
A playground in East London, with its throng of children wheeling in and out, and jostling one another in their uproarious merriment. It is a scene of constant motion but with just a little of sadness running through the whole. We seem to look through their merry play and see into the home-life of many of these poor little ones.
We, who revel in our cosy nurseries and play-rooms, who tread with slippered feet on soft carpeted floors, who feast our eyes with bright pictures and cheerful books, and who lie snugly tucked in with warm blankets on downy beds, know and feel the full meaning of the word ‘home’.
But how different it is with many of these poor little ones of outcast London! To them ‘home’ is often full of bitterness. Shoeless feet, bare boards, perhaps a few shavings or bits of straw for bed, and rags for coverlets are their home comforts. They are more used to kicks than kisses, to blows than fond embraces, to angry words and horrible oaths than gentle voices of love and prayer.
A little while ago this bright spot was a sad, dull and melancholy waste. Maybe it was an old churchyard with every grave filled, its stones, in memory of folks long since forgotten, now crumbling with age, and railed in all around to keep out children, large and small. But wise and kind-hearted people have levelled and laid it out as a garden and playground for the little ones.
Here, strolling along its sanded walks, which go winding around beds of bright-looking and sweet-smelling flowers: or stopping to watch the jet of water flung into the air from the fountain and dropping back into the basin where the gold and silver fish dart to and fro; or leaning back in the comfortable seats like real ladies and gentlemen, myriads of children from the courts and alleys around come to forget the hardness of their life in the beauty and the merriment of the playground.
Here, too, come the little mothers carrying their babies, and looking after brothers and sisters with as much care and anxiety as though they were real mothers. And the little workers with busy fingers stitch and knit and crochet the articles which mother gets from the warehouse, and which must be worked at early and late to earn enough money to live.
And so we leave this happy scene, glad that the poor children have this fine place of enjoyment. And when we romp about in our comfortable homes and play with our toys, we will think kindly of these poor little ones and, when opportunity comes, help them as best we can.
Alan Johnson has written several books about what it was like growing up in London in the 1950s. He lived with his sister Linda, his mother Lily and his father Steve. Here he describes what life was like for young children on the streets of London at the time.
Although I joined in competitive games in the playground, away from school I rarely ventured out to engage in the rough and tumble of the streets. I was a much more solitary child than my effervescent sister, who was usually to be found outdoors, often upside down, doing handstands against a wall or skipping with a rope. I preferred playing indoors in our bedroom where I created my own imaginary world.
While Lily was happy to allow Linda to take her skipping rope out into the road, she was determined to make sure that I was not roaming the streets, principally, I think, because of a belief that, while girls were safe, boys were likely to ‘get into trouble’ or to be attacked by other boys. In truth, preventing me from straying into dangerous territory didn’t take much effort.
Casting my mind back now, I don’t think I ever felt safe on those streets. While there was a genuine sense of community on our streets, the threat of violence that bubbled perpetually beneath the surface was a part of our everyday lives. It erupted frequently. Gangs of boys, keen to prove how tough they were, would attack if provoked. And it didn’t take a lot for them to be provoked. Sometimes it was enough to make the simple mistake of looking at them.
Steve tried to teach me how to box. These little tournaments scared me and upset Lily, but he insisted they were necessary to toughen me up. Lily, who was used to taking his punches herself, was always hovering on the periphery like a demented referee trying to end the bout. If she thought I’d been hurt too much, she’d push herself between us. I suppose it was as a result of these bouts that I began to see Steve as a foe rather than a friend. Someone who, to use a boxing analogy, wasn’t in my corner.
Like Lily, many women were unconvinced of the virtues of teaching boys to fight, but this had more to do with their aspirations for their sons than any objections to them being ‘toughened up’. To fight in the streets or in the playground was ‘common’. Not fighting was a sign of gentility, of prosperity, of the different more refined life they wanted for their boys.
But it was rare in my experience that any adult sought to stop a fight if it was between two boys of roughly equal size and age. It was thought to be healthy and natural to let them get on with it. So there were playground fights, classroom fights and neighbourhood fights. It’s not surprising then that I was largely compliant with Lily’s mission to keep me off the streets.
BLANK PAGE
BLANK PAGE
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The Water Treatment Process
We treat water as a precious resource
Water flows (1) to the treatment plant from the reservoir or stream through rotating screens (2) to remove large debris. It is then pumped into the plant where alum is added (3) to cause coagulation. After rapid mixing, the water remains in the settling basin (4) while sedimentation of floc occurs (2-4 hours). The water treatment residual (settled floc) is pumped from the bottom of the pools and stored in holding lagoons to dry. The softening process (5) involves the addition of sodium carbonate (soda ash) or caustic soda and hydrated lime to remove calcium and magnesium ions that are responsible for water hardness. This process takes an additional 2-4 hours. For each pound of chemical used in the treatment process, two pounds are removed. After an additional sedimentation process, carbon dioxide is added (6) to lower the pH level to approximately 7.8. Water is held in a stabilizing basin (7) for another 2-4 hours. Water then flows through large dual-media rapid sand filters made up of layers of gravel, sand and anthracite coal (8). Addition of chlorine to disinfect the water, fluoride to protect teeth and a corrosion inhibitor take place at the end of the process (9) before water enters large underground clearwells (10) to be held until needed by the community (11).
Please note: When ground water is used (as in the case of the Parsons Avenue Water Plant), neither screening (2) nor initial sedimentation (3,4) is needed.
Source Water Assessment Information
A high-quality source water supply allows the Division of Power and Water to provide consumers with quality water at a reasonable cost. Protecting our raw water sources requires investments to secure the needs of a growing population, now and in the future. As part of its on-going efforts to maintain regulatory compliance and monitor our water supply, the Division has completed a Source Water Assessment process. Below is a synopsis of the results:
The City of Columbus water system uses surface water from the Scioto River and Big Walnut Creek, as well as ground water pumped from sand and gravel deposits of the Scioto River Valley. All three sources of water have a relatively high susceptibility to contamination from spills or releases of chemicals. The ground water pumped at the Parsons Avenue plant is susceptible (compared to other ground water systems) because there is no significant clay overlying and protecting the aquifer deposits. The Scioto River and Big Walnut Creek are even more susceptible because they are more accessible and less protected from spills.
The drinking water source protection areas for the City of Columbus’ three water sources contain numerous potential contaminant sources, especially the protection area for the Dublin Road Water Treatment Plant (extending along the Scioto River). These include industrial activities, storm water runoff from developing areas, and a heavily traveled transportation network running alongside and over the water bodies. Run-off from agricultural fields is a concern in both the Scioto River and Big Walnut Creek watersheds.
The City of Columbus treats the water to meet drinking water quality standards, but no single treatment protocol can address all potential contaminants. The City has been proactive in pursuing measures to further protect its source waters. These include land stewardship programs and incentive-driven programs to reduce erosion and run-off of pesticides and fertilizers into the Scioto River and Big Walnut Creek and their reservoirs. More detailed information is provided in the City of Columbus’ Drinking Water Source Assessment Report, which can be viewed by calling the Watershed section at (614) 645-1721. More details about the land stewardship program can be found on our website at www.utilities.columbus.gov/Water/Reservoir-Watershed-Stewardship.htm.
Less than 1% of the world’s fresh water supplies are available for human consumption
Comparison Chart for Water Usage and Savings
| | Normal Water Usage | Conservation Usage | Savings |
|----------------------|--------------------|--------------------|---------|
| | Gals. Used | Method | Gals. Used | Method | Savings |
| Shower (10 min) | 50 | Shower head running continuously | 25 | Shorter showers (5 min) **OR** Low flow shower head (10 min) **OR** Low flow shower head (5 min) | 50% 50% 75% |
| Tub Bath | 36 | Standard tub, full | 18 | Standard tub, half full | 50% |
| Toilet Flushing | 5-7 | Depends on tank size | 4-6 | Use a displacement bag, or milk jug in tank reservoir **OR** Replace with low flow toilet | 20% 73% |
| Washing Hands | 5 | With tap running continuously | 1 | Fill a standard basin | 80% |
| Brushing Teeth | 10 | With tap running continuously | 1 | Wet brush with brief rinses | 90% |
| Shaving | 20 | With tap running continuously | 1 | Fill a standard basin | 95% |
| Washing Dishes | 30 | With tap running continuously | 10 | Wash and rinse with a half filled standard sink | 66% |
| Dishwasher | 16 | Full cycle | 7 | Short cycle | 56% |
| Washing Machine | 60 | Full cycle; Highest water level | 27 | Short cycle | 55% |
| Outdoor Watering | 10 | Per minute; Average garden hose | varies | Eliminate, night watering, etc. | varies |
### Primary Drinking Water Standards
| Substances we detected (units) | When we checked | What's allowed? (MCL) | What's the goal? (MCLG) | Dublin Road Water Plant | Hap Creemean Water Plant | Parsons Avenue Water Plant | Violation? | Where did it come from? |
|--------------------------------|-----------------|-----------------------|-------------------------|--------------------------|---------------------------|-----------------------------|------------|------------------------|
| Fluoride (ppm) | 2009 | 4 | 4 | 1.07 | 0.94–1.07 | 1.05 | 0.77–1.05 | 1.07 | No | Water additive – protects teeth |
| Nitrate (ppm) | 2009 | 10 | 10 | 5.1 | <0.5–5.1 | 1.6 | 0.6–1.6 | ND | No | Agricultural fertilizer runoff |
| Simazine (ppb) | 2009 | 4 | 4 | <0.10 | <0.10–0.17 | 0.16 | <0.10–0.38 | ND | No | Agricultural herbicide runoff |
| Atrazine (ppb) | 2009 | 3 | 3 | 0.36 | <0.10–1.66 | 0.38 | <0.10–1.19 | ND | No | Agricultural herbicide runoff |
| Alachlor (ppb) | 2009 | 2 | 0 | ND | ND | ND | ND | ND | No | Agricultural herbicide runoff |
| Metolachlor (ppb) | 2009 | No set level | No goal set | <0.20 | <0.20–0.30 | <0.20 | <0.20–0.36 | ND | No | Agricultural herbicide runoff |
| Metribuzin (ppb) | 2009 | No set level | No goal set | ND | ND | ND | ND | ND | No | Agricultural herbicide runoff |
| Chloroform (ppb) | 2008 | No set level | 70 | 19.5 | N/A | 27.5 | N/A | 2.0 | N/A | By-product of drinking water disinfection |
| Bromodichloromethane (ppb) | 2008 | No set level | 0 | 7.7 | N/A | 5.5 | N/A | 3.0 | N/A | By-product of drinking water disinfection |
| Dibromochloromethane (ppb) | 2008 | No set level | 60 | 1.7 | N/A | 0.65 | N/A | 2.8 | N/A | By-product of drinking water disinfection |
| Bromofom (ppb) | 2008 | No set level | 0 | <0.5 | N/A | <0.5 | N/A | 0.8 | N/A | By-product of drinking water disinfection |
| Total Trihalomethanes (ppb) | 2009 | 80 | No goal set | 38.0 | 17.6–58.1 | 56.5 | 24.4–100.7 | 15.2 | 11.7–21.4 | No | By-product of drinking water disinfection |
| Total Haloacetic Acids (ppb) | 2009 | 60 | No goal set | 32.1 | 9.1–58.5 | 42.6 | 16.3–59.9 | 4.0 | 1.9–6.4 | No | By-product of drinking water disinfection |
| Total Organic Carbon | 2009 | TT | (removal ratio > 1) | 2.15 | 1.73–2.63 | 2.06 | 1.71–2.53 | N/A | N/A | Naturally present in environment |
| Total Coliform Bacteria | 2009 | Present in <5% of monthly samples | 0% | 0.0% | 0.0–0.0% | 0.0% | 0.0–0.0% | 0.0% | No | Bacteria present in environment |
| Total Chlorine (ppm) | 2009 | 4 (MRDL) | 4 (MRDLG) | 1.57 | 0.48–2.18 | 1.61 | 0.44–2.40 | 1.11 | 0.45–2.04 | No | Disinfectant |
| Turbidity (NTU) | 2009 | TT (< 1 NTU) | TT (% meeting Std.) | 0.25 | 0.08–0.25 | 0.39 | 0.04–0.39 | N/A | N/A | Soil runoff |
### Other Water Quality Parameters of Interest
| Substances we detected (units) | When we checked | What's allowed? (MCL) | What's the goal? (MCLG) | Dublin Road Water Plant | Hap Creemean Water Plant | Parsons Avenue Water Plant | # of sites found above the Action Level | Violation? | Where did it come from? |
|--------------------------------|-----------------|-----------------------|-------------------------|--------------------------|---------------------------|-----------------------------|------------------------------------------|------------|------------------------|
| Lead (ppb) | 2008 | 15 | 0 | < 1 | < 1 – 3.2 | 0 out of 50 | No | No | Corrosion of household plumbing |
| Copper (ppm) | 2008 | 1.3 | 1.3 | 0.051 | 0.005 – 0.071 | 0 out of 50 | No | No | Corrosion of household plumbing; Erosion of natural deposits |
### Definitions and Terms
- **Action Level (AL)**: The concentration of a contaminant, which, if exceeded, triggers treatment or other requirements that a water system must follow.
- **Maximum Contaminant Level Goal (MCLG)**: The level of a contaminant in drinking water, below which there is no known or expected health risk. MCLGs allow for a margin of safety.
- **Maximum Contaminant Level (MCL)**: The highest level of contaminant that is allowed in drinking water. MCLs are set as close to the MCLG as feasible using the best available treatment technology.
- **Secondary MCL (SMCL)**: A nonenforceable numerical limit set by the USEPA for a contaminant on the basis of aesthetic effects to prevent an undesirable taste, odor, or appearance.
- **N/A**: Not Applicable
- **ND**: No Detect
- **NTU**: Nephelometric Turbidity Unit (a measure of particles held in suspension in water).
- **Parts per Billion (ppb) or Micrograms per Liter (µg/L)**: Are units of measurement for concentration of a contaminant. A part per billion corresponds to one second in roughly 31.7 years.
- **Parts per Million (ppm) or Milligrams per Liter (mg/L)**: Are units of measurement for concentration of a contaminant. A part per million corresponds to one second in roughly 11.5 days.
- **Grains per Gallon (gpg)**: A non-metric unit of measurement for hardness used in North America.
- **MRDL**: Maximum Residual Disinfectant Level: The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
- **MRDLG**: Maximum Residual Disinfectant Level Goal: The level of drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
- **The “>” symbol**: This symbol means “greater than.”
- **The “<” symbol**: This symbol means “less than.” For example, a result of < 5 means that the lowest level that could be detected was 5 and the contaminant in that sample was not detected.
- **Treatment Technique (TT)**: A required process intended to reduce the level of a contaminant in drinking water. For Total Organic Carbon (TOC) the level must be above 1. For turbidity the level must be under 0.5 NTU 95% of the time, and always < 1 NTU.
- **Turbidity**: A measurement of the cloudiness of the water. We monitor turbidity because it is a good indication of water quality and the effectiveness of our treatment process.
---
**Water Service Area for the City of Columbus**
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. Each home, school and business in the greater Columbus area receives water from one of the following three water plants:
- **Dublin Road Water Plant (DRWP)** serves northwestern and southwestern residents using water from Griggs and O’Shaughnessy Reservoirs.
- **Hap Creemean Water Plant (HCWP)** serves OSU and northern residents. The water source is the Hoover Reservoir.
- **Parsons Avenue Water Plant (PAWP)** draws water from wells and serves residents in the southeast.
What’s NOT in Your Water
Reports on TV and in the press often raise concerns about the health risks associated with the presence of certain minerals, chemicals, or other contaminants in your food or water. The Columbus Division of Power and Water performs tens of thousands of tests each year to ensure drinking water quality. Many substances for which the Division tests never appear in this report because they are not found in the drinking water. For example, there are 51 volatile organic chemicals as well as arsenic, perchlorate, asbestos, MTBE, radium 228, and ammonia (just to name a few) that are NOT found in your drinking water.
The sources of drinking water both tap water and bottled water include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity.
Contaminants that may be present in source water include: microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations and wildlife; inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming; pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses; organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, and septic systems; and radioactive contaminants, which can be naturally occurring or the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, USEPA prescribes regulations which limit the amount of certain contaminants in drinking water provided by public water systems. FDA regulations establish limits for contaminants in bottled water which must provide the same protection for public health.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency’s Safe Drinking Water Hotline at 1(800) 426-4791.
Lead in the Home
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Columbus is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for thirty seconds to two minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. A list of laboratories certified in the State of Ohio to test for lead may be found at www.epa.state.oh.us/ddaqv or by calling (614) 644-2752. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline at 1(800) 426-4791 or at www.epa.gov/safewater/lead.
The lead concentration in the drinking water leaving our water treatment plants is below the level of detection. Most homes in the Columbus area do not have lead service lines and have little to no detectable levels of lead in their tap water.
You can also call (614) 645-8272 for your free copy of “What You Need to Know About Lead in Drinking Water,” which can be found online at www.utilities.columbus.gov/water/pdfs/2009Lead.pdf.
Turbidity
Utilities that treat surface water and/or filter the water are required to monitor for turbidity which is a measure of the cloudiness of water and is an indication of the effectiveness of our filtration system. The turbidity limit set by the EPA is 0.3 NTU in 95% of the daily samples and shall not exceed 1 NTU at any time. The highest recorded turbidity for HCWP was 0.39 NTU and the lowest monthly percentage of samples meeting the standard was 98.4%. The highest recorded turbidity for DRWP was 0.25 NTU and the lowest monthly percentage of samples meeting the standard was 100%.
Total Organic Carbon
The value reported under “Level Found” for Total Organic Carbon (TOC) is the lowest running annual average ratio between the percentage of TOC actually removed to the percentage of TOC required to be removed. A value of greater than one indicates that the water system is in compliance with TOC removal requirements. A value of less than one indicates a violation of the TOC removal requirements. The value reported under “Range” for TOC is the lowest monthly ratio to the highest monthly ratio.
Newborns and Nitrate
Nitrate in drinking water at levels above 10 ppm is a health risk for infants less than six months of age. High nitrate levels in drinking water can cause blue baby syndrome. Nitrate levels may rise quickly for short periods of time because of rainfall or agricultural activity. Local television, radio and print media will be notified within 24 hours if the level of nitrate rises above 10 ppm. The media will similarly be notified once the level decreases. If you are caring for an infant you should seek advice from your health care provider. Additional information about nitrates can be found online at www.utilities.columbus.gov/NitrateInfo.htm.
None of the water supplied by the Columbus water plants exceeded the nitrate MCL in 2009.
Health Concerns
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised individuals such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, persons with HIV/AIDS or other immune system disorders, some elderly and infants can be particularly at risk from infection. These people should seek advice from their health care providers about drinking water.
Cryptosporidium (“Crypto”), for example, is a microscopic organism that, when ingested, can result in diarrhea, fever, and other gastrointestinal symptoms. Crypto comes from animal waste in the watershed and may be found in our source water. The last time the City of Columbus had any possible detections of Crypto was April 2009, when there were three unconfirmed cysts per liter in the Big Walnut Creek. Crypto is eliminated by using a multi-barrier water treatment process including coagulation, sedimentation, softening, filtration and disinfection. EPACDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at 1(800) 426-4791.
Columbus’ water is regularly tested for organisms that could be harmful to people — including Cryptosporidium. While it is sometimes found in Ohio rivers and streams, Crypto has NEVER been found in our finished drinking water.
Water Quality Assurance
The City of Columbus’ Water Quality Assurance Laboratory (WQAL) is a large modern water lab with a long history of distinguished public service starting under the noted water quality chemist Charles Hoover. The lab continues to maintain that tradition of excellence and technical innovation in the ongoing use of state-of-the-art equipment for water analysis, while continuing to research the latest advancements in water treatment techniques.
The WQAL performs water quality monitoring and treatment research to ensure that Columbus drinking water meets or is better than all federally mandated Safe Drinking Water Act (SDWA) standards. The WQAL also provides water quality information to the water treatment plants and addresses customer complaints and inquiries regarding water quality. In 2009, the WQAL’s EPA licensed and certified laboratory staff completed over 40,000 analyses relating to 29 different organic, inorganic, and microbiological water quality parameters.
To maintain compliance with current SDWA regulations, WQAL activities in 2009 were again directed at developing information regarding new and upcoming rules. These include the Unregulated Contaminant Monitoring Rule (UCMR), Stages 1 and 2 of the Disinfectant/Disinfection Byproducts Rule (D/DBP), and the Long Term 2 Enhanced Surface Water Treatment Rule (LT2ESWTR.) Additionally, the lab has been closely involved in planning the improvement of watershed and water distribution system surveillance and detection measures for security concerns in the wake of 9/11 and the associated heightened security protocols.
As with the WQAL staff, the State of Ohio licenses and certifies the water plant operators who are charged with running and maintaining each of the three water treatment plants. These operators also perform the critical task of treatment and process monitoring to insure that the water leaving the plant is of the highest quality. In order to stay current in the ever-changing technical field of water purification, these operators spend many hours of continuing education in the classroom every year.
These operators, the Water Quality Assurance Laboratory staff, and all of the Division of Power and Water employees are dedicated to providing WATER, a life-sustaining resource, for the well-being and economic vitality of the community. This is our mission. | 1f884a2a-b0bd-411a-8758-fcfd9e71e53e | CC-MAIN-2024-30 | https://www.columbus.gov/files/sharedassets/city/v/1/utilities/ccr/consumer-confidence-report-2009.pdf | 2024-07-18T14:02:18+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514831.13/warc/CC-MAIN-20240718130417-20240718160417-00666.warc.gz | 614,831,822 | 5,366 | eng_Latn | eng_Latn | 0.99228 | eng_Latn | 0.994936 | [
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Heavy is the Hair: Evolution of African Hair in America from the 17th c. to the 20th c.
Researched and Written by
Majestie Varnado
2023 Junior Fellow
Connecting Communities Digital Initiative
Digital Strategy Directorate
Office of the Chief Information Officer
With special thanks to Melissa Lindberg (Reference Specialist in the Prints and Photographs Division), Adrienne Cannon (African American History and Culture Specialist in the Manuscript Division), Marya McQuirter (CCDI Program Director), Kimber Thomas (CCDI Senior Innovation Specialist and project mentor), and my 2023 CCDI Junior Fellows Cohort.
When we shift our emphasis from historical recovery to rigorous and responsible creativity, we recognize that archives are not just the records bequeathed to us by the past; archives also consist of the tools we use to explore it, the vision that allows us to read its signs, and the design decisions that communicate our sense of history’s possibilities.
— Vincent Brown,
“Mapping a Slave Revolt: Visualizing Spatial History through the Archives of Slavery”
Due to the nature of early African-American history, much of what we know of its intimate culture is anecdotal and passed down through oral tradition.
While there are a wealth of observations of African-American life during the Transatlantic Slave Trade, these observations are largely made by White explorers, slaveowners, scholars, and bystanders whose perspectives are not necessarily accurate to the lived experiences of enslaved people.
Because of this, reference to oral sources will be prefaced with “allegedly” and “supposedly,” or used in context with other such language to differentiate what has been observed by either side.
As with all history, it is important to consider what perspectives we are hearing from and which ones we are not.
In 2019, then State Senator Holly Mitchell brought forth California Senate Bill 188, titled The CROWN Act, to protect against professional discrimination towards natural hair, especially that of citizens of African descent.
In 2021, this bill was introduced for consideration to become Federal law, and as of 2022, has passed in the House.
Several states have already passed The CROWN Act and its variations since.
African-American hair has been a topic of controversy in America since before the term African-American was even coined.
From the ships of the Transatlantic Slave Trade to the territories of the United States of America that African-Americans now call their stomping grounds, African-American hair has been degraded, forcefully removed, mocked, appropriated, criticized, and envied.
This richness in history has been documented throughout the following Library of Congress’ digital collections: The Gladstone Collection of African American Photographs, African American Photographs Assembled for 1900 Paris Exposition, Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936 to 1938, Images of African American Slavery and Freedom, and selections from the Occupational Folklife Project: Hairdresser and Beauty Shop Culture in America.
1600’s-1700’s
Slavery, Shaving, and Erasure
17th Century
18th Century
19th Century
20th Century
From the beginning of the Transatlantic slave trade, enslaved people were denied their humanity. They were beaten, belittled, killed, and subjected to unimaginable forms of cruelty. A factor in this cruelty included denying Africans their most basic expressions of identity. From being separated from their tribes and families, to having their names changed to fit Euro-American standards, to being forced into speaking new languages and renouncing their cultural religions, among these denied expressions of identity was hair.
Hair was often shaved or shorn low upon sale and transport to the New World. Though slave traders would claim this kept the spread of bacteria low on ships, forced hair shaving was a form of punishment for slaves, as well as a way to remove what was seen as a marker of pride for most Africans.
Buel, J. W. (1890). *Tipo Tib's fresh captives being sent into bondage - witnessed by Stanley* [Photograph]. Library of Congress. https://www.loc.gov/pictures/item/88510178/
The Africans of the slave bark "Wildfire"-- The slave deck of the bark "Wildfire" [Wood Carving]. (1860). Library of Congress. https://www.loc.gov/pictures/resource/cph.3a42003/
Shaved hairstyles weren’t unfamiliar to Africans, however. Dutch explorer Pieter de Marees took note of many African hairstyles in Benin that took advantage of braids, decorative hair tying, and of course—shaving. Among these hairstyles, several featured shaved sides with hair on top or shaved tops and long hair in plaits on the sides. A near identical depiction was found in engraver Johann Theodor de Bry’s *India Orientalis pars VI. Veram et historicam descriptionem avrifeie* in 1604.
In several African countries as well, completely shaved heads held a multitude of cultural meanings. Some cultures shaved after birth and death, while others shaved after marriage. In subgroups of the ethnic group Nguni in South Africa, the shaving of hair was seen as part of one’s mourning process.
The concept of shaving hair as a form of mourning could be seen in a new light thanks to the slave trade. Hair styling was a way to communicate status, emotions, and beauty all across Africa. The forced removal of hair communicated that the Africans—whoever they were before they had been taken—no longer existed. Their cultures were to be stripped from them in the same way their hair had been. This was imperative in demonstrating the Africans’ new position in the West: the lesser.
But even after their heads had been shaved, slaves found ways to express individuality through their hair. Sarah Heaton references Diane Simon, author of *Hair: Public, Political, Extremely Personal*, who says Africans would use soap and broken glass to shave celestial bodies like stars and moons into their hair (Heaton, 2021).
Yet Africans proved resilient in maintaining their traditions of adornment. Author of *Hair: Public Political Extremely Personal*, Diane Simon, quotes an eighteenth-century observer who noted that slaves, newly arrived in Suriname on the northeast coast of South America, had shaved figures of moons and stars into their heads with broken glass and soap during the Middle Passage.\(^9\) Far from frivolous, this styling was perhaps a critical
This allowed slaves struggling through their collective trauma and forced anonymity to express themselves with what they had. However, without access to the haircare essentials readily found in Africa, African-Americans struggled to care for their hair as it grew. What materials they could find included kerosene and allegedly bacon grease and butter, which were more accessible but not necessarily efficient.
Efficiency was paramount on plantations where slaves had little time to care for themselves, especially when slaveowners expected to be cared for first and foremost. Because of this, many slaves had only one day a week—Sundays—to dedicate time to their appearance.
Benjamin Henry Latrobe, an architect, painted this scene of four Black people preparing their hair and shaving on a Sunday. In Benjamin’s description of the event, he says that the person on the barrel had their hair in “twists” (most likely braids or plaits), which the person standing behind them was meticulously undoing and combing.
Hair was prone to matting without the proper tools to care for it, which often meant hair was either kept short for convenience, tied up with cloth, or braided/plaited out of the way.
Braids and plaits were especially popular as they were simplistic, easy to achieve, and kept the hair tamed for several days. For slaves, being able to keep hair out of the way when working was of the utmost importance.
Braids could not be elaborately adorned like they were in Africa, but they were practical.
The act of braiding dates back to 3000 B.C., spanning cultures from Indigenous America, early Europe, and Egypt. The concept of the name “cornrows” refers to the uniform, tightly braided nature of the hairstyle, often occurring in linear rows.
In areas like the Caribbean Islands (Trinidad, Jamaica, and more), cornrows were also known as canerows in reference to the trade of sugar cane.
In popular African folklore, it is said that female slaves would have their hair braided into derivative forms of cornrows to depict escape routes for runaways.
Ziomara Asprilla Garcia, an Afro-Colombian woman invited to the 2011 Smithsonian Folklife Festival, demonstrated cultural braiding techniques from her country, as well as explained the history of braiding by Afro-Colombian women as a means of communicating escape routes.
Garcia also explained that braids hid valuable resources like “gold and [hid] seeds which, in the long run, helped them survive after they escaped.”
Aside from practicality and communication, braiding was another way in which African-Americans could express themselves through their hair. The intricate techniques of the cultures that passed them down were a way for African-American women to preserve some of their history, as well as possibly share with those from different territories of Africa.
1600’s-1700’s
Slavery, Shaving, and Erasure
17th Century
18th Century
1700’s-1800’s
Shame, Dress Codes, and Mimicry
19th Century
20th Century
By the 1700s, periwigs became popular amongst the White elite, signaling high status. Expensive to afford, they could lend credence to anyone capable of possessing one.
In some runaway slave ads from the 1700s, we see descriptions of slaves who are seen wearing wigs as a way to pass as freedmen.
It is also said that slaves might’ve sometimes styled their own hair in the fashion of a periwig, creating a pompadour by brushing their hair up and tying it in a similar way to the white men they observed.
Famous slave-turned freeman Olaudah Equiano’s hair, depicted in his narrative, resembles that of the powdered wigs and toupees popular at the time.
Ran away, (1755, June 26). Maryland Gazette. https://msa.maryland.gov/megafile/msa/speccol/sc4800/sc4872/001879/html/xn1879-0736.html
Frontispiece and title page from: The interesting narrative of the life of Olaudah Equiano [Photograph]. (1794). Retrieved from the Library of Congress. https://www.loc.gov/item/98501896/
In 1786, Governor Esteban Rodríguez Miró passed the Tignon Law in Louisiana to enforce hair wrapping for all African-American women, enslaved or free, with the intention of restricting expression and eliminating class differentiation between women of African descent, effectively homogenizing them all under a single picture of the working class or the “other.”
Freed women made a workaround of this law, however, by wrapping their hair with fine textiles, adorning them with jewelry and feathers, or styling around them with lavish clothing.
After the Fugitive Slave Clause of 1793, there was an influx of advertisements describing enslaved people’s hair.
Language around African-American hair showed the struggle for White colonizers to conceptualize the unfamiliar texture and shape, often resorting to words like “woolly” or “bushy.” These terms created images of hair that was unkempt and unpleasant to look at/touch.
These terms also highlighted African-American hair as something that one should be ashamed of and needed to control.
1600’s-1700’s
Slavery, Shaving, and Erasure
17th Century
18th Century
1700’s-1800’s
Shame, Dress Codes, and Mimicry
19th Century
1800’s-1900’s
Assimilation
20th Century
?
Entering the nineteenth century, hairstyles became more conservative in both Black and White spaces. It was more common to see African-American women with braided or laid down, tied back hair, while it was common to see men with short hair, typically styled with a distinct part down the side.
This was also reflected in fugitive slave ads of the 1800s: aside from a few, many ads did not bother mentioning the hair of the runaway slaves, implying that many enslaved people were keeping their hair relatively short and unremarkable.
Lawton, D. G. (Between 1870 and 1880). *Half-length portrait of an African American man facing right* [Photograph]. Retrieved from the Library of Congress, https://www.loc.gov/item/2010647832/
Wolfe, M. (Between 1870 and 1880). *African American man in suit, head-and-shoulders-portrait, facing front* [Photograph]. Retrieved from the Library of Congress, https://www.loc.gov/item/2010647830/
Forshew, F. (Between 1870 and 1880). *Three-quarter-length portrait of an African American woman facing front* [Photograph]. Retrieved from the Library of Congress, https://www.loc.gov/item/2010647831/
Because Sundays were the only day of rest for enslaved people, and thereby the only day for haircare, doing hair communally became a tradition among many African-Americans. In the [Born in Slavery: Slave Narratives from the Federal Writers’ Project](https://www.loc.gov/item/mesn010/), “Aunt Tildy” Collins describes having her hair prepared for Sunday school by her mother and grandmother, who would use a “jimcrow” to comb their hair before threading it with fabric (or sometimes with cotton) or plaiting it, both techniques devised to achieve defined curls when undone.
While Collins doesn’t give a description of what a “jimcrow” is, it is most similar to a wool carder: a paddle brush with sharp metal teeth used for detangling wool fibers. It was most likely kept on hand for work. It may also have been considered the most sensible option given that African hair was often described as having a wool-like texture, and most combs (if there were any to be accessed) were not created to work through coils effectively (or gently).
Pictured here is who is assumed to be Sarah McGill Russwurm, sister of Urias Africanus McGill and part of the free, wealthy McGill family known for their trading business. This photo was believed to be taken around 1854-1855.
It was not uncommon for members of the African diaspora to possess naturally straight hair, often a result of interracial relationships with White and Indigenous populations, but the ability to straighten hair artificially was also steadily becoming an option.
For more wealthy African-Americans, haircare tools would have been more accessible. While the hot comb had yet to be invented at the time of this photograph, there were still ways of straightening hair.
It’s possible that McGill might have straightened her hair with an early form of a modern-day straightening iron using hot plates heated over a fire or stove and passed over the hair. This technique was efficient, but dangerous due to how close one needed to get to the scalp.
1600’s-1700’s
Slavery, Shaving, and Erasure
17th Century
18th Century
1700’s-1800’s
Shame, Dress Codes, and Mimicry
19th Century
1800’s-1900’s
Assimilation
20th Century
1900’s-2000’s, A Brave New World
It’s said that the invention of the hot comb was inspired by French inventor Marcel Grateau’s line of heated hairstyling tools in the mid to late 1800s, being used across Europe for White women before reaching the Americas.
While the actual patent for the hot comb in America belonged to multiple individuals, it was an all-around popular tool for decades to come, especially in the African-American community.
The concept of “good hair” and “bad hair” became popular as more African-Americans began gaining tools to straighten their hair. There was an increased interest in achieving “good hair” which was interchangeable with straight hair at the time. Options to achieve straight hair included the hot comb: a metal comb heated over fire, a stove, or in a hot comb heater and combed through hair to flatten texture.
In the early 1900s, African-American businessman Garrett Augustus Morgan accidentally created the world’s first hair relaxer in an attempt to create a solution to protect fabrics from scorching in his sewing shop. After testing the solution on a neighbor’s curly-haired dog and then on himself, he patented the straightening cream and began selling the product to African-Americans across the country.
Evidenced in an advertisement for the treatment, the language used around relaxing hair included terms like “bad hair” to refer to curly/coiled textures. Most likely, this was a result of internalized attitudes toward Black hair throughout slavery, intending to create a solution for the collective trauma associated with failing to meet a Euro-American beauty standard.
The emergence of hair products aimed at African-Americans to straighten their hair, making it “good”, had an added benefit of improving social status. For African-Americans who could afford it, this pushed them one step closer to whiteness and—in many ways—safety.
The Conk
Popular amongst African-American men of the 1920’s and beyond, the Conk hairstyle was a type of relaxer made of potatoes, eggs, and Red Devil Lye (a chemical drain-cleaner at the time).
In Malcolm X’s autobiography, he described his first Conk treatment. The mixture was said to burn badly, and if left on for too long, could leave sores on the head: “The congolene just felt warm when Shorty started combing it in. But then my head caught fire. I gritted my teeth and tried to pull the sides of the kitchen table together. The comb felt as if it was raking my skin off.” (X & Haley).
The mixture did what it was intended to. Paired with Vaseline to achieve a glossy, slick style, many Black musicians of the time used the Conk to achieve a mostly straight, laid hairstyle that was all the fashion.
A similar hairstyle took off with women in the same time period thanks to entertainer Josephine Baker who popularized extremely gelled down, cropped hair. While little is known of the actual products used to create her original hairstyle, Baker created and sold a hair gel capable of emulating the look called “Bakerfix.”
For women in the working class, hairstyling required more ingenuity. Without access to combs that could comfortably and efficiently work in coiled hair, African-American women had to make do with household items. Women like Mamie Barnes and Marie Davenport—interviewed by Kimber Thomas, Library of Congress Senior Innovation Specialist and scholar of African-American studies—who hailed from rural Mississippi where “[n]inety-nine percent” of the population was made up of African-Americans, recalled having their hair combed with eating forks.
Davenport also recalled her grandmother’s memories of heating up eating forks on the stove to use as a makeshift hot comb on her hair. Similar to the generations that came before them, African-American women of the late 19th and early 20th century also used a mixture of lard and lye to help straighten hair without access to commercial relaxers.
When shiny curls were desired, these women would get even more ingenious: using Prince Albert Tobacco tins, women would cut the tins into strips, roll the strips in pieces of brown paper bags (to protect their hair from being cut by the metal) from the grocery store, and then roll pieces of hair in the strips to create curls. Women would also lather their hair in lard to create a shiny, conditioning effect on the hair (similar to the use of bacon grease and butter from the 1600s), and the paper bag strips doubled as absorbers of excess lard.
The vintage tin cans which, on one website, sells now for over $600, were easy to find “discarded by both Black and white men at the Crossroads, sat at the intersection of waste and roller, trash and styling tool, and while they were useful in curling hair, they also held the mahogany-colored, burley-based, air-cured tobacco that caused disease and sustained plantations during the nineteenth and early twentieth centuries in North America.”
Another aspect of hair discrimination relied on hair length. For those with curly/coiled hair, these textures naturally led to the appearance of shorter lengths. This did not even account for the impact that a lack of haircare products and tools would’ve had on hair health, resulting in breakage, hair loss, or stunted growth. Long hair was desirable, and many women wanted to achieve this.
Hair entrepreneur and first African-American female millionaire, Annie T. Malone, began selling her own original haircare products alongside tools like Marcel’s hot comb for an African-American audience.
Her cosmetology school and retail headquarters, Poro College Company, educated African-American women on haircare alongside door-to-door sales practices.
Her most notable product was the “Wonderful Hair Grower,” which she made herself and recruited “Poro agents” to sell in neighborhoods with free demonstrations.
Souvenir booklet about Poro College Company [Photograph]. (c1920-1927). National Museum of African American History & Culture, https://nmaahc.si.edu/object/nmaahc_2011.170.18
One of Malone’s students, born Sarah Breedlove and later changed to Madam C. J. Walker, created a hair growing formula inspired by Malone’s products to battle her hair loss and began selling them as part of her own business in the early 1900s.
The formula utilized ingredients like petroleum jelly and sulfur, said to combat dandruff and eczema (both conditions Walker suffered from).
While the formula raised accusations of plagiarism from former mentor Malone, it skyrocketed Walker into self-made billionaire status and cemented her as an African-American historical icon.
Later becoming a staple of social and beauty culture in the Black community, Black-run barbershops started out as establishments for exclusively White clientele in the late 19th and early 20th century.
These shops would employ both freed and enslaved African-American men.
Though segregation forced many Black barbers to segregate their clientele, African-American barbers would fine-tune their hair-cutting and shaving skills on white clients until African-American men were able to own and run barbershops in their own neighborhoods.
Barbershops operated both as a business and a community space. Barbers could build relationships and trust with their clients, often creating loyal customers who would return from childhood well into later adulthood.
The culture of these barbershops facilitated a feeling of pride in African-American men by allowing them to express themselves through their hair, while also allowing them to commune in informal, jovial contexts.
The rise of the Black Panther Party ushered in an era of African pride. Black activists were abound as the Civil Rights Era and the Civil Rights Act of 1964 empowered many African-Americans to embrace a new cultural identity free of shame and social assimilation into white spaces: Black Power.
Activists of the time and supporters of the Black Panther Party were regularly shown wearing afros, a hairstyle that, while utilizing natural hair texture, often needed to be maintained through haircuts and meticulous shaping with an afro comb pick. This hairstyle intended to embrace taking up space, creating a look that was hard to ignore.
Shearer, J. (1970). *Image from LOOK - Job 70-5607 titled Black Panthers* [Photograph]. Retrieved from the Library of Congress, https://www.loc.gov/item/2021687274/
Afro hair comb with black fist design [Photograph], (2002). National Museum of African American History & Culture, https://nmaahc.si.edu/object/nmaahc_2014.125.
In 1976, Jenkins vs. Blue Cross Mutual Hospital Insurance was a case brought before the U.S. Court of Appeals by Beverly Jeanne Jenkins who alleged she was discriminated against by her workplace for wearing an afro and that this was in direct violation of the Civil Rights Act. Although she won, discrimination toward natural hair in the workplace did not end here.
That hairdo caused a lot of consternation in the summer of 1971 among executives at WABC television. “The day before I was supposed to cover Tricia Nixon’s wedding at the White House, I got my hair changed to a natural—previously, I’d been having it straightened—and can you believe they actually told me I couldn’t appear live in the studio unless I changed my hair back to the way it used to look? They said I looked less attractive—less feminine. But it was their standard of femininity, not mine.”
She refused to straighten her hair and she was told she could not sit in the studio behind the long table with Grimsby and Beutel to do a wrap-up of the weekend wedding. “They didn’t want me to appear on the tape either,” Melba recalls, “but it couldn’t be avoided. I wasn’t about to go back to straightening my hair and I probably wouldn’t be at WABC today if it hadn’t been for an article in The New York Post letting people know what was going on.”
In 1971, then news anchor at WABC in New York City, Melba Tolliver, appeared on national television with an afro to cover Tricia Nixon’s wedding. It was the first time a person had worn an afro on live TV, and it swiftly resulted in the termination of Tolliver from the station. That is, until word spread through the New York Post about her termination and she was eventually asked back for a different position.
This defiant decision to appear with her natural hair was a turning point. After decades of subjugation and forced assimilation, African-Americans were not only embracing their hair outside of white American beauty standards, but also demanding to be seen doing it on a large scale.
Afros were not the only form of hair resistance at the time. Dreadlocks were popularized in America around the 1960s, although historically were found throughout the world for years (namely Jamaica). The hairstyle, which consists of sectioning the hair and twisting or rolling into separate locks, were probably best known thanks to Jamaican-born musician Bob Marley.
Dreadlocks, much like the afro, also faced much discrimination for what was considered to be an “unruly” or “unclean” hairstyle. According to owner of Khamit Kinks hair salon, Anu Prestonia, even *the way they were referred to within the Black community carried varying connotations* (“dreads” = negative, considered untamed, “locks” = positive, considered “proper”).
In an [interview with African-American hairstylists Nzinga Foreman-Bey and Folosade Bey Al-Rasul](https://www.loc.gov/resource/afc2012035.afc2012035_00408_ph01/) for the [Occupational Folklife Project](https://www.loc.gov/resource/afc2012035.afc2012035_00526_ph06/), Foreman-Bey and Al-Rasul discussed hair culture in their area of Philadelphia from the late 80s up until the 2010s. Foreman-Bey discussed her hair journey with dreadlocks and the political statement behind natural hair at the time, saying that locks were considered “not good looking,” but their mother wore her locks uncovered despite being Muslim to show that locks were not a negative thing.
The embracing of natural hairstyles grew, but did not diminish a desire for straight hair. In the 80s and 90s, Black female celebrities especially leaned into straight perms and relaxers.
Straight perms, unlike regular perms, had a similar effect to relaxers: a chemical treatment would be placed on the hair that would straighten out the curl pattern of the hair. Unlike relaxers, straight perms would only last for a few months before hair eventually reverted back.
Relaxers made a big return in the 90s, especially among women, as a permanent straightening solution, going so far as to be marketed to children with brands like Just For Me.
Perms and relaxers did not come without their dangers, though they had improved somewhat from G. A. Morgan’s original idea. These formulas could cause severe burning sensations on the scalp all the same, and sometimes result in hair loss, scalp irritation, and open sores. This didn’t diminish their popularity.
There was a saving grace for African-Americans who wanted to style their hair without the use of chemical treatments or heat, and that was using hair that wasn’t their own.
Artificial hair and real hair alternatives were (and still are) popular in the African-American community, with many African-American women investing in wigs dating back to the 1940s.
Wigs were a simple, quick way for women to wear hair in any range of styles, length, or color. Wigs especially became popular amongst Christian African-American women, as the culture of “Sunday Best” in the Black community gave women the chance to style themselves to their heart’s content and essentially elevate their style for one special day of the week.
This tradition also calls back to the tradition of enslaved people using Sundays as their day to style their hair and dress in their nicest clothes.
Weaves were a more long-lasting and realistic-looking alternative. In 1949, hairstylist Christina Mae Jenkins, née Thomas (who, at the time, was researching more effective ways to secure wigs while working for a wig manufacturer), came up with the concept of weaving “commercial hair to the human head to supplement live hair thereon.”
While her patent was challenged and overturned in 1965, it introduced the technique of hair-weaving to African-American women, giving them the ability to experiment with different lengths and textures of hair in a similar but more secure way than wigs could.
When “installing” a weave with Jenkins’ technique, the wearer’s hair would be interwoven into the hair being added. Other ways of installing weaves feature the wearer’s hair being braided up in rows, covered by a wig cap (that would then be glued to the hairline with hair glue), and then artificial or real hair extensions (tracks) would be sewn into the braids or glued directly onto the wig cap.
Makeup is also integral to wig and weave installs. Women use makeup to match the netting of wigs or extensions to their skin tones, creating a near-flawless look. Pieces of the wearer’s natural hair may also be blended into the extensions to increase seamlessness.
The high-top fade (or hi-top fade) was a hairstyle that evolved from the flattop haircut popular among White men in the 1950s (and is similar to the crewcut). This haircut was particularly popular in the 80s and 90s amongst African-American men.
The haircut utilizes a “fading” effect by shaving close to the head at the base of the neck or higher and then moving away the closer you get to the top of the head, effectively blending the shorter hair into the longer hair that is shaped flat across the top of the head. An iconic depiction of this hairstyle is worn by Will Smith in the 1990s hit sitcom *The Fresh Prince of Bel-Air*, as well as model and singer Grace Jones who wore the high-top fade as a signature haircut for years.
Interestingly, we see early forms of this hairstyle both in the 1600s with the [depictions of Benin men and women](#), but also in the photographs of [African-American men in the 1800s](#).
Perhaps the most influential hairstyle in the 1990s was braids. While cornrows and the like had not entirely left the African-American cultural eye since their introduction in the 16th and 17th century, the introduction of Black hair salons, Black beauty culture, and an influx of accessible hair extensions made braids a big hair staple for both men and women of the 90s.
Celebrities like Brandy, Alicia Keys, and Xzibit were known for their intricate braided hairstyles that both protected their own hair while allowing them creative control of it. Braids became known as a “protective style,” much like wigs and weaves, because they allowed wearers to style their hair without causing damage to their hair texture.
With the inclusion of hair extensions, braids were able to range in size (micro-braids, box braids, etc.), color, and even texture (braids left undone at the ends and straightened/curled for effect).
In a way, the return to braids as an artistic expression of the self in the African-American community was a loving homage to a hairstyle that had persisted throughout African-American history for generations.
As long as your hair is natural, it’s good hair. If your hair is healthy, it’s good hair. The good hair/bad hair situation, I see it as hair that’s healthy or as hair that is not healthy, hair that’s kept or hair that is not kept. As long as you wear your hair proudly and healthy, you have good hair.
— Folosade Bey Al-Rasul,
“Folosade Bey Al-Rasul and Nzinga Foreman-Bey interview conducted by Candacy Taylor, -08-24.-08-24”
In a socio-political context, African-American hair has had a metamorphosis in both style and statement. The concept of good and bad hair still looms over the African-American community. There is much debate internally over how African-Americans ought to style their hair.
Historical context continues to clash with the still turbulent political climate, and so the choice to relax, twist, lock, protect, or none of the above carries the weight of more than just individual choice. These are individual choices based on comfort, accessibility, and safety, but these individual choices are seen as reflections of an entire community.
In the same way that we can understand relaxers were created to elevate African-American social status in the 1910s, we can also understand the physical and psychological toll relaxers carried for many African-Americans decades after.
The choice of hairstyle carries centuries of deep-rooted racism, regardless of being “natural” or not. There is no correct choice, but there is a choice.
| Reference | Description |
|-----------|-------------|
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| Foreman-Bey, N., Bey Al-Rasul, F., & Taylor, C. A. (2012). *Close up of Ifama’s braids* [Photograph]. Retrieved from the Library of Congress. [https://www.loc.gov/resource/afc2012035.afc2012035_00406_ph03/](https://www.loc.gov/resource/afc2012035.afc2012035_00406_ph03/) |
| Foreman-Bey, N., Bey Al-Rasul, F., & Taylor, C. A. (2012). *Folosade Bey Al-Rasul and Nzinga Foreman-Bey interview conducted by Candacy Taylor, -08-24. -08-24*. Retrieved from the Library of Congress, [https://www.loc.gov/item/item201768358/](https://www.loc.gov/item/item201768358/) |
| Foreman-Bey, N., Bey Al-Rasul, F., & Taylor, C. A. (2012). *Portrait shot of Folosade* [Photograph]. Retrieved from the Library of Congress. [https://www.loc.gov/resource/afc2012035.afc2012035_00406_ph01/](https://www.loc.gov/resource/afc2012035.afc2012035_00406_ph01/) |
| Foreman-Bey, N., Bey Al-Rasul, F., & Taylor, C. A. (2012). *Nzinga with a client Kaida* [Photograph]. Retrieved from the Library of Congress. [https://www.loc.gov/resource/afc2012035.afc2012035_00406_ph07/?r=-0.273,-0.013,1.621,0.734,0](https://www.loc.gov/resource/afc2012035.afc2012035_00406_ph07/?r=-0.273,-0.013,1.621,0.734,0) |
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| Madam C.J. Walker—Preparations [Photograph]. (1920). Retrieved from the Library of Congress, [https://www.loc.gov/item/item2002716791/](https://www.loc.gov/item/item2002716791/) |
| Madam C. J. Walker’s Wonderful Hair Grower [Photograph]. (1921, November 5). The Dallas Express. Retrieved from the Library of Congress, [https://chroniclingamerica.loc.gov/lccn/sn83025779/1921-11-05/ed-1/seq-8/](https://chroniclingamerica.loc.gov/lccn/sn83025779/1921-11-05/ed-1/seq-8/) |
| Paranick, A. (2020, May 29). *Madam C.J. Walker*. Retrieved from the Library of Congress, [https://blogs.loc.gov/headlinesandheroes/2020/05/madam-c-j-walker/](https://blogs.loc.gov/headlinesandheroes/2020/05/madam-c-j-walker/) |
| Prestonia, A., & Taylor, C. A. (2012). *Anu Prestonia interview conducted by Candacy Taylor, -09-05. -09-05*. Retrieved from the Library of Congress, [https://www.loc.gov/item/item2017685363/](https://www.loc.gov/item/item2017685363/) |
| Prestonia, A., & Taylor, C. A. (2012) *Locks* [Photograph]. Retrieved from the Library of Congress, [https://www.loc.gov/resource/afc2012035.afc2012035_00526_ph06/](https://www.loc.gov/resource/afc2012035.afc2012035_00526_ph06/) |
| Ranaway. (1861, July 9). *The Eastern Clarion*. Retrieved from the Library of Congress, https://chroniclingamerica.loc.gov/lccn/sn84020047/1861-07-19/ed-1/seq-3/ |
| --- |
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| Shearer, J. (1970). *Image from LOOK - Job 70-5607 titled Black Panthers* [Photograph]. Retrieved from the Library of Congress, https://www.loc.gov/item/2021687274/ |
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| Sloan, J. (1975). *Wig shop, Nashville* [Photograph]. Library of Congress, https://www.loc.gov/pictures/item/2020630169/ |
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| Electrical hot comb heater and hot comb [Photograph]. (c1920). National Museum of African American History & Culture, https://nmaahc.si.edu/object/nmaahc_2011.59.48ab | Tshoba, Z. M. (2014). *The psychological significance of shaving hair as a ritual during mourning within the Ndebele culture* (Publication No. 11642) [Doctoral dissertation, University of South Africa]. http://hdl.handle.net/10500/18807 |
| Figure 1. Drawings of Benin women’s and men’s hairstyles from 1602. From “Slave Hair and African American Culture in the Eighteenth and Nineteenth Centuries,” by S. White & G. White, 1995, *The Journal of Southern History*, 61, p. 52. https://doi.org/10.2307/2211360 | White, S. & White, G. (1995). Slave hair and African American culture in the eighteenth and nineteenth centuries. *The Journal of Southern History*, 61(1), pp. 45-76. https://doi.org/10.2307/2211360 |
| Fleischbein, F. (1837). *Portrait of Betsy* [Painting]. Historic New Orleans Collection. https://en.wikipedia.org/wiki/Tignon#/media/File:Portrait_of_Betsy.jpg | X, M. & Haley, A. (1965). *The autobiography of Malcolm X*. Grove Press. | | b121df27-6d57-4244-9abe-feb5bcce7861 | CC-MAIN-2024-30 | https://www.loc.gov/static/programs/of-the-people/represent/junior-fellows/documents/CCDI-Guide-Majestie-Varnado.pdf | 2024-07-25T17:06:54+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763860413.86/warc/CC-MAIN-20240725145050-20240725175050-00065.warc.gz | 712,958,248 | 10,565 | eng_Latn | eng_Latn | 0.912538 | eng_Latn | 0.997667 | [
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OVER THE LAST FIVE YEARS OR SO WE HAVE HEARD a great deal about something called the Knowledge Society. The term ‘knowledge’ is appearing in places we wouldn’t have expected to see it a decade or so ago. The media is full of references to the knowledge economy and the knowledge revolution; business discussions now routinely talk about knowledge management, knowledge resources, knowledge clusters, knowledge work, and knowledge workers; and policy documents argue for the need to ‘catch’ the knowledge ‘wave’.
This proliferation of new terms is changing knowledge’s meaning, and this change is significant. The new meaning of knowledge is very different from the one used in everyday conversation. It is also very different from traditional philosophical understandings of knowledge, and, because of this, it is a major challenge to our education systems. We cannot address this challenge by adding new ideas to – or tinkering with – existing structures. To address it we need to think differently about schools. We need to go ‘back to basics’, to re-think many of our current ideas about schools, their purposes, and the best ways of achieving those purposes.
This article looks at these ideas in three parts. The first part looks at what the term Knowledge Society means and where it came from. The second looks at where current ideas about schooling came from and explores how and why these ideas need to change if we are to meet the needs of 21st century learners. The final part of the article looks at how we could begin to make these changes.
THE KNOWLEDGE SOCIETY: WHAT IS IT?
According to the (now very large) academic and popular literature on the subject, the term Knowledge Society refers to the social, economic and political changes that are taking place as countries move from the industrial to the post-industrial age. Knowledge (or intellectual capital), we are told, is replacing other more tangible assets (like labour, land or money) as the key driver of economic growth. Where industrial societies were based on extracting and using natural resources in manufacturing, knowledge-based societies, in contrast, are based on developing and exploiting new forms of knowledge. The shift from one to the other is linked with a major decline in blue-collar forms of employment, and an increase in job opportunities in the creative, technology or service-based industries. It is also linked with new business practices and new patterns of work.
The Knowledge Society is linked with developments in information and communications technologies and globalization. Our ability to digitize all kinds of information (including money) and to move it around the world at enormous speed has produced major socio-political
change. People’s understanding of time, space, and place are changing, and the boundaries between countries are breaking down. We are developing new forms of information, new ways of presenting information, and new forms of money. There are now more complex forms of personal identity, and people are connecting with each other in new and different ways. In economic terms, the Knowledge Society is closely associated with the development of new forms of ‘fast’ capitalism, new forms of production, and new management systems. This new work order has a strong focus on knowledge, learning, and innovation and, as a result, these terms now have new meanings. Knowledge is now innovation, innovation is quality, and quality control is knowledge management. In other words, knowledge, in the Knowledge Society, has a different meaning from the one it has in educational contexts.
The sociologist Manuel Castells, in his book *The Rise of the Network Society*,\(^1\) says that knowledge is no longer thought of as a ‘thing’, a kind of matter produced by human thought and then codified in disciplines or by expert individuals. Rather it is now understood as being more like energy, something defined by its effectiveness in action, by the results it achieves. It is not something that can be defined, pinned down, stored and measured, but a dynamic, fluid and generative force, or capacity to *do* things. For Castells, knowledge is now something that causes things to happen: it is no longer thought of as stuff that can be learned and stored away for future use. It is something that is produced collaboratively by teams of people, something that happens in the relationships *between* those people. It is a process rather than a product; it is constantly changing, evolving, flowing and re-generating itself into new forms.
French philosopher Jean-François Lyotard predicted this new meaning of knowledge in the mid-1970s in his book *The Postmodern Condition*.\(^2\) Lyotard argued that in the future, knowledge will be important, not as it was in the past, because of its relationship with truth, reason and certainty, but for what he calls its ‘performativity’, its energy or ability to *do* things, its ‘use-value’. Knowledge will be mobilized on an as-and-when-needed basis to produce innovative new products. For Lyotard, the idea of knowledge as a set of universal truths is obsolete. Instead, *many* reasons, *many* truths, *many* knowledges are both possible and desirable. As a consequence, he says, traditional disciplinary boundaries will dissolve, traditional methods of representing knowledge (books, articles and so on) and expert individuals will be far less important, and new conceptions of learning will develop. According to Lyotard, learners will be encouraged to develop an understanding of an organized stock of public and/or professional knowledge (‘old’ knowledge), not in order to add to it, but to pursue performativity – that is, to apply it to new situations, to use it and replace it in the process of innovation. They will be encouraged to understand the rules or established procedures of a discipline, profession or trade, not in order to follow them, but in order to see how they might be improved.
OUR SCHOOLS ARE ORGANIZED TO MEET THE NEEDS OF THE INDUSTRIAL AGE. THEY ARE BASED ON TWO KEY IDEAS: THE IMPORTANCE OF TRADITIONAL DISCIPLINARY KNOWLEDGE AND THE NECESSITY TO SORT PEOPLE ACCORDING TO THEIR LIKELY EMPLOYMENT DESTINATION.
So, to summarize so far, the Knowledge Society view of knowledge, learning, and minds is as follows:
**Knowledge**
- is a process, not a thing (or stuff);
- *does* things – more like energy than matter;
- happens in teams, not in individual experts;
- can’t be divided up into disciplines;
- develops on as-as-and-when-needed basis;
- develops to be replaced, not to be stored away.
**Learning**
- involves generating new knowledge, not storing old knowledge;
- is primarily a group, not an individual, activity;
- happens in real world, problem-based contexts;
- should be just-in-time, not just-in-case;
- needs to be à la carte, not en bloc.¹
**Minds**
- are not containers, filing cabinets, or databases – places to store knowledge just in case – but resources that can be connected to other resources for the purpose of generating new knowledge.
This view differs in major ways from the ideas that underpin the current education system. The next section takes a look at these ideas.
OUR CURRENT EDUCATION SYSTEM: WHERE DID IT COME FROM?
Our schools are organized to meet the needs of the Industrial Age. They are based on two key ideas: the importance of traditional disciplinary knowledge; and the need to sort people according to their likely employment destinations.
Why are these ideas important and where did they come from? The first idea can be traced back to the work of the Ancient Greek philosophers, in particular Plato and Socrates. Plato wrote a great deal about education. He set out a model for education that, he thought, would produce a stable, secure, just society. This system, while open to all, was specifically designed to educate the ‘philosopher kings’ – or future rulers – of his ideal state. The curriculum of this system was explicitly knowledge-centred. Plato thought that exposing individuals to particular kinds of knowledge – the best and greatest knowledge that human minds have been able to produce – would allow their intellectual development to mirror the development of the best minds of the past. His model is the foundation of the traditional liberal or academic curriculum in Western education systems.
In most of the two and a half thousand years since Plato, however, only a very small proportion of the population received any formal education. Mass education is a relatively recent phenomenon. It is only in the last 150 years or so that public, state-funded, compulsory schooling for everyone has been the norm. Two imperatives drove this development: the political philosophy of egalitarianism (the idea that everyone should have an equal chance to succeed in life) and the economic need for people with the skills and dispositions necessary for work in the new Industrial Age enterprises.
While both of these ideas were probably necessary to the development of mass education, they conflict in important ways. This conflict was resolved through the use of a strategy that cleverly combines Plato’s traditional academic curriculum with one of the Industrial Age’s iconic concepts: the production line.
Industrial Age education systems are organized, like production lines, to mass-produce standardized products. Students are ‘processed’ through the system in ‘batches’ (known as year groups or classes). A pre-set curriculum is delivered to them in a pre-set order by people who specialize in different stages of the production. The tasks to be completed are broken down into bite-sized pieces. Students are guided through each stage in a way that, while it allows them to gain certain specific skills (‘the basics’), actively prevents them from seeing and understanding the big picture of what they are learning. As they pass through the system, students are subjected to various ‘quality control’ devices, designed to assess whether or not they measure up to the system’s standards. This production line approach is a very efficient way of dealing with large volumes of product. It is also a reasonably efficient way of ensuring that most of the product meets certain basic stanstandards, while at the same time allowing the system to sort out which of its products have what it takes to go on for further processing. The main instrument of quality control, at high school level, is the traditional academic curriculum.
This one-size-fits-all approach is a pragmatic way of resolving the tension between the need to meet the human resource needs of an industrialized society and the need to produce equal opportunity. However, as educational sociologists have long argued, it doesn’t actually produce equal opportunity. This system produces large gaps between the highest achieving students and the lowest achieving students. Large numbers of students do not measure up to the system’s standards. These students are rejected and allowed to drop off the production line. This ‘wastage’ is an integral feature of one-size-fits-all systems. This system works in the Industrial Age context because Industrial Age societies have two main tiers – managers/professionals and workers – and Industrial Age education systems are required to sort people for these tiers. However, this model is not an appropriate foundation for a Knowledge Society education system.
**WHAT SHOULD WE DO DIFFERENTLY THEN?**
The first thing we need to do is to acknowledge that we’re not in the Industrial Age any more. Then we need to move beyond Industrial Age ways of thinking about education. This will be difficult – because we have had these ideas so long, and because they structure our thinking in ways we are not even aware of. One way of thinking ‘outside the square’ of current ideas is to deconstruct – or look underneath – these ideas to see what drives them.
Industrial Age education systems are informed by a set of mental models of knowledge, mind, and learning. At their most basic, these models are as follows:
- Knowledge is stuff;
- Knowing certain kinds of stuff is important (because it develops the mind in important ways);
- Knowledge exists before learners learn it;
- The curriculum is made up of different types of knowledge. Some types are harder than others. These harder forms of knowledge can be used to work out who will benefit from higher education and who won’t;
- Learning happens in individuals;
- Learning involves understanding stuff, storing it away somewhere, and reproducing it later. Some people are better at this than others;
- Minds are individual processing and storage centres.
These mental models are derived from – and designed to serve – the two Industrial Age ideas outlined earlier: the importance of traditional disciplinary knowledge and the need to sort people. They are very different from the ideas about knowledge, mind and learning we see appearing in the Knowledge Society literature. What does this mean? Do we need to throw out the old ideas? If so, what should we replace them with?
My view is that if we want to make our schools responsive to events in the world outside education while also maintaining a commitment to the collective good, we do need to throw out the sorting function of education, but keep the emphasis on disciplinary knowledge. However – and this is important – the reasons for emphasising it are now different.
In the Knowledge Age everyone needs the kind of knowledge and skills traditionally only provided in post-secondary education. We need new ways of organizing education based, not on the one-size-fits-all, production-line model, but on new models that allow flexibility, multiplicity, and new ideas about ability. Secondly, we need a new way of thinking about what we teach and why we teach it, a new way of thinking about the traditional disciplines that underpin the school curriculum.
*I THINK IT DOES MATTER WHAT STUDENTS ARE LEARNING, AND THAT THE OLD DISCIPLINES ARE STILL IMPORTANT. HOWEVER THE REASONS THEY ARE IMPORTANT ARE NOW VERY DIFFERENT FROM THE REASONS THEY WERE IMPORTANT IN THE PAST.*
Much of the future-focused educational literature emphasizes *learning* – learning skills, life-long learning, learning how to learn, and so on. Underlying this is the idea that it doesn’t really matter *what* students are learning, as long as they are learning something, and the old disciplines no longer matter. I think it does matter what students are learning, and that the old disciplines are still important. However the reasons they are important are now very different from the reasons they were important in the past. In the traditional academic curriculum, the disciplines are important as ends in themselves. Knowing about – and being disciplined into – the traditional disciplines developed the mind in particular ways. That is the goal. The extent to which this goal is achieved in any one individual is measured by the assessment system (and students and teachers are judged by the results). In a Knowledge Society education system, I think we need to re-think this. Following Lyotard, I think we need to see the traditional disciplines not as ends in themselves, but as resources for pursuing ‘performativity.’ Performativity is the ability to take elements from one knowledge system and put them together with elements from another, different knowledge system, re-arranging them to do something new and different. It involves doing things with knowledge: going beyond the mastery of existing knowledge to the generation of new knowledge. Doing this obviously requires one to know quite a lot about the knowledge systems one is using. It requires one to know about these systems, not at the level of their detailed facts, but at the systems or meta-level – how different knowledge systems work; what assumptions underpin them; how experts in those systems generate and justify new knowledge; how one system is different from (and similar to) other systems – that is, how meaning is made in different knowledge systems.
To summarize then, developing a Knowledge Society education system involves approaches that can:
• Develop *new knowledge* – through real research, not teacher-initiated projects. Knowledge Age schools need to be *producers* – not consumers – of knowledge;
• Develop *multi-modal literacy* (understanding and using non-print modes of making meaning – images, sounds, gestures/body language and so on);
• Foreground the *relationships, connections and interactions* between different knowledge systems and different modes of representation;
• Emphasize *difference and diversity*, not sameness and/or one-size-fits-all approaches;
• Foreground *process* not product;
• Help learners build a sense of themselves as *active knowledge-builders* – as having a unique niche, role and/or point of difference/contribution to make.
This might seem like a bit of a tall order. But the educational ideas and approaches needed to put all this into practice are already out there in the educational research literature and, in many cases, have been there for many years. However, when these ideas are imported into education systems that are built on the Industrial Age mental models outlined above, they are often diluted and/or reduced to meaningless slogans. Before we start using these ideas, we need to change the mental models that underpin our thinking about education. However, before we do this, we need to have a debate about what we think our schools are for in this new age, about what we think students need and why, and about how we will know when we have been successful in providing those things. This article’s aim has been to make a contribution to that debate.
**Notes**
1 M. Castells, *The Rise of the Network Society*, 2nd ed. (Oxford: Blackwell, 2000).
2 J.-F. Lyotard, *The Postmodern Condition: A Report on Knowledge* (Manchester: Manchester University Press, 1984).
3 These are Lyotard’s terms.
4 This is Lyotard’s term.
5 For an elaboration of this rather complex argument see Chapter 6 of my book *Catching the Knowledge Wave?: The Knowledge Society and the Future of Education* (Wellington NZ: NZCER Press, 2005).
6 See, for example, the ideas discussed in C. Berenier, *Education and Mind in the Knowledge Age* (Abdullah Nl. Lawrence Erlbaum, 2002); C. Bigum, “The Knowledge-producing School: Moving Away from the Work of Finding Educational Problems for which Computers are Solutions,” *Computers in New Zealand Schools* 15, no. 2 (2003): 22-26; G. Kress, *Literacy in the New Media Age* (London: Routledge, 2003); C. Lankshear and M. Knobel, *New Literacy: Changing Knowledge and Classroom Learning* (Buckingham, UK: Open University Press, 2003).
**Jane Gilbert** is a chief researcher with the New Zealand Council for Educational Research. Before joining NZCER in June 2003, she was a Senior Lecturer in the School of Education at Victoria University of Wellington. Her research interests include implications of the knowledge society for contemporary public education; curriculum, teaching and learning in secondary schools and tertiary institutions, especially science and technology education. Her recent book, *Catching the Knowledge Wave? The Knowledge Society and the Future of Education*, was reviewed in the Winter 2007 issue of *Education Canada*. | eac1fe72-7e8b-4d45-a57a-2c616d363721 | CC-MAIN-2019-51 | https://ucarecdn.com/99728ff4-fbd0-468a-ac88-81e59da2cdb7/ | 2019-12-07T04:38:46 | crawl-data/CC-MAIN-2019-51/segments/1575540495263.57/warc/CC-MAIN-20191207032404-20191207060404-00375.warc.gz | 576,686,128 | 3,894 | eng_Latn | eng_Latn | 0.997667 | eng_Latn | 0.997985 | [
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PIRATES OF THE BIG MUDDY
SHIVER ME TIMBERS AND HAND OVER THE HOT DOGS!
Hiding in Plain Sight
These critters have an edge in the dangerous game of survival.
Pirates of the Big Muddy
Join a gang of pirates as they explore a Missouri River sandbar.
DEPARTMENTS
1 What Is It?
2 You Discover
4 Predator vs. Prey
5 How To
14 Wild Jobs
15 Strange But True
16 Xplor More
ON THE WEB
Visit xplormo.org for cool videos, sounds, photos, fun facts, and more!
WHAT IS IT?
DON’T KNOW?
Jump to Page 17 to find out.
I come out at midnight.
I spray “perfume” by moonlight.
I have eyes that lack sight.
My mouth doesn’t work right.
There’s tons of fun in the sun for you to discover in June and July. Here are a few ideas to get you started.
**MAKE DOUGH BAIT**
Fish turn finicky when the weather gets steamy. Coax carp and catfish to bite with this homemade bait. Cut the crusts off two slices of bread. Spread peanut butter on each slice. Add just enough water to make the bread slightly soggy then squish it up with your hands. To really drive fish into a feeding frenzy, mix in something stinky, such as garlic powder, cinnamon, or bacon grease. Roll the dough into marble-sized balls, pinch a ball onto a treble hook, cast the hook into a pond, and get ready for a fight.
**PAINT with BERRIES**
If you find more berries than you can eat — we should all be so lucky — turn some of them into paint. Put half a cup of berries into a bowl and use a fork to smoosh them into mush. Stir in ¼ cup of water and pour the mixture through a sieve to strain out seeds. Blackberries make dark purple paint, raspberries make red, and mulberries make pinkish-purple. The paint works best on watercolor paper, but it will stain nearly anything, so be careful!
**Search for CHANTERELLES**
Fungus-finding fun doesn’t end when morels vanish in May. Summer offers plenty of fungi to forage for — if you’re willing to sweat a bit. Chanterelle (shan-tur-ell) mushrooms are easy to identify and yummy to eat. Look for the yellow, trumpet-shaped ‘shrooms in oak-hickory forests throughout Missouri. Few mushrooms look like chanterelles, but you should always have an adult double-check your fungi before you feast. For ID tips and recipes, visit mdc.mo.gov/node/4121.
---
Don’t miss the chance to Discover Nature at
Get soaked searching for mollusks at **MUSSel MANIA**. Cape Girardeau Conservation Nature Center; Ages 8 and older July 24, 3–8 p.m.; Registration begins July 2 at 573-290-5218.
Learn about blinky-bottomed beetles at **FIREFLY FEST**. Springfield Conservation Nature Center; Ages 7–12 June 27, 8–9:15 p.m. Register at 417-888-4237.
Bag some bushy tails at a **YOUTH SQUIRREL HUNT**. Columbia; Ages 10–15 June 14 and 15 To register, email firstname.lastname@example.org.
ADOPT A STREAM
Streams are nature’s blood vessels, and about 110,000 miles of water-filled arteries flow through Missouri. Like human arteries, streams can get plugged up by trash, dirt, and unwanted critters. You can help. Join a Stream Team to keep thriving streams clean and nurse sick ones back to health. Plus, nothing beats splashing in a stream when the sun starts to sizzle. To sign up, flow over to mostreamteam.org.
TAKE A HIKE
Hey you, take a hike! No, really. June 1 is National Trails Day, and thousands of kids and adults will celebrate America’s tangle of trails by taking a walk in the woods. Missouri recently was named “Best Trails State,” and for good reason. Nearly 700 miles of trails zigzag through conservation areas, including 40 miles of the beautiful and rugged Ozark Trail. To find a trail near you, stroll over to mdc.mo.gov/node/3392.
EXPLORE a SHORE
Summer’s a great time to explore a shore, whether it’s a pond, stream, or marsh. To get a close-up look at the creatures that live there, duct tape a large kitchen sieve to the end of a broomstick. (Ask your parents before you swipe a sieve!) Swish the sieve through the water — especially around plants and algae — and see what gets trapped in the strainer. Bring a magnifying lens for a better look at itty-bitty creepy-crawlies.
these fun events...
Capture mini lobsters at FAMILY CRAYFISH CATCHIN’.
Burr Oak Woods Conservation Nature Center,
Blue Springs; June 29
10–11:30 a.m.
Register at 816-228-3766.
Cast a line during FREE FISHING DAYS.
Statewide
June 8 and 9, 2013
For more info, visit mdc.mo.gov/node/3675.
Looking for more ways to have fun outside? Find out about Discover Nature programs in your area at xplormo.org/node/2616.
The struggle to survive isn’t always a fair fight. Here’s what separates nature’s winners from its losers.
Illustration by David Besenger
**Jumbo Jaws**
Special jaw bones allow a snake to stretch its mouth around prey that’s much larger than the snake’s head. If you had this ability, you could swallow watermelons whole.
**Backward Biter**
A garter snake’s teeth point backwards. Once the snake bites down, the only direction prey can move is toward the snake’s tummy.
**More Than a Mouthful**
When threatened, toads gulp air to swell up like warty balloons. This makes toads too fat for some predators to swallow.
**Poisonous Sweat**
Toads don’t cause warts, but their skin oozes poison. A mouthful of toad toxin can make a predator’s heart flutter and, in extreme cases, quit beating altogether.
**Whiz Bomb**
Predators get a nasty surprise when they catch a toad: The toad pees on them. This tinkle attack makes many animals seek a less disgusting dinner.
**AND THE WINNER IS...**
Garter snakes are immune to toad toxin, and they can open their toad-holes wide enough to swallow even fat amphibians. If the garter grabs hold, the toad won’t be happy. In fact, it may never be hoppy again.
You can recycle newspapers, turn kitchen scraps into garden fertilizer, and raise a never-ending supply of fishing bait. All you need are worms and a place to keep them.
**HERE’S WHAT YOU NEED**
- 10- to 20-gallon plastic tub with a lid (Make sure the tub is a solid color, not clear.)
- Drill with a ¼-inch drill bit
- Newspaper
- Two handfuls of sandy soil
- One pound of red wiggler worms (Search for *Eisenia foetida* online — that’s the scientific name for red wigglers. Don’t use worms from your backyard. They won’t survive in your worm hotel.)
- Kitchen scraps such as vegetables, fruit, pasta, egg shells, and coffee grounds (Avoid meat and dairy. They will make your worm hotel stink.)
**HERE’S WHAT YOU DO**
1. Have an adult drill holes 2 inches apart in the sides of the top half of the tub. This lets in air for your worms. Drill a few holes in the bottom of the tub for drainage.
2. Tear newspapers into 2-inch-wide strips. Soak the strips in water, wring them out so they’re damp, not wet, and fluff them up. Fill the tub three-quarters full with strips.
3. Sprinkle soil over the strips. Worms don’t have teeth, so they eat grit to grind their food.
4. Scatter worms over the strips.
5. Wait a couple days for your worms to settle into their hotel. Chop a cup of kitchen scraps into pieces and scatter the scraps throughout the tub. Cover the scraps with newspaper strips and put the lid on the tub.
6. When the worms eat all the scraps, add more. If the bedding gets dry, spray water on it.
In a couple months you’ll notice extra worms in your hotel. Use a few for fishing or give some to friends to start new worm hotels. You’ll also see lots of black “soil” in the tub. Gardeners call these castings. You might call it worm poop. Whatever its name, it’s great for your garden. To separate worms from their homemade fertilizer, place the tub in the sun for 20 minutes. The heat and light will force worms deep into the tub so you can scoop out the top few inches of poop, uh, fertilizer.
Nature is full of disappearing acts. Many animals have skin, scales, feathers, or fur with colors and patterns that blend in with their surroundings. Other animals are shaped like leaves, sticks, and even bird droppings. A few animals change color to match whatever background they happen to be on at the time. The ability to blend in is called camouflage, and it gives animals an edge in the dangerous game of survival.
Many camouflaged critters live in Missouri. See if you can spot them hiding in these pictures.
CRAB SPIDER
Next time you sniff a flower, a sneaky hunter may be hiding right under your nose. Crab spiders don’t weave webs to catch prey. Instead, they wait patiently on flowers, relying on camouflage to stay hidden. When a bee buzzes in, the spider pounces.
TULIP-TREE BEAUTY
Moths lead a tough life. At night, they dodge bats. During the day, they dodge birds. The tulip-tree beauty has evolved one beauty of a solution to solve the problem of being eaten. When it flutters onto a tree trunk, it becomes nearly invisible.
KATYDID
Katydid are often heard but rarely seen. That’s because the leaf-loving insects are master mimics. Not only are most katydids shaped and colored like leaves, but many also have veins on their wings that look nearly identical to the veins on a leaf.
EASTERN SCREECH-OWL
After a hard night of hunting, all a screech-owl wants to do is catch some shut-eye. But hawks would love a screechy snack, and blue jays swoop and squawk to drive screech-owls away. What’s a sleepy bird to do? Close its big yellow eyes and pretend to be a branch.
EASTERN RED BAT
Not all bats sleep in caves. Red bats hang out in trees — literally. After a night of bug busting, a sleepy bat finds a branch and dangles upside down, doing its best to look like a leaf. Most bats go a step further, hanging by just one foot so they twist and flutter like foliage.
AMERICAN BITTERN
Pay no attention to me, I’m just a clump of cattails. When predators come prowling, bitterns don’t flinch a feather. Instead, the brown-streaked birds freeze and point their beaks skyward. Sometimes they rock back and forth, hoping to look like reeds swaying in the breeze.
Gray treefrogs live aloft, using their sticky toes to climb high into trees. The snack-sized amphibians have a handy trick to hide from hungry hunters. As they climb, their skin changes color, turning gravel-gray, bark-brown, or leafy-green to match whatever the frog is crawling on.
Not all treasure lies buried in the sand. Maggie captures a monarch butterfly that touches down on the sandbar. After a close inspection of the monarch’s jewel-like wings, she lets the butterfly flutter away unharmed.
Ahoy, me hearties! Unfurl the main sail and cast off those lines. We’re set to weigh anchor with a crew of young pirates as they search for adventure and booty — that’s pirate talk for treasure — on a sandy island in the middle of the Big Muddy. Arrr!
The Missouri River, nicknamed the “Big Muddy,” prompted writer Mark Twain to say, “The water is too thick to drink and too thin to plow.” Although he might be right, few pirates can resist the river’s cool, wet mud squishing between their toes.
If you anger the captain, you pay the price — especially if the captain’s your sister. Gabe discovers that below its sun-scorched surface, sand feels wet, cool, and refreshing. Maybe being buried isn’t so bad.
The river washes ashore all sorts of things for pirates to pluck from the sand: petrified wood, nuggets of milky white quartz, Indian arrowheads, even bones from woolly mammoths and other creatures long since gone.
Mermaids they’re not. Maggie mans a magnifying glass to contemplate her catch. About 60 kinds of fish live in the stretch of Big Muddy flowing through Missouri, including thumb-sized minnows and trashcan-sized catfish.
The river holds many treasures — if you know how to find them. Mack and Maggie use a net to seine tiny, silvery fish from the muddy, brown water.
Only scallawags — that’s pirate talk for bad people — leave litter behind. Maya and Quincy scour the beach for bottles and other trash. When they’re done, the only thing left on the island is footprints.
A day spent plundering makes the crew hungry. Roasting hot dogs over a driftwood fire cures growling stomachs and grumpy pirates.
Loaded with loot, the pirates sail off. Nora Grace relaxes on the voyage home, tired but happy from a fun day of treasure hunting.
NATURALIST TRANÁ MADSEN WRANGLES SPIDERS, SNAKES, AND SALAMANDERS TO CONNECT PEOPLE WITH NATURE.
Q: DID YOU KNOW THERE’S A LARGE, HAIRY SPIDER ON YOUR FACE?
A: Yes, actually. I use it to teach people about spiders and show them there’s nothing to fear. It normally doesn’t crawl on my face.
Q: ARE ALL THE NATURE CENTER ANIMALS THIS WELL-BEHAVED?
A: No. A bullsnake once slithered around my waist and into my belt loops. It didn’t want to come out. Someone had to help me pull the snake through — just like a belt!
Q: HAVE YOU EVER BEEN BITTEN BY A SNAKE?
A: When I worked at a preschool, parents never asked if I’d been bitten by their child, yet it happened often. I’ve been a naturalist eight years and give 150 programs each year. Never once has a snake bitten me, but people ask about it all the time.
Q: WHAT’S THE BEST PART OF YOUR JOB?
A: Helping people connect with nature. I once helped a teacher who was afraid of snakes find the courage to touch one. Her whole class cheered.
Q: WHAT ELSE DO YOU DO BESIDES NATURE PROGRAMS?
A: I play detective a lot. People come to me with questions, and I try to answer them. One gentleman brought in bones and wanted to know what they were. I finally figured out they were throat teeth from a fish called a carp.
Q: WHY DID YOU BECOME A NATURALIST?
A: Taking care of nature runs in my family. My dad, a wildlife biologist, encouraged and inspired my love of the outdoors. He said, “You would be great as a naturalist.”
EASTERN KINGBIRDS rule. To protect their nests, the robin-sized birds dive-bomb squirrels, hawks, and people. They’ve even been known to knock blue jays out of trees.
Although they’re not much bigger than a Polish sausage, pound for pound, LEAST WEASELS bite harder than any North American mammal. The pint-sized predators need big bites to take down prey twice their size, such as chipmunks.
KATYDIDS have ears on their legs, just below their knees. The insects, which are related to grasshoppers and crickets, pinpoint sounds by raising one leg and then the other.
MIANGUA DARTERS are homebodies. The only place on the planet you’ll find these colorful, minnow-sized fish is in a handful of streams in south-central Missouri.
EASTERN RED BATS can fly 40 miles per hour. The mouse-size mammals have to fly fast to feed their furry faces. They eat half their weight in insects every night!
Nature’s knitters: BALTIMORE ORIOLES weave hanging, sock-like nests in the outermost branches of trees. Orioles dangle their nests from skinny branches to protect their eggs from chubby raccoons and snakes.
The SPIDERS living in a patch of woods the size of a football field eat more than 80 pounds of insects a year. That many bugs would weigh as much as 320 quarter-pound hamburger patties.
A RATTLESNAKE adds a new section to its rattle each time it sheds its skin. The rattle is made of keratin (care-uh-tin), the same stuff human fingernails are made of.
Hopper Hide-and-Seek
Lichen grasshoppers are masters of camouflage. How many hoppers can you find hiding in the glade pictured above?
Camo Critters
These animals have something in common: They’re great at hiding. To see for yourself, cut them out and have a friend take them outside to hide them. Ask your friend to hide them in plain sight — it wouldn’t be fair to put them under a rock or bury them in the soil. Once they’re hidden, go outside and see how many you can find.
Prairie lizard
House wren
Gray treefrog
Katydid
Spring peeper
What is it?
Luna moths flutter April through August, but many folks never see them because lunas come out about midnight. Female lunas attract males with pheromones, which are like perfumes. To scare predators, lunas have wing spots that look like large, glaring eyes. Adult lunas lack mouths and can’t eat. The only thing fueling their flight is fat put on when they were caterpillars. When the fat runs out, they die.
Is that a crawfish stuck in your craw? In coastal areas, yellow-crowned night-herons focus their feeding on crabs. Here in Missouri, they target crayfish. Yellow crowns have shorter and thicker beaks than most herons. Although they swallow small prey whole, their burly beaks come in handy to pluck off pincers and crush shells of larger, crankier crustaceans. | f123ac02-4205-491e-b058-75dcbe8d7f6d | CC-MAIN-2024-30 | https://mdc.mo.gov/sites/default/files/mdcd7/downloads/magazine/Web_Xplor_Jun13.pdf | 2024-07-16T13:07:34+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00443.warc.gz | 343,731,337 | 3,984 | eng_Latn | eng_Latn | 0.994342 | eng_Latn | 0.998026 | [
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CLASSIC LATINO TUNES at the WORLD THEATRE
Quinteto Latino
PAGE 5
ATTEND THE Social Justice Colloquium
PAGE 10
WHAT WAS Fort Ord?
PAGE 12 & 13
WHAT TO DO DURING Spring Break
OR WINS 14 AWARDS! PG 17
WHY WE NEED ABUSE EDUCATION
Kelly Galten
As a decided feminist, I am passionate about helping the victims of sexual assault. There are many shocking statistics about college women experiencing this trauma. Their sisters and brothers who are experiencing abuse emotionally, physically, mentally, and digitally need to be recognised as well. Victims of abuse are not lepers to society - they are some of its most powerful voices. So little education is given about these situations that many do not know basic forms of abuse, so that’s what I’m here to help with.
The Oxford Dictionary defines rape as; “the crime, typically committed by a man, of forcing another person to have sexual intercourse with the offender against their will.” Physical abuse is defined by Merriam-Webster as “physical maltreatment” (How specific). Differencebetween.com differentiates emotional and mental abuse; mental abuse is the damaging of someone’s mental stability, and emotional abuse is the damage of a person’s emotions through manipulation, harassment, humiliation, neglect, etc. Digital abuse includes cyber bullying and stalking through social media. While some of these definitions cross over, the first step in raising awareness is educating yourself.
Now, why do college students need to learn one more subject on top of all their daily classes and challenges? You should know because your best friend, significant other, sibling, or relative might be suffering. If someone abuses you, you have a right to know what they did to you. You need to know because of high school students have been abused in one of these ways. You need to know because nearly half of all college women report having been in an abusive relationship. You need to know because 81% of parents don’t think dating abuse in teenage relationships is an issue, even though 58% of parents could not correctly identify the signs of abuse.
Cal State Monterey Bay offers the Personal Growth and Counseling Center, the Campus Health Center, Title IX Coordination, and Advocates from the Monterey County Rape Crisis Center as resources to students.
All statistics pulled from loveisrespect.org.
Featured day, April 4th:
National Equal Pay Day
Each year on a Tuesday in April, National Equal Pay Day brings awareness to pay discrepancies between women and men around the world for the same work. Tuesday represents how far into the work week a woman works to earn as much a man doing the same job.
Equal Pay Day first started in 1996 by the National Committee on Pay Equity to bring awareness to demonstrate wage inequities between men and women. For more information visit www.pay-equity.org.
Wear red and use #EqualPayDay to share on social media.
- NationalDayCalendar.com
### Calendar
#### March
| Date | High | Low | Sun |
|--------|-------|------|-----|
| 16 | AM | ft | PM | ft | AM | ft | PM | ft | Rise | Set |
| 17 | 1:57 | 4.6 | 3:08| 3.4 | 8:52| 1.0 | 8:13| 2.1 | 7:12| 7:18|
| 18 | 2:36 | 4.5 | 4:30| 3.1 | 9:54| 1.0 | 8:56| 2.5 | 7:10| 7:19|
| 19 | 3:23 | 4.4 | 6:08| 3.1 | 11:04| 0.9 | 9:59| 2.7 | 7:09| 7:20|
| 20 | 4:23 | 4.3 | 7:29| 3.3 | | | 12:13| 0.8 | 7:07| 7:21|
| 21 | 5:31 | 4.3 | 8:18| 3.5 | | | 1:12 | 0.6 | 7:06| 7:22|
| 22 | 6:35 | 4.4 | 8:52| 3.7 | 12:43| 2.7 | 2:00| 0.3 | 7:04| 7:23|
| 23 | 7:31 | 4.6 | 9:21| 3.9 | 1:41| 2.5 | 2:40| 0.1 | 7:03| 7:24|
| 24 | 8:21 | 4.9 | 9:45| 4.2 | 2:29| 2.1 | 3:17| -0 | 7:02| 7:24|
| 25 | 9:08 | 5.0 | 10:16| 4.5 | 3:12| 1.7 | 3:51| -0.1| 7:00| 7:25|
| 26 | 9:54 | 5.1 | 10:44| 4.8 | 3:54| 1.3 | 4:26| -0.1| 6:59| 7:26|
| 27 | 10:40 | 5.1 | 11:15| 5.0 | 4:38| 0.8 | 5:00| 0.1 | 6:57| 7:27|
| 28 | 11:29 | 4.9 | 11:49| 5.3 | 5:23| 0.4 | 5:35| 0.4 | 6:56| 7:28|
| 29 | 12:21 | 4.7 | 6:11| 4.3 | 6:11| 0.1 | 6:13| 0.7 | 6:54| 7:29|
| 30 | 12:24 | 5.4 | 1:18| 4.3 | 7:03| -0.2| 6:53| 1.2 | 6:53| 7:30|
| 31 | 1:07 | 5.5 | 2:23| 3.9 | 8:00| -0.2| 7:38| 1.7 | 6:51| 7:30|
© US Harbors
### April
| Date | High | Low | Sun |
|--------|-------|------|-----|
| 1 | AM | ft | PM | ft | AM | ft | PM | ft | Rise | Set |
| 2 | 1:53 | 5.4 | 3:39| 3.7 | 9:04| -0.2| 8:32| 2.1 | 6:50| 7:31|
| 3 | 2:48 | 5.3 | 5:06| 3.6 | 10:13| -0.2| 9:42| 2.4 | 6:48| 7:32|
| 4 | 3:53 | 5.1 | 6:29| 3.7 | 11:26| -0.2| 11:09| 2.5 | 6:47| 7:33|
| 5 | 5:08 | 4.9 | 7:34| 3.9 | | | 13:35| -0.3| 6:45| 7:34|
| 6 | 6:24 | 4.8 | 8:23| 4.2 | 12:35| 2.3 | 1:34| -0.3| 6:44| 7:35|
| 7 | 7:33 | 4.8 | 9:04| 4.5 | 1:46| 2.0 | 2:26| -0.2| 6:43| 7:36|
| 8 | 8:33 | 4.8 | 9:40| 4.7 | 2:43| 1.6 | 3:10| -0.1| 6:41| 7:37|
| 9 | 9:26 | 4.7 | 10:11| 4.8 | 3:32| 1.2 | 3:49| 0.1 | 6:40| 7:37|
| 10 | 10:14 | 4.6 | 10:40| 4.9 | 4:15| 0.8 | 4:23| 0.4 | 6:38| 7:38|
| 11 | 10:58 | 4.4 | 11:08| 5.0 | 4:55| 0.5 | 4:55| 0.8 | 6:37| 7:39|
| 12 | 11:42 | 4.2 | 11:35| 5.0 | 5:34| 0.4 | 5:25| 1.1 | 6:36| 7:40|
| 13 | 12:26 | 4.9 | 1:12| 3.7 | 6:50| 0.2 | 6:24| 1.8 | 6:33| 7:42|
© US Harbors
---
### Weather Forecast (For Marina)
| Date | High | Low | Sun |
|------------|-------|------|--------------|
| 3/16 | 67° | /50° | Periods of clouds and sun |
| 3/17 | 72° | /50° | Sun and areas of high clouds |
| 3/18 | 68° | /49° | Sun and areas of high clouds |
---
All icons by Flaticon.com
Weather forecast from Accuweather.com
SOCIAL JUSTICE TAKES CENTER STAGE
Film screenings, art talks, and a Pulitzer prize winner, Viet Thanh Nguyen will join the Social Justice Colloquium.
Samantha Calderon email@example.com
The CSUMB Social Justice Colloquium is an annual event for scholars, activists, and students to discuss social and environmental justice. The event is in its 21st year and is split into three days: day one will be Tuesday, April 4 at the Cinematic Arts Studio, day two will be Thursday, April 6 at the Music Hall, and day three will be Friday, April 7 at the library. The colloquium creates active engagement in the search for peace and justice.
This year’s colloquium is titled “The Ethics of Remembering and Forgetting: On Memory, Wars, and Resistance.” The seminar will focus on: fighting wars in the battlefield vs. the memory, how memory is created through media, and discussion on atrocities during the Vietnam War – all to assess today’s political climate.
The critical interchange will be presented through voices of local veterans, lectures, photo exhibition, and film. The colloquium is hosted by seven majors: Global Studies, Social and Behavioral Sciences, Humanities and Communication, Visual and Public Arts, Cinematic Arts and Technology, Music and Performing Arts, and Psychology.
The event is free and open to the public. Reservations are encouraged and can be made by calling (831)-582-3890.
HOW TO HONOR CHAVEZ? SERVE!
Catalyst Center holds week of events to recognize Farm Workers Leader and Activist Cesar Chavez
Andrea Topete firstname.lastname@example.org
Cesar Chavez Day is March 31; during that week, the Catalyst Center at Cal State Monterey Bay (CSUMB) will put on service events for students and organizations. The main purpose for this Week of Service Challenge recognizes all the work he did for the Farm Workers movement. Since CSUMB is so close to Salinas, where there are many field works that live there. Given recent political and social climates, this gives students a way to learn about what Cesar Chavez stood for and how it impacted farm workers. It is an opportunity to get involved in the community as well.
For some events, the Catalyst Center has partnered with local schools in Salinas, as well as holding competitions, workshops, and informational presentations about Chavez. The organizations, as well as individuals, go to as many events as they can to gain points. The winner of the Week of Service challenge gets a trophy. Events will being on during March 27th to April 2nd. Register in advance in order to participate. Registration can be found on the Catalyst Center Website.
Students, faculty and community members attended the 15th ethics forum event, “Freedom vs. Privacy.” The panel heated up between two keynote speakers, David Brin and Lee Tien on Tuesday, March 7 held in University Ballroom at Cal State Monterey Bay (CSUMB). The debate aimed to provoke reflection on the ethical dilemmas of digital privacy. David Brin, author of *The Transparent Society* and Lee Tien, Senior Staff Attorney and the Electronic Frontier Foundation (EFF), expressed their stance on the challenges of technology, information sharing, and the right to protect digital privacy.
The Colleges of Business, Science, Arts, Social Sciences and Humanities collaborated to organize the event with support of Associated Students. Dean of The College of Business, Shyam Kamath, stated, “The forum celebrates our university’s commitment to academic excellence, student success and regional development through intellectual debate and new ideas!” Before the debate, Dr. Ochoa mentioned the possible hackings of the president elections and the wikileaks.
President Associated Student, Lauren McClain, said, “I think events like this build a sense of community on our campus and help students understand each other, even when their views differ.” The goal is to inform and teach an audience of media users the issues of digital privacy affecting society and how to better prepare for the future.
---
Wednesday, March 8 was supposed to have seen an forum concerning the Seaside Main Gate development project. Cal State Monterey Bay students were invited to see plans and ask questions about the project. However, forum was cancelled at the last minute. “We’re working on setting up another date,” said Matthew McCluney, Senior Planner in the CSUMB Campus Planning and Development Office.
The project, located directly adjacent to CSUMB, would “Allow for two main project components: an entertainment-based retail center and a hotel/spa/conference center,” according to the latest Specific Plan from 2010. The retail center would include “specialty retailers such as: bookstores, sporting goods, housewares, clothing stores, market/specialty foods, a multi-screen cinema (or alternatively, a department store anchor) and other entertainment uses.”
The Specific Plan is available on the City
Cal State University, Monterey Bay’s (CSUMB) 22-year-old starting catcher Hayden Duer has been the fulcrum of the Otters baseball offense this year. Only 18 games into the 2017 season and the Davis, The Human Communication major leads the team in: RBI’s (21), Hits (27), as well as in Home Runs (4). The numbers have been so impressive, that he has caught the attention of several Major League Baseball teams. I caught up with Hayden to talk about his approach, ups and downs, and tendencies that have aided his dominant play on America’s pastime.
**You’ve been putting up emphatic numbers all across the board with the Otters in what is a still a young season. Who or what do you credit it to?**
We have a great team with a lot of talent and everyone on this team pushes each other every day to get better and when you have a great group of guys that you play with, you want to play well for them. So I want to credit the entire team for the way we play and the attitude we bring to the field every day.
**What has been the toughest point of your career? Your best?**
The toughest point of my career was my freshman year when I had to redshirt because I couldn’t play and I had to watch the games from the sidelines. The best moment of my career was last season when I was awarded first team all-league and hit the most home runs in the league.
**What are some personal goal(s) of yours for the remainder of the season?**
Some personal goals of mine are that I would like to help this program get to its first National Championship. For myself I’d like to win MVP of the conference and get drafted into professional baseball.
**What player did you idolize growing up and why?**
I idolized a couple of players, first is Joe Mauer a catcher for the Twins because I loved watching him play, and I idolized Josh Donaldson because he plays the game hard and smart every day.
**Do you have any pregame rituals?**
I like to arrive at the field early on game days, grab everything I need to play, including my foam roller, listen to the same 3 songs (With That by Young Thug, Back in Business by E40 and Honeycomb by Andre Nickatina) while I put on my cleats and roll out my legs with nobody around.
---
**MUSIC MAJORS ARE PLAYING THE HITS**
Students perform music’s most popular songs in the Music Department’s weekly recitals
Marcus Gazaway
email@example.com
Student musicians and vocalists share a stage in a collaborative effort to cover some of music’s most popular songs. Through the exploration of musical genres, students are tasked each week to perform cover versions of well-known artists from a specific genre. It is through these performances that students get to share their love of performance, artistry, and music.
“Music is a very powerful thing that helps us bond with one another. It is important for students to come see their peers perform and maybe even get involved in some of the events.” Says Andrew Heinzman, music major at CSUMB.
The director of choral and vocal studies, Carlos A. Tottress, organizes the event with 22 students assisting in production.
“Our Voice Recitals are another form of vocal training that ensures the growth and development of our Vocal I & II students as they learn to produce their best sound in terms of vocal performance, performance skills, and stage presence.” Says Tottress.
Last week the students performed popular country songs. The evening featured songs from artists such as: Johnny Cash, Taylor Swift, Carrie Underwood, Gabrielle Aplin, Martina McBride, Alison Krauss, Patsy Kline, Eddy Arnold, Brad Paisley, Emmy Lou Harris, and Drew Holcomb. Future events include songs from the musical genres of Classical, Broadway, and Gospel music.
The live concerts are held every Friday from 4 – 5 p.m. in the music hall on campus. All students are welcome to attend and admission is free.
OTTER RUGBY TERRORIZES TIGERS
Anthony Denevi
firstname.lastname@example.org
As the Otters provided the pitch Saturday, March 4th, the University of the Pacific (UoP) Tigers showed up for a heavy dispute. The Otters came out sharp as they gained the edge early over the Tigers in a crushing 60-27 victory. Controlling the game from the start, the Otters played a hard fought game with demoralizing hits all throughout. At halftime Coach Steve Ball was pleased with the Otters’ game performance through the first half, expecting his team to keep up the fast pace through the final 40 minutes. Coach stated “Spread the ball out wide against them,” informing his team to use the full width of the field. As the Otters played a superb game as a team, there was one Otter that had a nose for the try zone. John Lancioni, who played the outside center position, tortured the Tigers all game long reaching an impressive hat-trick (3 Scores). As the Otters continued to break through the defense of the Tigers in the second half, Coach was extremely excited for his team. Coach told the team after the game “The lineouts were good, you were physical against a team that really liked to pick and go.” Coach said “The score reflects all the hard work you guys have put together. Today’s win was a full team effort.”
Alex Nevarez runs through the defense with a defender tugging his jersey.
Photo by Anthony Denevi/Otter Realm
The Otters baseball team traveled three hours to take on Fresno Pacific University (FPU). This time around the weather was cooperating, and the two teams were finally able to make up the postponed game from Feb. 7.
Cal State University, Monterey Bay (CSUMB) had been overall up and down during the first 17 games of the season prior to FPU. The team had been fairly inconsistent to date, earning 11 of their victories through two major winning streaks: a three-game and a four-game. Unfortunately, CSUMB, was unable to lean back towards those winning ways as they were depleted 7-2 by the Sunbirds on the road.
The Otters led the game early on in the third inning with a solo run, but soon slipped to the Sunbirds who turned the switch during the sixth inning scoring four runs. With a complimentary run in the seventh inning, and an absent Otter defense, the Sunbirds were easily able to hand the Otter their seventh loss of the season.
CSUMB vowed to bounce back when they travel to sunny San Diego to take on University of California, San Diego.
In this current world, eyes are blinded with constant hatred in the media. With battery and bullying to different race, religion and ethnicity, it is often hard to find human kindness.
Cal State, Monterey Bay alumni Daniel Troia is on a mission to find such kindness. With a degree in Kinesiology, Troia is searching for positivity on his bicycle. The 2014 graduate is on a mission to show that there are a lot of good people in the world.
On a bicycle trip from Oregon to California, Troia ran out of food. He got off his bike and made a sign asking people to help him. He encountered a homeless man that offered Troia his food stamps. “A man who had nothing was still willing to give” he said in admiration. It was in that moment that Troia got the idea to search for the kindness in people.
Troia made a documentary that was viewed last Wednesday here on Campus. The is called Two Wheels to Freedom, and shows him biking across europe. Through this project he has learned and has been “able to see people in a different light”. The journey has also made him more appreciative of all he has.
Troia is now working on a new Documentary titled “Biking for Kindness”, where he will journey through our country on his continued search. He is hopping back in his bike, hoping for the same outcome as the outpour of Europe positivity.
The Otter Realm will be covering a second screening of “Two Wheels to Freedom” on Wednesday March 29th. Pick up the next issue for part two of this Otter Cliff Hanger!
WHAT WAS FORT ORD?
9 historical facts Cal State Monterey students may not know about the base that stood long before the University was created.
Brittany Glassman
email@example.com
Every student knows that there was a Military base here in the past, but that is where it stops. Students are not aware of the rich history that literally provided the foundations for Cal State Monterey Bay (CSUMB). Dr. Stephen Payne, Command Historian at The Defence Language Institute, helps in identifying answers to the most important questions students should know about the historic ground they study on.
1 What was Fort Ord?
Fort Ord was an Army base mainly used for training, located where Cal State Monterey Bay now sits.
2 Where does the name come from?
The base is named after Major General Edward Ortho Cresap Ord, a Commander of the Army in the final days of the Civil War, and first Commander of the base.
3 From what dates was the base active?
The Army bought the land in 1917 naming it the Giggling Reservation after a local family. The site held that name as one of the largest training facilities until it became a formal base (Fort Ord) on August 15th 1940. The base was then active until September 13th 1994.
4 Why was the base here to begin with?
Fort Ord was strategically placed here on the pacific coast as a defence for possible attacks coming in on the Coastline.
5 How big was the base?
The base spanned approximately 28,000 acres.
6 Were there any famous people stationed here?
Yes, Many people! Most notable being WWII Commander; Brigadier General Joseph Stilwell, Jimi Hendrix, even Clint Eastwood.
7 Are there any monuments around for students to visit?
There is a large statue on Gen. Jim Moore Blvd. right in front of the chapel. The statue is of a Drill Sergeant, paying tribute to the many that served here over the years. The base was a big basic training facility. Drill Sergeants are responsible for training the soldiers, therefore they had huge impacts on the soldiers here in the Bay.
8 Is there any Military presence left in Monterey Bay?
A lot actually! There is The Naval Postgraduate school, The Defence Language Institute, as well as Military community housing right up the road from Campus.
9 Are there any original Fort Ord Buildings that CSUMB now uses?
Yes! The little chapel on Divarty Street which is now used as a meeting hall. Building 47; the Campus Services Building, as well as some of the older dorm halls.
The musicians of Quinteto Latino walked onto the stage without saying a word and started playing their first piece. They let the music introduce them, with each player having a small solo-like part. A quintet is a five instrument group; this one was comprised of the flute, oboe, bassoon, clarinet, and the French horn. These five musicians had one goal in mind - to spread the Hispanic culture.
The music that the Quintet chose to perform was all composed by Hispanic composers like, Arturo Marquez from Mexico, and Gerardo Matos Rodriguez from Uruguay. Throughout their individual studies they found that they had never played or really discussed the Hispanic composers that they knew existed. Thus, they want to raise awareness of the culture that is displayed through the music.
As an audience member I felt especially moved by a piece in the first half of the performance. I could hear many things: from a grooving bass line of the bassoon, to the whimsical, playful dancing of the flute and oboe harmonizing perfectly. The piece really characterized the dance of the Hispanic Culture. The bassoon and the French horn covered the bass line, sounding off like the brass in the traditional dance, The Guadalajara. While at the same time the flute and oboe acted as the free movement of the dance.
This quintet helped me personally visualize some of the rich culture that is shared through music and dance. Thus, really accomplishing their goal to raise awareness.
At Home
SPRING CLEANING/ORGANIZING
Get rid of junk you don’t need and stop being that roommate with a ton of clutter. Those graduating might want to get a little head start. You got less than 2 months left!
Find anything in decent condition that you don’t need? Donate to Last Chance Mercantile or Goodwill.
MAKE YOURSELF A DECENT MEAL
No one has time to cook (or clean up the dishes afterward), so we’ll usually resort to eating out and/or ordering fast food. Attempt to make a dish fully homemade or somewhat homemade. After all, the Dining Commons won’t be open during spring break.
WATCH SOME MOVIES OR SHOWS
Live on Campus? Too poor for Netflix or Hulu? Login to HBO GO with your OtterID.
Movies:
Mike and Dave Need Wedding Dates
The Danish Girl
Neighbors 2: Sorority Rising
Batman vs Superman
X-Men Apocalypse
Shows:
Big Little Lies
Game of Thrones
Westworld
Silicon Valley
Last Week Tonight with John Oliver
RESET WITH SLEEP
To those who have the luxury of not being scheduled to work or can take a break from early morning classes: Do your body a favor and get that 8 hours you need. But don’t tempt yourself with oversleeping the day before school starts up again!
WHAT SPRING BREAK?
A couple of suggestions on making the most of your time off:
Valerie Balanon
firstname.lastname@example.org
TAKE A 20-30 MINUTE DRIVE
Pack a little snack, invite a friend, and pull up the Monterey Bay Aquarium Playlist in Otter Ebert). There are beautiful views along the way!
DEALING WITH A COLD BEACH
According to our Accuweather forecast (in this issue’s calendar), the weather in Marina will stay around the high fifties with clouds. As many students are aware, our beaches aren’t always the sunniest or the warmest. But you can still enjoy the beach even though you probably won’t be able to show off that beach bod of yours.
SWEAT IT OUT!
Cycle down the trail at Lover’s Point or jog by the shore at Marina Beach. The sunrise is gorgeous and there are plenty of photo opportunities. This is not only a way to warm up at a cold beach. It also gets your mind going and may even lead to inspiration as you surround yourself with some good ole nature.
TAKE A STROLL
Bundle up and listen to some music as you walk beside the waves, or have a real conversation with a friend. An added bonus is packing a toasty breakfast sandwich and cocoa or coffee. The earlier the better. You usually don’t have to fight for parking and finding a spot. Would prefer sitting on a bench rather than sand? There are plenty of seating areas at Del Monte Beach.
OFF TO AN AQUARIUM DAY
If you have not yet, grab your free annual passes at the Student Center and plan a day out with friends at Cannery Row. Again, the earlier, the better when it comes to finding parking.
There are some closeby eateries after your aquarium visit. These restaurants usually cost $11-30 depending on if you dine alone or with a friend.
Cindy’s Waterfront
Bubba Gump Shrimp Co.
Archie’s American Diner
The Fish Hopper
Lalla Oceanside Grill
Johnny Rockets
All icons by Flaticon.com
AN OTTER GAG:
TAPPING INTO THE PRESIDENT’S OFFICE
President Ochoa Accuses Former CSUMB President of Wiretapping
Dylan Avnet
email@example.com
It all started early Saturday morning, when President of Cal State Monterey Bay Eduardo Ochoa shook the campus by making bold accusations via Twitter that former CSUMB President Dianne Harrison had his “wires tapped” during the 2012 CSU presidential campaign. Harrison, who is now the president of Cal State Northridge, is only the latest victim of a long list of people Ochoa has targeted on Twitter. Only a few hours after Ochoa’s unsupported accusation, he diverted attention from Harrison and onto Arnold Schwarzenegger, claiming that the former California governor’s short time hosting NBC’s Celebrity Apprentice is a “sad end to [a] great show.”
Ochoa’s claims, while seemingly unsubstantial and childish in delivery, do raise questions about how much our campus really knows about our former leader. According to Harrison’s biography, she worked at Florida State University “where she served for nearly 30 years in various capacities” before coming to CSUMB. Various capacities. Interesting. What is it that Harrison actually did at FSU that her team doesn’t want the rest of the world to know about? It is also hard to ignore the fact that this timeline puts Harrison in Florida, the epicenter of political controversy, during the 2000 United States presidential election.
With Harrison’s past raising more questions than it does answers, it is still unclear what evidence Ochoa has to confirm his allegations as he has yet to provide any proof. But even with a lack of evidence, Ochoa certainly seems to believe there was foul play, furiously tweeting comparison’s to our nation’s biggest scandals: “This is Nixon/Watergate.” Meanwhile, Harrison has issued an exclusive statement to The Otter Realm in response to Ochoa’s claims, saying “I deny ordering any such wiretaps. Preposterous!”
Despite one of the campus’s most bizarre political scandals in recent memory, President Ochoa has kept himself busy with numerous projects around campus, one of which being the construction of a new roundabout on Inter-Garrison & 8th. “It’s gonna be huge. It’s gonna be the biggest and greatest roundabout in CSU history.” As for plans after the roundabout, Ochoa will begin construction on a wall that will serve as a border between CSUMB and Hartnell College. The construction of the wall as well as recent travel bans of all MST bus lines going from East Campus to main campus are part of Ochoa’s attempt to “make CSUMB great again.”
TV SERIES: BIG LITTLE LIES
How many lies does it take to make a big one?
Rebecca Faundez
firstname.lastname@example.org
When the wave of news hit the Monterey County about a new series being filmed, it was only right to see if the lies were true! The new HBO series, Big Little Lies, starring the famous Hollywood stars Nicole Kidman, Reese Witherspoon, and Shailene Woodley; brought the original best-selling novel by Liane Moriarty to life in the areas of Big Sur, Pacific Grove, Monterey, and Casa Verde Beach. The dark comedy series focuses on the lives of three women who are dealing with marriage, motherhood, and murder.
David E. Kelley, the creator and writer of the HBO Series filled each episode full of information about the characters and mysterious murder that is in question. The show covers scenes of interrogations by police, flashbacks of scenes that lead up to the crime and some foreshadows. The way the shows are going so far, has been intriguing because it keeps you on the edge of your seat questioning how did the scenes and/or people lead up to the murder, who may have committed the murder at the school event and why.
From tuning into just three episodes so far, I have already fallen in love with these three musketeers, as I like to call them. Watching this HBO series has brought happiness, curiosity, and suspicion into my life. It is mesmerizing, seeing the places I see with my own eyes being the main location for the series and having great well-known actors playing some challenging and mysterious roles! Every episode leaves you wanting more but the only way to find out who committed the murder, is to pay attention to their perfect lives and hear the perfect
Maggie Rogers became an internet sensation after the viral video of Pharrell William’s hearing her first single ‘Alaska’ at NYU Clive Davis Institute Masterclass. Her effortless originality and uniqueness was enough to impress Pharrell and leave without any critique.
Maggie’s love of nature is prevalent throughout her five-track, 17-minute-long album. The opening song, “Colors,” begins with crickets chirping it almost sounds as if she is singing at a campfire. The next song, “Alaska”, the track that nearly brought Pharrell to tears and in turn became her debut single, tells a story about hiking in Alaska that helped her move on from a past relationship. The folk style lyrics combined with the computer generated beats creates a unique yet enjoyable song. “On + Off,” the least folk track from the album, is a fun dance track that does not sacrifice vocals for a synthesized beat. “Dog Years” and “Better,” the last two songs on Now That The Light is Fading, shows off Maggie’s voice while successfully merging the folk and dance sounds.
After hearing Maggie Roger’s debut album, Now That The Light is Fading, my only critique is that I want more music. While it was more than likely not her decision for the album to have a mere five songs, it is difficult to not be left wanting more at the album’s end. With the presumable success of her first EP, i am sure this is just the beginning of a successful music career.
Chief Eats:
LILIFY & BRIGHT COFFEE
The idea of combining an artisan shop with a hipster coffee joint paid off.
Kelly Galten
email@example.com
Your faithful review has returned to coffee shops for this issue! The adorable facade of Lilify and Bright Coffee was on the chopping block this time. The creative idea of combining an artisan shop with a hipster coffee joint paid off; Lilify refers to the artisan crafts half, and Bright Coffee, unsurprisingly, provides caffeine. The arts on display in Lilify and Bright include two walls of hilarious cards, along with furniture, pottery, and linens. The coffee selection is average; all the major espresso drinks and pour-over coffee. However, the prices for both halves are quite high; a small cup of black coffee costs just over $2.00 and a notebook was over $20.
It is, however, wonderful coffee. The flavors are strong without being too bitter or overwhelming, and the croissants were buttery and tender. The second drawback becomes apparent, however, when the food selection is examined. There were only croissants offered, which may not be what many are looking for. This combined with the prices gives Lilify and Bright a 3 out of 5 from Chief Eats. While your reviewer may not be able to purchase a mug, the coffee is certainly worth returning for!
Lilify and Bright Coffee are located at 281 Lighthouse Ave in Monterey.
AND THE AWARDS GO TO
THE OTTER REALM
The Associated College Press held their annual Midwinter National Journalism Conference in San Francisco on March 2-5 and the Otter Realm came home with 14 Awards in total! We could not be more proud to have done so well for our staff and our school!
Awards Included
California College Media Association Awards
First Place: Best Headline Portfolio (Kelly Finlay)
First Place: Best Podcast (Dylan Avnet)
Second Place: Best Sports Video (Noah Owens)
Second Place: Best Design (Kim Haley and Carolina Caldas)
Third Place: Best Breaking News Story (Tori Johnson and Sarah Espinosa)
Honorable Mention: Best News Photo: Ryan Sigala)
Honorable Mention: Best News Series (Alex Jensen)
Honorable Mention: Best Paper (Kelly Galten and The Otter Realm)
Associated College Press Awards (National)
Sixth Place: Best In Show
I don’t consider myself a politically active person. I do the bare minimum: voting, reading up on current issues, listening to public radio. Admittedly, most of my news comes from predominantly democratic sources. I am in full support of environmental protection, free higher education, and affordable healthcare. I recognize that my beliefs may be more socialistic. But I find myself unable to not respond to the article “Why I Left the Left: and Why You Should Too” by Sean Roney. I found many things in the article disagreeable, however despite this, I am willing to have a “polite and logical” (para. 12) conversation.
My concern with Roney’s article starts with his statement “the divisive Marxist fundamentals behind the current left cause people to think they are nothing but their identity (...) and that all opposition thus disagrees with their right to exist” (para. 7). According to the Merriam-Webster Dictionary the definition of Identity is “sameness in all that constitutes the objective reality of a thing,” [1] as such the literal definition of an identity is how a person constitutes all that they are as a human being. It’s the old adage of I think, therefore, I am.
And though discussion does promote progress, opposition against an identity is indeed disagreeing with someone’s right to exist. For example: When you deny the petition of a transgendered young man to be apart of the males wrestling team in his high school, and force him to wrestle with the gender that was on his birth certificate, is that not denying his fundamental concept of himself? [2] And then to call the ideals behind the liberal side of government Marxist can be equated to nothing more than fear mongering (para. 7). Marxist ideals are unfortunately unequivocally related to communism. Which in many minds is considered un-American. Isn’t that in turn subtly stating that these ideals do not belong in the American society?
Speaking of the American society, Roney declares that people with these ‘radical’ ideologies want to divide everyone into cultural boxes. A them versus us mentality. Is that not the rhetoric of our current President? Roney then brings up cultural appropriation and adds “which means only some get to keep t-shirts, blue jeans, and tennis shoes while the rest of us revert to tunics, togas, and loincloths” (para. 5) and I must ask: what on earth are you trying to say Mr. Roney? Cultural appropriation is, according to Oxford University Press, “the taking over of creative or artistic forms, themes, or practices by one cultural group from another. It is in general used to describe Western appropriations of non-Western or non-white forms, and carries connotations of exploitation and dominance” [3]. It is not some people being forced to ‘revert’ back to traditional wear. Cultural appropriation is wearing ‘Indian’ Halloween costumes, it is decorating your home with a Buddha’s head, it is taking something from a culture halfheartedly and using it for your own purposes in a way that is completely disrespectful to its creators.
Furthermore, Roney’s statement that social justice groups such as “Antifa (Anti-Fascism) and Black Lives Matter” have “some leaders and members calling for the death and harm to their enemies” (para. 8) makes me seriously wonder where on the internet he is getting his information. We are not discussing fantasy novels where mortal enemies battle for power and the throne, we are discussing political issues that affect the lives of hundreds of thousands of US citizens. Black Lives Matter was started in response to the injustices members of the black community in some states were facing due to racism in the police force. Antifa is an international organization that is striving to end fascism as a form of government on this earth and oppose people like Mussolini from taking power. Saying that organizations such as these are and “being haunted by (the past)” is what The Left does. The Left does not look forward with a belief in a better future. I would say that we are not haunted by the past and incapable of looking forward, but choosing instead to acknowledge our mistakes and own up to them. That is what will make a better future.
As a final note let’s discuss an actual incident that occurred that does prove the attitude about political openness is lacking. On March 4th, at the Martin Luther King Jr. Civic Center Park near the UC Berkeley campus Pro-Trump supporters formed a rally. Anti-Trump supporters responded to the event with counter-protests [4]. Fights broke out between all protesters present and only worsened when supposed Anarchists who hid their faces proceeded to involve themselves. 10 individuals were arrested and seven were injured. All three parties are culpable to the incident [5]. It is clear that hostility does exist where political ideals diverge. Significant amount of it however, only comes from those who seek it. In this regard I agree with Roney. Instead of direct hostility there needs to be a level of tolerance among students and staff. There should be no attempts to invalidate someone’s concerns. At the same time it is wise to be well informed about the issues you choose to speak of. Discussion is necessary; pandering, sensationalism, and fear mongering are not.
Read Sean Roney’s original article at OtterRealm.com or scan QR code:
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AN OTTER’S OPINION:
BASEBALL, TIME FOR A FIX
Anthony Denevi
firstname.lastname@example.org
Are you a baseball fan that is tired of time consuming games and innings, the high price to see the game in person, the rules changing, or the seemingly never-ending seasons?
Even if you are not a sports fan at all, what crawls under your skin about professional sports, and why? Broaden the audience and shorten the ads; the Major League Baseball fans want much more action and a lot less commercial breaks during games. The only problem is who’s going to lose out on money and who will gain from this?
Currently there is a clock that is set up in each stadium that makes sure that the game resumes play as soon as the commercial break ends. Even with this clock, a good amount of time is wasted because the pitcher will have already finished warming up by then, so the team will just be standing around before the inning starts up again. For any fan, this is a really boring aspect of the game. The one thing that helps drag these games on are the commercial breaks all the time. That’s probably asking too much to cut into the Major League Baseball industry’s budget because hitters now-a-days are paid to work deep into the count, attempting to expand the pitch count. The pitchers are now throwing much harder, with better ball movement, than the league has ever seen before. The bigger problem is expanding the business section of the game, which means attracting more fans.
Baseball will not touch on the biggest obstacle, because it would mean less money by a sizeable amount in their pocket. If we would like to make the game pace faster, we would need to trim every commercial break on TV by 20-40 seconds. This is very unlikely because of how much corporations pay to put their ad in the middle of stoppage time. The fans both at home and at the game would really enjoy shorter breaks. The point is not to shorten the game, but to decrease the downtime; keeping things flowing throughout the game. One thing said to become a rule in Major League Baseball in the near future would be the intentional walk process becoming automatic. So for those of you who have never seen this process, the intentional walk rule consists of throwing four balls outside of the strike zone, denying the batter any chance of swinging at a pitch to hit. This will then just give the runner the base instead of the pitcher having to throw the four intentional balls.
So rather than making the pitcher throw, the manager of the team will give a signal from inside the dugout and the umpire will send the batter to first base. Hopefully the Major League Baseball corporation could do something of such. It would take time to pay off for them, but worth it.
If there is one takeaway from the recent presidential election, it is that every vote matters. Well, except for the 3 million more votes cast for Clinton over Trump that were null and void due to the electoral college. But that is a different story. Here at Cal State Monterey Bay, Associated Students (AS) holds annual elections for its student government, giving students the opportunity to vote for who they would like to represent them and fight for issues that they think are important on campus. And don’t fret, there is no electoral college on this campus to worry about, so every vote truly does matter.
According to their website, AS is an organization that “seeks to serve, empower, and represent students in all areas of student concern.” And now, there are nine candidates running for various positions who are looking to do just that. From April 17-19, students will be able to vote online to determine who will be granted a seat in CSUMB’s student government.
In order for candidates to run, they must first meet certain requirements: candidates must have and maintain an overall GPA of 2.0, be enrolled in six semester units per term while running for office (three units for graduate students,) must have completed at least one semester at CSUMB before the election, and candidates for the presidency must have at least one semester as an officer in AS. When elected, the president has a wide range of responsibilities including to serve as a voting member of multiple boards across campus, meeting regularly with the Dean of Students, and to “ensure the organization stays aligned with its Annual Stability Plan and Five Year Strategic Plan.” A full list of responsibilities can be found on the AS website.
There are more open positions than there are students running this year, which raises an interesting question about how active our student body really is when it comes to our campus’s government. In fact, the majority of students are running unopposed, guaranteeing them a seat at the table. And with such a lack of participation from students, our campus fails to provide itself with many options.
Running for office is certainly not for everyone, but staying engaged and being aware of who these candidates are and what they stand for is something that everyone can do. Being knowledgeable and staying informed will lead to a student government that is better equipped to serve the needs of our entire campus. Being informed starts with attending the candidates’ speeches on April 3rd in the Student Center East Lounge at 8pm. There will also be a debate amongst all candidates on April 11th in the Student Center West Lounge at 8pm.
It all began when my man brought home a little black paper bag. Inside: our first pair of handcuffs. Besides being instantly turned on, I felt a little embarrassed looking into the eyes of my boyfriend while holding furry metal props of domination. I promise to spare the gritty details of my life underneath the sheets, however, what I won’t spare you are the tips and tools I have come to know during my journey to self discovery in this topsy turvy Trump media and “alternative” fact frenzy.
Inside: our first pair of handcuffs.
We tried the cuffs that night, and you’d be surprised how a single toy can change the entire dynamic of love-making abilities. We were saying things we had never said and moving in directions we never thought we could. It’s a unique kind of high and I was instantly hooked.
As a student who works five days a week, studies 20 units, and reports for the school newspaper, I rarely have time to release endorphins or take part in a social life; things which balance me. If I have nothing to relieve my stress and anxiety, I routinely fight or flight- I begin to act on harmful impulsive behavior, or return to a depressive stagnant nature.
My lover and I have shared seven years of good company and support-three-fourths friendship, one-fourth romance- now that we have finally begun investigating our sexual bodies together, we get this president that wants to defund the only way of continuing my new-found endorphin releaser. This won’t stop me. Because I’m too far in, too strung out. Too in love with my stout, squishy body to stop now.
The kinky acts of screaming, slapping, tieing, and pulling each night; the acts that take me out of my mind, have eliminated self-doubt, during a time of backlash and political crime. I gave clear boundaries for my partner and chose the safety word, “fuzzy.” We bought edible lube, ropes, costumes, and leashes… in result: I experienced my first orgasm in fetishes. I felt strong, empowered, and in complete control, while at the same time being dominated with toys and my boyfriends soul; a pleasurable paradox. This might sound crazy to some. Might sound a bit slutty to most. But when you’re in love and devoted, sex is more than lucid lust.
I felt strong, empowered, and in complete control, while at the same time being dominated.
No, we do not watch porn or erotic sex tapes, nor 50 Shades of Grey, because watching those types of films I’ve learned takes the fun away. By mirroring them, we don’t view the world in a creative way, kind of like the media, creating false stigmas, society’s main aim.
It’s a taboo practice, I know, but I am living in a coping world. Defining a touch on my own terms, reawakening a tender self-love and confidence into my day-to-day world. A world fixed to suck the assurance out of me. Through executive orders and defunding. Through college fees and cheap labor responsibilities. So maybe, all we really need, to survive this topsy turvy moment in life… Is a little kinky, tasty, crafty affection… however you project it, because it certainly is subjective.
MOVIES OF MARCH
GHOST IN THE SHELL
THE SHACK
THE LAST WORD
TABLE NINETEEN
THE BOSS BABY
LOGAN
KONG SKULL ISLAND
THE ZOOKEEPER'S WIFE
BEFORE I FALL
BEAUTY AND THE BEAST
GHOST IN THE SHELL
POWERRANGERS
Word List:
THE SHACK
TABLE NINETEEN
THE BOSS BABY
LOGAN
KONG SKULL ISLAND
THE ZOOKEEPER'S WIFE
BEFORE I FALL
BEAUTY AND THE BEAST
GHOST IN THE SHELL
POWERRANGERS
WOULD YOU RATHER?
Would you rather always be 10 minutes late or always be 20 minutes early?
Would you rather lose all of your money and valuables or all of the pictures you have ever taken?
Would you rather be able to see 10 minutes into your own future or 10 minutes into the future of anyone but yourself?
Would you rather be famous when you are alive and forgotten when you die or unknown when you are alive but famous after you die?
Would you rather go to jail for 4 years for something you didn't do or get away with something horrible you did but always live in fear of being caught?
Would you rather your shirts be always two sizes too big or one size too small?
Find answers to crossword and sudoku puzzles on OtterRealm.com or scan QR code:
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Andre Sitolini/Otter Realm
A MEMORABLE SPRING BREAK
"My best spring break was a couple years ago in community college, me and a friend of mine went driving all over the coast, ended up in San Diego with no money, snuck into a music festival, stayed with some friends, and had a blast."
FADY ELLAHAM,
ENVS MAJOR, 3RD
"I was dancing with this girl on a boat party in Havasu, knee deep in water grinding our hearts away. Then a police boat drove by with a megaphone yelling at me and the girl saying 'hey! Dance like your grandmother is watching' and I laughed and gave him a thumbs up."
LAZZLO FINLAYSON
BUSINESS MAJOR, 3RD YEAR
My most memorable spring break was my sophomore year. Myself and three friends explored Costa Rica for a week! We toured the rainforest, the beaches, and even zip-lined!
NATALIE MAGANA
HCOM MAJOR, 4TH
The best spring break I've ever had was when my best friend and I drove down the gulf coast to Ensenada and went to La Bufadora Market. We rode horses on the beach and walked around Tijuana, ate tacos and drank margaritas.
HARLEE QUIJANO
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Te mahere whakawhanake i te papa rēhia o Te Wai Ōrea
Western Springs Lakeside Te Wai Ōrea
park development plan
FINAL FOR ADOPTION | AUGUST 2020
Revisions:
Initial draft (V.1) October 2017
Draft for consultation (V.2) November 2017
Revision incorporating consultation and local board feedback (V.3) February 2019
Revision incorporating additional changes (V.4) June 2019
Revision incorporating additional changes (V.5) August 2019
Final for adoption (V.6) August 2020
## Rārangi Kōrero Contents
1.0 Tirohanga whānui *Vision*
1.1 Tirohanga whānui *Vision* 7
1.2 Mana whenua 8
1.3 Kupu Whakataki *Introduction* 9
1.4 Whakawhitiwhihi kōrero *Consultation* 14
2.0 Mahere Whakawhanake *Development Plan*
2.1 Ngā Mātāpono Hoahoa Māori a Te Aranga *Te Aranga Māori Design Principles* 18
2.2 Mahere Takinga Whakaaro *Concept Plan* 20
3.0 Mahere Whakawhanake Āmiki *Detailed Development Plan*
3.1 Tātaritanga āmiki *Detailed Analysis* 30
3.1.1 Tāhuhu kōrero tuku iho *History* 30
3.1.2 Kounga wai *Water quality* 33
3.1.3 Hauropi *Ecology* 40
3.1.4 Kōtuinga āwhioranga kua tū kē, kua marohitia hoki *Existing and proposed circulation network* 43
3.1.5 Papa tākaro kua tū kē *Existing playground* 46
3.1.6 Whakaherenga *Events* 47
3.1.7 Ngā rawa ā-papa rēhia *Park assets* 48
3.1.8 Mahere uara papa rēhia *Park values plan* 56
3.1.9 Tarāwaho ā-ture - Mahere Kotahitanga o Tāmaki Makaurau *Regulatory framework - Auckland Unitary Plan* 58
3.2 Mahere Whakawhanake Āmiki *Detailed Development Plans*
3.2.1 Hauropi *Ecology* 60
3.2.2 Kōtuinga āwhioranga kua marohitia *Proposed circulation network* 67
3.2.3 Ngā rawa ā-papa rehia kua marohitia *Proposed park assets* 71
3.2.4 Kaupapa ā-papa tākaro *Playground theme* 76
4.0 Mahere ā-Mahi *Action Plan*
4.1 Raupapa wātaka me ngā aronga matua *Timeframes and Priorities* 85
Ngā Āpitihanga *Appendices*
A1 He āmiki tāhuhu kōrero tuku iho *Detailed history*
A2 Pūtaiao rerenga ā-wai *Hydrology*
A3 Rārangi tohu momo tipu *Indicative plant species list*
A4 Kōrero hāngai ki ngā whakaahua *References*
Western Springs Lakeside Park
The Western Springs water park was opened in 1932 by Auckland City Council. The building is now a museum and is open to the public on weekends. The park has a variety of activities including swimming, boating, and picnicking.
The Western Springs water park was opened in 1932 by Auckland City Council. The building is now a museum and is open to the public on weekends. The park has a variety of activities including swimming, boating, and picnicking.
1.0 Tirohanga whānui Vision
This section outlines the purpose of the document, visionary objectives for park improvements, mana whenua direction, gives a brief overview of the park, and outlines the consultation process for preparing this development plan.
Aerial view of Auckland Domain, New Zealand.
1.1 Tirohanga whānui Vision
Purpose of the development plan
This development plan has been commissioned by the Waitēmata Local Board for the purpose of providing a vision and action plan to guide improvements to Western Springs Lakeside Te Wai Ōrea Park (Western Springs) and its interfaces with neighbouring reserves and facilities over the short, medium, and long-term.
The management and development of Western Springs is guided by the Western Springs Lakeside Park Plan (produced in 1995) and the Western Springs Lakeside Te Wai Ōrea park development plan (2020).
The outcomes in the development plan largely complement the 1995 Western Springs Lakeside Park Plan. The 2020 development plan focuses specifically on priorities that have been articulated by mana whenua, stakeholders and the community as identified through consultation carried out in 2017 and 2018. The development plan works to align future investment with objectives linked to these priorities.
In the event of any inconsistency between the two documents, the Western Springs Lakeside Te Wai Ōrea park development plan (2020) will prevail.
Western Springs Lakeside Te Wai Ōrea
Western Springs Lakeside Te Wai Ōrea is a busy, well-used park. Initial consultation and visitor surveys have indicated that visitor satisfaction with the park is high. Therefore this plan does not propose significant changes to the park’s use or visual amenity. It does seek to make improvements to water quality, circulation and wayfinding, and event infrastructure.
The water quality of the lake is poor, which is of concern to the Waitēmata Local Board, mana whenua, stakeholders, and the community. Mana whenua and stakeholders have guided the direction of the plan to focus on improving the Mauri of the water. The water quality issues are complex and will involve ongoing collaboration between mana whenua, Auckland Council, and the community to address the causes. This plan considers the catchment wide issues and what can be done within the park to improve the water quality of the lake and Motions Creek.
Vision
The vision was developed through consultation with mana whenua and stakeholders and drives all proposed improvements.
Section two (Development Plan) outlines improvements to the park in relation to the vision. Improvements proposed in the development plan are programmed over the short, medium and long term to deliver the vision.
The development plan will be monitored over time, to ensure all improvements are aligned with the vision, make sure the plan is still relevant, monitor the delivery of projects, and review whether new projects should be investigated and explored to achieve the vision.
Restoring the Mauri of the water at Western Springs Te Wai Ōrea is the key focus of this development plan. However, the issues are complex and require research and investigation. Realising the plan’s vision will be an iterative process, with the results of research and other water quality projects in the catchment potentially changing water quality outcomes proposed within this plan.
Western Springs Lakeside Te Wai Ōrea is a healthy destination that provides a refuge from the city. The following is the vision for the development plan:
**Wai** – Kua ora ano te mauri o te wai e hua ai he papa rehia toko oranga a-tangata, a-kararehe hoki
*Water - The water is restored to create a healthy park for people and fauna*
**Ruruhau** – Ka tiakina a Western Springs Te Wai Ōrea hei ruruhau mai i te tāone nui
*Refuge - Western Springs Lakeside Te Wai Ōrea is retained as a refuge from the city*
**Tūhononga** – He kōtuenga āwhio noa tūturu nei tō Western Springs Te Wai Ōrea e tūhono ai ia ki ōna whakaurunga me ōna hapori
*Connected - Western Springs Lakeside Te Wai Ōrea has a clear circulation network, that connects to surrounding facilities and communities*
**Ngā whakahaeenga** – He ahunga whakahaeenga hiranga a Western Springs Te Wai Ōrea
*Events - Western Springs Lakeside Te Wai Ōrea is a significant event destination*
**Tāhuhu kōrero tuku iho** – Ka whakanui a Western Springs Te Wai Ōrea i tōna tāhuhu kōrero tuku iho, hiranga ki te mana whenua hoki
*History - Western Springs Lakeside Te Wai Ōrea celebrates its history, and its significance to mana whenua.*
1.2 Mana Whenua
Historically, Te Wai Orea was a significant site for mana whenua to harvest tuna (eels). Because of the site’s significance, mana whenua have played a key role in directing the development plan.
The focus of the engagement to date has been on water quality. The water quality issues mean that the lake is no longer a sanctuary for tuna. In response, the development plan focuses on Te Aranga values of Taiao and Mauri Tu. These values are woven into the vision for the park:
- **Taiao – The Natural Environment**
- Outcome: The natural environment is protected, restored and/or enhanced.
- **Mauri Tu – Environmental Health**
- Outcome: Environmental health is protected, maintained and/or enhanced.
Collaboration with mana whenua will be ongoing as the water quality issues are better understood. Mana whenua will be involved in the realisation of projects that are delivered as a consequence of this plan and understanding improvements to water quality that are achieved.
Although the focus is on Taiao and Mauri Tu, the development plan does consider all of Te Aranga principles to ensure the plan leads to holistic outcomes for the park and the area.
1.3 Kupu Whakataki Introduction
Regional context
The lake at Western Springs Lakeside Te Wai Ōrea is spring-fed from Te Tatua a Rūkūta Western Spring-Meola-Three Kings aquifer. The lake then feeds Motions Creek.
The Greater Western Springs Te Wai Orea aquifer is a large volcanic lava flow, resulting from Te Tatua a Rūkūta / Three Kings, Owairaka / Mount Albert, and Maungawhau / Mount Eden eruptions.
Western Springs Te Wai Ōrea contains exposures of the natural edge of Auckland’s longest lava flow, with excellent examples of columnar jointing, vesicles and small lava tongues, some with pahoehoe (smooth undulating) surfaces. Natural springs flow from cracks in the lava flow. These features were much more common prior to the urban development of Auckland.
Ecological context
Under the Auckland Unitary Plan (AUP), Western Springs Te Wai Ōrea is considered a site of regional ecological significance, for both its flora and fauna.
The Western Springs Lakeside Park Plan (1995) states ‘*The wetlands, the lake, the forest areas are all inextricably linked. When viewed as various components of the one system the combined values of these areas stand out to create a site of regional ecological significance and of much conservation value*’.
The regional importance of the site is recognized in the Auckland Unitary Plan (AUP) by the Significant Ecological Area status that has been applied to the whole of the park. This status provides for the protection and enhancement of significant indigenous vegetation and significant habitats of indigenous fauna.
The importance of Western Springs in terms of ecology is based on:
- The presence of the threatened long fin eel, and occurrences of various other threatened fish, bird and plant species
- The presence of important vegetation and ecosystem types, such as wetland and lava rock forest
- The presence of creeks, lake, wetlands and other important habitat for aquatic fauna and flora which act as corridors for aquatic species plus insectivorous birds and terrestrial plants
- The site’s potential to sustain large blocks of native vegetation that can support a range of indigenous plants and animals
- The site’s role as an existing and future ecological corridor – ecological corridors allow for the movement of flora and fauna, expanding their range and hence increasing the sustainability of the population as well as the sustainability of biodiversity across the region as a whole.
Western Springs provides crucial biodiversity functions which include supplying roosting, nesting, breeding habitat; feeding sites and resources and migration corridors for native fauna; habitat and dispersal corridors for native flora. It is important to maintain and enhance the biodiversity potential of sites such as Western Springs since they have the capacity to increase the colonisation and dispersal of indigenous biodiversity across the city.
Western Springs is very well placed in this regard. It provides key linkages to other open space parks in the area, with either high ecological values or potential. Auckland Zoo, Jaggars Bush, Seddon Fields, Lemington Reserve, Te Tokaroa / Meola Reef forms a linked corridor of sites through to the Waitematā Harbour to the west. To the east a corridor exists through Arch Hill and along the North-Western motorway revegetation corridors to Symonds St Cemetery and Auckland Domain. Biodiversity corridors also exist along Motions and Meola Creek and there are wider connections to Chamberlain Park, Pasadena Intermediate School and Western Springs College.
This development plan includes aspirations and actions for improvement to habitat and ecosystem health at Western Springs through the phasing out of noxious and invasive weeds, conserving indigenous habitat, improving water quality and rehabilitating the lake, wetlands and rock lava forest areas with enhancement planting.
The different eco zones within the site will play an important part in creating self-sustaining habitat and ecological corridors that are integrally linked in terms of their ecological values and functions. Consideration of how these areas interact and enhance each other’s values has been considered in the planning of ecological enhancements proposed in this plan. This is in alignment with the connectivity and ecological enhancement recognized and envisaged by the Western Springs Lakeside Park Plan (1995) as well as more recent strategies such as Auckland’s Urban Ngahere (Forest) Strategy (March 2019).
The community benefits of this ecological enhancement are not just environmental but also social (e.g. health and wellbeing), cultural (e.g. cultural heritage) and economic (e.g. reduced flood risk) and the ecological benefits from the plan are best realized by looking at the sites importance in both a local and regional context.
Local context
The park is 4.5km from Auckland City Centre, surrounded by the popular regional facilities of Auckland Zoo, MOTAT, and Western Springs Stadium. There are a number of educational facilities near the park including, Pasadena Intermediate, Western Springs College, and The Auckland Performing Arts Centre (TAPAC).
The major organisations in Western Springs precinct have formed a Stakeholder Group. The Stakeholder Group has contributed to the development of the plan from its earliest stages. Carparking is a key issue in the precinct and is being investigated by the group.
Western Springs Te Wai Orea sits within a green corridor that extends from Meola Reef to Chamberlain Park.
In 2013, Auckland Council’s biodiversity team undertook a review of local parks and reserves to prioritise where ecological restoration works could take place within the Waitamata Local Board area. Out of 150 local reserves assessed, Western Springs Te Wai Orea ranked first in priority for management, scoring highly for ecological values and potential of both its flora and fauna.
There is potential for both wetland and forest ecosystems to be subject to ecological restoration or enhancement at this site, increasing their ecological value and potentially bringing them closer to their natural or historic state.
Site description
Western Springs Lakeside Te Wai Orea is a popular park that visitors from across the Auckland region enjoy. Visitors use the park for a range of activities, including walking, connecting with nature, peace and quiet, feeding waterfowl and eels, and entertaining children.
Western Springs Lakeside Te Wai Orea is 26 hectares in size. The general character of the park is made up of four broad area types;
- Rehabilitated natural area with a large wetland, island, open water, the springs, and regenerating native and lava rock forest.
- Parkland areas which have been developed as a ‘picturesque’ parkland with large specimen trees, shrubberies, gardens and open space
- The Quarry
- The Lake.
Western Springs Lakeside Te Wai Orea is a complex ecosystem due to its urban setting and combination of native and exotic flora and fauna. Water quality, eel habitat, pest fish, and the health of waterfowl are all issues within the park.
The park has a network of paths that provide a variety of experiences. A wide path circumnavigates the lake and connects to main entrances, while informal predominantly gravel paths weave through the more natural areas.
Western Springs Lakeside Te Wai Orea is a popular place to host events, being located close to the central city and without the limitations of other central city parks that host events. There are a number of events that take place in the park, usually during summer, with some regular events that run through the year. Events range in scale, from events such as Pasifika that occupy the whole park to open air cinemas that occupy only the quarry.
Brief site history
As a public park, Western Springs Lakeside Te Wai Orea is relatively new. It opened to the public around 1977. The area was first used for municipal benefit in 1874, when it provided drinking water supply to the growing city.
- **1870**: Western Springs Te Wai Orea used as a drinking water supply for Auckland
- **1874**: Te Wai Orea is a significant eel harvesting site for Māori
- **1900**: Waitakere Ranges reservoirs become the primary drinking water source for Auckland. Western Springs Te Wai Orea used as a back-up supply
- **1907**: Auckland Zoo opened
- **1922**: Western Springs Te Wai Orea ceases to be used as a water supply for Auckland because of pollution and heavy chlorination requirements
- **1928**: Western Springs Stadium opened
- **1929**: Western Springs Te Wai Orea used as American military camp during World War II
- **1930**: Western Springs Te Wai Orea used for motor camping ground
- **1953**: Plans proposed for Western Springs Te Wai Orea to be developed as an amusement park
- **1961**: Auckland City Council Parks Department given responsibility for the management of Western Springs Te Wai Orea
- **1964**: MOTAT opened
- **1977**: Western Springs Lakeside Te Wai Orea became a public park
- **1995**: Western Springs Lakeside Park Plan adopted
- **2017**: Fukuoka Garden opened
- **2017**: WLB allocate funding to produce the Western Springs Lakeside Te Wai Orea park development plan
1.4 Whakawhitihiti kōrero Consultation
Consultation process
The development plan was consulted in three distinct phases:
1. **Phase 1: Pre-design consultation** was undertaken with known stakeholders to learn what needed to be considered through the development plan process, to understand what was valued about the park and needed to be retained, and what were key concerns and ambitions that would guide improvements and change to Western Springs Lakeside Te Wai Ōrea. During this phase the project team worked with council staff and key stakeholders via a series of meetings, workshops and site walkovers. These occurred in late August / early September 2017.
Stakeholders included Western Springs Stakeholders Group, Auckland Transport, MOTAT, Auckland Zoo, Western Springs Stadium, ATEED, Friends of Fukuoka Garden, and council staff.
**Summary of phase 1 pre-design consultation**
**General park feedback**
- the park is very popular and busy, with numbers of visitors increasing significantly in recent years
- the park is a key asset for the city with environmental (a ‘green corridor’ ‘the lungs of the city’), scientific, recreational and cultural values
- the lake brings life to the park.
**Circulation**
- the proposed greenway location was generally supported (particularly by AT). The proposed greenway crosses over RFA land and Stadium Road. The connection would need to be closed during some events
- the current path network and land bridge in particular does not comply with modern accessibility standards
- lighting the paths for safety should be considered
- informal mountain bike tracks are being built by the community in the vegetation adjacent to Bullock Track
- visitors typically don’t cycle to the Western Springs Te Wai Ōrea area as it is surrounded by busy roads
- connections (walking/cycling) beyond the park towards Motions Road Reserve, Grey Lynn and Kingsland should be improved.
**Ecological improvements**
- strong feedback that water quality needs to be improved
- manage existing birdlife in the park to achieve a more balanced environment for all users to enjoy
- excessive birdlife affects the visitor experience with birds being aggressive during breeding season, excrement being left on paths and grassed areas, and birds dying of avian botulism
- the birdlife enlivens the park.
**Events and event infrastructure**
- improve drainage at the quarry
- provide 3 phase power supply for events
- provide appropriate surfacing to allow for event vehicles, including hard surfacing and removable bollards
- widen the bridge connections between the park and the stadium (8m optimal width)
- Fukuoka Garden and its surrounds could become a community centre with a focus on Japanese culture and cross cultural understanding.
**Security/boundary treatments**
- there have been minor security breaches at the zoo, MOTAT, and major events
- the zoo is currently looking at fence treatments along their boundary to promote the zoo and screen ‘back of house’ activities. The zoo plans to retain the playground kiosk in its current location
- MOTAT is looking at providing access directly into MOTAT from the park, with a café that services both MOTAT and the park.
**Car parking**
- there is a general lack of parking in the Western Springs precinct.
**Wayfinding/interpretation improvements**
- the path network is confusing
- more historical information is needed
- there are opportunities for the park to become more educational (given its context).
**Playground improvements**
- general support for the playground to be kept in its current location (no reason for change)
- support for a themed playground.
Fukuoka Garden
- include a grove of flowering cherry trees adjacent to the Fukuoka Garden, to soften the exterior walls, and improve the amenity value of the area.
2. **Phase 2: Initial draft development plan review** was undertaken to test the initial draft development plan with stakeholders to ensure that improvements appropriately addressed key concerns and ambitions for Western Springs Lakeside Te Wai Orea.
Stakeholders included Western Springs Stakeholders Group, MOTAT, Auckland Zoo, Western Springs Stadium, ATEED, Friends of Fukuoka Garden, council staff, mana whenua, and Waiternatā Local Board.
**Summary of phase 2 initial draft development plan review**
**General feedback**
- Support for the plan, with only minor amendments suggested
- There was a lot of enthusiasm for the water quality improvements, particularly the bird feeding areas.
3. **Phase 3: draft development plan public consultation** was undertaken to test the draft development plan with the public to get their feedback on the proposed improvements for Western Springs Lakeside Te Wai Orea.
In February 2018 the Waiternatā Local Board approved the draft Western Springs Lakeside Te Wai Orea Development Plan for public consultation. This consultation was carried out in July / August 2018 and generated over 200 responses which identified park improvements that are a priority for the community.
**Summary of phase 3 draft development plan public consultation**
A total of 196 survey forms were returned and seven submissions made.
**General feedback**
- Support for the plan, with minor amendments suggested
- Ecological and water quality improvements identified as high priorities
- High level of satisfaction with the means by which the plan aims to improve key service outcomes covering water quality, refuge, connectivity, celebration of the site’s history and provision for events.
The pond at the end of the walkway.
2.0 Mahere Whakawhanake Development Plan
This section provides a summary of the proposed key improvements to Western Springs Lakeside Te Wai Orea. It includes the Te Aranga Māori Design Principles, the Concept Plan, and precedent imagery and diagrams outlining how the concept plan relates to the development plan vision.
2.1 Nga Mātāpono Hoahoa Māori a Te Aranga Te Aranga Māori Design Principles
Te Aranga design principles have been considered and applied in this development plan, and will continue to be applied as the outcomes of the plan are realised. The design principles, Tohu, Taiao and Mauri Tu are integral to this plan and underpin visionary objective one: water.
**Mana - Rangatiratanga, Authority**
Outcome:
The status of iwi and hapū as mana whenua and as council partners is recognised and respected.
Attributes:
- Recognises Te Tiriti o Waitangi / The Treaty of Waitangi and the Wai 262 Ko Aotearoa Tēnei framework for Treaty Partnerships in 21st Century Aotearoa New Zealand as the basis for all relationships pertaining to development
- Provides a platform for working relationships where mana whenua values, world views, tikanga, cultural narratives and visual identity can be appropriately expressed in the design environment
- High quality Treaty based relationships are fundamental to the application of the other Te Aranga principles
**Whakapapa - Names & Naming**
Outcome:
The rich cultural history is celebrated and integrated within the concept plan.
Attributes:
- Recognises and celebrates the significance of mana whenua ancestral names
- Recognises ancestral names as entry points for exploring and honouring tūpuna, historical narratives and customary practises associated with development sites and their ability to enhance sense of place connections
**Tohu - The Wider Cultural Landscape**
Outcome:
Mana whenua significant sites and cultural landmarks are acknowledged.
Aspirations:
- Acknowledges a Māori world view of the wider significance of tohu / landmarks and their ability to inform the design of specific development sites
- Supports a process whereby significant sites can be identified, managed, protected and enhanced
- Celebrates local and wider unique cultural heritage and community characteristics that reinforce sense of place and identity Tohu
**Taiao - The Natural Environment**
Outcome:
The natural environment is protected, restored and / or enhanced.
Aspirations:
- Sustains and enhances the natural environment
- Local flora and fauna that are familiar and significant to mana whenua are key natural landscape elements within urban and / or modified areas
- Natural environments are protected, restored or enhanced to levels where sustainable mana whenua harvesting is possible.
Mauri Tu - Environmental Health
Outcome:
Environmental health is protected, maintained and / or enhanced.
Aspirations:
• The wider development area and all elements and developments within the site are considered on the basis of protecting, maintaining or enhancing mauri
• The quality of wai, whenua, ngāhere and air are actively monitored
• Water, energy and material resources are conserved
• Community well-being is enhanced.
Mahi Toi - Creative Expression
Outcome:
Iwi / hapū narratives are captured and expressed creatively and appropriately.
Aspirations:
• Ancestral names, local tohu and iwi narratives are creatively reinscribed into the design environment including: landscape; architecture; interior design and public art
• Iwi / hapū mandated design professionals and artists are appropriately engaged in such processes
Ahi Ka - The Living Presence
Outcome:
Iwi / hapū have an enduring living presence and are secured and valued within their rohe.
Aspirations:
• Mana whenua live, work and play within their own rohe
• Acknowledges the post Treaty of Waitangi settlement environment where iwi living presences can include customary, cultural and commercial dimensions
• Living iwi / hapū presences and associated kaitiaki roles are resumed within urban areas
2.2 Mahere Takinga Whakaaro Concept Plan
This plan provides an overview of the proposed improvements to Western Springs Lakeside Te Wai Orea, and five vision objectives that underpin the design. The following focus plans provide more detail on specific areas.
**Wai Water**
In order to improve water quality large-scale improvements are proposed to the park. These include buffer and emergent planting to the lake edge (while retaining viewshafts to the lake).
**Ruruhau Refuge**
The northern side of the lake is where real refuge from the city is experienced, being buffered from traffic noise and providing excellent views of the lake and trees within the park, and Auckland Zoo. This plan proposes to enhance this experience by leveraging the existing facilities i.e. Fukuoka Garden, playground, and naturalised wetland area.
**Tūhononga Connected**
The existing path network has generally been retained, with a main path that circumnavigates the lake and minor paths which lead off it to explore the park. A clear path hierarchy has been proposed, to promote legibility. The main path circles the lake and connects to the main entrances. The secondary path provides a wider network through the wetland area and connects to secondary entrances. Gravel paths allow access to more rugged and remote areas of the park, further into the wetland and the native forest area.
Connections to MOTAT and Auckland Zoo have been enhanced and proposed greenway routes as per the Waitemata greenways plan have been included.
It is proposed that footbridges be renewed over time to meet modern accessibility standards. This is with the exception of the double humped bridge on the western side of the lake. The double humped bridge will be retained because of its iconic form and because there is an alternative all accessible route option in close proximity that provides a similar connection outcome.
**Whakahaerenga Events**
Open areas of grass and specimen trees have been retained in the plan. Infrastructure is proposed that will assist running of events, including hardstand and removable bollards at pack-in / pack-out locations, three-phase power and water connections, and improved drainage at the quarry.
**Tāhuhu kōrero tuku iho History**
The lake is central to the park’s history and significance to mana whenua, and is the focus of this plan.
Articulating the park’s history and significance to mana whenua is going to be the key component of the proposed signage and wayfinding improvements.
Auckland Zoo
Motions Creek
Meola Creek
West View Road
Old Mill Road
Great North Road
North Western Motorway
Western Springs Stadium
Western Springs Outer Fields
Motat
Scale: 1:3250 @ A3
Precedent imagery
Water
Connected
Refuge
Events
History
The mauri of the water is restored to create a healthy park for people and fauna.
Proposed water quality improvements include:
- buffer planting on the lake edge, typically between the existing path and the lake edge
- buffer planting along Motions Creek
- emergent planting within the pond
- regulatory / interpretative signage where access to the lake is provided
- removal of filter pond and development of a naturalised wetland
- restoration of degraded remnant wetland areas through weed management and restoration planting.
Western Springs Te Wai Orea is retained as a refuge from the city. Key assets such as toilets, picnic tables and play elements will be designed so that they are usable by people with the widest possible range of abilities.
Proposed improvements to retain the park as a refuge from the city include:
- cherry tree grove planted adjacent to the Fukuoka Garden
- renewed playground with an appropriate theme and improved equipment
- naturalised wetland in the location of the existing filter pond
- the forest (pines with native understorey) restored to a podocarp-broadleaf forest
- Motions Creek rehabilitated
- access to MOTAT created.
**LEGEND:**
- Parkland
- Proposed buffer / riparian planting
- Proposed emergent planting
- Native forest
- Proposed waterfront platform
- Proposed wetland
- Proposed path network
- Renewed playground
- Proposed tuna (eel) themed bridge
- Proposed cherry trees
Western Springs Lakeside Te Wai Orea has a clear circulation network, that is well connected to its surrounding facilities and communities. All primary and secondary footpaths and associated bridges will be fully accessible.
Proposed improvements to the circulation network include:
- greenway connection between Stadium Road, Fukuoka Garden, and Motions Road
- promote connections to the zoo along key footpaths by means of design features and / or signage
- realigned footpaths surrounding the playground
- improved internal footpath intersections
- extend existing ‘dead end’ path to connect with an existing path
- realign entrance path at Stadium Road entrance
- wayfinding signage.
New footpath connections and any upgrade to the existing path through the forest area (pines with native understorey) will only be considered once the management regime for the pines has been confirmed and after full consultation on route options with relevant stakeholders, including residents of West End Road neighbouring community, has been undertaken.
**LEGEND:**
- Parkland
- Realigned intersection
- Proposed path network
- Realigned / new path
- Existing wayfinding sign
- Proposed wayfinding sign
Whakahaerenga
Events
Western Springs Lakeside Te Wai Orea is a significant event destination.
Proposed improvements for events include:
- drainage at the quarry and playground
- hardstand (e.g. Gobi blocks) at pack-in / pack-out locations
- removable bollards at pack-in / pack-out locations
- 3 phase power and water supply at the quarry, playground, and Stadium Road entrance.
LEGEND:
- Parkland
- Proposed drainage improvements
- Proposed path network
- Proposed hardstand (e.g. Gobi blocks)
- Proposed removable bollards
- Proposed power outlet
- Proposed potable water supply
Western Springs Lakeside Te Wai Orea celebrates its history, and its significance to mana whenua.
Proposed improvements include:
- restoration of the native forest, Motions Creek, wetland, and the lake (ecological heritage)
- interpretative signage (ecological, mana whenua, and post-colonisation heritage)
Eels in a stream.
3.0 Mahere Whakawhanake Āmiki
Detailed Development Plan
This section provides a detailed analysis of the site and its surrounds. It also outlines all of the improvements that are proposed for the park.
3.1 Tātaritanga āmiki Detailed Analysis
3.1.1 Tāhuhu kōrero tuku iho History
Māori history
Historically, Western Springs Te Wai Ōrea was highly valued for the clean, clear spring water and tuna (eels) that lived in the stream. It was one of the two major wetlands in the central Auckland region and an important location for the harvesting of eels. The lake was named Te Wai Ōrea, which means the waters of the eel.
Tāmaki Makaurau was home to many hapū who tended to follow a continuing cycle of bush clearance for cultivation of new gardens and return to old gardens. Seasonal and other changes in food supplies dictated movement of these groups. In addition, changing relationships between hapū resulted in occasional occupation of fortified pa.
During one of the battles fought in the Tāmaki area, Kawharu (a warrior raised in the Manukau) fought local iwi at a site overlooking Western Springs Te Wai Ōrea. On the ridge, today traced by Surrey Crescent, Te Raeckawharu (Kawharu’s brow) marks the spot where the invading chief rested. In 1830–1840, during the Māori musket wars, Ngati Tahinga, Waiohua, and a smaller number of Te Taou lived in the wider area, called Te Rehu.
Park history
In the mid 1800s, the area was part of a block of land farmed by William Motion, a Scottish settler. Quarrying has previously been undertaken over part of the site, and this activity has had an effect on lava substrate in that area. In the late 1800s, as Auckland was starting to expand and with water demand increasing, pumping facilities were installed at Western Springs Te Wai Ōrea. The swampy ground was made into an artificial lake to assist with water supply. However, as the cost of operation and maintenance increased over time, new reservoirs were built in the Waitakere Ranges in the early 1900s. By 1928 the lake was abandoned as a water supply source. Over the next 30 years the land deteriorated and was used for illegal rubbish dumping. In 1951 a plan to turn the site into an amusement park was tabled. The plan was abandoned due to lack of funding. In 1961 Auckland Council started to redevelop the park, concentrating on enhancing the natural values of the ‘native area’. By the 1980s, major landscaping work had transformed the park into one of Auckland’s most attractive parks. In 2017, the Fukuoka Garden was added to the park in the western area, next to the zoo entrance.
Natural history
Basalt lava from an eruption of the Auckland volcanic field forms the main substrate for the Western Springs Te Wai Ōrea area. Current evidence suggests that the source of the lava at Western Springs Te Wai Ōrea is likely to be from Mount Saint John / Te Kōpūke. This volcano erupted approximately 75000 years ago and produced the longest known lava flow in the Auckland volcanic field, extending approximately 11km from the volcano to the end of Meola Reef / Te Tokaroa in the Waitematā Harbour. As molten basalt lava flows, cools and solidifies, joints and fractures form leaving the rock quite porous to the flow of groundwater. Western Springs Te Wai Ōrea forms a natural low-point where free-flowing groundwater emerges at the surface. The springs are now mostly submerged beneath the lake, the current extent of which is the result of artificial damming.
Western Springs Te Wai Ōrea is one of the best remaining examples of Auckland’s once-extensive lava outcrops, and the best remaining natural springs associated with the Auckland volcanic field. The importance of maintaining these values is recognised with the site being scheduled for protection as an Outstanding Natural Feature in the Auckland Unitary Plan. The combination of bare lava rock and natural springs has resulted in a complex of forest and wetland areas which support interesting and distinctive ecosystems and associated wildlife. Historically these lava rock forest and associated wetland ecosystems would have been much more common across the Auckland volcanic field, and Western Springs Te Wai Ōrea remains as one of the few locations where these systems have not been lost beneath urban development.
Figure 1. Paratene Ngata of the Ngāti Porou tribe (left) is weaving a hinaki. He is being observed by anthropologist Te Rangi Hiroa (Peter Buck), right, with notebook
Figure 2. 1965 – Western Springs Te Wai Ōrea aerial photograph
Figure 3. 1890 – Looking south across Western Springs Te Wai Orea Lake
Figure 4. 1924 - View of the lake
Figure 5. 1920 – Looking across the lake, showing the Auckland City Council’s pumping station
Figure 6. Ca. 1933–1945 – Rubbish tip at Western Springs Te Wai Orea, Auckland
Figure 7. 1950 – Bathers and pleasure boats with pumphouse in the background
Figure 8. 1960 – Photograph of the lake
Figure 9. 2014 - Aerial view of Western Springs Lakeside Te Wai Orea Park and its vicinity
3.1.2 Kounga wai Water quality
The water within Western Springs Lakeside Te Wai Ōrea and wetlands is of very poor quality. Factors within the lake, park and catchment all contribute to the poor water quality. The lake is spring fed and it is suggested that activities in the wider catchment are a contributing factor to the high nutrient levels observed in the lake.
Other factors that contribute to poor water quality include activities within the lake, for example; waterfowl, pest fish and sediments / nutrients entering the lake from along the lake edge or from park drainage.
Western Springs is a site of ecological significance, both regionally and locally.
Trophic Level Index (TLI)
The Trophic Level Index (TLI) is a measurement used in New Zealand to indicate the health of lakes.
The number is calculated using four separate water quality parameters – total nitrogen, total phosphorous, water clarity, and chlorophyll-a.
Total nitrogen and total phosphorous are nutrients that plants thrive on. Large amounts of these nutrients in the lakes encourage the growth of algae and aquatic weeds, which can lead to poor water quality.
Water clarity is a measurement of how clear the water in the lake is.
Chlorophyll-a is the green colour in plants. Knowing how much chlorophyll-a is in a lake gives us a good idea of how much algae the lake has. It is okay to have algae in a lake, just not too much. The more algae there is, the poorer the water quality.
These four measurements are combined into one number which is the TLI.
Trophic Level Index at Western Springs Lakeside Te Wai Ōrea
The TLI for Western Springs Lakeside Te Wai Ōrea is Supertrophic with a rating of 5.5, which indicates that the water quality at Western Springs Lakeside Te Wai Ōrea is poor.
The following is a description of the TLI water ratings:
- **microtrophic** (TLI < 2; very good) lakes are very clean and often have snow or glacial sources (eg Lake Pukaki in Canterbury)
- **oligotrophic** (TLI 2–3; good) lakes are clear and blue, with low concentrations of nutrients and algae (eg Lake Rotoma in Bay of Plenty)
- **mesotrophic** (TLI 3–4; average) lakes have moderate concentrations of nutrients and algae (eg Lake Rerewhakaaiti in Bay of Plenty)
- **eutrophic** (TLI 4–5; poor) lakes are murky, with high concentrations of nutrients and algae (eg Lake Rotoroa in Northland)
- **supertrophic or hypertrophic** (TLI > 5; very poor) lakes have extremely high concentrations of phosphorus and nitrogen, and are overly fertile; they are rarely suitable for recreation and lack habitats for desirable aquatic species (eg Lake Forsyth in Canterbury, Western Springs Te Wai Orea).
Ecological significance
**Biodiversity Focus Area:**
The Auckland Council Biodiversity team has recently identified areas that are of regional significance in ensuring we protect the long term viability of each ecosystem type found in Auckland. These sites are called Biodiversity Focus Areas (BFAs) and Western Springs Lakeside Te Wai Ōrea is one of them. The ecosystems of particular interest at Western Springs Lakeside Te Wai Ōrea are the wetlands. Of particular note, the flaxland wetland present at the site is a critically endangered ecosystem type in the Auckland region. Although now absent, historically parts of the site were under the cover of pūriri lava rock forest – also a critically endangered ecosystem type in the Auckland region.
**Significant Ecological Area within Auckland Unitary Plan:**
Factors contributing to Western Springs Lakeside Te Wai Ōrea being a Significant Ecological Area include
2B – Threatened Species Long fin eel, *Fissidens berteroi* (moss), *Sparganium subglobosum*.
2E – Rare species short-hair plume grass (*Dichelachne inaequiglumis*)
**Local Board Parks Prioritisation Plan:**
Western Springs Lakeside Te Wai Ōrea is considered the highest priority local park for ecological restoration in the Waitāmata Local Board area.
Water catchment source
Western Springs Te Wai Orea lake is fed by a natural spring. The main source of the water feeding the spring is rain falling on the slopes of the volcanoes Te Tātua a Rūkūta / Three Kings, Owairaka / Mount Albert and Maungawhau / Mount Eden.
The water runs underground for several kilometres through lava flows known as the Greater Western Springs aquifer, and emerges from the ground via a spring located on the southern edge of the park.
Issues:
- The water arriving at Western Springs Lakeside Te Wai Orea has high nutrient levels, which is a main contributor to the low water quality at Western Springs Lakeside Te Wai Orea.
- The source of the contamination in the Greater Western Springs aquifer is unknown and very difficult to identify and fix with the scale of the aquifer. Possible contamination sources could be leakages from ageing wastewater assets and/or historical industrial use.
Waterways
The spring enters at an inlet in the southern part of the lake, flowing on into the main body of the lake and finally the wetland at the western end of the lake.
The main lake discharges to Motions Creek through three outlets, two with weir systems and one with a “filter” pond (located in the north boundary of the lake, near the elephant enclosure of the zoo). The water level is controlled by timber weirs at the outlet points.
Much of the pond edge is dominated by outcrops of basalt.
The estimated discharge is between 1-2 million gallons / day.
Motions Creek extends from Western Springs Lakeside Te Wai Orea to Waitematā Harbour, discharging along the eastern side of Meola Reef Reserve. The majority of the stream has vegetatted banks with the exception of the section through Auckland Zoo which is in a concrete channel.
Through Western Springs Lakeside Te Wai Orea, Motions Creek has steep eroding grass banks with pockets of native shrubs (mainly harakeke), and exotic specimen trees.
The pockets of wetland which are found at the western end of the lake are typically dominated by exotic plant species at present and are candidates for ecological restoration through weed management and planting of suitable native species.
View of the lake from north-east
East part of the lake
Filter pond on the north side of the park
Motions Creek adjacent to native forest
Motions Creek adjacent to Auckland Zoo
Motions Creek adjacent to Western Springs Stadium
Wetland adjacent to Great North Road (courtesy Wildland Consultants Ltd)
Water quality issues
As previously outlined, the water quality at Western Springs Lakeside Te Wai Ōrea is rated as ‘very poor’. The ‘issues’ outlined below contribute to, and result from, poor water quality.
These issues are impacting on the health of waterfowl and visitor experience. The water quality within Western Springs Lakeside Te Wai Ōrea is also having flow-on impacts to Auckland Zoo, which is located next to the lake. Lake water is used in some animal enclosures and has been suspected to have impacted animal health there. Birds within the zoo are inoculated to protect them from botulism.
Nutrients
- The term nutrients usually refers to nitrogen (N) and phosphorous (P) as these are usually the limiting nutrients for nuisance plant growth.
- Nutrients can come from a number of sources including bird faecal matter and anthropogenic sources.
- Nitrogen and phosphorous are also naturally found in water, soil and in the atmosphere.
- Excess nutrients can cause unwanted macrophyte growth and also unwanted algae growth.
Nutrients at Western Springs Lakeside Te Wai Orea
- Both nitrogen and phosphorous are elevated at Western Springs Te Wai Orea Lake.
- A number of sources for elevated nutrients exist, including from the wider catchment.
- The spring water is contributing high levels of N and P into the lake.
- The sediment at Western Springs Te Wai Orea is also a source of nutrients.
Managing Nutrients
- Planting along the margins and reducing the number of birds will help to control nutrients from the shore.
- Minimising disturbance to the sediment will reduce the risk of sediment runoff into the lake.
- To manage nutrients at Western Springs Te Wai Orea research is needed looking at the wider catchment to understand groundwater and background nutrient loading, as well as research into innovative methods for mitigating nutrients in the lake.
Escherichia coli (*E.coli*)
- *E.coli* is common bacteria that live in the gut of warm-blooded animals, including humans.
- It is used as an indicator of how much sewage or faecal matter enters the waterway.
- Some *E.coli* species of bacteria can be harmful to humans.
*E.coli* at Western Springs Te Wai Orea
- *E.coli* levels at Western Springs Te Wai Orea are often elevated.
- The cause is unclear, possibly human, avian, dogs or a combination is causing the elevated levels. Further tests can confirm this.
- Avian and dog sources are most likely, given their high numbers at the park.
Options to manage *E.coli* at Western Springs Te Wai Orea
- Reducing the large number of birds that reside at the park.
- Undertaking investigations of sources of *E.coli* that enter the lake and then mitigation of the identified issue.
- Planting along the margin of the lake in places will help filter surface water runoff.
- Improve signage relating to disposing dog litter.
Algal blooms
- Algal bloom is a term used to describe large masses of microscopic plants that float within the water column.
- Algal blooms can sometimes turn the water cloudy, green and even other colours.
- Blooms of certain species of blue-green algae, also known as cyanobacteria, can sometimes produce an odour and can be harmful to humans and aquatic species.
- Excess nutrients are a major contributor to algal blooms.
Algal blooms in Western Springs Te Wai Orea
- Blooms within the lake have occurred in the past.
- Auckland Council will monitor for cyanobacteria species as and when they occur.
Managing algal blooms at Western Springs Te Wai Orea
- Short-term options for managing blooms include immersing hay bales in the water, and increasing circulation in the water.
- Long term solutions need to be investigated further, as the main source of nutrients is from the spring originating from the Greater Western Springs aquifer.
Avian botulism
- Avian botulism is a disease causing birds to be paralysed which often results in death
- Birds contract botulism by consuming *Clostridium botulinum* bacteria, which can occur in the sediment of ponds and wetlands, as well as in some insects in the park.
Avian botulism at Western Springs Lakeside Te Wai Ōrea
- Avian botulism at Western Springs Lakeside Te Wai Orea occurs most summers when the right environmental conditions are present
- The close proximity of the Zoo to the lake threatens the welfare of the birds at the Zoo.
Managing avian botulism at Western Springs Lakeside Te Wai Orea
- Eliminating the bacteria is difficult because of the amount of sediment within Western Springs Lakeside Te Wai Orea
- Educating people not to feed the birds bread as bread which has not been eaten and remains in the lake can promote the growth of bacteria as it breaks down
- Removal of the dead birds is necessary to stop the spread of the bacteria.
Anaerobic sediment
- Anaerobic sediment is organic sediment that is absent (or nearly absent) of oxygen
- This sediment is usually fine and can be disturbed easily by birds, fish or humans
- The sediment can be the incubator for the botulism bacteria.
Anaerobic sediment at Western Springs Lakeside Te Wai Ōrea
- Sediments within Western Springs Lakeside Te Wai Ōrea lake are anaerobic
- The anaerobic sediment contributes to the botulism and nutrient issues
- Birds and fish exacerbate the anaerobic sediment, including feeding of bread which enters the water.
Managing anaerobic sediment at Western Springs Lakeside Te Wai Orea
- Plant along some of the lake margins to help retain sediment from entering the lake, and reducing bird feeding on water
- Dredging the sediment from the lake
- Capping the sediment or adding oxygen in the sediment through a fountain or other circulation. Research would need to be done to assess each of these options further.
Pest Fish
- Pest fish are unwanted species introduced from one ecosystem into another
- New Zealand has a high number of pest fish
- All species of pest fish are detrimental to New Zealand aquatic environments. Both native fish and native vegetation can go extinct with pest fish
- Pest fish are so common in New Zealand that native and endemic fish are often overlooked and undervalued.
Pest fish at Western Springs Lakeside Te Wai Ōrea
- Pest fish disturb the sediment of the lake floor
- Contribute to algae blooms directly and indirectly by disturbing the lake floor and adding nutrients to the water column
- May be caught and released by the public to other waterways.
Managing pest fish
- Underwater fences or enclosures to preserve some parts of the lake
- Education programmes, preventing further spread into Western Springs Lakeside Te Wai Orea and also other areas
- Pest fish eradication programmes. Research would need to be done to assess this option further.
3.1.3 Hauropi Ecology
Waterfowl
This plan recognises that the bird life in Western Springs Lakeside Te Wai Orea is a core component of the park’s character and will be managed by balancing recreation plus environmental outcomes and applying sound ecological principles.
Historically, one of the major attractions to the park has been bird feeding, typically using leftover bread. It is now understood that the artificially high numbers of waterfowl in the park is not only impacting on the visitor experience but also on good environmental outcomes.
The park appears dirty with bird excrement, making it unattractive to users. The waterfowl can also be aggressive, particularly when they are breeding, and exotic species are being favoured to the detriment of native bird species.
The feeding of birds at the park artificially raises the bird population and leads to a number of poor amenity and ecological park outcomes including:
- An unhealthy bird population - despite education and signage there remains a risk that the wrong kind of foods, including bread, are given to birds. A poor diet reduces body condition and makes the birds more vulnerable to parasites and diseases.
- Changing natural behaviour - feeding the birds changes their natural behaviours and makes them aggressive to both people and other birds.
- Reduction of native bird numbers - at Western Springs Lakeside the birds that benefit from feeding are those that are already abundant and generally exotic.
- Water and landscape pollution – the unnaturally high level of bird droppings foul the footpath and grass areas and impact water quality.
These negative impacts are considered to outweigh the amenity benefits associated with bird feeding and therefore the activity will be discouraged by means of education and interpretation signage.
It is also proposed that some waterfowl species are managed at more sustainable levels.
Fish
There are a significant number of eels in the park, which is reflected in the lake’s Māori name: ‘Te Wai Orea’ (The water of the eels). The lake contains two native species of eel; the short-finned (*Anguilla australis*) and long-finned (*Anguilla dieffenbachii*). The long-finned eel has been identified as a species that is in decline and could become extinct within the next 50 years.
It is the council’s Biodiversity team’s view that there may be some value in managing Western Springs Lakeside Te Wai Orea as an eel sanctuary, to highlight the spring’s importance as rearing habitat. While making the springs an eel sanctuary would not confer any greater legal protection (i.e. over and above the protection the reserve status already affords) it would draw the public’s attention to the eel fishery’s cultural and ecological values.
There are a number of other fish species also present in Western Springs Lakeside Te Wai Orea. Species include tench, perch, catfish, goldfish, koi and grass carp.
Grass carp were introduced into Western Springs Lakeside Te Wai Orea in 2005 to control submerged invasive pest plant species. The pest plant species is no longer visible in the lake, and some grass carp were removed. However grass carp likely remain in the lake and could still be controlling pest plant species.
Pest fish – koi carp
Koi carp (*Cyprinus carpio*) are present in Western Springs Lakeside Te Wai Orea.
Koi are listed as an unwanted organism under the Biosecurity Act. Their pest fish status stems from the species’ high fecundity (and therefore their potential to reach high numbers), and tolerance of poor water quality which they themselves exacerbate because of their damaging feeding action.
Koi disturb large quantities of sediment as they feed, disestablishing bed material and undermining stream banks, which in turn diminishes habitat for submerged plants, native fish, and aquatic invertebrates. Potential for significant water quality deterioration increases as koi numbers increase.
Mammalian pest
In addition to managing pest fish and waterfowl, there is also a significant value to manage mammalian pests, including rabbits in particular, as these have impacts on the native terrestrial and wetland systems present at the site and population numbers are known to erupt from time to time.
Flora
The current vegetation within the park consists of riparian planting around the water bodies, pine trees with a native understorey in the forest area and specimen trees (native and exotic) through the more formal parkland areas.
The long term goal for the forest is to develop a native forest eco system and landscape.
Although now absent, historically parts of the park were under the cover of pūriri lava rock forest. There is potential to utilise future enhancement planting of existing native and garden planting areas to move towards a composition more typical of pūriri lava rock forest, especially surrounding the western wetland areas where this ecosystem type was historically present.
Any planting undertaken in and around the lake edge, wetland, rock lava forest and forest (defined as ‘natural’ areas within the plan) will all be with native species. The majority of planting undertaken in the parkland and quarry areas will also be with native species but noting that in some instances, exotics will be used where relevant to the landscape and outcomes desired. This applies particularly to the area adjacent to the Fukuoka Garden where cherry tree planting has been identified and potentially in some playground areas where shade is desirable during the summer only, with deciduous trees being preferred in this instance.
The Fukuoka Garden is a fusion of Japanese and New Zealand native species.
There are threatened, rare and type locality species in Western Springs Lakeside Te Wai Orea that need to be protected with any developments in the park, including:
- Threatened Species: *Fissidens berteroi* (moss)
- Rare species: short-hair plume grass *Dichelachne inaequiglumis*, mawhai *Cassytha paniculata*
- Type locality: *Pseudocercospora dianellae*, *Pseudocercosporella myopori* (two species of fungi).
LEGEND:
- Site boundary
- Native forest
- Native planting
- Garden planting
- Fukuoka Garden
- Grass
- Potential lava rock forest restoration area (indicative only, subject to Western Spring Lakeside Te Wai Orea restoration plan)
Scale: 1:4000 © A3
Existing vegetation
The photos below represent typical planting within the park. This vegetation is a mix of old and new, exotic and native specimen trees, shrubs, and riparian planting.
Photo Courtesy of Sel Arbuckle
3.1.4 Kōtuinga āwhioranga kua tū kē, kua marohitia hoki Existing and proposed circulation network
Local context
Western Springs Lakeside Te Wai Ōrea is connected to public transport networks, AT cycleways and the Waitāmata Greenways network.
There is a regular bus service that runs along Great North Road, running west from Auckland city centre with a number of bus stops adjacent to the park.
Auckland Transport’s northwest busway project proposes dedicated busways along the northwestern motorway. Draft proposals include a bus station at Western Springs Lakeside Te Wai Ōrea that would service the area and cater for large events.
Auckland Transport’s cycle network envisages a commuter network of cycleways for all ages and abilities.
The Waitāmata Greenways Plan envisions a greenway (cycling and walking route) through Western Springs Lakeside Te Wai Ōrea around the north side of the lake joining MOTAT and the Zoo.
Recent visitor surveys indicate that few visitors currently cycle to the park. This situation is also the same at Auckland Zoo and MOTAT. Busy roads in the area deter families from cycling to the park. In addition, there are currently no bike stands in the area.
Issues:
• Busy roads are daunting and unattractive to cyclists, particularly families
• The significant level change between Western Springs Lakeside Te Wai Ōrea and Old Mill Road, make cycling for all abilities and ages not achievable to and from the north.
Existing footpaths and current greenway plan
Western Springs Lakeside Te Wai Orea has a good network of paths. A main path circumnavigates the lake, with more informal, self-discovery paths providing connections through the more natural areas of the park.
The main pathway network connects with the zoo and MOTAT. Secondary and informal paths provide access to viewing spots, the wetland area, picnic areas, and artworks. A gravel path links through the native forest to the residential area on the northern boundary.
Issues:
• The existing path network is confusing, with no clear path hierarchy, and no wayfinding signage at intersections
• Bridges do not meet current accessibility standards and create congestion during events.
Path network condition
There are two types of pathways within the park; asphalt pathways (some have a basalt edge) and gravel pathways. Some of the asphalt pathways are in disrepair being uplifted by tree roots, especially the eastern part by the lake next to MOTAT café, creating trip hazards.
Cracks on some sections of main pathway
Cracks on some sections of main pathway due to tree roots
Main pathway is covered with bird excrement
Gravel path through lava rock forest
3.1.5 Papa tākaro kua tū kē Existing playground
Playground
The playground is scheduled for renewal in 2018 / 19 due to the age and deteriorated quality of the play equipment. It is to be upgraded to a destination playground standard.
The playground is currently shaded and damp particularly in winter with large evergreen trees along its northern side.
There are areas where water pools and drainage will need to be considered within the renewal project.
The upgraded playground should reflect the site’s unique environment and location.
3.1.6 Whakahaerenga Events
Event spaces
Western Springs Lakeside Te Wai Orea is a popular park to hold events, being a large relatively flat park close to Auckland city centre. It has the added advantage of not being a sports park like other popular inner city event parks such as Victoria Park.
Western Springs Lakeside Te Wai Orea holds the Pasifika Festival annually. It is the largest festival of its type in the world. During this event, most (if not all) of the park’s open spaces are used, and attracts over 225,000 visitors.
The festival is a Pacific Island themed event, presenting a wide variety of cultural experiences, including traditional cuisine and performances.
A number of other events use the entire park, these include running events, orienteering, and more recently Wanderlust, a yoga festival.
The park also accommodates the spillover crowd during major events at Western Springs Stadium, such as Auckland City Limits.
The quarry is very popular for smaller / private events, such as fire nights, open air cinema, and teddy bears picnic.
Issues:
- all grassed areas with specimen trees need to be retained to accommodate events
- the quarry currently has drainage issues that can impact on reinstatement after events and have flow on impacts to other booked events
- infrastructure for events could be improved to reduce reinstatement works and ongoing costs in providing temporary infrastructure.
3.1.7 Ngā rawa ā-papa rēhia Park assets
Existing signage and interpretation
The signage in the park is a mix of interpretive, wayfinding and functional signage. Currently the wayfinding signs are confusing and there is a lack of historical information presented. Historical plaques are not in the most obvious locations. The signage follows the former Auckland City Council branding and needs to be updated to the current Auckland Council brand. In doing so, there is the potential to review both the interpretive and wayfinding signs with the aim of achieving better design outcomes.
Issues:
- signage is outdated and there is no consistency in signage across the park
- visitors currently find themselves lost in the park, therefore existing wayfinding signage is not adequate
- functional signage such as “don’t feed the birds bread” is inadequate and visitors do not follow the advice.
LEGEND:
- Parkland
- Existing pathways
- Existing main entrance / wayfinding / interpretation sign
- Existing minor entrance / wayfinding sign
- Existing interpretation sign
- Existing wayfinding sign
- Existing regulatory sign (e.g. no dogs / liquor ban / no bird feeding)
- Existing historical plaque
Scale: 1:4000 @ A3
Signage and interpretation condition
Some historically significant signs are placed poorly. Many signs are in poor condition and need to be replaced.
Existing park furniture
In general the furniture within the park is in relatively good repair and is appropriately sited throughout the park.
There are three BBQs within Western Springs Lakeside Te Wai Ōrea; at the quarry, by the zoo boundary near the playground, and in the southern part of the park, near the park’s middle entrance from Great North Road.
There are three drinking fountains in the park; one is at the BBQ / picnic area by the zoo, the second at the original toilet building, and the third is on the southern side of the lake.
The park benches and the picnic tables in the park are a relatively informal ‘macrocarpa slab’ style. They are spread out around the park, mostly around the lake with the exception of a group of picnic tables arranged adjacent to the zoo kiosk.
Park furniture condition
- Typical picnic table in the park
- Park bench with back rest
- Park bench with no back rest
- Picnic spot at the quarry
- Barbecue facility at picnic spot near playground
- Typical drinking fountain in the park
- Typical rubbish and dog litter bins in the park
Existing built forms
There are currently two toilets located within Western Springs Lakeside Te Wai Orea. One is a pair of dual pan modular systems by the playground and the second is an old building near Western Springs Stadium. The second toilet is decorated with bird murals on its outside and inside walls.
There are eight footbridges that are paved with asphalt and have metal railings. There are two bridges with a discernible character - one is a double bridge on the east side of the park adjacent to MOTAT and one is the double humped bridge located in the south west corner of the lake.
Two weirs are located on the northern edge of the lake, one is adjacent to MOTAT and the other close to the original toilet.
There are three stone sculptures acquired from the 1985-1986 stone symposium located in the western part of the park and two art installations – one is ‘The Marble Table’ by Campbell Leavis Ewing, located in the southeast near MOTAT entrance and the second one is ‘Circle of Friends’ monument in the west side of the park.
The latest addition to the park is the Fukuoka Garden, located next to the zoo entrance which was opened in April 2017. The garden has a tea pavilion, waterfall and pond. It features over 1800 native Japanese and New Zealand species and incorporates items preserved from the original garden including four bonsai trees, paving stones, lanterns, a water basin and the entrance.
Issues:
• the toilet block adjacent to the stadium is not visible, off the main circulation network, and covered in vegetation
• the weirs are aged, difficult to use and unattractive
• the bridges are narrow and create congestion.
Built form condition
Modern dual pan toilets near playground
Original toilet building near stadium
Playground adjacent to zoo boundary
One of the lake’s weirs
Pedestrian bridge
Fukuoka Garden
Stone sculptures from 1985–1986 Stone Symposium
‘The Marble Table’ by Campbell Leavis Ewing
‘Circle of Friends’ Memorial
Existing boundary treatments
In general the park boundaries are fit for purpose, and are hidden by vegetation and therefore not visually dominant within the park.
The site has direct boundaries with MOTAT, Auckland Zoo, and Western Springs Stadium.
The zoo boundary is generally a tall chain-link fence. The boundary that is facing the playground has zoo advertisements on the fence. The fence that is facing the native forest is a plain chain-link fence and this continues along the boundary with residential properties.
The zoo is currently working on a project that would upgrade the fence adjacent to the playground, so that it has permanent advertising material and provides a predator proof barrier.
A stretch of concrete wall forms the boundary with Western Springs Stadium.
At MOTAT, the park is generally bounded by chain-link fence with the exception of a short segment by the café where there are natural boulders separating the properties.
The boundaries with the Great North Road and Motions Road are unfenced, allowing views into the park while the part that is facing the zoo carpark has a low timber fence to exclude cars.
Issues:
• minor security breaches from the park into Auckland Zoo and Motat, and from outside the park in to events held within the park
• vegetation within the park and along the zoo boundary makes it challenging for the zoo to form a predator proof barrier
• the low timber fence creates a trip hazard and does not allow for access for all abilities, and should be replaced with bollards.
Boundary treatments
There are reports of minor security breaches at the zoo, MOTAT, and during major events in the park. The vegetation along the boundary with the zoo increases the risk of security breaches and allows pests to enter the zoo.
- Park boundary along Motions Road
- Park boundary facing zoo carpark
- New bollards in front of Fukuoka Garden
- Zoo boundary along picnic spot adjacent to playground
- The Watering Hole café facing the park
- Boundary fence along zoo’s back of house
- Boundary wall with Western Springs Stadium
- Natural rock outcrop next to MOTAT café
- Boundary fence next to MOTAT (Walsh Memorial Library)
As outlined in the introduction, the aspiration of this plan is to not propose wholesale changes to the park in either its appearance or its use. The park has a distinct character and visitor satisfaction is high. The purpose of this plan is to identify character areas, to ensure that all proposed park improvements do not adversely impact on key characteristics or values.
The whole park is a highly valued event space, and existing open grassed areas with specimen trees should be preserved.
The diagram overleaf sets out the park’s various character areas, and ascribes values to these. The ratings are high, moderate and low, and have been determined by initial consultation, historical visitor surveys and site assessments of visitor use.
**LEGEND:**
1. **Area 1 - The lake**
High value for its significance to mana whenua, and for the amenity and potential ecological values that it brings to the park, its reflective qualities, rippling, sounds, and habitat that it provides to tuna (eels) and waterfowl.
2. **Area 2 - Natural area (vegetated wetland and native forest surrounds)**
High value and high potential for wetland and terrestrial ecological values, habitat for tuna (eels), native birds and waterfowl, and sense of retreat and opportunity for exploration.
3. **Area 3 - English picturesque**
High value for its open views across the lake. The park’s biggest passive audience is commuters along Great North Road.
4. **Area 4 - Open grassland with mature specimen trees**
High value for its openness with expansive views across the lake. Also valued for the quiet retreat that it provides from the surrounding urban environment.
5. **Area 5 - Motions Creek**
Low value as it is a degraded watercourse that is eroding, has weed species, and poor quality water.
6. **Area 6 - Native forest**
Moderate value as it is a revegetating steep hillside with pine trees and a deteriorated gravel track to Old Mill Road.
7. **Area 7 - Filter pond**
Low value as a stagnant pond. It has some nice Swamp Cypress specimens surrounding the pond.
8. **Area 8 - Playground**
High value for its opportunity for play, picnicking and BBQs, and long views over the lake and on to MOTAT. This area is serviced by the zoo kiosk. The playground is currently due for renewal as a result of its age and safety requirements. The renewal of the playground will further increase the value of this area.
9. **Area 9 - Elevated lake views**
High value for its elevated views across the lake and on to MOTAT. This area also provides a relatively flat area for passive recreation.
10. **Area 10 - Fukuoka Garden**
High value, opened this year the Fukuoka Garden celebrates the sister relationship between Auckland and Fukuoka. This garden replaces the original Fukuoka Garden which was located within Auckland Zoo.
11. **Area 11 - Enclosed grasslands**
Moderate value for its opportunity to escape from the city in enclosed grassed areas surrounded by predominately native vegetation. These areas are relatively under used and are not particularly well integrated with the rest of the park.
12. **Area 12 - Former quarry**
High value as a flat enclosed space, making it an ideal location of medium sized events. The quarry currently has drainage issues.
1. Lake Pupuke
2. Lake Pupuke Wetland
3. Lake Pupuke Wetland
4. Lake Pupuke Wetland
5. Lake Pupuke Wetland
6. Lake Pupuke Wetland
7. Lake Pupuke Wetland
8. Lake Pupuke Wetland
9. Lake Pupuke Wetland
10. Lake Pupuke Wetland
11. Lake Pupuke Wetland
12. Lake Pupuke Wetland
Scale: 1:2250 @ A3
3.1.9 Tarāwaho ā-ture - Mahere Kotahitanga o Tāmaki Makaurau
Regulatory framework – Auckland Unitary Plan
Zoning
Open Space – Informal Recreation
These areas are used for a variety of outdoor informal recreation activities and community uses, such as walking, running, cycling, relaxing and socialising, picnics, playing and enjoying the environment.
H7.5.2. Objectives
(1) The open and spacious character, amenity values and any historic, mana whenua, and natural values of the zone are maintained.
(2) Informal recreation activities are the predominant use of the zone.
(3) Buildings and exclusive-use activities are limited to maintain public use and open space for informal recreation.
(4) Small-scale, informal land-based water-related recreational facilities are provided for while maintaining and enhancing public access to and along the coast.
Overlays
Natural Resource - Urban Lake Management Areas Overlay and Significant Ecological Area Overlay
The Urban Lake Management Areas Overlay comprises Lake Pupuke and Western Springs Te Wai Orea lake. Under the Unitary Plan, Western Springs Lakeside Te Wai Orea “derives its water source from groundwater flow, and has an outlet via a weir to Motions Creek. Western Springs Te Wai Orea lake is surrounded by a public reserve” and “has a lower water quality mainly due to contamination from faecal matter associated with the waterfowl population”. Unitary Plan Objectives and Policies for the Western Springs Lakeside Te Wai Orea are:
D6.2. Objectives
(1) Open-space, recreational and amenity values of urban lake management areas are maintained or enhanced.
(2) Water quality of lakes in urban lake management areas is maintained where it is excellent or good and progressively improved where it is degraded to support ecosystem health, recreational and amenity values.
(3) Margins of lakes in urban lake management areas are maintained or enhanced.
D6.3. Policies
(1) Maintain or enhance open space, recreational and amenity values of the urban lake management areas by minimising structures in, on or over the bed of lakes, rivers, streams and wetlands.
(2) Minimise discharges of contaminants to urban lake management areas.
(3) Avoid significant disturbance of lake beds to minimise suspended sediment and nutrients in the water.
(4) Recognise that stormwater maintains water levels in urban lake management areas, and support initiatives to treat these discharges.
(5) Maintain and protect wetland vegetation in urban lake management areas by minimising as far as is practicable the disturbance from structures and vegetation clearance associated with infrastructure maintenance.
D9.2. Objectives
(1) Areas of significant indigenous biodiversity value in terrestrial, freshwater, and coastal marine areas are protected from the adverse effects of subdivision, use and development.
(2) Indigenous biodiversity values of significant ecological areas are enhanced.
(3) The relationship of Mana Whenua and their customs and traditions with indigenous vegetation and fauna is recognised and provided for.
D9.3. Policies
(1) Manage the effects of activities on the indigenous biodiversity values of areas identified as significant ecological areas by:
(b) avoiding other adverse effects as far as practicable, and where avoidance is not practicable, minimising adverse effects on the identified values;
(3) Enhance indigenous biodiversity values in significant ecological areas through any of the following:
(a) restoration, protection and enhancement of threatened ecosystems and habitats for rare or threatened indigenous species;
(b) control, and where possible, eradication of plant and animal pests;
(c) fencing of significant ecological areas to protect them from stock impacts;
(d) legal protection of significant ecological areas through covenants or similar mechanisms;
(e) development and implementation of management plans to address adverse effects;
(f) re-vegetating areas using, where possible, indigenous species sourced from naturally growing plants in the vicinity with the same climatic and environmental conditions; or
(g) providing for the role of Mana Whenua as kaitiaki and for the practical exercise of kaitiakitanga in restoring, protecting and enhancing areas.
(4) Enable activities which enhance the ecological integrity and functioning of significant ecological areas including:
(a) the management and control of pest species that threaten indigenous biodiversity.
Natural Heritage
Protecting outstanding natural features and landscapes and the natural character of the coastal environment, wetlands, lakes and rivers from inappropriate subdivision, use and development, and maintaining the contribution of landscape values to high amenity values, all need active stewardship if these qualities are to survive to meet the needs of future generations.
B4.2. Outstanding natural features and landscapes
B4.2.1. Objectives
(1) Outstanding natural features and landscapes are identified and protected from inappropriate subdivision, use and development.
(2) The ancestral relationships of Mana Whenua and their culture and traditions with the landscapes and natural features of Auckland are recognised and provided for.
(3) The visual and physical integrity and the historic, archaeological and cultural values of Auckland’s volcanic features that are of local, regional, national and/or international significance are protected and, where practicable, enhanced.
B4.2.2. Policies
(6) Protect the physical and visual integrity of Auckland’s outstanding natural features from inappropriate subdivision, use and development.
(7) Protect the historic, archaeological and cultural integrity of regionally significant volcanic features and their surrounds.
(8) Manage outstanding natural landscapes and outstanding natural features in an integrated manner to protect and, where practicable and appropriate, enhance their values.
Sites and Places of Significance to mana whenua
The Sites and Places of Significance to mana whenua Overlay applies to sites and places that have been scheduled and protected for their significance to mana whenua.
D21.2. Objective
(1) The tangible and intangible values of scheduled sites and places of significance to mana whenua are protected and enhanced.
(2) Scheduled sites and places of significance to mana whenua are protected from inappropriate subdivision, use and development, including inappropriate modification, demolition or destruction.
3.2 Mahere Whakawhanake Āmiki Detailed Development Plans
3.2.1 Hauropi Ecology
Improving water quality
Improving water quality will have the biggest impact on improving visitor experience in Western Springs Lakeside Te Wai Ōrea.
This chart sets out a spectrum of works for improving water quality to address the issues within the lake, and links back to the water quality issues outlined within section 3.1.2.
The spectrum of works that could be undertaken to improve water quality, ranges from ‘achievable relatively small-scale works’ to ‘aspirational extensive scale works’. Large-scale and extensive scale works require further research to ensure feasibility, but with current known information it is likely that these works would have significant impacts on the park (the park could be closed for extended periods of time), and cost implications.
As discussed in section 3.1.2, nutrients within the lake are coming mainly from the Greater Western Springs aquifer via the spring to the lake, though the source of these nutrients to this aquifer is not known. Therefore more investigation and research needs to be undertaken so that we can understand the problem and identify the best and most effective management strategy. Research/investigation may present other innovative ‘works’ for improving water quality, that are currently unknown, that are not included within this chart, that may be more feasible/cost effective.
It is therefore recommended that the first body of works undertaken in relation to improving water quality is investigation into the nutrient source and the sediment within the lake, as well as investigation of potential innovative ways to address these issues.
This plan includes proposals for all works outlined within the ‘achievable relatively small scale works’.
| RESULT | ACTION |
|--------|--------|
| ACHIEVABLE RELATIVELY SMALL SCALE WORKS | research / investigate sediment within lake |
| | research / investigate nutrient source |
| | control waterfowl numbers |
| | emergent planting to limit access to water (stop visitors from feeding birds bread in water), reduce sediment runoff, and to intercept and assimilate nutrients |
| | remove filter pond and convert to wetland |
| | control pest fish |
| | eliminate pest fish |
| | sediment reduction / removal - e.g. fountain, cap or dredge lake |
| | manage nutrients in catchment |
Water quality issues addressed
- **N** Excessive nutrients
- **AL** Algal bloom / cyanobacteria
- **B** Botulism
- **As** Anaerobic sediment
- **Pf** Pest fish
- **E** E.coli
Lake cross sections
To improve water quality, and in particular manage botulism and sediment within the lake, emergent planting within the lake and riparian planting on the lake edge is proposed. This planting will reduce access to the lake to discourage bird and eel feeding, and also reduce sediment run-off into the lake.
Trials to test the success of emergent planting at current water levels will be carried out. The results of this trial will then inform decisions around the extent of emergent planting and any requirement to reduce lake water levels on a permanent basis.
Riparian planting will include low native shrubs and groundcovers that will retain views of the lake.
**Existing condition**
**Condition where access to water is not allowed**
- **A**: Emergent plant species will establish to approximately 1m depth
- **B**: Low growing native shrubs / groundcover planting to discourage bird feeding at the lake margin
- **C**: Retain views of the lake
**Condition where access to water is allowed and open views**
- **A**: Recountour ground level to 1.5m below water level so emergent plants do not establish
- **B**: Retain view of the lake
Fish and eel management
It is proposed that pest fish, especially koi carp be managed out of the lake, and active engagement and preservation of tuna (eels) is encouraged.
An eel themed bridge is proposed where the wetland enters the main lake.
The purpose of the bridge, is to promote the presence of the tuna (eels) and its significance to mana whenua.
One-way fish nets will be set below the bridge and managed feeding by council will enable the trapping of exotic fish within the wetland area. The nets will be designed to allow for the free movement of the eels between the lake and the wetland.
The bridge could be designed to incorporate artistic elements that celebrate the significance of the lake and tuna (eels) to mana whenua.
LEGEND:
- A Main path
- B Footbridge
- C Views of lake and wetland to be enjoyed
- D Angled railing to deter bird / eel feeding
- E Interpretation sign
- F Emergent plants
- G One-way fish net
Photo visualisation - Tuna (eel) themed bridge
Connecting the park and MOTAT directly would create significant benefits for both facilities. The area provides excellent views across the lake but is a congestion point during large on-site events.
**Wai Water**
The proposed boardwalk is located by the lake, with an angled handrail keeping the public away from lake edge to discourage feeding water fowl directly on the water.
The handrail will include educational material to further discourage bird feeding.
**Tūhononga Connected**
A connecting footpath with MOTAT will provide direct access to MOTAT’s cafe. It is proposed that vegetation between MOTAT and the park be thinned to improve the visual connections between the facilities.
It is proposed to reduce the twin footbridges across the creek to a single footbridge that meets current accessibility standards.
**Nga whakahaerenga Events**
This area is a pinch point during events, with only a narrow area between MOTAT and the lake. A cantilevered boardwalk has been proposed to create more land area and ease congestion.
Photo visualisation - lookout boardwalk adjacent to MOTAT entrance
Motions Creek rehabilitation
It is proposed that Motions Creek is rehabilitated with riparian vegetation, to stabilise the stream edges and reduce sediment runoff entering the stream.
Planting the stream will also visually soften the concrete wall that forms the boundary between Western Springs Lakeside Te Wai Ōrea and Western Springs Stadium.
Wetland and lava rock forest rehabilitation
It is proposed that the western wetland areas are restored with management of weedy exotic species and planting of suitable native wetland species, to provide higher ecological and habitat values for native species, including tuna (eels) and native birds.
The surrounding terrestrial vegetation is also proposed to be enhanced with planting designed to reference or move towards a composition more typical of the historically-present pūriri lava rock forest at this location and increase habitat value for native birds.
3.2.2 Kōtuinga āwhioranga kua marohitia Proposed circulation network
A hierarchy of paths, of varied widths and materials, is proposed to create a legible path network that will assist with wayfinding.
The main path on the northern side of the park follows the proposed Waitematā Greenways network, which includes a new path connection between the existing zoo entrance and Motions Road. The path entering at Stadium Road has been realigned to provide a more direct path and view shaft to the lake.
The main path connects to either traffic lights and pedestrian crossings to provide safe connections beyond the park.
Secondary paths are accessed off the main path and connect to secondary entrances.
Formed and gravel paths are informal paths located in the more ‘natural’ areas of the park, and have a sense of discovery to them.
Entry and exit points between informal paths have been realigned to create intersection points to reduce confusion. Informal paths have also been extended to connect with other paths where they were ‘dead end’ paths.
Some sections of the main path are currently lit at night. This is not a safe place for people at night, as there are no neighbouring residential properties or road frontages to provide ‘after hours’ passive surveillance. It is proposed that the lighting be removed when it is due for renewal.
Surface treatment
A hierarchy of path surfaces has been proposed to improve wayfinding in the park. The path surfaces have been chosen to provide legibility, assist with navigation, signify entrances and park features, improve park quality, and provide robustness and durability. The proposed surfaces maintain some consistency with the existing path.
- **Main path - all abilities (walking and cycling) - 3.5m**
- Asphalt with double basalt edge
- **Secondary path – 1.8m**
- Asphalt with single basalt edge
- **Formed path - 1.8m**
- Asphalt with timber edge
- Use / location: Tertiary pathway
- **Gravel path type one – 1.8m**
- Compacted gravel with rock edge
- Use / location: Informal pathway
Gravel path type two – 1.8m
Compacted gravel with rolled edge
Use / location:
Informal route
Junction type one
Asphalt with double and single basalt edge
Use / location:
Intersections / changes in primary / secondary route
Junction type two
Asphalt with single basalt and timber edge
Use / location:
Intersections / changes in secondary / tertiary route
Junction type three
Asphalt with single basalt edge and compacted gravel with timber edge
Use / location:
Intersections / changes in secondary / informal route
Junction type four
Asphalt with timber edge and compacted gravel with rock edge
Use / location:
Intersections / changes in formed/informal route
Timber bridge
3.2.3 Ngā rawa ā-papa rehia kua marohitia Proposed park assets
Event infrastructure and drainage
It is proposed to improve event infrastructure, reduce the need for temporary infrastructure for individual events, and related remedial works.
LEGEND:
- Parkland
- Proposed hardstand (e.g. Gobi blocks)
- Proposed drainage improvements
- Proposed power outlet
- Existing potable water supply
- Proposed potable water supply
- Proposed Removable bollards
Signage and interpretation
The hierarchy of footpaths should be supported with wayfinding signage. Wayfinding signage is proposed at all entrances and path intersections and will include directional signage and distances to entry and exit points.
A suite of code of conduct and safety signage should be developed for Western Springs Lakeside Te Wai Orea. Clear educational information needs to be presented in an engaging, easily understood way to change behaviour around bird and eel feeding.
A suite of interpretive signage should be developed for the park to explain and celebrate the park’s history, ecology, geology and hydrology. This could include interactive and interpretive artwork.
Park furniture and amenities
The existing suite of furniture should be retained in the park including picnic tables, bench seats, park benches and rubbish bins. The park already has a good provision of park furniture, however some may need to be relocated around the playground area as this is developed.
Rubbish bins are proposed inside the park close to all main park entrances.
Additional drinking fountains are proposed and should include water supply for events.
The proposed toilet block is timber clad, and this could include interpretive or artistic material.
LEGEND:
- Parkland
- Existing BBQ pit
- Existing drinking fountain
- Existing toilet block
- Proposed BBQ
- Proposed drinking fountain
- Proposed toilet block
- Existing picnic table
- Existing park seat
- Existing rubbish bin
- Proposed picnic table
- Proposed park seat
- Proposed rubbish bin
Boundary treatments
Only minor change is proposed to the existing boundary treatments.
Bollards are proposed adjacent to the zoo carpark to replace the low timber fence that is a trip hazard and to provide all abilities access.
Auckland Zoo is currently working on proposals for the fence line adjacent to the playground that will include information about the zoo and the park.
Precedent imagery - park assets
Mara whenua values
Picnic table
Bench seat
Wayfinding signage
Gobi blocks
Wayfinding signage
Interpretation signage
Settle down
Sediment forebay
Toilet block option 1
Bins
Drinking fountain
3.2.4 Kaupapa ā-papa tākaro Playground theme
The playground is scheduled for renewal in 2018 / 19 because of its age and the deteriorated quality of the play equipment. It is to be upgraded as a destination playground.
The upgraded playground should take advantage of the existing location which is adjacent to the zoo boundary.
Two themes were proposed during public consultation that reflect the site and its surrounds, ‘Urban Park’ and ‘Ecological Escape’. The majority of the public preferred the ‘Ecological Escape’ theme.
‘Ecological Escape’
- The playspace is to be a retreat or refuge from the city and have a more natural focus
- Natural theme would tie the playspace into its landscape context
- Predominant use of natural materials such as timber, stone, sand and rope
- Provide opportunities for informal and unprogrammed play
- The inclusion of water play would allow children to interact with the water
- Planting would consist of hardy native shrubs and groundcovers
- Ecological and educational focus
- Opportunities to integrate the site’s cultural and natural history i.e. tuna (eels) found in the lake.
Indicative planting palette
Precedent imagery
- Tuna feels
- Landforms and vegetation as play items
- 'Living' structures
- Water play
- Passive recreation
- Series of play zones
- Use of natural materials
- Opportunity for imaginative play
- Learn to ride facilities
- Use of found objects such as fallen trees
Focus area B
The playground and surrounding area is a significant destination. Park users find refuge from the city here, being located some distance from busy roads. The position provides views over the lake and is surrounded by large trees. It is the busiest entrance to the park, located next to the zoo car park. It is also connected to the zoo via the Watering Hole kiosk.
Wai Water
Removing the filter pond will assist in improving water quality within the park. It is currently a stagnant pond that contributes to botulism.
Ruruhau Refuge
From this entrance a series of facilities and experiences is proposed, leveraging the existing facilities of the Fukuoka Garden, playground, and lake, and developing a new wetland area (removing the existing filter pond), and upgrading the playground.
The recently completed Fukuoka Garden is an inward facing reflective space. The garden is yet to soften in to its environment, and currently stands out, particularly its large exterior walls. A grove of cherry trees is proposed, to soften the entrance from the zoo carpark.
The existing playground is programmed for renewal. This is a great opportunity to create an exciting playspace based on a local theme. The existing playground is shaded and damp in winter. The development plan proposes that the evergreen trees are thinned and deciduous trees planted to provide summer shade and winter sun.
A passive recreation space will be retained next to the playground and upgraded with drainage improvements to create an ideal spot for ball sports, games, and picnicking.
The proposed wetland will be developed with planting and a boardwalk connection that will allow visitors to enjoy New Zealand’s unique flora and a healthier park.
Tūhononga Connected
A proposed change in surface treatment is recommended within the zoo carpark, to improve the safety of pedestrians moving between the park and cars.
The main footpath through the playground area has been realigned for better connections to the zoo kiosk. The new path runs closer to the zoo boundary and the secondary path running north / south is orientated with the kiosk.
The realignment of these paths will create larger open spaces for both the playground and passive recreation space.
A new secondary path is proposed along the lake edge. This area is elevated and has views across the lake of the historic pump house within MOTAT.
Tāhuhu kōrero tuku iho History
It is proposed to reinstate the filter pond as a naturalised wetland area, reminiscent of what would have once been on this site before development, creating a habitat for native flora and fauna.
A: Parking
B: Restroom
C: Picnic Area
D: Play Area
E: Walking Trail
F: Entrance
Scale: 1:500 @ A3
The proposed design for the park includes a variety of features to enhance the visitor experience and promote sustainability. The design incorporates a mix of natural and man-made elements, including a central pond, walking paths, and seating areas. The use of native plants and trees will help to create a more sustainable environment, while also providing opportunities for wildlife to thrive.
The design also includes provisions for public art installations, which will add to the cultural richness of the park. The use of recycled materials in the construction of the park infrastructure will further contribute to its sustainability goals.
Overall, the proposed design for the park aims to create a space that is both visually appealing and environmentally responsible, providing a place for people to connect with nature and each other.
The proposed design for the park includes a playground, walking paths, and green spaces.
Three white geese grazing on a grassy field near a body of water, with trees and a clear sky in the background.
4.0 Mahere ā-Mahi Action plan
This section outlines the projects that will deliver the improvements proposed within this development plan.
The two men, one with dark hair and the other with gray hair, are standing close to each other, their foreheads touching. They appear to be engaged in a serious conversation.
## 4.1 Raupapa wātaka me ngā aronga matua Timeframes and Priorities
| Item / Project / Opportunity / Initiative | Mana whenua collaboration | OUTCOME | Visionary objective applied | Short-term priority (1-3yrs) | Medium-term priority (4-6yrs) | Long-term priority (7-10yrs) | LDI | Maintenance | Renewals | AT | Growth | Other |
|------------------------------------------|---------------------------|---------|-----------------------------|----------------------------|----------------------------|----------------------------|-----|------------|----------|----|--------|-------|
| 1. Remove filter pond and reinstate naturalised wetland | ✓ |    | ✓ | | | | ✓ | | | | | |
| 2. Commission a planting plan for emergent and lake edge planting areas and a management plan for the wetland areas and surrounding terrestrial vegetation | ✓ |    | ✓ | | | | ✓ | | | | | ✓ |
| 3. Develop a themed bridge | ✓ |  | | | | | ✓ | | | | | |
| 4. Rehabilitate Motions Creek | ✓ |    | | | | | ✓ | | | | | ✓ |
| 5. Commission wildlife management plan | ✓ |    | ✓ | | | | ✓ | | | | | |
| 6. Investigation / research into sediment removal | ✓ |   | | | | | ✓ | | | | | ✓ |
| 7. Investigation / research into nutrient removal | ✓ |   | | | | | ✓ | | | | | ✓ |
| 8. Water quality monitoring and reporting | ✓ |   | ✓ | | | | | | | | | ✓ |
| 9. Forest restoration | ✓ |    | ✓ | | | | ✓ | | | | | |
| 10. Undertake path renewals and upgrades | |  | ✓ | ✓ | ✓ | ✓ | ✓ | | | | | ✓ | ✓ |
| 11. Upgrade bridge connections | ✓ |   | ✓ | ✓ | ✓ | ✓ | ✓ | | | | | ✓ | ✓ |
| 12. Provide new path connections | |  | | | | | ✓ | | | | | |
| 13. Develop new path connection between Fukuoka Garden and Motions Road as part of greenways | ✓ |   | | | | | ✓ | | | | | ✓ | ✓ |
| 14. Provide boardwalk adjacent to MOTAT | |   | | | | | ✓ | | | | | |
| 15. Develop event infrastructure | |  | | | | | ✓ | | | | | |
| 16. Undertake signage renewal, including the acknowledgement of mana whenua values and relationships with the park through interpretive signage and / or artwork | ✓ |    | ✓ | ✓ | ✓ | ✓ | ✓ | | | | | ✓ |
| 17. Undertake playground renewal | ✓ |   | ✓ | | | | ✓ | | | | | |
| 18. Develop cherry tree grove adjacent to Fukuoka Garden | |  | | | | | ✓ | | | | | |
| 19. Demolish existing toilet adjacent to Western Springs Stadium and develop new toilet at Stadium Road entrance | |  | | | | | ✓ | | | | | ✓ |
| 20. Renewal of park furniture | |  | | | | | ✓ | | | | | ✓ |
| 21. Provide new park assets | |  | | | | | ✓ | | | | | |
**Vision statements**
- **Wai**: Water
- **Ruruhau**: Refuge
- **Tūhononga**: Connected
- **Ngā whakahaerenga**: Events
- **Tāhuhu kōrero tuku iho**: History
The sculpture depicts a figure with a large head and a small body, holding a bundle of sticks or branches. The figure appears to be in a dynamic pose, possibly suggesting movement or action. The sculpture is made of stone and is situated on a rocky outcrop, surrounded by trees and vegetation. The background features a natural landscape with a body of water visible in the distance.
Ngā Āpitihanga Appendices
A1 He āmiki tāhuhu kōrero tuku iho Detailed History
Pump station history
During 1830–1860 Auckland was expanding outwards from its Shortland Street nucleus. Land was purchased by settlers in the County of Eden which included the present suburbs of Grey Lynn and Westmere.
By 1871, Auckland City Council was under pressure to provide an improved water supply. There was no significant river or lake within easy reach of the town and the geology placed limitations on options. Strong public opinion accelerated action and finally in 1874, the council decided to develop the source of supply known as the Western Springs Te Wai Ōrea. This necessitated the purchase of property, some 140 acres, from Low and Motions, who operated a mill on site. William Errington was engaged to prepare plans for the complete scheme, including beam engine, engine house, impoundment lake, service and main reservoirs, and the complete reticulation system. By July 1874 he had completed plans and specifications sufficient for tender purposes. He used his engineering and drafting skills to produce extremely detailed designs for; the beam engine, engine house, engine pond, boilers and boiler house, the Western Springs impoundment (now Western Springs Te Wai Ōrea Lake), the main reservoir (Ponsonby), the service reservoir (Khyber Pass) the valve house, pipes, valves, pipelines and a tramway to feed coal to the furnaces. Tenders were called in Australia and New Zealand in October 1874 and the necessary property purchases completed by February 1875. Tenders for plant and works finally closed on 22 March 1875.
Work began immediately on the Western Springs scheme, which was the largest civil engineering project under construction in the Auckland region. It involved not just the construction of the impressive brick engine house and the installation of the steam engine and pumps, but also the construction of concrete reservoirs at Ponsonby and Khyber Pass. The engine house, chimney, and pumphouse were built to Errington’s specifications by local bricklayers who sub-contracted to T&S Morrin. Work on these buildings proceeded throughout 1875 and they were largely complete by 1876 when the engine and boilers began to be installed. The double compound condensing steam engine, pumps and four “Lancashire” boilers were manufactured at John Key & Sons “Whitebank Foundry” in Kirkcaldy, Scotland, a large firm that employed 700 staff. On arrival in Auckland the machinery was transported to Western Springs Te Wai Ōrea where it was assembled, under the supervision of John Goodall and William Errington, by an Auckland engineering firm Masefield & Co.
Prior to 1875 the Western Springs Te Wai Ōrea were in their natural state. Two large springs were located on the eastern edge of the main Mount Eden-Mount Albert lava flow which extends into the Waitemata Harbour (Meola Reef). The water flowed into an extensive swamp on the site of what is now known as Western Springs Te Wai Ōrea Lake. The entire swamp was excavated using horse scoop and shovel under the supervision of Mr. J. Blewdon, a city contractor. A 300 yard long embankment was constructed along the eastern edge of the swamp creating a 15 acre (6ha) artificial lake six feet in depth and capable of holding 22 million gallons of water. The scale of this back-breaking work is revealed by the fact that Mr. Blewdon and his men removed 20,000 cartloads of spoil from the site and used 7850 cubic yards of earth to construct the embankment which was 40 feet wide at the base and nine feet wide at the crest. They also excavated the 25 feet deep engine pond and dug a 60 foot long tunnel between the lake and the engine house.
Throughout 1875 and 1876 work proceeded on the Main Ponsonby Reservoir and the Khyber Pass Reservoir, both constructed in concrete to the design of Errington. By late 1876 the main pipeline from the Western Springs Te Wai Ōrea to the main and service reservoirs had been laid and service mains were being laid throughout the city. By 1877, Branston and Forster, a leading Auckland plumbing and gasfitting firm, was advertising it was prepared to connect private homes and businesses to the service mains. They would also install hot water apparatus, baths, and ‘water closets’ on the ‘most reasonable terms.’ By early 1877 all mains and service pipes were tested under pressure and some faulty sections were replaced. By mid May, the reservoirs were full and all construction was complete, however Errington continued his thorough testing programme until early July when all was to his
satisfaction. Finally on the 10th July 1877 the Western Springs Water Works were formally opened in a small ceremony attended by the contractors, the mayor and the city council. The City of Auckland at last had a supply of pressurised reticulated water that encouraged the residential and commercial growth it experienced in the last two decades of the 19th century to proceed, and the city to become a major urban centre.
Despite an initial reluctance by ratepayers and consumers to the cost of installation of connections and the water rate, the demand for the service grew rapidly with a progressive reduction in costs to the ratepayer. The city also became a bulk supplier to neighbouring boroughs. Water consumption increased so rapidly that by 1886 Errington was instructed to prepare plans for a second reservoir at Ponsonby and a new reservoir at Mount Eden.
Within ten years between 1879 and 1889 consumer connections increased from 877 to 6248 and annual consumption from 55,302,000 gallons to 598,460,000 gallons. The draw off was such that the supply from Western Springs Te Wai Orea had to be augmented from neighbouring creeks. The pump had to lift water from various sources until, in 1907, water started to become available from the Waitakere Ranges.
From 1914 water from Western Springs Te Wai Orea continued to be used in times of shortage, but because of pollution it eventually required heavy chlorination. It ceased to be used regularly in 1928.
Figure 12. Western Springs pump station in 1900
Figure 13. Aerial view of Western Springs Stadium and lake in 1955
Figure 14. Aerial view of Western Springs Lakeside Te Wai Orea in 1960
Further history
During the depression between 1930–1931, work began to develop a camping ground on 16 acres beside Motions Road. During World War II, the American Armed Services erected a personnel camp on the camping ground. While the land reverted to the council after the war, the camping ground never reopened. The war time buildings were finally demolished in the 1950s.
In 1951, the Auckland Public Relations Office was given the responsibility for developing the area, but apart from a small quantity of filling work along the north east bank, no further progress was made. As a result, the council resumed responsibility and produced plans for an ambitious development on the site. In 1953, an exhibition hall, theatre, dance hall, restaurant, funfair, water garden and skating rink were proposed to complement the existing zoo and stadium. By 1961, however, lack of money prevented the plan reaching fruition and a substitute plan was produced by the parks department. At this time, the park area was predominantly covered with exotic weeds and scrub vegetation. The area between the stadium and lake was densely vegetated, while on the opposite bank the marshy land was largely open. Since then, the council has been developing the park, concentrating increasingly on enhancing the natural values of the area.
Figure 15. Motor camp at Western Springs Lakeside Te Wai Orea in 1930s
Figure 16. Transit camp at Western Springs Te Wai Orea in 1960
Figure 17. Aerial view of Western Springs Lakeside Te Wai Orea in 1965
Figure 18. The iconic double humped bridge at Western Springs Lakeside Te Wai Orea in 1980s
‘native area’. By the 1980s, major landscaping work had transformed the park into one of Auckland’s most attractive parks.
In 1995, to improve the management practises at the park, Boffa Miskell was appointed by Auckland City Council as a consultant to prepare the Western Springs Lakeside Park Plan. It was adopted by the council in August 1995. Since then, the park has been maintained by general regular upgrades and renewals. In 2014, Wildlands Consultants prepared the Western Springs Pine Stand Restoration and Accessibility Plan for Auckland Council to address the degrading native forest on the north part of the park. In 2017, Fukuoka Garden was added to the park on the west area, adjacent to the zoo entrance. It replaces the original Fukuoka Friendship Garden built in Auckland Zoo, which was given to Auckland in 1989 by Japan’s Fukuoka City in recognition of the sister-city relationship.
Figure 19. 1995 Western Springs Lakeside Te Wai Orea adopted concept plan
Figure 20. 2014 Western Springs Lakeside Te Wai Orea ecological restoration plan of the native forest
Motions Creek runs along the northern boundary of the park, carrying water from upstream, occupying approximately one sixth of its perimeter. It is prone to flooding during heavy rain. Water quality is very poor and has influxes of industrial, traffic, and sanitary sewer runoff. Motions Creek is a highly degraded creek and therefore is not considered a good candidate for surface water harvest even though it has high base flow and is part of the greater watershed.
Water runoff from the north (native forest) occurs quickly from the other side of Motions Creek due to the Waitemata tight clay and sandstones having minimal storage and soakage potential. The dense forest mitigates this to a degree, however this mitigation is offset by the steep slopes.
**LEGEND:**
- Site boundary
- Flood plains
- Flood prone areas
- Overland flow paths
## A3 Rāngi tohu momo tipu Indicative plant species list
These lists shouldn’t be treated as final, a full assessment of the site will need to be made as part of producing a site-tailored planting and restoration plan.
### Wetland plants
| Species | Depth | Height | Form | Note |
|-------------------------------|-----------|---------|----------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **Aquatic emergents** | | | | |
| Eleocharis sphacelata | to 3m | 2 - 3m | Rhizomatous sedge 0.3–1.2m emergent height | Plant into deep still water. |
| Machaerina arthropylla | to 0.5m | 1.2m | Rhizomatous swathe forming sedge, | Shallow lake margins. Probably best to establish prior to permanent flooding at the same time keeping the substrate very moist. |
| Machaerina articulata | to 0.5m | 2.5m | Rhizomatous swathe forming sedge | Plant into water. Sheltered margins best. |
| Schoenoplectus tabernaemontani | to 1m | 2.5m | Rhizomatous sedge | Aquatic in standing water, easily grown, tolerates fluctuating water levels. |
| **Marginal, semi aquatic or flaxland** | | | | |
| Austrodieria fulvida | | 1.5 – 2m| Dense tussock-forming grass | For flaxland area only. |
| Carex lessoniana | | 0.5 – 1.5m | Rhizomatous sedge | Does better than C. geminata in wetter acidic habitats. However, it may not establish well in fully aquatic conditions. May be useful if there is a transitional zone with fluctuating water levels between aquatic habitat and wet soil. |
| Carex maorica | | 1m | Dense tufted sedge | Usually a plant of periodic inundation, will not establish well in fully aquatic conditions. May be useful if there is a transitional zone with fluctuating water levels between aquatic habitat and wet soil. |
| Carex secta | | 1 - 2m | Tussock forming sedge | Probably best to establish prior to permanent flooding. |
| Carex virgata | | 1m | Tussock forming sedge | High tolerances but prefers damp areas. |
| Coprosma tenuicaulis | | 3m | Erect bushy shrubs | For flaxland area only. |
| Cordyline australis | | 8m | Palm-like tree | For flaxland area only. |
| Cyperus ustulatus | to 0.1m | 1m | Dense sedge | Plant into boggy ground with occasional standing water. Leaf edges very sharp. |
| Eleocharis acuta | | 0.2 - 0.9m | Rhizomatous sedge forming crowded tufts | Soil substrate must remain very damp, does not tolerate drying. |
| Isachne globosa | | varies | Creeping grass | Creep through sedges, so height varies |
| Isolepis prolifera | to 0.2m | 0.3m | Semi aquatic rafting sedge forms dense swathes | Plant into wet ground can cope with some flooding but more a plant of damp margins. |
| Machaerina articulata | to 0.5m | 2.5m | Rhizomatous swathe forming sedge | Can be planted into shallow standing water. Sheltered margins best. |
| Machaerina juncea | to 0.5m | 1m | Rhizomatous swathe forming sedge | Can be planted into shallow standing water. Sheltered margins best. |
| Phormium tenax | | 2m | Dense flax | For flaxland area only. |
| Sparganium subglobosum | to 0.5m | 1m | Rhizomatous reed | Source local seed, this species recorded within the reserve. |
| **Aquatic herbs** | | | | |
| Azolla rubra | floating, all depths | floating | Aquatic floating fern | Place on water surface. |
| Lemna disperma | floating, all depths | floating | Aquatic floating herb | Place on water surface. |
| Myriophyllum propinquum | to 3.5m | submerged or floating | Mat forming bottom rooted, sometimes emergent aquatic herb | Plant into water. Can be in water up to 3.5m deep but will tolerate shallow and at times loss of open water but substrate must remain wet. |
| Myriophyllum triphyllum | to 3.5m | submerged or floating | Mat forming bottom rooted, sometimes emergent aquatic herb | Plant into water. |
| Potomageton cheesmanii | to 3.5m | submerged or floating | Aquatic Rhizomatous perennial herb | Plant into water. |
## Rock forest plants
| Species | Form and Height | Note |
|-------------------------------|---------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **Forest revegetation canopy and sub-canopy** | | |
| *Alectryon excelsus* | Small tree between 10m and 20m tall | Prefers well drained, fertile soils in full sun or partial shade. |
| *Beilschmiedia tarairi* | Evergreen tree up to 22m tall, with very broad canopy crown | Requires a good moist soil and when young, can be frost tender. |
| *Beilschmiedia tawa* | Evergreen tree up to 35m tall | Likes a moist free-draining soil, but can tolerate drier conditions. |
| *Brachyglottis repanda* | Shrub to small tree up to 6m or more tall | Plant in a dry exposed site. |
| *Carpodetus serratus* | Monoecious small tree up to 10m tall | Prefers damp soils, sun or shade. |
| *Coprosma macrocarpa subsp. minor* | Shrub or small tree growing up to 4m | Moderately frost-tender. |
| *Corynaropus laevigatus* | Leafy canopy tree up 15m tall | Frost-tender and cold-sensitive when young. |
| *Dysoxylum spectabile* | Tree up to 15m tall usually with abroad, spreading canopy | Provide shade, shelter and a good moist soil for best results. Frost tender. |
| *Geniostoma ligustrifolium var. ligustrifolium* | Bushy shrub up to 4m | Prefers semi-shade or deep shade. Tolerates quite dry conditions. Frost tender, otherwise hardy. |
| *Griselinia lucida* | Shrub grows to a height of 5m | Intolerant of waterlogged soils and grows best in free draining soils. |
| *Knightia excelsa* | Tall tree with columnar (fastigate) growth-form up to 30m tall | Thrives on poor free draining poor clay soils. Prefers full sunlight. |
| *Laurelia novae-zelandiae* | Slow growing tree, grows to 10m high | Requires plenty of moisture and is ideal for planting in damp areas or on the edges of lakes and streams. |
| *Litsea calicaris* | Stout, spreading tree up to 18m tall | Thriving best on limestone-derived soils or heavy clays. Requires good drainage and has low tolerance of drought conditions. Young trees are very frost tender. |
| *Melicytus ramiflorus* | Shrub or small tree up to 15m tall | Very fast growing. Good filler for shady sites. Very hardy. |
| *Piper excelsum* | Small tree to at least 5m tall | Does best in dappled light, within a free draining but permanently moist soil. Very shade tolerant. Cold sensitive and will not tolerate frost. |
| *Podocarpus totara* | Robust dioecious conifer up to 30m tall | Slow growing. Likes full sun to part shade. |
| *Pseudopanax lessonii* | Small tree to 6m tall | Requires full sun and semi-shade. Tolerates dry and wind. Damaged by heavy frosts. |
| *Rhopalostylis sapida* | Slow growing palm, grows to 15m tall | Prefers shaded gullies, depressions and at the bottom of steep slopes where moisture is abundant. |
| *Vitex lucens* | Tree up to c. 20m tall with a broad spreading canopy | Prefers a rich, deep, fertile soil but is surprisingly tolerant of a range of conditions including drought (once established). |
| **Forest revegetation ground layer** | | |
|-----------------------------|---------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| *Asplenium flaccidum* | Mostly epiphytic. Rhizome short, stout, erect, bearing dark brown subulate scales up to 20 x 2mm | Prefers semi-shade, and should be planted in a fertile, free draining soil. |
| *Asplenium lamprophyllum* | Rhizome creeping, up to 150mm long | Does best in a semi-shaded site, planted within a deep, rich, free draining soil. |
| *Astelia solandri* | Robust tufted epiphyte, but also growing on ground. Leaves mostly 100–200 x 2–3.5cm | Prefers semi-shade or deep shade, sheltered, dry conditions. |
| *Carex lambertiana* | Tufts robust, leafy, 0.6–1.0m tall | Does best in partial shade, within a rich, free draining soil. |
| *Carex solandri* | Dense yellow-green tufts, upper part of leaves and culms drooping. Culms 0.10–1.00m long, c.1mm diameter | Prefers a permanently damp, semi-shaded site but once established can tolerate full sun and dry spells. |
| *Dianella nigra* | Slender flax-like leaves. Grows to about 60cm high | Grows in sun or semi-shade and in a range of soil conditions in humid areas |
| *Doodia australis* | Low growing fern that forms clumps (0.3m high and a spread of 0.5m) | Reasonably frost-tolerant, and does best in full sun, especially on poorly drained clay soils. Drought tolerant. |
| *Microsorum pustulatum* | Rhizomes long-creeping, 4-10(-12)mm diameter | Easily established on the branches of suitable trees. Drought tolerant, disease and pest free. |
A4 Kōrero hāngai ki ngā whakaahua
References
Selected image references
Figure 1. Paratene Ngata of the Ngāti Porou tribe (left) is weaving a hinaki. He is being observed by anthropologist Te Rangi Hiroa (Peter Buck), right, with notebook, Alexander Turnbull Library, National Library of New Zealand
Figure 2. 1965 - Western Springs Lakeside Te Wai Orea aerial photograph, Sir George Grey Special Collections, Auckland Libraries
Figure 3. 1890 - Looking south across Western Springs Te Wai Ōrea Lake, Sir George Grey Special Collections, Auckland Libraries
Figure 4. 1924 - View of the lake, Sir George Grey Special Collections, Auckland Libraries
Figure 5. 1920 - Looking across the lake, showing the Auckland City Council’s pumping station, Sir George Grey Special Collections, Auckland Libraries
Figure 6. Ca. 1933-1945 - Rubbish tip at Western Springs Te Wai Ōrea, Auckland, Sir George Grey Special Collections, Auckland Libraries
Figure 7. 1950 - Bathers and pleasure boats with pumphouse at the background, Auckland Museum Collections
Figure 8. 1960 - Photograph of the lake, Sir George Grey Special Collections, Auckland Libraries
Figure 9. 2014 - aerial view of Western Springs Lakeside Te Wai Ōrea park and its vicinity, Auckland Council stock photo
Figure 10. Western Springs pumphouse (now part of MOTAT) 1970s, Auckland Libraries Heritage Collections, Auckland Libraries
Figure 11. Western Springs pump station and the lake in 1890, Sir George Grey Special Collections, Auckland Libraries
Figure 12. Western Springs pump station in 1900, Sir George Grey Special Collections, Auckland Libraries
Figure 13. Aerial view of Western Springs Stadium and lake in 1955, Whites Aviation
Figure 14. Aerial view of Western Springs Lakeside Te Wai Orea in 1960, Sir George Grey Special Collections, Auckland Libraries
Figure 15. Motor camp at Western Springs Te Wai Ōrea in 1930s, photographer unknown
Figure 16. Transit camp at Western Springs Te Wai Ōrea in 1960, Sir George Grey Special Collections, Auckland Libraries
Figure 17. Aerial view of Western Springs Lakeside Te Wai Orea in 1965, Sir George Grey Special Collections, Auckland Libraries
Figure 18. The iconic double humped bridge at Western Springs Lakeside Te Wai Ōrea in 1980s, Sir George Grey Special Collections, Auckland Libraries
Figure 19. 1995 Western Springs Lakeside Te Wai Orea adopted concept plan, Auckland Council Western Springs Lakeside Park Plan 1995
Figure 20. 2014 Western Springs Lakeside Te Wai Orea ecological restoration plan of the native forest, Western Springs Pine Stand Restoration and Accessibility Plan, Wildlands Consultants
Waitematā Local Board
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Raymor R. Brown (1898-1918)
The conflict which became known as World War I began in Europe in 1914. The United States did not enter the fighting until April 6, 1917 when Congress issued a Declaration of War against Germany. President Woodrow Wilson speaking prior to the declaration being issued naively called it the “war to end all wars”.
Raymor Riley Brown enlisted in the United States Navy on June 11, 1917 and became a member of the Medical Department serving as a Pharmacist Mate. His enlistment date was a mere two months after the United States entered the war.
Killed in combat in France on October 7, 1918, Brown lost his life trying to save a fellow wounded soldier. He was twenty years old. His next of kin was listed as his mother, Lucy W. Brown.
Brown is buried near his parents and sisters, Bertie Brown and Opal Brown Carpenter. Mrs. Carpenter will be remembered by some as a long-time teacher in the Rockmart area.
In 1929 when the American Legion Post 12 was formed in Rockmart, Brown’s service and sacrifice was remembered and honored with the naming of the Post as the Raymor Brown American Legion Post 12.
John Preston Wright (1917-1942)
World War II began on September 1, 1939 when Germany invaded Poland. Other nations were drawn into the conflict which would eventually include all the major powers of the world. The United States was reluctant, as it had been in World War I, to get involved actively although it had provided aid to the Allies. The Japanese attack on Pearl Harbor on December 7, 1941 changed that and a Declaration of War was passed by Congress the next day. The nation’s youth once again lined up in large numbers to enlist and support the effort.
John Preston Wright was the son of James Banks Wright and Ludie Legrand Wright. Born in 1917 and growing up in Rockmart, he undoubtedly knew the story of Raymor Brown’s sacrifice. He would have been entering his teenage years when the American Legion honored Brown by naming Post 12 after him. What he would not have known, and could not have imagined during those carefree years, is that the same honor would be bestowed on him when another worldwide conflict would claim his life.
2nd Lieutenant John Preston Wright was killed in action during World War II in 1942. A pilot, Wright lost his life in a secret bombing mission over the Pacific Ocean. Declared Missing in Action, his remains were not recovered. The marker here in Rose Hill was placed by his family as a memorial to him and sits on an empty grave. The marker is inscribed “In loving memory of our husband who gave his life for his country”. A chilling reminder that the loss of young lives in war is a profound family sacrifice as well. He was survived by a young wife, his parents and two siblings.
Overcome by unfathomable grief, Wright’s parents refused for months to believe that their son was not coming home. The grief was intensified since no remains were returned to provide closure. Decades after their son’s disappearance when Mr. Wright died in 1995, the couple had been married for an astonishing seventy-nine years.
After Lieutenant Wright’s death the name of the American Legion was again changed to honor a fallen soldier. The Brown-Wright America Legion Post 12 of Rockmart stills bears the name today. The honor bestowed by the American Legion forever links these two brave young men.
We remember and pay homage to Navy Pharmacist Mate Raymor Riley Brown, Army 2nd Lt. Preston Wright and the other brave soldiers buried in Rose Hill Cemetery who paid the supreme sacrifice in defense of our country. The other brave men are Army Private Cecil Abner (1896-1919), Army Private Wesley Nichols (1889-1918), Navy Quartermaster Ernest N. Morgan (1922-1944), Navy Petty Officer 2nd Class R.D. Countryman (1925-1945), Army Specialist Guy Mears (1950-1970).
Source: “Polk County, Georgia, The First One Hundred Years”, Larry D. Carter, 2012
Findagrave.com
Newspaper clippings, John Preston Wright, Newspapers.com, 1942
Compiled by: Rockmart Sesquicentennial 2022
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More than one million tons of garbage is generated in Hennepin County every year. From packaging and junk mail to excess paint and food scraps – it takes a lot of time and money to deal with all of that waste. Waste reduction is any method used by a consumer or producer of a product to reduce the amount of solid waste that will require recycling, composting, incineration or disposal. In other words, if something is never created or you don’t buy it, you don’t have to decide how to reuse it or dispose of it.
When considering the hierarchy of waste management, preventing waste is the best thing we can do to protect the environment, even before reuse and recycling. From choosing not to buy a product, learning to repair an item, buying used, or using reusables, we can prevent waste in a lot of ways.
Rethinking what we buy
When you go shopping, you probably aren’t thinking, “I’ll buy some garbage today.” But depending on which products you choose, that might be what you’re doing. By purchasing items that are overly packaged, disposable, or of poor quality, your cash can soon end up as trash.
Every product manufactured impacts the planet. Manufacturing products requires resources and contributes to pollution. Waste prevention involves changing consumption habits and production methods to conserve resources.
When we must buy, we can reduce the environmental impact by purchasing durable and made-to-last products, looking for products with recycled content, choosing to reuse products instead of buying new, and selecting products with minimal packaging.
Durable versus disposal products
How durable or disposable a product is will determine its longevity and environmental impact.
Durable products include clothing, furniture and tools. These products are designed to be used over and over again, and we can maintain and repair them to ensure longer product life. Only at the end of their useful lives do durable products wind up in the solid waste stream. How well a product is made and maintained determines how soon it will need to be discarded and replaced with a new product.
Disposable products include items like paper or plastic dishes and utensils, non-rechargeable batteries, and personal-hygiene products. Disposable products are designed and produced to be used only once and then discarded. Hospital supply products, such as disposable syringes and gloves, were among the first disposables to appear on the market. They were promoted as being more sanitary than their durable counterparts, and their use is almost universally accepted as a health care standard. Eventually, the use of disposables expanded from hospitals into homes. Disposable home products are more often touted for their convenience rather than hygiene. They were originally intended to serve as backups to durables, not as substitutes. Paper towels, for example, could capture the occasional big spill. In most homes today, paper towels have replaced their reusable cloth predecessor. Likewise, disposable diapers were initially intended for use during travel. Now many parents use disposables all the time. Gradually, these and other disposable products have all but replaced their durable counterparts.
Product obsolescence
A much subtler form of disposability is durable products that have been designed for obsolescence. There is quite a difference between an item that is truly worn out and one that is obsolete only because it was poorly made, is out of fashion, or has been upstaged by an “improved” version with “new and exciting” features. Planned obsolescence is now common in many industries, most notably clothing, sporting equipment, home interiors, automobiles and electronics.
Although design and marketing for obsolescence increases sales for manufacturers, it has the ultimate and unsustainable effect of turning otherwise durable products into quickly replaced and then disposed of commodities. Planned product obsolescence contributes to our waste problem and increases consumption of energy and natural resources. We can change it by rethinking what we purchase and considering what we really need.
Packaging
Products are not the only waste-generating goods. Product packaging constitutes a large portion of the household waste stream and is a significant contributor to roadside litter. Containers and packaging make up more than 30 percent of the U.S. municipal solid waste stream.
Packaging has different purposes and functions, some of which are critical while others are not. Packaging may be used for product protection, identification and marketing, or convenience.
Glass, paper, plastic, aluminum, steel and wood are commonly used packaging materials. Some packaging, such as metal cans, glass bottles and jars, boxes, and plastics bottles, cups and containers, are relatively easy to recycle. Other packaging, such as plastic bags and wrap, foil and Styrofoam™, are not easily recyclable and often end up in the trash.
Making smarter purchases
Many external influences, such as marketing and product manufacturing, shape our purchasing habits and discourage waste reduction. Becoming aware of these influences is a necessary first step in changing our behavior.
We live in a society where the old saying, “use it up, wear it out, make do, or do without” has been replaced by marketing strategies that encourage impulse buying, and people often make purchasing decisions with little prior thought or planning. As a result, we may buy products that aren’t as useful as we had thought, and these purchases become clutter and eventually waste.
Pre-cycling is a three-step process that encourages waste-reduction purchasing by considering our purchases before we make them.
Pre-cycling involves:
1. **Decide what you need**
Before making a purchase, consider:
- Why do I want this?
- How often will I use it?
- What are my alternatives to this product?
- Can I get along without it?
- What will I give up (e.g., time, money) in order to buy this?
2. **Consider alternatives to buying new**
- Could you purchase used, rent, borrow, repair or repurpose an item instead of buying new?
3. **Select the best product and package**
If purchasing new is the best option, employ selective shopping by considering:
- Will this product last?
- Is it made with sustainable materials and manufacturing processes?
- Is it repairable?
- Is it a classic? Will I be happy with it years from now?
- What will happen to it at the end of its life? Can it be recycled or composted?
- Is the product free of unnecessary packaging? Is the package refillable or recyclable?
Ten ways to reduce waste
1. **Use reusables.** Bring a reusable mug with you to the coffee shop, use a refillable water bottle and use a reusable bag everywhere you go shopping – not just at the grocery store, but retail, clothing, hardware stores and more! Pack a no-waste lunch by using a reusable lunch box or bag and reusable containers instead of plastic bags or disposable containers. Don’t forget to use cloth napkins and reusable silverware.
2. **Borrow, rent and shop used first.** Before you run to the store to buy a new item, think about how much you will use it. Could you borrow one from a friend or neighbor, rent it at a local store or purchase it used? Items to consider borrowing or renting include ladders, party supplies, yard care and camping equipment, library books and more. Items to buy used include kitchenware, appliances, clothing, furniture, toys, musical instruments, and sports and camping equipment.
3. **Buy well, buy once.** Well-designed and constructed products that are repairable will last longer and usually save you money, even if they cost more initially. Consider buying cloth diapers, refillable razors, refillable pens, cloth napkins, towels and rags, cast-iron pots and pans, covered food containers, travel mugs and rechargeable batteries. Think about resisting trends and fashions and consider your purchases an investment.
4. **Maintain and repair** your household items, such as shoes, clothing, appliances, electronics, furniture, tools and automobiles. Learn repair skills and get help fixing your items at a Hennepin County Fix-It Clinic (www.hennepin.us/fixitclinic).
5. **Sell, give away or donate** usable clothing and household goods. Donate reusable items to a local thrift store or charitable organization, hold a rummage or yard sale or resell items online. Check the Choose to Reuse Directory (www.hennepin.us/choosetoreuse) for options.
6. **Reduce food waste.** Organic waste, which includes food waste and food-soiled paper, makes up about 30 percent of our trash. You can reduce food waste by using up what the food you already have, planning your menu and grocery shopping, freezing or preserving
the food you cannot use up right away, and composting fruit and vegetable scraps, coffee grounds, plant trimmings and more in a backyard compost bin or participating in an organics recycling collection program.
7. **Minimize packaging and avoid disposables.** At the grocery store, buy in bulk and bring bags or containers to fill. Choose products with the least packaging over individually wrapped items. Check out Hennepin County’s Packaging Waste Reduction Learning Trunk at [www.hennepin.us/environmentaleducation](http://www.hennepin.us/environmentaleducation) for hands-on educational resources on reducing packaging waste.
8. **Get your name off of junk mail lists.** The average household receives as much as 60 pounds of unwanted mail every year. See the Hold the Mail handout to find ways to get off junk mail lists to reduce the amount of unwanted mail you receive.
9. **Green your celebrations.** From Thanksgiving to New Years, household waste increases 25 percent. The additional food waste, packaging, wrapping paper and decorations adds up to one million tons of garbage a week nationwide. Green your celebrations by using reusable serviceware, meal planning to reduce food waste, providing recycling for your guests and giving green gifts. Avoid over-packaged, resource-consuming gifts that will need batteries or electricity. Consider making a gift, sharing an experience, providing a service or giving an environmentally friendly product. Check out Hennepin County’s Green Your Parties Learning Trunk at [www.hennepin.us/environmentaleducation](http://www.hennepin.us/environmentaleducation) for hands-on educational resources to aide in greening your celebrations.
10. **Find creative ways to reuse items,** such as making note pads from scrap paper, repurposing glass jars or plastic tubs into canisters, relabeling envelopes and more!
WHAT ARE YOU PAYING FOR?
Packaging makes up about 30 percent of our trash. Some packaging, including paper, boxes and plastic packaging from toys and electronics, is recyclable. However, a lot of packaging, including plastic bags and wrap, foil, and Styrofoam, is not easily recyclable.
A lot of products are available in small portions that have a lot of packaging. These products, while claiming to increase convenience, also greatly increase the cost of the product. For example, individually packaged, snack-sized bags of potato chips cost about twice as much as buying the same amount of chips in a larger bag. Choosing products with minimal packaging saves money and reduces the amount of waste produced.
**Outcome**
Participants will learn the economic and environmental costs of purchasing overly packaged food and drink products.
**Audience**
Youth (ages 8+), adults
**Time**
20 - 30 minutes
**Concepts**
- Look for less packaging and avoid disposables.
- Choose products with the least packaging over individually wrapped items.
- These choices don’t just help the environment; purchasing items with less packaging saves money!
**Supplies**
- Examples of food and beverage items that are individually or overly packaged (snack packs, individual servings, etc.) and the same or similar products with less packaging such as bulk portions or family-size quantities. Some examples include chips, crackers, sweetened drinks, cookies, popcorn and raisins.
- Receipt from grocery shopping
- Two baskets, boxes or bags of equal size
- Paper and pens/pencils
- Calculators *(optional)*
- Examples of containers for buying and storing in bulk and packing food in reusable containers for lunches, snacks, etc. *(optional)*
WHAT ARE YOU PAYING FOR?
Preparation
Separate the examples of more packaging and less packaging into separate baskets, bags, boxes or piles. Create a chart or list of the prices you paid for the items that participants can see.
Procedure
• Ask participants how they make decisions about what they buy. Do they take taste into account? Healthfulness? Convenience? Size? Packaging? Price?
• Divide participants into small groups and distribute “less waste” and “more waste” examples of the same products to each group. Ask them to describe the differences they see. Ask them to guess the price of the different items.
• After the participants guess the costs of items, reveal the list of prices.
• Collect all the items from participants in two baskets, boxes or bags (one for “less waste” and one for “more”), or set the items into two different piles. Determine the total cost for each basket and discuss the difference in waste (for example, the “less” waste items may cost about 60 percent less than the same food and drinks in the “more” waste pile).
• If time permits, discuss buying items in bulk and packing food in reusable containers. Explain how to find the weight of the container by first weighing the empty container and how to label containers for check out.
Discussion questions
• Was anyone surprised by the difference in the prices? What did you already know about this?
• Why are some items packaged in individual containers? What price do we pay for convenience (economic, environmental)?
• What are the alternatives to buying individually wrapped containers? (Buy durables, not disposables. Use reusable containers.)
• How can you alter your lunch or snack to produce less waste?
• What are the challenges with buying food with less packaging (time, convenience, etc.)? Does anyone have experience addressing these challenges?
• Does anyone’s family buy larger portions or in bulk? Why? (Save money, reduce waste, etc.) What do you buy in bulk? Where do you get it?
• How can you make a less-packaged product more convenient? (When you need a smaller amount for a lunch or snack, take the food from the large container and place it in a smaller, reusable container.)
• Will you share information you learned with anyone else? Who will you share it with?
• What more do you want to learn about these issues?
WHAT ARE YOU PAYING FOR?
Additional activity ideas
Investigate the life cycle of products
• Have participants investigate the life cycle of a product – from the extraction of raw materials through manufacturing, use and disposal. Consider common items that may be made of numerous materials, such as a pen or permanent marker, electronics, clothing, etc.
• Have participants research the types of materials this product is made of including where the materials are sourced and how the product is manufactured. Have participants consider:
– What materials is this product made of? Where did these materials come from? Were they mined, produced in a factory, grown on a farm?
– How were the different materials manufactured into the product?
– How far did the materials and/or product travel to get to the consumer?
– What will happen to the product when we are done using it? Is the product or parts of the product recyclable?
• Could a similar product be used that has less environmental impacts?
• Was there any information you couldn’t find or was difficult to find?
Participants can create posters or visuals to share their findings.
Grocery store detectives
• Take participants to a store and ask them to help find products that are individually or overly packaged and minimally packaged.
Ask participants to find multiple products in each of these categories:
– no wrapping (e.g. apple)
– one wrapping (e.g. bread)
– two wrappings (e.g. cereal)
– three or more (e.g. frozen meals, snack packs)
• Have participants discuss less packaging alternatives to the items they found. Which items have an less packaging alternatives? Which do not?
Design less-wasteful packaging
• Using examples from the packaging activity or any other product of interest, challenge participants to research and design packaging that would be less wasteful. Ask teams to present their packaging ideas to the entire group.
Reducing waste at your organization
• Look for ways to reduce waste within your organization, especially with groups that meet regularly as a class, team, group, etc. Considering auditing the waste generated by the group or within your organization in order to identify the best waste reduction actions. Some actions include:
– Commit to bringing reusable mugs and bottles instead of disposal cups. Consider tracking the number of disposable cups avoided every time the group meets with a “Saved Cup Tally.”
– Serve snacks in bulk or with less packaging.
– Use reusable foodware, including bowls, cups, plates, silverware, cups and napkins. If your organization doesn’t have enough, ask participants to commit to bringing their own.
– Reduce paper use by limiting handouts.
– Track your progress to see how much waste the group prevents!
Resources
Tour the Hennepin County Drop-off Facility in Brooklyn Park
This tour highlights the importance of reducing, reusing, recycling and preventing pollution. Students will learn about the materials accepted at the Hennepin County Recycling Center and Transfer Station and witness what happens to the materials first-hand. They will also learn about the proper ways to dispose of and handle household hazardous waste. Available for grades 2 and older. Visit www.hennepin.us, search: tours.
Packaging Waste Reduction Learning Trunk
This learning trunk demonstrates the cost differences and packaging waste when purchasing single-serve items versus those packaged in bulk or concentrate. It also addresses packaging recyclability. Learn more at www.hennepin.us/environmentaleducation and check out the learning trunk for free by calling 612-348-4168.
Every person in the U.S. throws away an average of 70 pounds of clothing and other textiles annually. Only 15 percent of textile waste is reused or recycling, meaning 85 percent ends up in the trash. By reusing and repurposing, materials that someone no longer wants or needs can be given a new life. Reusing is an even better option than recycling because reusing doesn’t require processing or manufacturing, which saves energy and resources. By shopping reuse, you can get quality, unique goods and save money.
**Outcomes**
- Participants will learn the value of reusing items instead of buying new.
- Participants will organize a fun event to illustrate creative reuse ideas.
**Audience**
Youth (ages 11+), adults
**Time**
Planning will take at least two weeks; actual time depends on how involved the event becomes. See Extensions for a one-day activity.
**Concepts**
- Before you buy a new item, think about whether you could get it used. Get creative! There are endless ideas for how you can reuse and repurpose materials into new-to-you, unique items that show off your personal style.
- By shopping used first, you can get quality, unique items and save money.
**Supplies**
- Reused clothes and accessories can be collected, purchased or created (see Additional activity ideas for ideas)
- Handout: Donation Opportunities Guide (optional)
Preparation
• Collect reused clothes and accessories by asking participants to bring in items they no longer need. Consider partnering with a local reuse outlet and giving participants a budget (if possible) to purchase items.
Procedure
• Ask participants about their favorite places to get clothes and accessories. Then ask participants if they ever wear secondhand items. What do they like or dislike about shopping reuse or wearing secondhand items? What are the challenges with shopping reuse?
• Have participants organize an Eco Fashion Show by assembling outfits from reused clothes and repurposing or altering reused clothing and accessories. Consider incorporating a theme, such as outfits inspired by famous musicians, songs, movies, cartoons, parts of the world, sports or outdoor activities, fancy party outfits, etc.
• Award prizes in categories such as “most reused materials,” “least expensive,” “most beautiful,” “most creative,” “weirdest,” etc. Prizes should be made from reused or repurposed materials or encourage reuse (reusable shopping bags, gift cards to local reuse outlets, etc.).
• Have participants develop a plan, if applicable, for advertising the show to the friends, family and the community. Consider integrating the fashion show into an existing event within your organization.
Discussion questions
• What did you learn that was new? What surprised you?
• What was the most successful part of the show? What would you do differently in the future?
• What was most fun about working with reused clothes or accessories?
• What was your favorite outside? Which outfit would you actually wear?
• What is your past experience buying used goods?
• If you are reluctant to buy used goods, what is holding you back?
• Will you buy or use more used goods after this experience? Why or why not?
• When you are done using something, what do you do with it? Where can we donate usable items we are done using? (see the Donations Opportunities brochure for ideas.)
• What do you want to learn more about?
Additional activity ideas
Make accessories from reused materials
- In addition to or instead of a fashion show, you can make smaller accessories made from reused materials. Follow these suggestions or search online for additional ideas:
- Make bracelets from old snack bags. ([http://familyfun.go.com/crafts/snackbag-chain-bracelet-673305/](http://familyfun.go.com/crafts/snackbag-chain-bracelet-673305/))
- Make beads for a necklace out of old magazines or junk mail ([www.wikihow.com/Make-Paper-Beads](http://www.wikihow.com/Make-Paper-Beads))
- Make a purse out of old blue jeans ([http://familyfun.go.com/crafts/jean-pocket-purse-667156/](http://familyfun.go.com/crafts/jean-pocket-purse-667156/))
- Make flower pins or headbands from fabric scraps
Research the life cycle of clothing
- Clothing serves many purposes, including function and fashion. But what do we know about the environmental impact of the clothing we wear? Ask participants to take a look at the tag on an article of clothing they are wearing. What can you learn from the tag? What is the item of clothing made of? Where was it made?
- Have participants research fabrics – what raw materials are fabrics made of and what are the environmental implications? How much textile waste is generated, and how much is reused or recycled? What are the issues with fast fashion and other clothing trends? What are the benefits and challenges of buying reused items versus new items?
- Discuss ways of reducing the environmental impact of our clothing choices (buying reused, buying classic and well-made items, looking for sustainable fabrics, etc.).
One-day eco fashion show
- Group leaders should secure reused clothes and accessories in advance of the session, or have participants bring several items of clothes or accessories.
- Have the participants assemble an outfit from the items provided and perform a spontaneous fashion show.
Resources
Handout: Donation Opportunities brochure
On average, Minnesotans creates six pounds of waste per person per day. From Thanksgiving to New Year’s Day, residential waste increases by more than 25 percent. Additional food waste, packaging, wrapping paper and decorations add about one million extra tons per week to the nation’s garbage piles. By changing the way we celebrate during holidays and throughout the year, we can also celebrate a cleaner environment. One thing you can do is make your own gift boxes and gift card holders instead of spending money on new materials that often cannot be recycled. You can also give low-waste presents by creating a homemade gift, sharing an experience or providing a service. Through these creative projects, participants can make the gifts they give both affordable and green.
**Outcomes**
- Participants will use alternatives to gift wrap with reused materials.
- Participants will learn ways to reduce waste during celebrations.
- Participants will get ideas for giving green gifts.
**Audience**
Youth (ages 5+), adults
**Time**
20 – 60 minutes
**Concepts**
- Gift wrap is generally not recyclable, but there are many alternatives for wrapping gifts in reusable materials.
- You can give green gifts by creating a homemade gift, sharing an experience or providing a service.
**Supplies**
- One empty box with separate top and bottom (example: shoe box), container (example: Pringles can) or empty toilet paper roll per participant
- Large, flat pieces of newspaper, old maps or posters, brown paper bags cut open, or any other reusable paper that is large enough to wrap around the container you’re using
- Scissors
- Glue or tape
- Markers, crayons, colored pencils, ribbon, string or fabric for decorating the paper (optional)
GIVE GREEN GIFTS
Preparation
• Gather supplies for the activity in advance on your own or work with participants to brainstorm sources of used paper and collect it.
• Create a green gift box and green gift card holder in advance to become familiar with the process and make samples.
Procedure
Green gift box
• Make sure each participant has a box or container to create a green gift box.
• Have participants use scissors to cut paper, newspaper, old maps or posters to fit the size of the box or container.
• Have participants wrap the box or container with paper, newspaper, old maps or posters, using glue or tape to secure paper. Make sure participants wrap the top and bottom of the box separately so the gift can be opened and reused over and over again. Participants can secure any loose edges or corners with glue or tape.
• Have participants use markers, crayons, colored pencils, ribbon, string or fabric to decorate the outside of the box or container if desired.
• While participants are creating green gift boxes, have a discussion about alternatives to purchased and new gifts. Ask participants to brainstorm ideas for gifts that are homemade, reusable, recyclable or edible. Ideas include: baking cookies or giving ingredients to cook a treat or meal, giving an experience such as concert or movie tickets or a restaurant gift card, creating a homemade keepsake, or providing a service such as babysitting or mowing the lawn.
Green gift card holder
• Make sure each participant has at least one empty toilet paper roll to create a green gift card holder.
• Have participants use markers, crayons, colored pencils, ribbon, string or fabric to decorate the outside of the toilet paper roll if desired.
• Have participants fold in one half of the roll at both ends and fold the other half of the roll on top of it to enclose the roll. A crescent shape should form at both ends of the roll. Participants can re-open one end of the roll when they are ready to place a gift card inside and give it as a gift.
• While participants are creating green gift card, have a discussion about alternatives to purchased and new gifts. Ask participants to brainstorm ideas for gifts that are homemade, reusable, recyclable or edible. Ideas that could be given in the green gift holder include: gift cards, favorite recipes, an experience such as concert or movie tickets or a restaurant gift card, or a voucher for a service such as babysitting or mowing the lawn.
Example of green gift box made from a Pringles container.
Example of green gift box made from a box.
Start by folding one half of the toilet paper roll at both ends.
Fold the other half of the toilet paper roll to enclose it.
A crescent shape could form at both ends of the toilet paper roll to enclose it.
Completed decorated gift card holders.
GIVE GREEN GIFTS
Discussion questions
• Why do you think people use new gift wrap every year?
• What kind of difference would it make if everyone used green gift wrap?
• In addition to using green gift wrap, what else can you do around holidays or celebrations to reduce waste? (Use reusable dishes at parties instead of disposables, providing recycling options, etc.)
• Have you given a gift that was homemade, reusable, recyclable or edible before? What was the reaction to the gift?
• What other ideas do you have for giving green gifts?
Additional activity ideas
Make gift tags out of repurposed greeting cards
• Collect greeting cards. Using scissors, cut the greeting cards into various shapes and sizes as desired. Use a hole-punch to make a hole to tie a ribbon through and attach to gift.
Give a coloring gift box
• Use white or light-colored packaging paper to wrap a gift box. Attach 3-5 crayons or markers to the wrapped box with tape and write a note that says, “color me before opening.”
Check out the Green Parties Learning Trunk
The Green Parties Learning Trunk helps illustrate ideas for hosting greener parties and includes party supply examples for high-waste parties, low-waste parties, and parties with organics for composting as an option. The trunk also includes an engagement guide to facilitate brainstorming and planning an example party with the group. Check out a learning trunk at email@example.com or visit www.hennepin.us/environmentaleducation
With all the food, packaging, decorations and giveaways, events of any size – from small gatherings to large parties – can generate a lot of waste. Many party supplies used at gatherings are used once and then thrown away. In this activity, participants will create reusable party supplies, including a pennant banner and a tablecloth, which can be used for all of their celebrations throughout the year. Participants will also review a green event checklist to assist in party planning. Whether the gathering is an upcoming holiday celebration or a birthday party, planning efforts to make and use reusable party supplies will help reduce waste.
**Outcome**
- Participants will learn how to reduce waste at celebrations by making reusable party supplies.
- Participants will use a green event checklist to reduce waste at celebrations and gatherings.
**Audience**
Youth (ages 10+), adults
**Time**
20 – 60 minutes
**Concepts**
- Parties of any size can generate a lot of waste with decorations and other party supplies, and reusable supplies can help reduce waste.
- Planning waste reduction strategies before a party can help the host throw a successful green celebration.
**Supplies**
- Newspapers, magazines, old maps, colored paper or fabric
- Twine or ribbon (length depends on size of pennant banner)
- Scissors
- Glue or tape
- Fabric tablecloth (one per participant, available at most party supply stores)
- Fabric paint (available at most arts and crafts stores)
- Handout: Green Party Checklist available in the Appendix (one per participant)
- Markers, crayons, colored pencils, ribbon, string or fabric for decorating *(optional)*
**Preparation**
- Gather supplies in advance or ask participants to bring their own supplies.
- Create one pennant banner and tablecloth in advance to become familiar with the process and make samples.
**Procedure**
**Create a pennant banner**
- Hand out the Green Party Checklist to participants and have them read through the list.
- Ask participants if they have considered any of the steps for previous gatherings or parties. Ask which of the steps would be easiest and hardest to follow to make a gathering or party greener.
- Have a discussion with participants about waste created from decorations and other party supplies, and ask participants to brainstorm ideas for alternatives to disposable decorations and party supplies (tablecloths, dishware, etc.)
- Have participants cut newspapers, magazines, old maps, colored paper or fabric into triangle shapes. The more triangles you have, the longer the banner will be! Encourage participants to use colors and designs that can be reused for more than one celebration so the banner can be a go-to event supply.
- Have participants fold over the top edge of the triangles about half an inch.
- Have participants glue or tape the twine or ribbon under the half inch fold and press down on the paper to secure the triangles to the banner firmly. Participants can use the scissors to snip any extra corners sticking out from the triangle.
- Have participants continue adding triangles to the twine or ribbon until the banner reaches the desired length.
- Participants can bring their banners home to use as a decoration for any event celebration.
- Make a reusable tablecloth
- Make sure each participant has a tablecloth. Have participants use fabric paint to decorate the tablecloth. Encourage participants to use colors and designs that can be reused for more than one celebration so the tablecloth can be a go-to event supply.
- Let the tablecloths dry.
- While the tablecloths are drying, hand out the Green Event Checklist to participants and have them read through the list.
- Ask participants if they have considered any of the steps for previous gatherings or parties. Ask which of the steps would be easiest and hardest to follow to make a gathering or party greener.
- Have a discussion with participants about waste created from decorations and other party supplies and ask participants to brainstorm ideas for alternatives to disposable decorations and party supplies (tablecloths, dishware, etc.)
**Discussion questions**
- Why do you think people use new event decorations and supplies for each party or celebration?
- What kind of difference would it make if everyone created reusable event decorations and supplies?
- In addition to using green decorations and supplies, what else can you do before and during parties or celebrations to reduce waste? (Use reusable dishes instead of disposables, providing recycling options, etc.)
- What other ideas do you have for green party decorations and supplies?
**Additional activity ideas**
**Check out the Green Parties Learning Trunk**
The Green Parties Learning Trunk helps illustrate ideas for hosting greener parties and includes party supply examples for high-waste parties, low-waste parties, and parties with organics for composting as an option. The trunk also includes an engagement guide to facilitate brainstorming and planning an example party with the group. Check out a learning trunk at firstname.lastname@example.org or visit www.hennepin.us/environmentaleducation
The average American household receives more than 70 pounds of advertising mail each year. Although nearly all mail can be recycled, producing mail and delivering it to households takes natural resources and creates pollution. There are many ways to reduce the amount of junk mail you receive. This activity combines actions to reduce junk mail with creative projects to raise awareness of the issue.
**Outcome**
Participants will take steps to reduce the amount of unwanted mail they receive.
**Audience**
Youth (ages 5+) for art project, adults for reduction challenge
**Time**
Project can be started several weeks in advance. Allow 30 - 60 minutes or longer to create junk mail art or trees.
**Concepts**
- Most household receive a lot of unwanted mail.
- There are relatively simple steps you can take to reduce the amount of unwanted mail you receive.
**Supplies**
- Junk mail collected by participants for several weeks.
- Supplies to turn junk mail into 2-D or 3-D art, such as scissors, glue, large pieces of paper or cardboard, etc.
- Handout: Hold the Mail
HOLD THE MAIL
Preparation
• Ask participants to collect and bring in unwanted mail for a few weeks. Have participants remove personal information (name, address).
• Ask participants about the unwanted, or “junk,” mail they receive. How much do they get? Have they tried to get their name off of mailing lists in the past?
• Order or download a free Hold the Mail brochure for participants. Order online at www.hennepin.us/literatureorderform.
Procedure
Junk mail reduction challenge
• Have participants count, weigh and/or observe how much junk mail they receive in a specified time period (one or two weeks would work well).
• Review the Hold the Mail brochure with participants and discuss steps to reduce junk mail. Have participants go online to get their name off of mailing lists, or ask participants to commit to taking these actions at home.
• After a month or two (it can take up to eight weeks to see a change in the amount of junk mail received), have participants reassess the unwanted mail they receive. What types of mail were they successful at reducing? What unwanted mail are they still receiving?
Junk mail art projects
• The goal of these art projects is to make the connection that unwanted mail is made from trees, and creating mail and paper uses a lot of energy and water, so taking steps to reduce the mail we receive will protect the environment.
• Have individuals or teams of participants make a three-dimensional “junk mail tree” or a two-dimensional “junk mail tree” mural out of the junk mail they collected. Consider choosing a theme for the art, such as ripping up your junk mail and stacking it on a post to create a pine tree. Search “junk mail art” online for inspiration. Consider incorporating messages to remind people that mail (paper) comes from trees or outlining the steps people can take to reduce the amount of mail they receive. Display the art in your program space or a public space (such as a park building or community center). Consider having a “gallery opening.” Ask participants to decide how they will educate the people who see the art about how to reduce junk mail.
• Challenge youth (and their families) to take steps to reduce junk mail at home – track how many of the steps listed in Hold the Mail youth complete or how successful they are at reducing the amount of unwanted mail they receive.
Discussion questions
• Why do businesses use direct mail (junk mail) to advertise? (One reason is it is cost-effective.)
• Why are there so many steps to reduce junk mail? (Advertisers do not use just one database or mailing list.)
• Why is it important to reduce the amount of junk mail you receive? (Reduce paper waste, reduce energy used in mailing, etc.)
• What others ways can businesses advertise products and services to adults and youth?
• How easy or challenging was it to get your name off of mailing lists?
• What did you learn that was new?
• How did people respond to the junk mail art?
• Who showed leadership or was a great team member? How did they show it?
• What do you want to learn more about?
Resources
• Handout: Hold the Mail booklet
• Minnesota Pollution Control Agency’s website for tips to reduce junk mail: www.pca.state.mn.us/index.php/living-green/living-green-citizen/reduce-reuse-recycle/too-much-junk-mail.html
Between 500 billion to one trillion plastic shopping bags are used worldwide each year, according to the U.S. Environmental Protection Agency (EPA). Most of these bags are used only once and thrown away, ending up in landfills or polluting land and water and damaging wildlife habitat. We can reduce plastic-bag waste by using reusable bags. Using four or five reusable bags multiple times at least once a week can replace 520 plastic bags a year.
**Outcomes**
Participants will learn the problem with plastic shopping bags and commit to using reusable bags.
**Audience**
Youth (5+), adults
**Time**
20 - 40 minutes
**Concepts**
- Plastic shopping bags, while convenient, are a waste and are generally not accepted in residential recycling programs.
- Avoid plastic bags by using reusable bags when you go shopping. Remember to bring bags with you every time you go shopping, including at the grocery store, retail and clothing stores, farmer’s markets, department stores, hardware stores – everywhere!
**Supplies**
- Reusable bags made from canvas, cotton, recycled plastic, etc. Order reusable bags through the Hennepin County Green Partners Seed program at [www.hennepin.us/greenpartners](http://www.hennepin.us/greenpartners).
- Crayons, fabric markers, glue and art scraps such as yarn, ribbon or fabric.
- “Remember the bags” window clings (order online at [www.hennepin.us/literatureorderform](http://www.hennepin.us/literatureorderform)).
CREATE OR DECORATE REUSABLE SHOPPING BAGS
Preparation
Order free reusable bags to decorate and “Remember the Bags” window clings in advance at www.hennepin.us/greenpartners.
Procedure
• Discuss the use of reusable versus disposable shopping bags with participants. Do they already use reusable bags? When do they use reusable bags? Do they have any challenges with remembering to bring or using reusable bags?
• Pass out plain reusable bags and reusable art supplies and bags to participants and have participants decorate the bags.
• Distribute Remember the Bags window clings, and encourage participants to place the clings where it will prompt them to bring their bags with them when they go to the store.
• Ask participants to commit to bringing bags with them every time they go shopping. Even if they already use reusable bags, discuss ways they can increase their use of reusable bags (for example, people may use bags at the grocery store but forget about it when they are shopping for clothing). Have participants sign a commitment form to pledge to bring reusable bags with them when shopping.
Discussion questions
• Does anyone already bring reusable bags when shopping? What motivated you to start bringing reusable bags? Where did you get the bags?
• If you are not bringing a reusable bag with you when shopping, what is holding you back? How can people overcome those barriers?
• How can you remember to take reusable bags with you when you go shopping?
• How do you define reusable? What are the benefits of reusable bags?
• What are the impacts of plastic shopping bags on the environment? Consider having participants research impacts of plastic shopping bags and report back to the group.
• Why are plastic shopping bags a problem at recycling facilities? What are other options for recycling plastic bags? (Bring them to a drop-off facility or retailer take-back program)
Resources
• Handout: “Remember the bags” window cling available at www.hennepin.us/literatureorderform. See Appendix for a sample.
Litter is still a very visible waste problem. Litter is typically packaging generated by consumers that is carelessly on the ground instead of in a recycling bin or trash bin. Littering is a completely avoidable problem – we can simply put our items into the recycling or trash bin (or reuse them)! Picking up litter is an easy way to protect land and water and to teach children about the environment.
**Outcomes**
Parents and children will learn about cleaning up the environment and picking up litter with songs.
**Audience**
Youth (ages 2+), parents and children
**Time**
Variable; 10 - 60 minutes
**Concepts**
- Littering is avoidable.
- Use songs to reinforce the idea of keeping the planet clean.
- It is easy and fun to clean up the planet.
**Supplies**
- Any clean items of to represent garbage or recycling
- Trash can or recycling bin
LITTER SONGS
Preparation
Adults should learn the lyrics and tune of the songs.
Procedure
- Sing the songs to children participants to get them familiar with the lyrics and tune.
- Families can sing the song and help children practice picking up items from the floor and throwing them away in the trash can or recycling bin.
- Suggested songs (courtesy of Minneapolis Early Childhood Family Education Curriculum Families for Saving the Environment by Janet Craig and Annette Gaglardi)
1. **Litter song** — to the tune of *London Bridge is Falling Down*
- Let’s look for litter and pick it up,
- Pick it up, pick it up.
- Let’s look for litter and pick it up,
- We’ll help our earth stay clean.
2. **Litter is Garbage** — to the tune of *The Wheels on the Bus*
- Litter is garbage that wasn’t put away,
- Wasn’t put away, wasn’t put away.
- Litter is garbage that wasn’t put away
- In the garbage can.
- I put my garbage in the garbage can,
- In the garbage can, in the garbage can,
- I put my garbage in the garbage can,
- I’m not a litter bug.
3. **There is a Planet Not So Clean** — to the tune of *BINGO*
- There is a planet not so clean
- And Earth is its name-o.
- Let’s clean up the Earth
- Let’s clean up the Earth
- Let’s clean up the Earth
- And try to save our planet.
- There is a planet not so clean
- And Earth is its name-o.
- E-A-R-T-H, E-A-R-T-H, E-A-R-T-H
- And Earth is its name-o!
Discussion questions
- Have you ever littered? Why do you think people litter?
- Will you start picking up litter more now when you see it on the ground?
- What are barriers to people putting their items into the recycling or trash bin? How can recycling and trash bins be more accessible everywhere?
- Did you find any litter that could have been recycled? How did you know it was recyclable? How will you encourage others to recycle items instead of littering or throwing them in the trash?
- Do you have other ideas for songs about the environment?
Additional activity ideas
**Litter pick up for older youth**
To take action to reduce litter, older youth (with adult supervision) can go outside and pick up litter around their house, school or neighborhood. Participants should be aware of which dangerous items they shouldn’t pick up and participants should wear protective gloves. Remember to properly dispose of litter items.
MAKE TOYS FROM REUSED MATERIALS
Children often play with things that aren’t sold in the toy aisle such as food containers, bottle caps, and more. Many items that we commonly consider trash can be reused as toys. Instead of wasting items like water bottles, pop bottles, milk jugs and disposable packaging, parents and children can reuse them to create toys like shaker bottles and sensory tables!
**Outcomes**
Parents and children will learn simple reuse ideas by creating toys from commonly trashed or recycled items.
**Audience**
Youth (ages 1+), parents and children
**Time**
30-60 minutes
**Concepts**
- Reuse trash or recyclables instead of throwing them away.
- Instead of buying new, make toys by reusing common household items for children’s toys.
- Children’s toys are typically not recyclable.
**Supplies**
- Empty pop bottles, water bottles, juice bottles, milk jugs or oatmeal containers.
- Clean, plastic caps from pop bottles, water bottles and/or milk jugs
- Items to put in empty bottles, such as recycled or shredded paper, small pieces of cardboard, wood chips, cut straw, plastic rings from bottles, etc.
- Hot glue or duct tape
MAKE TOYS FROM REUSED MATERIALS
Preparation
Ask parents to bring empty pop and/or water bottles from home along with clean caps from milk and juice jugs.
Procedure
Supervision for younger children is necessary when exploring small objects.
For sensory table:
• Put clean, plastic lids from containers such as water bottles, pop bottles, juice bottles or milk jugs into sensory table. Consider using other household utensils to have children grab items from the table.
• Let children sort and play with them. Children can sort items according to color, shape or size.
For shaker bottle:
• Put reused materials (pompoms, feathers, dried beans, dried rice, etc.) into bowls.
• Have parents and children put the items into pop or water bottles.
• Have parents hot glue or duct tape the caps back on the bottles to prevent children from opening the bottle.
• Shaker bottle can be used as a musical instrument for children.
Discussion questions
• Do your children enjoy playing with items that you would consider non-traditional play items? Do you already reuse any items as toys? Are there certain reused items that your children enjoy playing with? Is there anything holding you back from using reused items?
• How can you work to reduce your waste? Will you continue to use trash or recyclable items to create activities with your children?
• What other items could you use in the sensory table?
• What additional ideas do you have for creating toys from items that are typically trashed or recycled?
• How did your child respond to the sensory table and/or shaker bottles? Did they enjoy using it as much other toys?
With a little creativity, many items that we commonly consider waste can be reused. By using commonly trashed or recycled items in art projects, you can help raise awareness about waste reduction, save money on buying art supplies and create unique masterpieces!
**Outcomes**
Participants will rethink items that are typically considered waste by creating art projects from trash or other reusable materials.
**Audience**
Youth (ages 3+), parents and children
**Time**
30 - 60 minutes, varies by type of art project
**Concepts**
- Old “trash” materials can be used to create art projects.
- You can save money while reducing waste by reusing products.
- Art can be used to spread awareness about waste reduction.
**Supplies**
- Recyclable art materials (old newspapers, magazines, plastic bottles, empty toilet paper or paper towel rolls, etc.)
- Trash art materials (old chip bags, pizza boxes, aluminum foil, etc.)
- Old, broken crayons
- Glue
- Scissors
- Paint (optional)
- Art materials such as yarn, ribbon, thread and buttons (optional)
- Sewing needles or sewing machine (optional)
- Fabric (optional)
REUSE ART PROJECTS
Preparation
Collect materials and consider asking participants to help you collect reusable art supplies.
Procedure
• Discuss issues related to waste reduction (refer to the background information). Have participants decide on a message you want the art to express that will encourage people to take action.
• Allow participants to use their creativity or create a sample model of what they could create. Some ideas include:
– Decorate an old picture frame
– Sew old clothes into new clothes
– Create a mural from items that can’t be recycled
– Make a snow globe using a small glass jar from jam, baby food, olives, etc. and an old small toy that can fit inside the jar. Decorate the inside of the jar with paint or glitter to look like snow.
– Use an oatmeal container to create a holder for pencils and pens. Decorate the oatmeal container with colored paper, crayons and markers.
Remember to not glue or tape items in ways that make them impossible to recycle later.
• Have participants display their creations for their families and friends. Consider creating invitations to view their art with the reuse art materials.
Discussion questions
• How can art be used to spread awareness about environmental issues like waste reduction? How did people respond to the reuse art projects?
• How did the reuse art projects compare to non-reuse art projects?
• Will you continue to create reuse art projects with trash materials? Why or why not?
Additional activity ideas
Create new crayons from old, broken ones
• Peel all paper off of broken crayons
• Preheat oven to 275 degrees Fahrenheit
• Spray large or small muffin tin with cooking spray
• Fill tins with broken crayons (solid or mixed colors)
• Bake in oven for 7 to 14 minutes
• While still warm, use a toothpick to swirl colors if desired
• Cool completely, then pop out of tins
Everyone loves new things, even when they’re used. Organize a party where no one spends money and everyone leaves with gifts! Have adults and/or children look through their things and collect gently used items they no longer want. Consider a theme for the swap party, such as books, music, toys, kitchen items, clothes, shoes, jewelry, etc. Your swap party can be informal, by casually laying everything around your space and taking turns choosing items, or formal by making a game of it.
**Outcomes**
Participants will learn first-hand that reuse is a good way to both get rid of items you no longer want and get new-to-you items.
**Audience**
Youth (ages 4+), parents and children, adults
**Time**
30 - 60 minutes, varies by size of swap party
**Concepts**
- We typically have stuff we don’t want any more that is still in good shape. We also like getting new stuff.
- Swap parties are a good way to get rid of stuff and get new stuff without buying new.
- Instead of shopping for new items, choose to reuse.
**Supplies**
- Gently used items (books, music, toys, kitchen items, clothes, shoes, jewelry, etc.)
- Computer with internet access to look at Hennepin County’s Choose to Reuse Directory at [www.hennepin.us/choosetoreuse](http://www.hennepin.us/choosetoreuse) (optional)
SWAP PARTY
Preparation
• Ask participants to bring gently used items to swap (remember to consider choosing a theme for the party, or create different areas at your swap for different types of items).
• Consider how your swap will work. You can have a smaller informal swap in which items are laid out for people to take, or a larger, more formal swap with a process for how people get to select items or with items wrapped (remember to use alternative gift wrap ideas) so the swap can be more of a game.
Procedure
Small swap:
• Lay out the participants’ gently used items in your space.
• Have participants take turns choosing the items they want until all items are taken.
• Decide where items that were not selected in the swap will go. Look in the Donation Opportunities brochure for options or search items on Hennepin County’s Green Disposal Guide at www.hennepin.us/green-disposal-guide
Large swap:
• Lay out the participants’ gently used wrapped items in your space.
• Write out consecutive numbers on small pieces of paper. Make numbers for the amount of people participating in the gift swap party (if there are 10 people participating then write out numbers 1 through 10 on small pieces of paper) and put them into a bowl, bag or hat.
• Have everyone draw a number. The number will designate the order in which guests choose a gift.
• Begin with the participant who chose the number 1. The participant will choose any gift and open it.
• Continue with the next participant. The next participant can either choose an unopened gift or they can steal an item guests have opened previously.
• Someone who has their gift stolen can either steal another gift from someone else or choose an unopened gift. A gift cannot be stolen more than once a turn.
• Continue until all participants have had a turn and a gift.
• Decide where items that were not selected in the swap will go. Look in the Donation Opportunities brochure for options or search items on Hennepin County’s Green Disposal Guide at www.hennepin.us/green-disposal-guide.
Discussion questions
• Was it easy or difficult to find a reuse gift to bring to the swap party? Why do you think this was?
• What surprised you during the swap party? How did the swap party compare to a typical gift giving party?
• How does reusing items reduce waste? How can we continue to make waste reduction a part of our everyday life?
• Did you save money when planning your swap party compares to a typical party? Why do you think this was? How can reusing items save money?
Additional activity ideas
• Incorporate a swap party into your holiday or birthday celebrations.
• Host a larger swap party for your organization and incorporate into an existing event. Consider timing the event to correspond with a change in the seasons, before the holidays, etc. Consider incorporating a repair or mending aspect of your swap by having handy volunteers with repair or sewing skills on-hand.
Resources
• Handout: Donation Opportunities Guide available in the Appendix
• Computer with internet access to look at Hennepin County’s Choose to Reuse Directory at www.hennepin.us/choosetoreuse and the Twin Cities Free Market at www.twincitiesfreemarket.org.
• Do it Green! Minnesota’s Swapping Made Easy Guide available at www.doitgreen.org.
Green event checklist
With all the food, packaging, decorations and giveaways, events of any size – from small gatherings to large parties – can generate a lot of waste. But with a little bit of planning, you can make your event low- or no-waste. The following checklist will help green your efforts before, during and after your event. Hennepin County can also help event coordinators develop waste-reduction plans, educate vendors, train volunteers and find collection options. Learn more at www.hennepin.us/eventrecycling.
Before the event
Planning:
☐ Select a person or committee to coordinate and implement the zero-waste efforts.
☐ Evaluate all materials that will be at the event (packaging, giveaways, decorations, banners), and try to eliminate as many disposable materials as possible.
☐ Assess the waste that will be generated to identify recycling and/or composting opportunities. If food waste makes up a significant portion of the waste generated, consider collecting food waste for composting.
☐ Plan to serve food items that have little or no packaging.
☐ Make sure to use reusable, compostable or recyclable foodservice ware and make sure to have a matching disposal method.
☐ Avoid use of single-serving beverages or bottled water with large beverage dispensers or jugs and filling compostable cups.
☐ Choose reusable linens, centerpieces, decorations, etc. If your event is held annually, plan for reuse of banners and signs, etc.
☐ Use decorations that can be reused in future years or consider borrowing decorations from a friend that has thrown a similar party. Consider using alternatives to balloons, such as fresh-cut flowers from your garden, or look for biodegradable balloons.
☐ Plan to collect plastic bags – gather plastic bags into one bag and place in recycling container.
☐ If you are making your own food, consider using local food, such as from a farmers market or your own backyard garden. Many local farmers can provide local food items in the wintertime. If food for your event is being catered, talk to your catering company about how they can incorporate local food into the menu.
☐ Provide condiments in bulk instead of individually wrapped servings. For example, provide a sugar bowl instead of individually wrapped packets.
Communication and education:
☐ Inform vendors of waste-diversion efforts as early as possible to ensure they have adequate time to prepare for the event.
☐ Inform the public about your waste-diversion efforts in social media, news releases, event programs, promotions, and advertising and registration materials.
☐ Consider contacting Hennepin County to schedule a recycling booth at the event. These are usually staffed by Master Recycler volunteers who provide recycling information to the public.
☐ Provide information on bike and transit routes to your event, or encourage your guests to carpool when possible. Consider offering to shuttle guests from transit stops to your event.
☐ Consider distributing invitations electronically to reduce paper waste. If you prefer paper invitations, purchase invitations made from a minimum of 30% post-consumer content recycled paper.
Waste stations:
☐ Plan to place recycling, composting and trash receptacles together to form a waste station. This will help ensure that materials end up in the correct container.
☐ Determine the number of waste stations needed. One waste station can serve between 200-300 people depending on the area of the event.
☐ Make sure you have access to recycling, composting and trash containers prior to the event. Hennepin County also offers free portable recycling containers to reserve for events.
☐ Make sure waste stations are placed in a convenient location. Place larger stations in areas where high volumes of waste are generated. Meet with maintenance staff to determine exact locations of waste stations.
Label all containers with large, clear and specific signs. If possible, include pictures or post examples of what goes in each container. Hennepin County offers free signs for recycling containers. Be sure signs on the waste containers are visible. Also consider having banners, signs or flags to help attendees find the waste stations.
**Volunteers:**
- Recruit volunteers to be waste monitors. Consider using schools, scout groups, churches, businesses or Hennepin County Master Recyclers volunteers.
- Create a volunteer schedule and plan for one volunteer per waste station. You may need to plan more than one shift if the event lasts more than three hours.
- Gather waste monitor supplies for volunteers, including:
- Plastic gloves
- Waste pickers
- Hand sanitizer
- Event waste information
- Buttons, t-shirt, etc.
- Extra compost bags
- Scale to weigh waste and report results
**At the event:**
- Greet each vendor and exhibitor during set-up and provide clear instructions for recycling their materials, such as flattening cardboard boxes for recycling, bagging plastic bags that can recycled at drop-off locations, etc.
- Keep waste stations staffed at all times to help event participants place their waste in the correct container. If this is not possible, assign someone to check the area periodically.
- Provide a break for volunteers during their shift, if possible.
- Empty bins often, especially during the summer when odors and/or insects can discourage recycling.
**After the event:**
- Weigh the recycling, organics and trash separately. Calculate your diversion rate by using the following formula: (amount recycled + amount composted)/(total waste or, recycling + organics + trash).
- If it is not possible or practical to weigh each waste stream, weigh only the trash.
- Share your green event success with your sponsors, vendors, participants and volunteers.
Green party checklist
With all the food, packaging, decorations and giveaways, celebrations of any size – from small gatherings to large parties – can generate a lot of waste. With a little bit of planning, you can make your next party low- or no-waste. The following checklist will help green your efforts before, during and after your party.
Hennepin County can help event coordinators for larger develop waste-reduction plans, educate vendors, train volunteers and find collection options. Learn more at www.hennepin.us/eventrecycling.
Before the party
Planning:
☐ Evaluate all materials that will be at the party (packaging, decorations, banners, dishware), and try to eliminate as many disposable materials as possible.
☐ Assess the waste that will be generated to identify recycling and/or composting opportunities. If food waste makes up a significant portion of the waste generated, consider collecting food waste for composting.
☐ Plan to serve food items that have little or no packaging.
☐ Make sure to use reusable, compostable or recyclable dishware.
☐ Have a disposal method for your dishware (organics recycling for compostable ware, recycling for recyclable etc.)
☐ Use large beverage containers or jugs to fill reusable or compostable cups to avoid single-use water bottles or beverage containers.
☐ Choose reusable linens, centerpieces, decorations, etc.
☐ Use decorations that can be reused in future years or consider borrowing decorations from a friend that has thrown a similar party. Consider using alternatives to balloons, such as fresh-cut flowers from your garden.
☐ Plan to collect plastic bags – gather plastic bags into one bag and place in recycling container.
☐ If you are making your own food, consider using local food, such as from a farmers market or your own backyard garden. Many local farmers can provide local food items in the wintertime. If food for your party is being catered, talk to your catering company about how they can incorporate local food into the menu.
☐ Provide condiments in bulk instead of individually wrapped servings. For example, a squeeze container of ketchup, instead of individual packets.
Communication and education:
☐ Provide information on bike and transit routes to your party, or encourage your guests to carpool when possible.
☐ Consider distributing invitations electronically to reduce paper waste. If you prefer paper invitations, purchase invitations made from a minimum of 30% post-consumer content recycled paper.
Waste stations:
☐ Plan to place recycling, composting and trash receptacles together to form a waste station. This will help ensure that materials end up in the correct container.
☐ Make sure you have access to recycling, composting and trash containers prior to your party. Hennepin County also offers free portable recycling containers to reserve..
☐ Make sure waste stations are placed in a convenient location.
☐ Label all containers with large, clear and specific signs. If possible, include pictures or post examples of what goes in each container. Hennepin County offers free signs for recycling containers. Be sure signs on the waste containers are visible.
At the party:
☐ Empty bins often, especially during the summer when odors and/or insects can discourage recycling. | a1359d99-856b-462d-84a0-eb943444b54b | CC-MAIN-2022-49 | https://reusemn.org/resources/Documents/reducing-waste.pdf | 2022-11-30T23:26:49+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710777.20/warc/CC-MAIN-20221130225142-20221201015142-00393.warc.gz | 510,764,247 | 13,546 | eng_Latn | eng_Latn | 0.997183 | eng_Latn | 0.997932 | [
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MTSS: Data Driven Decision-Making and Problem Solving
Today we will….
➢ Discuss the importance of collecting data to make decisions
➢ Explore types of data
➢ Briefly review the functions of system wide and problem-solving teams
➢ Review a data-based problem-solving framework
➢ Go over some Challenges and Considerations
Key Components of MTSS Implementation
1. School-based leadership and capacity building infrastructure
2. Universal screening to identify at-risk students
3. Universal high-quality instruction
4. Tiered interventions matched to student needs
5. Data-based decision-making and problem solving
6. Progress monitoring student growth
7. Measuring effectiveness of implemented MTSS practices and interventions
Why MTSS?
Quality implementation of Integrated systems are more sustainable and improve outcomes
Reduced competition across content area initiatives
Capacity building of educator skills and knowledge
MTSS integrates data-driven decisions that are already happening in silos.
MTSS provides a consistent common approach and structure for reviewing multiple data points, identifying trends and determining root causes
(Dana Ashley, American Educator, 2015)
Are we systematically providing a full range of support to all students ensuring that ALL students are provided with high quality core instruction, equitable instruction, as well as evidenced-based interventions to support student learning needs across all three tiers?
Measuring the effectiveness and fidelity of MTSS Implementation
**Data-based decision making**
Multiple data sources are accessible and utilized at a systems and problem-solving level to proactively deliver academic, behavioral, and social-emotional/mental health supports.
- A system for documenting, tracking, accessing and viewing data in graphic form exists.
- Data sources include, but are not limited to, attendance, discipline, academic achievement and growth measures, mental health supports, climate surveys, SEL assessments, fidelity measures for PBIS, RTI and SEL.
- Data is disaggregated by grade, ethnicity, race, gender, IEP status, English Learner status, etc.
- Data is entered in a timely manner.
- Teams regularly review multiple data points across academics, behavior and social-emotional/mental health.
- Teams use data to identify school-wide needs and individual student needs.
- Multiple data points are used to establish criteria for tiered supports and interventions.
**School-based leadership**
School leadership proactively supports, leads and engages in MTSS, conveying implementation as a high priority for student success.
| Aligns vision of MTSS with school’s vision and goals. |
| Develops a plan for implementation with input from multiple stakeholders and multiple disciplines representative of the school and staff community. |
| Communicates the vision, plan and expected positive outcomes of MTSS. |
| Prioritizes resources and organizational structures necessary to implement all components of MTSS. |
| Supports an intentional and flexible master schedule supportive of common planning time, MTSS systems team meetings, problem-solving team meetings, and intervention time. |
| Dedicates time and leadership to the MTSS systems team. |
**MTSS Systems Team**
A systems level team is in place to coordinate implementation of MTSS.
- Team is representative of key stakeholders.
- Administration, academic, behavior, SEL/mental health leaders.
- Student representation as appropriate.
- Team members have a common time set aside to meet monthly to quarterly.
- Defined structures, processes and agendas are in place to guide efficient data review and decision making.
- A process exists for communicating data and actions to relevant teams and staff.
## Implementation Indicators
### Rethink Indicators and Success Criteria for Beginning MTSS Implementation
| Indicator | Implementation | Success Criteria |
|-----------|----------------|------------------|
| 1. Teaming | • Establish a district level MTSS Team
• Establish a school-based MTSS Team
• Assign a facilitator in each lead team meeting
• Team is co-chaired by leaders who represent Teams 1, 2 and 3 (academic instruction, behavioral/learning, and emotional learning, and mental health)
• Team represents student demographics
• Team meets monthly
• Utilizes an agenda
• Has access to and reviews multiple data points
• Communicates with district/school | • Disaggregated data points are identified and accessible
• Disaggregated data is available for MTSS Team meetings
• Data is shared with staff and school community, as appropriate
• Data is used to determine if at least 80% of students are responding to universal instruction across frameworks
• Universal high quality instruction is in place |
| 2. Purpose | • Establish the mission, vision and purpose of the MTSS framework
• Assess stakeholder beliefs, perceptions, shared values, and identify | • Collectively establish the purpose, vision and mission of MTSS
• Communicate the purpose, vision and mission to all stakeholders, including MTSS is the responsibility of all staff, not just a few, and MTSS supports the whole child
• Ongoing stakeholder feedback is collected, including evidence of representative student voice
• MTSS team has developed data-based goals | |
| 3. Collective Responsibility | • Establish MTSS Team member roles and responsibilities
• Establish roles and responsibilities of all staff within the MTSS framework
• Roles and responsibilities are defined
• Staff roles and responsibilities are defined
• Stakeholders commit to shared ownership and responsibility toward MTSS goals
• MTSS team has developed collective responsibility and accountability
• An accountability process is in place for meeting MTSS goals | • MTSS Team develops long-term and short term school-wide goals
• Action steps are developed and assigned
• Progress monitoring structures are used to assess progress towards goals
• Specific and timely feedback is provided on goals |
| 4. Infrastructure | • Assess current organizational frameworks, routines, programs and practices for duplicative efforts, efficiency and effective outcomes
• Develop an MTSS table of MTSS Strategies and | • MTSS Resource Planning
• Outdated and ineffective initiatives and practices are discarded or integrated with higher fidelity
• MTSS Table of Tiered Strategies and Interventions
• All stakeholders understand the evidenced based strategies and interventions that are available within the MTSS process | |
| 5. Data | • Establish an accessible data system and baseline performance using multiple data points across academics, behavior and social, emotional and mental health | |
| 6. Data-Based Decision Making and Problem Solving | • MTSS process and outcome goals and connected action steps are developed based on data | |
| 7. Screening and Progress Monitoring | • Universal screening and progress-monitoring structures are developed, trained on, and utilized with fidelity | • Schools have access to universal screening and progress monitoring tools, both for data entry and viewing of results (in graph/visual form)
• Staff are provided training and follow-up coaching on how to use progress monitoring
• Both district/school-wide and classroom interventions are progress monitored for effectiveness and making student instructional decisions |
Systems VS Problem Solving Teams
MTSS Systems Teams
Focus on school-wide systems and monitor effectiveness of universal strategies and targeted interventions
Problem Solving Teams
Talk about individual students and if they need interventions beyond core instruction
Child study, Student support, CLTs, grade level
WHY is data important for decision-making?
MTSS is a framework and within that framework are tiered strategies and interventions that must use data to match the most effective academic, behavior and social emotional instructional resources to a students' needs at all 3 tiers.
Sharing data with staff and community help schools achieve their outcomes
Share data in a way that feels most genuine and simple
- Guides decision making
- Opportunity to engage staff and community
Data-Based Decision Making is a Key Component at Every Tier
- Identify problems and/or gaps
- Select strategies/interventions to address challenges
- Assess improvements in student outcomes
- Optimize how resources are allocated
Schools use strategies and interventions that are most effective and continue to include those in their repertoire.
What Data Sources are Available in Your School?
**Behavior Data**
- Behavior Walkthroughs
- Fidelity of Implementation
- Stakeholder Climate surveys
- Discipline Data
**SEL Data**
- SEL Walkthroughs
- Fidelity of Implementation Rubrics
- Teacher Perception of Impact Surveys
- Stakeholder Climate Surveys
**Academic Data**
- Measures of Academic Progress (MAP)
- Fidelity of Implementation Rubrics
- Phonological Awareness Literacy Screeners (PALS)
- Formative Assessment System for Teachers (FAST)
- iReady Reading and/or Reading Recovery
Monitoring the fidelity of behavioral practices school-wide and within the classroom
School-wide Behavioral Practices Walkthrough
This walkthrough tool is designed to gain input from students and staff on implementation of school-wide behavioral practices. Feedback assists in determining areas of strength and areas in need of examination and growth within the school-wide behavioral system.
Classroom Management Self-Assessment/Peer Observation
This tool may be used as a teacher’s self-assessment or as an observation by a peer or administrator. The purpose of this tool is to provide feedback on classroom management practices and help staff determine strengths and areas of focus.
This tool is not designed for professional evaluation purposes.
Types of Data
- Universal Data: Who is responding to core
- Outcome Data: Did the initiative, process or framework meet its goals or show growth
- Process Data: Did we take the right steps needed to achieve an outcome metric
Aggregated VS Disaggregated Data Activity
Aggregated: Whole School Performance
- Attendance
- Academic
- Discipline
Disaggregated: Breaking down whole data sets into groups
- Age
- Ethnicity
- Gender
- Grade
Aggregated Data vs Disaggregated Activity
**Chronic Absenteeism Rates**
| Aggregated Data | Disaggregated Data |
|-----------------|--------------------|
| School A = 13% | Asian students = 7%|
| | Black students = 16%|
| | Hispanic students = 13%|
| | White students = 12%|
**Suspension Rate and Risk Ratio**
| Aggregated Data | Disaggregated Data |
|-----------------|--------------------|
| Suspension rate School A = 0.73% (Less than 1% of all students in the school have been suspended) | Asian students = 0.32|
| | Black students = 2.65|
| | Hispanic students = 2.04|
| | White students = 0.69|
Risk Ratio - How likely one group is to receive a suspension compared to all other groups (e.g. Black students are 2.65 times more likely to receive a suspension than all other groups).
**Math Achievement Scores**
Percent of students below 25th percentile
| Aggregated Data | Disaggregated Data |
|-----------------|--------------------|
| School A = 24% | Asian Students = 8%|
| | Black Students = 32%|
| | Hispanic Students = 30%|
| | White Students = 12%|
How Does Data Guide Decisions for Action?
What problem are we trying to solve?
What data do we need to find solutions?
What do we need to do to maximize learning?
What is the data telling us to do?
Multiple data sources are accessible and utilized at a systems and problem-solving level to proactively deliver academic, behavioral, and social-emotional/mental health supports.
Streamlined Data-Driven Supports
➢ Incident Reporting
➢ Robust Administrator Dashboards
Demographic Reporting
➢ Data Collection/Monitoring tools for staff
MTSS Core Features
Intervention Planning
Tier 1
- Point System
- Incident Reports
Tier 2
- Behavior Contract
- Data Tracking
- Self-Monitoring
Tier 3
- ABC Assessment
- Behavior Plan
Tier 1 | Core Instruction & Universal Supports
All Students
Tier 2 | Targeted
Small Group Intervention
Tier 3 | Intensive
Individualized Intervention
DATA TRACKING & BEHAVIOR MANAGEMENT
- Simple-to-use Incident and Behavior Tracking Tool
- Dashboards, detailed graphs and progress reports facilitate use of meaningful data to inform decision making
- Administrators monitor staff participation and training outcomes from the training pathways that they have assigned staff
- Teachers can evaluate student outcomes and progress
MTSS Intervention Planning
- Determine level of support needed for each student (Tier 1, 2, or 3)
- Build intervention plans for ELA, Math, Behavior, and Social & Emotional Learning
- Utilize pre-planning tools to collaborate with colleagues and organize your thoughts
- Create goals using the Rethink Ed Goal Bank or enter a custom goal
- Select interventions from a curated list of suggested interventions or create interventions of your own
- Document student progress on selected goals
Evaluate effectiveness of interventions across whole population or by demographic information
Comprehensive Data Analysis for District Leaders
Identify students who are on track to meet goals vs those who may be in need of additional support
Data Dialogue:
Setting goals and taking action
Data Dialogue Guiding Questions:
Predictions and Assumptions (Think and Share)
1. What are some predictions we are making about the data?
2. What assumptions do we have about the data?
3. What questions do we have before we see the data?
4. What do we expect to learn from the data?
Analyzing the Data (Say Something)
1. What are some patterns, categories, or trends that are emerging?
2. What seems to be surprising?
3. What are some things we have not yet explored?
4. For discipline data:
a. What is the nature of violations?
i. Violations?
(By ethnicity; English learner status; disability status (IEP vs. Non-IEP) homeless status)
b. To what extent are violations policy driven (alcohol, tobacco) versus subjective violations (disorderly conduct: defiance, disrespect, disruption)?
i. For whom?
(By ethnicity; English learner status; disability status (IEP vs. Non-IEP) homeless status)
c. Are behavioral consequences, particularly exclusionary discipline, continuing the cycle of missed academic and social-behavioral instructional opportunities?
Why? Hypothesize on Root Causes (Fishbone)
1. Why do you think these patterns/scores/violations are occurring?
2. What additional data sources might we need to verify our explanations?
3. What would be concerned performance?
a. Are these students lacking skills that other students the same age understand and use?
Are behaviors/choices due to an academic skill deficit?
b. What is keeping the students from learning these skills?
4. To what extent are we consistently analyzing data for disproportionality?
5. What is the role of implicit bias and vulnerable decision points have on discipline decisions?
6. What is the role of schoolwide behavior management practices?
7. To what extent are we equitably promoting and modeling a culture of respect and acceptance of differences among staff, students and families?
Action Planning (Here’s What/So What/Now What)
1. What are some solutions we might explore as a result of our conclusions?
a. Are there critical supports in place to make the change?
Do we need additional professional learning, coaching, or administrative support?
b. Are the right people taking responsibility for guiding the change process?
c. Are the proposed actions something that is achievable, doable and readily accessible in practice?
2. What should we concentrate on first (prioritize)?
a. Consider resources, time, PD, changes in policy, etc.
The **Data Dialogue Guiding Questions** is a protocol that is useful for organizing data discussions into steps:
| 1. Predictions and assumptions | 2. Analysis | 3. Root cause hypotheses/brainstorming | 4. Action planning |
|--------------------------------|-------------|----------------------------------------|-------------------|
---
**Data Dialogue Protocol and Guiding Questions**
---
**Action Planning (Here’s What/So What/Now What)**
1. What are some solutions we might explore as a result of our conclusions?
a. Are there critical supports in place to make the change?
Do we need additional professional learning, coaching, or administrative support?
b. Are the right people taking responsibility for guiding the change process?
c. Are the proposed actions something that is achievable, doable and readily accessible in practice?
2. What should we concentrate on first (prioritize)?
a. Consider resources, time, PD, changes in policy, etc.
SAY SOMETHING!
- What are some patterns, categories, trends that are emerging?
- What seems surprising?
- What are some things we have not yet explored?
- Discipline data:
- What's the nature of the violations?
- Who is impacted?
- Are these violations policy driven?
- Are the behavioral consequences continuing the cycle of missed academic and social-behavioral instructional opportunities?
### Chronic Absenteeism Rates
| Aggregated Data | Disaggregated Data |
|-----------------|--------------------|
| School A = 13% | Asian students = 7%
| | Black students = 16%
| | Hispanic students = 13%
| | White students = 12% |
### Suspension Rate and Risk Ratio
| Aggregated Data | Disaggregated Data |
|-----------------|--------------------|
| Suspension rate | Asian students = 0.32
| School A = 0.73%| Black students = 2.65
| (Less than 1% of all students in the school have been suspended) | Hispanic students = 2.04
| | White students = 0.69 |
Risk Ratio - How likely one group is to receive a suspension compared to all other groups (e.g. Black students are 2.65 times more likely to receive a suspension than all other groups).
### Math Achievement Scores
Percent of students below 25th percentile
| Aggregated Data | Disaggregated Data |
|-----------------|--------------------|
| School A = 24% | Asian Students = 8%
| | Black Students = 32%
| | Hispanic Students = 30%
| | White Students = 12% |
A protocol that is useful for organizing data discussions into steps
1. Predictions and Assumptions (Think and Share)
2. Analyzing the Data (Say Something)
3. Why? Hypothesize on Root Causes (Fishbone)
4. Action Planning (Here’s What/So What/Now What)
Data/Evidence of Need:
Is there a problem or area for improvement?
Enter, Attach or Electronically link to data charts, graphs, reports.
Using the data, develop a precision statement.
Specifically define the problem or decision to be made.
Who is impacted?
What is the problem exactly?
When is it happening?
Where is it happening?
Why is it happening (root cause)?
Expected Outcome/Goal:
Set a goal that is specific, measurable, achievable, relevant and time-bound.
Key Practices:
How will you reach the goal?
Action Plan
| Who? | When? | Fidelity Measures |
|------|-------|-------------------|
| 1. What actions will be implemented? | | |
| 2. How will this be communicated? | | |
| 3. How will staff be supported in the implementation of new practices? | | |
| 4. Is division support needed/available? | | |
Data/Progress Monitoring:
Are we making progress towards the goal? Did we do what we said we would do? Next steps.
Data-Based Decision Challenges and Considerations
What do you consider current challenges that effect data-based decision making in your school?
- Division Support
- Access to high-quality, integrated and efficient data systems
- High-Quality, continuous staff training and support on how to input, access, and utilize data
**Data Champions**
| CHALLENGES | CONSIDERATIONS |
|------------|----------------|
| Lack of training and capacity building in using data (staff have low efficacy regarding data) | Do data champions exist in your building?
Data champions are staff who are knowledgeable about your school’s data applications and are comfortable working with and interpreting data.
Invite them to be on the systems team and to provide training to other staff on how to use and interpret the data.
Having one person in charge of pulling multiple data points is not sustainable, so ensure there’s a plan to build capacity among staff. |
**Data Systems**
| CHALLENGES | CONSIDERATIONS |
|------------|----------------|
| Inadequate technology to collect, store and use data | Do we have the data to answer our questions?
There are many ways to collect and store data from manual Excel/Google Sheets to purchased or decision developed, data tracking and visualization applications that communicate with student information systems.
Efficient data systems do require investment of resources including staff time and/or financial resources.
Data systems must be accessible, have the capability to disaggregate data into meaningful information, and provide visualization of the data. |
| Data rich, information poor | Often, multiple data points are located in separate systems (e.g., attendance reports, discipline referrals, achievement reports, climate surveys, clinic visits, counselor referrals, etc).
Multiple data points are best interpreted through visual representation, such as charts, graphs, and tables.
For team-based decision-making, assign team members specific data points to bring to meetings and insert into a shared, integrated table or set of slides for easy viewing.
Ensure staff members have:
a. Access to training on how to locate their assigned data source;
b. Know what specific data to pull from that source; and
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WILDERNESS EXPLORER
Jr. Ranger Activities and Adventures for Ages 8 and up
50th Anniversary Edition
WELCOME TO WILDERNESS
This activity booklet is designed for exploring wilderness, either at a wilderness area you are visiting, one near your home, one you would like to visit, or one you just want to study. Activities are geared for ages 8 and up, so look for the bear paw and choose the activities that are right for you.
ASK A WILDERNESS RANGER! As you explore, you may find it helpful to ask a ranger or look for information in a visitor center. You and your adult can also look for information on the internet. Five great places to learn more about wilderness:
- Wilderness www.Wilderness.net
- Bureau of Land Management www.blm.gov/wo/st/en/prog/blm_special_areas/NLCS/Wilderness.html
- Forest Service www.fs.fed.us/recreation/programs/cda/wilderness.shtml
- National Park Service wilderness.nps.gov
- U.S. Fish and Wildlife Service www.fws.gov/refuges/whm/wilderness.html
Answers to many of the activities can be found on page 21.
START EXPLORING!
SPECIAL PLACES 8+
Draw or describe a place that is SPECIAL to you in this space. Why is it special?
What might be SPECIAL about a place that is WILD? Draw or describe it here.
What does the word WILD make you think of? Draw or describe it here.
Ask 3 people what they think “Wilderness” is. Record their responses here.
1. Person interviewed: ________________________________
Wilderness is...
Example:
A. a home for wild animals
B. a quiet place to think
C. a place to be free
D. your idea
2. Person interviewed: ________________________________
Wilderness is...
3. Person interviewed (could be a wilderness volunteer or ranger):
_______________________________________________________
Wilderness is...
WILDERNESS is an area that is ... wild.
You know what it means to be wild - when you are free to follow your own will. When you aren’t controlled by others.
Complete the following description of wilderness by using these words to fill in the blanks:
will controlled free nature cut changed
In wilderness, nature follows its own _______________. The animals aren’t ________________.
The trees are not ________________. The rivers run ________________, without dams.
Visitors enjoy being in ________________ as it was before modern humans _____________ it.*
Native American cultures believe that all land ought to be respected, and may not view wilderness as a separate idea.
In 1964, Congress passed the Wilderness Act, recognizing that certain wild places are special and worthy of being protected forever. Here is the definition of wilderness from the Act:
“A wilderness, in contrast with those areas where man and his own works dominate the landscape, is hereby recognized as an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain.”
Vocabulary: “Trammel” refers to a net, or a shackle for horses. Most generally, it means a barrier to free action; a restraint.
2014 is the 50th anniversary of the Wilderness Act. In honor of the Wilderness Act’s 50th birthday, think about this: What does wilderness mean to you? Use the space below to capture your ideas with words and/or pictures.
* Hold booklet to a mirror to find the order of the missing words:
change, cut, free, nature, control, will
Wilderness Explorers need to know how to be safe when they’re exploring the wilderness. Being safe in wilderness begins before you start your trip.
- Always go with another person.
- Check the weather and conditions for the area you are visiting.
- Tell someone who is staying behind exactly where you are going and when you plan to return.
1. There are “10 essentials” you and your adult should have with you to be safe and prepared for emergencies. A box is drawn around each essential item. Write the name of each item on the list.
2. What else would you like to bring? Circle the items below. Don’t make your pack too heavy!
There are over 758 wilderness areas containing nearly 110 million acres of wilderness. The Bureau of Land Management manages 221 wilderness areas (8% of the land area within the National Wilderness Preservation System [NWPS]). The Forest Service manages 439 units (33% of the land area within the NWPS). The National Park Service manages 62 units of wilderness (40% of the land area within the NWPS). The U.S. Fish and Wildlife Service manages 72 units (18% of the land area within the NWPS).
Draw or name something you would find in wilderness in Alaska.
Using the map at the right, find the answers:
1. How many wilderness areas are in your home state?
2. How many wilderness areas are in the state you are visiting?
3. Which state has the greatest number of wilderness areas?
4. Six states have no wilderness areas. Name them here:
Draw or name something you would find in wilderness in Hawaii.
Ask a wilderness ranger (or check the visitor center or the internet):
How much wilderness is in this forest or park?
Just for fun, color all the states you have visited.
Put an X on the Olympic Wilderness and the Saguaro Wilderness.
5. Using the ruler below (cut it out if needed), estimate the distance between the two wilderness areas: ____________miles.
6. Suppose that you and your family could drive from one to the other at 60 miles per hour (mph). How long would it take to get there? Hint: distance _____(miles) ÷ speed _______ (mph) = time _________(hours).
What might you find that is different between the two wilderness areas?
Which wilderness area named below is closest to:
New York City? _______________________
Denver? _____________________________
San Francisco? ________________________
The names are just a few of the wilderness areas in national forests and parks.
Ask a wilderness ranger (or check the visitor center or the internet):
1. What people lived here before the Europeans came?
2. Did these people live in villages or did they move their homes to follow and hunt animals? Draw a picture of where they might have lived below:
3. What things might these people have eaten (such as roots, berries, buffalo)? List or draw a picture below:
4. Do these people or their descendants still live here or near here?
Important: If you find any arrowheads, pieces of pottery, or other old objects be sure to leave them where you found them so that archaeologists can reconstruct history!
Answer the first four questions, plus:
5. Did these people have names for any of the natural features such as mountains, rivers, or valleys? Write down one of the names here:
6. Is this name different than the one on the area map?
WILDERNESS WORD SEARCH
Words may be horizontal, vertical, or diagonal - left to right
Find at least 8 words
BACKPACKING
CONTRAST
FREE
FUTURE
HIKING
HORSEBACK
Find at least 12 words
NATURAL
PHOTOGRAPHING
PRESERVE
PRIMITIVE
QUIET
RECREATION
Find at least 16 words
RESEARCH
SCENERY
SOLITUDE
SPIRITUAL
UNCONFINED
UNDEVELOPED
UNIQUE
UNSPOLIED
UNTRAMMELED
VIEWS
WATERSHED
WILD
The Wilderness Act defines wilderness as a place where “man himself is a visitor who does not remain.” How can you be a responsible Wilderness Explorer? The Seven Principles of Leave No Trace are a good starting place:
1. Plan ahead and prepare
2. Travel and camp on durable surfaces
3. Dispose of waste properly
4. Leave what you find
5. Minimize campfire impacts
6. Respect wildlife
7. Be considerate of other visitors
Go through the maze on the next page and apply these principles.
Help Leave No Trace on your public lands!
8+ Pick up three pieces of litter and put them in the trash.
12+ Pick up a bag of litter and put it in the trash.
16+ Pick up a bag of litter. Separate and recycle as many items as possible. Put the remainder in the trash.
RECYCLING is better for the Earth than putting things in a landfill, but it still takes a lot of energy to recycle.
REUSE is even better for the Earth. Refill your water bottle and conserve the Earth’s resources.
Just for fun, decorate and color the water bottle in this book or your own water bottle.
To learn more about Leave No Trace visit www.LNT.org
These Wilderness Explorers are about to go on a trip through a Wilderness. Help them make the best choices about where to go and what to do along the way. Each stop has a numerical rating with it. Add up your score & find your impact level on page 21.
| points | A. 1 |
|--------|------|
| | B. 2 |
| | C. 1 |
| | D. 3 |
| | E. 2 |
| | F. 1 |
| | G. 5 |
| | H. 1 |
| | I. 5 |
| | J. 1 |
| | K. 5 |
| | L. 1 |
| | M. 1 |
| | N. 3 |
| | O. 5 |
| | P. 1 |
| | Q. 1 |
| | R. 1 |
| | my total |
---
**LEAVE NO TRACE MAZE**
- **START**
- **A. Map**
- **B. GPS**
- **C. Check weather**
- **D. Camp by the lake**
- **E. Camp in the meadow**
- **F. Camp in an opening in the forest**
- **G. Put your trash in a hole**
- **H. Pack your trash out**
- **I. Pick flowers**
- **J. Take a picture**
- **K. Take an arrowhead**
- **L. No fire-watch the stars**
- **M. Cook on a stove**
- **N. Build a big fire**
- **O. Feed a squirrel**
- **P. Watch wildlife from a distance**
- **Q. Share the trail**
- **R. Respect the Wilderness experience of others**
**HOME**
Wilderness is a place where scientists can go to understand plants, animals, and landscapes that are in a natural state, unaffected by human activities.
As a scientist, you will ask a question, make a prediction (called a hypothesis), and test your hypothesis by observing the thing you asked a question about.
1. Go outside and find a plant or animal to observe. Describe it here with words and/or pictures:
2. Come up with a question about it. For example, what does this bird eat? Does this plant prefer to live in dry soil or wet?
3. Make a hypothesis. This is an “educated guess” about the answer to your question. For example, I think that the bird eats …” or I think that the plant will grow in soil that is ....”
4. Think about and describe how you could test your hypothesis. If it is possible to test the hypothesis by making observations, then do so. If not, think about what kinds of observations you can make. For example, “I will observe the bird and see what it eats…”
5. Write down your observations here.
6. Do you think the animal or plant you observed was affected by people being nearby? If so, how?
Complete the six previous questions, plus
ASK A WILDERNESS RANGER (or check the visitor center or internet):
What kinds of research are going on in the wilderness you are visiting or studying?
Complete the seven previous questions, plus:
8. Develop a hypothesis that would best be tested both inside and outside of wilderness. Why would it be important to compare observations inside and outside of wilderness?
Do you participate in your school’s science fair? Consider a wilderness hypothesis for your fair project.
• In this picture, put an “X” through the things that you think DON’T belong in wilderness.
• Color the things that you think DO belong in wilderness.
Draw yourself doing something that YOU would like to do in Wilderness.
The best way to learn about wilderness is to get out and explore it! Find out where the wilderness areas are, and go explore with your family. If you are unable to go to a wilderness area, ask a ranger to help you find a place that is away from development (like roads and buildings). Make sure you complete the “Wilderness Safety” activity before you head out.
Notice what makes wilderness different from places you spend most of your time in. Use ALL of your senses. Find a quiet place to sit for 5 minutes – describe in words or pictures what you:
See
Hear
Smell
Feel
Most importantly, have fun!
When you get back home, think about what you would tell a friend about your wilderness experience. Be creative! You can write a story or poem, draw a picture, or perhaps make up a song or play. Your notes from page 16 may help you get started. Use the space below to organize your ideas using words and/or pictures.
| Dates | Historical Events | Wilderness Quotes |
|------------|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 1607 | Jamestown, Virginia settled | “Wilderness is a damp and dreary place where all manner of wild beasts dash about uncooked!”
— Anonymous, 1600 |
| 1803 - 1806| Louisiana Purchase
Lewis and Clark Expedition returns | “There is a pleasure in the pathless woods, There is a rapture on the lonely shore, There is society where none intrudes, By the deep sea, and music in its roar: I love not man the less, but Nature more,...”
— Lord Byron, British Poet, 1816 |
| 1869 | Transcontinental Railroad completed | “That morning’s march was one not easily to be forgotten. It led us through a sublime waste, a wilderness of mountains and pine forests, over which the spirit of loneliness and silence seemed brooding.”
— Francis Parkman, author of *Oregon Trail*, 1849 |
| 1893 | Professor Frederick Jackson Turner states that the American frontier is closed. | “Thousands of tired, over-civilized people are beginning to find that going to the mountains is going home; that wilderness is a necessity,...”
— John Muir, naturalist and co-founder of the Sierra Club, 1901 |
| 1930 - 1945| Major road and dam construction in the American west, including Hoover Dam and Grand Coolee Dam. | “Wilderness is melting away like some last snowbank on some south facing mountainside during a hot afternoon in June. The momentum of our blows is so unprecedented that the remaining remnant of wilderness will be pounded into road-dust long before we find out its values.”
— Bob Marshall, co-founder of The Wilderness Society, 1937 |
| 1955 | Development of Echo Park Dam at Dinosaur National Monument is defeated. | “Against pressures for economic or recreation development, it is claimed, the efforts for preservation cannot be justified by the relative few who use wilderness regions.”
— Dr. James P. Gilligan, Forester, 1954 |
| 1962 | Scientist Rachel Carson publishes *Silent Spring*, stirring public consciousness about pesticides and the environment. | “The wilderness that has come to us from the eternity of the past we have the boldness to project into the eternity of the future.”
— Howard Zahniser, principal author of The Wilderness Act, 1964 |
| 1964 | President Lyndon Johnson signs the Wilderness Act | “If future generations are to remember us with gratitude rather than contempt, we must leave them something more than the miracles of technology. We must leave them a glimpse of the world as it was in the beginning, not just after we got through with it.”
— President Lyndon B. Johnson, 1964 |
| Dates | Historical Events | Wilderness Quotes |
|------------|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 1969 - 1973| Era of major environmental legislation, including the National Environmental Policy Act, the Clean Air Act, the Clean Water Act, the Endangered Species Act | “[The public lands represent] in a sense, the breathing space of the nation.”
—President Richard M. Nixon, 1971 |
| 1980 | Alaska National Interest Lands and Conservation Act passed, and created a lot more wilderness | “I hope the United States of America is not so rich that she can afford to let these wildernesses pass by, or so poor she cannot afford to keep them.”
—Margaret (Mardy) Murie, known as “Grandmother of the Conservation Movement,” 1980 |
| 2011 | Since 1964, the National Wilderness Preservation System has grown almost every year and now includes over 758 areas (nearly 110 million acres) | “In the long term, the economy and the environment are the same thing. If it’s unenvironmental it is uneconomical. That is the rule of nature.”
—Mollie Beatty, Director of the U.S. Fish and Wildlife Service, 1993-1996 |
| 2014 | Wilderness Turns 50! | |
1. Wild Word Scramble: Find the one bold and underlined letter in each quote, and write them here: □ □ □ □ □ □ □ □ □ □
Now unscramble the letters to form a special word in The Wilderness Act (hint: see the quote from The Wilderness Act on page 4).
□ □ □ □ □ □ □ □ □ □
2. What significant event in the history of wilderness occurred in 1964?
3. Has more wilderness been created since then?
4. How do you think society’s thoughts about wilderness have changed over time?
5. Pick a quote and explain why you agree or disagree with it.
Many plants and animals have been moved from one side of the world to another for food, farming, hunting, and sometimes by accident (like hitching a ride on a boat). Sometimes these plants and animals (called “invasive”) escape and have big effects on natural systems and change wild places.
An example is buffelgrass, a South African plant that is invading the Saguaro Wilderness. Buffelgrass easily catches fire. It pushes out the native plants including saguaro cacti. An area of buffelgrass can double every year.
1. Use the table below to calculate how many years it would take for buffelgrass to push out saguaro cacti in this simplified model of the ecosystem. In year 1, buffelgrass occupies one square (B) and the rest are occupied by saguaros (S). In year two, put a B in two times as many squares, and put an S in remaining squares. Continue to double the amount of buffelgrass each year. In what year is there no more room for saguaro cacti? ___________
| Year 1 | B | S | S | S | S | S | S | S | S | S | S | S | S | S | S |
|--------|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Year 2 | | | | | | | | | | | | | | | |
| Year 3 | | | | | | | | | | | | | | | |
| Year 4 | | | | | | | | | | | | | | | |
| Year 5 | | | | | | | | | | | | | | | |
| Year 6 | | | | | | | | | | | | | | | |
| Year 7 | | | | | | | | | | | | | | | |
2. Why does this matter? _______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Ask a wilderness ranger (or check the visitor center or internet): What is the name of an invasive plant or animal that affects the wilderness you are visiting or a wild place near where you live? How does it affect the wilderness?
For these activities, there is no “right” answer. Check the ones you have completed.
☐ Page 2, Special Places
☐ Page 3, People and Wilderness Ideas
☐ Page 4, What is Wilderness?
☐ Page 8, Who Was Here Before?
☐ Page 10, Leave No Trace Litter Pick-up
☐ Page 12-13, Be a Scientist
☐ Page 16-17, Wilderness Adventure
☐ Pages 22-23, Wild Windows
☐ Page 5. Wilderness Safety
1. **Ten Essentials**
1. Map of the area
2. Compass
3. Flashlight
4. Extra food, such as energy bar
5. Extra clothing, including rain gear
6. Sunglasses and sunscreen
7. Matches, waterproof container, fire starter
8. Pocket knife
9. First aid kit
10. Water
2. **What Else to Bring**
Things you might want to leave at home: TV, hair dryer, toaster, boombox, high heeled shoes.
Note: It’s OK to bring a cell phone or a GPS, but do not rely on these devices for safety. There may not be coverage and/or batteries may run down.
☐ Page 6. Where is Wilderness?
1 and 2. It depends upon which state you pick.
3. California—149
4. CT, DE, IA, KS, MD, RI
Other questions—many answers
☐ Page 7. Are We There Yet?
5. 1200 miles ÷60 mph = 20 hours
6. Answers vary
7. New York City—Fire Island Wilderness
Denver—Rawah Wilderness
San Francisco—Yosemite Wilderness
☐ Page 9. Wild Word Search
| W | I | N | G | K | F | Z | B | E | L | L | O | W | P | Y | R | V | N | S | T | C | T |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| A | N | Y | Q | U | H | T | E | B | E | L | L | O | W | P | Y | R | V | N | S | T | C | T |
| M | C | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T |
| A | N | Y | Q | U | H | T | E | B | E | L | L | O | W | P | Y | R | V | N | S | T | C | T |
| M | C | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T | T |
| P | H | O | T | O | G | R | A | P | H | I | N | G | D | E | V | E | R |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| R | E | S | E | A | R | C | H | C | O | N | T | R | A | S | T |
| R | E | S | E | A | R | C | H | C | O | N | T | R | A | S | T |
| R | E | S | E | A | R | C | H | C | O | N | T | R | A | S | T |
| R | E | S | E | A | R | C | H | C | O | N | T | R | A | S | T |
| W | A | T | E | R | S | H | E | D |
|---|---|---|---|---|---|---|---|---|
| W | A | T | E | R | S | H | E | D |
| W | A | T | E | R | S | H | E | D |
| W | A | T | E | R | S | H | E | D |
| W | A | T | E | R | S | H | E | D |
| U | N | S | P | O | I | L | E |
|---|---|---|---|---|---|---|---|---|
| U | N | S | P | O | I | L | E |
| U | N | S | P | O | I | L | E |
| U | N | S | P | O | I | L | E |
| U | N | S | P | O | I | L | E |
| S | C | E | N | E | R | Y |
|---|---|---|---|---|---|---|---|---|
| S | C | E | N | E | R | Y |
| S | C | E | N | E | R | Y |
| S | C | E | N | E | R | Y |
| S | C | E | N | E | R | Y |
| F | U | T | U | R | E |
|---|---|---|---|---|---|
| F | U | T | U | R | E |
| F | U | T | U | R | E |
| F | U | T | U | R | E |
| F | U | T | U | R | E |
| P | R | E | S | E | R | V | E |
|---|---|---|---|---|---|---|---|---|
| P | R | E | S | E | R | V | E |
| P | R | E | S | E | R | V | E |
| P | R | E | S | E | R | V | E |
| P | R | E | S | E | R | V | E |
| W | I | L | D |
|---|---|---|---|
| W | I | L | D |
| W | I | L | D |
| W | I | L | D |
| W | I | L | D |
| U | N | C | O | N | F | I | N | E |
|---|---|---|---|---|---|---|---|---|
| U | N | C | O | N | F | I | N | E |
| U | N | C | O | N | F | I | N | E |
| U | N | C | O | N | F | I | N | E |
| U | N | C | O | N | F | I | N | E |
| R | E | C | R | E | A | T | I | O | N |
|---|---|---|---|---|---|---|---|---|---|
| R | E | C | R | E | A | T | I | O | N |
| R | E | C | R | E | A | T | I | O | N |
| R | E | C | R | E | A | T | I | O | N |
| R | E | C | R | E | A | T | I | O | N |
☐ Page 11. Leave No Trace Maze
What was your score?
7—GREAT JOB! You are working towards leaving no trace.
8 to 12—Not bad, but please take care.
12 or more—Lighten up, you are leaving impacts.
If you got a 5 on any action—VIKES! You should not be doing this. Check your answer. Ask a ranger if you have any questions.
☐ Pages 14-16. What Can You Do in Wilderness?
Everything in the picture belongs, except: road, store, jeep, all-terrain vehicle (ATV), cell tower, power line, jet ski and the mountain bike. To learn why, check the definition of Wilderness on page 4. If this is a mountain forest, the palm tree does not belong. The garden gnome? Now that’s just silly.
☐ Pages 18-19. Wild Words
1. UNTRAMMELED
2. President Lyndon Johnson signed The Wilderness Act.
3. Yes
Other question—many answers
☐ Pages 20. Raiders of the Wild
1. The buffelgrass replaces all of the saguaro cacti in year 5.
2. Why does it matter? Loss of habitat, loss of saguaro ecosystem, fire danger increases.
Other question—many answers
CREDITS: Originally produced by the National Park Service Intermountain Region, adapted by the Bureau of Land Management, Forest Service and U.S. Fish and Wildlife Service. The USDA and DOI are an equal opportunity provider and employer.
Make a window frame by following the directions on the next page. Now go outside.
1. Use the window to frame a view where you can see things made by people, such as a road or a building. Draw or describe the view in box # 1 below.
2. Use the window to frame a view where you can’t see anything made by people. Draw or describe the view in box # 2 below.
3. In which window do you think you would be more likely to see wildlife?
4. What did you like in each window? What did you not like?
Cut or tear out this post card along the dotted lines.
• Use this page with the hole as a frame for the activity on page 22.
• Save the post card—draw a picture on the other side about your wilderness visit and mail it to a friend.
This booklet complements the educational materials presented in the Wilderness Investigations toolkit for teachers. This booklet is available for PDF download at www.educators.wilderness.net
Use this cut-out for the Wild Windows activity on pages 22-23, and to make a postcard for a friend.
USDA is an equal opportunity provider and employer. May 2014 | <urn:uuid:2ee8975b-2047-4d16-be46-72c0a7b7a84b> | CC-MAIN-2019-26 | http://npshistory.com/publications/interpretation/junior-ranger/wilderness-explorer-2014.pdf | 2019-06-25T00:19:36Z | crawl-data/CC-MAIN-2019-26/segments/1560627999779.19/warc/CC-MAIN-20190624231501-20190625013501-00129.warc.gz | 134,154,724 | 6,688 | eng_Latn | eng_Latn | 0.977558 | eng_Latn | 0.998469 | [
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Letter “P” Activities
Thank you for joining us in our alphabet study at HappyandBlessedHome.com
Visit HappyandBlessedHome.com for free printables and crafts for preschoolers, encouragement for moms, as well as great ideas for ways to have fun together as a family.
38 Activities for Preschoolers Includes (pages: 63):
11 Coloring Pages
Letter O for sensory tracing
1 Connect the Penguins
Penguin & Pig Puppet Crafts
Penguin & Pig Puzzle Crafts
Make your own Igloo & Penguins Craft
20 flashcards with short words that start in “Pp”
Flashcards with letter “Pp” sight words
7 Do-a-dot Pages
5 Tracing Pages
Shapes, Cutting and Matching
Align and Count
Pirate Mask
Letter Pp with Penguins
Peach Lace-Up Card
Cutting Practice
Counting with Penguins
Antarctic Math with Penguins
Tools we’re using in our Preschool Classroom
Set-up:
Our set-up for crafts is at a Mickey and Friends Activity Table. It's perfect for preschoolers with an easily accessible table and chair height.
For our lesson materials I use a Board Dudes 18" x 22" Magnetic Dry Erase Board.
We enjoy matching games and painting on our Melissa & Doug Deluxe Standing Easel.
Supplies to create Printables:
- Scissors
- Blu-Tack Reusable Adhesive
- Paper Cutter
- Single Hole Punch
- White Card Stock
- White Copy Paper
- EPSON Printer
- EPSON Ink
- Scotch Thermal Laminator 2 Roller System (TL901)
- Scotch(TM) Thermal Laminating Pouches, 8.9 Inches x 11.4 Inches, 50 Pouches (TP3854-50)
- If you want to create stickers you'll need some Avery® White Full-Sheet Labels for Inkjet Printers with TrueBlock(TM) Technology, 8-1/2 inches x 11 inches, Pack of 25 (8165) and you will just cut each sticker to size.
This printable pack contains affiliate links for your convenience. By using these links you are supporting HappyandBlessedHome.com and enabling me to keep these printables FREE. Thank you for your support!
Books perfect for Preschoolers & Letter “P”
LeapFrog LeapReader Junior: Toddler Milestones Book Set (works with Tag Junior) - This set includes “Leap’s New Potty” - a great book for emergent readers AND helpful for parents who want to introduce the concepts of potty-training. My boys love these leap-reader books!
Perfect Piggies Board Book - We LOVE Sandra Boynton’s books. They are fun to read and my boys enjoy all the silly pictures. Perfect Piggies is the perfect letter “P” book!
LeapFrog LeapReader Junior Book: Animals Around the World (works with Tag Junior) - This book introduces children to baby animals. It’s also perfect for studying the letter “P” as it includes a platypus, pig, and penguin in the story. The book includes 20 baby animals. Our family enjoys this as a bedtime story book.
About the creator: Monica is a blogger at HappyandBlessedHome.com. Her passion is to be an encouragement to moms and she publishes free printables and crafts for preschoolers, devotionals for moms, and ideas for having fun together as a family.
If you enjoy these printables, you should visit HappyandBlessedHome.com. There you’ll find:
* free games and crafts for preschoolers,
* free printables for teaching preschoolers,
* encouraging posts for moms, and
* great ideas for ways to have fun together as a family
By Downloading this package you agree to the following Terms of Use: This printable package was created by HappyandBlessedHome.com. This package is intended for private/personal use only. It is not intended for commercial use and should not be hosted on another blog or website other than HappyandBlessedHome.com. If you like this printable set, you can link to the blog page where this was posted but do not link directly to this pdf file (where you are at now). Thank you for your support!
This page can be traced with a finger or marker. Place under sand or rice for an extra-sensory activity.
Pp
polar bear
python
pig
pie
penguin
puppy
pizza
pumpkin
peacock
purse
Draw a line to the matching penguin.
Letter “P” Flash Cards
HappyandBlessedHome.com
These flash cards are designed to be printed from front to back.
| Paints and Brush | Pencil |
|------------------|--------|
| Parrot | Pizza |
| Puppy | Peach |
| Palm Tree | Penguin|
| Plum | Frying Pan |
| Pearl necklace | Rock |
|---------------|------|
| Pen | Purse |
| Foal | Polar bear |
| Pig | Peacock |
| Pie | Pot |
| pencil | paint |
|--------|-------|
| pizza | parrot|
| peach | puppy |
| penguin| palm trees|
| pan | plum |
| pickle | pearls |
|--------|--------|
| purse | pen |
| polar bear | pony |
| peacock | pig |
| pot | pie |
Letter “P” Tracing Cards
| paint |  |
|-------|----------------|
| parrot|  |
| puppy |  |
| palm trees |  |
| plum |  |
| pencil |  |
|--------|-----------------|
| pizza |  |
| peach |  |
| penguin|  |
| pan |  |
| pearls |  |
|--------|----------------|
| pen |  |
| pony |  |
| pig |  |
| pie |  |
| Word | Image |
|--------|--------|
| pickle | |
| purse | |
| polar bear | |
| peacock | |
| pot | |
Letter “P” Craft
HappyandBlessedHome.com
Use the penguins to create the letter “Pp”.
Pirate Mask Craft
Directions: Print on heavy card stock. Grown-ups can help the child assemble the mask. Use string, ribbon or yarn to tie the mask in the back. Always monitor children closely whenever using string or ribbon of any kind.
Puppet & Puzzle Crafts
Directions: This penguin and pig craft can be used to create puppets.
Activities: Grown-ups can help the child assemble the puppets.
Use feathers, yarn, string, pom-poms or other “furry” embellishments for animal’s fur. You can add “google” eyes for the eyes. Use puffy paint, finger-paints, colored sand, or other art supplies to add texture.
You can use this puppet to tell stories or you can use it in song, such as “Old McDonald had a Farm.” The pig or penguin can be used as a teaching tool – tell your child about the sounds each puppet makes, where they live and what food they like to eat.
These puppet pieces are designed to be used with a standard brown bag lunch sack that measures 10 5/8 x 5 1/8 x 3 1/8 inches.
Have fun creating these storytelling puppets with your little-one(s).
Penguin: Easy to assemble. Just cut into two parts – the head and the body. Paste the face/head onto the bottom of the brown paper sack so that when you move the “mouth” of the sack it looks as though the puppet is talking. Feel free to embellish as desired.
Make a Penguin Puzzle Craft
Print out the penguin from the previous page and create “puzzle” pieces from it. Use simple shapes to create the puzzle. Ask your child to glue the pieces back together into the shape of an penguin. You can use this black and white image as a guide. If desired you could also use this as a coloring page.
Pig: Easy to assemble. Just cut into two parts – the head and the body. Paste the face/head onto the bottom of the brown paper sack so that when you move the “mouth” of the sack it looks as though the puppet is talking. Feel free to embellish as desired.
This puzzle version is more complex but allows you to challenge your child to piece together the parts of a puzzle. The adult or the child can color each piece and then cut and assemble the puppet. This version will be a bit smaller than the previous version, but it’s the extra-effort required by this version that makes it more of a craft. Once the face and body are assembled, glue the face onto the bottom of the brown paper sack so that when you move the “mouth” of the sack it looks as though the puppet is talking. Feel free to embellish as desired.
Peach Lace-Up
Print, laminate and cut out the picture. Use a hole punch to punch holes into circles near the edge of the picture. The card can be used to practice lacing with a shoestring or piece of yarn.
Pp
Peach
Cutting Practice
Grown-up: help child cut out along dotted line. Discuss shapes.
Cutting Practice
Point out qualities of various shapes. Cut out and align.
heart circle
hexagon square
rectangle triangle
Cutting Practice
Parent: Cut at dark lines. Have child cut along dotted lines.
Align & Count
| 1 | 2 | 3 |
|---|---|---|
| | | Plum |
| 1 | 2 | 3 |
|---|---|---|
| | | Peacock |
| 1 | 2 | 3 |
|---|---|---|
| | | Peach |
| 1 | 2 | 3 |
|---|---|---|
| | | Polar Bear |
| 1 | 2 | 3 |
|---|---|---|
| | | Parrot |
Counting Penguins
These penguins can be used for a matching game or for counting and tracing.
Counting Penguins
These penguins can be used for a matching game or for counting and tracing.
Counting Penguins
Print penguins with either solid or dashed numbers on the back.
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
Counting Penguins
Print penguins with either solid or dashed numbers on the back.
| 21 | 22 | 23 | 24 |
|----|----|----|----|
| 25 | 26 | 27 | 28 |
| 29 | 30 | 31 | 32 |
| 33 | 34 | 35 | 36 |
| 37 | 38 | 39 | 40 |
Tracing Numbers
Print penguins with either solid or dashed numbers on the back.
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
Tracing Numbers
Print penguins with either solid or dashed numbers on the back.
| 21 | 22 | 23 | 24 |
|----|----|----|----|
| 25 | 26 | 27 | 28 |
| 29 | 30 | 31 | 32 |
| 33 | 34 | 35 | 36 |
| 37 | 38 | 39 | 40 |
Count and place penguins in the arctic. Talk about how penguins live in the cold and snow. You can play math games with the penguins by adding and subtracting penguins.
Igloo Craft
Supplies:
Penguins
scissors
colorful cardstock or construction paper
glue
google eyes
orange marker
Igloo
sugar cubes
cookie tray
aluminum foil
cookie icing in white (or you can make your own using confectioner’s sugar and water)
Directions to create an Igloo:
• Wrap a cookie sheet in aluminum foil for a clean floor for the igloo (makes clean up easier).
• Create a circle with an opening for the door on one side with the sugar cubes.
• Stack the cubes so that each cube is supported by at least two cubes underneath it, and gradually stack them so each layer has a slightly smaller circumference than the previous layer.
• I managed to stack five layers to create the wall, you can stack as low or as high as you wish.
• For the roof use the icing as mortar and lay the sugar cubes in a brick pattern gluing each piece to all connecting sides – make sure your roof is large enough to completely cover the opening at the top of the igloo’s circular wall.
• Once dried, lay the roof on top of the opening and stack a few last cubes on top to polish off the “dome” appearance of the igloo.
Directions to create Penguins:
• Cut the pattern from the guide: both sizes of penguins are on the following page.
• Trace the patterns onto black and white card stock or construction paper – use the larger bowling pin shapes for the outer body and the narrower bowling pin shapes for the inner bodies of the penguins.
• The small penguins are for the scene and the larger are a hands-on craft for the child.
• Glue the white shape into its matching larger black bowling pin shape.
• Glue on google eyes (or you can draw eyes).
• Using an orange marker, draw a beak and feet on the white body of the penguin.
• Two small half moons are included in the pattern to create stands for the smaller penguins – just cut a slit in the curved side of the moon and on the bottom of the small penguins to stand them up.
• Voila – you now have an icy igloo scene for your little one. Enjoy!
Penguin Patterns
Letter “P” Do-a-dot
HappyandBlessedHome.com
This is a great activity to complete with do-a-dot paints. You can also provide your child with stickers, pom-poms or some other small object to fill in the white circles.
polar bear
pizza
pumpkin
pirates
penguin
ping pong paddle
platypus
Letter “P”
Dolch Sight Words
HappyandBlessedHome.com
For more info on sight words and on what age to use them, please go to my post: Sight Words.
| pick | picture |
|------|---------|
| play | pig |
| please | pretty |
| pull | put |
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The Office of Strategic Communication and Outreach is a branch within the Colorado State Patrol. It is comprised of the Community Outreach, Creative Services and Public Affairs units and acts as a forward facing department of the organization. Working together with schools, businesses and news outlets, the primary focus of the unit is to bring information, education, and relevant events to the public.
The PILLAR Program is an educational development tool created by the Community Outreach unit to partner with local schools and businesses. It is a modular system used to deliver traffic safety, well-being and critical thinking lessons based on the requests of teachers and managers.
Use the link below to schedule a PILLAR instructor today!
https://csp.colorado.gov/pillar
Colorado State Patrol
Strategic Communication and Outreach
15055 South Golden Road
Golden, CO 80401
303-273-1917
The Colorado State Patrol, in alignment with our mission and vision statements, has implemented and supported several educational safety programs in the past. These programs include G.R.E.A.T. (Gang Resistance Education and Training), Alive at 25 (AA25), ADoD (Attitudinal Dynamics of Driving), Impact Teen Drivers and Take it to the Track.
These programs did not typically include content for younger, non-driving audiences. It is the Chief’s vision to change the culture of Colorado’s student population when it comes to safety in and out of the classroom. Our ultimate goal is partnering with Colorado’s youth to help them become future leaders in safety, wellness and crash prevention.
The Colorado State Patrol has developed an age specific curriculum targeting personal well-being and informed decision making as well as traffic safety. By structuring the PILLAR Program to begin in early-childhood, we look to positively impact the future of Colorado’s youth when faced with the choices they will make regarding traffic and personal safety. It is our hope that by bringing the PILLAR Program into your school, we reduce injury and fatal crashes throughout the state.
Each topic in the curriculum has several modules the presenter may choose to instruct from. Below is a brief description of what each topic can cover.
For a more detailed look at the modules please visit the PILLAR website listed in this brochure or speak with your instructor to tailor the presentation to your class.
**Bicycle and Pedestrian Safety:** Students will learn about being safer pedestrians and cyclists in a motor vehicle dominant society.
**Bullying:** Students learn how to deal with bullying in a constructive manner as well as recognize bullying behaviors. Additionally, they can work on critical thinking skills and conflict resolution.
**Emergency Services:** In this topic we go over recognizing emergency situations, what to do if there is an emergency and when to call 9-1-1. We also go over the State Patrol and the role of a CSP Trooper.
**Distracted Driving:** Students can learn the dangers of being distracted while operating a motor vehicle as well as how to be responsible passengers. Other modules in this topic will review the graduated driver license.
**Wellness:** This topic is primarily focused on stress management and emotional wellbeing. We can also cover the warning signs of emotional distress.
**Laws, rights and responsibilities:** Students will learn the rights and responsibilities of Colorado citizens as well as laws that apply to them and how to positively interact with law enforcement.
**Alcohol, Tobacco, and Drugs:** Students will learn about all three substances, DUI and their consequences.
**Cybersecurity and Internet Safety:** This topic covers how to be secure on-line and communicate safely when using the Internet.
**Traffic Safety:** Modules in this topic cover titles in defensive driving, road conditions and vehicle safety features.
**Newton’s Laws for Crashes:** Students will learn how Newton’s Three Laws of Motion relate to motor vehicle crashes.
**Seatbelts:** Their importance, the law and how they reduce the chance of injury when used properly.
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Everyday Conversations:
Learning American English
STAFF
Acting Coordinator Maureen Cormack
Executive Editor Nicholas Namba
Publications Office Director Michael Jay Friedman
Editor in Chief Mary T. Chunko
English as a Foreign Language (EFL) Editor Christina Chandler
Managing Editor Bruce Odessey
EFL Writers Shira Evans, Catherine Schell
Art Director Michelle Farrell
Design Lauren Russell
Photo Researcher Maggie Johnson Sliker
This edition of Everyday Conversations is intended for the sixth- to seventh-grade level students of English as a Foreign Language (EFL) or English as a Second Language (ESL). It was produced by two bureaus in the U.S. Department of State:
Office of English Language Programs
Bureau of Educational and Cultural Affairs
United States Department of State
Washington, DC
americanenglish.state.gov
Office of Written Content
Bureau of International Information Programs
United States Department of State
Washington, DC
1. INTRODUCTIONS AND SMALL TALK, PAGE 3
Dialogue 1-1: Formal Greetings
Dialogue 1-2: Informal Greetings and Farewells
Dialogue 1-3: Formal Introductions
Dialogue 1-4: Informal Introductions
Dialogue 1-5: What Time Is It?
Dialogue 1-6: A Telephone Call
Dialogue 1-7: Can You Say That Again?
Dialogue 1-8: Coincidences
Dialogue 1-9: Weather Report
2. AROUND TOWN, PAGE 23
Dialogue 2-1: Ordering a Meal
Dialogue 2-2: At the Doctor’s Office
Dialogue 2-3: Asking Directions
Dialogue 2-4: Calling for Help
Dialogue 2-5: At the Supermarket
Dialogue 2-6: Running Errands
Dialogue 2-7: At the Post Office
Dialogue 2-8: Catching Up After Class
Dialogue 2-9: Shopping
Dialogue 2-10: Transportation
3. PASTIMES AND ACTIVITIES, PAGE 45
Dialogue 3-1: How Old Are You?
Dialogue 3-2: At the Movies
Dialogue 3-3: What Are You Good At?
Dialogue 3-4: What’s Your Favorite Sport?
Dialogue 3-5: A Night at the Theater
Dialogue 3-6: Taking a Vacation
Dialogue 3-7: At the Pet Store
Dialogue 3-8: Giving Your Opinion
Dialogue 3-9: Hobbies
Dialogue 3-10: Weddings
Dialogue 3-11: Giving Advice
The 2018-2019 school year was a very successful one for the students and staff at the University of Maryland, Baltimore County (UMBC). The University’s enrollment grew by 3 percent to 14,567 students, including 1,000 new students. The University also welcomed its largest class of first-year students in more than a decade. The University’s faculty and staff continued to be recognized for their research and teaching excellence. The University’s research expenditures reached $100 million for the first time, and the University received more than $10 million in external funding for research and creative projects. The University’s student organizations and clubs also had a successful year, with many participating in national competitions and events. The University’s athletics program continued to grow, with the men’s basketball team winning the Colonial Athletic Association championship and advancing to the NCAA tournament. The University’s campus also saw significant improvements, with the completion of the new Student Center and the renovation of the Science and Technology Building. Overall, the University of Maryland, Baltimore County had a very successful and productive year.
Introductions and Small Talk
Good morning, Professor Austin, how are you doing?
Good morning, James. I am doing well. And you?
I’m great, thank you. This is my friend Emma. She is thinking about applying to this college. She has a few questions. Would you mind telling us about the process, please?
Hello, Emma! It’s a pleasure to meet you. I’m more than happy to speak with you. Please stop by my office next week.
It’s a pleasure to meet you, professor. Thank you so much for helping us.
Don’t mention it. Hopefully, I will be able to answer your questions!
LANGUAGE NOTES
- The greetings *good morning/good afternoon/good evening* are used at different times of the day to greet people. “Good evening” is often used after 6 p.m. or generally when the sun has set.
- “Good night” is not a greeting: It is used when leaving a place or group of people. *Thank you and good night!/Good night, and see you tomorrow.*
- When people meet in the United States, it is customary for them to shake hands. A handshake should be firm and usually lasts for about two to three seconds — which allows enough time to say “Nice to meet you.”
- “Don’t mention it” is another way of saying “You’re welcome.” The phrase “You are welcome” is more formal. However, responses such as *Don’t mention it./No problem./Happy to help.* are informal ways of responding to a thank you.
Dialogue 1-2: Informal Greetings and Farewells
JANE: Hi, Helen! How’s it going?
HELEN: Fine, thanks — and you?
JANE: Just fine. Where are you off to?
HELEN: To the library. I’ve got a history exam next week and need to start studying. Ugh.
JANE: Oh, no. Well, I’ll see you later then. Good luck!
HELEN: Thanks. See you later.
LANGUAGE NOTES
• “Hi” is an informal way of saying “hello.” Notice that the “i” sound in “hi” is extended, to show that Jane is very pleased to see Helen.
• “How’s it going?” is an informal way of saying “How are you?”
• “Fine, thanks—and you?” Notice the rising intonation on “and you?” This shows that Helen is interested in what Jane has to say.
• “Where are you off to?” is an informal way of saying “Where are you going?” Notice the falling intonation since this is an information question, not a “yes/no” question.
• “To the library.” Notice that Helen does not say “I’m going” here because that information was already established in the question “Where are you off to?”
• “Oh, no” is a way of saying “I sympathize with you” or “I understand you are not happy.”
• “See you later” is an informal way of saying “goodbye.”
Mr. Wilson, I’d like you to meet Dr. Edward Smith.
It’s nice to meet you, Dr. Smith.
Pleasure to meet you, too.
Dr. Smith is an economist. He just finished writing a book on international trade.
Oh? That’s my field, too. I work for the United Nations.
In the Development Program, by any chance?
Yes. How did you guess?
I’ve read your articles on technical assistance. They’re excellent.
LANGUAGE NOTES
- **Mr. Wilson, I’d like you** … Notice the rising intonation on “Mr. Wilson,” which is used to address someone. Listen for the “d” in “I’d like.” This means I would like, which is very different from I like. (“I’d like” means the same as “I would like” or “I want.”)
- **Dr. Smith is an economist.** Notice the stress on “economist.” This content word has new information, so it is emphasized. There are four syllables in “economist,” with the stress on the second syllable (e-CON-o-mist).
- **He just finished writing** … “just” means the very recent past. “Just” is usually used with a simple past verb because the action is complete. However, it can also be used with the present perfect (He’s just finished writing …).
- **Development program.** Since these two words make a compound noun, the main stress falls on “development.”
- **By any chance?** Means the same as “possibly.” Notice the rising intonation, which is used in yes/no questions to confirm that something is true.
Dialogue 1-4: Informal Introductions
JIM: Who’s the tall woman next to Barbara?
CHARLES: That’s her friend Mary. Didn’t you meet her at Steve’s party?
JIM: No, I wasn’t at Steve’s party.
CHARLES: Oh! Then let me introduce you to her now. Mary, this is my friend Jim.
MARY: Hi, Jim. Nice to meet you.
JIM: You, too. Would you like a drink?
MARY: Sure, let’s go get one.
LANGUAGE NOTES
• “Who’s” is the contracted form of who is. It is pronounced the same way as “whose” (/huwz/), but the meaning is different.
• Didn’t you meet her …? Notice that this is a negative question. Charles thought that Jim had met Mary before. He is now surprised that Jim does not know Mary, and so he uses a negative question to show his surprise.
• I wasn’t at Steve’s party. Notice that the emphasis here is on “at” although prepositions normally have weak stress. In this case, “at” means “there” (I wasn’t there).
• Mary, this is my friend Jim. This is a friendly way to introduce two people. It’s common to follow this with “Jim, this is Mary.” In this case, Mary says “Hi, Jim” first.
• Nice to meet you. This is a typical response after you’ve been introduced to someone.
• “Sure” is often used in informal conversation to mean “yes.”
Dialogue 1.5: What Time Is It?
NATASHA: What time is it? We’re going to be late!
TONY: It’s a quarter after seven. We’re on time. Don’t panic.
NATASHA: But I thought we had to be at the restaurant by 7:30 for the surprise party. We’ll never make it there with all this evening traffic.
TONY: Sure we will. Rush hour is almost over. Anyway, the party starts at 8:00. But I do need help with directions. Can you call the restaurant and ask them where we park our car?
LANGUAGE NOTES
- **It’s a quarter after seven.** This phrase is one of the most common ways of stating this time. It means: “It’s 15 minutes past 7:00.” Another possibility here is to simply say: “It’s seven fifteen.” In general you can say: “It’s a quarter past the hour.” How do we know the time of day? Look for context clues: “evening traffic.”
- Natasha thinks the surprise party begins at 7:30. There are two different ways to express this time. You may say simply “seven thirty” or “half past seven.”
- **Rush hour** is the time of day—usually in the morning and evening—when traffic is heavy because of people commuting to and from their workplace by bus, by car, by subway, on foot, etc.
In the dialog, Natasha and Tony are going to a surprise party. They need to be on time. Therefore there is an element of stress and urgency. When someone is stressed for time you can use expressions like: *Don’t worry.* / *Don’t stress.* / *We’re fine.* / *We will be on time.*
JOHN: Hi, Alice, it’s John. How are you?
ALICE: Oh, hi, John! I was just thinking about you.
JOHN: That’s nice. I was wondering if you’d like to go to a movie tonight.
ALICE: Sure, I’d love to! What’s playing?
JOHN: I was thinking about that new comedy *Lights Out*. What do you think?
ALICE: Sounds great!
JOHN: OK, I’ll pick you up around 7:30. The movie starts at 8:00.
ALICE: See you then. Bye!
LANGUAGE NOTES
• **Hi, Alice, it’s John**: Hi, _____, it’s _____ is a casual and friendly way to say hello on the phone. Although “it’s” means “it is,” it is used to mean “I am” here.
• **Oh, hi, John!** Notice the rising intonation here. Alice is excited to hear from John and is very pleased that he called her.
• **I was wondering if you’d like to …** This is a polite and indirect way of asking “Do you want to …?” John is nervous and does not want to appear too direct or bold. Notice how the question goes up at the end, which shows that he is not overly confident.
• **Sure! I’d love to** means “Yes, I would love to.” Notice that Alice is very enthusiastic and friendly. She wants John to feel comfortable about asking her out on a date.
• **I was thinking about … / What do you think?** Again, John does not want to appear too bold. He wants to give Alice a chance to suggest a movie.
• **Sounds great!** Is an informal way of saying “That is a good plan.”
• **I’ll pick you up** is an informal way of saying “I’ll come to your house so that we can go together.”
Dialogue 1-7: Can You Say That Again?
LUKE: Hello? Hi, Stephanie, how are things at the office?
STEPHANIE: Hi, Luke! How are you? Can you please stop and pick up extra paper for the computer printer?
LUKE: What did you say? Can you repeat that, please? Did you say to pick up ink for the printer? Sorry, the phone is cutting out.
STEPHANIE: Can you hear me now? No, I need more computer paper. Listen, I’ll text you exactly what I need. Thanks, Luke. Talk to you later.
LUKE: Thanks, Stephanie. Sorry, my phone has really bad reception here.
LANGUAGE NOTES
- There are a few ways to express a lack of understanding and to request additional information. The most common ones are stated, but you can also say “Excuse me” or simply “I can’t hear you.” In a more formal situation, try saying “I’m sorry?” or “I beg your pardon?” (with a rising intonation).
- When asking someone to clarify information try saying *Can you please repeat that? / Can you spell that for me? / Can you please write down the address for me?*
- **Cutting out** describes a difficulty in understanding a caller due to poor cellphone reception. If you are having trouble understanding the caller, you can also say *The line is breaking up / I am losing you.* If the phone call is disconnected because of poor reception, you can say *The call dropped.*
- **Talk to you later** is the equivalent in a phone conversation of “See you later” in a regular, face-to-face conversation.
- **Reception** here means the availability of cellular service, the possibility to receive and give calls on a cellphone. Cellphone reception can be limited in remote areas, inside large buildings or underground (in the subway, for instance).
Meg: Well, hello there, Julia! Long time no see!
Julia: Meg! Hi! What a coincidence! I haven’t seen you in ages! What are you doing here?
Meg: I just got a new job in the city, so I’m shopping for some clothes. Hey, what do you think of this shirt?
Julia: Hmmm … well, you know how much I love blue. See? I’ve got the same shirt!
Meg: You always did have good taste! What a small world.
LANGUAGE NOTES
- **Well, hello there** ... Notice the emphasis on “hello,” which shows that Meg did not expect to see Julia.
- **Long time, no see!** This is a common expression used to say hello to someone you haven’t seen in a long time.
- **What a ___!** This exclamation shows a great degree of surprise, joy, disappointment, etc. (What a surprise to see you here! What a joy to have you with us! What a shame that you have to leave so soon! What a wonderful idea that is!)
- You **always did have good taste!** Notice the stress on “did,” which Meg uses to emphasize the fact that Julia DOES have good taste! Meg says it in a joking way because Julia likes the same thing that she does.
- **What a small world** is a common expression used to describe a chance meeting or other such coincidence.
Dialogue 1-9: Weather Report
JENNIFER: It’s freezing outside! What happened to the weather report? I thought this **cold front** was supposed to pass.
GABRIELA: Yeah, I thought so too. That’s what I read online this morning.
JENNIFER: I guess the **wind chill** is really driving down the temperature.
GABRIELA: Can we go inside? I feel like my toes are starting to go numb.
**LANGUAGE NOTES**
- A “**cold front**” means a large mass of cold air. It can be plural: There were multiple cold fronts this January.
- Here “supposed to” refers to something that is intended or expected to happen: I thought it was supposed to rain today. This phrase can be used for many situations: I thought the train was supposed to arrive at 9:00 a.m. sharp.
- **Yeah / Yup / Uh huh** are informal conversational cues used by native speakers in conversation. Each of these responses could be used here for “yes.” Gabriela affirms what Jennifer is saying. The most polite way to affirm a response is to say “yes.”
- Listen for the emphasis on “That’s what I read online this morning.” This useful phrase can be used with other verbs to convey information: That’s what I heard on the radio. / That’s what I saw on TV. / That’s what I read online.
- **Chill / freezing / cold**: These words describe cold weather. I feel the wind chill. / I feel the chill. / I am freezing. / I am cold.
- **Wind chill** is the effect of the wind making the temperature feel colder on a person’s skin. This is an uncountable noun. The temperature is 4 degrees, but with the wind chill it feels like -8. These phrases are used in weather reports as well.
- The phrase “**driving down**” means “forcing to be lower” and can be used in many situations. An oversupply of new houses is driving down sales prices in the area.
2
Around Town
Dialogue 2-1: Ordering a Meal
WAITER: Hello, I’ll be your waiter today. Can I start you off with something to drink?
RALPH: Yes. I’ll have iced tea, please.
ANNA: And I’ll have lemonade.
WAITER: OK. Are you ready to order, or do you need a few minutes?
RALPH: I think we’re ready. I’ll have the tomato soup to start, and the roast beef with mashed potatoes and peas.
WAITER: How do you want the beef — rare, medium, or well done?
RALPH: Well done, please.
ANNA: And I’ll just have the fish, with potatoes and a salad.
LANGUAGE NOTES
- **Can I start you off with something to drink?** Notice how the question starts with “Can.” Since this is a yes/no question, the intonation rises at the end.
- **And I’ll have lemonade.** Notice how Anna stresses “I’ll” and “lemonade” to emphasize her choice.
- **Are you ready to order, or do you need a few minutes?** The word “or” signals a choice here. Notice the rising intonation on order, and the falling intonation on minutes (the first choice is “Are you ready to order?” and the second choice is “Do you need a few minutes?”).
- **I’ll have the tomato soup to start, and the roast beef with mashed potatoes and peas.** Notice that “tomato soup,” “roast beef,” “mashed potatoes” and “peas” are stressed because the food order is the important information here. Notice also that “tomato soup,” “roast beef” and “mashed potatoes” are compound words. The stress falls on the second word in each phrase.
- **Well done, please.** Notice that the subject and verb are omitted in the response; only the necessary information is given.
- **I’ll just have the fish.** Anna says “just” here to mean that she does not want a starter.
Dialogue 2-2: At the Doctor’s Office
**DOCTOR:** What seems to be the problem?
**CATHY:** Well, I have a bad cough and a sore throat. I also have a headache.
**DOCTOR:** How long have you had these symptoms?
**CATHY:** About three days now. And I’m really tired, too.
**DOCTOR:** Hmm. It sounds like you’ve got the flu. Take aspirin every four hours and get plenty of rest. Make sure you drink lots of fluids. Call me if you’re still sick next week.
**CATHY:** OK, thanks.
---
**LANGUAGE NOTES**
- **What seems to be the problem?** means “What is the problem?” Notice that the intonation falls at the end of the question. The doctor wants information, not a “yes/no” answer.
- **Well** is used as an introductory word. Notice how the vowel is drawn out, to sound like “Weeeeeeell ….” This can be used as a way to “buy time” while you think about what you want to say next.
- **A bad cough … a sore throat … a headache**: Notice the article “a” before each symptom.
- **About** is used to mean “more or less.” It’s used here to give an estimate of time.
- **Take aspirin … get rest … Make sure … Call me**: Notice the doctor uses the simple tense here to give instructions. This is the imperative form of the verb.
- **Still sick** means “continue to be sick.”
Dialogue 2-3: Asking Directions
MARK: Excuse me. **Could you tell me where the library is?**
NANCY: Yes, **it’s that way**. You go three blocks to Washington Street, then turn right. It’s on the corner, across from the bank.
MARK: Thanks! I’ve only been in town a few days, so I really don’t know my way around yet.
NANCY: Oh, I **know how you feel**. We moved here a year ago, and I still don’t know where everything is!
**LANGUAGE NOTES**
- **Could you tell me** … is slightly more polite than “Can you tell me …?”
- **Could you tell me where the library is?** Notice that “library” is stressed here because it is the word with the important information. This is an indirect question, so the subject (the library) comes before the verb (is). The word order is reversed in a direct question (Where is the library?).
- **Yes, it’s that way.** Notice the stress on “that.” The speaker is pointing in a certain direction and wants to emphasize that direction.
- **I know how you feel** is a way of saying “I understand.” Notice the emphasis on “feel.” The speaker wants to show empathy and understanding.
- **I still don’t know where everything is!** Notice the word order of where “everything is.” The subject (everything) comes before the verb (is). This word order is different from the direct question (Where is everything?).
Hey! That car just ran a red light and hit that truck!
Is anyone hurt?
I don’t know … let’s call 911. … Hello? I’d like to report a car accident near the post office on Charles Street. It looks like a man is hurt. Yes, it just happened. OK, thanks. Bye.
What did they say?
They’re going to send an ambulance and a police car right away.
Good, they’re here. I hope the man is OK.
I know. You have to be so careful when you’re driving.
LANGUAGE NOTES
- Hey! This expression is used to show surprise. Notice how That car just ran a red light and hit that truck! is said with a lot of energy.
- Is anyone hurt? This is a yes/no question, so the intonation rises at the end. Notice how this question is asked in a worried way.
- 911 is the phone number you dial for emergency services. The person who answers will ask you questions about the emergency situation and then send out the necessary emergency services, which may include police officers, firefighters and an ambulance.
- I’d like to report a car accident near the post office on Charles Street. Notice how the key words “car accident,” “post office” and “Charles Street” are stressed. These are the important details that the emergency services need.
- It just happened is a way of saying “It happened a moment ago.” Notice the stress on “just,” which emphasizes that the accident happened very, very recently.
- What did they say? Notice how “say” is emphasized, but the intonation falls at the end of the word. This is a “what” question, so the intonation falls at the end.
Dialogue 2-5: At the Supermarket
LOUISE: Hey, Julia … Look at those desserts! **How about** baking some cookies today?
JULIA: Hmm … Yeah, **that’s a great idea!** While we’re here, let’s pick up the ingredients.
JULIA: OK, what do we need?
LOUISE: **The recipe calls for** flour, sugar and butter. Oh, and we also need eggs and chocolate chips.
JULIA: **Why don’t you** get the dairy ingredients? You’ll find those in the refrigerated section in the back of the store. I’ll get the dry ingredients — they’re in **aisle** 10.
LOUISE: Great! Let’s meet at the checkout.
JULIA: OK. See you there.
**LANGUAGE NOTES**
- **How about** is a casual way to suggest doing an activity. Notice that “how about” is followed by an “-ing” verb.
- **Hmm** … Notice that Julia pauses for a moment. “Hmm” is an expression used to think about something first before speaking.
- **That’s a great idea!** Notice the emphasis on “great.” Julia has thought about it and then decided that she really does want to bake cookies.
- **The recipe calls for** is a way of saying “the recipe says we need.” The phrase “call for” can also be used to talk about the weather forecast. (They’re calling for rain.)
- … **flour, sugar and butter.** Notice that this is a list, so there are short pauses between each item. Notice also that each ingredient is stressed because this information is important.
- **Why don’t you** … This expression is used to ask someone to do something. It can also be used to give advice — but in this case two friends are deciding on who does which task.
- **Aisle** Notice the silent “s” in aisle. An aisle is an orderly lane in a supermarket, with shelved products on both sides. Each aisle has a number, so that it is easy to find what you need.
Hi, there. How can I help you?
Well, I’m in town visiting for a few days, and I need to get some things done while I’m here.
Sure. What do you need?
I need to get my hair cut. I also need to have my new pants hemmed.
OK. Here’s a map of the city. There’s a good hair salon here, which is just a block away. And there’s a tailor right here. Is there anything else?
Yes. I’ll need to have my car serviced before my long drive home!
No problem. There’s a good mechanic a few blocks away.
LANGUAGE NOTES
• **Hi, there.** Notice the intonation in this greeting. It rises after “Hi” and falls after “there.”
• **Sure** is a friendly expression to mean “OK.”
• **Get my hair cut / have my new pants hemmed / have my car serviced.** Notice get/have + object + participle. This structure is used to describe actions that someone else does for us. “Get” and “have” are interchangeable here.
• **Is there anything else?** here means “Do you need more information?”
• **Before my long drive home!** Notice the emphasis and intonation on “home.” The speaker wants to show humor here. If she doesn’t get her car checked, she might not get home! She wants to be friendly and light with the receptionist.
• **No problem** here means “Don’t worry.” Notice the stress on “No.” The receptionist laughs first, then puts emphasis on “No” by lengthening the word. This shows that she understands the car could break down if it doesn’t get serviced.
POSTAL CLERK: What can I do for you today?
CAROL: I need to mail this package to New York, please.
POSTAL CLERK: OK, let’s see how much it weighs … it’s about five pounds. If you send it express, it will get there tomorrow. Or you can send it priority and it will get there by Saturday.
CAROL: Saturday is fine. How much will that be?
POSTAL CLERK: $11.35 [eleven thirty-five]. Do you need anything else?
CAROL: Oh, yeah! I almost forgot. I need a book of stamps, too.
POSTAL CLERK: OK, your total comes to $20.35 [twenty dollars and thirty-five cents].
LANGUAGE NOTES
- **What can I do for you today?** Notice that this question starts with “What,” so the intonation drops at the end of the question.
- **Or you can send it priority ...** Notice the stress on “or,” which emphasizes that there is another possibility.
- **$11.35 ... $20.35** Notice the two different ways the postal clerk says the price. First he says eleven thirty-five (without the words dollars and cents), then he says twenty dollars and thirty-five cents.
- **Oh, yeah!** is an expression used here to mean “I just remembered something.” It’s often followed by “I almost forgot.”
- **Your total comes to ...** is a way of saying “the cost is ....”
Dialogue 2-8: Catching Up After Class
Hey! How did your physics exam go?
Not bad, thanks. I’m just glad it’s over! How about you … how’d your presentation go?
Oh, it went really well. Thanks for helping me with it!
No problem. So … do you feel like studying tomorrow for our math exam?
Yeah, sure! Come over around 10:00, after breakfast.
All right. I’ll bring my notes.
LANGUAGE NOTES
- Hey! is a friendly expression meaning “hello.”
- How did your physics exam go? is a way of saying “How was your physics exam?”
- I’m just glad … Notice the stress on “glad.” “Just” is used for emphasis before an adjective here.
- How about you … Notice the intonation falls here because the speaker is going to follow it up with a detailed question.
- How’d your presentation … Notice the contraction for “How did” sounds like /howd/ and “your” sounds like /yer/.
- Do you feel like here has the meaning of “do you want to.” Notice “do you feel like” is followed by an “-ing” verb (studying).
- Come over here has the meaning of “come to my house.”
- Notes Students take notes about what the teacher says during a lecture.
Can I help you?
Yes, I’m looking for a sweater — in a size medium.
Let’s see … here’s a nice white one. What do you think?
I think I’d rather have it in blue.
OK … here’s blue, in a medium. Would you like to try it on?
OK … yes, I love it. It fits perfectly. How much is it?
It’s $50. It will be $53, with tax.
Perfect! I’ll take it.
LANGUAGE NOTES
- **Can I help you?** or “May I help you?” is what a salesperson normally says to greet a customer.
- **I’m looking for a** here means “I don’t know exactly which one I want.”
- **Size medium.** Clothing usually comes in small, medium and large sizes. Some women’s clothing comes in number sizes, usually ranging from 2 to 16.
- **Let’s see …** An expression used when a person wants to think something over, to make a choice or decision, or to look for something.
- **I’d rather have it in here** means “I don’t like this exact one. I would prefer it in a different” color/size/material, etc.
- **Would you like to …?** is a polite way to ask “Do you want to …?”
- **Try it on** means to test the fit or appearance of a garment by putting it on. “Try on” is a separable phrasal verb, so the object “it” goes between “try” and “on.”
- **How much is it?** means “How much does it cost?” Notice that the main sentence stress falls on “is” in this question.
- **I’ll take it** means “I will buy it.”
Dialogue 2-10: Transportation
JOYCE: Should we take a taxi or a bus to the mall?
BILL: Let’s take a bus. It’s impossible to get a taxi during rush hour.
JOYCE: Isn’t that a bus stop over there?
BILL: Yes … Oh! There’s a bus now. We’ll have to run to catch it.
JOYCE: Oh, no! We just missed it.
BILL: No problem. There’ll be another one in 10 minutes.
LANGUAGE NOTES
- **Should we ... or ...?** Is a way of asking “Which is better?” “Should” is used to ask for an opinion. Note that we do not say “Will” here.
- **Take a taxi or a bus?** The word “or” signals a choice here. Notice the rising intonation on taxi (the first choice) and falling intonation on bus (the second choice).
- **Let’s** (Let us) means “I think we should do this.”
- **Rush hour** is the time of day when most people are going to or from work. In most American cities, rush hour is from about 7:30 to 9:00 a.m. and from about 4:30 to 6:30 p.m. Notice that “rush hour” is a compound noun, with the main stress on the first word.
- **Isn’t that** This is a negative question. The speaker expects an affirmative answer. It is used to check information.
- **Bus stop** is a compound noun, with the main stress on the first word.
- **Oh!** is an exclamation used to express alarm or surprise.
- **Oh, no!** is an expression used to express disappointment.
- **We just missed it** here means “We arrived a moment too late to get the bus.” Notice the emphasis on “just” to show the very recent past.
- **No problem** here means “It doesn’t matter.”
The 2018-2019 school year was a very successful one for the students and staff at the University of Maryland Eastern Shore. The University continued to grow in enrollment, research, and service to the community. The University also continued to be recognized by national publications for its quality education and commitment to student success.
The University’s enrollment grew by 5% over the previous year, with a total of 3,400 students enrolled. This growth was driven by an increase in both undergraduate and graduate students. The University also saw an increase in international students, with a 10% increase over the previous year.
Research at the University continued to grow, with a 15% increase in research funding over the previous year. The University received grants from a variety of sources, including the National Science Foundation, the Department of Education, and private foundations. The University also saw an increase in research publications, with a 20% increase over the previous year.
The University continued to be committed to serving the community, with a 20% increase in community service hours over the previous year. The University also saw an increase in partnerships with local businesses and organizations, with a 15% increase over the previous year.
Overall, the University of Maryland Eastern Shore had a very successful 2018-2019 school year, and is looking forward to continuing to grow and serve the community in the years to come.
Pastimes and Activities
PATTY: I’m really excited for Aunt Mary’s surprise birthday party this afternoon! Aren’t you?
SUSAN: Yeah! How old is she?
PATTY: She’ll be 55 on May 14 [fourteenth].
SUSAN: Wow! I didn’t know that my mom was older — she’s going to be 57 on September 2 [second]. Anyway, Aunt Mary’s going to be so surprised to see us all here!
PATTY: I know! But we still have to get all the food set up before she gets here … OK! We’re all ready now. Shh! She’s here!
ALL: Surprise!
LANGUAGE NOTES
- **I’m really excited** … Notice the emphasis on “really.” “Really” is used to emphasize the adjective “excited” here.
- **Birthday party** Notice that the normal stress for a compound noun falls on the first element of the compound.
- **Aren’t you?** This negative tag is used to show that the speaker expects a positive answer. Patty assumes that Susan is also looking forward to the party.
- **She’ll be 55** Notice that “55” is stressed here. This detail answers the question “How old is she?”
- **Fourteenth** Notice that we use “th” for ordinal numbers, starting with 4 [but first, second and third]. The stress is on the second syllable [fourTEENTH]. Compare this with “fortieth: 40th” [FORtieth].
- **She’s going to be** … Notice how this is pronounced like “gonna be.” Instead of four syllables “go/ing/to/be” there are three syllables “ga/na/be.”
Dialogue 3-2: At the Movies
BOB: We’d like two tickets for **the 3:30 show**, please.
TICKET SALES: Here you go. **Enjoy the movie!**
[Inside the theater]
BOB: **Would you mind moving over one,** so my friend and I can sit together?
WOMAN: **No, not at all.**
BOB: Thanks a lot!
**LANGUAGE NOTES**
- **The 3:30 show** Movies are shown at different times throughout the day. This refers to the movie that starts at 3:30. Notice the emphasis on 3:30.
- **Enjoy the movie!** Notice how the intonation rises on movie. This is said in a friendly way, and is followed by an exclamation point.
- **Would you mind** is a polite way to ask “Can you do something for me?” Notice the verb ends in “-ing.” Compare this structure to “Would you mind if I” plus a verb that ends in “-ed” (Would you mind if I opened the window?).
- **Moving over one** Here “one” is short for “one seat.”
- **No, not at all** is a way of saying “No, I don’t mind” or “I will be glad to.” Notice the answer to “Would you mind” is in the negative form.
Dialogue 3-3: What Are You Good At?
SANDRA: So … what should we do?
JULIE: Well, I like to do arts and crafts, and I’m really good at drawing. What do you think?
SANDRA: Hmm … how about playing a board game? That would be more fun.
JULIE: OK. Let’s play Scrabble! I’m really good at spelling, too!
SANDRA: Oh, yeah? We’ll see about that!
LANGUAGE NOTES
• **So …** Notice how the “o” sound is drawn out here, combined with the intonation, which shows boredom.
• **I’m really good at** “Really” means “very” and is used to emphasize “good.” It goes before the adjective.
• **What do you** Notice the pronunciation here — it sounds like “Whaddaya.”
• **Hmm …** is used to show that the speaker is thinking. It is also used to show that the speaker disagrees with an idea.
• **How about** is used to make a tentative suggestion. The speaker is introducing an idea and doesn’t want to sound too strong.
• **Let’s** is used to make a strong suggestion. The speaker feels confident about the plan.
• **Oh, yeah? We’ll see about that!** “Oh, yeah?” is used in a joking way to show a bit of friendly competition. Notice the emphasis on “that,” which refers back to “good at spelling.”
51
Dialogue 3-4: What’s Your Favorite Sport?
PHIL: What time is that soccer game on? I thought it started at noon.
JACK: We must have had the wrong time. Oh, well ... soccer’s not my favorite sport anyway. I much prefer basketball.
PHIL: Oh, really? I thought your favorite sport was tennis! I’m a big fan of basketball, too.
JACK: How about a game sometime?
PHIL: Sure thing! Why don’t we go shoot some hoops now since the soccer game isn’t on?
JACK: Excellent idea. Let’s go.
LANGUAGE NOTES
- **What time is that soccer game on?** means “When does the soccer game start?” “What time” plus something plus “on” is a common expression used to ask about the start time of a TV show or a movie.
- **I much prefer basketball** here means “I like basketball a lot more than soccer.” Notice how “much” is stressed to show that the speaker really likes basketball.
- **Oh, really?** Notice the rising intonation on “really.” This shows that the speaker is surprised. He thought that Jack liked tennis the best.
- **I’m a big fan of basketball** is a way of saying “I like basketball very much” (“to be a fan of” is a casual expression used to describe something you really like).
- **How about a game** here means “Let’s play a basketball game.”
- **Sure thing!** This is a casual expression used to mean “OK.”
- **Shoot some hoops** means to play an informal game of basketball. This is a casual expression used between friends.
What a fantastic performance! Thank you for inviting me to the musical.
You are welcome. I’m happy you enjoyed the show. The choreography of the dancers was incredible. It reminds me of when I used to dance.
I know! You were such a talented ballerina. Do you miss dancing?
Oh, that’s very kind of you, Shannon. I do miss it sometimes. But I will always be a fan of the arts. That’s why I love going to musicals because it’s the perfect combination of song, dance and theater.
Absolutely! I’m glad you are still an art fan too. Thank you for the invitation. It’s always a pleasure to attend an arts event with you and learn something new.
LANGUAGE NOTES
- **You are welcome.** Elena replies “You are welcome” in this dialogue. She could also say, “Don’t mention it,” which is an example of downgrading. Downgrading a compliment varies with culture. When in doubt, just say “You are welcome.”
- When getting a compliment to someone (for example: “**You were such a talented ballerina**”), you can either accept the compliment (“**That’s very kind of you**”) or downplay the compliment (“Oh, I wasn’t that good”).
- Giving compliments in English often includes using superlatives (“the most …,” “the best …”). This is the best musical playing on Broadway! / What’s the most entertaining movie you’ve seen? However, compliments can also be given by using the construction “I’m a fan of …”: *I’m a fan of the arts.* / *I’m a big fan of theater.* / *I’m a huge fan of this band.* Notice the use of adjectives.
Dialogue 3-6: Taking a Vacation
JULIE: I just bought a ticket to New York City. I’m so excited to see the city!
SOPHIE: Good for you! Traveling is so much fun. I love discovering new places and new people. When are you leaving?
JULIE: Next week. I’m taking the red eye. It was cheaper. Hopefully, I’ll be able to sleep on the plane.
SOPHIE: I wish I could go with you! New York City is a magical place. You will have so much fun.
JULIE: I hope so. I’m going to visit my brother who lives there. I will stay for a week and then take the train down to Washington, D.C.
SOPHIE: That sounds like a great vacation. I’m looking forward to a week at the beach for my summer vacation. I just want to relax.
**LANGUAGE NOTES**
- **Ticket** can refer to many different types of transportation (metro, bus, train, plane, etc.). In general, you can guess the means of transportation by the context.
- When discussing airplane travel, a **red eye** is a flight that leaves at night to arrive early the next morning. This is in reference to how red your eyes become when you don’t get a full night’s sleep.
CONNIE: Oh! What a beautiful cat. What do you think?
GARY: I think I’d rather get a dog. Dogs are more loyal than cats.
CONNIE: Yes, but they’re so much work! Would you be willing to walk it every single day? And clean up after it?
GARY: Hmm. Good point. What about a bird? Or a fish?
CONNIE: We’d have to invest a lot of money in a cage or a fish tank. And I don’t really know how to take care of a bird or a fish!
GARY: Well, we’re obviously not ready to get a pet yet.
CONNIE: Yeah, you’re right. Let’s go grab some coffee and talk about it.
LANGUAGE NOTES
• **Oh! What a beautiful cat** “Oh!” is used to show surprise or excitement. “What a …” is an expression that means “I think this is a very …” “What a(n) …” is followed by an adjective, which is usually emphasized. Notice the emphasis on “beautiful” here.
• **Dogs are more loyal than cats.** Two things are being compared here (dogs and cats). Notice the structure of the sentences: (noun/s) plus “is/are more” plus (adjective) plus “than” plus (noun/s). The nouns and the adjective are content words here, so they are all emphasized.
• **Every single day** Notice that each word here is stressed. The speaker wants to make a point, so she emphasizes each word equally. “Every single day” is a lot!
• **Good point** here means “I agree with you.”
• **Take care of** This phrase is used with animals, people and things. It can mean “watch a child while her parents are away,” “feed and house someone or something,” or “make sure things work properly.” (I always take care of my baby brother./ I take care of my bird by feeding it and cleaning its cage./ I need to take care of the broken sink.)
• **Yeah, you’re right.** Notice the pronunciation of this expression — the words all blend together here. This casual expression is used to agree with someone that you know well.
Dialogue 3-8: Giving Your Opinion
JAKE: Where should we take a vacation this year? Let’s decide soon.
MELISSA: Well, I’d like to go somewhere warm. How about the beach? Or we could rent a cabin on the lake.
JAKE: You want to go to the beach, again? I want to ski this winter. How about a compromise? What about traveling to the Alps in Europe next April? We can find a ski resort on a lake.
MELISSA: Oh, we’ve never been to Europe before! But I don’t know if it will be sunny and warm then. I need to do some research first. That will help me make up my mind.
LANGUAGE NOTES
- **Decide** is a useful verb to express choice. The idiom “to make up my mind” also means “to decide”: “There are so many choices in this menu. It’s going to take awhile to make up my mind/decide.” You can finish this sentence with either the idiom or the verb “decide.”
- **How about** This phrase presents an alternative. This phrase can be followed by a subject plus a conjugated verb or by a noun: *How about we go swimming? / How about a movie tonight?*
- Many verbs express opinions: *to think / to believe / to suppose / to assume*, etc. They are not all synonymous. For example, “to suppose” and “to assume” express that the speaker has a preconceived idea: *He came back late from work, so I assumed that traffic was bad. / I suppose that may not have been the case, and that he might just have had a lot of work.*
RYAN: I’m so happy this week of midterm exams is finished.
TYLER: Same here. I’m looking forward to relaxing in the mountains this weekend. I’ve planned a little hike in the woods. And I’m gonna take a canoe trip down the river if the weather cooperates.
RYAN: Oh, fun! I’m going to Michigan. I’m taking my camera because fall is coming fast. The leaves are already turning all shades of red and orange. It will be awesome.
TYLER: Next time you go there, I’ll join you. I’ve heard Michigan is a great place to go canoeing.
LANGUAGE NOTES
- **Midterm**: Students at universities in the United States often take exams midsemester, around October or March of every year. These exams are called midterms. Exams at the end of the semester are called finals or final exams and are usually in May.
- **Gonna** is a colloquial form of “I’m going to.” Other similar constructions include “wanna” [want to] or “hafta” [have to]. These are examples of transcriptions of spoken English and should not be used in a formal context. Some of these examples are now seen in text messages as a means of shortening sentences.
- **Awesome**: is a colloquial way of saying “excellent,” “cool,” “great.” *Last night’s rock concert was awesome.*
ANGELICA: Doesn’t the bride look beautiful in that wedding dress?
MARIA: Yes. She looks amazing. And the groom is so romantic. I just heard the story of how they got engaged! He proposed to her during a candlelight dinner in London. Did you know that was where they went to school?
ANGELICA: Oh? Wonderful. And the honeymoon! What a great idea! Most people just go to the beach for a week after they tie the knot. But they plan on heading to California and cruising the coast on their motorcycle.
MARIA: Really! What a fantastic idea. This is by far the best wedding I’ve ever been to.
LANGUAGE NOTES
- **Doesn’t …?** When you have a negative question, the expected answer is “yes.” As such, it expresses the exact opposite of what is being conveyed (i.e., the bride DOES look absolutely beautiful).
- Listen to the stress on **honeymoon**. There are three syllables in “honeymoon,” with the stress on the first syllable [HO-ney-moon]. This content word is culturally important, so it’s emphasized: It means a trip or vacation taken by a newly married couple.
- **Tie the knot** is an informal way of saying “get married.”
- Can you find and explain the two usages of **just** in this dialogue? “Just” is an adverb that can be used in two different ways:
a) To indicate a very recent past (*I just heard the story*). When used to convey time, “just” is commonly used with a simple past verb because the action is complete. Sometimes it can also be used with the present perfect (He’s just finished writing a book).
b) To indicate contrast or emphasis (*Most people just go to the beach*). In that case, “just” can be replaced by “simply” and emphasize the word it relates to (a verb, adjective or other adverb) by denoting contrast. Compare the following sentences: “They just got married yesterday” (adverb of time). “The wedding reception was just wonderful” (adverb of emphasis).
Dialogue 3-11: Giving Advice
LAYLA: Thanks for meeting with me during your lunch hour. I appreciate it.
MONICA: No problem. I’m happy to help. What’s going on?
LAYLA: Oh you know, the usual. Should I take this new job? Or do I stick with my current one?
MONICA: Well, I think it’s time for a change, don’t you? They pay you late and you are unhappy.
LAYLA: Do you really think so?
MONICA: I know so. And I’ve been listening to you complain for over a year now. Trust me. Take the job. What do you have to lose?
LANGUAGE NOTES
- In formal conversation, giving advice is often suggested through modals: ought to/should / could / If I were you. In informal conversations people tend to use words such as I think that/ I feel that/ in my opinion.
- Listen for the emphasis on I know so and Trust me. These common phrases can be used to convey both positive and negative emotions. “I know so” conveys a deep belief or certainty. “To know” shows more certainty than “to think.”
- Notice the use of command forms: Take the job. /Trust me./ Go for it! The command form can be used to gently persuade someone.
PHOTO CREDITS
1-1: Blend Images/Inmagine. 1-2: © Robert Fried / Alamy. 1-3: © Tetra Images / Alamy. 1-4: TipsImages / SuperStock. 1-5: © ONOKY - Photnononstop / Alamy. 1-6: © moodboard / Alamy. 1-7: © Cultura Creative / Alamy. 1-8: © Corbis RF/Alamy. 1-9: © Image Source/Corbis. 2-1: © Ned Fisk/Blend Images/Alamy. 2-2: © Glow Aisia RF/Alamy. 2-3: Hemera/Thinkstock. 2-4: iStockphoto/Thinkstock. 2-5: iStockphoto/Thinkstock. 2-6: Supriyono Suharjoto/SuperFusion/ Superstock. 2-7: © David R. Frazier Photography, inc/Alamy. 2-8: Stockbroker/Purestock/ Superstock. 2-9: Yamini Chao/Thinkstock. 2-10: © amanaimages RF/ Agefotostock. 3-1: © Noel Hendrickson/Image Source. 3-2: Belinda Images / SuperStock. 3-3: © SuperStock. 3-4: © Getty Images/ Thinkstock. 3-5: Rolf Bruderee / Masterfile. 3-6: © Fancy / Alamy. 3-7: Blend Images / SuperStock. 3-8: Comstock/Thinkstock. 3-9: © Somos Images/Alamy. 3-10: © Fancy/Alamy. 3-11: © UberFoto / Alamy.
Embassy of the United States of America
UNITED STATES DEPARTMENT OF STATE
BUREAU OF INTERNATIONAL INFORMATION PROGRAMS
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Born July 12, 1876, in Rutland, Vermont, Charlotte was the youngest of the four daughters of Colonel William Ruff Gibson and Frances Lord Thrall Gibson. Her father was born in Charleston, S.C., May 30, 1831, but grew up in Philadelphia. He was a paymaster in the cavalry from 1857 until his death in 1899. He served in the Union army during the civil war and later was stationed in San Antonio. He may have been assigned to General...
Custer’s army for a period, but he managed to avoid being present at Little Big Horn. He is buried in Arlington National Cemetery.
Her mother, Frances, was Colonel Gibson’s second wife. His first wife, Kate Johnson of Philadelphia, died giving birth to a son in 1860 only 18 months after they were married. The son also died in infancy. Frances Thrall was from Rutland, Vermont, and her family can be traced back to a William Thrall who was born in 1605 and fought in a war against the Pequod Indians in New England in 1637. Charlotte was named after Frances’s sister, Charlotte, who married Frederick Chaffee of Rutland.
Charlotte’s sisters were Bessie (b. September 10, 1872), Mabel Rose (b. October 14, 1873) and Ellen Thrall (b. December 3, 1874). They all attended a boarding school in Philadelphia run by their aunt, Margaret Gibson (b. 2/12/1844, d. 7/25/1934). When Charlotte was 13, her mother died in San Antonio at the age of 45. During the following year Colonel Gibson took his daughters to Atlantic City for a vacation. One of the people staying in the same lodgings was John Wilson, a retired banker and lawyer who spent most of his time travelling abroad. He was 43 and Charlotte was 14, but he apparently took enough interest in her to stay in touch with her for 17 years until he eventually proposed to her.
Colonel Gibson died in 1899 when Charlotte was 23. He left no inheritance to his daughters and army pensions were only paid to widows. Charlotte went to work as a librarian in Hagerstown, Maryland. Her sister Mable had already married her first cousin Newman Chaffee and lived in Vermont. Nell married W. L. Conaught and lived in Hendersonville, N.C. Bess was a trained nurse who eventually lived in the Philippines.
In 1902 when Charlotte was 26 she travelled around the world for a year with George Chaffee and his family. George was Charlotte’s cousin and the brother of Newman, Mabel’s husband. Charlotte came along as a companion to the three children, Alice (age 15), Fred (age 13) and Charlotte (age 11?). When she returned, she wrote an account of the trip as a “geographical reader” for fifth grade students. It was published in 1906 as *In The Golden East: An Illustrated Journey in Eastern Wonderlands*. The book describes their journey across the US by train and then to Hawaii, Japan, China, Ceylon, India, Egypt, and Italy. They travelled extensively in India, including a visit to Darjeeling at the foot of the Himalayas.
In 1907 at the age of 31 she married John Wilson, who was 60. They lived in Europe.
“The strait connecting San Francisco Bay with the Pacific Ocean is called the “Golden Gate,” and about sunset we sailed through it into the broad expanse of ocean, and the water and clouds reflected the golden radiance, making it seem as if a golden gate had truly been thrown open for us to pass through. Soon after, it began to be rough, notwithstanding that we were on the Pacific, or Peaceful Ocean. Peaceful! Every one went to bed and stayed there for two or three days, and oh! the misery of it!
But when the sea calmed down and the children began to make friends with the other children on board, the two days’ misery was soon forgotten; for, you see, on shipboard you can play bean-bag, or hide and see, or shuffle-board, all day long on the deck; and when you are tired of that you can curl up in a steamer chair with your boon companion, and tell stories; and if it is after dinner, as like as not you will go fast asleep, and the first you know some one has carried you down and put you to bed in your funny little closet-shelf bunk.”
In the Golden East: An Illustrated Journey in Eastern Wonderlands by Charlotte Chaffee Gibson
Charlotte with her cousin George Chaffee, his wife Meltie, their children Alice, Fred and Charlotte, and an unidentified Gentleman
“We needed three Arabs apiece to get us up, for the steps from one stone to another were so high that two stood on the stone above and pulled, while the third stood on the stone below and pushed. Long before we got the top, though we had many rests on the way, we felt as if our arms were pulled out of their sockets. But from the top we had a wonderful view -- of Cairo and the fertile valley of the Nile on one side, and of the Pyramids and the Sphinx on the other, in a waste of sand that extended farther than the eye could see.”
until she became pregnant; and they returned to Atlantic City, New Jersey, where their daughter, Elizabeth, was born on November 20, 1909. They settled in Washington, DC, in 1910 at the house on Woodley Place.
Shortly after Elizabeth graduated from college in 1930, John Wilson died at the age of 83. Charlotte was 54 and lived the rest of her life in the house in Washington. In 1932 she and Elizabeth took a trip to the Philippines, Japan and China, visiting her sister Bess in the Philippines and re-visiting some of the cities in Japan and China she had seen with the Chaffees.
Her daughter married in 1934 and left Washington but often returned for visits with her children. Charlotte seemed to enjoy her role as a doting grandmother affectionately known as “Gaga.” She endeared herself to her grandchildren by making clothes for their
Charlotte and Elizabeth
Gaga in Birmingham
Charlotte, Nell, Mabel and Bess
Dear Elizabeth,
I have just received your letter. I was amazed when I looked at the check, because of your Mother’s generous thought of me. Though I loved her more than anyone in the world, except my own family, when she talked to me about what she should do for Cora, I saw the only experience I had to go by was when Mr. Spalding’s Executor told me he had left me $5,000 & his long time cook and auto driver $10,000. She said “that is a large sum.” Yes I said, but you say she has here more than 20 yrs. I never dreamed that I would be a beneficiary. Her face, with that lovely smile comes to me many times, especially when I know what I ought to do, but do not want to do it. Then I know what she would say.
Had she been able to talk I think she would have told you not only how glad she was to see you, but also how pleased she was with the way you bore the great trial of those days you were here. I so often think of Gertrude’s old colored woman, who said, “God moves in a mysterious way his blunders to perform.”
Cora came in to see me. She almost cried when she talked about Mrs. Wilson; but she is with nice people who pay her 30 per week. You are entirely right; it is a good thing to be busy, especially since you did and do such a good job with your children. But I must not weary you.
My love to you,
R W Baker
(Dr. Robert Baker was Charlotte’s doctor as well as a close friend. Cora was the household cook.)
She suffered a stroke at the age of 74 and died 12 days later on June 27, 1950. She was buried in Rock Creek Cemetery in Washington and her entire estate passed to her daughter. | <urn:uuid:f065e100-ad66-4c58-aaf1-9c38112cf59a> | CC-MAIN-2019-09 | http://rgpost.com/media/04_CharlotteGibsonWilson.pdf | 2019-02-16T23:10:17Z | crawl-data/CC-MAIN-2019-09/segments/1550247481249.5/warc/CC-MAIN-20190216230700-20190217012700-00480.warc.gz | 236,442,051 | 1,725 | eng_Latn | eng_Latn | 0.998127 | eng_Latn | 0.999094 | [
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Emotion Coaching using Comic Strip Conversations
Working with older children and young people
EMOTION COACHING USING COMIC STRIP CONVERSATIONS
ACKNOWLEDGEMENTS
These materials are inspired by the work of the Speech and Language Therapy Team attached to Hackney Youth Offending Service, the books by Carol Gray, and the Elklan approaches to Speech and Language Support for 11-16 Year Olds.
What are Comic Strip Conversations?
• Originally for young people with autism to develop greater social understanding
• Visual representation of interaction between people – abstract becomes concrete
• Identifies what people say, do, think and feel
• Supports understanding of others perspectives
• Excellent for supporting restorative practice...
• ...But also readily adapted to Emotion Coaching
What are Comic Strip Conversations?
The adult asks all or most of the questions to give structure to the activity.
- Where did the event occur and where were you?
- Who else was there?
- What were you doing?
- What happened?
- What did you say?
- What did others say?
- What were you thinking or feeling when you/they said or did that?
- What did others think? What were they feeling?
- How did your feelings change? What happened next
- How was the other person feeling afterwards? How were you feeling afterwards?
Using colour to represent emotions
Young person can use their own colour scheme or the suggested version:
- Green: good ideas, happy, friendly
- Red: bad ideas, angry, unfriendly
- Yellow: Frightened
- Blue: sad, uncomfortable, worry
- Black: Facts, truth
- Orange: Questions
- Brown: comfortable, cosy
- Purple: Proud
- Colour combination: Confusion
Supporting restorative practice
- Support with exploring incidents where someone has been harmed.
- Supports understanding the perspective of the victim and the impact of actions on the victim.
- Can lead to improved engagement in further restorative work e.g. letter to or meeting with victim.
- Explore more appropriate ways of managing situations.
Supporting Emotion Coaching
- Support with exploring incidents where a young person has reacted extremely or anti-socially to an incident, exchange or situation.
- Supports understanding the perspective of another person or group and the impact of actions on the other person or group.
- Explore more appropriate or pro-social ways of managing situations.
• A YP with difficulties with understanding and using spoken language had stolen a mobile phone from a woman in the street. His case worker wanted him to engage in the RJ process but was concerned that he was not seeing the impact his offence had on the victim, rationalising that he needed money and that was the main problem. The victim did not want to meet with him so the RJ worker felt that writing a letter to the victim would be appropriate. Due to his language difficulties it was felt that writing a letter without any prior exploration of the incident would be difficult and from SLT perspective a verbal dialogue and RJ chat alone would not fully develop his understanding of the perspective of the victim.
• Met with SLT for one session to complete a CSC about the incident.
• Started with drawing a CSC for a neutral situation (meeting his worker that day) to understand the principles then moved on to drawing a CSC for the offence.
HOME – location
He’s thinking how am I going to get money for black Friday
Feeling worried
Friend phones – asks are you still coming to black Friday; thinking I hope he comes
He’s saying I don’t know; thinking how am I going to get money, feeling worried still. (coloured thought bubble blue)
Street, on their bikes
Woman in the street, talking on her phone.
He says to friend why don’t we take it, feeling angry now as not got money for Black Friday.
Friend – asking are you sure?, thinking hope nothing bad happens – feeling worried.
He grabs phone off the woman.
She shouts oh no stop stop what are you doing! Thinking I hope I get my phone back – yellow shaded - Frightened
He’s thinking I hope I don’t get caught – yellow shaded – frightened
Friend thinking hope nothing happens – blue shaded – worried.
Policeman near by – come on the scene – represented with a pointy hat.
Shouting Oi stop! Thinking ‘another crime!’ shaded red – feeling angry.
Victim still shouting Stop! Thinking why me? Feeling a combination of worry, fear and anger (multi-coloured)
He’s now thinking what’s going to happen and feeling frightened.
Friend also thinking what’s going to happen and feeling worried still.
Policeman – you’re arrested – angry.
YP thinking – I’m going to suffer the consequences, fear.
Friend, swearing F off, angry
Victim – I hope he gets caught, then my phone is back, green ‘happy’.
Policeman arresting him. He’s thinking how are my parents going to feel, fear.
Friend saying I need my phone back (confiscated), thinking am I in trouble? Feeling angry
Victim got her phone back.
Home – police searched his home for other stolen mobiles. He’s thinking ‘what are you going through my stuff? Feeling anger, fear and worry. Siblings thinking ‘why did you do that?’ feeling angry.
Parents thinking silly boy, feeling angry
Woman now in the street, all the time when she uses her phone outside she’s thinking I need to be careful, feeling worry.
As time went on, he got into the flow of what he had to do, generating what was said, thought and felt without needing to be asked.
Able to see the perspective of the victim but also his cousin, siblings and parents and even the police officers.
Hello I am the person who unfortunately robbed you and I am writing to tell you that I am really sorry that I have done that to you.
The reason why I have done it is because I was in need of money ASAP and my plan was to sell your phone. I didn't really think it through. Now I have finally realised that is not the way to go and in YOT I have learnt that if you want something we need to be patient because stuff don't come to us for free.
I have realised how you felt about it and I saw you in tears and I felt really sorry for you and I wasn't not thinking straight but now I think about stuff now before I do it.
For my stupid actions I have to suffer the consequences which was I had a search in my house and I had to sleep in the police station for one night, and I have to attend YOT for 2/3 months and I regret it.
My parent are really upset of me and can't trust me like they did before and now they are really concerned with me. As well as, I understand the consequences for you as well and that is you won't be comfortable bringing out your phone in public because you will be worried that someone will rob you again, hopefully you won't have that experience again from me or someone and I promise from deep down from my heart that I won't even think about robbing someone in my life again because I don't want no one to rob me and have the same feeling as you.
P.S Hopefully you forgive my apology and that I am really sorry as I said and hopefully you can walk around freely with your phone and not feel worried that some think will happen to you, I promise I won't rob no one in my life.
Dear X
I won't lie, the incident left me quite shaken for a long while but thank very much for writing me a letter!
I hope you never feel that robbing is the only option in the future, I am sure you are capable of much, much more :D
I want you to know this really means a lot and I am glad you stayed in this programme, makes me feel like you really are sorry for what you did.
I hope you have a really lovely life X.
Best wishes
Y
Ps my handwriting is shocking too!
Activity
• In pairs draw a Comic Strip Conversation for an emotion coaching scenario
• One of you can be the adult facilitating, the other the young person involved in the situation.
• Make sure to include what was said, thoughts and feelings.
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Introduction to Gardening
How to Garden in California Schools
Who are the Master Gardeners?
- 6,154 current volunteers in California
- 350 active members in SD County
- 450,000 hours donated in 2022
- Trained by University of California Cooperative Education
- Supported by County Extension Offices
- 70+ MGs serving 300+ SD schools
How to Grow Vegetables
Plant, Grow, Eat, Compost, Repeat
Basic Needs of a Garden
1. The Right Plant in the Right Place
2. Container or Bed
3. Nutritious Soil (Amended)
4. Sunlight
5. Water
California Climate Zones
- 13 zones mean a wide range of growing conditions
- Subzones within zones
Two Planting Seasons for Most Areas
Warm: Plant March - Summer
Cool: Plant Oct - Feb
Warm Season Plants
Grown from Spring through Summer
For example:
- Beans
- Eggplant
- Melons
- Peppers
- Tomatoes
You eat the reproductive, seed bearing parts
Cool Season Plants
Grown in late summer through February or March
For example:
- Beets
- Broccoli
- Cabbage
- Cauliflower
- Celery
- Lettuce
- Peas
You eat the vegetative parts
Container Ideas
- Half wine barrel
- Grow bag
- Large pot (5 gallon)
- Bigger container the better
- Drainage holes required
Soil
Amended soil is dark, earthy and pliable
Sandy
Clay
Rocky
Soil Triangle
To Assess your Soil
A Soil Jar Test
Ribbon Test
Amendments
- Soil amendment: 20%
- Amendment could include compost, worm castings, fertilizer and composted chicken manure. I recommend a mix of all ingredients.
- Potting soil (bagged or by the cubic yard): 80%
- Mix well and fill soil to top of container
- Water well before planting
- Plan to amend soil annually
Sunlight
- Edibles need 6-8 hours of direct sun to grow fruit
How to Plant
- Moisten the soil before planting
- To extend the harvest, plant a plant and sow the same seed behind it
- Starts are 1-2 months older than seeds
- Sow seeds 4x deep its width, pat down
- Do NOT let seeds dry out = certain death
- Cover seeds with burlap to aid germination
- Thin seeds when 1-2 inches tall to give them room to grow
Water & Irrigation
Veggies aren’t drought tolerant!
Keep root ball moist but not too wet; Water deeply
Inline drip irrigation provides reliable irrigation and is most successful
Avoid wetting the leaves
Water in the morning
Inline Irrigation
Inline drip irrigation provides reliable irrigation and is most successful.
¼ inch tubes emit water every 6 inches.
It wets the soil, not the leaves which abates disease.
Use with a battery operated controller.
Know How to Work your Controller.
Vegetables thrive when given a consistent, reliable source of water.
In a sunny raised beds during growing season:
- Sown seeds likely need watering twice daily
- Young plants daily
- Most established vegetables every other day
Turn off irrigation in the rain
Don’t water empty beds
Irrigation Beyond Raised Beds
Group similarly watered plants on the same irrigation zone operated by a multi zone controller.
Watch your Plants Grow.
- As plants grow bigger, water deeper and less frequently, water when top inch is dry
- Vines need supports
- Mulch veggies with straw
- Harvest regularly
Don’t Hesitate to Harvest
- It is important to harvest frequently to keep the plant producing
- When fruit is present it is a race between you and the critters
Don’t Teach the Critters your Garden Has Food
Dealing with Wildlife
IPM (Integrated Pest Mgmt.) recommends:
- hand removal
- exclusion
Composting Closes the Loop
Whether you use a worm bin, a commercial compost bin, or a deluxe composting system, you’ll reduce garden waste and make your soil more productive.
A Final Tip: Everything you need to know is right here
Seed packets can teach you how to garden. It’s all on the label.
GARDEN CHIVES
CEBOLLÍN JARDÍN
This easy to grow, perennial heirloom grows in moistened clumps and can be tucked into any small space in the garden or even the kitchen. Harvest the greens with mild onion flavor to use in baked potatoes, fish and egg dishes. The fragrant white flowers attract butterflies and bees.
Fácil de cultivar, este hierloom perenne crece en grupos con matices y puede ser plantado en cualquier pequeño espacio, incluso cerca de la cocina. Los bordes de las hojas tienen sabor a cebolla suave para su uso en las papas asadas, huevos y platos de huevo. Las flores vívidas atraen mariposas y abejas.
Planting Time (meses para plantar)
Zone Map
(mapa de zonas)
Full Sun
Moderate
Soil Complete
1/8" Depth
1/2" Spacing
75 Day Harvest
Days to Emerge:
10 – 15 Days
Seed Depth:
1/4" – 1/2"
Seed Spacing:
A group of 3 seeds every 1' – 2'
Sunflower
Evening Sun
Helianthus annuus
Gorgeous, 4 – 6" sunburst-fluted flowers with dark centers bloom in abundance over a long bloom period to keep your garden alight, and your flower vases full for many weeks. Rich tones of vivid gold, autumn orange, warm mahogany, and blazing bronze are all on one plant! Multi-branching habit makes for an excellent annual screen or fence cover-up. Sunflowers are one of the easiest flowering plants to grow.
When to sow outside: RECOMMENDED, 1 to 2 weeks after average last frost.
When to start inside: 2 to 4 weeks before average last frost. Sunflowers are sensitive to root disturbance, best sown in pulp or paper pots that can be transplanted directly into the ground.
We are dedicated to inspiring & educating the gardener in you. That's why we put even more helpful information inside.
ALL OUR SEEDS ARE UNTREATED © Botanical Interests, Inc.
6600 Cotton Street
Broomfield, Colorado 80020
www.botanicalinterests.com
Certified Organic by the Colorado Dept of Agriculture
Illustrated by Susan Rubin
Lot #1 • Packed for 2018
Sell by 12/31/2018
UNIVERSITY OF CALIFORNIA
Agriculture and Natural Resources
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INTRODUCING CLASSROOM LABELING AS AN INNOVATIVE METHOD TO INFORM EDUCATIONAL PRACTICE
Roberta Lynn Crawford
University of Missouri-St. Louis, firstname.lastname@example.org
Follow this and additional works at: https://irl.umsl.edu/dissertation
Part of the Education Commons
Recommended Citation
Crawford, Roberta Lynn, "INTRODUCING CLASSROOM LABELING AS AN INNOVATIVE METHOD TO INFORM EDUCATIONAL PRACTICE" (2016). Dissertations. 113.
https://irl.umsl.edu/dissertation/113
This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact email@example.com.
INTRODUCING CLASSROOM LABELING AS AN INNOVATIVE METHOD TO INFORM EDUCATIONAL PRACTICE
by
ROBERTA CRAWFORD
M.Ed., Elementary Education, University of Missouri-St. Louis, 2003
B.S., Elementary Education, University of Missouri-Columbia, 1993
A DISSERTATION
Submitted to The Graduate School at the
UNIVERSITY OF MISSOURI - ST. LOUIS
in partial fulfillment of the requirements for the degree
DOCTOR OF PHILOSOPHY
in
EDUCATION
with an emphasis in TEACHING AND LEARNING PROCESSES
May, 2016
Advisory Committee
Charles Granger, Ph.D.
Chairperson
Natalie Bolton, Ph.D.
Marlene Levine, Ed.D.
Gayle Wilkinson, Ed.D.
CLASSROOM LABELING
Copyright, Roberta Lynn Crawford, 2016
All Rights Reserved
In-service seminars and one-shot workshops are the primary methods used for the on-going professional development of instructors, but these methods have been shown to be ineffective and an inadequate way to provide teacher training (Winton & McCollum, 2008). Classroom labeling is proposed as a way of providing knowledge utilization and an alternative to in-service education for preschool teachers by intentionally applying layers of information directly to the learning environment through visual displays, usually in the form of posters. Instructional exhibits typically have only been used to enhance the learning experience of the children. Through the use of classroom labeling, adult educators can become aware of new research as well as textbook knowledge through words and pictures attractively displayed around the classroom where they are working every day. Participating teachers were asked to complete a pre-assessment before their early childhood classrooms were labeled with posters, which are educational signs, placed strategically around the room in places where they would be seen by adults, read and directly applied. After the classrooms were labeled for two weeks, the teachers completed a post-assessment to ascertain whether this method increased their knowledge base as evidenced by their ability to retain and recall the information from the classroom labeling. Results showed that classroom labeling was effective in disseminating knowledge to the teachers in the classroom and that some prefer this method of professional development.
Keywords: classroom, labeling, early childhood, knowledge implementation, teacher preparation, preschool, professional development
Acknowledgements
I am very appreciative to my advisor and committee chair, Dr. Granger. He has been encouraging of my many ideas, tempered them at times but has always given thoughtful feedback and important wisdom. Dr. Bolton has met with me personally on several occasions and offered advice and instruction. She is a person that I look to as a mentor. Dr. Levine was one of the most rigorous instructors in my early childhood classes. She takes her job as an instructor seriously and she highly values early childhood education. Dr. Wilkinson is like a breath of fresh air, always smiling, laughing, spurring me on and giving very important guidance on clarifying my thoughts.
I am thankful for my family. My husband, James, has often taken up the slack throughout these past few years with laundry, meals and housekeeping when I was overwhelmed with work. My oldest daughter, Jessie, has been my trusty and brilliant "research assistant" and constant companion. I am thankful that her husband, Jordan, allowed her to work late into the night with me cleaning, categorizing and crunching data. She has helped me through each phase of this process, all while she is completing her own MBA. My two youngest daughters, Jene and Jia have believed in me and cheered me on through it all but will never let me forget what is most important—my family.
My administrator, Anthony Braswell, has been wonderful and without his flexibility, I would not have been able to finish this dissertation. My co-workers are the best in the world and have also assisted me greatly in my endeavors. I am thankful for my parents and sisters who gave me a secure foundation on which to build my life. I am thankful for my lifelong friends and church family who have been a network of love, resources and a deep well of enthusiasm.
# Table of Contents
- **Abstract** ................................................................................................................................. 3
- **Acknowledgements** ............................................................................................................. 4
- **Chapter One: Introduction**
- Purpose of the Study ........................................................................................................... 10
- Significance of the Study and Research Question ......................................................... 10
- Theoretical Framework ....................................................................................................... 12
- Delimitations ...................................................................................................................... 13
- Limitations .......................................................................................................................... 15
- Summary .............................................................................................................................. 16
- **Chapter Two: Literature Review** ....................................................................................... 18
- Theories Supporting Classroom Labeling .......................................................................... 18
- Classroom Environment ..................................................................................................... 20
- Limitations and/or Suggestions from the Pilot Study .................................................... 28
- The Benefits of the Use of Technology for Young Children ........................................... 29
- **Chapter Three: Methods** .................................................................................................... 37
- Design ................................................................................................................................. 37
- Child Care Center Demographic Information Reported by the Center Directors .......... 43
- Methods of Data Collection ............................................................................................... 45
- Data Analysis ..................................................................................................................... 50
- Statistical Analysis ............................................................................................................. 50
- Ethics and Human Relations ............................................................................................. 53
- **Chapter Four: Results** ........................................................................................................ 54
- Description of Participants ............................................................................................... 54
- Child Care Center Demographic Information Reported by the Center Directors .......... 57
- Chapter Summary .............................................................................................................. 59
- **Chapter Five: Discussion** .................................................................................................. 60
- Summary of Findings ......................................................................................................... 60
- Analysis of Results ............................................................................................................. 60
- Centers with Computers for Use by Children .................................................................. 65
- Conclusions ....................................................................................................................... 66
- Recommendations ............................................................................................................. 67
- Chapter Summary .............................................................................................................. 69
- **References** .......................................................................................................................... 70
- Appendix A: Participant’s Questionnaire ........................................................................ 76
- Appendix B: Classroom Labels (Actual size 11x17) ...................................................... 78
- Appendix C: Content of Classroom Labels ....................................................................... 79
- Appendix D: Guskey’s Five Critical Levels of Professional Development Evaluation .... 82
- Appendix E: Demographic Data for Individual Participants ........................................ 83
- Appendix F: Possible Questions for Classroom Labeling Follow-Up Session ............ 86
- Appendix G: NETS extended rubric for Grades PK–2 .................................................. 87
List of Tables
Table 1 Interviewees Responses on the Purposes of Play ..................................................25
Table 2 Child Care Center Demographic Information Reported by the Center Directors ........43
Table 3 Descriptive Pre-Test Data .........................................................................................56
Table 4 Descriptive Post-Test Data ......................................................................................57
Table 5 Centers with Computers for Use by Children .......................................................65
CLASSROOM LABELING
Early childhood professional teacher preparation in the United States is not an organized, systematic approach and consists of many credentialing agencies and authorities (Winton & McCollum, 2006). Currently only fifty-seven percent of states require a college degree for lead teachers in state-funded, early childhood education settings (Barnett, Carolan, Squires & Clarke Brown, 2013). When taking into consideration all of the faith-based and private settings, the percentage of preschool classroom teachers with a college diploma is much lower with only forty-six percent that have obtained a bachelors degree or higher. It is estimated that one in four early childhood centers in the United States is operated in a religious facility (Neugebauer, 2005). This information leads to two potential issues. First, because bachelors degrees for lead teachers is one of the standards of quality, most centers in the United States would be considered below that benchmark. Even more dismal, over five hundred thousand children, or forty-one percent of nationwide preschool enrollees in 2013, attended programs that met fewer than fifty percent of the quality standards benchmarks (Barnett, et al., 2013). However, this benchmark has recently come under some scrutiny because of a comprehensive review by Early, Maxwell, Burchinal, Bender, Ebanks & Henry (2007). Seven large scale studies that found little relationship between the level of teacher education and overall classroom quality or pre-academic outcomes for young students. This may mean that a trend toward hiring non-degreed staff will increase. It may also indicate that in the future, experience and specific qualities in a person will be
valued more highly when interviewing for employment, rather than a reliance on background education. Secondly, if programs hire teachers who do not have a bachelors degree, it becomes imperative for the administration to assume the responsibility of providing additional targeted training and support in order to ensure a quality education, professionalism and a common core knowledge base of all teaching staff on the team. This will allow for a continuity of positive outcomes for children. It is important that innovative methods are created to facilitate on-the-job training and professional development for this potentially undereducated workforce.
Three familiar differentiated types of professional development interventions are (a) pre-service education: degree or credentialing from a higher education institute; (b) in-service training: the trade model for on-the-job training and seminars; and (c) knowledge implementation: systematic strategies to facilitate the dissemination of research and to promote the adaptation and implementation of practices based on new or updated research (Estabrooks, 2001). Winton & McCollum (2008) have shown that in-service seminars and one-shot workshops are the primary methods used for the continuing education of early childhood teachers but are ineffective and an inadequate way to affect educational practice.
Classroom labeling (CL) is a form of knowledge utilization and an alternative to in-service education for preschool teachers. Classroom labeling impacts educational practices by bringing research and knowledge into the classroom through visual displays in the form of posters. CL informs all participants in the learning community by creating
CLASSROOM LABELING
an atmosphere that encourages curiosity, logic and critical thinking through intentionally applying layers of information directly to the learning environment.
Purpose of the Study
The purpose of this quasi-experimental study was to determine the effectiveness of classroom labeling as a knowledge implementation strategy for the professional development of early childhood teachers in the Midwest. Because on-the-job training is crucial in this field and typical forms of information delivery have been shown to be ineffective (Winton & McCollum, 2008), this innovative approach has been developed as an alternative method to the trade model of in-service training sessions and seminars that are currently widely used in preschool and daycare centers.
The classroom environment has been emphasized by the National Association for the Education of Young Children as being of utmost importance (Ritchie & Willer, 2008). In the popular Reggio Emilio philosophy, the environment is referred to as the "third teacher" (Sassalos, 1999). Dodge and Kittredge (2003) asserted that a well-designed classroom instructs and conveys multiple messages to its students. The concept of classroom layering (R. Crawford, original work, August 30, 2013) takes these concepts a step further and shows how the environment can also be used to teach adults who are in the learning community of that class.
Significance of the Study and Research Question
Classroom labeling has the potential to benefit the early childhood field by exposing concepts to adult learners who are unaware of their existence and disseminating
the concepts within a context in which to understand and experience them fully. Visual examples are readily available to reinforce the ideas that are being taught. If CL was a common practice and refreshed often, parents and teachers would enter the preschool expecting it to be an information rich source and would potentially seek out the material that is displayed for them within the classroom. Policymakers could use the results of this study to determine how much pre-service education should be required and if alternative methods could be used effectively to prepare a qualified, professional early childhood workforce.
Although many topics can be taught via CL, for this research, the subject matter was narrowed down to "The Benefits of the Use of Technology for Young Children." This topic was chosen because many preschools use technology but there are some scholars and parents who oppose its use (Alliance for Childhood, 2000). It would be beneficial and relevant thus intrinsically motivating for early childhood teachers to learn about what the research says concerning appropriateness and efficacy of technology in the preschool classroom (Penuel, Pasnik, Bates, Townsend, Gallagher, Llorente, & Hupert, 2009).
Research Question
The research question is “Does classroom labeling increase preschool teachers’ awareness of the benefits of the use of technology for young children as evidenced by the teachers' recall of them?” The purpose of the study is to put the idea of CL to the test to see if it is an effective knowledge implementation strategy for professional development in the early childhood classroom setting. The topic of technology was utilized in this
instance because it is a current and relevant interest of many teachers, but other topics could have been used effectively also. The importance of the research question was on CL as a professional development strategy. The focus of the analysis was not on the importance of the participants’ knowledge of technology but whether or not CL was an effective delivery model.
Theoretical Framework
The theoretical framework for this study comes from preschool teacher preparation theory which is about helping the classroom teacher to be informed and to use effective teaching strategies that are research-based and current. The preschool teacher should learn to study, critique, select, apply and eventually to conduct research within the learning environment. It is important that research influences the classroom in a very real way but the gulf between the two can seem large (CEE, 2005).
The first two goals are that preschool teachers become aware of the current research and supportive information that is being generated within their field and they learn to critique it appropriately. The next goals are for teachers to incorporate this information into their environment by selecting methods and applying them skillfully within the instruction process (CEE, 2005). Bringing theory into practice can be a great challenge and requires reflective teaching skills (NCLRC, 2004). Preschool teachers must not only be avid readers themselves, but then must translate hypotheses and findings from a research journal into techniques that fit into their own style and meet the needs of their students (McKenzie, 2004). The research question addressed the first goal above.
That was to see if CL is a way to increase awareness and knowledge of crucial concepts in the early childhood classroom because memory is one of the basic elements of learning.
Guskey developed a rubric to assess the effectiveness professional development techniques for teacher preparation. Guskey’s rubric is called Professional Development Evaluation (See Appendix D) and it has five evaluation levels: (a) Participants’ Reaction which asks “Was it helpful?”; (b) Participants’ Learning which asks “Did the participants acquire the intended knowledge and did attitudes, beliefs or dispositions change?”; (c) Organization Support and Change which asks, “Do you have the support and resources to make changes?”; (d) Participants’ Use of New Knowledge and Skills which asks “Did the new information get implemented in the classroom?”; (e) Student Learning Outcomes which asks “Did the students benefit?” Guskey’s tool was useful in evaluating the results of this study and indicating on the very basic levels, whether or not CL was useful as a teacher preparation method.
Further research should be conducted to address the higher level goals to reveal whether or not CL is facilitating the long term cognitive incorporation of knowledge and also if knowledge is changing the practices of the teachers. The scope of this study was one delimitation. Other delimitations followed by the limitations are delineated in the next sections.
Delimitations
Delimitations were carefully chosen in order to narrow the focus and to define the
population clearly. Only preschool centers in an Urban Midwest area with student enrollment between 25 and 170 were included. The criteria for the site selection included: (a) it is a private preschool or daycare center (can be faith-based or secular, non-profit or for profit) because they are in the same legal category and they may have less anti-technology sentiments, less restrictions on what can be affixed in the classroom and on allowing private individuals to conduct research; (b) working computers or tablets are used daily by the children at the center, otherwise the information may not be relevant or implementable; and (c) the staff has not had previous training on the benefits of the use of technology for young children because their pre-knowledge about the benefits of technology would likely be more than the average teacher involved in the study.
Those surveyed in this study were limited to sixty-three female teachers, in any age bracket as well as both part time and full time. This increased the possibility of sufficient and consistent, daily contact with the intervention information. The level of education, experience and amount of classroom time of the teachers was noted as a possible limitation but not used as a delimitation because it is not probable that these factors will change a person's ability to learn in a significant way. It is postulated that it is not the length of time that the teachers are exposed to the information on the CL, because after one viewing, the material may be relegated to background visuals. The important factor is that the information was received and parts were retained into the consciousness of the teachers. After reading and retaining the information, every time the teachers see the CL during the day, they are reminded of the information that was gleaned earlier from its contents.
Limitations
The delimitations helped to define the boundaries of the study by making decisions on what was going to be included and excluded from the design. There were, however, aspects of the plan, that were limitations and could not be controlled. In the social sciences, there are always uncontrollable matters or occurrences which must be mentioned because they could have affected the outcomes in some way. Claims of casual conclusions are confounded when the random assignment of participants is not able to be conducted. Although many variables were controlled through delimitations, all could not be controlled, and true random assignment was not accomplished. Because of this, the inferences made are limited as well as the generalizability of the results.
The use of surveys with time constraints are not natural forms of evaluation in real settings. Surveys tend to lead the respondents into a limited range of responses, which can, as opposed to personal interviews, force participants to answer in a way that is not exactly true to their beliefs. Because surveys were chosen as the primary source of data collection, the inherent faults of this method should be stated. Most of the participants were unknown to the researcher, so their scores are taken at face value without the context of the personality traits, peer influences, current moods, or the setting of the respondents.
Operational Definitions
Classroom labeling is a term that is introduced into the literature throughout this study therefore it and other pertinent terms used in this line of inquiry were defined:
Classroom labeling - posters, words, pictures, instructional displays and other decor that contain educational and instructional information for adults within a learning environment. They are placed on the walls and shelves in the classroom where the information can be read and it is directly applied to the teaching and learning process. The classroom labels have detailed explanations and implications for the type of activities that are encouraged in the area and extensions for learning in that instructional setting (R. Crawford, original work, August 30, 2013).
Knowledge utilization - intervention activities aimed at increasing the use of knowledge to solve human problems (Estabrooks, et. al., 2006).
Knowledge implementation- implementing the new information into their specific situation using active participation of all important members of the classroom community over a sustained period of time (Fixsen, et. al., 2005).
Pre-service preparation- traditional, college degree or certification programs
In-service preparation- on-the-job training, typically in the form of one day seminars
Summary
It was suggested that preschool classrooms can be labeled with information not only for the children in the classroom learning community, but also for adults. That
information used for classroom labeling can include new research or textbook knowledge to increase teacher professional knowledge and ideas for extending the student learning and engagement. The use of classroom labeling was measured in this study to determine whether or not teachers learned through this method as evidenced by their ability to retain and recall the information on the CL.
The classroom labeling (CL) intervention was developed to determine the efficacy of labeling for increasing the teacher awareness of information related to a specific training topic. In this chapter, the theory of knowledge utilization training, (Estabrooks, Thompson, Lovely & Hofmeyer, 2006) often known as knowledge implementation (Fixsen, Naoom, Blase, Friedman & Wallace, 2005), is discussed and its implications for CL in light of typical service models that are used more frequently in the early childhood field. Visuals in the classroom and the importance of classroom environment are also explored because they are essential components of CL. In order to justify employing the method of CL for teacher instruction, there is a section included in this chapter, describing the findings of a pilot study that was conducted using CL. The subject matter chosen as the topic for the CL is "the benefits of the use of technology for young children." The participants were asked to recall the benefits of technology that are posted in their classroom. To explain it more thoroughly, the concluding section of this chapter includes research supporting using technology with preschool children within the early childhood program.
**Theories Supporting Classroom Labeling**
Although the benefits of technology for young children is the chosen topic of dissemination, knowledge utilization is the actual theory that classroom labeling is designed to put into practice and what was tested (Winton & McCollum, 2008). Knowledge utilization has been defined, in part, as intervention activities aimed at
increasing the use of knowledge to solve human problems (Estabrooks, et. al., 2006). Knowledge is not helpful until it is put into use. There are two established learning formats for teachers in the field of early childhood education. Firstly, pre-service training which is accomplished by obtaining a traditional degree or secondly, on-the-job training which is usually gained through in-service sessions. Because pay scales are so low for early childhood teachers, with 19% of whom earn less than ten dollars per hour, and because teaching degrees are not required by most states, there are numerous situations where on-site training is the main format for professional development, if not the only one (Winton & McCollum, 2008). Unfortunately, the in-service and workshop training model has been shown to have poor effectiveness in making changes in the classroom. (Joyce and Showers, 2002). Classroom coaching that is collaborative, sustained over time, interactive and classroom focused has been deemed as the most effective training (NEA.org). Information dissemination and training alone do not result in knowledge utilization.
The methods suggested in this study are related to post-employment education and training, therefore pre-service education is not discussed. In-service training, which is usually carried out in the form of one-shot seminars and workshops, has been consistently shown in a review of studies completed over a thirty-year span that they are inadequate and lack effectiveness (Guskey, 1986). Because of the inadequacies of the methods being widely used for teacher training, in 2000, Thomas Guskey borrowed a construct developed by Donald Kilpatrick for use in the business industry and created a rubric for evaluating types of professional development for educators. After trial and error and further revisions, five levels of assessment were created. In an interview with
Guskey, he states that is important to know that the levels are dependent on each other and build up. One cannot be used in isolation of the others (Kreider & Bouffard, 2005).
Collaboration, interaction, coaching grounded in practice, and sustained content-focused experiences are recommended and favored by teachers above the common classroom style approaches of traditional in-service training practices (Joyce and Showers, 2002; NSDC, 2014). These elements are more in-line with the practices of knowledge implementation, which holds that information dissemination and training alone are ineffective in creating well-informed changes in classroom practices (Winton & McCollum, 2008). There must be a "boots-on-the-ground" approach to implementing the new information into their specific situation using active participation of all important members of the classroom community over a sustained period of time (Fixsen, et. al., 2005). Classroom labeling is an approach that takes information and applies it directly to the areas and items in the classroom. It is information on posters or other decor that is displayed in the classroom over a period of time in the proximity to the areas where children are playing and adults are observing, thus the research is displayed in the area where it can be directly applied to a real learning scene.
Classroom Environment
It is theorized in this study, that CL can disseminate knowledge to adults in an early childhood learning community by infusing information into the classroom environment. There are three teachers in the classroom: adults, peers, and the physical environment. The classroom environment traditionally plays a key role in early childhood instruction and has even been referred to as "the third teacher" (Ritchie &
Willer, 2008). NAEYC depicts classroom displays as phenomenon that help children reflect and extend their learning and require that they are at eye level and are created around topics of interest for children. They assert that the classroom should be arranged in predictable ways which organizes the habiliments and encourages autonomy, responsibility and empathy. If it is important to children, it is postulated in this study, that the environment can also be important to the development and life-long learning of the crucial adult members of the classroom community who may be teaching staff or parents of preschoolers. The needs of the adults are often overlooked and almost never considered when deciding the room decor. Children, other adults and the physical environment could also be the three teachers of adults.
To give supporting theory for the use of display materials in the classroom for adults, the idea of classroom layers was developed (R. Crawford, original work, August 30, 2013). The following is a description of the four layers of words, pictures and décor which can create a classroom environment that is conducive to the inclusion of all of the participants, both children and adults, in the instructional scene. The names of each level have been borrowed from the layers of the rainforest.
EMERGENT LAYER
In the classroom, this is the brightest and most open area. The materials and displays are large and friendly. Ceiling danglers soaring overhead create an atmosphere of warmth that brings the ceiling down closer to the participants in the room and somewhat reduces the glare from the overhead fixtures. The decor in this layer creates a mood and is inviting to both children and adults.
CANOPY LAYER
In the classroom, this layer is for the adults and family members who are in the room for relatively short amounts of time. This area is mainly between the middle and top half of the interior walls and also includes the aesthetics and
layout of the classroom habiliments. The decor entertains, labels, and provides beauty. It should clearly define the activities in the room, indicate the age group served and the season of the year as well as signal the flow of traffic in each area. The items posted should help visitors entering the room to get their bearings easily. The Canopy Layer makes a point, sends a message or simply conveys that adult visitors are important and welcome.
UNDERSTORY LAYER
In the classroom, this is the level of decor that has the most extensive amount of educational and informational materials for the essential adult companions that will be residing in the classroom for longer amounts of time as well as those who come in and out for child delivery and pick-up. It has labels that arrange the materials and help to keep them organized. It also includes detailed explanations of the importance of the items placed there, implications for the type of activities that are encouraged in each area, and extensions for learning that give adults suggested ways to interact with the children in that specific instructive scene. Through classroom labeling, this layer gives terms and vocabulary as well as meaning by naming and revealing the educational importance of common classroom items that may just be seen as toys, manipulatives, furniture, school supplies, etc. or of common places such as learning centers, bathrooms, cubbies, etc. Another important function of this layer is to apply research findings and suggestions to the actual setting where it will be used.
FOREST FLOOR
In the classroom, this is a place that children play and relax. This is where adults come and go to set up instructive play scenes, provide suggestions for problem-solving, assist in clean up, de-clutter during activity transitions or enter into the play scenario at the special invitation of a child. During playtime, adults act as behind-the-scenes support for the actors and directors on the “main stage.” The décor should complement the scene construction as well as spark curiosity, imagination and self-affirmation. Pictures, props, special toys, and costumes with one word names and picture labels should be thoughtfully placed on low shelves to facilitate play, reinforce self-help skills, provide a language-rich environment and help the children to organize their materials. Decorations are more non-permanent in nature and can be placed and replaced in this area during playtime, by children or teachers. Materials should be provided for the children to perform their decoration duties and to affix them temporarily to their scene.
Four Layers of the Classroom (R. Crawford, original work, August 30, 2013)
The classroom labeling (CL) is focusing on only the one layer of classroom labeling that is intended to inform and support adults in the classroom; the Understory Layer. The NAEYC Early Childhood Program Standards and Accreditation Criteria
states that early childhood teachers should use a variety of teaching methods, foster their curiosity and extend their engagement using prompting questions, scaffolding and individualized questioning (NAEYC, 2014). Classroom labeling at the Understory level would provide rich information and idea starters for teachers and parents to use in interacting with the children while they are actively playing. By using the methods described, one may be able to bring textbook knowledge into the classroom and make research relevant. By labeling the areas of the room for adults, meanings of theories are "re-implicated" into the flow of an individual’s attention (Boulton, 2011). Otherwise abstract ideas on a page, can be directly applied in a visual way to an instructional scene. While the general public does not usually read textbooks or professional educational journals, it is believed that this published information can be brought into the classroom via posters and other visuals in a natural and integrated way. The explanatory text on one poster is a “wonderful thing for an adult and it fulfills almost a chapter of knowledge” (Hubenthal & O’Brien, 2009, p. 3). CL utilizes posters in the classroom for the purpose of increasing teacher awareness of information related to various professional development topics and ultimately for knowledge utilization.
According to Dodge and Kittredge (2003), authors of the video; *Room Arrangement as a Teaching Strategy*, a well-designed classroom should convey six positive messages for pre-school children and why could not these also be messages for adults in the classroom community also? These messages are (a) This is a good place to be (adults also need places that are positive, cheerful, organized and accepting); (b) You belong here as a valued member of the community (This message can be partially be given to adults using the Understory layer and classroom labeling to make them feel that
educational information for them is also important.) (c) This is a place you can trust (Adult members of the classroom develop confidence by gaining validation and explanations for the practices that they employ in the classroom.); (d) There are places you can be by yourself when you want to be (Adults can go on break or have curriculum design time at appropriately designated times during the day.) (e) You can do many things on your own (Teachers should have the autonomy to make some choices during the day.); and (f) This is a safe place to explore and try new ideas (The classroom is informative as a teaching environment and socially secure. It is safe to try new things and risk making a mistake). (p.1)
At least three of these messages (a, b and f) can be directly related to classroom labeling because they are obviously written for adults which conveys that they are important members of the classroom community. The CL give motivating thoughts, inspiring ideas and extensions for teachers to try which gives subtle permission and encourages further explorations. These inherent benefits are the reasons that CL is hypothesized to be an effective strategy and form of communication for adults within the early childhood classroom.
Pilot Study Findings
In order to informally ascertain whether or not the effectiveness of the use of CL are worthy of pursuit, a pilot study of very simple design was initiated. The pilot study was conducted over the period of one month with two assistant teachers at a center-based preschool. When the researcher asked the teachers about the children’s perceptions of their time in the dramatic playroom, on a scale of one to ten, with ten being their favorite time of the day, the first said 8 in both the pre and post interviews and the second said 7
in both. When they were both asked about their view of the playroom’s importance, again, their opinions did not change but the reasons for its importance did change.
Results from the data collection
Table 1
Teacher Responses on the Purposes of Play
Responses and Items Recalled from the Classroom Labels by Teachers
| Teacher | Pre-Condition: # Physical | # Cognitive | Post-Condition: # Physical | # Cognitive | Label Info. Recalled: #1 | #2 |
|---------|---------------------------|-------------|----------------------------|-------------|--------------------------|----|
| Teacher #1 | 5 | 3 | 5 | 5 | 4 | Not interviewed separately |
| Teacher #2 | 2 | 1 | 8 | 11 | 7 | Not interviewed separately |
| Total | 7 | 4 | 13 | 16 | 11 | 23 (from both teachers combined) |
| Combined Total | 11 | | 29 | | | |
The first two columns give the number of purposes of the children’s time in the dramatic playroom that the teachers could think of before the classroom was labeled. The teachers had a total of 11 different responses upon their Pre-Condition interview. At their post-condition interview, four weeks later, there was a 62% increase in the average number of purposes of play that the teachers were able to list. There was a seventy-five percent increase in the number of cognitive purposes noticed by the teachers and a forty-six percent increase in physical purposes. When re-interviewed just one day later, there was a fifty-two percent increase in the actual items recalled that were posted on the wall of the dramatic playroom with classroom labels.
When questioned about their perceptions, both of the teachers interviewed made positive statements about classroom labeling and a few critical statements. Some suggestions were given for future implementation. Altogether there were 15 positive statements and 6 critical statements about labeling. Some interview excerpts from each of the participants includes: “It made me more aware. A lot of the things that were there brought back those days that I spent in college classes … I don’t know that everything needs to be on the wall because a child can’t read it. I do think that teachers need to read it though…They could do that either by talking to them or to print it out on paper and hand it out. You might want to consider doing a binder for people.”
They were asked, “Would parents and teachers, especially new ones to the room, be able to know all of that information on an on-going basis? Would teachers remember it later if they read a binder? Is there a chance that it would be more likely to be immediately applied if it were in the room where it had direct meaning?” #1 replied, “Yeah, I guess you’re right. It might be good to have on the wall. I would suggest that you add more pictures and that it’s not so wordy.” (#1)
#2 had this to say: “It’s made me think more… I think more about what they are doing…I have read some of the information and I know some of that would have never crossed my mind. As a parent it helps them. If they didn’t see that information they probably wouldn’t think it is real learning time but they would think, ‘This is for their play time.’” (#2)
“At first it’s overwhelming. At first you think, “What is this?” When you read it, you really do understand it more. It doesn’t feel overwhelming now. I don’t feel like I have to have it.” (#1)
As a final question, they were asked, Do you feel like you’re a better teacher because of it? “Yes, I know more.” (#2) (personal communication, November 14, 2013)
There was some discussion in the interviews and in later discussions with the participants about the proper implementation of this method of knowledge transmission. Visuals are most effective when they are easy to read, have picture cues, very organized information and when they are carefully designed to be aesthetically pleasing. Adults who are working in the room can read them in the natural course of their daily activities and quickly engage in content that informs, calls attention to current topics and sparks questions for their personal inquiry. Pedagogically speaking, using visuals in this way is similar to a well-crafted lecture that grabs attention and provides cues for expected outcomes (Hubenthal & O’Brien, 2009).
One teacher felt that some of the items were disorganized. At first they both felt it was too overwhelming. The term “wordy” was used several times. If time was taken to make the presentation more visually pleasing it might be easier to conceptualize.
The researcher also felt that thought should be given to the motivation of the teacher to read and learn the provided content. What would motivate them to take in and be influenced by learning material while they are monitoring children? If teachers could actually see the positive results of their efforts, they would be more likely to apply themselves to learning the information. The problem is that positive results like the success of children in future learning, their level of self-esteem, with problem-solving skills, their excitement about education, and their integration of concepts are not always easily measured. However, there are some very visible outcomes that can be tied directly to teacher knowledge and intervention such as calmer interactions between children
because they are engaged in deeply-rewarding play, students' use of conflict-management and questioning skills employed by the teachers, students discussing deeper ideas with their peers and facilitators, and students moving from one stage of block play or dramatic play to the next, signaling cognitive growth. Recognizing results and making the connection between the teacher techniques and the student behaviors may not be automatic for teachers, but can be pointed out and documented to make them become cognizant of the effect that they are producing.
After the final interview where the teachers tried to remember the lists of facts on the wall of the playroom, it was obvious that the teacher who had no formal college training was able to recall many facts, very quickly. She was asked why she had never pursued college. She replied that her husband was always trying to get her to enroll, but she did not think that she would be able to do well in that level of coursework. By bringing college level material into the field of practice using this simple method, sparked the attention and possibly the ambitions of a person who undervalued her abilities. Academia can be intimidating, and often there are people who have not been exposed to its terminology or practices. Accordingly, CL may change student outcomes and may have also changed the professional development course of a teacher. The in-depth study of these results, pointed to the efficacy of CL.
Limitations and/or Suggestions from the Pilot Study
This pilot study examined a small sample of teachers from one institution. Because it was informal, the reliability and validity of the study and the measure was not addressed. Only two participants were interviewed, so the findings could not be
generalized but indicated the need for further study. The pilot study could also have been strengthened by interviewing more teachers, administrators and parents. Suggestions by the participants to take more time with the visual aspects of the displays were useful in designing the full study. The original pilot study was expanded to other similar centers, using more participants and that the suggestions for the upgrade of visuals were implemented.
Propelled forward by the results of this pilot study, the technique of CL was explored further through the design of a new study, recruiting more preschools, more classrooms and more teachers in order to obtain results that can be generalized to a larger population. A new topic was chosen as the focus of the classroom labels: The Benefits of the Use of Technology for Young Children. This subject was chosen because many preschools utilize technology but it can be controversial and not much information has been made widely available to early childhood educators on the topic. It is relevant and pertinent to educators, yet has not been addressed thoroughly within the early childhood community.
The Benefits of the Use of Technology for Young Children
This section delineates the benefits of technology in order to substantiate the importance of this topic for its use in CL for professional development. Technology has the potential to play an important role in the future of the early childhood classroom by providing for young children the most current access to information in an efficient, attractive format that is developmentally appropriate. Recent trends in society have tried to pit play against technology and suggest that technology will hinder a child's ability to
interact socially, will inhibit their ability to think clearly and make good decisions. Skeptics of electronic devices believe that computers will mesmerize children and not allow them to naturally develop self-regulation skills or engage in rigorous, outdoor physical activities (Cordes & Miller, 2000). With the guidance of caring adults using digital integrity, this dismal prediction does not have to be the reality. When used appropriately, technology should offer learning and teaching opportunities, expand creativity, support healthy lifestyles, solve problems and accomplish tasks, meanwhile promoting relationships among children and between children and adults. Just as all other manipulatives and visual aids used in the classroom, technology is a tool and a toy that should be enlisted for work and play in responsible ways.
Technology research has grown tremendously in the past decade. Much has yet to be learned, but many misconceptions and fears have been put to rest through the collection of evidence-based studies by researchers of educational technology (Karray, Alemzadeh, Saleh, & Arab, 2008). More emphasis is now being placed on the proper use of electronics rather than dismissing them simply because they are machines (Karray, et.al., 2008). The tool that we use is less important than the way that it is used. Technology does not create change but humans do (O’Sullivan 2000).
Many in the past have argued against the use of computer technology for young children’s learners (Cordes & Miller, 2000). Possible negative outcomes related to computer and media use have been identified, such as irregular sleep patterns, behavioral issues, focus and attention problems, decreased academic performance, negative impact on socialization and language development (Cordes & Miller, 2000). Research findings are divided and often oppose each other; therefore, can be confusing to both parents and
educators. Research such as the Ready to Learn Initiative, have found no evidence to support the belief that screen media is harmful. Findings suggest that when television shows and electronic resources have been carefully designed to incorporate effective reading instruction strategies, they serve as positive and powerful tools for teaching and learning (Pasnik, Strother, Schindel, Penuel, & Llorente, 2007).
There are substantial differences, even polarities of evidence that support opposing viewpoints, in reported published research findings. It is important to note the year when the research was published. Media has matured and learned from its past mistakes. Those in the industry have listened to their critics and created many formats that are portable, interactive, people-friendly, physically and cognitively healthy. Copious applications of responsible technology and media are being released.
Technology has evolved and children can be the beneficiaries. Researchers of children’s media, such as the Ready to Learn Initiative has found that electronic resources which have been carefully designed, serve as positive and powerful tools for teaching and learning (Pasnik, et. al., 2007). The following six benefits of technology were developed using current research combined with the rubrics, *NETS for Students: Extended Rubric for Grades PK–2*, created by Learning Points Associates. This rubric is based on the International Society for Technology in Education's (ISTE) *National Educational Technology Standards for Students: Connecting Curriculum and Technology* (NETS, n.d.).
1. Provides Learning and Teaching Opportunities and Resources.
Current research is now widely documenting the positive effects of technology in educational settings on the development of young children. Some studies have shown
that children who use computers in their learning have shown greater gains in intelligence, structural knowledge, problem solving, and language skills compared with those who do not use technology (Haugland, 1997; Vernadakis, Avgerinos, & Tsitskari, 2005).
Students can use technology to locate, evaluate, and collect information from a variety of sources. They can learn how to access developmentally appropriate Web resources to process data and report results, and how to collect information from a variety of sources. Students learn where to go for information that they need or tasks they are trying to accomplish. Students can identify the monitor, keyboard, earphones, and drives and they understand their purpose.
2. Expands Creativity and Accomplishes Tasks
Creativity is an intellectual process (Hughes, 2010) and creative thinkers will be highly valued in the coming economic climate (Brien, 2011). It is an essential attribute that should be fostered in childhood. Children who use technology in creative ways display characteristics of persistence, self-confidence, high energy, independence, flexibility, openness to new experiences, tolerance of ambiguity and a good sense of humor. They are playful and curious (Runco, 2003). Students can learn how to navigate developmentally appropriate multimedia resources (e.g., interactive books, educational software, drawing and presentation programs) to support learning, productivity, and creativity. They can be taught to use productivity tools to collaborate and produce creative works (NETS, n.d.).
3. Encourages Problem-Solving
The early childhood educator should be forward-thinking by recognizing and supporting cognitive needs of young children and the unique ways that they solve problems and gather information. Educationists should understand both the needs of students as well as the attributes of the world into which they will eventually assimilate. Technological literacy is very important and will become increasingly more important as the world rapidly becomes more digitized (Ribble, n.d.). The needs of this generation should not be accommodated only when it is demanded by students when they tune out the teacher and drop out mentally by third grade because of boredom or irrelevancy.
Students can be taught to use developmentally appropriate technology for problem-solving and decision-making (e.g., matching, counting, ordering and sequencing, patterns, sorting by shape or color, classification, hidden items, measurement, directional words, critical thinking, logic and prediction, same or different). Technology should be used at school for academics as well as for solving problems in real world settings such as their home for learning and entertainment (NETS, n.d.).
4. Increases Knowledge and Builds Skills
Children who participate in decision-making processes increase their proficiency and confidence. In turn, keen decision-making skills are crucial for the development of independence which is shown to increase achievement and lower misconduct (Rubin and Schoenefeld, 2009). Video game players have markedly increased scores on tests in every area necessary for higher level thinking skills: visuospatial ability, working memory, critical thinking, problem solving, and advanced literacy skills (Gray, 2012).
Students should be taught an understanding of the nature and operation of technology systems. Students should be able to recognize and name the major hardware components of a computer (e.g., CPU, monitor, mouse, and keyboard), know how they are used and how to take care of them. Students are then able to use the computer mouse to open or close a program or app, activate a hyperlink or drag and drop. Students can be taught to recognize common symbols and icons (e.g., the arrow symbol, EXIT, ESC, underlined and colored text, sound, waiting clock). Students should be able to use the keyboard to type letters, numbers and special key functions (e.g., delete, shift, arrow keys, space bar). They should know basic digital terminology (e.g. double-click, boot, reboot, mouse, drive, loading) (NETS, n.d.).
5. Promotes Communication and Relationships
A study by the Pew Research Center concluded that video games, far from being socially isolating, serve to connect young people with their peers and to society at large (Gray, 2012). Prensky (2010) uses the term, digital natives to describe children born into today’s techno-savvy, digitally-integrated society and who are fluent in the terminology of technology. These children are more deeply connected to each other in ways that no generation has ever been before. Even the executive functions of their minds work in new ways. They are quick learners and processors (Prensky, 2009). This makes them closely connected to their peers who are wired to think the same way (Karray, et al., 2008).
Students should use various media (e.g., text, clip art, photos, video, Web pages, newsletters) to collaborate, communicate ideas and interact with peers and teachers (NETS, n.d.).
6. Teaches Responsibility and Supports Healthy Lifestyles
Systematic surveys have shown that regular video-game players are, if anything, more physically fit, less likely to be obese, more likely to also enjoy outdoor play, more socially engaged, more socially well-adjusted, and more civic minded than are their non-gaming peers (Gray, 2012). With the onset of technologies, children are exposed to a plethora of information on a regular basis and in a variety of forms. Rubin, Schoenefeld and Poole (2009) seem to agree that children must be taught how to process such information in meaningful ways and how to make wise decisions in their use of technology. Digital citizenship should be modeled and taught to every child who is born into a digital society.
Students should be taught the social, ethical, and human issues related to technology and that machines help people work, learn, communicate and play. Students should learn to use computers, information, and software responsibly, be aware that passwords protect privacy of others and develop positive attitudes toward technology (NETS, n.d.).
Six benefits of technology for young in the preschool classroom have been delineated in this section with supporting research. Many educators believe that technology should be fully integrated into the early childhood curriculum so new ways can be found to encourage the active engagement and thinking of young children (Couse & Chen, 2010).
Classroom labeling can provide words and descriptions from research for common electronic devices and practices by using visuals posted in the room, thus elevating the use of technology to its deserved level. When an item that a layperson
might simply deem "a tablet" is labeled, not only is the common educational vocabulary for play objects and activities articulated but its educationally significant aspects are also validated and explained. For teaching staff, it is on-the-job training. For families, it is parent education. For the community and administrators, it is a defense for including technology into the schedule and the curriculum day. Labeling explains to both educational outsiders and to uninformed teaching staff, how technology provides skills that transcend mere book learning to help a child develop a deep connection with the world (Christakis, 2010).
Chapter Three: Methods
The use of classroom labeling and its effectiveness in increasing the teacher awareness of the benefits of the use of technology for young children was explored through quantitative research is for educational research and development.
Design
A quasi-experimental design was employed in order to understand the causal relationships between variables. Quasi-experimental research is a type of experimental research that seeks to determine whether there is a causal relationship between the treatment and the dependent variables. Although experimental research, in which random assignment of research participants into control and experimental groups, greatly increases the strength of the study and the internal validity of the study, it is not always practical or possible. If a study is set up as an experiment with similar design of a control group and testing, but there is no random assignment of the participants to groups, this is considered a quasi-experimental study (Gall, M., Gall, J. & Borg, 2007).
A non-equivalent control-group design was used and statistical measurements were taken using the ANCOVA to determine the level of equality of the groups. Two quasi-experimental designs are the static-group comparison design and the non-equivalent control-group design of which the latter is the strongest because of the use of a pre-test. This design has no random assignment so in order to account for that possible source of internal invalidity and ANCOVA should be used to compensate for initial group differences and equalize them (Salkind, 2008). The analysis of the groups will be based on the results of the ANCOVA and description.
Validity
Internal validity is often considered the essential ingredient of all experimentation because it is about the "plausibility of causal inferences and depends on the clarity with which a set of previously identified threats to causal inference have been ruled out" (Cook, 1999, p. 30). The threats to validity have been carefully delineated and decreased as much as possible. Issues related to history, maturation, testing, instrumentation, regression, selection, mortality and interaction of several categories are controlled by using a control group design.
The quasi-experimental treatment was conducted in a timely manner, within the space of one month, to reduce any confounding factors related to maturation or mortality of the participants.
Because both the pre-test and post-test were exactly the same, pre-test sensitization and test-retest threats to validity were possible, it was believed that the familiarity with the format would clarify their thoughts on the topic and they could concentrate on the knowledge that was acquired when answering the questions. In order to account for prior knowledge that the teacher had, but may not have been recalled at the time of the pre-test, only the information that was presented on the labeling posters was counted from the post-test data.
Because one treatment may be seen as more highly desirable than the other, at the end of the study, the director of each respective center received the classroom labeling materials to use in each classroom that participated from both Groups A and B. Neither experimental treatment diffusion nor compensatory equalization of treatments was a
threat to validity because both groups received the same labeling materials at the end and all individuals received a gift card for their participation as well as a video that provided information and training for everyone in the study. Compensatory rivalry by either group was reduced as a validity threat because the groups both received the same opportunities for the benefits of classroom labeling at the end of the study, and the teachers in one center were not able to view the treatment in another participating center due to the anonymity of the other centers who were involved. Teachers who were not receiving the classroom labeling treatment would not be working in the same center as those who did receive it. Because the teachers in preschool classrooms often work very closely together, and they are often in each other’s classrooms, if one room was labeled, all of the teachers in nearby classrooms would see the labels often and possibly learn the information on them without having their own room labeled. For this reason, every class in a center was placed into the same treatment group.
One limitation to external validity is the experimenter effect because she is the director of one of the centers in the study. Her teachers enthusiastically participated in the study because of her long-term relationship with them although their final mean scores were not elevated above the others in the group to which their center was assigned.
**Site and Sample Selection**
This research was conducted between two groups of teachers who are employed at nine different private preschools in the same geographical area. The sampling frame for this research were teachers in cooperating Midwest, private, center-based, pre-school or daycare settings where all of the children enrolled in the preschool program are ages
zero to five years old. Only preschool centers in an Urban Midwest area with student enrollment between twenty-five and one hundred and seventy were included. Those surveyed in this study were from any age bracket. They all had to be employees with regular scheduled hours each week, both part time and full time. This increased the possibility of sufficient and consistent, daily contact with the intervention information.
The site and sample were chosen because of their close proximity and willingness to participate in the study. They were all in the category of private schools. The criteria for the site selection included: (a) it is a private preschool or daycare center (can be faith-based or secular, non-profit or for profit) because they are in the same legal category and they may have less anti-technology sentiments, less restrictions on what can be affixed in the classroom and on allowing private individuals to conduct research; (b) working computers or tablets are used daily by the children at the center, otherwise the information may not be relevant or implementable; and (c) the staff has not had previous training on the benefits of the use of technology for young children because their pre-knowledge about the benefits of technology would likely be more than the average teacher involved in the study.
It is important to describe the sites where the study was conducted for comparison purposes. All sites were full-day preschool programs and followed the same basic schedule as outlined by state guidelines of morning and afternoon snacks, lunch, two-hour nap time and curriculum or a program before and after lunch. Three sites were associated with a school and located in the same building. Seven sites were in church facilities. All sites, except one, were administrated by a church. Two centers had a designated technology room that had mouse and keyboard computers and a technology
instructor for those who signed up and paid for the class. The regular classroom teachers were not involved in the special class.
A consent form to participate was procured from the director of the center as soon as she consented to allow the center to participate in the study, in order to document the permission for the center staff to be recruited for the study. All directors were given the incentive of receiving free staff training, and classroom labels that can be used after the study was complete. The researcher personally visited each center to recruit teachers into the study and present a cover letter along with a consent form, which the participants completed at the time of their consent. The teachers and the director were offered a five-dollar gift card for their participation in the study. A record was kept of the consent forms returned and a number assigned to each participant.
**Size**
The preschools where the study was conducted have enrollment capacities of 25-100 students. All of the teachers employed were recruited to participate in the research study, with the expectation that at least 80 teachers altogether would agree to be involved. The completed consent forms were kept together with the others from their center and placed into groups A or B in a way that makes the two groups the most even in number. All of the respondents from each of the preschool centers were tallied and then the eight preschools were divided evenly into one of two groups (Group A: treatment and Group B: control) until both groups were equally populated with at least thirty participants in each.
Description of Participants
Those surveyed in this study were limited to sixty-three female teachers. All of the participating teachers varied from each other in age, education, experience, hours employees, years employed at the center, hours employed and position. By virtue of the fact that they all work at center-based preschool programs that have similar pay rates, all of the teachers were assumed to be in approximately the same socioeconomic status, which is working, middle class (average household income is provided for the area where the center is located). All of the differences between the participants could be confounding factors to the study and they present possible limitations to the findings.
Demographic information was collected about each participant’s level of education, years and type of experience. The directors reported that they had not previously received training on the topic of benefits of education. This information was collected for the purpose of analyzing the results to rule out or note confounding factors (see Appendix E for a chart of results).
The center directors’ demographic information was collected. This included: (a) number of students (b) number of teachers (c) teacher’s years of experience (d) teacher’s average level of education (e) legal status of center: registered, licensed, for profit, not for profit, (f) faith-based or secular (g) children’s uses of technology, (h) percent of time students use technology per day. This data was collected for comparative purposes in order to determine if they may be confounding factors which change the results in significant ways.
Table 2
Child Care Center Demographic Information Reported by the Center Directors
Responses from Center Directors in Experimental and Control Groups
**Experimental Group:**
| # | # Students Enrolled | # Teachers | Avg years exp. of teachers | Avg level of teacher ed | Legal Status of Center | Faith-based or Secular | Avg % time students use of technology per day | Population of urban/suburban city | Avg Household Income |
|---|---------------------|------------|----------------------------|------------------------|-----------------------|------------------------|---------------------------------------------|---------------------------------|----------------------|
| 1 | 72 | 20 | 4 | Some college | school, NP | faith-based | 10% | 11,600 | 43,100 |
| 2 | 170 | 26 | 5 | Some college, CDA | licensed, FP | secular | 10% | 79,300 | 77,200 |
| 3 | 24 | 3 | 5 | Bachelor | licensed, FP | secular | 10% | 47,520 | 96,900 |
| 4 | 36 | 5 | 4 | Bachelor | registered, NP | faith-based | 10% | 35,400 | 55,200 |
| 7 | 146 | 9 | 5 | Bachelor | licensed, NP | faith-based | 2% | 12,900 | 66,296 |
| 8 | 51 | 9 | 1 | Some College | registered, NP | faith-based | 10% | 4,000 | 47,380 |
**Control Group:**
| # | # Students Enrolled | # Teachers | Avg years exp. of teachers | Avg level of teacher ed | Legal Status of Center | Faith-based or Secular | Avg % time students use of technology per day | Population of urban/suburban city | Avg Household Income |
|---|---------------------|------------|----------------------------|------------------------|-----------------------|------------------------|---------------------------------------------|---------------------------------|----------------------|
| 5 | 121 | 16 | 10 | ECH | registered, NP | faith-based | 30% | 60,800 | 31,900 |
| 6 | 43 | 7 | 10 | Some College | registered, NP | faith-based | 20% | 25,700 | 46,400 |
| 9 | 146 | 12 | 5 | Bachelors | licensed, FP | faith-based | 2% | 10,823 | 37,337 |
Limitations of Design
The results of this quasi-experimental study are generalizable to similar populations based on the sample size of 30 or more per subgroup and the semi-random selection of the centers into groups. A limitation and a benefit is that all of the participants were recruited from private preschool settings. With this in mind, the results can only be applied to similar preschool settings. Private school centers were chosen based on their availability.
There are always potential threats to the internal and external validity and it is important to recognize and note them as possible limitations to the results of the study. One limitation of the design is due to the possible variations of the participants and their work environments. Private centers can vary immensely so the centers that are participating may not be representative of the population. It can be difficult to recruit centers to voluntarily participate so this can potentially affect the results. Some teachers may be prone to accepting the invitation to participate when they are offered a Starbucks gift card, but then it can become evident throughout the study that they are not interested in the more difficult process of learning new information and assimilating it into their classroom practices. Centers who are agreeable to being involved in research might have different results from the similar, private centers who will not be involved. Also the programs can vary dramatically as well as the license status. Because of these issues, it may be difficult to get a representative sample. One possible confounding factor was that, although all of the centers were in urban Midwest settings, one of the centers in the control group was in a different state than the other centers. This factor is addressed though, through the process of using the ANCOVA technique which essentially equates the two groups. In the final analysis, this was not found to be a limitation.
The researcher was aware of the threats and as the study progressed, made adjustments as was possible and necessary. One such course correction was that it was suggested by the researcher to the teachers who agreed to go into phase three, to move the posters in their rooms to a place where they could read it easily while they were relaxing at nap time or to where the children interacted with computers. Proper placement may have helped the teachers to learn the content more efficiently.
Methods of Data Collection
Instrument
Both Groups A and B were administered a pre-test (or a questionnaire) which was reviewed by a curriculum expert, research expert, a classroom teacher and facilitator to ascertain the validity of the tool before being distributed. The validity was determined through careful examination of the pre-test and comparing it to the outcome objectives of the study for alignment. The instrument was created to ascertain what the participants could recall and was not intended to assess their understanding of the information. Recall is a fairly simple and straightforward data set to gather. The pre-test gathered foreknowledge and the post-test gathered new knowledge that a person was able to recall. The two questionnaires asked the same questions, in the same format so the reliability of the outcomes really had more to do with the frame of mind of the participants as well as their comfort and setting rather than the questions on the instrument. The format of the questions was intentionally simple, unobtrusive and non-intimidating. Some have test anxiety and are afraid to answer incorrectly, so the instrument was called a questionnaire and they were told there were no right or wrong answers. The pre-test and post-test were
both administered to teachers in their own preschool of employment, at the same time of day and in the same place for their comfort which was believed to bring more reliability of the data. Also recreating the same scenario for the test-retest process was intentional in order to increase the reliability.
The six question survey instrument, that was developed, was chosen because of its simple format and direct approach.
1. Pre-test survey: Administered to ask questions and collect data to ascertain teacher knowledge and position prior to the treatment (see Appendix A). The initial pre-test data was collected in a personal, confidential hard copy survey that solicited answers to questions that were analyzed quantitatively.
2. Post-test survey: Instrument will be identical to the pre-test
In the survey, the teachers were asked about how much time students spend using technology that is connected to learning objectives and how much time for play. These questions ascertained why and how much the children are using the computers and that can be compared to the other classes using descriptive statistics. The survey then asked for the respondent to rate on a Likert scale of 1-10, how important is the time that children spend using a computer or tablet in the classroom during the day. This helped to determine the attitudes of the teachers about the importance of technology in the classroom. The final three questions were open-ended and gathered information directly related to the research question: (a) Are there benefits of children's use of technology in the early childhood classroom? (If yes, what are they?) (b) What should young children know about technology? (c) What should a child be able to do using technology in the
classroom? The answers to these questions were recorded and tallied then compared to the answers on the same questions at the end of the study. By comparing the pre-knowledge with the post-knowledge, it is evident if using CL increased the teacher awareness of the benefits of the use of technology for young children.
**Collection Methods**
The same labels (six 8.5x11 posters), with information about the benefits of technology for young children and ways of extending children’s interaction with technology, were placed in the classrooms of each participating center on a particular, pre-determined day. The teachers were given the classroom labels to post in their classrooms but not given any instruction as to where to place them or whether or not to read and study the information or what to do with the ideas presented on the posters that were used as labels in the classroom. The labels were hung in varying places in each classroom: by the bathroom, above the computers, in the entryway, above a high stack of cots, near the group circle time area, above the library center, on the cabinets above the food preparation counters, and in an out-of-the-way corner. Some were at the children’s height and some at an adult’s sitting or standing height and some were completely out of sight range of the teacher. Group B served as the control group and their classroom did not receive any treatment materials.
The posters were left up for two weeks. The information used on the posters was adapted from International Society for Technology in Education’s (ISTE) standards as well as education journals. The ISTE standards were developed as guidelines for the use of technology in grades pre-kindergarten through second grade. Because CL is proposed
as an effective continuing education strategy, a shorter two-week time period of instruction was chosen because this would possibly replace a one two-hour in-service training session (It is estimated that each week that a teacher works in a classroom with CL, would be the equivalent of one hour of in-service training, when CL is implemented properly, and used with guidance and purpose.)
After two weeks of the participants working in the rooms that have received the labeling treatment, the same teachers were asked to complete the same survey in order to gather post-instruction assessment data. The same survey was administered to non-instruction teachers. Following the submission of the completed survey, an explanation of the purpose of classroom labeling was given in the format of an informative meeting. Some centers could provide coverage for the participants to join a small group meeting of three to four teachers. In other centers, the researcher had to meet with each of the teachers individually in their classroom while they monitored the sleeping children. One center was too busy for a follow-up meeting, so a video was made for distribution to every participant in the entire study. The video explained the study, its purpose and significance and how the viewer could get the results after March 31st. This video was a way to make sure that everyone had the chance to get the same knowledge and information in spite of their working hours and schedules. One of the centers who declined participating in the study did so because they did not want to cover the cost for the teachers to attend a follow-up twenty-minute meeting during nap time. Even after it was explained that it could be done with a video and individually from room-to-room, the director still declined.
At the conclusion of each of the meetings, the participants were asked to work
one more day in the classroom and to read the posters with intentionality for remembering the information. They were then asked individually to recount all of the information that they could remember. The results for each participant were recorded and placed on chart. An incentive was offered for this extra day of retention and recall by the teachers and was not be mandatory. Twenty-four of the participants from Group A agreed to complete this third phase and were given gift cards. Nineteen of them did complete it and returned their answers. After a briefing that was given to Group B and the same incentive given, the classroom labeling was given to the director and the teachers were given the opportunity to try to recount the information after one day. This offer was not accepted by any of the teachers in Group B, but would not have been used in the report. The offer was given in order to give the same fair treatment and incentive opportunities to both groups.
The answers on the first post-test were intended to ascertain whether or not teachers would take initiative and learn new information by only introducing it into their classroom environment with no additional purpose or instruction. The answers from the third phase were actually the key responses to answer the focal research question of this study: “Does classroom labeling increase the awareness of the benefits of the use of technology for young children as evidenced by the teachers’ ability to recall them?” Because ten of the participants in Group A did not choose to respond to the second posttest, the researcher used the results from their first post-test as the evidence of their recall of the information on the CL. The number of items that were recalled would have most likely risen if they had participated in the third phase.
The collected post-assessment data was recorded and compared against the prequestionnaire and then between groups to ascertain gains in understanding the benefits of technology for young children and what implications there are for classroom instruction. Experimenter effects were reduced by having only the researcher and a trained assistant disseminating, collecting, coding and recording data.
Data Analysis
Descriptive and inferential statistics were employed for the pre-treatment I scores as well as the post-treatment II scores. A test of the homogeneity of variance assumptions was conducted using Levene's test of equality of error variances. The analysis of variance (ANCOVA) was also used to assess the assumption of homogeneity of regression slopes.
Variables
Independent variable (IV)- Classroom Labeling. After the surveys were returned, CL was applied in the classrooms of the participants in Group A. Labeling consisted of six carefully and artistically designed posters with graphics, information on the benefits of technology for young children as well as suggestions for extending learning during technology use. These remained in place for two weeks.
Dependent variables (DV)- a post interval level covariate (pre-test) and a covariate (pre-test). The scores were added together in order to obtain the interval level scores for the dependent variable (post-test) and the interval level covariate (pre-test).
Statistical Analysis
Once the pretest and post-test data was collected, the ANCOVA was used for statistical analysis to determine if there were statistically significant differences in mean post-test scores after controlling for initial differences based on the pre-assessment. The
ANCOVA was first run using the initial post-test scores to show whether or not intervention was needed along with the CL in order to create positive results. Then a second ANOVA was administered on the post-test data after the third phase was completed. This data was collected after a discussion and explanation of CL was conducted with the teachers and they were asked to learn the information on the posters intentionally.
The ANCOVA was chosen because there is only one interval level dependent variable (post-test), one interval level covariate (pre-test), and a categorical fixed factor independent variable (experimental or control group). The analysis of covariance (ANCOVA) controls for initial differences between Groups A and B before the comparison is made of the within-group variances and between group variances of the two groups. In effect, The ANCOVA makes Groups A and B equal in terms of one or more control variables (Gall, Gall & Borg, 2007). This is helpful because it is important to have a control group and an experimental group which are very similar in order for the results of the study to be accurate and meaningful. A level of statistical significance of $p < .05$ was established.
Two researchers processed the data using a simple process which allowed for inter-rater reliability. One person initially processed each answer and using the chart of all possible answers on the CL posters listed in Appendix C, and assigned it a number and letter which corresponds to one the items on the chart. The wording was not always exactly the same as the CL, so a decision had to be made as to whether or not the answer of a participant fit with a certain item. The first researcher would code all answers that were similar under the same categories in order to establish a reliable pattern. The second researcher then took the processed answers and entered each item into a chart, checking for the accuracy and consistency of each code given. After comparing the number of agreements between the
coding of the two researchers, the resulting inter-rater reliability coefficient was 93%. The differences of opinion were discussed and in most cases corrected therefore resulting in the high inter-rater reliability.
When data is missing, it was important to ask why the data was left out. Earlier in this chapter, the discussion delineated how it was decided that the loss was random (unintentional) or not random (intentional). If an answer on the survey was missing by design, then it is counted as zero because of the implied intent of the respondent to leave it unanswered thus believing there to be no correct answers. If the answer was missing unintentionally, then a mean substitution was made for the missing number in the final statistical analysis (Williams, 2015). Of the three hundred and sixty possible answers (There are sixty participants, each answering three questions on both the pre-test and post-test and that comes up to three hundred and sixty answers.) on the final three interval level questions, there were only six that were deemed blank unintentionally and nineteen intentionally.
The results were interpreted using the rubric that Guskey developed to assess professional development techniques. Because CL is in its infancy, only the first two evaluation levels were assessed in this study. Participants’ Reaction which asks “Was it helpful?” (Level 1) and Participants’ Learning which asks “Did the participants acquire the intended knowledge and did attitudes, beliefs or dispositions change?” (Level 2). In the follow-up interview, participants were asked what they thought about CL and whether or not the type of information that it displayed helped them in that format. (See Appendix F for the complete Interview Protocol with questions created to obtain information related to Guskey’s Professional Development Evaluation.) These results were reported through descriptive narrative. Also the statistical analysis of the answers for the final three question on the
survey gave information related to Guskey's (Level 2) by indicating if the participants acquired the intended information through the CL method and if their beliefs changed (Guskey, 1998).
Ethics and Human Relations
All of the participants received the same information; only it was delivered either during the study or after the study. Because of this, all participants had the same opportunities for engagement and involvement. All participants received the same remuneration for their involvement.
The researcher conducting the study is the director of one of the preschool facilities in which the study was conducted and access was permitted. The researcher was a prior acquaintance of one of the directors of the other centers in the study, six were referred by friends and two were complete strangers. The participants were each solicited in person using request letters and with the understanding that they would get classroom labels, gain consulting opportunity, knowledge and experiences throughout this study as well as a five-dollar gift card upon completion of their role in the study.
At the time that the participants were recruited and completed the pre-test survey, they were made aware that a study was being conducted about the benefits of technology in the classroom in which participants were asked to complete two surveys and then be involved in a thirty-minute debriefing session. The participants were not made aware of the classroom labeling treatment that would take place in their preschool room; however, the director was informed at the outset before agreeing to join the study.
Chapter Four: Results
The purpose of this study, as stated in chapter one, was to explore the effectiveness of classroom labeling as a knowledge implementation strategy for the professional development of early childhood teachers. The research question that was constructed to address this purpose was, “Does classroom labeling increase the teachers’ awareness of the benefits of the use of technology for young children as evidenced by the teachers' recall of them?” This study utilized quasi-experimental elements in the design, recruitment, data collection and analysis of the data. This study was conducted in order to understand the causal relationships between variables. Chapter four will outline the results of the statistical analysis output of the ANCOVA as well as provide descriptive statistics.
Descriptive Data
The participating preschools were separated into the treatment groups regardless of the number of children enrolled, the number of classrooms or how long the preschool had been in operation. The two groups had approximately equal number of participants and an analysis of covariance (ANCOVA) was conducted between the sets of data collected to establish a baseline data and equate the two groups using the pre-questionnaire as the covariate. This also controlled for initial variances that may be a threat to internal validity and selection maturation. In the end, thirty-three members populated the experimental group and thirty were in the control. More teachers were recruited than minimally necessary in order to counteract the possible internal validity threat of experimental mortality. When examining the potential data source, the decision was made, in order to make the groups more homogeneous by only using centers that are medium to large in size, to not include
preschools where the director reported to have an enrollment of less than twenty-five. Also, one set of data was discarded due to the fact that the participant unintentionally did not complete the back of the survey for either the pre-test or the post-test. Two of the three key questions were on the back so it was almost as if the survey had not been taken. The final decision for exclusion of data was to not include any centers that were located in rural towns. One school, although it was within less than an hour from a metropolitan, urban city was eventually deemed more rural than urban and discarded for this reason due to its population, distance and location in an adjacent state.
All missing data was marked as $i$ for intentional or $u$ for unintentional. Data was deemed intentionally missing if it was marked n/a, none, or 0 by the participant or if the item before and after were completed and the one between them was left blank. In this case, it is obvious that that person saw it but decided not to answer. With only six questions on the survey that took about 5 minutes to complete, it was most likely not the case that the subject just skipped over an item and forgot to come back to answer it later. One of the questions had a part A and a part B. If the part A was answered as “no” and part B was left blank, then that was also considered intentional. The unintentional category included any item where it was unclear whether a person meant to leave it blank or not. It also included those in which it was obvious that the respondent just did not see the question because it was on the back of the page and none of the answers were completed and there was no signature at the bottom. Only one of these sets of data from a consenting participant was not included at all because of the lack of a verifying signature on the post-test and the fact that over half of the pertinent data was missing.
The following charts show the results of the data collected from each group, after the pre-test and after the post-test.
**Table 3**
Descriptive Pre-Test Data
**Data Reported According to Child Care Centers**
| | # Teacher Part | Mean | Standard Deviation | Range |
|----------------|----------------|------|--------------------|-------|
| **Experimental Group** | | | | |
| 1 | 12 | 6.77 | 2.77 | 4-12 |
| 2 | 7 | 5.29 | 2.43 | 3-10 |
| 4 | 3 | 5.67 | 1.53 | 4-7 |
| 8 | 8 | 3.38 | 2.20 | 1-8 |
| **Total/Avg** | 30 | 5.28 | 2.23 | 1-12 |
| **Control Group** | | | | |
| 5 | 14 | 5.36 | 2.79 | 0-8 |
| 6 | 4 | 3.0 | 1.41 | 2-5 |
| 9 | 12 | 4.67 | 1.97 | 2-9 |
| **Total/Avg** | 30 | 4.34 | 2.06 | 0-9 |
Table 4
Descriptive Post-Test Data
Data Reported According to Child Care Centers
| Experimental Group | # | # Teacher Part | Mean | Standard Deviation | Range |
|--------------------|---|----------------|--------|--------------------|-------|
| | 1 | 12 | 15.46 | 7.01 | 2-27 |
| | 2 | 7 | 12.29 | 8.73 | 4-30 |
| | 4 | 3 | 17 | 3 | 14-20 |
| | 8 | 8 | 5.13 | 3.04 | 1-10 |
| Total/Avg | 30| | 12.47 | 5.45 | 1-30 |
| Control Group | # | # Teacher Part | Mean | Standard Deviation | Range |
|--------------------|---|----------------|--------|--------------------|-------|
| | 5 | 14 | 12.07 | 5.38 | 0-23 |
| | 6 | 4 | 5.75 | 2.5 | 3-9 |
| | 9 | 12 | 7.42 | 2.54 | 3-10 |
| Total/Avg | 30| | 8.41 | 3.47 | 0-23 |
The overall mean for the pretest of the experimental group was 5.28. The standard deviation was 2.23 and the range was 1-12. The group’s posttest had a mean of 12.47, with a standard deviation of 5.45 and the range of 1-30. Now, as for the control group, its mean for the pre-test was 4.34 with a standard deviation of 2.06 and the range of 0-9. The post-test for the same group had a mean of 8.41, with a standard deviation of 3.47 and a range of 0-23.
The ANCOVA was conducted to see if there is a statistically significant difference in post test scores after controlling for differences that existed from the pre-test scores. In the test of the homogeneity of regression slopes, the covariate (control/experimental) did not significantly affect the dependent variable ($p > .05$) therefore the treatment 2, after controlling for the effect of treatment 1 (the pre-test), was not influenced by the group (control/experimental). The control and the experimental group were statistically shown to be equal $p = .004$. This was important to establish due to the fact that random sampling was not possible. Other variables were ruled out as confounding factors to the final results. The covariate was significantly related to the post-test, $F(1,57) = 94.243$, $p = .000$.
When comparing the change in the post-test with the pre-test for each group, after controlling for pre-test differences, the first ANCOVA results, using the initial post-test scores only without the intervention strategies, showed the covariate was not significantly related to the post-test, $F(1,57) = .001$, $p = .979$. Then a second ANOVA was administered on the post-test data after the third phase was completed. This data was collected after a discussion and explanation of CL was conducted with the teachers and they were asked to
learn the information on the posters intentionally. The experimental group after phase three, showed significant increases in the knowledge of the teachers after the treatment. The SPSS output indicated that the positive results of the experimental group are statistically significant to the one hundredth percentile $F(1,57)=9.207$, $p=.004$ ($p < .00$), which means that when CL is coupled with intervention strategies, there is a nearly one hundred percent assurance that the increase of knowledge in the experimental group were a result of the classroom labeling treatment with the discussion and reinforcement of the concepts presented on the CL conducted in the classroom. The teacher’s knowledge about the topics on the labels went up significantly when CL was applied with proper implementation. Without the discussion and reinforcement of the concepts presented on the CL, there were not significant results.
Teachers’ awareness of the benefits of the use of technology for young children did increase using CL as evidenced by the ability of the teachers to recall them compared to the control group.
Chapter Summary
The findings presented here indicate that classroom labeling when used with discussion, does increase the teachers’ awareness of the benefits of the use of technology for young children as evidenced by the teachers' recall of them. The teachers who worked in classrooms that had CL, showed significant increases in their knowledge about the benefits of the use of technology as compared to those who were similar but did not have the CL treatment. The crucial finding is not about the topic of the CL but that the method was effective in providing professional development for teachers in similar settings.
Chapter Five: Discussion
Summary of Findings
Classroom labeling (CL) is proposed as a way of providing knowledge utilization and an alternative to in-service education for preschool teachers by intentionally applying layers of information directly to the learning environment through visual displays usually in the form of posters. Using classroom labeling, educators can be impacted by bringing new research as well as textbook knowledge into the preschool classroom through words and pictures attractively displayed around the classroom. A research question was asked, participating teachers were asked to complete a pre-assessment before their early childhood classrooms were labeled with posters placed around the room in places where they were seen by adults, and could be read and directly applied. After the classrooms were labeled for two weeks, the teachers completed a post-assessment to ascertain whether this method increased the knowledge base of the teacher as evidenced by their recall of the information on the posters. The results indicate that the CL technique was significantly effective in increasing the knowledge of the teachers in the classroom.
Analysis of Results
When comparing the change in the post-test with the pre-test for each group, after controlling for pre-test differences, the group which received the treatment of CL showed significant increases in the knowledge. The positive results of the experimental group are statistically significant and are not due to chance. There is almost a one hundred percent assurance that the outcomes for the experimental group were a result of the classroom
labeling treatment that was conducted in the classroom. The teacher’s knowledge about the topics on the labels went up significantly when CL was applied. The research question asked, “Does classroom labeling increase the teachers’ awareness of the benefits of the use of technology for young children as evidenced by the ability of the teacher to recall them?”
This study was trying to ascertain whether or not teachers could learn new information, in this case it was the benefits of technology for young children, through the innovative approach of classroom labeling (CL). The standard by which this would be judged was through the increase of teacher’s recall of the items on the labels in their rooms after a two-week exposure period. According to these results, classroom labeling did increase the teacher awareness of the information on the labels.
In order to judge what impact the results of this study would have on professional development for early childhood teachers, the results were interpreted using the rubric that Guskey developed to assess professional development techniques (Guskey, 1998). Guskey's Professional Development Evaluation (Guskey, 1998) (See Appendix D) has five evaluation levels however only the first two are pertinent for this study: (a) Participants' Reaction which asks "Was it helpful?" and (b) Participants' Learning which asks "Did the participants acquire the intended knowledge and did attitudes, beliefs or dispositions change?" In the follow-up interview, participants were asked one or more of the following questions to evaluate CL as a form of professional development using Guskey’s rubric as a framework for assessment of this technique.
Questions from four perspectives or domains, were asked during the feedback sessions to gain evidence of whether or not the first two levels of Guskey’s chart were satisfied. The first set of question addressed the affective domain (1) Did you like the
classroom labels? Would you like CL as a form of professional development? Would you prefer it?
The teachers were in agreement that the design, color, font size and size of the posters are important but they were in disagreement with whether or not they like the posters in this study. Some were jubilant about how pretty they were and how much they loved the color and for others, it was not their taste. Several said they would have liked it if there was not so much information on them but they all liked the idea of having the information on the wall in front of them and that it would make integrating the information easier. One teacher said, “I can’t look at something and not read it.”
Everyone who voiced their opinion said they liked this format for learning and professional development. It was lauded as a good way to accommodate the teachers’ schedule and to keep them from having to come to meetings after hours. One teacher dislikes in-service training sessions where people are sitting and listening to a person because it is hard to focus. Several suggested that they would like CL along with discussions.
The second question was from the physical domain (2) Did the physical conditions of the classroom allow for you to learn from the posters? Although an official count was not taken, at least half of the teacher’s interviewed admitted that they had not read the posters during the two weeks that they were up. One teacher reported that she had read the poster as she was hanging them up but with a busy classroom, it was hard for her to go in depth. Another teacher said she did not read them because they were not at the right height placement at her eye level, although she chose to place it where it was. For the most part, though, it was not difficult to incorporate them into the room’s décor. It was suggested that the font should be larger, that the posters had fewer information and were rotated in and out
frequently. They need to be thoughtfully placed in an area that relates to the topic and where the teacher frequents. One teacher put it like this, “If it’s not on a poster in front of my face I don’t know about it unless it’s on Facebook!” (personal communication, February 16, 2016)
The third set of questions came from the cognitive domain (3) Did the labels make sense? Was the information on the labels useful? Were you able to discuss any of the information with others? What was the impact of the posters on your classroom? The posters definitely generated discussion among teachers and between teachers and parents. They were thought to be collaboration-friendly and easy to integrate. One person reported that a couple of her parents who work in technology read them and said, “That’s really cool.” (personal communication, February 16, 2016)
Tapping into the teachers’ internal motivators is key. If the poster is not a topic of interest to the teacher or an area where she teaches and no one is telling her to read the information, then most likely she will not read it even if it is placed directly in her line of sight and she passes it every day and her classroom. When this method is paired with discussion and or video it is most effective. In this way several modes of learning are engaged as well as learning from peers and constructing higher level internal webs of thought.
Every person interviewed who did not read the posters regretted it after our discussion and everyone said they would participate in the follow up phase. During the follow-up discussion sessions, those who did not read the posters felt like they probably would have found it interesting if they would have just read it. Most who read them said they were interesting. When asked what would have made them more likely to read the
posters, one teacher quipped, “Can I put them in the bathroom?” (personal communication, February 17, 2016)
One teacher hung the posters up and did not read them even as she was mounting them. When asked whether it was the format or the information that made her not want to read them, she said that computers do not pique her interest and it is not the area she is responsible for so it did not sink in. Several other people chimed in with their opinions saying that they read them thoroughly during play time, lunch, nap time or when they were first posted in the room.
As far as its impact in the classroom, all of the teacher’s reported positive results. “You can see it, you can read it, you can translate it immediately into the classroom” (personal communication, February 18, 2016). Some said that just glancing across the room and seeing the posters reminded them to use it more technology. The posters actually changed the practices in the classroom for some because it kept the information in front of them. “Out of sight out of mind…if it’s in sight, it’s in my mind.” (personal communication, February 18, 2016)
The output from the statistical analysis of the answers for the final three questions on the survey gave information related to Guskey's level two by indicating that the participants did acquire information through the CL method and that their beliefs changed (Guskey, 1998).
**Surprises**
Over eighty percent of all the centers in my study were located in two counties. This represents fifty-seven zip codes. At times, every center in a zip code was contacted, only to find that there was not one program in that zip code that provided computers for the children
in their center to use. After much frustration, Child Care Aware of Missouri was consulted for statistics on centers who self-report to have computers for the children.
Table 5
Centers with Computers for Use by Children
| Centers from two counties in the CL study self-reporting to have computers in their program | Total Centers | Centers w/computers | % |
|-------------------------------------------------------------------------------------------|--------------|---------------------|---|
| County #1 | 199 | 38 | 19% |
| County #2 | 600 | 84 | 14% |
| Total | 799 | 122 | 17% |
There were seven hundred and ninety-nine centers located within those two counties and only one hundred and twenty-two (17%) of those centers offered computers in their program. This was the reason that recruiting was so difficult. After collecting results from the surveys even among the teachers who worked in centers that offered technology, there were polarities of thought within the opinions gathered as to whether or not technology was appropriate for young children. This is obviously a debated topic among early childhood caregivers as well as the general public.
It was surprising how many teachers who self-reportedly, did not read the CL or who only read them once just before or as they were hanging them on the wall. Several said that when they walked into the room and saw them, basically after one look, they were relegated to background information that they did not think about anymore. Conversely, one person
said that every time she looked over at the CL, it reminded her to use technology with the children. It all depended on the mindset of the viewer.
It was surprising how much some of the scores went up on the posttests of the control group. This could be attributed to the fact that before the pretests, were given, not much conversation had been going on amongst the teaching staff on this topic. After the pre-test, two threats to validity were present: pretest sensitization and test-retest threats. Just knowing that they were in the study about the benefits of technology for young children and that it is framed in a positive way on the survey, may have made the participants think further over the course of the two week and also talk about it to their co-workers. It was explained that the post-test would have the exact same questions on it, so the subjects may have been better prepared to answer with more depth on the post-test. This strategy was employed in order to relieve testing anxiety of the participants to keep them from dropping out. Also because on this level of knowledge acquisition, it was only important that they could remember and not that they understood the information. This is why they post-test did not have to be worded differently than the pre-test. Although these are threats to validity, they are accounted for and diffused by using a control group design with an ANCOVA statistic.
Conclusions
Implications for On-going Professional Development of Preschool Educators
Because accepted forms of professional development, pre-service and in-service, that were discussed in chapter two, are not as effective as is hoped, CL is proposed as an innovative form of knowledge utilization that has the potential of being highly effective if implemented correctly.
Classroom labeling at the Understory level, which is for the significant adults in the classroom community, would provide rich information and idea starters for teachers and parents to use in interacting with the children while they are actively playing. By using the methods described, one may be able to bring content knowledge into the classroom and make research relevant. The directors of centers could create these posters quickly after reading an impacting article. This form of continuing education is very economical and effective as compared with the cost of an in-service speaker and paying teachers during their time spent in professional development seminars or courses. It is truly on-the-job training. Also those who publish articles and journals with new research and ideas for educators, could make the professionally designed corresponding poster available to preschool directors for a price.
Policy makers could benefit from the findings of this study also and consider redefining continuing education units (CEUs) to include other innovative approaches to the professional development hours required each year for centers with licensure status. Many other professional communities have used the techniques of CL in settings such as marketing, hospitals and even fast food for on-going knowledge implementation for their staff. Educators have not adequately embraced this technique on a consistent basis as compared with other vocational communities.
Recommendations
This study was a fact-finding mission. In order to make the results more dramatic, the CL should be set up properly where the rooms are arranged similarly and the labeling is placed strategically in the room where it will most likely be read and discussed by adults when they are in a more relaxed environment. Lunch time is the most hectic and focused
time of the day, and their traditional morning meeting with the students may come in at second place. Placing the posters near those high energy work areas may not be the best fit. The teachers’ chair, desk or by the computer center may be a better choice for placement. It would be good to ask the teachers where they most often sit during nap time. By standardizing the room and making choices for optimal readability, font and colors the results may be even higher.
**Recommendations for Further Study**
Further studies need to be conducted to complete the full implementation of Guskey’s five levels. This research only scratches the surface by addressing the first two levels, but the goal is to also consider what it will take for organizational support and change, how the participants use their new knowledge and skills and ultimately how CL affects student learning outcomes. For this, other instruments will need to be developed to properly measure how their newly acquired knowledge is being utilized in the classroom setting. This study was conducted within an early childhood setting. It would be helpful to study how it would be implemented in other educational settings such as elementary, secondary or higher education classrooms as a method of professional development.
Another suggested avenue of study might be to couple the CL with other forms of innovative training techniques to increase its effectiveness. Before the labels are posted in the classroom, the person in charge of professional development could have an online discussion board about the topic of the labels. Also custom-made short videos are very effective. The trainer could send a vlog out to introduce the topic and then keep an online
dialogue open to engage conversation and keep teachers interested and revisiting the information on the poster.
It was also suggested that having an incentive or a deadline for remembering and assimilating the knowledge would be motivating. For instance, the director could tell the staff that if they would like to use this method to accrue Continuing Education Units, that they will be placed in their room, but the teacher who wishes to count it toward professional development credit must show a proficiency in the topic after the two-week time period. There could be a post proficiency test which would ensure that the teacher was reading and incorporating the information with purposefulness.
Chapter Summary
CL is an innovative method that is introduced as a form of professional development that employs aspects of knowledge utilization by labeling a classroom with information for the critical adults who are in the classroom community. This layer of information is termed in this study as the Understory Layer. CL informs all participants in the learning community by creating an environment that encourages exchange of knowledge, curiosity, logic, collaboration and critical thinking. It has been shown in this study to not only be an effective mode of information dissemination, but can transform classroom practice. Using CL teachers’ awareness of the benefits of the use of technology for young children did increase as evidenced by the teachers' recall of them. It is a preferred method for some teachers. CL is a simple concept but can be implemented relatively easily and at a low cost to administrators which makes it a powerful tool with endless implications for its use.
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Appendix A: Participant's Questionnaire
(Please do not include your name or any identifying marks on this questionnaire. All information will be kept confidential and will not be shared.)
Demographic Information (optional):
Years employed at the center where you currently work: _______
Educational Level: (circle one)
1. No formal training 2. On The Job Training 3. Associates Degree 4. Bachelors Degree
5. Other: ____________________________________________________________
Hours employed weekly: ___________ Position: _________________
Survey Questions:
1. Student time on computer connected to learning objectives?
a. Zero minutes
b. 15 minutes
c. 30 minutes
d. 45 minutes
e. one hour
f. no set time
2. Student time on computer for play?
a. Zero minutes
b. 15 minutes
c. 30 minutes
d. 45 minutes
e. one hour
f. no set time
3. How important is the time that children spend using a computer or ipad in your classroom during the day?
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|----|
| Extremely UN-Important | Moderately UN-Important | Neutral | Moderately Important | Extremely Important |
4. Are there benefits of children's use of technology in the early childhood classroom?
a. Yes or No (Circle one)
b. If yes, please list all of the benefits below:
5. What should young children know about technology?
6. What should a child be able to do using technology in the classroom?
Appendix B: Classroom Labels (Actual size 11x17)
Benefits of Technology
Learning and Teaching Opportunities
Students learn where to go for information that they need or that they are trying to accomplish.
Students can identify the resources available, and define and they understand their purpose.
Students can use technology to collect, analyze, and present information from a variety of sources.
Children who use technology have shown:
- **Intelligence**
- **Structural Knowledge**
- **Language Skills**
(Johnson, 2007; Verhagen, Anderson, & Toffler, 2003)
Benefits of Technology
Expands Creativity and Accomplishes Tasks
Creativity is an essential attribute that should be fostered in childhood.
Students can learn how to engage developmentally appropriate processes to develop creativity, productivity, and creativity.
Children who use technology in creative ways display characteristics such as:
1. persistence
2. self-confidence
3. high energy
4. enthusiasm
5. flexibility
6. openness to new experiences
7. tolerance of ambiguity
8. good sense of humor
Students can be taught to use productivity tools to collaborate and produce creative works.
Benefits of Technology
Encourages Problem-Solving
Teachers should understand the needs of students as well as the cultures and processes of the larger world into which they will eventually enter.
Students can be taught to use developmentally appropriate problem-solving skills in academics and decision-making.
Children can learn:
- to find hidden items
- directional words
- sequencing
- logic and prediction
- matching
- counting
- ordering & sequencing
- patterns
Technology should be used at school for academics as well as for solving problems in everyday life. It should also be used for learning and entertainment.
Benefits of Technology
Increases Knowledge and Builds Skills
Children who participate in problem-solving processes increase their proficiency and confidence.
Children who participate in problem-solving processes increase their proficiency and confidence.
Students should be taught about the basic nature and operation of technology systems.
- recognize and name the major hardware components of a computer
- demonstrate the ability to use mouse to open or close a program or app, activate a hyperlink or drag and drop
- demonstrate the ability to recognize common symbols and icons
- demonstrate the ability to type letters, numbers and special key functions
- recognize and know basic digital terminology
Benefits of Technology
Promotes Communication and Relationships
These children are more deeply connected to each other than any previous generation ever has been before. Children’s brains are wired so that minds work in new ways. They are wired to learn and to connect.
A study by the Pew Research Center found that games bar from being social, but rather, they connect young people with their peers and create social ties.
Students must learn how media to communicate, communicate ideas, and interact with peers and teachers.
Benefits of Technology
Teaches Responsibility and Supports Healthy Lifestyles
“Digital citizenship” should be modeled and taught to every child who is born into a digital society.
Students should learn to treat computers, tablets, and smartphones responsibly. They must learn to protect privacy of others.
Systematic surveys have shown that regular video-game players are more physically fit, less likely to be obese, more likely to be active, and their play more socially engaged, more academically engaged, and more civically engaged than are their non-playing peers.
Benefits of Technology for Young Children
In The Preschool Classroom:
1. Provides Learning and Teaching Opportunities and Resources (17)
a. Students learn where to go for information
b. Students learn where to go for tasks they are trying to accomplish
c. Students can identify the monitor
d. Students can identify the keyboard
e. Students can identify the earphones
f. Students can identify the drives
g. And they understand their purpose
h. Students can use technology to locate information from a variety of sources
i. Students can use technology to evaluate information from a variety of sources
j. Students can use technology to collect information from a variety of sources
k. Children can access developmentally appropriate Web resources to process data
l. Children can access developmentally appropriate Web resources to report results
m. Children who use technology have shown increases in intelligence
n. Children who use technology have shown increases in structural knowledge
o. Children who use technology have shown increases in problem solving
p. Children who use technology have shown increases in language skills
2. Expands Creativity and Accomplishes Tasks (15)
a. Creativity is an intellectual process
b. Creativity is an essential attribute that should be fostered in childhood
c. Students can learn how to navigate multimedia to support learning
d. Students can learn how to navigate multimedia to support productivity
e. Students can learn how to navigate multimedia to support creativity
f. Students can be taught to use productivity to collaborate and produce creative works
g. Children who use technology in creative ways display persistence.
h. Children who use technology in creative ways display self-confidence.
i. Children who use technology in creative ways display high energy.
j. Children who use technology in creative ways display independence.
k. Children who use technology in creative ways display flexibility
l. Children who use technology in creative ways display openness to new experiences.
m Children who use technology in creative ways display tolerance of ambiguity.
n. Children who use technology in creative ways display a good sense of humor.
3. Encourages Problem-Solving (14)
a. Teachers should understand both the culture and process of the larger world into which they will eventually enter.
b. Students can be taught to use developmentally appropriate technology for problem-solving.
c. Students can be taught to use developmentally appropriate technology for decision making.
d. Children can learn to find hidden items.
e. Children can learn directional words.
f. Children can learn critical thinking.
g. Children can learn logic and prediction.
h. Children can learn matching.
i. Children can learn counting.
j. Children can learn ordering and sequencing.
k. Children can learn patterns.
l. Children can learn academics.
m. Children can learn problem solving in real world settings such as their home for learning and entertainment.
4. Increases Knowledge and Builds Skills (15)
a. Children who participate in decision-making processes increase their proficiency.
b. Children who participate in decision-making processes increase their confidence.
c. Children who play video games have shown advancements in visuospatial ability.
d. Children who play video games have shown advancements in working memory.
e. Children who play video games have shown advancements in critical thinking.
f. Children who play video games have shown advancements in problem-solving literacy skills.
g. Students should be taught an understanding of the nature and operation of technology systems.
h. Students should be able to recognize and name the major hardware components of a computer.
i. Students can use the computer mouse to open or close a program or app.
j. Students can use the computer mouse to activate a hyperlink.
k. Students can use the computer mouse to drag and drop.
l. Students can be taught to recognize common symbols and icons.
m. Students can use the keyboard to type letters, numbers and special key functions.
n. Children should know basic digital terminology.
5. Promotes Communication and Relationships (8)
a. Video games connect young people with their peers and society at large.
b. Video game players are more deeply connected to each other.
c. Executive functions of their minds work in new ways.
d. They are quick learners and processors.
e. Students use various media to collaborate.
f. Students use various media to communicate ideas.
g. Students use various media to interact with peers and teachers.
6. Teaches Responsibility and Supports Healthy Lifestyles (9)
a. Digital citizenship should be modeled and taught to every child who is born into a digital society.
b. Students learn to use computers, information and software responsibly.
c. They should be aware that passwords protect privacy of others.
d. Video game players are physically fit and less likely to be obese.
e. Video game players are more likely to enjoy outdoor play.
f. Video game players are more socially engaging.
g. Video game players are more socially well-adjusted.
h. Video game players are more civic-minded.
## Five Levels of Professional Development Evaluation
| Evaluation Level | What questions are addressed? | How will information be gathered? | What is measured or assessed? | How will information be used? |
|------------------|-----------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------|
| 1. Participants’ reaction | • Was the facilitator knowledgeable and helpful?
• Did you have the opportunity during the session to effectively practice or apply the concepts provided?
• Did your peers’ attitudes, beliefs or dispositions change?
• Did the session materials contribute to your learning during the session?
• Were the facilities and equipment conducive to learning?
• Were the stated session objectives met?
• In terms of preparing you for your job better, how effective was the session? | • Questionnaires administered at end of session
• Focus groups
• Personal learning logs | • Initial satisfaction with the experience | • To improve program design and delivery |
| 2. Participants’ learning | • Did the participants acquire the intended knowledge & skills?
• Did participants’ attitudes, beliefs or dispositions change? | • Paper-and-pencil instruments, including self-assessments and tests
• Participant evaluations
• Participant portfolios
• Case study analyses | • New knowledge and skills of participants | • To improve program content, format and organization |
| 3. Organization support & change | • Was implementation advocated, facilitated, and supported?
• Were problems addressed quickly & efficiently?
• Were sufficient resources allocated?
• Were successes recognized and shared?
• Did it affect the organization’s climate and procedures? | • District and school records
• Minutes from follow-up meetings
• Structured interviews with participants and district/school administrators
• Participant portfolios | • The organization’s advocacy, support, accommodation, facilitation, and recognition | • To document and improve organizational support
• To inform future change efforts |
| 4. Participants’ use of new knowledge & skills | • Did participants effectively apply the new knowledge and skills?
• Did teachers’ instructional practice change?
• Are the teachers currently applying the knowledge & skills? | • Questionnaires
• Structured interviews with participants and their supervisors
• Participant evaluations
• Participant portfolios
• Direct observations
• Video or audio tapes | • Degree and quality of implementation | • To document & improve the implementation of program content |
| 5. Student learning outcomes | • What was the impact on students?
• Did it affect student performance or achievement?
• Did it enhance students’ physical or emotional well-being?
• Are students more confident as learners?
• Is student attendance improving?
• Are dropout rates decreasing? | • Student records
• School records
• Structured interviews with students, parents, teachers, and/or administrators
• Participant portfolios | • Student learning:
o Cognitive (performance)
o Affective (attitudes & dispositions)
o Psychomotor (skills & abilities)
• Student participation & attendance | • To focus & improve all aspects of program design, implementation, and delivery
• To demonstrate the overall impact of professional development |
Adapted from a handout by Thomas R Guskey, shared at NCREL’s Annual Meeting, 2002
ND Title I Program Improvement Workshop - 2007
Porter Center @ NCREL with ASCD
http://connectingcantycommunities.wikispaces.com/file/view/Guskey+5+levels.pdf
| Participant # | Years Employed At Current Center | Educational Level | Hours Employed at Current Center | Position |
|--------------|---------------------------------|------------------|---------------------------------|-------------|
| 102 | 4 | 2 | 35 | Assistant |
| 103 | No Answer | 2 | 40 | Lead Teacher|
| 104 | 21 | 2 | 40 | Lead Teacher|
| 105 | 3 | 4 | No Answer | Assistant |
| 106 | >1 | 3 | 40 | Lead Teacher|
| 108 | 5 | 4 | 16 | Assistant |
| 110 | No Answer | 2 | No Answer | No Answer |
| 111 | 3 | 2 | 23 | Assistant |
| 112 | >1 | 2 | 10 | Assistant |
| 113 | 5 | 2 | 40 | Assistant |
| 114 | >1 | 4 | 15 | Assistant |
| 115 | >1 | 1 | 40 | Assistant |
| 216 | 2 | 2 | 40 | Teacher |
| 217 | 5 | 2 | 39 | Teacher |
| 218 | 7 | 6 | 40 | Teacher |
| 219 | 2 | 2 | 40 | Teacher |
| 220 | No Answer | 2 | 40 | Teacher |
| 221 | 1 | 2 | 40 | Teacher |
| 222 | 1 | 5 | 40 | Teacher |
| Number | Value 1 | Value 2 | Value 3 | Role |
|--------|---------|---------|---------|------------|
| 428 | 3 | 4 | 40 | Lead Teacher |
| 429 | 3 | 4 | 40 | Lead Teacher |
| 430 | 1 | 4 | 40 | Assistant |
| 532 | 15 | 3 | 40 | Teacher |
| 533 | 2 | 4 | 40 | Teacher |
| 534 | No Answer | 2 | 40 | Teacher |
| 535 | No Answer | 3 | 40 | Lead Teacher |
| 536 | V | 2 | 8 | Teacher |
| 537 | No Answer | 2 | 40 | Teacher |
| 538 | >1 | 1 | 40 | Teacher |
| 539 | 2 | 6 | 40 | Admin |
| 540 | 0 | 1 | 40 | Teacher |
| 541 | >1 | 2 | 30 | Assistant |
| 542 | >1 | 1 | 40 | Teacher |
| 543 | 2 | 2 | 40 | Teacher |
| 544 | No Answer | 1 | 15 | Assistant |
| 545 | 15 | 2 | 40 | Teacher |
| 646 | 2 | 2 | 8 | Teacher |
| 647 | 1 | 5 | 40 | Teacher |
| 648 | 6 | No Answer | 40 | Teacher |
| 649 | 2 | 2 | 40 | Teacher |
| 850 | >1 | 2 | 40 | Teacher |
| 851 | No Answer | 2 | 40 | Teacher |
| 852 | 1 | 3 | 40 | Teacher |
| 853 | >1 | 3 | 40 | Teacher |
| 854 | 3 | 6 | 40 | Admin |
| 855 | >1 | 2 | 25 | Teacher |
| 856 | >1 | 2 | 40 | No Answer |
| 857 | 1 | 2 | 40 | Teacher |
| Number | First | Second | Third | Fourth | Role |
|--------|-------|--------|-------|--------|--------|
| 958 | 19 | 4 | 40 | Admin |
| 959 | 1 | 2 | 20 | Teacher|
| 960 | 9 | 3 | 30 | Teacher|
| 961 | 4 | 2 | 25 | Teacher|
| 962 | No Answer | 2 | No Answer | No Answer |
| 963 | 20 | 2 | 40 | Admin |
| 969 | 16 | 1 | 40 | Admin |
| 965 | 1 | 3 | 20 | Teacher|
| 966 | 11 | 2 | 40 | Teacher|
| 967 | 3 | 2 | 35 | Assistant|
| 968 | | | | Teacher|
| 969 | 1 | 2 | 20 | Teacher|
Appendix F: Possible Questions for Classroom Labeling Follow-Up Session
Possible Questions for Classroom Labeling Follow-up Session:
Did you like the classroom labels?
Was reading and posting the labels in the classroom time well spent?
Did the labels make sense?
Was the information on the labels useful?
Were the labels informative?
Did the physical conditions of the classroom allow for you to learn from the posters?
What was the impact of the posters on your classroom?
Did the posters affect the classroom's climate or procedures?
Was implementation advocated, facilitated, and supported?
Was the support public and overt?
Were problems addressed quickly and efficiently?
Were sufficient resources made available?
Were successes recognized and shared?
Appendix G: NETS extended rubric for Grades PK–2
NETS extended rubric for Grades PK–2
Purpose: This draft version of the NETS extended rubric for Grades PK–2 is available online for educational technology professionals to review and provide feedback to the developers.
More information: If you have questions about the rubric, please contact the developers at firstname.lastname@example.org.
Rubric copyright © 2004 Learning Point Associates. All rights reserved.
NETS Standards are reprinted with permission from *National Educational Technology Standards for Students: Connecting Curriculum and Technology*, Copyright © 2000, ISTE (International Society for Technology in Education), 1-800-336-5191 (U.S. and Canada) or 1-541-302-3777 (International), email@example.com, www.iste.org. All rights reserved. Permission from ISTE to reprint its standards does not constitute an endorsement by ISTE of this rubric.
## NETS for Students: Extended Rubric for Grades PK–2
| NETS for Students | Novice | By the End of Kindergarten | Basic | Proficient | Advanced |
|-------------------|--------|----------------------------|-------|------------|----------|
| **1. Basic Operations and Concepts** | | | | | |
| **a. Students demonstrate an understanding of the nature and operation of technology systems. (nature and operations)** | 1) Students recognize the major hardware components of a computer system (e.g., computer monitor, mouse or trackpad, and keyboard), and identify the functions and care of them. | 1) Students name or label the main parts of a computer system (e.g., central processing unit [CPU], monitor, keyboard, disk drive, printer, mouse or trackpad or joystick) and identify functions of each. | 1) Students describe how to use basic input and output devices (e.g., pointing and mouse, keyboard, finger and touch input, manipulation, output devices (e.g., monitor and printer use), and software resources (e.g., diskette, CD-ROM use). | 1) Students identify characteristics of basic input and output devices and name one device that can provide input and output. | 1) Students identify characteristics of basic input and output devices and name one device that can provide input and output. |
| | 2) Students know how to use the mouse (or trackpad) to access an application, make a choice, or activate a hyperlink. | 2) Students know how to start up the computer, locate applications, open and close an application, print, and turn on and shut down the computer, monitor, and printer. | 2) Students name common technology found in homes (e.g., VCR, tape recorder, game console, CD player, digital still and video cameras, radios, telephones). | 2) Students accurately identify common uses of technology found in daily life (at home and in the community). | 2) Students recognize functions represented by symbols and icons commonly found in the drawing tools/sets of application programs (e.g., triangle, circle, dot box, square, star, art line, picture line, rectangle, shapes lines, line style, font color, line color, and fill color). |
| | 3) Students recognize symbols and icons used to identify common hardware and software functions within preloaded materials (e.g., the arrow symbol to move from one page to another, the image of a camera icon to access curriculum-related software, underlined and colored text to represent a link). | 3) Students recognize symbols and icons commonly used in curriculum-related software to identify options (e.g., icon of printer to represent printing option, underline to represent save option, icon to represent link to music movie, camera icon to access movie, speaker symbol to indicate sound or audio is available). | 3) Students identify functions represented by symbols and icons commonly found in application programs (e.g., font, size, bold, underline, alignment, color of type). | 3) Students recognize functions represented by symbols and icons commonly found in the drawing tools/sets of application programs (e.g., triangle, circle, dot box, square, star, art line, picture line, rectangle, shapes lines, line style, font color, line color, and fill color). | 3) Students recognize functions represented by symbols and icons commonly found in the drawing tools/sets of application programs (e.g., triangle, circle, dot box, square, star, art line, picture line, rectangle, shapes lines, line style, font color, line color, and fill color). |
| | 4) Students know how to use the keyboard to type letters and numbers and function keys to use special key functions (e.g., delete, shift, arrow keys, space bar). | 4) Students know how to use correct sitting, hand, arm, and finger positioning to type and select (e.g., correct finger placement on keys for capital letters, space bar for spacing, and punctuation key(s)). | 4) Students know how to use correct sitting, hand, arm, and finger positioning to type and select (e.g., correct finger placement on keys for capital letters, space bar for spacing, and punctuation key(s)). | 4) Students know how to use correct sitting, hand, and arm positioning to type and edit a brief story using language employing the full alphabets; keyboard. | 4) Students know how to use correct sitting, hand, and arm positioning to type and edit a brief story using language employing the full alphabets; keyboard. |
| | 5) Students identify basic care of the computer, monitor, keyboard, mouse or trackpad. | 5) Students discuss how to properly care for and use software media (e.g., CD, DVD, diskette, zip disk). | 5) Students discuss how to properly care for and use software media (e.g., mini-DV tapes, videotapes, audiotapes). | 5) Students describe how to properly care for and use the computer system hardware, software, peripherals, and storage media. | 5) Students describe how to properly care for and use the computer system hardware, software, peripherals, and storage media. |
| NETS for Students | Novice | By the End of Kindergarten | Basic | Proficient | Advanced |
|-------------------|--------|----------------------------|-------|------------|----------|
| **b1.** Students are proficient in the use of technology (information management) | Students know how to select applications and curriculum-related software by associating icons with resources they wish to access (e.g., students understand that clicking on icons or hyperlinks may allow them to access applications, or Internet resources). | Students recognize functions of basic file menu commands (e.g., new, open, close, save, save as, print) and folders to manage and maintain computer files on a hard drive or other storage medium (e.g., diskette, CD-ROM). | Students recognize and know how to use basic commands for saving and printing their work, and understand that file names and folders are used to identify and organize stored information and programs. | By the End of Grade 2 | Students identify software for graphing as a way to gather, organize and display numerical information; multimedia as a way to organize information and/or illustrate ideas in a presentation (e.g., draw and label pictures; create a simple story or report, create a simple slide show); and access age-appropriate multimedia dictionaries and encyclopedias as resources for gathering information. |
| **b2.** Students are proficient in the use of technology (terminology and problem solving) | Students correctly identify technology terminology that labels major technology hardware components (e.g., monitor, monitor keyboard, mouse or trackpad, printer). | Students identify technology hardware peripherals (e.g., speakers, earphones, projector) and software (e.g., data base, word processor, CD-ROM drive), and can name software used for typing, drawing and electronic slide presentations. | Students recognize accurate terminology to describe hardware, software, multimedia devices and peripherals (e.g., data base, word processor, CD-ROM drive), and can identify the basic functions of technology resources (hardware and software) commonly used in early elementary classrooms. | | Students identify characteristics of computers that support multimedia (e.g., letters, sound, pictures, video) and the technology through which these are produced and displayed. |
| **2. Social, Ethical, and Human Issues** | | | | | |
| **a.** Students understand the ethical, legal, and societal issues related to technology. | Students identify a computer as a machine that helps people work, learn, communicate, and play. | Students identify ways that the computer is used at home and in school. | Students identify common uses of information and communication technology in the community and in daily life. | Students identify and communicate the basic functions of technology resources (hardware and software) commonly used in early elementary classrooms. | Students discuss advantages and disadvantages of use of technology, and know how lack of access to technology can affect a person’s ability to pursue educational opportunities, and future job prospects. |
| **b.** Students practice responsible use of technology systems, information, and software. | Students recognize that using a password protects privacy of information. | Students recognize that passwords protect the security of technology systems. | Students recognize that copyright laws help one can use technology information, and software resources. | Students recognize that copyright laws help one can use technology information, and software resources. | Students describe consequences of irresponsible use of technology resources at home and at school. |
| **c.** Students develop positive attitudes toward technology usage that support lifelong learning, collaboration, personal pursuits, and productivity. | Students recognize technology as a source of information, learning, and entertainment. | Students understand appropriate use of technology in and out of school, and identify a variety of learning and communications opportunities available through use of technology resources. | Students describe acceptable and inappropriate etiquette and demonstrate how to work cooperatively with peers, family members, and others when using technology in the classroom or at home. | Students identify places in the community where one can access technology. | |
| NETS for Students | Novice | By the End of Kindergarten | Basic | Proficient | Advanced |
|-------------------|--------|----------------------------|-------|------------|----------|
| 3. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase productivity, and promote creativity.
b. Students use productivity tools to collaborate in constructionist technology-enhanced models, prepare publications, and produce other creative works. | Students know how to navigate developmentally appropriate multimedia resources (e.g., interactive books, educational software, drawing and presentation programs) to support learning, productivity, and creativity.
Students with assistance from teacher, parents, or student partners recognize and respond to a bulletin board (e.g., e-mail posting on a large screen) by their teacher.
Students identify media formats (e.g., text, clip art, photos, video, Web pages, newsletters).
Students with assistance from teacher, parents, or student partners know how to access developmentally appropriate (Web resources identified as a hyperlink) by their teacher or parents. | Students create, edit, move, and save using multimedia resources (e.g., word processors, concept-mapping software, graphing software, drawing tools, writing tools, drawing tools, graphing software) to communicate and illustrate thoughts, ideas, and stories.
Students know how to collect and present information and ideas using a word processor, a drawing tool, and/or an electronic presentation. | Students know how to use word processing, drawing tools, presentation software, concept-mapping software, graphing software, and other productivity software to illustrate concepts and convey ideas.
Students know how to work together to collect and create symbols, images, and words for development of a multimedia slide show that communicates information and ideas to classmates (and possibly to family members and others). | Students identify the best type of productivity software to use for a certain task.
Students know how to collaborate to plan, organize, develop, and present a multimedia slide show that communicates information and ideas to classmates (and possibly to family members and others). | Students know how to safely and securely use telecommunications tools to read, send, or post electronic messages to peers, experts, and family members.
Students know how to gather information and ideas relevant to the curriculum, accurately summarize and illustrate the main ideas, and effectively present the information using a variety of media. |
| 4. Technology Communication Tools
a. Students use electronic mail to correspond, collaborate, and interact with peers, experts, and other audiences.
b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. | Students know how to use electronic mail (e.g., e-mail posting on a large screen) by their teacher.
Students with assistance from teacher, parents, or student partners know how to use telecommunications resources (e.g., electronic bulletin boards, e-mail, Web sites) to gather information, share ideas, and respond to questions posed by the teacher and other classmates.
Students assisted by teachers, parents, or student partners know how to select media formats (e.g., text, clip art, photos, video, Web pages, newsletters) to communicate and share ideas with students in other classrooms. | Students, with assistance from teacher, parents, or student partners, know how to use telecommunications media (e.g., presentation software, newsletter templates, and Web pages) as resources for civic art, music, and literature lessons related to communicating ideas relevant to the curriculum to their classmates, families, and others. | Students, with assistance from teacher, parents, or student partners, know how to use a variety of developmentally appropriate media (e.g., presentation software, newsletter templates, and Web pages) as resources for civic art, music, and literature lessons related to communicating ideas relevant to the curriculum to their classmates, families, and others. | Students know how to independently use a variety of media to gather information and ideas relevant to the curriculum, accurately summarize and illustrate the main ideas, and effectively present the information using a variety of media. |
| 5. Technology Research Tools
a. Students use technology to locate, evaluate, and collect information from a variety of sources. | Students with assistance from teacher, parents, or student partners know how to access developmentally appropriate (Web resources identified as a hyperlink) by their teacher or parents. | Students know how to recognize the Web browser and associate it with accessing linked resources on the Internet. | Students, with assistance from teacher, parents, or student partners, identify steps for using technology resources such as CD-ROMs (reference or educational software) and Web-based search engines to locate information on assigned topics in the curriculum. | Students know how to apply appropriate steps independently to access technology resources such as CD-ROMs (reference or educational software) and Web-based search engines to locate information on assigned topics in the curriculum. |
| NETS for Students | Novice By the End of Kindergarten (There are no expectations with regard to using databases or other data-processing and report-generating software at this level.) | Basic By the End of Grade 1 (There are no expectations with regard to using databases or other data-processing and report-generating software at this level.) | Proficient By the End of Grade 2 | Advanced |
|-------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------|----------|
| b. Students use technology tools to process data and report results. | Students identify uses of common hardware and software (e.g., monitor for viewing, keyboard for typing or selecting, headphones for hearing privately, drives for inserting storage diskette or CD). | Students choose software that is appropriate for completing a task (e.g., word processor to write a story or paragraph; drawing program to make a picture; developmental graphing program to make a graph). | Students, with assistance from the teacher, know how to use existing common databases (e.g., library catalogs, online archives, electronic publications, Web sites) to locate, sort, and interpret information on assigned topics in the curriculum. | Students independently know how to use existing common databases (e.g., library catalogs, online archives, electronic publications, Web sites) to locate, sort, and interpret information on assigned topics in the curriculum. |
| c. Students evaluate and select technology resources and technological innovations based on the appropriateness for specific tasks. | Students know how to use developmentally appropriate software focused on early learning problem-solving (e.g., sorting and sequencing, counting, ordering, and sequencing patterns; sorting by shape or color; classification, hidden items, measurement, directional words, critical thinking [logic and prediction, same or different]). | Students know how to use developmentally appropriate software to collect classroom data (e.g., a bar graph to answer questions that can be answered by looking at information in the graph, and interpret the results from the graph. | Students identify technology resources that can assist them in finding information about everyday matters (e.g., which movie to see, time and location of entertainment, what product to buy, how to build a kite). | Students provide a logical rationale for their selection of technology resources over another for completing a specific assigned task. |
| 6. Technology Problem-Solving and Decision-Making Tools | Students recognize how technology is used in their home or at school for learning and entertainment. | Students know how to select information and communication technology tools and resources that can assist them to conduct research (e.g., spreadsheet or database software to generate and organize information in the report; illustrate same or different, or indicate sequence of a story; drawing program to create a picture; Web browser to access graph programs to organize and display data, a Web browser and search engine to locate needed information). | Students know how to use technology resources to access information that can assist them in finding information about everyday matters (e.g., which movie to see, time and location of entertainment, what product to buy, how to build a kite). | Students identify a strategy for solving a problem or completing a task by applying information gathered using technology tools and resources. |
NETS Extended Rubric for Grades PK–2
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Dreaming Stories: A springboard for learning
Jenni Connor
Aboriginal and Torres Strait Islander people are warned that this book may contain images of deceased persons.
www.earlychildhoodaustralia.org.au
About Early Childhood Australia
Early Childhood Australia actively promotes the provision of high quality services for all young children from birth to eight years and their families, and supports the important role of parents. Early Childhood Australia is also the national umbrella organisation for children’s services and a leading early childhood publisher.
About the Research in Practice Series
The *Research in Practice Series* is published four times each year by Early Childhood Australia.
The series aims to provide practical, easy to read, up-to-date information and support to a growing national readership of early childhood workers. The books bring together the best information available on wide-ranging topics and are an ideal resource for children’s services workers and others interested in the care and education of young children.
Series Editor Julian Fleetwood
Edition Editors Stacey Campton Jim Castro
Graphic Design Kate Brennan
Photographs Courtesy of Kura Yerlo Children’s Centre and Woodville Gardens Preschool Andrew Sikorski
About SNAICC and the SNAICC Resource Service
The Secretariat of National Aboriginal and Islander Child Care, SNAICC, formally established in 1981, is the national non-government peak body in Australia representing the interests of Aboriginal and Torres Strait Islander children and families.
In 2005 SNAICC received funding through the Australian Government’s Early Childhood - Invest to Grow Initiative of the Stronger Families and Communities Strategy to establish a national Indigenous family and children’s resource service, which was officially named the SNAICC Resource Service (SRS) in 2006.
The SRS works across the family and children’s services sector with Aboriginal and Torres Strait Islander community-based services and other services working directly with Aboriginal and Torres Strait Islander children to produce and distribute resources and information in four priority areas.
The *Dreaming Stories: A springboard for learning* RIPS publication fits under SRS Priority Area One: Early childhood development, parenting and child rearing.
Early Childhood Australia Inc.
PO Box 7105 Watson ACT 2602
T: (02) 6242 1800 F: (02) 6242 1818
Sales line: 1800 356 900 (freecall)
E: firstname.lastname@example.org
© Copyright 2007
All rights reserved by
Early Childhood Australia Inc. and SNAICC
Material herein must not be reproduced in any form without the written permission of Early Childhood Australia Inc. and SNAICC.
Registered for posting as a publication—PP232100/00036
ISSN 1440-5148
ISBN10 1-921162-14-7
ISBN13 978-1-921162-14-5
Printed by Goanna, Canberra
Contents
ii About the author
1 Introduction
4 Understanding The Dreaming
6 Choosing the stories
7 Stories that appealed to young children
15 Stories for adults to mediate
20 Conclusion
22 References and further reading
Jenni Connor has worked as a teacher, principal, superintendent and curriculum manager. She has developed national and state documents on learning, curriculum and assessment, and managed Equity Programs for schools, including Indigenous education. She has worked at all levels of education, and is highly regarded for her expertise in relation to young children and their learning.
Jenni is currently teaching units for a new course in early education and care at the University of Tasmania. She has written a number of publications, including co-authoring Early Childhood Australia’s *Your child’s first year at school: A book for parents*.
‘Dreaming stories tell the origins of the environment, how the Spirit Ancestors formed and gave life to the land and laid down the Law: structures of society, rituals to maintain the life of the land, rules for living. Above all, Dreaming stories are the stories of the land, living with the land and belonging to the land’ (SNAICC, 2005, p.1).
‘Mainstream educators want to be certain that materials relating to Indigenous cultures and beliefs are authentic, and they want advice on how to use them appropriately.’
Dreaming Stories were originally created by Indigenous communities, for Indigenous people. They play an important part in the cultural heritage of Aboriginal and Torres Strait Islander peoples because Indigenous values, responsibilities and spiritual beliefs are woven into the Stories. Since the Stories hold great wisdom for us all, children from a range of cultural backgrounds can gain valuable understandings from them.
Mainstream educators want to be certain that materials relating to Indigenous cultures and beliefs are authentic, and they want advice on how to use them appropriately. That is why *The Dreaming* series produced by Aboriginal Nations (www.ablnat.com.au) is such a valuable resource.
As Keith Salvat, the series Producer, said: ‘As an education resource, The Dreaming series is regarded as the most credible and informative product available to Australian schools and educational institutions about Aboriginal and Torres Strait culture[s] …’
Aboriginal Nations produced 78 episodes of *The Dreaming*, an animation series based on Indigenous storytelling. The stories are sourced from Aboriginal and Torres Strait Islander communities, in consultation with their Elders, and with permission for them to be re-told and animated.
A kit containing the stories on DVD and a teachers’ guide was distributed through the Secretariat of National Aboriginal and Islander Child Care (SNAICC) in 2005.
**Sharing Indigenous stories with children prior to school age**
In 2006, SNAICC and Early Childhood Australia (ECA) wondered if some of the stories might be suited to younger children in childcare and preschool settings, so they initiated this research project. They thought the animation style of the production would appeal to young children, providing an introduction to Aboriginal and Torres Strait Islander cultures and beliefs, and a springboard for discussion about significant values and ideas.
As Josie Boyle, the narrator of two stories in this collection, tells us:
‘When I go to schools and show these stories, both the black kids and the white kids respond in a very positive way; even those children who do not normally participate in class discussions do get involved and want to talk about the stories.
‘When I visit preschools it helps to bond the children who are from different ethnic backgrounds, because they all have a common response to the stories. They laugh and see the fun and humour in many of the stories.
‘For the black kids this is important because it helps the other children in the group understand their culture at a very early age. For the white kids it helps them understand the adventurous nature and the important things in Aboriginal culture. Generally there is a sense of pride that comes from the children that these stories are about them and about their country.’
SNAICC and ECA were interested in how educators in Indigenous and other settings might use the stories for children’s learning. The result is this book, which focuses on young children, prior to school age. It complements the teachers’ guide SNAICC has distributed for Year One upwards and offers ideas for practitioners working in the pre-school sector.
Centres involved
The centres that agreed to participate in the project were an open childcare centre in Darwin, a preschool with a culturally mixed population in South Australia, a Multifunctional Aboriginal Children’s Service (MACS) near Adelaide, two MACS in rural Victoria and an Aboriginal Child Care centre in northern Tasmania. Fourteen stories were chosen to trial in the six centres.
Selected stories were copied onto DVD and sent to each location with a request that staff:
- view them
- show them to children
- note children’s responses
- document the activities they thought appropriate for the age groups, following the viewing
- provide ‘words of caution’ about the suitability of particular stories for different age groups.
Practitioners were invited to show the DVD to any of the children in the centre, but particularly to engage children in the three–five age group in making meaning from the stories and responding to them. This book records early childhood educators’ responses.
Information arising from the research is organised around:
- brief synopses and interpretations of each story, derived from the original story narrators and other research by this writer
- key messages identified by centre staff and this writer
- comments from staff in early childhood settings
- activities arising from the story, documented by staff.
Some stories were trialled in more than one centre. The centres are not identified in connection with specific activities or comments.
‘When I go to schools and show these stories, both the black kids and the white kids respond in a very positive way; even those children who do not normally participate in class discussions do get involved and want to talk about the stories.’
It is important for educators to understand that Dreaming Stories are not fairytales; they are not fictions made up to entertain children. One original purpose for Aboriginal and Torres Strait Islander traditional stories was to lay down rules for living. Dreaming Stories also carry knowledge from one generation to another, about the world, the Law, society, and the life and death of people.
They are serious pieces of communication, with a serious purpose. Accordingly, educators have a responsibility to treat the stories with the same respect that they receive in Indigenous communities.
Because they are complex vehicles for conveying important messages, the stories can be interpreted at a number of levels (Sveiby & Skunthorpe, 2006).
**Level one**
A Story may relate to questions children might ask, such as ‘Why is some water salty?’ It explains differences we see in the natural world and our responsibility to care for it.
‘It is important for educators to understand that Dreaming Stories are not fairytales; they are not fictions made up to entertain children.’
**Level two**
A Story may give lessons about people living within a community; about sharing and the responsibilities of individuals, leaders and communities; about right and wrong ways of acting and the shame that follows from breaking the Law.
They are serious pieces of communication, with a serious purpose. Accordingly, educators have a responsibility to treat the stories with the same respect that they receive in Indigenous communities.
Level three
A Story may explain the relationship between a community and the larger environment: the earth and other Aboriginal and Torres Strait Islander communities. It may speak about the careful maintenance of resources to ensure the survival of plants, animals and people—or it may give advice about how to deal with disputes between members of different communities.
Level four
Not all Stories have a fourth level. When present, it relates to practices and ceremonies that can be accessed only by those who are initiated through training and long experience, and given the right and responsibility to carry the Story and its meanings for the benefit of the community.
Educators reported that children under the age of three did not fully engage with the stories they were shown, although they appeared to enjoy the animation style of the films.
Children in the three–five age range were fascinated by many of the stories and talked enthusiastically about the ‘characters’, their actions and their consequences, often relating them to their own lives. Young children seemed most easily to understand stories featuring animals and familiar landscapes and behaviours.
Some educators commented that they were not comfortable showing young children material containing ‘violent’ actions. This is an individual, professional decision, and other educators said they felt they could explain why people acted in the way they did and why it’s important to think about the consequences of our actions.
Some educators wondered if the abstract ideas in some stories might be beyond young viewers. They had in mind stories that tell about how the landscape, sky and languages were made and those that include the Spirit world.
It is evident, however, from the reports reproduced in the fourth chapter that, with help from adults, children are able to make sense of many of the sophisticated ideas in these stories.
Three stories were not trialled for the reasons discussed above—consequently, they are not discussed in this book, but are on the DVD that accompanies it. As always, educators need to make decisions about the materials they use, taking into account the age of the children they work with, their knowledge of the children, and their own understanding and experience.
‘Young children seemed most easily to understand stories featuring animals and familiar landscapes and behaviours.’
The discussion that follows focuses on the six stories that educators found relatively easy to introduce to children in the three–five age range.
**Ngarntipi (Spinifex Pigeon) as told by Janet Nagamarra from the Warlpiri people (Tanami Desert, Central Australia)**
Ngarntipi, the Spinifex Pigeon, became lonely travelling back to her own country. She searched for damper seeds for days and nights, eventually creating the Pindjirri seeds now used for damper. She tells the Warlpiri people they can gather the seeds; they make damper and the women perform the dance of the Spinifex Pigeon.
**About the story**
This story highlights the importance of seeds for food and new life. It explains how seeds are carried by birds from place to place and gives reasons for the markings on the Spinifex Pigeon (created by her tears). The story emphasises the importance of dance as part of rituals that communicate the way to live and the relationship between people, animals and the natural world.
**Key ideas**
- Food gathering.
- Women’s and men’s roles.
- Seasons.
- Ceremonies.
**Comments**
The children liked this story a lot. They listened to it while passing seeds through their hands. They loved the feeling of the seeds and seemed engrossed in the story.
Related activities
- Just like the Ngarntipi, we collected edible seeds. We broke the pods open and ate the seed inside.
- Children grew seeds and looked for other plants that propagate through seed dispersal. Children talked about and investigated the seasons. They talked about rain and how important it is for growing plants.
- Children re-told the story in their own words and talked about how things happened and how the pigeon felt at different stages in her journey.
Buduk and Bulaytj Bulaytj as told by Alfred Yangipuy Wanambi from the Marrangu Clan (Arnhem Land in the Northern Territory)
Buduk and his wife Bulaytj Bulaytj lived in Arnhem Land when there was fresh water everywhere, even in the dry season. Bulaytj Bulaytj was a good wife, taking care of Buduk and the camp. One day it was hot and she fell asleep. Buduk was so angry he secreted a liquid that turned the fresh water salty. Bulaytj Bulaytj punished him by turning him into a beetle that no-one will eat because it’s too salty. She turned into a wallaby, a tasty animal that people will eat. She managed to create one pool of fresh water that is still used by the people today.
About the story
The story explains how fresh and salt water came to be in Arnhem Land and how the beetle and the wallaby were created. It reminds people which foods are good to eat and which are not, and how sharing the workload makes for more successful communities.
Key ideas
- Salt and fresh water.
- Roles of men and women.
- Work for mutual benefit.
- Creation of animals.
Tajeer-Tarnium as told by Joy Murphy from the Woiwurrung Clan of the Wurundjeri people (around the Yarra River in Victoria)
Tajeer-Tarnium is a mischievous orphan boy who hides the hunters’ waterbags and is turned into a koala.
About the story
The story explains the Law and what can happen if you break it, because the Law is made to keep society operating safely and in harmony. The story is gently and formally told. The little boy is not judged harshly by the teller. Traditional names and words are well-explained. The film is visually very attractive.
Key ideas
- How the animal/totem Koala was made.
- There are rules for living.
- Don’t cause harm to others.
- Water is essential for survival.
Comments
Young children enjoyed the story and animation. Some children were concerned about the punishment of the little boy. They talked about how other people should have befriended him because he was an orphan, and have realised that he played tricks only because he was bored and lonely. This was an important discussion of values. Many children in the centre are in foster/grandparent care, so the idea of ‘family’ was treated very sensitively.
The children were interested in the koala, an animal they know; they did not understand the symbolic meanings: ‘if humans do wrong they become animals’.
Related activities
- Staff drew attention to the music used in the film, and children found and used the rhythm sticks and percussion instruments in the room.
- Children were interested in the didjeridu, and the teacher asked an authorised community person to play for them and also to talk about living with the land, finding water, etc.
‘The story explains the Law and what can happen if you break it, because the Law is made to keep society operating safely and in harmony.’
Related activities
- Self and social development: talk about loneliness and including others. Talk about feelings and relationships: what happens if you do the wrong thing?
- Communication and language: identify key Aboriginal words, e.g. tarnucks (water vessels); list and discuss alongside English words. Read related stories (e.g. *Koala Lou*) and extension books about family and loneliness.
- Understanding the world: discuss responsibility for the environment, plant a garden and discuss the importance of water.
- Diversity: discuss different family types. Ask children to name people who are important to them on a ‘family tree’. On a map, highlight where the story comes from: discuss other Aboriginal stories from other places.
- Arts and creativity: provide materials for children to weave, and fallen bark for them to include in collages. Make tarnucks and hang them from a gum tree.
- Design and technology: test the tarnucks for holding water and try to make one that carries water best.
- Health: encourage children to re-tell the story using climbing equipment. Walk to find a eucalypt, as in the story.
The Snake and the Goanna as told by Josie Boyle from the Wongi people (Western Desert cultures)
Goanna and the Snake were once friends, playing chasing games and looking for food to eat. Snake suggested they find ochre plants and paint themselves to be pretty like birds. Goanna did all the work because she had hands, crushing the ochres and painting Snake. She realised there was no paint left for her and she’d still be mainly brown. So they fought, and Snake bit Goanna so she had to go to the medicine tree. Today, snakes and goannas still fight if they meet.
About the story
The story explains the differences children see in snakes and goannas. It emphasises sharing roles and working with members of your family and community.
Key ideas
- Fairness and sharing work.
- Selfishness and losing friends.
- Bush medicine.
- Camouflage.
Comments
The animation works particularly well in this story. Children learned that the snake can be colourful because it has poison to defend itself; the goanna needs to be brown as camouflage against predators. The story led to deep discussion about cooperation, and also about deceit and what the outcomes of each form of behaviour might be. It introduced the idea of jealousy and how we can all be different but equal. Children learned that if a friendship ‘goes wrong’, a grudge can last for a long time.
‘The story explains the differences children see in snakes and goannas. It emphasises sharing roles and working with members of your family and community.’
Related activities
- Self and social development: talk about friendship, bullying, difference, jealousy and fairness.
- Understanding the world: investigate the desert and its animals. Compare animals in one environment to those in another.
- Communication and language: make a chart using the words for snake and goanna in local Aboriginal language; use related Aboriginal stories and poems.
- Diversity: talk about how we are all different and ‘beauty’ doesn’t make you better. Chart different species of snakes and goannas and their locations in Australia.
- Arts and creativity: put up examples of artwork created by Aboriginal people and discuss the different styles used. Ask children to make and paint a brown goanna, then put colour on a brown snake. Create a red desert backdrop and invite children to make and add animals they know.
- Health: talk about what to do if you see a snake. Play ‘chasings’ in pairs (one snake and one goanna). Investigate bush medicines.
- Design and technology: ask children to use computer programs to design their own reptiles.
The Butterfly as told by Olga Miller from the Butchulla people (Fraser Island, Queensland)
During the First Time, when the land had just been made, Caterpillar came upon a small spirit called Birrave, who painted the flowers, trees and grasses. Birrave looked tired, so Caterpillar helped him by carrying the paint pail. Willy Wagtail tried to trick Caterpillar, so he could eat him, but Spider gave Caterpillar beautiful wings so he could fly away.
About the story
The story explains the natural cycles of birth and death. It encourages children to be kind. It reminds us to attend to the spirits and the natural world.
Key ideas
- Help each other.
- Life cycles.
- Propagation of plants.
Related activities
- Self and social development: play games that involve cooperation and teamwork; discuss the messages about relationships and helping each other.
- Understanding the world: investigate different life cycles, explore the transformations involved for the butterfly; visit a museum to explore their butterfly collection, investigate spider webs and why they are made.
- Communication and language: identify and name, in local Aboriginal language, the colours in the story, teach songs involving colours using words from Aboriginal languages. Read *The very hungry caterpillar* and ask children to explain the sequence of both stories. Make a big book telling the sequence of *The Butterfly*.
- Diversity: locate the story and storyteller using the map of Indigenous Australia (see Horton, 1996).
- Arts and creativity: provide cellophane, paper and paints for children to create butterflies.
- Health: have children move to music as caterpillars, butterflies, birds and spiders. Share edible berries.
- Design and technology: using a computer, discover the use of ochre within Aboriginal communities.
Comments
This story was very popular and able to be enjoyed by children from three years old. It made them look more closely at the natural world, and the older ones investigated the life cycle of the butterfly.
‘The story explains the natural cycles of birth and death. It encourages children to be kind. It reminds us to attend to the spirits and the natural world.’
How the desert came to be as told by Josie Boyle from the Wongi people (Western Desert cultures)
This story talks about the earth when dinosaurs and giant animals roamed the land. The animals call a meeting to discuss the problem of over-population and limited food supply, and decide to drain water from their waterholes to make new lands. Then they found that many plants would not grow in the salt water and animals were dying. However, some animals discovered that at certain times the desert blooms and you can gather berries and flowers. They discovered underground sources of fresh water.
About the story
This creation story is poetically told, with great attention to the language of the telling, especially descriptive words, adjectives and adverbs. It explains how the desert came to be and why only certain kinds of animals and birds can live there.
Key ideas
- Time and place.
- Changes over time.
- Adaptation.
- Responsibility for the environment.
- Indigenous knowledge of living with the land.
Comments
Children enjoyed the style of the film. They recognised and named many of the animals in the story. They liked the dinosaurs best because many are at an age when they are fascinated with dinosaurs. Later, they can learn about competition for food and space, adaptation and extinction, and why some plants and animals (and people) can survive in harsh environments.
Related activities:
- Teachers asked questions such as, ‘What animals did you see? What do you know about dinosaurs? Why did they die?’
- Children experimented with growing plants in salt water and pure water.
- Children jumped like the animals they saw.
- Children played with toy animals and made up stories.
The following stories illustrate how, with adult help, even children aged four and five years can think about complex ideas and develop new understandings about the spiritual aspect of living a good life.
**Thukeri** as told by Veena Gollan, from the Yaraldi clan of the Ngarrindjeri people (River Murray and Coorong region of South Australia)
The story tells of two tribal men who lived on the shores of Lake Alexandrina. They caught many bream, called ‘Thukeri’, but refused to share them with a stranger. The stranger put many bones in the Thukeri, so they could not be eaten. The men were shamed and the group punished.
**About the story**
The traditional practices of Indigenous peoples model a balanced way of living with the land. They did not deplete the breeding stock and their harvesting practices supported conservation. The men broke this eco-farming rule, so they had to be punished under the Law.
**Key ideas**
- We can live off the land.
- We should take only what we need.
- We should share.
- Everyone in your group is shamed if you do the wrong thing.
‘The traditional practices of Indigenous peoples model a balanced way of living with the land.’
Comments
Children were captivated by the combination of visuals, voice and story. They easily understood the messages of not being greedy and sharing, and we used this to reinforce our centre’s values about ‘sharing, cooperation and being fair to everyone’. In children’s block play, for example, we talked about letting everyone have a go and not leaving anyone ‘outside’ the group.
A few of the younger children were anxious about ‘the stranger’ in the story. However, this proved a point of valuable discussion. Staff explained that, of course, children shouldn’t go with strangers, but adults who don’t know each other might talk together.
One parent, with an Asian cultural background, provided wonderful insight and cross-cultural connections when she reassured children: ‘They are the Aboriginal people’s spiritual Ancestors, just as we have spiritual ancestors who teach and guide us.’
Related activities
- The group created story maps: children created images from the story (boats, people and the spirit) and advised the teacher how to place the pictures in sequence.
- Children talked about how the stories made them feel and what feelings are portrayed in the stories. They talked about the significance of them to Indigenous peoples.
- Teachers explained that these stories are passed down through generations and are part of Indigenous communities’ values and beliefs. We explored other stories that are passed through generations in the different cultures present at the centre.
- Children used blocks and cardboard boxes to make boats. They built them collaboratively and invented complex stories to act-out in them.
- Teachers provided natural materials, paints and brushes, limiting children’s choices to primary colours. They encouraged children to re-tell the stories in paintings and to reflect on what they learned each time.
- Children watched films about Aboriginal painters and asked for ‘fine brushes so we can do that’.
Children were interested in ‘the fish only having bones’. Silver ‘scales’ were provided and children wove mats, cut out fish shapes and drew fish, placing scales on the bones.
Sharing emerged as a main interest from *Thukeri*, and other stories (such as *Share said the rooster* and *Little red hen*) and children acted these out. Children played a game with join-up blocks where the goal was to share your blocks with as many people as possible. This was the reverse of the competitive game musical chairs.
**Warringe in the sky**
*told by Steve Comeagain*
*from the Yammatji people*
*(Murchison River area of Western Australia)*
A long time ago, there were no stars in the sky. It was just black. The creatures of the earth watched the sun rise and set and did not wonder why. One day, the birds and animals were astonished to see children coming down from the sky, gathering food and playing. The trouble was that the sky children ate so much of the bush tucker that soon there wasn’t enough for anyone. Mother Sun became worried and so she created a huge damper which turned a rich orange-yellow as she raised it to the sky. Many of the sky children followed it.
**About the story**
This is an enchanting tale about the moon, sun and stars in our solar system. It tells how some of the children remained on the ground and became the people of the earth and how others became the stars we see at night. The story explains the waxing and waning of the moon, as the Moon Damper rises in the eastern sky and is slowly eaten every night and a new moon damper is created each month.
**Key ideas**
- Solar system.
- Day and night.
- The lunar cycle.
- Creation of earth people.
Comments
It became clear that the values, rather than the story content, were the important and lasting teaching point. We talked about Aboriginal values, especially respect for the land and managing resources. We spent more time listening, looking and experiencing our environment. We talked a lot about how things come to be in our world and how we should enjoy and appreciate the natural world, including the sky at night.
Related activities
- Children talked about night and day.
- Children moved like the animals and the sky children, and like the creatures in other stories. We listened to sounds around us. Children made and cooked damper.
- Visitors from other cultures were invited to share their creation stories and songs.
Gelam as told by Lydia George (from the Murray Islands of the Eastern Torres Straits)
A boy keeps the largest pigeons for himself, causing his mother to pretend to be a ghost to frighten him. His father appears to him in a dream, telling him to build a canoe and go far away. He lands on the volcanic island of Mer (Murray Islands) and his mother can still be seen weeping on the shore in the form of a rock.
About the story
The story explains natural events and teaches about family relationships and responsibilities. It introduces understandings about the Spirit world and the power of the ancestors and dreams to guide our actions.
Comments
Children in a rural environment found it difficult to relate to the story because they are unfamiliar with coastal and island environments, and yams, coconuts and clams. They were interested in Gelam’s journey and in having to hunt for food. We could pick up on these ideas and introduce children to different environments through film materials, and we could have discussions about the different foods people eat because of what is available.
The children’s favourite stories are set on a river, because the river is so important to the local community. They also like stories about animals and how they got their features. Their favourite stories are The Kangaroo and the Porpoise and You and me, Murrawee.
The Creation of Trowenna as told by Leigh Maynard from the Nuenonne people (Bruny Island, Tasmania)
What we call Tasmania began as a very small sandbank in the southern seas. Punywin (the Sun) and Venna (the Moon) travelled across the sky creating life. One day when they rose from the sea near the little island, seeds dropped from them for the great gum tree, Tara Mondaro. The rain fell to help Tara Mondaro grow and then shellfish came. Slowly, over time, Trowenna rose from the ocean. That is Trowenna; that is Tasmania.
About the story
This is a story from the time when all things began to take shape. It tells how Tasmania became the heart-shaped island with the stars, trees, mountains and animals we see today.
Comments
Staff greatly enjoyed the story and appreciated having authentic Tasmanian material. It is important to have local material, because often aspects of mainland productions, such as the use of clapping sticks, are not endemic to Tasmania, nor are the flora and fauna. It is important to reinforce the fact that Tasmania has a continuing history of Aboriginal people, cultures and stories.
The creation story was too complex for the children aged one–three to appreciate, but staff will use ideas from it in their work, and they recommend the stories for people working with older children.
Through this small research project, we have gained insights into how children learn, how Indigenous stories can be a vehicle for grappling with important ideas, and how educators can mediate complex meanings for young children.
The educators in this project provided the following guidance for all early childhood practitioners using the stories:
- We made sure that staff were very familiar with the stories before showing them to children.
- Our staff thought about how children might respond to the stories and how they could support the development of important understandings. But they did not plan too far ahead. We decided to show the first story and see what questions and ideas emerged, and to work from there.
- We were amazed at the questions children asked in relation to the stories. For example, children wondered ‘What makes the waves?’ They suggested that ‘A shark or a motor bike makes them’. We researched waves. Other questions included ‘How did we get clouds and waterfalls?’ and ‘What is the kookaburra laughing at?’
- We found that children who chose to view a story a number of times were asking ‘higher level’ questions that led all of us to another way of thinking about the stories.
- As a result of the project we have examined our teaching style, the responses from children, and how engagement happens. We became more aware of the need to stop, to look around, to take time to listen; to question and to wait longer for an answer; the need to move, to dance, to paint and make and play, in order to learn and understand.
- One of our most significant realisations was how long Indigenous people have been in Australia and that most of us have journeyed to this place, and we all have a responsibility to care for it.
- We felt it was important to involve families in the stories, to support their children and also to deepen adults’ understanding. We told parents why we were presenting the stories, and what they were about. We showed the DVD when parents came to collect children and had conversations about stories. We spoke about oral storytelling traditions and invited parents to share stories from their own cultures.
Questions for early childhood carers and educators to reflect upon
- Is there an age when children can concentrate on and make meaning out of film stories? Is there an age when they can understand non-literal meanings?
- Are some stories too sophisticated for young children? However, do we sometimes underestimate what young children can think and talk about, and understand?
- Can we find ways to help young children access complex moral and spiritual ideas and dilemmas?
- What is the value of engaging young children with abstract ideas that are important for life and living?
- Is it easier for children to relate to stories with familiar landscapes, animals and subject matter? How can we help them think about less familiar territory? What can they gain by extending experience beyond their immediate environment?
- Who in the community—from Indigenous and other cultures—could help make important beliefs and understandings real for young children?
- Are there ways educators, children and families can learn together about, and through, these stories?
‘Aboriginal and Torres Strait Islander stories, as the longest continuous record of historic events and spirituality in the world, may offer sustainable and harmonious ways to move forward.’
We live in times when society as a whole is seeking spiritual meaning and a sense of community and when we are struggling to re-establish a balance between human needs and the survival of the natural world.
Aboriginal and Torres Strait Islander stories, as the longest continuous record of historic events and spirituality in the world, may offer sustainable and harmonious ways to move forward.
References and further reading
Aboriginal Nations Pty Ltd (2006). *The Dreaming*. Sydney: Author.
Allen, P. (2006). *Share said the rooster*. Melbourne: Penguin.
Carle, E. (2003). *The very hungry caterpillar*. Melbourne: Penguin.
Fox, M. (1991). *Koala Lou*. Melbourne: Penguin.
Hashimi, K., & Marshall, F. (1999). *You and me, Murrawee*. Melbourne: Puffin.
Horton, D. (Ed.) (1996). *Aboriginal Australia map*. Canberra: Aboriginal Studies Press.
Penguin (2006). *Little red hen*. Melbourne: Author.
Lippo, A., & Lofts, P. (1997). *The Kangaroo and the Porpoise*. Gosford (NSW): Scholastic.
Secretariat of National Aboriginal and Islander Child Care (2005). *Teachers’ guide: The Dreaming*. Victoria: Author.
Sveiby, K-E., & Skuthorpe, T. (2006). *Treading lightly*. Sydney: Allen & Unwin.
Acknowledgements
The researcher, on behalf of ECA and SNAICC, thanks staff at the following early learning centres for trialling and responding to the Aboriginal and Torres Strait Islander stories:
*Top End Early Learning Centre* (Darwin): Alison, Michaeline & Tania.
*Woodville Gardens Preschool* (SA): Carla & Ali.
*Kura Yerlo Children’s Centre* (SA): Tina & Melissa.
*Berimba MACS* (Echuca): Vicki & Donna.
*Lidje MACS* (Shepparton): Sharon & Aileen.
*Tasmanian Aboriginal Child Care Association* (Launceston): Lisa, Michelle, Tessa & Courtney.
The researcher and publisher are also especially grateful for the work of Veronica Johns (Program Manager SNAICC Resource Service), Keith Salvat (*The Dreaming* Series Producer) and Josie Boyle (Storyteller).
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Experienced educator Jenni Connor worked with the Secretariat of National Aboriginal and Islander Child Care to produce this resource for all early childhood carers and educators. This unique DVD set includes 13 short films from *The Dreaming*; Aboriginal Nations’ award-winning animated series.
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Early Childhood Matters
JULY 2005 • NUMBER 104
Responses to young children in post-emergency situations
Bernard van Leer Foundation
Contents
Foreword 3
Guest Editorial 4
Margaret McCallin
Protecting children in emergencies 10
Rapid child protection assessments in emergency contexts 12
Andrea Becklund, Wendy Wheaton, Michael Wessells
ECD in emergencies 16
J.R.A. Williams, Tina Hyder, Susan Nicolai
Bernard van Leer Foundation’s response to the tsunami 22
You have to look at the needs 24
An interview with Dominic Xavier
Addressing the rights and needs of tsunami-affected children: Guiding principles 28
Separated children 33
Community-based care for separated children 40
Child-to-Child: Helping children in emergencies and affected by conflict 47
Dr Tashmin Kassam-Khamis
Restorative play in refugee situations 51
Sophie Naudéau
Disabled children in conflict situations 55
Marlies van der Kroft
The impact of war on children 60
Elisabeth Munsch
Further reading 64
News from the Foundation 67
This issue of *Early Childhood Matters* is published just six months after a massive earthquake off the coast of Sumatra triggered the worst natural catastrophe in living memory. As many as a third of the more than 200,000 people who died in the tsunami were children. Of the 500,000 people who are estimated to be left homeless, again, a third are children, many of whom separated from their parents. The international community responded very quickly to the disaster, and the immediate relief effort was unprecedented in its scope.
Every emergency situation, whether it is man-made or natural, has potentially devastating effects on the lives of people, especially those who are most vulnerable, such as women and children. But what constitutes an emergency? According to the Save the Children article in this issue, people hold two quite distinct views: it is either a direct and tangible threat to security, such as a clash, a curfew, an occupation or a shooting incident, or it is long-term process of deprivation of rights, chances and opportunities – in other words, the ‘silent’ emergencies that threaten the lives of countless children on a daily basis. How one handles these two types of emergencies, however, is quite distinct, as Dominic Xavier points out in his interview: “It is important to really know what emergency assistance is about – compared to long-term development”.
In emergency situations, involuntary separation from both family and community protection, sometimes across national borders, greatly increases a child’s risk of exposure to violence, physical abuse and even death. As the Christian Children’s Fund article shows, a rapid assessment is an effective method of determining children’s enormous protection needs, including in cases such as the tsunami catastrophe.
It is worth pointing out that emergencies such as the tsunami not only pose unprecedent coordination challenges for the humanitarian community, but also provide it with an opportunity to grow. In tsunami-stricken areas, agencies with a grounded expertise in the field joined forces to make their relief efforts more effective, and they were able almost immediately following the disaster to issue guidelines that would help others to make their work more effective in the affected areas. Added together, the following pages present a set of ‘guiding principles’ in relation to work for unprotected children.
While this edition of *ECM* was inspired by the tsunami, it looks at other, similar situations that leave children unprotected and suffering. This *ECM* is meant to bring important information to organisations facing the needs of young children in emergency situations who otherwise would not have access to it. It has been compiled by organisations and agencies who have first-hand, hands-on experience in this area. We’re sharing some of the expertise of organisations specialised in dealing with children in emergency situations, present their different approaches with the diverse categories of children who fall victim to disaster, conflict or displacement. What all of the organisations have in common, however, is their aim to respond in a timely fashion to young children caught up in emergencies in order to restore some ‘normalcy’ in their lives as soon as possible.
This publication has been a joint effort of the Bernard van Leer Foundation and the International Catholic Child Bureau. Our special thanks go to Margaret McCallin, our guest editor, without whom this edition would not have been possible.
*Teresa Moreno
Jan van Dongen*
editors
The contributions to this edition of *Early Childhood Matters* describe experience and practice developed by a number of organisations who work with children in emergencies, including natural and man-made disasters, and the many lessons that have been learned that agencies have integrated into their work.
To fit my own experience into the work described, perhaps I could begin with a personal reflection. My first meeting with young people affected by political violence and the displacement occasioned by their involvement was in Botswana in 1977. This was the first time I was confronted by the consequences of political violence.
My husband was working for UNHCR, and as a result of his work we got to know the secondary-school students who had come to Botswana as refugees following the Soweto uprisings in 1976. From time to time, some of these young people would come to our house to talk, have a cup of tea, and play with our children. But there was one boy who touched me deeply. Whenever he came he spent a lot of time playing with our little cat. In our conversations, he told me that the best part of coming home to us, was playing with the cat, because that reminded him of his home in Soweto where his mother had a little cat, and he missed his mother.
To talk of missing your mother speaks of all the losses that are implicit in being forcibly displaced for a child or adolescent. At the time, although there were a range of services available to help the South African students, we had little in the way of language or terminology to understand how these young people had been affected by their experience of and participation in political violence. Nor was there a framework within which any response could be implemented to address their needs.
In the intervening years, much has changed for the good, not least the important degree of collaboration that now exists between agencies: a shared approach and common concerns that inform the response to children in conflict and emergency situations. The integration of experience and interagency cooperation is evident\(^1\), for example, in the procedures that have been developed for the care and protection of unaccompanied and separated children. The benefits of this collaboration were evident in the immediate response to children affected by the Asian tsunami – within days, collaborating agencies (ICRC, UNHCR, UNICEF, World Vision International, Save the Children UK and the International Rescue Committee) had produced the guiding principles for the care of unaccompanied and separated children, and psychosocial care and protection (see page 33).
**The Convention on the Rights of the Child and child rights programming**
The near universal ratification of the Convention on the Rights of the Child (CRC) has brought about the most significant change in our understanding and response to children in emergencies. When governments, international organisations and NGOs were engaged in the drafting process of the CRC, children’s needs were emphasised more than rights. Since the ratification of the CRC there has been less of an emphasis on children and their communities as ‘beneficiaries’ of child-focused programmes, and more on the need to establish partnerships, to see children as ‘rights holders’ and to assess how programmes enable children to access their rights.
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* Margaret McCallin is Coordinator of Programmes at the International Catholic Child Bureau. Since 1977 she has lived and worked in a number of countries in Africa, Asia and Europe and the USA assessing the psychosocial impact of war and violent displacement on children and families, and in programme development to address these issues. For some years the focus of her work was on the situation of child soldiers, in particular programmes of demobilisation and social reintegration. She is now working in the area of children’s rights and resilience, and the development of programmes to address the contextual issues of discrimination, poverty and social marginalisation that put children at risk and violate their rights.
A number of organisations have instituted a process of reorientation or redefinition from what has been termed ‘child-centred community development’ to ‘promotion of the rights of the child’.
The implications for change brought about by the ratification of the CRC were in many ways not anticipated. Organisations were required to rethink their way of working to describe what it meant to be a ‘child rights’ organisation as opposed to providing services to children in need.
One of the significant differences between the needs-based and the rights-based approaches is that “a needs-based approach does not come with accountability. There is no moral or legal obligation on the state and/or other statutory bodies to protect or assist. Many rights have developed from needs, but a rights-based approach adds legal and moral obligations and accountability. Equally, in a rights-based approach, the holders of the rights are encouraged and empowered to claim their rights. This means that they are not seen as objects of charity (as they are in a needs-based approach) but rather those who are claiming their legal entitlements.”
As knowledge and experience has developed, certain principles and approaches have become more clearly defined in the design and implementation of programmes with children in emergency situations. These are evident as common themes that are echoed throughout the articles in this edition of ECM.
**Context**
Translating international standards such as the CRC into practical realities gives concrete meaning to international law. This is human rights in action. But to do this you must understand the local situation, and interventions must be based on an understanding of cultural norms, traditions and practices. There is no ‘blue print’ or template that can substitute for a thorough child-focussed situation assessment.
The general context within which programmes are implemented in disaster situations is described by poverty, social and political instability, lack of institutional capacity, and the breakdown of traditional value systems and social structures. Such conditions do not describe a situation where a ‘rights’ environment can flourish. They result in increased vulnerability for children. Addressing the situation of children in such circumstances must also take account of the impact on children’s development, and ensure that both child rights and child development perspectives are integrated into intervention programmes.
Childhood is neither timeless nor universal: it is not determined only by age, or by biological and psychological factors. Rather childhood is understood by reference to particular cultural and social contexts and to particular periods in history. In the countries of the North, for example, childhood is now seen as an extended period of economic dependency and protected innocence during which play and schooling are seen as central components: but this is far removed from childhood in many other cultures, where work (whether paid, or work within the household) must take precedence over both schooling and play. In many countries of the South, the child-rearing environment is characterised by large families and high infant mortality: a heavy emphasis on parents’ efforts to ensure the physical survival of their children means that parents must devote much of their time to economic and domestic activity, with many ‘parenting’ tasks delegated to other people, often older children. Western notions of childhood often place an emphasis on children’s vulnerability and innocence, but again in other contexts this may be much less appropriate\(^4\).
Collectively, the articles describe the environments created by emergencies, conflicts and disasters. This is the daily experience of millions of children and their families. But which children are affected? In most situations it is children already living in poverty, children who suffer discrimination and social marginalisation. The precarious and insecure environments experienced by impoverished and socially marginalised children are characterised by an accumulation of risk. This in itself can lead to abuse and exploitation, but emergencies, conflict and displacement compound the problem, and children may move from one ‘category’ of risk to another. The child working on the street can become the child soldier, and once the conflict is over may be caught up in trafficking and child prostitution. The ‘double emergency’ of HIV and conflict is recognised as putting children and young people at risk from both HIV/AIDS infection and violence.\(^5\)
A rights-based approach addresses the context of rights violations. Rights-based programming requires the analysis of the reasons why rights are breached or not fulfilled and the identification of measures to address this. Addressing the contributing factors within the context where we work automatically leads to activities with wider civil society and government institutions to promote an environment of respect for children’s rights and dignity.
**Psychosocial interventions**
The term psycho-social\(^6\) underlines the close relationship between the psychological and social effects of armed conflict, the one type of effect continually influencing the other. By ‘psychological effects’ is meant those experiences which affect emotions, behaviour, thoughts, memory and learning ability, and how a situation may be perceived and understood. By ‘social effects’ is meant how the diverse experiences of war alter people’s relationships to each other, in that such experiences change people, but also through death, separation, estrangement and other losses. ‘Social’ may be extended to include an economic dimension, many individuals and families becoming destitute through the material and economic devastation of war, losing their social status and place in their familiar social network.
The organisations whose work is described in the articles implement psychosocial interventions that are developed within a holistic framework, taking account of the range of factors in the children’s situation that can influence their development and well-being. Recent years have seen a dramatic growth in programmes designed to assist in children’s recovery from traumatic events and experiences. Many of these have uncritically applied western, individualised approaches to counselling and therapy to cultures in which they do not readily apply. The consequences can be not only wasteful
of scarce resources but also potentially damaging to children. As a general rule, the following should be avoided:
- responses which label children as “traumatised” or “mentally ill” may have an unhelpful, stigmatising effect. It is often more helpful to convey the idea that distressed children may be responding normally to abnormal events.
- responses which isolate children from the many others who may have had similar experiences. Programmes which “treat” children away from their own environment (such as in “trauma centres”) are to be avoided, and treating children in institutional settings has the potential to be particularly damaging.
- programmes which use methods that transgress cultural norms – for example encouraging children to discuss and express their feelings about painful memories in cultures which do not sanction such behaviour.
- allowing children to be interviewed, to “tell their story”, to researchers and journalists should be avoided: insensitive interviewing can easily cause secondary distress. The child’s best interest should be a guiding principle in all situations.
Children who have been exposed to violence, loss and disruption to their lives often express a change in their beliefs and attitudes, including a loss of trust in others. The re-establishment of familiar routines and tasks creates a sense of security, of purpose and meaning and enables them to start functioning again as fully as possible\(^7\). The role of play and education in normalising the children’s lives cannot be overemphasised. We all need predictability in our lives, and the routines of school life can be vital in helping children to recover, and also to learn to build trusting relationships again.
**A community-based approach**
It is evident that to be effective, rights-based and psychosocial interventions must incorporate the children’s families and communities. Without their participation, we cannot gain an understanding of how they have been affected, nor can we incorporate important values and customs which will be of benefit to the children.
Community-based approaches acknowledge, and build on, existing coping strategies within the community, and seek to enhance the resilience of children and their families. Communities identify their needs and participate in identifying and implementing strategies that they consider are appropriate to their circumstances. Experience has shown that community-based approaches are an effective way of restoring the well-being of children affected by conflict, disasters or forced migration, as they:
- enable communities to begin to restore control over their own lives;
- facilitate the development of community facilities such as schools, preschools, health facilities and recreational activities;
- help to restore or create a range of other supportive structures within the community;
- enable people to address those aspects of their lives that continue to create stress for them.\(^8\)
Whilst an understanding of the culture is of fundamental importance, it is also important to realise that it may be beyond our capacity to ensure that people who have lived through emergencies can return to ‘normal’ life. Emergencies can create enormous social change, and it may not be possible to put things back as they were. In some cases, this can create a ‘tension’ between intervention programmes that are concerned to implement a child rights-based approach, and communities who feel that their traditional values and customs are under pressure due to the impact of the emergency. Some interventions may directly confront traditional ways of treating certain groups whose experience, within the terms of the CRC, may be considered as discrimination. The most significant issues will certainly address gender issues relating to the role of girls, in particular traditional practices, such as early marriage and female genital mutilation, and the treatment of children with disabilities, whose serious predicament both before conflict and as one of its consequences is so well described in the article on page 55.
What is important to stress is that we must embed any discussion in the reality of people’s experience. When a community is confronted with a disaster we must listen and be attentive to what they tell us about how they and their children have been affected, and our response must be informed by this participatory exchange. We must spend time to
understand the meaning of any event for the people involved, and to move forward on this basis. Or, in the words of Dominic Xavier of Reaching the Unreached, explaining the response to communities affected by the Asian tsunami (page 24):
“You have to first of all listen to what people are asking and you have to hear what they are telling you. You have to look at the needs. You must find out what the people themselves can offer, the resources they carry within them, and finally, you have to assess your assets and resources to see what you can do.”
**Resilience and children’s rights**
Resilience is mentioned in several of the articles in this edition. Recently it has become something of a fashionable concept, but its implications with reference to intervention programmes for children, and how this may relate to promoting a better ‘rights’ environment for children are as yet not fully determined.
A short definition describes resilience as “the capacity of an individual person or a social system to grow and develop in the face of difficult circumstances.” Resilience and its application has for some time been an integral component of BICE’s training and community-based programmes, and we emphasise the relationship between child rights and resilience.
The CRC describes universal minimum standards for the treatment of children, and in its application and implementation serves as an indicator of how well we are doing in this regard. Resilience is a reality of life, one that often surprises us, and which exemplifies human potential even in the most adverse of circumstances. It encourages a focus on the positive elements in people’s experience, not only on solving ‘problems’. But neither the implementation of the CRC nor the application of a resilience approach is a ‘technique’ that can be applied regardless of circumstances. Each is a reference point to guide action in a given situation.
This is also why resilience can never be a substitute for social or economic policy. The latter can help build resilience or, on the contrary, destroy it. Resilience stresses interaction and the sharing of responsibility among all people concerned, at all levels of society. Instead of taking responsibility away from the individual or society, it moves beyond such traditional and political dividing lines. The ethic underlying this definition is two-fold: it concerns the life process of the person (or social system) and the life process going on around them.
Resilience is built up in a continuous process over an entire lifetime, through the interaction between individuals (social systems) and their environment. It therefore varies depending on the particular context or stage in life. It is never absolute. It is not a new, generally applicable intervention technique, but it may help us rethink some of our methods of intervention and inspire new ones. It starts with a shift in perspective, a new way of looking at reality, seeking the elements that can help build a life, the resources of the person and his or her environment, and the means of activating them. This is where resilience differs from a purely corrective approach.
A resilience approach focuses on identifying and building on people’s strengths and creates a framework within which we can address concerns for children’s well-being and protection, considering not only the negative aspects of the child’s situation but also the assets that are available to support the child. It defines the approach to conceptualising a programme in any given context, and its subsequent development and implementation. Programme activities are community based, and structured in order to create an environment where the resilience of the children and of their families and communities is promoted. These are generally characterised by:
- activities to prevent harm, and protect rights;
- social mobilisation;
- community empowerment and competence;
- education;
- rehabilitation;
- social reintegration;
- strategies that are appropriate to the needs and circumstances of the people;
- efforts to listen to and attend to people.
In a recent internal BICE study of the factors that promote or constrain the implementation of the CRC, two important points emerged from the children’s contribution to the study:
• the necessity of developing practice from the children’s perspective that responds to their views and concerns;
• ensuring that families support and are themselves involved in activities to promote child participation.
These two issues are integral to a resilience approach and in turn enable an environment where children’s rights are promoted and protected. Interventions that incorporate the participation of the children enable their active agency in their own development. They are no longer passive victims of adversity. Their involvement in the design and implementation of interventions can prevent situations of risk, and thereby violations of their rights, and go a long way to enhancing their resilience. The involvement of families will ensure that child participation is integrated into community understanding of child rights, and moves towards sustainable action to promote and protect children’s rights.
To sum up
This editorial gives a framework within which the articles for this publication may be understood. As emergencies and disasters continue unabated, so our own efforts to minimise their impact on children must continue. If we could, for example, stop the wars, we would. Reality is harsh, however, and this means that what we are learning is based, and will continue to be based, on the children’s horrific experiences of total disregard for their human rights. We do have a knowledge base, and we are developing tools and strategies to work better with and for children. As the article on Protecting Children in Emergencies (page 10) emphasises, however, there remains much work to be done on the political project of implementing international standards to promote and protect children’s human rights.\(^{12}\)
Notes
1 See the ARC Resource Pack on Separated Children at <www.savethechildren.net/arc>. Although not described in this publication, another effective example of interagency collaboration is the Separated Children in Europe Programme <www.separated-children-europe-programme.org>.
2 Kramer, J.Y. 2002. Child rights programming – Experiences from Save the Children Norway. Paper presented to the DSA NGO Study Group.
3 Child rights programming. How to apply rights-based approaches in programming. 2002 International Save the Children Alliance.
4 Cf. ARC Resource Pack: Child and Adolescent Development.
5 Lawday, A. 2001. HIV and conflict: A double emergency. Save the Children, UK.
6 Cf. Cape Town annotated principles and best practice on the prevention of recruitment of children into the armed forces and demobilization and social reintegration of child soldiers in Africa.
7 Cf. ARC Resource Pack: Working with Children.
8 Cf. ARC Resource Pack: Working with Children.
9 Vanistendael, S. Forthcoming. Resilience and spirituality. BICE publication in French, 2002, English translation in preparation. See also: Vanistendael, S. 1995 Growth in the muddle of life. Resilience: Building on people’s strengths. Geneva, International Catholic Child Bureau.
10 CCF International/Child Fund Afghanistan. After the Taliban: A child-focused assessment in the northern Afghan provinces.
11 McCallin, M. 2004. Report on consultations with the project staff. Geneva: International Catholic Child Bureau.
12 Child participation is a theme that runs through the articles in this edition of ECM, and it is an important issue in rights-based programming. It was the subject of ECM 103. Gerison Lansdown’s comprehensive review in that issue of ECM is recommended for further reading.
Protecting children in emergencies
Protecting children in crises must be a top priority in every stage of every emergency response.
This article is taken from Save the Children’s Policy Brief Vol. 1. No 1. Spring 2005: Protecting Children in Emergencies. See the “Further Reading” section in this ECM for more information.
Wars, conflicts and natural disasters worldwide are putting millions of children at risk. Since 1990, over 2 million children have died as a direct result of armed conflict. At least 6 million children have been permanently disabled or seriously injured, and more than 1 million have been orphaned or separated from their families.
In contrast to a century ago, when only five percent of war casualties were civilians, today more than 90 percent of those killed and wounded as a result of hostilities are civilians, about half of them children. Natural disasters, such as the Asian tsunami of December 2004, can affect even more children, causing them to lose their homes, their families, their schools, their access to adequate food, water and sanitation and even their lives in a matter of minutes.
Despite these statistics, however, the protection of children remains a secondary concern for the international community in all phases of emergency response. The failure to protect children from these escalating threats not only results in personal tragedy but carries a long-term social cost as well, including the spread of HIV/AIDS, an elevated maternal and infant mortality rate, a loss of education and a generation of marginalized youth.
During emergencies children face unique dangers
Types of protection children need most in emergencies
Save the Children has identified seven critical types of protection that children require in disaster areas and war zones:
1. protection from physical harm;
2. protection from exploitation and gender-based violence;
3. protection from psychosocial distress;
4. protection from recruitment into armed groups;
5. protection from family separation;
6. protection from abuses related to forced displacement;
7. protection from denial of children’s access to quality education.
Both boys and girls face an increased risk of disease, malnutrition, gender-based violence, exploitation and a wide range of other violations including death and injury. They often become separated from their families and caregivers and have difficulty obtaining food and humanitarian assistance. The emotional impact on children affected by emergencies can be profound, but those who remain in the care of their families and communities are likely to recover more quickly. Schools are often closed or inaccessible during emergencies, leaving children without structure in their daily lives. Under these circumstances, children – some as young as 7 years of age – have been abducted or coerced into joining armed forces or groups, where they are used as porters, spies, fighters and for sexual purposes. Child traffickers take advantage of social and community disruptions when governments and aid agencies are focused on other aspects of the emergency response.
Effective strategies already exist to protect children
Save the Children seeks to integrate child protection into all its emergency response programs, at every stage of the crisis. As part of this integration, Save the Children has developed strategies and programs to identify and prevent abuse; restore dignified living conditions for children; and promote children’s rights. Principal strategies include family tracing and reunification; education for displaced and refugee children; improved monitoring and accountability systems; land mine awareness; and activities to support children’s emotional and developmental needs.
To better protect children in emergencies and reduce their physical and emotional risks, Save the Children is calling on the international community to take the following steps:
- Make child protection an integral part of every humanitarian response. Incorporate child protection programming into the delivery of all services including food, shelter, health and water and sanitation. Recognise education as an important means of protection.
- Ratify, enforce, monitor and report on international treaties created to protect children,
including the Geneva Conventions, the Convention on the Rights of the Child (CRC) and its Optional Protocols, the International Criminal Court Rome Statute, the Genocide Convention, International Labour Organization Convention 182, and the 1997 Mine Ban Treaty.
- Provide adequate resources for child protection activities, not only as an immediate response to current crises, but also as part of a long-term effort to prevent conflict, promote sustainable development and mitigate the effects of natural disasters.
- Urge states to support a systematic and comprehensive monitoring and reporting mechanism designed to provide timely, objective, accurate and reliable information on violations against children.
- Ensure that all nation states recognise that children are central to the peace and security agenda. Peacekeeping mandates should include specific provisions to protect and assist children and improve and expand child protection training for all those involved in an emergency response, including members of the armed forces. Child protection advisors should be part of every UN mission.
**What is child protection?**
While assuring the physical safety of children is crucial, child protection encompasses more than stopping attacks or moving children out of harm’s way. It includes measures that promote children’s physical and emotional well-being, provide them equal access to basic services, and safeguard their legal and human rights. After a conflict, protection programs provide long-term support to those who have suffered.
The best protection measures prevent violence and abuse from happening in the first place. They strengthen the ability of individuals and communities to protect themselves and their children from future threats, laying the groundwork for lasting security and stability. Even at the earliest stages of an emergency, a community-based approach that mobilises resources among the affected population and creates a sense of community, is critical in helping children and their families recover from an emergency and begin to rebuild their lives.
**Effective child protection programmes exist but funding is inadequate**
As outlined in a recent report by the Secretary-General of the United Nations, donors did not fund children’s programming at the same level as other projects in the United Nations Consolidated Appeals (CAP). On average, donors provided 73 percent of funding requested for all projects in the CAP, but only 60 percent of funding requested for children’s projects over the same period of time. The report also noted that 60 percent of the UN and NGO staff surveyed in 28 countries indicated that funding levels were insufficient to meet even the most basic protection needs of children in these situations. Furthermore, projects focused on providing child protection activities received less funding than traditional child survival projects during this period.
**International legal framework for child protection**
The CRC provides a comprehensive framework of children’s rights, as well mechanisms of accountability. The CRC recognises children’s right to be free from abuse and neglect, sexual exploitation, trafficking, abduction, torture, deprivation of liberty, and other forms of maltreatment at all times and provides for special protections during times of conflict.
The Rome Statute defines the “most serious crimes of international concern” to come under the International Criminal Court and classifies rape and other forms of sexual violence, recruitment or use of children under the age of 15 into armed groups as well as attacks against schools as war crimes.
In addition, the International Labour Organization’s Convention 182 declares child soldiering to be one of the worst forms of child labour and prohibits forced or compulsory recruitment of children under the age of 18 in armed conflict. The Optional Protocol to the CRC on the involvement of children in armed conflict sets 18 as the age limit for compulsory recruitment and participation in hostilities and a minimum age of 16 for voluntary recruitment.
These instruments, together with the relevant provisions of the Geneva Conventions, the Genocide Convention, the 1997 Mine Ban Treaty, the 1951 Refugee Convention, the 1967 Protocol protecting refugee children and several Security Council Resolutions (1261, 1314, 1379, 1460, 1539), constitute a strong and comprehensive body of legal instruments which provide standards on the protection of children affected by armed conflict and emergencies.
In emergency situations, the focus of humanitarian aid is typically on the delivery of food, water, shelter, healthcare and other basic necessities. However, in these circumstances one of the most vulnerable yet invisible groups is children, and they usually comprise around half of the affected population. Therefore, the question of how to collect the assessment information needed to guide programmes to protect and support at-risk children and families becomes very important. This question is in part ethical – since in an acute emergency, collecting data will raise people’s expectations of assistance without providing support – and in part practical, as the constantly changing situation imposes severe time constraints that prevent longer term epidemiological assessments, although these may be important later.
**A holistic approach to child protection and well-being**
Considering how to assess an emergency situation also raises important conceptual issues about what is child protection. Although many agencies have focused on the physical and legal protection aspects, which are clearly important, some of the greatest risks to children in emergencies are psychosocial risks, which have physical, psychological, social and spiritual elements. Since situations that involve separation, sexual abuse, gender discrimination or child soldiering have a psychosocial impact that may be every bit as profound as that resulting from physical or legal risk (Machel 2001), these should be included in child protection plans. Furthermore, the way that psychosocial risks are defined is also a matter of contention. Advocates of the mental illness point of view focus mainly on the negative aspects of mental health, such as trauma, depression and anxiety, and urge organisations to focus on assessing their prevalence and severity in emergency situations.
Like many child-focused agencies, the Christian Children’s Fund (ccf) thinks that this focus on mental illness is too narrow – it can single out and stigmatise children and dismiss the resilience they exhibit even in critical situations. This is seen in Western models of mental illness, which often place great emphasis on the impact of previous traumatic events. In reality, children and families in crises frequently report that their greatest stresses arise not from past violence or natural disasters but from the difficult life conditions that have followed them. Chronic poverty, changed social status and personal risk such as discrimination and trafficking may be more debilitating and harmful to children’s long-term development than situations they have survived. All too often, approaches that concentrate on mental illness encourage counselling interventions, which are culturally biased and turn general problems into individual ones. What is needed in these situations is to use the resources that the affected population already has for supporting children.
For these reasons, ccf has developed a holistic, community-based approach to child protection that seeks to strengthen sources of resilience and support while simultaneously removing sources of vulnerability. Based on ecological models of child development (Dawes and Donald 2000), the holistic approach emphasises family and community support for children and seeks to reduce their vulnerability at
the family, community and societal levels. Therefore, in emergency situations, agencies on the ground need to identify and mobilise the local resources that can help with coping, healing and non-violent conflict resolution. CCF takes a two-stage approach to this process, which includes a rapid child-focused assessment – the core of this article – followed by a longer, more thorough assessment.
**Methodology of conducting a rapid child protection assessment in emergencies**
CCF begins rapid assessments by reviewing existing data and identifying gaps to guide collection of new data. Our preferred assessment strategy is to cooperate with other agencies such as the United Nations, other NGOs, local community-based organisations (CBOs), government and social service agencies and those providing legal protection such as police, peacekeepers or government troops. In countries such as Afghanistan and Angola, CCF has collaborated with the International Rescue Committee and Save the Children USA in conducting large-scale assessments, with each partner covering a particular geographic region.
Whether conducted jointly or individually, CCF’s assessments focus on those geographic areas or marginalised groups for which little reliable information exists. Our work is guided by strategic informants who are from the local area and are familiar with the language, situation and customs. These informants provide advice on the cultural protocols for entering villages, help identify important local resources and protection issues, advise on the handling of ethical issues associated with the assessment, and help with the appropriate wording of questions used to collect qualitative and quantitative data. Our informants also advise us on the immediate and historical causes of the emergency; particularly in conflict-related situations, this advice is useful in tailoring the assessment to the political, historical, economic and social context.
Before collecting the data, it is important that we first identify the main child protection issues. For example, in any situation this may include gender discrimination, separation from parents, trafficking, sexual violence, landmines, disability, living and working in the streets, social exclusion or child soldiering, among many others. Once the focus of the assessment has been determined, we will then recruit and train local staff to collect the information. Typically, training involves two weeks of workshops and supervised practice sessions in data collection. As part of this process, with the help of our trainees and strategic cultural informants, we will adjust the language and assessment methods of the study to fit the local culture and situation. In particular, we pay close attention to the local idioms of expression regarding feelings, how to ensure confidentiality and informed consent, and how to avoid asking questions in a way that puts the participants at risk. In doing this we also probe our informants’ views of childhood and children, and ask how people have been affected by the current situation. It is important at this stage that we learn about local resources such as rituals, bereavement processes and indigenous practices of non-violent conflict resolution that could be used to support children in the current context.
The actual process of data collection typically runs for only three to six weeks, followed by a similar amount of time devoted to analysis and interpretation. Both qualitative and quantitative data are gathered through a multi-modal strategy that includes discussions with groups of at-risk children such as those who have been separated from their family or who have disabilities; structured and semi-structured interviews with strategic informants and focus groups of elders, women, children and gender segregated adolescents; transect walks; observations and descriptions of local conditions; and case studies.
Visits to villages typically begin with meeting the elders, teachers and other important local figures to obtain a broad overview of the children’s situation. These are followed by more focused discussions with particular targeted and/or at-risk groups. Whenever possible, we use visual methods appropriate for children and people with low rates of literacy. For example, in spider-web mapping, a group of children constructs a web of protection issues using string, wire, rope and cloth, to demonstrate how each player is entangled in the web. Each string of the web represents a different relationship that the children have; for instance, with religious leaders, parents and community members. To qualify their relationships the children use different materials, for example,
cloth might represent a positive relationship and wire a negative one. Similarly, in child-led risk mapping, children in a village or internally displaced persons (IDP) camp draw a sketch of their local area and indicate places that are dangerous to children. Once we have gathered the information, we cross-check and reference it with data from other sources to ensure that we are as accurate as possible. To minimise duplication of child support efforts, we also map the local services and support mechanisms, including the specialised psychosocial supports for the referral of severely affected children.
When analysing the data, which we disaggregate by categories such as age, gender and ethnicity, we look carefully for broad trends and patterns rather than taking a case-by-case approach. Together with cultural insight gained from our strategic informants, we look for those culture- and gender-related risks that may be hidden or non-obvious. Overall, the emphasis is on finding the child protection risks that are most severe, widespread and unattended, and which are most likely to be responsive to community-based interventions.
**Linking assessment and action**
Once the initial assessment has been completed, it is important that action is quickly taken. To this end, CCF typically follows the rapid assessment with the establishment of child-centred spaces (CCSS), which provide emergency education and psychosocial support for children of various ages. CCSS also offer us the chance to conduct more thorough assessments, facilitate ongoing community mobilisation activities and provide information to guide decisions about programme directions.
Our work in Afghanistan in early 2002 illustrates this approach. CCF started by conducting a rapid assessment that, in keeping with local norms, was gender segregated. We also drew on de Berry’s (2003) research into local cultural understandings of childhood, the significant psychosocial issues and the means of support for Afghan children.
We identified crucial protection issues including gender discrimination, risk of landmines, poor hygiene, lack of water and sanitation, early marriage, child soldiering and systemic violence, among others. Since both children and adults identified lack of education as a major problem, CCF worked with local people to establish CCSS that taught skills of basic literacy and numeracy, and also gave vital messages about health and landmines. We engaged children in expressive activities using songs and other cultural traditions that the Taliban had previously banned. To address gender discrimination we ensured that girls had a high level of participation. Effectively, the CCSS brought the communities together around the children, strengthening trust and building relationships with CCF, as well as providing space for everyone to learn more about the villages and the causes of particular protection issues.
Over a two-month period, more than 50 CCSS were established in Afghanistan, allowing us to plan longer-term programmes, such as literacy classes for young people, youth-led well construction projects and income generation schemes as well as the continuation of child protection monitoring, reporting and action at village level. Taking our lessons to the national level, CCF helped organise a meeting on child protection that integrated assessment data collected by many agencies, including Afghan NGOs. The resulting national picture of child protection was used to help donors focus funding and to inform government efforts to support children.
The Asian tsunami of December 2004 also created a humanitarian crisis, and CCF’s response once again coupled rapid assessment and rapid action. Initial investigations indicated that unaccompanied minors and orphans were the group with the most urgent protection needs, and CCF responded through the rapid provision of economic, social and psychological supports.
In other situations, our assessments may indicate that programme responses are best integrated with the work of other agencies in different humanitarian sectors. For example, in Chad we observed that children who attended feeding centres run by Médecins Sans Frontières (MSF)–Belgium received little stimulation and recovered slowly. Following their feeding in the centres, many of the children, including infants, were observed lying around the tents by themselves. Therefore, to complement MSF–Belgium’s feeding programme, CCF quickly established CCSS to improve the children’s surroundings. These CCSS engaged parents by teaching them about healthy child development and giving them the opportunity to attend to, play with, and provide the love and support that children need in order to flourish, regardless of the circumstances.
Because emergency assessments have obvious limitations, CCF regards them as the first stage of an iterative process that probes more deeply and systematically over time. Follow-up assessments such as child-led risk mapping often require the children to present their findings to the adults by conducting a role play, which typically evokes excited discussion and leads to community action. Crucially, it is the fact that children play a major role in both the assessment and resulting action that means they are not passive recipients in a crisis, but active agents of their own protection.
References
de Berry, J., Fazili, A., Farhad, S., Naziry, F., Hashemi, S. and Hakimi, M. 2003. *The children of Kabul: Discussions with Afghan families*. Kabul, Afghanistan: Save the Children Fund USA
Dawes, A. and Donald, D. 2000. Improving children’s chances: Developmental theory and effective interventions in community contexts. Pp.1–25, in: D. Donald, A. Dawes and J. Louw (eds.) *Addressing childhood adversity*. Cape Town, South Africa: David Philip Publishers
Machel, G. 2001. *The impact of war on children*. Cape Town, South Africa: David Philip Publishers.
Save the Children’s experience
ECD in emergencies
J.R.A. Williams (Education & ECCD Advisor Middle East & North Africa Region); Tina Hyder (Diversity Advisor) and Susan Nicolai (Education Advisor (Children in Crisis)), Save the Children UK
For one moment, imagine a reality made from the nightmares of childhood – parents dead, house collapsed, friends missing, favourite playthings crushed in rubble. In recent years, thousands of children have woken up to this picture: mudslides in Colombia, earthquakes in Iran or victims of the Asian tsunami. Even more children living in war zones around the world have experienced similar realities; Palestinian, Afghan and Sudanese children grow up with these nightmares as part of their everyday lives.
This article draws on Save the Children’s early childhood development (ECD) in emergencies work in the Middle East, Asia and the Balkans. While these examples offer a picture of ECD responses within a range of emergencies, we believe that many of the principles of good ECD work remain the same whatever the context.
Why ECD in emergencies?
Both acute and chronic emergencies can have devastating effects on the people caught in their wake. Those working in emergencies build their responses around two core beliefs, codified in the Humanitarian Charter: (1) that all possible steps should be taken to alleviate human suffering arising and (2) those affected by disaster have a right to life with dignity <www.spheroproject.org>. While education – and ECD – are not traditionally prioritised in such contexts, education responses in emergencies do have an important role to play both in alleviating suffering and strengthening the dignity of those affected.
Many of those working with children and families in emergencies share a commitment to make a reality of children’s rights. Like all people affected by emergencies, children have basic physical needs – shelter, food, water and medicine – essential for their survival. However, informed by the UN Convention on the Rights of the Child, an analysis of the rights of children would also stress developmental support – social, cognitive, creative and emotional – as being as fundamental as physical assistance.
This commitment to children’s rights has led Save the Children to increasingly focus on education support during the early phase of an emergency and beyond. ECD is one of a range of education and care contexts that we find important in helping communities cope and recover. ECD programmes assist young children in maintaining a sense of normality and control in their lives. These efforts are built around a philosophy that children are not necessarily passive victims. Much can be done by working with them in constructive ways, drawing on their own resilience and on the strengths and assets of their communities.
What happens to young children in emergencies?
The damage of war and natural disasters is easy to see in terms of damage to the material aspects of life. However, the impact a crisis can have on the social, economic, political and cultural fabric of communities can be just as damaging for children’s development.
For young children, the most profound impact is often that their carers are missing, dead or wounded – or perhaps emotionally and physically exhausted – and that they are unable to call on the usual support networks that are available at times of family crisis. In this instance, play can be an essential support for young children; not just because play in itself is a formative experience for the individual child – but because play itself is often rooted in the experience
and representation of events and objects within a family and a community. Moreover, play can enable children to come to terms with past events.
Evidence suggests that in many cases, young children who have experienced the trauma of conflict or displacement do not need specialised therapy or intervention (Richman 1993). The majority of children who manifest distressed behaviours (e.g., disrupted sleep, increased alertness, bed-wetting, profound sadness or increased aggression) will benefit from the routine, familiar environment and materials after a short time in an early years group. Children acquire a ‘safe space’ in which to establish relationships with sympathetic and supportive adults.
**What can we do?**
For practitioners concentrating on young children in emergencies, the Inter-agency Network for Education in Emergencies (INEE) presents a checklist specifically concerning ECD in crisis situations to supplement the more general Minimum Standards for Education in Emergencies (MSEE) guidelines <www.ineesite.org/edcon/early.asp>. This assessment protocol enables agencies to map out what early childhood services existed before and therefore what practices can be built upon. A selection of these questions includes:
**Pre-emergency:**
- Did early childhood education exist before the crisis? Was food provided? Was the service half-day or full day?
- Did parents pay for their children to attend? Was the service only for people who belonged to a certain company of the government?
**Existing activities in ECD centres:**
- Are there any ECD activities presently within the community? Are all children able to access these activities, including minorities and children with disabilities?
- Is there a system of referral in place for traumatised children or children with special protection needs? To whom are they referred? What cases have been referred?
**Parent training:**
- Who traditionally takes care of young children within the household (older siblings,
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**STOP: A framework for ECD in emergencies**
This framework for working with young refugees was first devised by Swedish Save the Children (Gustaffson 1986) and has been subsequently adapted. It sets out an easy-to-remember way of ensuring that the key principles of good early years practice to support children affected by conflict are in place, and can apply to the provision of early years services not only in an emergency situation, but also once children have sought refuge.
S – space and structure
T – trust, time and talking
O – opportunities to play
P – partnership with parents
**Space and structure** are vital to any early years programme. For a child affected by an emergency, getting to know the predictable routine of the early years setting will be an antidote to the chaos they may have experienced. For families living in temporary housing, conditions maybe cramped and children also benefit from the physical space of the setting.
**Trust** is often the primary casualty of emergencies, from the perspective of the young child. Time is needed to re-establish trusting relationships with (a) key carer(s), through talking, play and creative activities. Young children often feel that they have enormous power, because their feelings are so strong and overwhelming. This may, in turn, make them feel guilty or responsible for the enormous changes that have befallen them and their families. By creating a place of safety, it is possible to explore a child’s feelings and to begin to explain and give meaning to events – so helping to remove feelings of guilt.
**Opportunities to play** are some of the defining features of childhood. These can range from organised group activities such as games, dancing and singing, to explorative play with a wide range of materials.
**Parents and other carers** will themselves need support and opportunities to talk, or just to sit and feel safe in the setting. It is vital to welcome carers and let them participate as little or as much as they choose. ECD provides an opportunity to support carers’ ability to care.
grandparents, others)? Are these people attending the trainings? How is this training spread throughout the family?
Community training:
- How has the community been sensitised to the importance of early childhood education?
Drawing from experience
The need to address education needs in emergency situations has been increasingly accepted within the humanitarian relief and aid community. Implicit is the importance of maintaining or establishing in emergency situations educational and other supports for the development of children in their early years. The challenge now is to turn the principle into practice. This article offers some experience from Save the Children’s interventions in emergencies where a commitment to ECD has been central to our activities.
Earthquake in Bam
On December 26, 2003, an earthquake measuring 6.5 on the Richter scale struck the southern city of Bam, Iran, and surrounding villages. Over 26,000 people were killed and 85 percent of the city was destroyed or severely damaged. Save the Children arrived the next day and immediately began distributing tents, blankets and other non-food items. Our child protection team was on the ground soon thereafter, identifying orphaned children and those separated from their families. However, there were hundreds of other children sitting quietly in tents next to their parents. What could be done for them?
Several community members approached us and said that if we provided tents and supplies, they would organise activities. There had been a history of preschools in some neighbourhoods, but in others we identified enthusiastic parents to take part. Soon tents and children’s recreation boxes were being distributed to neighbourhood volunteers.
In time, local NGOs began to get more involved, and Save the Children set up formal partnerships for them to provide longer-term support to the ‘children’s centres’ for three to six months after the crisis. We worked with these NGOs to train teachers and volunteers in a range of psychosocial, developmental and recreational activities for the children.
The enormous numbers of dead and injured rendered local basic services ineffective, including those for children. From the beginning, Save the Children coordinated with Behsisti (the government social welfare organisation) in its provision of toy boxes, chairs, tables, children’s clothes, teachers’ packs and blankets to these children’s centres. Over time, Behsisti was able to take on a role in support of children’s centres, and the assets from the children’s centres were eventually transferred to Behsisti, which took over their administration. A year and a half after the crisis, a number of the children’s centres have been transformed into preschools, while others remain less formal and are staffed at the community level.
Sri Lanka and the tsunami
One year later, another earthquake and the accompanying tsunami left over 200,000 dead in coastal areas of the Indian Ocean. Buildings were destroyed, teachers and children killed, with the survivors left to piece together a system; the picture was similar to Bam, as were the education needs and our response.
In Sri Lanka, Indonesia and India, Save the Children offered an early response supporting play activities at welfare centres, safe spaces in displaced camps, and the re-establishment of the integrated childhood development system centres, including material support and teacher training. In Sri Lanka, play activities – including music, drama and local games – were set up for young children at centres for the displaced. As families are sent to transit camps or return to their villages, temporary ECD centres will be constructed. Save the Children will train teachers and provide incentives for up to one year. As communities become more permanent, the focus will be on sustainability, with plans to establish a foundation to support ECD centres and teacher salaries.
Early efforts at coordination after the tsunami were confused, with most agencies clamouring to work on school reconstruction and provision of materials. While Save the Children were involved in these areas to some extent, we tried to emphasise human resources at the same time: working with the authorities on teacher training, psychosocial and play activities, encouraging community and parental
involvement, and looking at crisis-related needs for marginalised groups of young children.
**The Balkans**
When the former Yugoslavia began its break-up in 1991, ethnic tensions that had been dormant exploded into some of the most brutal violence since the Second World War. Prior to these conflicts, education was a high priority for the state, and literacy rates were similar to those throughout Eastern Europe. There was a history of ECD provision, although it was largely an urban phenomenon and varied extensively in terms of its quality.
The importance of strengthening families and rebuilding communities was at the heart of initiatives to establish early childhood centres as an emergency response in the Balkans. Centres were provided in refugee camps and were established in areas affected by violence. In some cases, resources were provided to enhance activities that had been established by members of the community during the months of conflict. In one area, teachers and parents had worked together to set up make-shift early childhood centres in the basements of their apartment blocks. During months of shelling and fighting, parents carried on creating structured opportunities for young children to play. When the fighting subsided and aid agencies entered the city, parents were able to carry on providing activities. Parents felt in retrospect that the provision of early childhood activities during these extreme events had been enormously beneficial to both adults and children.
During the Kosovo crisis, one of Save the Children’s responses was the creation of ‘safe areas’ that included a strong component for young children and their mothers (Nicolai 2003). These were established first within the camps in Albania and Macedonia and once again upon repatriation to Kosovo. A staff member involved in work in Macedonia had this to say:
“When the full Save the Children team arrived, they had to orient themselves quickly. We planned to open a preschool playroom, just a safe place to come. We managed to get a tent but there were 30,000 people in the camp, and between 2,000 and 3,000 young children. We ran it on a shift system, an hour at a time, for seven sessions a day. Then it got too hot, and we were afraid the children would dehydrate, so we introduced a noon break. We tried to make it a really nice environment for the children, so they would feel good about being there. The camp was very muddy, so we put in a cheap wooden floor rather than plastic sheeting.”
As a follow on to the ‘safe areas’ initiative, Save the Children became involved with re-establishing preschools and kindergartens. This has included reconstruction, provision of supplies, and training for teachers and staff.
**The Lebanon crisis**
Save the Children’s experience with ECD in the Middle East and North Africa extends back to the 1980s and the civil war in Lebanon. The acute crisis occasioned by that conflict ended in 1991, but many of the Play and Learning Centres for young children in Palestinian refugee camps still experience military incursions and bombing from outside, and the threat of factional fighting inside, the camps.
An investigation of the history of the conflict and its effect on early childhood provision was carried out in 2003 (Grazia 2003). This study used participatory techniques to elicit from the communities involved their perspectives on the emergency, and also their suggestions about how their experience could be adopted in other conflict ridden contexts.
The researcher did not find it easy to identify an unambiguous definition of what should be considered an emergency for planning, monitoring and evaluating ECD. Informants held two quite distinct views of what they considered an emergency: (1) a direct and tangible threat to security, for example clashes, curfew, occupation and shooting incidents, and (2) a long-term process of deprivation of rights, chances and opportunities. Informants tended to use the definitions interchangeably.
In reacting to emergency situations teachers stressed the importance of having agreed within parents’ groups and community groups on practical guidelines for making a quick response. Whenever an upsurge in violence occurred, such as military invasions of camps, internal clashes, or other direct threats to security, people moved to safer areas. Even though an emergency brings about family separation and scattered clusters of internally displaced ‘refugees’, the setting for interventions had to be in whatever physical area people found shelter. Efforts were made in order to link the isolated Palestinian community with the ‘external’ Lebanese environment; informants, however, continued to perceive themselves and their situation as separated with few links ‘to the outside’.
The following were the lessons learned from the experience in Lebanon and drawn up as conclusions to the study:
1. Where the emergency is localised, safe spaces outside the area of danger must be identified for continuing in the provision of education services.
2. Provision of quality education and ECD during ‘normal’ periods guaranteed better results during emergencies.
3. Key elements of quality ECD were identified as:
- involvement of parents in activities focused on early childhood care and a close relationship between teachers and parents;
- creative use of space (class arrangements) and tools (i.e., toys from junk);
- active learning methods, utilising older children to encourage learning, participation and play;
- continuation of planning, monitoring and evaluation using participation of children, parents and other carers (social workers, school teachers);
- community as support body for ECD and education processes;
- focus on programme rather than on institutions.
4. Use of small and local groups or informal relationships (key persons) in order to facilitate the implementation of programmes.
**Occupied Palestinian Territories**
The Lebanon study was part of a larger project to demonstrate and disseminate locally viable and replicable models for quality education provision during the chronic crisis in the occupied Palestinian Territories. Since the collapse of the Oslo peace process and the start of the Palestinian uprising in September 2000, Palestinian society and its economy have suffered. Military incursions and movement restrictions have prevented children and teachers from reaching their schools and ECD centres. Even when able to attend, children face a difficult environment where tensions, violence and disruption within schools are affecting relationships, concentration and opportunities for play and social interaction.
Violence dominates Palestinian children’s lives. Exposure to armed clashes and the suffocating curfews and closures have caused acute psychological stress. In three villages directly affected by the Wall, Save the Children UK found that 92 percent of children said the Wall made them feel more afraid (Save the Children 2004). A study by Save the Children US found that 93 percent of Palestinian children feel unsafe, and more than half feel their parents can no longer protect them. Half of the children surveyed witnessed violence affecting an immediate family member, and 21 percent have had to flee their home for a period because of the conflict. Almost all parents report traumatic behaviour including nightmares, bedwetting, increased aggressiveness and hyperactivity.
As a result, we identified six main objectives for their intervention in kindergartens in the territories:
- reducing parents’ stress;
- strengthening parents’ understanding of their children;
- empowering the community to provide support for children’s development;
- providing an opportunity for normal development: socially, physically, intellectually, creatively, emotionally and morally in difficult circumstances;
- developing children’s resilience.
The activities are based on a model for coordination between home and kindergarten. The model creates a space for children in their home (space can be either physical, mental or temporal) and encourages parents to observe their children through easy activities. Activities can be spontaneous, developed by children or planned by teachers and parents. Common resources are developed to facilitate planned activities in the form of ‘treasure boxes’, containing materials and equipment. The relation between parents and teachers is developed through routine meetings and discussions, and ‘fundays’, where the setting becomes an open house for the children and teachers and their families.
There have been spin-offs and ongoing initiatives independent of the project. For example, one kindergarten is holding an exhibition of work that mothers have been doing in their homes. Mothers have started their own fundays and invited others; treasure boxes have been added to and developed by families (using scrap materials, leaves, seeds etc.). Homes now have ‘corners’, in the form of real or conceptual spaces for children to play and learn. Some fathers are asking for workshops on how to raise their children. Mothers who had been brought together for the first time around fundays and treasure boxes said, “We actually knew how to do this or that, but we didn’t realise it”.
**Conclusion**
In emergencies, the normal mechanisms for protecting the population from harm break down. ECD provision can be a source of protection for young children – and a way to cope with the nightmares – where their families, law, social order and government can no longer ensure their well-being. The provision of basic ECD activities can act as a focus for adults in the community, who can be involved working in the centres. At the same time, children can have opportunities to establish routines of play and care in the face of the unpredictability of the surrounding crisis.
The principles of ECD in emergencies are not substantially different from ECD at other times. ‘Good practice’ is common to all circumstances. What may differ are the location of intervention, the identity of carers, types of activities which may emphasise psychosocial concerns. Moreover, emergencies often present an opportunity to introduce ECD provision and concepts where there has been none before. For this reason, adherence to best practice and rigorous standards should be a major priority for supporting ECD in emergencies.
**References**
Cunninghame, C., Hyder, T., Kesler, D., ed. Helen Penn. 1998. *ECD in emergencies: The Balkans*. London: Save the Children.
INEE. 2004. *Minimum standards for education in emergencies, chronic crises and early reconstruction*. Paris: Inter-agency Network for Education in Emergencies
Gustafsson, L.H. 1986. *The stop sign – A model for intervention to assist children in war*. Stockholm: Radda Barnen.
Grazia, M. 2003 *Quality education provision during chronic emergency in the occupied Palestinian territories*. Unpublished Report. London: Save the Children
Hyder, T. 2005. *War, conflict and play: Debating play series*. Maidenhead: Open University Press
Nicolai, S. 2003 *Education in emergencies toolkit*. London: Save the Children uk.
Richman, N. 1993. *Communicating with children: Helping children in distress*. Development Manual 2. London: Save the Children.
Save the Children. 2002. *Education under occupation: Palestinian children talk about life and school*. London: Save the Children
Save the Children. 2003. *Growing up under curfew*. London: scuk & SC Sweden
Save the Children. 2004. *Living behind barriers*. Jerusalem: scuk & SC Sweden
The Sphere Project. 1998. *Humanitarian charter & minimum standards in disaster response*. Geneva: Sphere Project
Together with millions of individuals around the world, the Bernard van Leer Foundation responded to the tsunami of December 2004 by asking how best it might be able to help the millions who had lost homes, livelihoods and loved ones. The immediate response was a grant to an existing partner organisation, the Voluntary Health Association of India (VHAI), to support relief work in the Andaman Islands, among the areas closest to the epicentre of the earthquake.
The Bernard van Leer Foundation’s Board of Trustees also allocated EUR 1 million in addition to the Foundation’s regular annual budget to address issues of longer-term rehabilitation and development in tsunami-affected regions of South and South-East Asia. The Foundation has prioritised the following areas:
- support to parents directly affected by the disaster in their caregiving role;
- support to (para)professionals such as midwives, childcare staff and healthcare staff;
- creating safe and normal environments for young children, such as opportunities for play and social interaction.
Following an exploratory mission to affected countries in April by the Foundation, the Foundation’s strategy for disbursing that money is now taking shape.
The tsunami support fund will make grants available to local organisations, some of them existing partners, in India, Indonesia and Thailand. It will not include other affected countries, notably Sri Lanka, not because the need is any less great but because it makes sense for the Foundation to concentrate its resources on countries where it already has strong local knowledge and links with local organisations. Supporting activities which are in line with the Foundation’s mandate and emerging priorities should enable the grants to contribute to improving conditions for young children in the aftermath of a crisis.
The need for an approach that is long-term and takes account of the national situation is informed by an awareness that areas affected in India, Indonesia and Thailand are generally not ones which would previously have been regarded as most disadvantaged: fishing communities tended to have relatively stable livelihoods, while tourism brought cash to many areas not affected by conflict. It will take a long time for the devastated areas to regain the capacity to exploit the natural advantages of coastal proximity, but there is also a risk of other areas of affected countries being left to languish if aid efforts remain highly concentrated on coastal regions for too long.
Grants from the Foundation’s tsunami support fund will therefore generally seek to support activities which have the potential to replicate and expand their benefits. Funded projects will commonly centre around social and emotional support, seeking to ensure that the psychological needs of young children and their caregivers are not overlooked.
In India, in addition to the collaboration with VHAI, Loyola College is using the Foundation’s grant money to provide systematic relief activities including psychosocial counselling, damage assessments for childcare centres, supplementary rations and play activities for affected children. Other existing partner organisations through whom the Foundation will be working include the Forum for Creche and Childcare Services of Tamil Nadu (TN-FORCES), a network of 114 NGOs. With its many
members, TN-FORCES is uniquely well qualified to see the bigger picture and understand where help is most needed in the context of government policies and existing NGO interventions.
TN-FORCES is also in a position to foresee how the response to the tsunami may be finessed into more lasting and widespread benefits for children. TN-FORCES has already had some success in this regard: in the period after the tsunami, its long campaign to improve maternity benefits for informal female workers paid off with a significant increase in the lump-sum paid to all women on the birth of a child. It is hoping that its intention to rebuild the Integrated Child Development Centres (ICDs) destroyed along coastal regions in the tsunami will ultimately lead to improvements in ICDs as a whole in the state, serving as a model to other states.
In Thailand, the problem since the tsunami has not been a lack of resources but a lack of overall coordination and overview in allocating them. In some cases, foreigners and benefactors have approached individuals and communities with money; some schools have been inundated with help, while others have received nothing. The Ministry of Education is well aware of the need for coordination and the Foundation intends to cooperate with government plans to help channel its response: the Ministry of Education is already working with the Department of Mental Health on holding child-centred seminars about the effects of the tsunami.
Additional approaches in Thailand will include adapting existing psychosocial support structures set up for HIV/AIDS to deal with the psychosocial aftermath of the tsunami, and working with existing partner the Maya Art and Cultural Institute for Development, which works in affected provinces to provide post-trauma counselling workshops using Arts and Drama Therapy for children and teachers, in collaboration with Educational Zone Offices.
In Indonesia, while international agencies have established a forum to coordinate the response, there is still a need for stronger input from local governmental and non-governmental organisations. The Foundation looks to collaborate with Save the Children in Aceh in retraining midwives and promoting birth registration, but will also support Indonesian agencies responding to the needs of children and parents.
This includes supporting the Institute for Women and Children’s Studies and Development (ISPPA), which in collaboration with Gadjah Mada University, the largest university in Indonesia, is working to ensure that psychosocial support care programmes do not remain rooted in schools and health facilities but also involve parents – many of whom are themselves suffering severe guilt and trauma – and thereby reach the youngest children. As government structures take shape mandated to coordinate rehabilitation efforts, the Foundation will seek to orient its work to bigger trends.
Generally, the Foundation is seeking to coordinate its efforts with other Dutch and European foundations, through the Dutch Association of Foundations and the European Foundation Centre, and to place those efforts within the larger relief and rehabilitation frameworks being put together by national and international agencies.
In this interview, Dominic Xavier – Director and founder of Reaching the Unreached Trust (RTUT), a small humanitarian NGO near Pondicherry in India – relates how RTUT interrupted its ongoing work in the shantytowns to respond to the tsunami, and how they were forced by circumstances to change their way of working within a few hours. From a community development organisation working on the rights of children in impoverished communities they were pushed into providing emergency assistance. And they attempted to apply some of the principles of their ongoing community work in a situation where there was little time for reflection.
Last year your programme was developing well, you had set up some systems and some routines. Then what happened?
In the early morning of 26 December we heard on the tv that a big wave had struck the coast, with maybe a few hundred people dead. We soon learned that the wave had been huge, that it devastated large parts of the Southeast Asian and South Asian coastlines and that there were many thousands of people missing.
Our office is three kilometers from the shore, so it was not affected. Pondicherry itself escaped destruction because a big stone wall that remained from colonial times had blocked the wave. I tried to rush down to the waterfront villages, but before reaching the sea I was stopped by the police. Apparently, where I had known the coastal villages to be, the wave had swept everything away.
Everybody was afraid, wondering whether there could be another wave, and quite honestly, nobody really knew what to do. In fact we had never heard of a tsunami; we didn’t even know how to spell it. On that day, nobody, including the police, knew of the impact that the wave had had, but we realised that something terrible had happened and that help to the survivors was needed fast.
We managed to assemble a good team of volunteers, all strong men. Early next day we made our way to the shore and we were confronted by wiped-out villages, dead bodies lying about, hanging in bushes and in trees. As we moved along the shore, we met people erring about, looking completely disoriented, crying. Everybody was crying. Women and men were looking for their children, for their spouses and family members, children were looking for their parents. Then we realised that thousands had died.
Those who survived had no cooked food, no drinking water, often no clothes. Government services were not yet functioning. So we organised with others to take people away from the seashore, to higher places where the wave had not reached. We sat them down, those who had not been hit by the wave shared what they had with those who had nothing: water, food, some basic clothes. The community response was spontaneous. Our volunteers also searched for the missing and identified and buried the dead.
Following your first impressions, how were you able to develop concrete responses, cutting through all the confusion and terror?
We built on the fact that there was a tremendous willingness among the population to help those who had been hit. The government didn’t really start acting until several days later. But the people took their two-wheelers and anything with wheels and came towards the sea to help rescue people and a few belongings they were able to save. And they helped with the recovery of the dead. We found a car for hire and covered the coast line for over 30 kilometers or so, to see how we could best extend support.
Then, thanks to our existing network, we contacted local ngos, individuals who could help and the press, and told them where to go, where the need was greatest and where people were suffering most.
We organised those who could contribute water to go to specific villages, those who had quantities of cooked food to where the need for food was greatest. The first week was really basically a rescue period.
A partner of the International Catholic Child Bureau (BICE), RTUT is primarily concerned with implementing children’s rights. The partnership with BICE concentrates on implementing a cooperative community-based programme to combat sexual abuse and sexual exploitation of children. The community project started in an environment where social and health services and general community care were non-existent, where many children did not attend school, where single mothers try to keep the children fed and where alcoholism and drug addiction are frequent among men – most of whom are unemployed.
At the heart of all the work done by RTUT is the participation of the beneficiaries – they are involved in all the planning and decision making that concerns their welfare and their future. Another priority, and an important pillar of the work ethics of RTUT, is to recognise the ability of traumatised or hurt people to respond positively when they are encouraged to develop their individual resilience. Resilience must be promoted at all times to help traumatized individuals, families and communities to develop this capacity to recover and lead normal lives.
What about any foreign NGOs?
The central government in Delhi had indicated that they did not want any direct foreign aid. But we have quite a few international agencies who are based here and who work with Indian partners, and they started to respond immediately. Then the government distributions started as well. They provided rice, kerosene, mats, blankets, and vessels to cook the food. We were able to provide a little sugar, dhall, oil, rice, milk and the like, which the families needed immediately. In our particular area of coast line, this meant that we got to know the survivors.
This in turn made it possible to ask the villagers by the end of January, a month or so after the disaster, what they felt was an important way to proceed, while they were still trapped in the midst of chaos. They were getting more and more depressed by the remaining signs of death and destruction, an environment of sorrow, with parts of a wall sticking out here, a bit of a house there, smashed bits of boats on the sand. We all decided that it was important for the men and the youth to clean up the shore, and we were able to pay them a small fee. Instead of just handing out the money, it was good for them to change their environment in a small way. And they could buy some necessities that way.
You in particular and the team in general had spent some years developing ideas of how the most desperately poor communities can be assisted by involving them fully in the process of change. But you probably did not have much time to reflect on how to apply a carefully planned community empowerment approach after the tsunami struck?
For the first few days I don’t even remember ever sitting down. There was no time to think. Eventually we decided on three phases: Phase I was immediate rescue and assistance, which we were trying to provide already. Phase II would have to be emergency assistance to set up some basic systems. And phase III would involve community recovery and redevelopment. The first phase took a week or so, the second some months, and the third phase will take two to three years.
In phase II we first provided cloth and pens to each village, so that they could write out on a banner all the information concerning their village, and the banner was strung up by the main road, away from the coast. On it they indicated the name of the village that had once been there, how many people used to live there, how many people were believed to be still alive and the most urgent needs of the survivors. This helped those who passed on the road to respond in an appropriate way.
This really was the only means of communication available. And it helped, because people had come from all over to assist those in need. When there was no banner by the road, we knew the village had not been affected.
Talking with villagers we also realised that although they had welcomed used clothes initially, they did not want to be confronted with piles of inappropriate clothes, but rather make some simple ones themselves. We were able to purchase bales of cloth and distributed them to the population, as well as rubber flip-flops for the children so they would not burn their feet on the hot sand.
Part of this second phase was also to establish and reinforce networks with other NGOs. We shared responsibilities, some contacted government offices, another one local people who could help, officials and so on. Although we have developed networking
over the years, this is the first time that we worked so closely with other bodies. We had to. There was no time to think alone. The problem before us was too huge.
*How did you develop the idea of three phases?*
This was based on my previous experience when I first developed the programme to combat sexual abuse and exploitation. You have to first of all listen to what people are asking and you have to hear what they are telling you. You have to look at the needs. You must find out what the people themselves can offer, the resources they carry within them, and finally, you have to assess your assets and resources to see what you can do. That is how we knew what we could do right away, what must be done within a few months, and what is going to take two or three years.
By early May, we were just ending the second phase. Not being an emergency agency we had a lot of learning to do. It was not always easy for us to understand that the government or officials have certain rules, about food distribution for example. When we thought we were providing emergency assistance, they insisted we follow regulations. One NGO brought material for 150 thatched huts, and put them all up so that people could move back into their own shelters. The government official made them take everything down again because the huts had been built too close to each other, and if one caught fire the whole place would burn down. It made sense, of course, but we were upset all the same. It is important to really know what emergency assistance is about – compared to long-term development.
Also, the people who live along the seashore are pretty rough. We had to learn to understand their way and not be turned away. Once the police stopped me and asked what I was doing. I said I was helping the tsunami people. “Don’t waste your money on them,” he said, “they will sell what you
give them, and gamble the money away.” In fact, we later found out that in some areas the rice we distributed was indeed being sold. But after talking with the people, we learned that they were receiving only rice. They sold some of the rice to buy other food items, such as oil, sugar and *dhall*, to cook a meal. This made us realise that we had failed to talk to the people about their needs. From then on we distributed smaller portions of rice but added other food items so that they could cook a basic meal.
*It is easy to see that in such an emergency a child rights organisation has to look at the entire community. But as you deepened your understanding of the situation, what was the impact of the disaster on the children?*
Children were the most heavily affected group. Mostly children and women died when the wave came. The men were stronger, they could run faster, and they could swim. The most severely hit age group are children between 5 and 11 years old. The older ones were faster and stronger, the smaller ones were carried more easily. Now, five months later, all children appear to be very scared of the sea. They don’t want to go near it, and of course they don’t want to go into boats. Even very small children scream when their mothers try to carry them to the seashore. But sometimes being in a boat is part of the daily family routine. So we started working on stress management for children. We were able to ask specially trained doctors from a hospital in Bangalore to come and work with the children.
*What about the illegal adoptions of orphaned children, or the sale of girls, as has been reported by some news media?*
To my knowledge this has not happened in the Pondicherry area. The government immediately issued very strict rules to prevent adoptions: orphaned children would initially be cared for in government-run homes and no adoption of tsunami orphans would be permitted. In some cases we are aware of young girls having been taken in by families to do domestic work. There have been isolated reports of abuse. But this is a situation where the experience from our slum project will be extended, and we will find a way to involve the fishing communities in conversations to prevent exploitation.
We have spent a lot of time right after the tsunami to try to identify the members of the wider family of children, so that they could be living with them. We believe very strongly that the psychological and social rehabilitation of the child will be more likely within the community, rather than in a government institution.
We have now selected five of the affected villages to work on the promotion of child rights and the prevention of sexual abuse. Later we will extend this work to other communities along the coastline. We involve the children and some adults who would like to participate, to prepare banners, posters, and hand bills. There will be many discussions and we will develop role playing to introduce difficult concepts.
*Have there been other ways for you to work with children who were affected by the tsunami?*
As soon as the first rescue operations were over, we began to collect children into small groups, talking with them, listening, encouraging play, and those who were able to return to school can be helped with their school work. We helped children to get school uniforms again – they are stigmatised if they try to go to school without – and we feel that many of the children we are in contact with are slowly opening up and shedding some of the stress. Many children believed that the tsunami was a curse. We spent much time explaining the geology of an earthquake and the ocean floor, and how the government is now trying to establish warning systems. It seemed to help to explain away the superstitions. Maybe the most important thing is that they always know there is somebody to talk to whom they can trust.
*How have the beneficiaries of your ongoing project reacted to the tsunami victims?*
Some of our child leaders and children involved in the child-to-child programmes in the slums have accompanied us to meet with the affected children. This has been very helpful for both sides. We identified children and adults who had been especially resilient in overcoming trauma in their lives, to come and talk to those along the seashore and spend time with them. Especially the most traumatised of the children seemed to benefit from talking with other children who had known very tough periods in their lives.
Guiding principles
Addressing the rights and needs of tsunami-affected children
The following two sets of guiding principles were drawn up in January 2005 by the International Rescue Committee, Save the Children UK, the United Nations Children’s Fund (UNICEF), the United Nations High Commissioner for Refugees (UNHCR) and World Vision International (WVI), following the tsunami of December 2004. Both sets of principles draw heavily on the Inter-agency Guiding Principles on Unaccompanied and Separated Children, which were established to ensure that the rights and needs of separated children are effectively addressed. See the “Further reading” section in this ECM for more information. Organisations working on behalf of children are strongly encouraged to endorse these principles.
Psychosocial care and protection of tsunami-affected children
Exposure to natural disasters has a devastating impact on the psychological and social well-being of children, adolescents and adults. It is now widely accepted that early psychosocial interventions that help to mitigate the effect of trauma, alleviate psychological distress and strengthen resiliency must be an integral part of humanitarian assistance. In the case of children and adolescents, psychosocial interventions also aim to maintain or re-establish their normal development process. The broad framework for planning and implementing psychosocial programmes is provided by a) the relevant Articles of the Convention on the Rights of the Child, and b) UNHCR Guidelines on Protection and Care of Refugee Children.
What do we mean by ‘psychosocial’?
For the purpose of this statement, ‘psychosocial’ refers to the dynamic relationship that exists between psychological and social effects, each continually interacting with and influencing the other.
‘Psychological effects’ are those which affect different levels of functioning including cognitive (perceptions and memory as a basis for thoughts and learning), affective (emotions) and behavioural. ‘Social effects’ pertain to altered relationships, family and community networks and economic status.
The following principles based on a body of evidence should guide psychosocial programming
Nearly all children and adolescents who have experienced catastrophic situations will initially display symptoms of psychological distress, including intrusive flashbacks of the stress event, nightmares, withdrawal, inability to concentrate and others.
• Most children and adolescents will regain normal functioning once basic survival needs are met, safety and security have returned and developmental opportunities are restored, within the social, family and community context.
• Some children will require more specialised interventions to address their suffering and help restore their flow of development. Immediately after traumatic events, activities and opportunities which allow children to talk about or otherwise express painful experiences and feelings, such as physical and artistic expression, are most beneficial if facilitated by people the children know and trust, and have continued contact with.
• However, ‘trauma counselling’ should never be the point of departure for psychosocial programming, because structured, normalising, empowering activities within a safe environment will help the majority of the children recover over time.
• Trauma counselling should never be provided unless an appropriate and sustained follow-up mechanism is guaranteed. Defence mechanisms
exist for a reason and breaking them down before the child is ready and in a safe physical and emotional environment leaves him/her open and vulnerable to a re-traumatisation. There are serious risks associated with trauma counselling carried out by non-professionals.
- Dramatic consequences for a child’s life pathway can have more damaging consequences for the individual’s well-being than the traumatic event itself (an example would be a child’s loss of parents having to grow up as an orphan, or destruction of school system leaving children without education).
- The psychosocial well-being of adults, particularly parents and caregivers has a direct impact on that of children, and should thus be addressed through concurrent parent-focused psychosocial interventions.
- Children’s – and adults’ – participation in decisions which affect their lives has a positive effect on their mental health, empowers them and helps them to regain control over their own lives.
- Grounding all psychosocial interventions in the culture, unless it is not in the best interests of the child, is both ethical and more likely to produce a sustained recovery.
**Psychosocial interventions based on the above principles**
- Reconnect children with family members, friends and neighbours
- Foster social connections and interactions
- Normalise daily life
- Promote a sense of competence and restore a person’s control over one’s life
- Allow for expressions of grief within a trusted environment, when the child is ready and follow-up is guaranteed
- Listen to children and adults before acting. Ensure that interventions are based on consultation with the affected communities, reflect what they need and take into consideration the age and stage of development of the children involved.
- Understand and respect the culture and religion of the affected population; give material and other support so that grieving and mourning practices and rites can take place.
- Help children, family members, friends and neighbours find out what happened to those who are missing, and find each other, and let them know that efforts are underway.
- Set up ‘child-friendly’ spaces as soon as possible and activities that normalise the lives of children, give them a sense of safety, structure and predictability through drawing, puppet-making and playing, drama and songs, story-telling, sports, non-formal education, etc. These activities also allow for the release of any stored distress.
- Restore normal schooling as soon as possible.
- Encourage children to ask as many questions as they want, and be ready to answer them truthfully.
- Focus and build on interventions that strengthen the population’s resiliency and resources, and current and traditional ways of coping when they are in the best interests of the child.
- Involve youth in organising activities for younger children: undertakings that give an affected person a sense of accomplishment has a healing effect.
- Involve children, their families and communities in the psychosocial recovery process, discussing with them *their* perceptions, and how they see their needs.
- Set up support group discussions, as much as possible accompanied by involvement in concrete and meaningful activities which give a sense of accomplishment and control over one’s life: recreational and non-formal education for children, common interest activities for young people, sewing, gardening, building, leading children’s activities, etc.
- Promote and support interventions which preserve and reinforce the cohesion of the family, and discourage any which risks separating children from their families.
- Promote activities and opportunities to allow children to express their experiences and feelings so that they may make meaning from and integrate them into their lives, as much as possible within a familiar environment and *only if*:
- the child is ready for this expression – eliciting emotional material too early can cause more distress and potential harm to the child;
- we can ensure further, on-going comfort and help.
• Identify referral services for the small number of children and adults who will need professional, medical assistance (some of these people may have had pre-existing psychiatric illnesses).
• Assess the need and provide support to adults caring for children, for example, provision of crèches or child-focused activities (e.g., child-friendly spaces) which allow adults some time to recover and re-energise so that they can provide the support children need.
• Provide training to those caring/responsible for children so that they are comfortable dealing with children’s natural distress and recognise children who may need more specialised support.
Other references
International Save the Children Alliance. 1996. Promoting psychosocial well-being among children affected by armed conflict and displacement: principles and approaches.
Unaccompanied and separated children in the tsunami-affected countries
The earthquake and the tsunami, like many other natural disasters and displacements of population, led to the separation of large numbers of children from their parents and families. The following guiding principles should apply to their care and protection.
Even during these emergencies, all children have a right to a family, and families have a right to care for their children. Unaccompanied and separated children should be provided with services aimed at reuniting them with their parents or customary caregivers as quickly as possible. Interim care should be consistent with the aim of family reunification and should ensure children’s protection and well-being.
Experience has shown that most separated children have parents or other family members willing and able to care for them. Long-term care arrangements, including adoption, should therefore not be made during the emergency phase.
However, action to help separated children does require a long-term perspective and long-term commitment on the part of the organisations involved. These organisations must also seek strong cooperation and coordination, and aim to speak with one voice. All actions should be properly coordinated with the government authorities.
The following key definitions, principles and good practices form an agreed platform for partner organisations.
Definitions
• **Separated children** are those separated from both parents, or from their previous legal or customary primary caregiver, but not necessarily from other relatives. These may, therefore, include children accompanied by other adult family members.
• **Unaccompanied children** are children who have been separated from both parents and other relatives and are not being cared for by an adult who, by law or custom, is responsible for doing so.
• **Orphans** are children both of whose parents are known to be dead. In some countries, however, a child who has lost one parent is called an orphan.
Preventing separation
Organisations and authorities must ensure that their actions do not inadvertently encourage family separation. Separation can be provoked when families lack the services they need to care for their children and believe such services would be available elsewhere, or when residential childcare facilities are created which may provide better services than the family is able to access.
Deliberate separations can be prevented by:
• ensuring that all households have access to basic relief supplies and other services, including education;
• limiting the development of residential care options, and restricting its use to those situations where it is absolutely necessary;
• avoiding the removal of children to other countries for any reason unless critical medical care cannot be provided. This should be provided as close as possible to their home.
Tracing and family reunification
Identifying, registering and documenting
unaccompanied and separated children are priorities in any emergency and should be carried out as quickly as possible.
- Registration activities should be conducted only by or under the direct supervision of government authorities and mandated agencies with responsibility for and experience in this task.
- The confidential nature of the information collected must be respected and systems put in place for safe forwarding and storage of information. Information must only be shared among duly mandated agencies, for the purpose of tracing, reunification and care.
- Tracing is the process of searching for family members or primary legal or customary caregivers. All those engaged in tracing should use the same approach, with standardised forms and mutually compatible systems.
- The validity of relationships and the confirmation of the willingness of the child and family member to be reunited must be verified for every child.
- No action should be taken that may hinder eventual family reunification such as adoption, change of name, or movement to places far from the family’s likely location until all tracing efforts have been exhausted.
**Care arrangements**
*Emergency care*
Care for separated children should be provided in a way that preserves family unity, including of siblings, ensures their protection and facilitates reunification. Children’s security should be ensured, their basic needs adequately met, and assistance provided for their emotional support.
- Community care, including fostering, is preferable to institutional care, as it provides continuity in socialisation and development.
- However, children not in the care of their parents or customary caregivers may be at heightened risk of abuse and exploitation. The most appropriate carers may need extra assistance to assure children’s protection and material needs are met. Provision must therefore be made for monitoring
and support to foster families.
- For those children for whom institutional care is the only solution, centres should be small, temporary and organised around the needs of the child. It should be made very clear that the objective of residential care is reunification or placement in the community and rigorous screening procedures should be in place to ensure only appropriate admissions.
- Removing children from familiar surroundings will increase their distress and can hinder their recovery. Children should not be removed to other countries for any reason unless critical medical care cannot be provided, and then this should be as close as possible to their home and they should be accompanied by a caregiver known to the child.
- In any form of care, siblings must be kept together.
- The provision of care should be based on the best interests of the child and should not be used to promote political, religious or other agendas.
- Communities should be supported to play an active role in monitoring and responding to care and protection issues facing girls and boys in their local context.
These provisions apply to both short and long-term care arrangements.
**Adoption**
Adoption, and particularly inter-country adoption, should not take place during the emergency phase.
Any adoption must be determined as being in the child’s best interests and carried out in keeping with applicable national, international and customary law.
When adoption is deemed in the child’s best interest, priority must be given to adoption by relatives, wherever they live. If this is not an option, preference will be given to adoption within the community from which the child comes, or at least within his or her own culture.
Adoption should not be considered:
- if there is a reasonable hope of successful tracing and reunification;
- if it is against the expressed wishes of the child or the parents;
- unless a reasonable time has passed during which all feasible steps to trace the parents or other surviving family member have been carried out.
*It is important to set up ‘child-friendly’ spaces as soon as possible and activities that normalise the lives of children*
**Durable arrangements**
During the emergency period, permanent care arrangements other than reunification should be avoided.
- Efforts to develop, and to place children in, long-term residential facilities should be discouraged.
- Adoption must be avoided so long as there is reasonable hope of successful tracing and reunification.
Should reunification not be possible within an appropriate period, or found not to be in the child’s best interests, other medium and long-term options such as foster care, group homes or adoption will need to be arranged.
- Decisions about long-term placements must be considered and decided individually for each child, in the context of national child welfare policy, legislation and practice, and corresponding to the child’s best interests and his/her developmental needs.
- At all times, children must be kept informed of the plans being made for them and their opinion taken into consideration.
Separated children
This article is based on the Action for the Rights of Children’s “Resource Pack on Separated Children” and the Inter-agency Guiding Principles on Unaccompanied and Separated Children. For more information, see the “Further reading” section in this ECM.
Introduction
Children separated from their parents and families due to conflict, population displacement or natural disasters are among the most vulnerable. Separated from those closest to them, these children have lost the care and protection of their families in the turmoil, just when they most need them. They face abuse and exploitation, and even their very survival may be threatened. They may assume adult responsibilities, such as protecting and caring for younger sisters and brothers. Children and adolescents who have lost all that is familiar – home, family, friends, stability – are potent symbols of the dramatic impact of humanitarian crises on individual lives.
The breakdown of social structures and services accompanying major crises means that communities and states themselves may not be in a position to provide the necessary protection and care for children without families. It is therefore imperative that humanitarian organisations ensure that the most vulnerable children are protected.\(^1\)
Experience has shown that preserving family unity helps to minimise the effects of catastrophic events on children. However, separations do occur, particularly in situations with large population displacements, and it is therefore essential that activities to limit separations as well as identify children who have been separated, are in place and functioning as quickly as possible. The sooner separated children are identified, the greater will be the chance of successful reunification with their family.
Unaccompanied and separated children
There is an important distinction to be made between ‘separated children’ and ‘unaccompanied children’. When an armed conflict or other disaster occurs, many children become separated from their parents or other caregivers. However, even in emergency situations, relatively few children are found to be totally alone (truly ‘unaccompanied’), even though many have been separated from their parents or usual caregivers. Many may be living with, or accompanied by, extended family members, friends, neighbours or other adults, and are therefore classed as ‘separated’.
**Separated children** are those separated from both parents, or from their previous legal or customary primary caregiver, but not necessarily from other relatives. These may, therefore, include children accompanied by other adult family members.
**Unaccompanied children** are children who have been separated from both parents and other relatives and are not being cared for by an adult who, by law or custom, is responsible for doing so.
**Orphans** are children, both of whose parents are known to be dead. In some countries, however, a child who has lost one parent is called an orphan.
The family is defined in some places by the child’s immediate relatives: parents, brothers and sisters. In other places there may be a far wider extended family, including grandparents, aunts and uncles and more distant relations within a clan, village or community. Ways of caring for children vary, but generally all societies recognise that the best place for a child to be is with his or her family.
Whether children are defined as ‘separated’ or ‘unaccompanied’, it is important not to underestimate the vulnerability of separated children. All unaccompanied and separated children should be registered as a matter of urgency for two reasons: registration enables tracing of the child’s family, and it facilitates assessment and monitoring of the care situation. It should not be assumed that because a child is with the extended family that they
have the capacity to trace the previous carers, nor that there will not be particular protection concerns for the child.
**The impact of separation on children**
Children are more susceptible to illness and injury than adults, but separated children also lack the physical protection and psychological and emotional support they need. Without such support, there is a great danger that their full development will be disrupted or impeded.
In the short term, they can be overwhelmed by the practicalities of fleeing their homes, arriving in an unfamiliar location, exhausted from the journey and suffering the shock of dislocation from their family and environment. Refugee children may also be arriving into an alien culture, where they are unable to speak the language or to express their views. In the period following arrival, they are often faced with probing interviews about their backgrounds, identities and motives from officials who lack any understanding of their culture or circumstances. They may be subjected to fingerprinting or invasive medical examinations to establish their ages. They may be detained in ‘waiting zones’ in reception centres or even in prisons.
Separation does not occur in isolation from other events: a separated child may also have witnessed frightening and possibly violent events and may have experienced loss on a huge scale – loss of parents and family, of home, relatives, friends, school and the security that comes from a familiar environment. In situations of armed conflict or other disasters, the very survival of unaccompanied and separated children may be threatened. And for those children who are too young or for some other reason unable to give information about themselves or their family, the separation may become permanent.
**Separation and child development**
Separation can have a profound effect on the developing child, both in the short term and in the long term. The impact will vary depending on the child’s age, level of intellectual development, emotional maturity and the nature and duration of the separation. There will also be significant cultural variations, reflecting the very different patterns of child care, and in particular the different ways in which children become attached to parents, older siblings, relatives and other people of significance to the child.
The adverse effects of separation are likely to be limited if the child is looked after by caring adults who provide a level of affection, care and stimulation appropriate to his or her age, stage of development and particular needs. An adequate level of care is rarely available in residential centres or institutions.
**A protection framework**
All actions and decisions taken concerning separated children should be anchored in a protection framework and respect the principles of family unity and the best interests of the child. The survival of unaccompanied and separated children may be threatened in armed conflict or other disasters. These children are most likely to have their basic rights violated and to risk abuse, exploitation or recruitment into armed forces.
The concept of ‘protection’ refers to all activities aimed at ensuring full respect for the rights of the individual – in this case a child – as set out in the relevant human rights instruments and international humanitarian law.\(^2\) There are essentially three complementary types of action to help unaccompanied and separated children:
- **responsive action**, aimed at preventing, putting a stop to and/or alleviating the immediate effects of a specific pattern of abuse;
- **remedial action**, aimed at restoring dignified living conditions through rehabilitation, restitution and reparation;
- **environment building**, aimed at creating and/or consolidating an environment (political, institutional, legal, social, cultural and economic) conducive to full respect for the rights of the individual.\(^3\)
All children are entitled to protection and care under a broad range of international, regional and national instruments. Of particular relevance for separated children are:
- the right to a name, legal identity and birth registration;
- the right to physical and legal protection;
- the right not to be separated from their parents;
- the right to provisions for their basic subsistence;
• the right to care and assistance appropriate to age and developmental needs;
• the right to participate in decisions about their future.
Primary responsibility for ensuring children’s survival and well-being lies with parents, family and community. The national and local authorities are responsible for ensuring that children’s rights are respected. Efforts must be made in an emergency to protect family unity and avoid child-/family separation.
**How children become separated**
There are many reasons why children become separated from their families in emergencies. These can be considered under two broad categories.
**Accidental separations**
During conflict or natural disasters, especially where this results in population displacement, children can become separated from their family or those who are caring for them. Accidental separations may be particularly traumatic for the child as they may simply not understand what is happening. Reasons as to why such separations occur may include some of the following:
- children wander away from their parents or carers;
- families become separated during flight;
- children flee when their home is attacked;
- death or injury of family members;
- capture or arrest of family members;
- disabled children are unable to keep up with other members of the family;
- police or others taking a ‘lost’ child to an institution without properly seeking information on the circumstances.
**Deliberate separations**
The second category refers to separations where a conscious decision has been made on either the part of the child or the parents or carers. It may be that parents or carers have had an opportunity to explain to the child what is about to happen but the impact of separation on the child is still likely to be very distressing. Typically, circumstances may include:
- families under stress (from poverty, famine, breakdown of informal welfare or extended family structures, the death or disability of parents, etc.);
- families sending children to stay with relatives or friends in third countries;
- children choosing to leave their family;
- children who live independently with their parents consent;
- the abandonment of children during flight (children of single parents may be especially vulnerable);
- families handing over children for their safety (to other local people, centres or aid workers);
- children left behind by their foster families (for example, during repatriation) – children of a different ethnic group from that of their carers may be especially vulnerable.
**Assessing the situation and locating separated children**
From the outset of any emergency situation it is important that information is gathered that will help to inform prioritisation and decision making regarding separated children. While in some situations it may be possible to build on an existing situation analysis, in most emergency situations it is likely that specific assessments will be required with regard to separated children.
Although the assessment will provide valuable information that will assist in making appropriate decisions with regard to separated children, it must be remembered that many complex decisions about the specific protection needs of separated children will have to be made on an individual basis.
**Locating separated children**
It is essential that separated children are identified as soon as possible in order that their care and protection needs can be assessed and provided for, and that the process of tracing their families can be initiated with minimum delay. Even in large-scale emergencies and refugee movements, relatively few separated children are found to be totally alone (truly unaccompanied). In most cases separated children will be taken in by families or will arrange for their own care without the intervention of any agency. The nature of such care arrangements may be strongly influenced by whether the separation was deliberate or accidental.
Many separated children may be found in a variety of so-called ‘spontaneous care arrangements’
including:
- with extended family;
- with unrelated families – friends, neighbours and sometimes complete strangers;
- children forming themselves into a group-living arrangement (including sibling-headed households).
In addition to locating separated children who have been absorbed into spontaneous care arrangements, other groups of ‘invisible’ children need to be identified:
- **Children associated with armed forces (and groups):** In ongoing conflict situations, separated children may have been recruited into the armed forces in a number of roles, such as soldiers, porters, cooks, messengers and sex slaves.
- **Disabled and/or sick children:** For a number of reasons, children with disabilities or who are ill may have been abandoned by those who are responsible for their care. HIV+ children or those living with AIDS may also be ignored or abandoned because their chances of survival are deemed to be already limited, or that other children in the family are given ‘higher priority’.
- **Children living on the streets:** As they may have no permanent or even regular base, this group of children/young people may often be overlooked.
- **Trafficking:** It is widely recognised that criminal groups often prey on displaced populations taking advantage of their often precarious living situation to traffic individuals, including children, or families. Children may be trafficked for various reasons including illegal international adoption and for sexual purposes.
- **Abducted children:** In conflict situations, where people are fleeing or on the move, children may have been abducted.
**Difficulties in locating separated children**
Children who are in spontaneous care arrangements may not be considered ‘unaccompanied’, but they may have significant protection and care needs.
However, while it is essential that separated children are identified as soon as possible, experience demonstrates that it can be extremely difficult to identify some of these groups of children for some of the following reasons:
- Communities may be suspicious of questions being asked by outsiders, unless they understand the reasons behind the questions and trust the people asking them.
- Families who take in children in order to benefit from their presence (e.g., to benefit from their labour or ration card) may be reluctant to reveal their presence for fear of losing the children. Sometimes categories of ‘hidden’ separated children will have a marked gender imbalance.
- Children themselves may fear that if they are identified as ‘orphans’ or ‘fostered’ children, they will experience discrimination and disadvantage in the wider community.
- Groups of children living without adult care may fear that if they are identified they will be split up in different foster homes. It is worth noting that those children who have been absorbed into spontaneous care arrangements, and who have not been identified as ‘separated’, are potentially most at risk of abuse as their protection needs cannot be identified and monitored, and no family tracing activities will be initiated on their behalf.
Spontaneous care arrangements and potential protection issues
*Children placed with the extended family*
In many societies, children are considered to belong to the extended family or clan rather than to the nuclear family: it is common for them to be cared for by older siblings, grandparents and aunts, and to spend periods of their childhood with various members of the extended family. When parents die or become separated from their children, members of the extended family automatically take in the children on an interim or permanent basis.
*Potential protection issues*
However, this does not necessarily mean that these children are provided with a standard of care similar to that provided to the biological children of the family. A number of studies reveal a pattern of discrimination within the extended family which children themselves experience as hurtful and distressing. In many instances, the family is already experiencing material hardship, and very often the additional child is expected to be grateful and to accept that he or she may not be offered the same standard of care as others in the family – e.g., school uniforms and materials. This may lead to a situation in which the separated child feels ‘different’ and isolated, and the result can be poor communication with the caregivers. Caregivers may not appreciate the importance to the child of having opportunities to talk about their feelings about being separated from their families, their sense of loss or grief, and their concerns for the future. In extreme cases children may be at risk of abuse, including sexual exploitation and exploitative labour, or denial of access to schooling.
*Spontaneously fostered children*
In some societies, the idea of living with strangers is considered to be completely unacceptable, while in others it is more common. Traditional forms of fostering are not usually based on the best interests of the child but rather on a notion of exchange: the child may benefit from being given food, clothing etc., but the foster carers will benefit from the child’s labour. In some cultures it is common for young children to be placed with older foster carers, who provide care for the child on the assumption that they will later benefit from material support when the child grows up. It is important to note that in some societies there is no expectation that the fostered child will be treated the same as other children in the household: cultural norms in some societies may even dictate that the child should not be treated the same on the basis that he or she will benefit from the experience of a degree of hardship.
*Potential protection issues*
In order to assess the likely protection issues of spontaneously fostered children it is necessary to understand cultural norms regarding the placement of children with unrelated carers. Research evidence suggests that in refugee situations, when there are significant numbers of separated children, unrelated families may take in an unknown child even when this is culturally uncommon. In some cases, this may be motivated by genuine humanitarian concerns or religious commitment; in others, children may be taken in so that the family can benefit from the child’s labour, for sexual reasons or to enhance the family’s perceived eligibility for certain material benefits. Frequently children are taken in for a mixture of motives. In all situations, it must not be assumed that fostered children will be accorded an adequate degree of care and protection, and it has been observed in many refugee contexts that spontaneously fostered children experience unacceptable levels of discrimination or abuse (including sexual). Economic issues may be as important as cultural norms in explaining the differential treatment of foster and biological children respectively.
Although, as a general rule, children who are taken in by unrelated families should be encouraged to remain if they are receiving an acceptable level of protection and care, it is vital that they are identified both for the purposes of family tracing and in order that a programme of monitoring and support can be established. However, refugee children in spontaneous care arrangements with unrelated host-country families could face specific protection problems, and placement of these children in their own refugee community should be promoted.
*Child-headed households*
Child-headed households refer to children living independently in groups. Many of these groups are in fact supported by extended family living nearby
or even in the same compound. Children often express a strong preference for remaining together as a group without adult care, and point to a number of advantages:
- siblings can stay together;
- they can retain the family home (though not in refugee or displaced contexts);
- some children see it as preferable to fostering;
- they may experience less isolation and discrimination than living apart in families;
- older children can be more independent.
It is important to bear in mind that in many societies it is common for children, from an early age, to undertake various domestic and child care tasks in respect of younger siblings. This may mean that children from the age of around 12 and upwards may have a great deal of experience of parenting.
**Potential protection issues**
Children living without immediate adult care – whether in a sibling-headed household or a group of unrelated peers living together – are perceived as having a number of areas of vulnerability and disadvantage, including:
- livelihood problems;
- lack of experience in solving a range of problems;
- vulnerability to abuse and exploitation;
- loneliness and isolation in the community;
- problems for the oldest child in finding a marriage partner;
- problems for the oldest child in attending school due to the responsibilities of fending for siblings (e.g., priority being given to income-generating activities).
A careful assessment of the circumstances of each child-headed household, and a planning process which involves the children themselves, will be required before a decision is made either to provide alternative care arrangements, or to offer a package of monitoring and support. The latter will be essential in order to ensure that they are adequately protected and given the help, both material and social, which they may need.
While all efforts should be made to keep siblings together, there may also be exceptional situations where, for example, very young children living with siblings would be better cared for and protected by placement with a foster family. If circumstances dictate that siblings cannot be kept together, it is vital that their care placements enable them to have frequent contact with each other and that their care is planned and reviewed jointly.
**Family tracing and reunification**
The process of tracing the families of separated children and returning them to their care (or placing them with other family members) is a complex process that requires close cooperation among a number of agencies, with defined mandates and close links with the community.
There are several distinct tasks at different stages of the process.
**Identification**
Experience shows that children who have been through terrible events such as conflict, are likely to recover more quickly from these experiences if rapidly returned to their own family and community.
The identification process establishes which children are separated from their families/carers and where they are to be found; information gathered at the identification point must be sufficient to lead those doing the documentation back to the child.
In populations of refugees or displaced persons where there are separated children, identifying and documenting them should be regarded as an urgent priority. If there is a large caseload of children requiring tracing, consideration should be given to prioritising young children, and making special efforts on their behalf. Young children quickly forget information about their past, and it is important for children to be reunified before they became too attached to ‘interim’ carers, or before they or their family experience further moves.
**Documentation**
This is the collection and recording of information about the child, his/her family and place of origin, the circumstances of separation and the wishes of the child. Separated children should be registered and documented as soon as possible after identification.
**Registration** is the compilation of key personal data: full name, date and place of birth, father’s and
mother’s name, former address and present location. This information is collected for the purpose of establishing the identity of the child, for protection and to facilitate tracing.
**Documentation** is the process of recording further information in order to meet the specific needs of the child, including tracing, and to make plans for his or her future. This is a continuation of the registration process and not a separate undertaking.
**Family tracing**
Family tracing is the process used to find the parents or other family members of the child. Families searching for their child usually do so through the tracing service of the International Committee of the Red Cross. In the case of children, tracing is the process of searching for family members or primary legal or customary care-givers. The term also refers to the search for children whose parents are looking for them. The objective of tracing is reunification with parents or other close relatives.
**Verification**
This is the process of validating the relationships between the child and family member, and confirming the willingness of both for reunification. Once the parents or other family member of a separated child are located, it is vital that their identity and relationship with the child are confirmed. The purpose of verification is to prevent the child from being handed over to the wrong person. The verification process also allows for an assessment to be made of the suitability of the care arrangement, and ensures that the child agrees and does not have concerns about the placement.
**Reunification/placement**
This is the ultimate aim of family tracing, to reunite the child with parents or previous family carers, or place the child with other members of the extended family. Families become separated in difficult circumstances. The memories of separation and experiences since separation may make family reunification difficult. It is also important to take into account the circumstances before separation as there may have been pre-existing difficulties. It must be recognised by agencies carrying out reunifications that this may not be an easy time for the child and family. In addition, while this part of the process is commonly referred to as ‘reunification’, the reality is that children are often placed with a family with whom the child has never lived previously.
**Follow-up**
This is the action following reunification to establish that the child settles happily with the family. The term follow-up is often used to describe what may need to be done after children are reunited. It may be used to describe:
- general support to a family; for instance through visits by a social worker who helps the family link up with community support and resources;
- supporting the reintegration of children, for example where there are family or emotional difficulties;
- material support; assistance with school fees or other items.
Where there is a large caseload of children, follow-up can be difficult. It may be necessary to develop criteria for prioritising those children who may require intensive follow up. It can also be carried out through community groups, such as community protection networks which are now being developed in some countries.
It is worth remembering when describing the above process, that the participation of children and families should be emphasised in all phases, building on their knowledge and capacities, and incorporating their efforts into assessments. Children have their own networks and sources of information, and their involvement can contribute important information, for example on where other children may be found.
**Notes**
1 Inter-agency Guiding Principles on Unaccompanied and Separated Children (2004).
2 The Convention on the Rights of the Child (1989) and its two Optional Protocols (2000); the four Geneva Conventions (1949) and their two Additional Protocols (1977); the Convention relating to the Status of Refugees (1951) and its Protocol (1967); other relevant international treaties.
3 Workshop on protection for human rights and humanitarian organizations – Doing something about it and doing it well. Report on the fourth workshop held at the ICRC, Geneva, 18–20 January 1999 (ICRC ref. 0742).
Community-based care for separated children
David Tolfree, independent consultant in international child care and protection
This article is adapted from Community based care for separated children, which provides a condensed output from Save the Children’s “Care and Protection of Separated Children in Emergencies” research project.
All over the world, children are separated from their parents, caretakers and communities due to – among other things – armed conflict, natural disasters, pandemics and various forms of exploitation and abuse. The prevailing response to those who cannot return to their family and/or place of origin by authorities and aid agencies has been some kind of residential care. This article discusses the shortcomings of this model in relation to community based care approaches, e.g., (extended) family and foster home solutions for separated children. It identifies a series of critical issues for those who wish to promote and protect the best interests of the separated child.
Introduction
A distinction is sometimes made between ‘institutional’ or ‘residential’ care on the one hand, and ‘community’ care on the other. Although it is quite possible for residential care to be firmly rooted within the community (there have been various experiments in small, family-like groups of children living in children’s homes within the local community) these are very much the exception to the rule. In the vast majority of cases, institutional care involves large numbers of children living in an artificial setting, which effectively detaches them not only from their own immediate and extended family and from their community of origin, but also from meaningful interaction with the community in which the institution is located. The long-term effects of this on children’s development can be profound – hence the importance of preventing separation and the search to devise, develop and promote community-based forms of care for separated children. Such an approach is not straightforward, however, and in the research into the Care and Protection of Separated Children in Emergencies (CPSC) it has been revealed that community-based forms of care can also seriously infringe the right to development of potentially vulnerable children.
This paper begins with an overview of the empirical evidence about the impact of institutional forms of care on children: this is based on a review of the literature and is illustrated, as far as possible, by the voices of young people who have experienced residential forms of care. It continues with an analytical description of community-based care: as well as considering the advantages of childcare in the community. There will be a discussion of some of the constraints and difficulties, and some conclusions will be drawn concerning the safeguards required to ensure that children’s rights are respected. The paper will then consider whether there are some situations in which institutional forms of care are either appropriate or unavoidable, and finally some unresolved questions will be posed.
The impact of institutional care on children
The research literature on residential care provides a high degree of convergence on the principal disadvantages and negative impacts of residential care. Significantly, there is virtually no empirical evidence to contradict these findings. At the worst end of the spectrum, serious violations of children’s rights are found, whether in the form of systematic sexual abuse, exploitation, life threateningly poor nutrition, hygiene and health care, educational deprivation or strict, regimented and harsh discipline. At the more positive end of the spectrum, physical conditions may be good,
the standard of education may be excellent, but a number of problems are almost inevitably associated with residential forms of care. The table on the next page depicts some of these, with illustrations drawn mainly from children themselves. Age is a key variable: the research evidence strongly suggests that the experience of institutional care is most psychologically damaging for children aged under 5 or 6 years. Personality and individual characteristics are also important variables; gender appears not be a significant variable.\(^3\) None of the features of institutions in the table is invariably present, but the research suggests that it is extremely rare to find any residential institution for children which fully respects children’s rights and which offers adequate conditions for child development.
If these are not sufficient reasons for seeking community-based alternatives, issues of costs and sustainability provide an added and compelling argument. Not only is residential care a much more expensive\(^4\) way of meeting children’s needs than either supporting the child in his or her own family, or by providing family-based care in the community, but residential centres also tend to act as magnets for resources because of their high visibility and donor-appeal. As a response to the huge problem of children rendered homeless by HIV/AIDS, for example, residential care is patently unaffordable and unsustainable.
Millions of children have been orphaned or made vulnerable by HIV/AIDS. The most affected region is sub-Saharan Africa, where an estimated 12.3 million children have been orphaned by AIDS. This orphan population will increase in the next decade as HIV-positive parents become ill and die from AIDS. While sub-Saharan Africa has the highest proportion of children who are orphans, the absolute numbers of orphans are much higher in Asia, which had 87.6 million orphans (due to all causes) in 2003, twice the 43.4 million orphans from all causes in sub-Saharan Africa\(^5\).
| Institutional characteristic | Relevant articles from the Convention of the Rights of the Child | Examples of child development impact | Illustration |
|-----------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Institutions tend to segregate children, leading to a powerful sense of discrimination and stigma | The principle of non-discrimination (article 2) | Stigma and discrimination have a powerful negative effect on the growing child’s identity and self-esteem | “We always felt humiliated because of living in the home”
“They would always treat us like orphans” |
| The placement of the child in an institution is frequently driven by the wishes of the family, not the best interests of the child | The principle of the child’s best interests (3) | Placement in an institution may be perceived by the child as a form of rejection by the family, resulting in feelings of abandonment and loss of self-esteem | “Admission was sought partly because their children were assured of a good diet and access to a quality of education unavailable in refugee camps” |
| Even if the child has one or both parents, the evidence suggests that contact with parents and the wider family decays over time | The right to maintain contact with both parents on a regular basis (9.3). The right to preserve his or her identity (8) and to family reunification (10) | Loss of personal and family identity, of a sense of belonging to a community, and consequent loss of support networks for the future | “I felt I needed my family, even though I always had other people around me”
“We didn’t have any relatives visit” |
| The lack of individual and personal care, attention and affection, with institutional needs taking precedence over those of individual children | The right to grow up in an atmosphere of happiness, love and understanding (Preamble). The right to express an opinion (12) | Opportunities for attachment and for reasonably continuous relationships with parental figures are fundamental to child development, especially in the early years. | “We never had any affection; we had all the material things – a bed, food, clothing – but we never had love” |
| Many institutions do not provide adequate stimulation and purposeful activity for children | The right of leisure, play and recreational activities appropriate to the age of the child (31) | Stimulation is vital for the development of motor skills, intellectual capacity and social skills. Deprivation can have profound and long-term effects | “It was like a prison”
“The babies… were left in their cots most of the day” |
| Children who grow up in institutions may be denied opportunities to learn about the roles of adults within the particular culture | The child should be fully prepared to live an individual life in society (Preamble) | Childhood experiences are partly aimed at equipping the child with the knowledge and skills required of adulthood | “I have no idea what it is like to live in a family”
“We called the director ‘Daddy’ … but he really had little time for us” |
| Institutions frequently provide little or no opportunity for mixing with children outside of the institution | The right of freedom of association (15) | A variety of peer-group relationships and exposure to ‘normal’ family life are important for children’s development | “A large children’s village… has the appearance of a homely fortress surrounded by a high barbed-wire fence” |
| Child abuse of various kinds is common in institutions, even in well-resourced institutions in the industrialised nations, and often persists for years without being revealed to the outside world | The right of protection from all forms of abuse and neglect (19) and from sexual exploitation (34) | Child abuse has been demonstrated to have a devastating impact on children’s development and well-being, often with long-term implications | “They would beat us even with the iron, with no clothes on”
“The priest…started to touch my stomach and private parts… Several others said he had sexually abused them” |
| Residential institutions often fail to respond adequately to the psychological needs of children | The right to rehabilitative care (39), which specifically includes recovery from the effects of armed conflict | Experiences such as separation, loss and exposure to frightening events can have a seriously negative impact on children’s development | “They told me I should try to forget everything. And I told them ‘How can I forget this? Could you forget your own child’s death?’” |
| Many institutionalised children experience considerable problems in adjusting to life outside the institution. Many end up in prisons or psychiatric institutions | The right to assistance to enable the child to fully assume his or her responsibilities within the community (Preamble and 18) | Institutions tend to encourage dependence and discourage children from thinking and solving problems themselves, leaving them ill-equipped to live independently | “They don’t give proper tools to survive in society”
“They throw you out into society with no kind of structure to survive” |
It is inconceivable that residential care could provide a solution to a problem on this scale.
**Community-based care**
Community-based care may be defined as a range of approaches which are designed to enable children either to remain with their own (or extended) families and to prevent the need for separation, or to be placed with an alternative family, if possible within his or her community.
**Preventive approaches**
Research demonstrates that the vast majority of children in institutional care do have families, and that the reasons for admission are more to do with family poverty and the availability of residential care, along with discrimination based on gender, ethnicity, disability and health status, than unavoidable separation. Many admissions could be prevented if the family received even minimal support. There are many possible components to a preventive strategy, depending on an assessment within the particular context: the following is intended as an illustration of some of the possible components of a preventive approach:
- material support to families, e.g., in the form of loans for micro-enterprise, support to set up work cooperatives etc., possibly coupled with vocational training;
- the provision of day-care facilities – both to promote child development and to enable parents to work; children with disabilities may particularly benefit from day care;
- the provision of clubs or other facilities for children to receive social, cultural, educational and recreational opportunities;
- sexual health education and programmes designed to reduce unwanted pregnancies;
- resources targeting single mothers or other families who are likely to place their children in residential care: programmes might include training in child care, job training, counselling etc.;
- educational support (e.g., the payment of school fees or the provision of school materials);
- advocacy and legal support – for example, in obtaining birth certificates for children, securing school access or obtaining specific resources for children with a disability;
- community awareness-raising and education – for example, in child rights and children’s needs, and specifically in the importance of family- and community-based care;
- programmes to assist and support parents in caring for a child with a disability.
One factor to be considered is the sustainability of such interventions, especially if there are long-term revenue implications. In this context, for example, the provision of loans for micro-enterprise may be considered as more sustainable than any form of welfare benefits. On the other hand, where children are being cared for within the extended family, and in other situations where the child is in danger of being placed in an institution, the provision of quite modest support may make a considerable difference to the capacity and willingness of the family to continue to provide care.
It is important to recognise the important and active role which children themselves can play: the mobilisation of young people to identify and respond to their own problems and needs can be an important programme strategy. Advocacy for community-based strategies is also vital, whether at local level (e.g., lobbying for the waiving of school fees or advocating for the admission to school of children with disabilities) or at national level (e.g., for the registration and control of private and voluntary institutions).
**Alternative care approaches**
Clearly some children will experience unavoidable separation from their parents or other traditional care-takers, either through death (for example from HIV/AIDS) or because of accidental separation resulting from armed conflict or forced migration. The tracing of the family of origin, or of other members of the extended family, is clearly the first choice, enabling the child to live with familiar adults and to retain his or her sense of family belonging and identity. In some cases, however, the child may remain vulnerable because of family poverty and other circumstances, in which case community-based support services may be needed in order to ensure that the child does not become vulnerable to further separation.
While family tracing is being pursued, and in the event of this not proving successful, placement
within a family setting is almost always preferable to institutional care and avoids many of the negative impacts on child rights and child development. However, before initiating any kind of fostering programme, a careful assessment is required to understand fully the cultural norms regarding the care of children by unrelated adults. Anthropological studies demonstrate that in some cultures, the care of children by strangers is an unfamiliar practice; in others it may be culturally acceptable but may not be based on the best interests of the child. In West Africa, for example, many children are cared for by unrelated families, but the arrangement is often based on a notion of exchange. For example, the child benefits from the teaching or training of the carer, and the carer benefits from the labour of the child. Young children receive care and nurturing, especially from older women, releasing the child’s mother for productive work, and in exchange there is an expected obligation when the child grows up that he/she will support the foster carer in her older years. What also emerges from the research is that some cultures sanction the less favourable treatment of fostered children – and may even positively value this as illustrated by the Mende proverb, “no success without hardship”. In child rights terms, however, this may involve discrimination or even exploitation.
If children’s rights are to be protected, it is vital that there is an acknowledgement of the potential risk to children and that steps are taken to minimise these. In Western societies, where fostering by strangers is well-established, the failure rate is high and fostered children are known to be at enhanced risk of abuse. Research undertaken in developing countries suggests that fostering is most likely to be effective in meeting the care and protection needs of separated children if the following four conditions are met: first, that the programme is firmly embedded within the local community, with a strong sense of community ownership of responsibility for care and protection. Second, that the programme is supported by an agency with detailed knowledge of the cultural norms concerning the care of parentless children and a solid knowledge of child rights and child development. Third, the available evidence suggests that the preparation of foster careers for their task is associated with favourable outcomes. This process will often include an element of education in some of the expected difficulties, with an emphasis on their role as ‘duty-bearers’ in respect of children’s rights. The involvement of the carer’s own children and the extended family is also important. Finally, evidence emerges that children often have a very clear picture of what arrangements for their care they would prefer, and a remarkable capacity for weighing up the various options open to them. Their active participation in the process of planning for their care is a vital and often neglected aspect of good practice.
While there is no universal programme template that can be applied to all fostering programmes, the following are the typical components of such a programme:
- effective community mobilisation work to identify separated children, to advocate for family-based care and protection, to identify families willing to foster children, and to mobilise networks of support for both children and families;
- some system of approving and preparing foster carers – this would normally involve both some individual assessment and ensuring the approval of the wider community;
- the identification and preparation of children for fostering. The active participation of children, using methods appropriate to their age and stage of development, will be vital;
- the placement of the child: the involvement of the wider community – for example by the use of some kind of ceremony involving community leaders and neighbours – may be important;
- continuing monitoring and support of the child and the family: again child participation will be a centrally important aspect of this.
The last of these is possibly the most important and usually the most difficult. Continuing responsibility for fostering maybe located within the community, with the agency, or with the government, according to the particular context. The capacity for a real sense of community ownership for separated children may be limited by the local circumstances: political or ethnic divisions, for example, may severely inhibit a sense of community responsibility, while chronic poverty may inhibit people’s capacity to look beyond their own immediate survival needs. Traditional communities often have the potential to be both protective towards and exploitative of children. And while legislation may confer
responsibility upon government structures, the reality is that sometimes these are not, and have limited potential to be, effective in supporting potentially vulnerable children. What is clear is that children living with unrelated families may be vulnerable to abuse, exploitation and discrimination, and that continued monitoring and support will be vital in order to minimise this danger and to protect their rights. It is particularly important for children to have access to one or more trusted people outside of the family. Please see illustration in the box.
Fostering will not be appropriate for all children. Some adolescents, for example, may prefer to live alone, or in small groups, and sibling groups may prefer to remain together as a child-headed household. Evidence from the crsc study suggests that though this may be the most acceptable option for some older children, they are likely to need support, ideally from sympathetic adults in the local community, and advocacy to facilitate the acceptance of what may be an unconventional living arrangement. Integration of young people living without adult care into activities involving other young people may also be important. The protection and livelihood needs of girls may need particular attention.
In contexts where legal adoption is available, this may be a more appropriate option for some children, especially when they are young and it is known that their own immediate and extended family is not going to be able to care for them. Inter-country adoption is generally to be avoided.
**The advantages of community-based approaches**
The advantages of community-based approaches are that children continue to be cared for by familiar adults (as far as possible) and that they remain within their own communities. Family-based care is not only more likely to meet their developmental needs, but is also more likely to equip them with the knowledge and skills required for independent life in the community. By remaining within their own communities they both retain a sense of belonging and identity and also benefit from the continuing support of networks within that community. Although there may be risks attached to fostering with unrelated families, with appropriate external monitoring and support, it is more likely that their rights will be respected than if they are placed in institutions. Finally, community-based approaches benefit from being potentially far less expensive than residential care, and hence more sustainable.
**Is residential care ever the preferred (or only) option?**
There may be a few occasions when residential care is the chosen form of care and protection for children. One example is in work with children demobilised from armed forces: in Liberia and Sierra Leone, it was argued that young people needed a period of adjustment from harsh military life before attempting integration into more normal life within the family and community. It was also necessary to undertake the preparation of the family and the local community to receive back a young person who may be held responsible for killings and atrocities. It was argued that an adjustment period in a temporary form of group care with a purposeful programme of education, psychological adjustment and personal support was the most appropriate way of planning...
for the children’s future and working towards family/community rehabilitation.
In other situations, group living may be considered an appropriate approach, for example in providing training and support for teenage mothers, or for enabling children who have experienced a breakdown in a foster home to recover psychologically before a further family placement. In some situations of conflict and displacement (as in Rwanda following the genocide), the sheer numbers of unaccompanied children were perceived as an unavoidable reason for the introduction of interim care centres. In all of these instances, however, there are dangers in using residential forms of care: as well as drawing in children who do not need to be separated from their families, residential care tends to breed dependence, and both children and staff may become resistant to moves to enable the children to leave, either to return to their own families or to be placed in substitute family care.
To be effective, residential centres need to have clear and enforced admission criteria, the programme must be directed towards specified and time-limited objectives, and integrated with other programmes (e.g., family tracing, fostering) to ensure that children move on in a timely and appropriate manner. Steps need to be taken to ensure that staff are fully committed to the centre’s philosophy and objectives and possess the skills to carry them out. Experience demonstrates how difficult this can be to achieve, and that residential centres can readily develop many of the negative features depicted in the section “Care and protection of separated children in emergencies” above. Unfortunately it has often been found that institutional care generates publicity, especially in emergencies, generating a ‘common sense’ appeal to donors which belies its negative impact on children and which further reinforces the proliferation of residential care rather than community-based alternatives.
**Unresolved issues**
The continuing emphasis on community-based forms of care needs to be underpinned with further research. There have been no studies into the long-term impact of fostering in situations of armed conflict and forced migration, and in HIV/AIDS epidemics: in particular, we need to know more about how fostered children, disaggregated by gender, fare during their adolescence and how they, and their carers, cope with their entry into adulthood, raising questions of marriage, economic self-sufficiency and inheritance. It is also important to know the extent to which community-based support structures continue to provide effective monitoring and support to young people and their carers. In situations of armed conflict and forced migration, large numbers of separated children are placed with the extended family – sometimes quite distant relatives. Little is known about how these arrangements actually work out, and where they do not, what kind of support systems might have enabled the child’s situation to endure. Finally, throughout the research into care and protection issues for separated children, little emphasis is placed on what the children themselves think, and few programmes involve children systematically in framing policy and in determining the elements of good practice. The Save the Children initiative “Care and Protection of Separated Children in Emergencies” is making a small contribution in rectifying this.
**Notes**
1 The project is reported on more fully in *Whose Children? Separated Children’s Protection and Participation in Emergencies*, published by Save the Children. For more information, see the “Further reading” section in this ECM.
2 These two terms are used interchangeably.
3 Gender differences have been less extensively researched than age.
4 It has been estimated that residential costs between 5 and 10 times more than foster care.
5 *Children on the Brink* 2004; A Joint Report of New Orphan Estimates and a Framework for Action. July 2004. UNAIDS, UNICEF, USAID.
Child-to-Child is a rights-based approach to children’s participation in promoting health and community development. The Child-to-Child approach is an educational process that links children’s learning with taking action. It is a practical way in which children’s rights can be effectively implemented.
The Child-to-Child approach has been successfully implemented since 1978. Education, health promotion and community development programmes are using the approach in over 70 countries. The Child-to-Child international network encourages and enables children and young people to promote the holistic development of the health and well-being of themselves, their families and their communities.
Child-to-Child is much more than:
• one child helping another child;
• older children passing on health messages to younger children;
• an approach to peer education;
• a one-time activity.
Child-to-Child is not about:
• children being asked to act as loudspeakers for adults;
• children being used to do things adults do not want to or should do;
• richer children helping poorer ones;
• a few children being put into positions of authority over their peers (e.g., as “little teachers”).
Child-to-Child is:
One child or a group of children
- spreading knowledge to
- teaching skills to
- demonstrating by example to
- working together with
- a younger child/children
- a same-age child/children
- a family/families
- the community
The Child-to-Child approach: A health action methodology
Using a sequence of linked activities, or ‘steps’, children think about health issues, make decisions, develop their life-skills and take action to promote health in their communities, with the support of adults. While the activities are frequently initiated by or with children, adults are available for support. Increasing children’s participation is a slow and phased process, ranging from children’s active involvement to children directing initiatives:
• Choose and understand: Children identify and assess their health problems and priorities.
• Find out more: Children research and find out how these issues affect them and their communities.
• Discuss what they found and plan for action: Based on their findings, children plan action that they can take individually or together.
• Take action: Children take action with support that they have identified as needed from adults.
• Evaluate: Children evaluate the action they took: What went well? What was difficult? Has any change been achieved?
Do it better: Based on their evaluation, children find ways of keeping the action going or improving it.
Child-to-Child activities have been used to help children affected by war, disaster and conflict. In disasters, which can affect whole communities, the needs of children are often forgotten and overshadowed because of the urgent need for medical assistance, food and water, proper hygiene and ways of keeping infectious diseases at bay. However, children can assist in providing basic needs and, in so doing, play a positive role, which enables them to cope with their fears and the loss they are experiencing, and it helps build their own confidence and self-esteem. Children have good ideas about how to demonstrate and share health activities with others. Children aged 4–5 years have been involved and encouraged to share ideas and develop useful activities that help not only others but also themselves. The energy and enthusiasm of children, even those who have been affected by conflict, is demonstrated in the following example.
Promoting play through the Child-to-Child step process in an Afghan refugee camp in Pakistan
Step 1. Understanding the issue: The community worker in the refugee camp noticed how very young children in the camp were not being stimulated at all. In a weekly group session with children (aged 5–10 years) through a story she discussed the importance of talking to and playing with babies for the child’s development.
Step 2. Finding out more: These older children went back to their younger siblings in their families and observed what makes them smile. They learned that young children like clapping, singing, poems and stories. They also noticed that there are not many toys or books in the camp for the very young children.
Step 3. Discussing findings and planning action: Children discussed what they had found out and planned what action they could take to support the babies and toddlers in the camp. They decided to make toys for the younger children and collect materials that do not cost anything or may even have
been thrown away such as seeds, grass, bottle tops, cotton reels, string, rags and paper as well as old newspapers and magazines.
**Step 4. Taking action:** Children collected the material with the help of family members and held a special toy-making event for all the children in the camp. With the help of the community workers they made mobiles of shiny things and rattles for babies, shape sorters, pictures and books for very young children, pull-along toys and puppets for toddlers. They then gave these to babies and toddlers in the camp.
**Step 5. Evaluating action:** Children discussed amongst themselves about changes they had seen in the camp and how much the toys were being enjoyed and shared/exchanged. They noticed how some toys were not very safe for babies as they put everything in their mouths.
**Step 6. Doing it better:** Children continued these activities, using all opportunities, individually and as a group. They also encouraged parents to use the toys to play with the children and asked grandparents to share with them and the young children traditional games and stories.
**Involving very young children in refugee settings: Stories from Lebanon**
The Child-to-Child approach has engaged very young children affected by conflict to participate in promoting health as well, for example in refugee camps in Lebanon.
**The Kanafani Kindergartens in Palestinian Refugee Camps**
The Kanafani Kindergartens, set up by the Ghassan Kanafani Foundation, follow the Child-to-Child step methodology, and it has helped promote children’s participation in a systematic way and has encouraged the use of active learning methods. Children as young as 4 years old have learned about and promoted health topics such as the rational use of water, personal hygiene, preventing wastage in the camp, keeping the environment clean and protecting oneself from heat. Other topics in the kindergarten curriculum include food, nutrition, bullying/violence and the dangers of smoking (see box on page 50).
**Tackling violence in a Kanafani Foundation kindergarten**
A group of 4-year olds were able to understand different types of violence with the help of pictures. One picture showed a child pushing another. In another an object was being thrown at a person. In another an old woman’s walking stick was pulled away, making her fall. The children discussed the pictures in groups and then role-played each scene. Each child was given a name tag that represented one of the characters in the pictures, encouraging them to understand the feelings and thoughts of the person they were role-playing.
One of the children would then sit on the ‘hot seat’ to find a solution to the problem. This was again role-played. One suggestion was that a child could help the old woman find her stick. Through this discussion, and through thinking and role-playing, children sought out workable solutions to the problem of violence.
The children then sat in a circle around the pictures and talked about all the possible solutions. After this intensive exercise, there was only one thing left to do: snack time!
**The Naba’a Foundation: Including all to promote early childhood development**
The Naba’a foundation helps promote the rights and participation of 8,000 children in Palestinian refugee camps in North and South Lebanon to advance community and civil society development. It believes in inclusive education, and disabled children, young children and out-of-school boys and girls participate actively and in a planned manner in early childhood and education development (ECED) activities. Older boys help care for younger children, making toys and playing with them, helping to break down traditional gender barriers and assumptions of the traditional roles and relationships between men and women and children. The participation of out-of-school girls in ECED activities has encouraged re-enrollment in formal schools and vocational courses. The Child-to-Child approach has been powerful in demonstrating what children can do, and parents are now aware of the importance of encouraging communication and learning through
Young children promoting health in the ECED centre, Naba’a, Saida
Young children learned to check the expiry date on cans, learned about good nutrition and what to do when there is an accident. An under-5 child, seeing his father smoke, put up the poster on smoking in the home that had been drawn in class. The father, if he has to, now goes out for a smoke. Having learned that it is wrong to share toothbrushes, children from the centre insist that each sibling has his/her own toothbrush.
play. Younger children are now seen to have a ‘voice’ in the family (Zaveri 2004).
What emerges strongly from these examples is the remarkable resilience of young children even in these difficult circumstances. Child-to-Child approaches have much to offer children in this recovery process. Through direct participation in identifying problems, making decisions and taking action, children grow in self-esteem, gain social and problem-solving skills and develop a sense of having some control over what happens in their lives (Harman and Scotchmer 1997).
Resources
There are numerous examples of how to help children affected by emergencies and conflict to participate in health and community development at the Trust’s online directory at <www.child-to-child.org>. Activity sheets for teachers, health and community workers are available on child growth and development, nutrition, hygiene, safety and safe lifestyles, inclusion, disease prevention, HIV/AIDS and helping children in difficult circumstances, such as children who work on the streets, children living in institutions, helping children whose friends or relatives are dying, helping children who experience war, disaster or conflict (Bailey et al 1994; Hanbury 2004). Other Child-to-Child resources include story books such as *The path of peace* (on peace education) and *Five friends of the sun* (on landmine awareness) (Bailey 2002, 1998). All are available through Teaching Aids at Low Cost (www.talcuk.org).
References
Bailey, D. 1998. *Five friends of the sun*. UK: Longman, Pearson Education
Bailey, D. 2002. *The path of peace*. UK: Longman, Pearson Education
Bailey, D., Hawes, H., Bonati, G. 1992. *Child-to-Child: A resource book, part 2*. Child-to-Child Activity Sheets. UK: Child-to-Child Trust
Hanbury, C. 2000. Mine risk education. <www.child-to-child.org/minerisk/info.html>
Hanbury, C. 2004. Sexual health, HIV and AIDS. <www.child-to-child.org/publications/hiv aids1.pdf>
Harman, P., Scotchmer, S. 1997. *Rebuilding young lives: Using the Child-to-Child approach with children in difficult circumstances*. UK: Child-to-Child Trust
Zaveri, S. 2004. Arab resource collective: ‘A childhood for every child’. In *Early years children promote health: Case studies on child-to-child and early childhood development*. UK: Child-to-Child Trust
Restorative play in refugee situations
Sophie Naudeau, PhD, Eliot Pearson Department of Child Development, Tufts University, USA
There is little literature devoted to how children who live in refugee camps perceive the reasons that led them into exile and react to their new environment.
This lack of literature is not surprising given the instability of this type of environment and the difficulty of following the same refugee children across extended periods of time. However, several relief organizations have been actively involved in a global effort to understand and to address the specific needs of refugee children. Throughout the past 20 years, an increasing awareness has progressively emerged that children in refugee camps have other important needs beyond the obvious material ones of food, shelter, and medicine. Play is one of these less obvious – but important – needs.
Play as a means to assess and relieve stress
Carefulness and humility are essential when conducting assessments or intervening in cultures where the place and role of children in society and the meaning of play may be radically different than in Western cultures. However, play seems to hold a special role in stressful environments regardless of culture. When children are scared, when they do not understand what is happening to them, when they are unhappy and withdrawn, play can hold restorative powers (Scarlett et al 2005). It is therefore essential that play be preserved, protected and supported, especially in stressful environments.
Lack of play as a means to assess stress
When the environment becomes too stressful, many children reach a breaking point where they are unable to cope (Henniger 1995). For young children especially, this breaking point can be observed in the play experience or, more often, in the lack of play. Lack of play, or what is also called ‘play disruption’, may be a signal of a child’s inability to express thoughts and feelings related to their situation (Schaefer 1994). Erikson (1963) was first to describe ‘play disruption’ and its effects, defining it as “the sudden and complete or diffused and slowly spreading inability to play” (p. 223).
However, one should not always assume that a child’s not playing constitutes play disruption. Indeed, children might not play for a variety of reasons, one being the lack of opportunities to play. In refugee situations, there are clearly times when children do not get a chance to play – as when they are expected to work (e.g., by gathering wood, fetching water, caring for younger siblings). In addition, the lack of security in general, the lack of time to wander around, the presence of land mines and the lack of access to play materials or toys are among the many reasons why children, in such circumstances, might not engage in play.
Play as a mean to relieve stress
Why should we be so concerned when a child does not play? After all, play is commonly referred to as ‘just’ play, a seemingly naïve and futile activity that children engage in when they have nothing better to do. In humanitarian crises and emergency situations such as those faced by refugee populations, play is often not viewed as a priority, and play programmes in refugee camps remain scarce. Furthermore, when financial possibilities are strangled and when strategic choices need to be made, play programmes are often the first ones to be considered ‘extra’ and to be removed from the overall assistance plan.
Play, however, is a powerful and effective means of reducing children’s stress. Psychoanalytic theorists (e.g., Bettelheim 1987; Erikson 1963; Freud 1920; Winnicott 1971) provide a good deal of insight into this matter. They speak of the cathartic effect of play and explain that play is a means for children to act
The importance of play
For younger children particularly, play is central to healthy growth and development – in all its aspects. A holistic perspective on child development focuses on how children’s social and emotional well-being, physical growth, cognitive development and relationships to others are all clearly inter-linked. The defining activity underpinning the process and promoting optimal development is play. Babies and infants play with the caring adults around them, particularly mothers, from their earliest days. It is an essential means of communication. Play can be considered young children’s ‘work’. It is through play that young children’s learning is fostered and encouraged. Structured play opportunities are an essential component of the kind of rich learning environment in which children thrive and flourish, whether it be in family, domestic surroundings or in wider social and community settings. Opportunities for free, undirected play are also crucially important in enabling children to explore the wider world and to have the necessary space and time for reflection. Hence play, far from being a frivolous activity as it is sometimes depicted, is central to all children’s lives. For those whose lives are disrupted for whatever reasons, play is also an essential therapeutic activity which can help in the process of reducing stress and establishing normalcy. Of course play activities in themselves cannot change stressful circumstances. But they can and do provide the opportunity for children and indeed the adults around them, to engage in meaningful interactions and to shift the balance of social and environmental factors, as well as psychological ones, in a positive direction.
out unpleasant experiences and to release emotional tensions in a safe, progressive and non-damaging way (Freud 1920). This process, they say, leads to play satiation, a “play from which the child emerges as a sleeper from dreams which ‘worked’” (Erikson 1963, p. 229).
Other scholars (e.g., Piaget 1962; Vygotsky 1978) also emphasize the restorative powers of play but they highlight the cognitive processes rather than the emotional ones. In their view, play is the medium that young children use to work through past stresses and to prepare for future ones. For instance, children may engage in play behaviours that modify real-life events to fit their wishes and turn a negative or stressful experience into a more pleasant and satisfying one – as when children pretend to be the aggressors in re-enacting situations where they were the victims or the powerless observers. Children may also engage in play behaviours that help neutralise strong and unpleasant emotions – as when a child engages in spanking a baby doll to release feelings of anger and frustration.
These scholars agree, then, that play can help most children cope with stressful experiences and environments. This is not to deny that some children may display such intense negative reactions – reactions that may be considered maladaptive or ‘pathological’ – that play is not enough. In such cases, appropriate and culturally sensitive therapeutic interventions should be considered, such as play therapy or more traditional ways of healing.
However, most children who experience war (or other disasters) and refuge react in developmentally adaptive ways; they react normally to an ‘abnormal’ experience (Scarlett et al 2005). For these children, play can hold a key function in restoring some level of normality in their lives – a preventive function rather than a therapeutic one.
Four pillars for a good-quality play programme
What kind of play programme will best address the children’s needs in a specific environment? Through its many years of practice implementing play programmes for refugee children in various regions of the world, the French organisation Enfants Réfugiés du Monde (“Refugee Children of the World”) developed an empirical framework that consists of four dimensions or pillars: (1) a protected time and
space, (2) age-appropriate and culturally sensitive play material, (3) a carefully balanced adult presence and involvement, and (4) the presence and involvement of peers, family and community at large. These are the same pillars usually missing in environments such as refugee camps, the very components in the absence of which an environment becomes ‘abnormal’.
**A protected time and space**
In refugee camp, children usually live in temporary shelters, and the fears associated with the reasons and conditions of their exile are usually still vivid in their minds. In some cases, the situation may remain unstable even within the host country or region. As a result, children and families might live in a permanent state of fear.
For play to occur in such instances, for the children to relax and engage in play, they need to be warmly reassured that nothing harmful or negative will happen to them. In most refugee situations, the level of general security is unfortunately beyond the control of the adults implementing play programmes. However, much can be done to convince children that play areas and times allocated for play are both special and protected. For instance, children usually do not have the fixed schedules that they used to have at home and that they need in order to regain control of their lives. The time devoted to play can therefore begin to hold this regulating function in their lives. When children know that they can go to the play area at a certain time every day, and when they begin to trust that caring adults will ensure their safety, then – and maybe only then – can they begin to play.
The most resilient children might not need this level of regularity to spontaneously engage in play. They might initiate play by themselves, grasping any opportunity they have and making use of what play material they have, compensating with their creativity and imagination for what is missing in their environments. They may, for instance, collect whatever they can recycle (e.g., metallic cans, banana leaves, bottle caps, shoe soles) and transform these little ‘treasures’ into the most creative toys. These children are usually those who first catch an observer’s attention, because they remain active and playful in even the most stressful times. However, not all children are so creative, resourceful and resilient. The quieter and sometimes withdrawn children often need encouragement to engage in quality play, the kind of play that leads to play satiation and leaves children refreshed (Erikson 1963). In fact, even those children who do play spontaneously can still greatly benefit from a more structured time and space.
**Age-appropriate and culturally sensitive play materials**
As summarized by Erikson, “children […] choose for their dramatizations play materials which are available in their culture and manageable at their age” (1963, p. 218). A welcoming and operational playroom, then, includes a variety of age-appropriate and culturally sensitive play materials, materials that are familiar to the children or that hold special meanings for them.
Children who have experienced war may find it helpful to play and replay war scenes, where they become the hero characters instead of being the passive and helpless young victims that they often were in real life. Toys that encourage such play – however controversial they may be when the whole population is eager for peace – might nonetheless prove pertinent and useful. In fact, even when particular toys are not provided in that respect, children often engage in war play anyhow, with whatever object they can turn into a gun, soldier, or enemy outfit. By providing children with what they need to engage in war play, and by assuring them that this type of play is acceptable as long as it remains play, children can process the events in a supportive environment.
But children affected by war do not only play at war themes. Like any other children, they play at representing what is happening in their daily lives. In refugee camps, they might pretend-play a variety of scenes such as family interactions, going to school and cooking food. In addition to knowing what these children have gone through, and what their life is like in the present, play facilitators should also be particularly sensitive to the cultural context surrounding the children. When children are healthy and happy, they might be willing to explore and discover new toys that do not really belong to their culture but that they are curious to integrate in their play. However, when the environment becomes highly
stressful, this capacity might be seriously impaired, and the play activity itself might be compromised if children cannot relate to more familiar objects. A plastic medieval castle, for instance, does not make much sense in African cultures...
A carefully balanced adult presence and involvement
When a specific time and space are set for play, when adequate toys and materials are provided, children have more opportunities to play. Yet, this is often not enough, and children who face ‘abnormal’ environments such as refugee camps often need more support in addition to those physical and material incentives. In this respect, the presence and guidance of supportive, consistent and trustful adults is essential.
Refugee children often hold a distorted view of adults because of the negative experiences they have had. They may have seen adults engage in acts of violence, for instance, and might remain mistrustful or even distressed when in the presence of a stranger. Therefore, adults who hold the function of play facilitators with refugee children need to be particularly engaging, warm and supportive. Ideally, play facilitators should be from the same cultural origin as the children. Because they have gone through the same events and currently live in the same refugee conditions, they can relate well to the children’s fears and need for comfort; and because they are from the same culture, they are also better able to communicate with the children, both verbally and through play.
The presence and involvement of peers, family, and community at large
Finally, play facilitators should work with children not only at the individual level, but also at the family and community levels. Peers, family, and the community at large are traditional sources of support in times of turmoil. Yet, in the context of refuge, they are often severely affected and weakened by the experience, to the extent that they cannot be fully supportive of the children.
In such circumstances, play can help children reconnect with the meaningful persons and social structures in their environment. At the peer level, group play can help children maintain socialization practices and experience opportunities for multilateral relationships. In particular, children who are quiet and fearful of their own feelings can benefit greatly from another child’s expression through group play. At the family and community levels, play can also help children reconnect with their environment and culture. Inviting parents, family members, and the community at large to witness children’s participation in playful activities, for instance, can be a powerful experience for all parties. Indeed, even when they are distressed by their own situation and not fully available to answer children’s emotional needs, family and community members are often deeply concerned with children’s well-being.
In sum, then, when children play with culturally appropriate toys and materials in a protected time and space, when they do so in the presence of sensitive adults who belong to their culture, and when their families and the whole community are involved, most children can be children once again. They can cope with their past and current experiences and develop positively into contributing members of their community.
References
Bettelheim, B. 1987. *A good enough parent: A book on child rearing*. New York: Knopf
Erikson, E.H. 1963. *Childhood and society*. New York: Norton
Freud, S. 1920. Beyond the pleasure principle. In J. Strachey (Ed.), *The Standard Edition of the Complete Psychological Work of Sigmund Freud* (SE). London: Hogarth Press
Henniger, M.L. 1995. Play: Antidote for childhood stress. *Child Development and Care*, 105, 7–12
Piaget, J. 1962. *Play, dreams, and imitation in childhood*. New York: W.W. Norton
Scarlett, W.G., Naudeau, S., Salonius-Pasternak, D., and Ponte, I. 2005. *Children's play*. Thousand Oaks, CA: Sage Publications
Schaef er, C. 1994. Play therapy for psychic trauma in children. In O'Connor, K., and Schaef er, C. (Eds.), *Handbook of play therapy, volume 2: Advances and Innovations* (pp. 297–318). New York: John Wiley & Sons
Vygotsky, L.S. 1978. *Mind in society: The development of higher psychological processes*. Cambridge, MA: Harvard University Press
Watson, M.W. 1994. The relation between anxiety and pretend play. In Slade, A., and Wolf, D.P. (Eds.), *Children at play: Clinical and developmental approaches to meaning and representation* (pp, 33–47). New York: Oxford University Press
Winnicott, D.W. 1971. *Playing and reality*. New York: Basic Books
Disabled children in conflict situations
Marlies van der Kroft, independent consultant in disability/human rights
Conflict\(^1\) is a fact of life for a large number of countries. However, the impact of war extends far beyond the life of the conflict itself, into the lives of the children affected. From field experience, the literature and life stories, we know that war deepens the cycle of poverty, exclusion and consequently disability. Even the recent document from Save the Children Norway (2005), *Global evaluation: Children affected by armed conflict, displacement or disaster (CACD)*, in general overlooks the situation of disabled children, and as a consequence its programmes currently exclude disabled children. This has serious implications for ensuring that all children have equal rights and achieving development goals in situations of conflict.
**Basic concepts**
Disability\(^2\) is a social construct that is caused by attitudinal, institutional and environmental barriers. By this definition it is society that ‘disables’ a child and not the impairment itself.
Inclusion means respecting the full human rights of every person, including acknowledging diversity, working to eradicate poverty and ensuring that all people can fully participate in development processes and activities regardless of age, gender, disability, state of health, ethnic origin or any other characteristic.
**Human rights framework**
Today, the understanding and approach to disability is shifting away from simply removing the barriers for disabled children towards full recognition of the rights of disabled children like all children. The United Nations is working on a new Disability Convention\(^3\) that will be a milestone on the path towards recognising our *obligation* to fulfil the rights of disabled children. The human rights approach already specifies that inclusion – rather than special treatment – of disabled children is essential if their rights are to be protected and if the cycle of cause-and-effect of poverty for disabled children is to be undone. The recognition and application of these rights-based approaches is essential if we are to improve the visibility of, attitude towards and support for disabled children and their families in situations of stress and crisis such as during and after conflict.
The basic framework that covers the rights of disabled children in conflict situations is provided by the UN Disability Standard, the UN Convention on the Rights of the Child (CRC), the forthcoming UN Disability Convention and a series of international human rights laws. This framework is essential to assess the current violation of rights, the lack of opportunity for disabled children to claim their rights and the requirements to improve the rights of disabled children and their families before, during and after war. These can be put into three clusters:
1. **UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (UNSR)**
The main purpose of the UNSR is to ensure that people with disabilities may exercise the same rights and obligations as others. The UNSR is based on the following key principles:
- **Prevention:** Aimed at preventing the occurrence of physical, sensory, intellectual, mental and/or social impairment (primary prevention) or at preventing these impairments from causing a permanent functional limitation or disability (secondary prevention).
- **Rehabilitation:** Aimed at enabling persons with disabilities to reach or maintain their optimal physical, sensory, intellectual, mental and/or social functional levels, thus providing them with tools for a higher level of self-reliance and independence.
• **Equalisation of opportunities**: Aimed at ensuring that the process through which the various systems of society and the environment, such as services, activities, information and documentation, are made equally available to all.
2. **UN Convention on the Rights of the Child (CRC)**
The importance of the CRC is that it recognises that all children have equal rights and therefore States have an obligation to ensure that these rights are fulfilled for disabled children like all children. The CRC has four major principles: non-discrimination (Article 2); best interests of the child (Art. 3); survival and development (Art. 6); and participation (Art. 12). With regard to disabled children in conflict, Article 23 – disabled children have the right to have their individual needs met – is specifically relevant.
3. **International human rights laws (IHLs) relating to conflict, violence and displacement**
The basic and conflict-related IHLs, including the Geneva Convention, provide the legal basis to improve the rights of disabled children like all people in conflict situations.\(^4\)
Based on this tripartite framework we can assess the situation of disabled children in conflict situations on the basis of the following key issues:
**Disabled children as holders of rights**
Disabled children are individuals with the potential to shape their lives by their own means. They are holders of rights and not passive subjects of care and protection. On numerous occasions, disabled children have made it clear that the right to be consulted, to express and to share their views is crucial for all children. Disabled children have come up with many examples of how they have been bullied by adults who intend to speak on their behalf, and how in group situations adults have focused on the disability instead of personality of the child. Disabled children – like all children – can keep authorities to account.
However, in practice, disabled children often have no conceptualisation of rights. They have limited scope to express and claim their rights because of their dependency on carers, and there is a lack of opportunity for them to seek independent information, advice and support. Without the knowledge, trust or skills to ask for their rights, and in the absence of, or lack of access to, independent child counselling, disabled children are vulnerable to bullying, neglect and abuse that can remain in the closet for a long time. Furthermore, conflict makes disabled children even more reliant on carers (or, if they are separated, on any person who takes pity on them) and so they are even further at risk.
**Disabled children have basic needs**
Disabled children have basic needs like all children, they have the same need for love, dignity, family life, protection and stimulation. Consultations with disabled children make it clear that if they are enabled to express themselves in their own words and through their own means, even very young children emphasise these needs\(^5\). However, the lack of attention paid to disabled children and their views, the low value placed on their life and the stigma attached to the fact that they lack something, puts disabled children at a disproportionately high risk of neglect, abuse and violation of their human rights (Lansdown 2001). During situations of unrest, the fact that family, cultural and state child protection mechanisms often collapse puts disabled children further at risk.
**Disabled children: taboo and exclusion**
Throughout the world, a disabled child is often perceived as a curse or a punishment visited upon the child, mother and family. Society will frequently pity the child, blame the mother and pour shame on the family. Although the parents love their child, medical professionals, relatives and neighbours will in many cases emphasise the burden on the family. As a result the family can feel pressurised to give up the child and to focus energy on the delivery of a new, non-disabled child to restore the status of the family. A disabled child thus creates tension in the family. There is worldwide anecdotal evidence that in many cases it is the fathers who cannot stand this ‘devil’s dilemma’ and they in turn pressurise the mothers to either abandon the child or accept divorce. The effect is that many mothers are left on their own to run the household and care for a disabled child, which reinforces the threat of poverty and isolation. The conditions for these female-headed families in conflict situations\(^6\) are even more difficult.
Disabled children and families
All children need to be seen as part of a family living in a particular community (UNHCR 1999). If you include the family of a disabled person, 25% of the world’s population is disabled (UN 2002). The family is included in this figure because caring for a disabled child lowers their status in the community and restricts the options of the carer to work or socialise outside the home. This has a negative impact on the household income and the ability to maintain a social network, which, in combination with the extra costs of healthcare, medicine and basic devices, deepens the poverty and isolation of the family.
Children’s ability to cope with conflict depends largely on whether they have the security of a family and a structure to their life, like going to school. Disabled children by definition often have fewer coping mechanisms to start with. For example, children with hearing or visual impairments are unable to see warnings of attack, and children with mobility or learning difficulties are easily separated from their families and less able to escape (IDDC 2000). If they are displaced following war, disabled children and their families may lose their natural support network and therefore have even more difficulty in coping with the situation. The story of Shafqat in Afghanistan is an example: “I was hit by a shell and felt my legs becoming limp. In the midst of the chaos, my parents died and my brother carried me all the way over the mountains to Pakistan to seek assistance. I was 8 years old.”
Disabled children are individuals with the potential to shape their lives by their own means
Disabled children as victims of conflict and small armaments
It is estimated that one-third of all countries have experienced conflict in the 1990s. Nearly 90% of those killed or injured were civilians, and one-third of those were children. As a result, more than 2 million children died and 6 million were permanently disabled or seriously injured (Machel 2001).
During conflict, children are more at risk of injury and impairment than adults. The types of activities that children like to undertake, such as herding, collecting water and firewood, and playing, are those that carry the greatest risk of injury from landmines. Landmines often look like toys and can attract young children. Even if there are warning signs, young children will often not take them in (Deverson 2002).
In many cases, conflict relief and CACD operations focus on the number of people killed, made homeless or deprived of their source of income, ignoring the number of people with serious injuries or who have become disabled. If there are first aid or rehabilitation services available during or immediately after conflict they are usually focused on adults, particularly soldiers who have become disabled as a result of the conflict. The services on offer primarily concentrate on ‘medical rehabilitation’ by providing mobility devices for individuals. These aids are often not set up for children who were already disabled or who have become disabled, and the long-term priorities of the child and the family at home and in the community are not considered.
Primary and secondary causes of disability for children in conflict
The World Health Organization (WHO) estimates that worldwide 16% of disabilities are the result of accidents and war (DFID 2000). During a conflict, basic services like health and education facilities deteriorate or are intentionally targeted by the opposition. First-aid medical services, essential to reduce the disabling effect of war-related injuries, are hard to come by. In addition, the collapse of basic services has a secondary disabling effect on disabled children as they are more at risk of malnutrition, disease and trauma. Such a lack of basic services further disrupts their play, schooling and other daily activities they may engage in with other children. This deprives them not only of the opportunities to share and develop but also of the positive benefits these activities provide that allow a child to deal with the experience of violence and conflict (SC Alliance 1997).
Disabling children as a tool and target of conflict
It is not unusual for children to be targeted in a conflict; it creates fear and instability and it ‘dishonours’ families for not protecting their children, thereby guaranteeing obedience to the ruling parties. Children are often attacked, forced to witness or commit violence, kidnapped to be soldiers or slaves, consciously maimed using physical, mental or sexual violence and tortured. For example, there is the story of Bintu Koroma in Sierra Leone: “The rebels grabbed my left hand, put it on the root of the tree and chopped it off. I was 4 years old.” (Lansdown 2001). Ruling parties have also purposely used maiming a tool to dishonour children and their families. For example, here is Sohail from Afghanistan: “The fighters chopped of my nose, they did it purposely to dishonour my manhood. I was 6 years old.” There is an increasing amount of first-hand evidence from disabled children that they are targeted on the basis of their inability to witness, complain or flee. Deaf children have been used as frontrunners, blind and mentally retarded children have been collectively raped, and physically disabled children have had their mobility aids taken away and destroyed. One example comes from the story of a blind girl in Sierra Leone: “The rebels entered our school for the blind where the staff was no longer able to protect us. They repeatedly raped us and just walked out, as we had no way to identify them as the perpetrators” (Cordaid 2004). Disabled children are easy prey for attackers, and the experience creates an emotional scar or has lifelong effects for the child that go far beyond the direct experience of violence. Furthermore, the families and/or caregivers have to live with the humiliating experience that they were not able to protect their child against the aggressors.
Disabled children, development and poverty
One in five of the world’s poorest are disabled and 50% of the population in low- and middle-income countries is affected by disability. Around 80% of all disabled people live in rural areas where basic services are scarce and often fail to identify disabilities early enough to help prevent them (UN, 1982). During and after conflict, the collapse in basic services worsens the situation, and more people become permanently disabled. As countries experiencing trouble often have a high birth rate and a young population, this increases the chances – and the problems – of disability in early childhood, and highlights the circular cause-and-effect of poverty and disability. Structural development is not possible unless disability and disabled people are addressed in general development planning in an effective way. Inclusive development not only benefits individual children and families but the potential of the whole of society.
Conclusion
Issues relating to children and conflict are multiplied when it comes to disabled children. However, there is a lack of knowledge about the fate of disabled children in situations of conflict and there is a real need for further research to highlight their circumstances and protect the rights of all children before, during and after war. It is important that
human rights watchers and decision-makers from cacd programmes fully understand the negative implications of conflict for disabled children and their families. Further research, monitoring of the violation of rights, and development of practical tools for conflict situations is necessary. At the moment, it is as though disabled children are invisible: they are not consulted in programme development and are not considered in cacd and post-conflict development programmes. As a result the cycle of poverty and exclusion deepens for disabled children and their families.
References
Cordaid. 2004. TV documentary on the situation of children in conflict. Netherlands: Nederlandse Omroep Stichting
Deverson. 2002. Disability, conflict and children: Removing the barriers. MSc Dissertation in Development Studies. UK: University of London
DFID. 2000. Disability, poverty and development. UK: Department for International Development
IDDc. 2000. Disability and conflict. Draft report of a seminar, May 29–June 2. Cyprus: International Disability and Development Consortium
Lansdown, G. 2001. It is our world too! A report on the lives of disabled children for the UN General Assembly Special Session of Children. UK: Disability Awareness in Action
Leach, T. 1990. Disabled refugees: Report of an enquiry into the situation of disabled Sudanese refugees in Uganda. UK: Action on Disability and Development
Machel, G. 2001. The impact of war on children: A review of progress since the 1996 Report on the Impact of Armed Conflict on Children. UK: Hurst and Company
Save the Children Norway. 2005. Global evaluation: Children affected by armed conflict, displacement or disaster. <www.reddbarna.no/default.asp?FILE=items/2210/109/Evaluation_report_2005_cacd_global%5B1%5D.pdf>
SC Alliance. 1997. Promoting psychosocial well-being among children affected by armed conflict in emergency situations. Sweden: SC Alliance
UN. 1982. World program of action concerning disabled persons. United Nations. <www.un.org/esa/socdev/enable/diswpa00.htm>
UN. 1994. Standard rules on the equalisation of opportunities for persons with disabilities. New York: United Nations
UN. 1989. Convention on the Rights of the Child. United Nations. <www.unhchr.ch/html/menu3/b/k/2crc.htm>
UN. 2002. The UN and persons with disabilities. United Nations. <www.un.org/esa/socdev/enable/disun.htm>
UNHCR. 1999. Protecting refugees: A field guide for NGOs. Geneva: United Nations High Commission for Refugees
Notes
1 Conflict in this article is defined as armed battle and political violence in the public sphere, it does not relate to domestic conflict. It covers acute conflict and the situations immediately before and after war, including internal displacement and refugee situations.
2 Disability in this article is based on the definition of Disabled People International (DPI): ‘the disadvantage or restriction of activity caused by contemporary social organisation which takes little or no account of people who have impairments and thus excludes them from the mainstream of social activities’. An additional note from the author: impairments relate to the full scope of visual, hearing, motor, learning and/or psychological conditions including conflict-related psychosocial trauma.
3 The working definition is “the comprehensive and integral international convention to promote and protect the rights and dignity of persons with disabilities” <www.un.org/esa/socdev/enable/rights>.
4 IHLS relating to disabled children in conflict: (1948) UN Declaration of Human Rights; (1949) UN Geneva Convention; (1951) UN Convention on the Status of Refugees; (1966) International Covenant on Civil and Political Rights; (1984) Convention against Torture and Other Cruel, Inhumane and Degrading Treatment or Punishment; (1997) Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Antipersonnel Mines and on Their Destruction.
5 Based on experiences of the author in various countries in Asia, Africa and Europe.
6 It is often assumed that families leave their disabled children behind during displacement, but research has proven that families usually carry all their children to safety (Leach, 1990).
7 Story of Shafqat, told to the author when he arrived in 1987 in Bait ul Tabassum a community-based rehabilitation (CBR) project for disabled children in Karachi, Pakistan.
8 Story of Sohail from a Pathan family, told to the author in 1988 at Bait ul Tabassum, a CBR project for disabled children in Karachi, Pakistan.
Child soldiers in the Democratic Republic of Congo
The impact of war on children
Elisabeth Munsch, Chargée des Projets, Delegation for Africa, BICE
Ranking 144th in the 2004 Human Development Report of the United Nations Development Programme, the Democratic Republic of Congo is among the countries with the lowest human development index. Years of civil war and regional armed conflict have destroyed the country’s economy and torn its social fabric to shreds.
The people of the Congo live under extremely difficult conditions: without work, coping with thousands of displaced individuals and families, with few or no resources, little access to health care, and sharply reduced standards of schooling for children. The predicament of the country’s children is of particular concern, especially for the following groups:
- **Street children, known as “shegues”**. This term stigmatises these children in the eyes of the community, who consider them to be sub-human “vermin”. These children may come from displaced families, may have been orphaned by the war, may have only a single parent, may be in new family arrangements in which they feel unwelcome, or may have been cast out as “possessed by a devil”.
- **Imprisoned children**. Often street children who survive by doing odd jobs such as carrying things, selling water, cleaning shoes or guarding cars are driven to commit petty theft or are arrested for vagrancy. Without legal assistance or families to reclaim them, they are sent to prison and forgotten.
- **Girls who are sexually exploited**. Girls on the streets, especially those labeled as possessed, are often first raped and then must sell their bodies just in order to eat. Families also prostitute their daughters to provide for their needs.
The war has exacerbated these violations of children’s basic rights. Terror and extortion by different military factions have combined with deepening poverty to accelerate the disintegration of society. These problems are compounded by the phenomenon of “children associated with armed forces and groups”, a collective term for all under 18 years of age who are or have been used by a regular or irregular armed force or faction, regardless of their functions. Typical functions are those of cook, porter, messenger and those who accompany military personnel, especially girls who are sexually exploited and forced into marriage.
Children have been recruited to serve in armed combat throughout the Congo. The laws that apply to armed conflict do not adequately protect the rights of children and are often disregarded in any case. Compelled to obey violent orders and themselves the victims of violence, often combined with alcohol and drug abuse, these children develop a strong and lasting propensity towards very serious violence.
Child soldiers first appeared in the Congo in 1996, when they were recruited by the Alliance des Forces de Libération du Congo. Thousands of children aged 7 to 16, mostly from disadvantaged backgrounds, enlisted, particularly in the east of the country, where they saw active combat during the so-called “war of liberation”, which led to the fall of President Mobutu. Whether they volunteer or are forced to join up, these children are often under 15 when they enter service. They have not completed their schooling, let alone received any professional training. Cut off from their families since recruitment, these children have been involved in activities that are highly unsuitable for their age-group and have been subjected systematically to
the most degrading living conditions imaginable. Suffering from malnutrition, disease and constant exploitation by adults, they have been deprived of their basic human rights for years.
Faced with this tragedy and under pressure from the international community as well as various local NGOs (among them BICE), the Government of the Congo has made various commitments and taken several practical steps to demobilise child soldiers and reintegrate them in civil society. The government has signed a number of international decrees and protocols related to children’s rights and announced bans on recruiting children into the armed forces.
However, the recruitment of child soldiers persists. Some commanders persist in spreading terror and are trying to hold on to the children. Because the disarmament and rehabilitation process is very slow, very young children who enlisted early in the war have now come of age and are no longer covered by the demobilisation initiative.
More numerous still are children who are victims of armed conflict. While they are not associated with armed forces or factions, they have been adversely affected by war, with physical, psychological and social consequences that are still evident. They include:
- **Children who have been displaced by war and are not accompanied by adults, or, while accompanied, still highly vulnerable.** In the Kasai provinces, displaced children, both separated and unaccompanied, are numerous. If they are alone, they are rapidly assimilated into life on the streets, joining the ranks of the “shegues”. These children at the bottom of the social hierarchy suffer extreme poverty and are deprived of most, if not all, of their basic human rights. Children in families are little better off if the adults lack employment: their housing conditions are very poor, they rarely attend school, and many of them suffer from malnutrition.
- **Children orphaned because of the war.** In African tradition, orphans are usually taken care of by the extended family. At present, the socio-economic problems associated with the war mean that these children are considered an added and highly unwelcome burden. Often, when the family is overtaken by some disaster, they are accused of exercising malign powers. From then on their fate is cruel indeed: traumatic exorcism, followed by expulsion from the family. These children soon swell the numbers of the “shegues”.
- **Children living with handicaps or chronic illnesses caused by the war.** Many children have died after being wounded during fighting close to their homes, victims of the many atrocities perpetrated by the various armed factions. Others may survive but remain handicapped or ill, either because of lack of access to health care, which is non-existent or too costly, or because the treatment they receive cannot restore them to full health. To this category should be added the girls raped and infected with sexually transmitted diseases, especially HIV/AIDS.
- **Children who witnessed traumatic events.** Armed factions have spread terror in the villages by committing particularly barbaric acts. Some children have witnessed the murder of their parents, together with other acts of pillage and rape. All these events remain imprinted on their memories and cause behavioural problems such as aggressiveness, depression and insomnia. The plight of raped girls is pitiful in the extreme: in addition to undergoing this traumatic experience they are considered outcasts by the rest of society. If their condition is known about, they have no chance of finding a husband.
- **Children who are not attending school or whose schooling is inadequate because of the war.** On the front line, civil servants have not been paid for months, even years. Teachers who could, fled. The schools that are still functioning work on double occupancy (one group in the morning, another in the afternoon) because of the shortage of class-rooms and teachers. Because even primary education is not free, the poorest children have no access to school, since their parents are unable to contribute to the teacher’s salary and cannot afford even the most minimal package of books and other supplies.
- **Malnourished children requiring rapid intervention by the state.** Non-existent country roads, fighting that takes people away from the fields, livestock stolen by the military – all make life particularly difficult for rural people. Pregnant women, nursing mothers and
newly weaned infants are highly vulnerable to malnutrition and disease. These groups have been severely affected. Survivors slowly regain their strength, but the consequences of these disorders can last a lifetime.
- **children abandoned by their parents, both military and civilian.** When military factions entered a town, they often took young girls to serve as their concubines. When the troops withdrew, they left many of these girls pregnant and on their own, sometimes far from home. If it is known that they have lived with a solider, they are shunned by the rest of society. Some of these girls abandon their babies and flee to a different town in the hope of finding a better life there.
*These children at the bottom of the social hierarchy suffer extreme poverty and are deprived of most, if not all, of their basic human rights*
These child victims are particularly numerous in towns and villages near the front lines, where they remain beyond help owing to the breakdown of normal transport and communications. Cut off from the rest of the world during the long months of war, they suffer greatly. The depth of their poverty renders the situation of these marginalised groups particularly worrying.
**BICE’s project**
The project implemented by the BICE has focussed on protecting and promoting children’s rights in the Congo, since 1996 in Kinshasa and since 2002 in the western and eastern Kasai provinces. The BICE project is innovative in two respects. First, it covers not only children “associated with armed forces and groups” but also children who are victims of armed conflict, who are not the target of any government interventions and are usually ignored by the international community. Second, BICE social workers do not only attend the obligatory meetings of the National Committee of Demobilization and Reintegration, but they also send demobilised children to two transition centres (Structures d’Encadrement Transitoires - SET). They have developed a partnership with the general who commands the military in the region, under which they are able, in the company of an officer, to visit units stationed in remote bush areas, where they then identify minors who are still on active service. In this way they have been able to rescue and/or demobilise some 420 children over the past year and a half.
The SET project run by BICE is now well under way, helping to ease the transition for young people adjusting from a military to a civilian life. Participants undergo physical and mental rehabilitation, acquire life skills that will optimise their chances of successful reintegration in society, are directed into professions that will be useful in the area where they will be placed, are reunited with their families or relatives and are reabsorbed into society. The transition process lasts three months and is designed to enable these youths to re-enter civil society not empty handed but with skills, ambitions and ideas that they can offer to their new communities.
The project involves local inhabitants in the villages near the SET centres. Villagers were brought in right at the start, to help build the new centres. This enabled them to earn money, which they used either to improve their houses or to start a new income-earning activity such as a small business or craft enterprise. The project thus offers an opportunity to create a sense of community. Villagers and youths cultivate a field together and undertake community work together every Saturday morning. Girls and women who have not had any education can attend literacy classes. There are sports fixtures for SET participants, villagers and those from further afield. These activities have been developed to enable participants to experience peaceable and respectful relationships with their fellow citizens as they re-enter civilian life. The villagers greet each newly arrived group of demobilised children with songs and dances. When the first group arrived, the villagers and youths planted a tree together, to symbolise the return of peace and their hopes for a better future. Of course, nothing is perfect, and there are lapses from time to time that have to be managed by the supervisors.
To ensure that the process of reintegration is sustained, BICE has also put in place an institutional innovation, Local Protection Committees, which are responsible for promoting children’s rights in each town or village. A Committee consists of volunteers who are deeply rooted in village life, such as teachers, nurses, civil servants and parents of young children. Trained in children’s rights and social work, committee members are responsible not only for sustaining reintegration, but also for identifying youths who have been traumatised by the armed conflict so that, with the aid of BICE, measures can be put in place to support them both socially and psychologically.
Parents displaced by the war are provided with agricultural tools and seeds to enable them to grow crops and thus to improve their children’s diets. In some areas, support for school attendance has also been provided. For other children, access to care has been facilitated. Counseling rooms are available to provide victims with opportunities to talk about their problems and consider possible solutions. BICE also stresses awareness raising among the broader population through weekly radio programmes. Each child is encouraged to continually reappraise his or her situation from a psychological and social perspective in order to encourage changes in behaviour. Such changes are indispensable if the Congo is to win its fragile peace.
Websites
The Child-to-Child Trust
The Child-to-Child Trust acts as the central core of a worldwide movement of health and education workers and programmes.
Since 1979, people who have seen Child-to-Child projects know how much children and their families benefit when children are involved and trusted to help each other. This includes people who have used the approach in disaster and emergency situations and who have witnessed how participating in simple health activities can help to ease children out of the trauma of witnessing terrible events.
<www.child-to-child.org>
Christian Children’s Fund (CCF)
CCF is an international organisation whose mission is to create an environment of hope and respect for needy children of all cultures and beliefs in which they have opportunities to achieve their full potential. CCF provides practical tools for positive change – to children, families and communities.
CCF has responded to the needs of children in war-torn countries including Afghanistan, Angola, East Timor, Guatemala, Liberia, Kosovo and Sierra Leone. Food distribution, reintegration of former child soldiers and abducted children, family tracing, psychosocial interventions and child-centered spaces are primary examples of CCF assistance for traumatised children.
<www.christianchildrensfund.org>
International Save the Children Alliance
The International Save the Children Alliance is a network of all Save the Children organisations, focusing on pooling resources, establishing common policies and carrying out joint projects.
Save the Children focuses on support and protection for children caught up in conflict or emergencies by: a) providing health services and other essentials such as food, fuel and shelter to the most vulnerable children and their families; b) working with and supporting children exposed to violence; c) working to prevent child soldiering and to help those who have direct experience of fighting; d) raising local awareness of the short and long-term dangers of landmines, which kill indiscriminately – often for years after a conflict has ended; e) caring for children who have become separated from their families and reuniting them as quickly as possible.
<www.savethechildren.net/alliance>
The following Save the Children organisations have contributed to this issue of *Early Childhood Matters*:
Save the Children Sweden: <www.rb.se/eng>
Save the Children UK: <www.savethechildren.org.uk>
Action for the Rights of Children (ARC)
ARC is an inter-agency initiative, initiated by UNHCR and the International Save the Children Alliance in 1997, and joined in 1999 by UNICEF and the Office of the High Commissioner for Human Rights. As of January 2002, the coordination activities of the project are handled by Save the Children.
Fourteen resource packs have been developed focusing on the rights and needs of refugee and displaced children. Among them, you can find a revision of Resource Pack on Separated Children.
Available at: <www.savethechildren.net/arc>
ReliefWeb
ReliefWeb is the world’s leading on-line gateway to information (documents and maps) on humanitarian emergencies and disasters. An independent vehicle of information,
designed specifically to assist the international humanitarian community in effective delivery of emergency assistance, it provides timely, reliable and relevant information as events unfold, while at the same time emphasizing the coverage of “forgotten emergencies”.
ReliefWeb was launched in October 1996 and is administered by the UN Office for the Coordination of Humanitarian Affairs (OCHA).
<www.reliefweb.int>
**Teaching-aids At Low Cost (TALC)**
TALC is a unique charity which supplies low-cost healthcare, training and teaching materials to raise the standards of health care and reduce poverty worldwide.
Materials and resources from Child-to-Child approaches available at: <www.talcuk.org>
**Books**
*Children at risk*
*Practical approaches to addressing child protection issues in Cambodia, Indonesia, the Philippines, Sri Lanka and Vietnam*
Laurence Grey
World Vision International
2003; ISBN 0-9750398-0-6
This study takes an in-depth look at a range of different child protection programmes in Cambodia, Vietnam, Indonesia, Sri Lanka and the Philippines. These programmes serve as models for possible programmes in other countries aimed at protecting children from risks like domestic violence, drug addiction, sexual abuse and involvement in armed conflict.
<www.wvi.org>
**Journals, newsletters**
*Education in emergencies*
*Learning for a peaceful future*
Forced Migration Review, 22
January 2005; ISSN 1460-9819
FMR provides the humanitarian community with a practice-oriented forum for debate on issues facing refugees and internally displaced people in order to improve policy and practice.
FMR is the in-house journal of the Refugee Studies Centre, University of Oxford.
<http://fmo.qeh.ox.ac.uk/fmo/index.asp>
**Manuals, others…**
*Inter-Agency Guiding Principles on Unaccompanied and Separated Children*
ICRC, UNHCR, UNICEF, World Vision International, Save the Children UK & International Rescue Committee
2004
This set of comprehensive guidelines outlines a framework and set of principles intended to ensure that the rights and needs of separated children are effectively addressed. Created through close inter-agency collaboration, the guidelines aim to promote and support preparedness, coordination and good practice based on lessons learnt. The document addresses all aspects of an emergency, from preventing separations to family tracing and reunification, through to long-term solutions. It encourages the pooling of complementary skills and expertise.
Available at: <www.icrc.org>
*Protecting children in emergencies*
Policy Brief
Vol I, No 1
Save the Children USA
2005
A 12-page report that raises the need to better protect children in emergencies and reduce their physical and emotional risks. The bottom line: Protecting children in crises must be a top priority in every stage of every emergency response.
Available at: <www.savethechildren.org/advocacy/images/policy_brief_final.pdf>
**Education in emergencies**
*A tool kit for starting and managing education in emergencies*
Susan Nicolai
Save the Children UK
2003
The report explains what is meant by education in emergencies and why education should be included as a fundamental part of emergency response. It explores which children are typically affected by an emergency and how their education opportunities may have changed.
The pack outlines a process for putting together an education initiative and discusses whether education principles are still valid in times of emergencies, and how they should be applied. It uses case studies to illustrate possible approaches to education, and suggests ways to tackle common problems.
Available for download: <www.savethechildren.org.uk>
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**Community based care for separated children**
David Tolfree
Save the Children Sweden
2003
All over the world, children are separated from their parents, caretakers and communities due to - among other things - armed conflict, natural disasters, pandemics and various forms of exploitation and abuse. The prevailing response of authorities and aid agencies to those who cannot return to their family and/or place of origin has been some kind of residential care.
In this report from Save the Children Sweden, the shortcomings of this model are discussed in relation to community based care approaches, e.g., (extended) family and foster home solutions for separated children. It identifies a series of critical issues for those who wish to promote and protect the best interest of the separated child.
Available at: <www.rb.se/eng>
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**Whose Children?**
*Separated children’s protection and participation in emergencies.*
David Tolfree
Save the Children Sweden
2004
This book analyses issues of fostering, group care and other types of care arrangements for children and adolescents separated in situations of large-scale emergencies.
Available at: <www.rb.se/eng>
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**Mental health and psychosocial care for children affected by natural disasters**
This document contains information for humanitarian aid workers, health professionals, teachers and parents, to support them in their efforts to provide sensitive and appropriate care for children affected by natural disasters. An integrated, community-focused approach is adopted based on the principles and values of children's rights, child development, sensitivity to cultural differences, and effective practice based on scientific literature.
<www.who.int/mental_health/resources>
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**Guidelines for education in situations of emergency and crisis**
*EFA Strategic Planning*
UNESCO
2003
Education in situations of emergency and crisis is one of the Education for All (EFA) 'flagship' programmes. In order to support this component, this guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action.
<http://portal.unesco.org/education/en>
The new www.bernardvanleer.org
In July the Bernard van Leer Foundation launched its new website.
The new website combines an online publications catalogue with links to our project partners and descriptions of the projects we currently support. We expect our new site is now of even more value to professionals, practitioners and organisations working in the field of early childhood development.
Some basic information and the publications catalogue will soon also be available in Spanish.
Annual Report 2004
In 2004 the Bernard van Leer Foundation’s activities continued to evolve, reflecting the stresses facing our world today. International initiatives to provide a basic education for each and every child, strategies to protect child rights as enumerated in the Convention on the Rights of the Child, provision of social services and care to children affected by HIV/AIDS, and pedagogic support for those working to raise awareness and appreciation of diversity are just a few of the themes that featured in both project grants and our activities to inform and influence policy and practice.
With a new layout, the foundation’s Annual Report 2004 presents the activities, achievements and challenges faced last year.
Effectiveness Initiative
Stories we have lived, stories we have learned and Small ideas that work are a stocktaking of the Effectiveness Initiative (EI), which the Bernard van Leer Foundation began in 1999 to explore the attributes and the sources of the effectiveness of a small group of early childhood development programmes.
These publications have been prepared on the basis of reports submitted by the participant programmes, as well as other documentation created by the teams and the Foundation during the course of the EI exploration. It is solidly grounded on the philosophy that gave rise to the EI: if effectiveness is tied to a programme’s impact, then a fruitful approach to the examination of effectiveness would be to provide programme stakeholders with the time, the space and the means to reflect on and give expression to their perspectives and opinions about the programmes. It was felt that the stakeholders alone had satisfactory familiarity with the programmes. They alone knew in fine detail the contexts and impacts of the programmes in terms of the daily lives of their children, their spouses, their neighbours and their communities.
New sub-series on HIV/AIDS
As part of our long-standing ‘Working Papers in ECD’ series, we have created a dedicated ‘Early Childhood and HIV/AIDS’ sub-series. The purpose of this is to generate work that responds to emerging needs, or that presents information, experiences, ideas, and so on, to inform all those concerned with young children impacted by HIV/AIDS – including ourselves.
The first four issues released include the following:
- HIV/AIDS: What about very young children?, by Lorraine Sherr (Working Paper 33);
- Young children and HIV/AIDS: Mapping the field, by Lorraine Sherr (Working Paper 34);
- HIV and young children: An annotated bibliography on psychosocial perspectives, by Alison Dunn (Working Paper 35).
- The way the money goes: An investigation of flows of funding and resources for young children affected by HIV/AIDS, by Alison Dunn (Working Paper 37).
The Bernard van Leer Foundation is a private foundation based in The Netherlands. It operates internationally.
The Foundation aims to enhance opportunities for children 0–8 years, growing up in circumstances of social and economic disadvantage, with the objective of developing their potential to the greatest extent possible. The Foundation concentrates on children 0–8 years because research findings have demonstrated that interventions in the early years of childhood are most effective in yielding lasting benefits to children and society.
The Foundation accomplishes its objectives through two interconnected strategies:
- a grant-making programme in selected countries aimed at developing culturally and contextually appropriate approaches to early childhood care and development; and
- the sharing of knowledge and know-how in the domain of early childhood development that primarily draws on the experiences generated by the projects that the Foundation supports, with the aim of informing and influencing policy and practice.
The Foundation currently supports a total of approximately 150 projects in 40 selected countries worldwide, both developing and industrialised. Projects are implemented by project partner organisations that may be governmental or non-governmental. The lessons learned and the knowledge and know-how in the domain of early childhood development which are generated through these projects are shared through a publications programme.
The Bernard van Leer Foundation was established in 1949. Its income is derived from the bequest of Bernard van Leer, a Dutch industrialist and philanthropist who lived from 1883 to 1958.
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The International Catholic Child Bureau (commonly known by its French acronym BICE) is a child rights organisation that defends the child’s dignity and higher interests.
Founded in 1948, it promotes children’s rights and responsibilities in the unconditional respect of them as persons, their families, their culture, the community to which they belong and their religion.
The work of the organisation is guided by the UN Convention on the Rights of the Child. Through research, advocacy and preventive actions, in more than 35 countries BICE implements projects to protect children who are exploited sexually, or by work, children in the street, in prison or affected by war as well as disabled children. The participation of the children, and their families and communities, in defining the various activities of the organisation is an integral component in BICE’s approach to promoting and protecting the rights of the child. | <urn:uuid:43048ef5-087f-4e7a-ba1b-7c05c2b03d3d> | CC-MAIN-2019-39 | https://earlychildhoodmatters.online/wp-content/uploads/2019/06/ECM104-2005_Responses_to_young_children_in_post-emergency_situations.pdf | 2019-09-16T08:38:31Z | crawl-data/CC-MAIN-2019-39/segments/1568514572516.46/warc/CC-MAIN-20190916080044-20190916102044-00493.warc.gz | 456,236,519 | 46,142 | eng_Latn | eng_Latn | 0.993313 | eng_Latn | 0.997053 | [
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For over a century, Australia’s Defence personnel have contributed to every major conflict, fighting for our freedoms and values. From the Boer War, to our troops still serving around the world, Aussie servicemen and women have become world renowned for their bravery, sacrifice and skill.
In 2017, we continue to mark the century of service and sacrifice of the First World War. In particular, The Third Battle of Ypres, which was the major Flanders offensive of 1917. Australian Divisions participated in the battles of Messin Road, Polygon Wood, Boezinge, Poelcappelle and the First Battle of Passendale. Over 38,000 Australian casualties were incurred in this offensive. We also remember the Charge of the Light Horse at Beersheba a century ago – a strategic victory that has become the stuff of legend as a symbol of Aussie bravery and skill in battle.
This year also commemorates the 75th anniversary of some major events in the Second World War. We must never forget the tragic loss of life in Darwin, both before Darwin and the fall of Singapore and Malaya, but also the decisive contribution of our troops to the battle of the Coral Sea, Milne Bay Midway and Kokoda.
We must also acknowledge the 70th anniversary of Australia’s peacekeepers, who have served in dangerous conflict zones around the world.
Raking their lives on the front alongside our troops, the Royal Australian Army Nursing Corps (RAANC) served with compassion, kindness and distinction. They witnessed the horrific aftermath of war up close, and provided our soldiers with great care and comfort in hospital.
I encourage you to attend an Anzac Day Service in our community this year, to commemorate the service and sacrifice of all Australians who have served our country with distinction and honour.
To learn more about the Anzac, visit anzacportal.dva.gov.au
**Lieutenant-Colonel (LTCOL) Edgar Cecil Maygar (1868-1917)**
LTCOL Leslie Cecil Maygar was born near Kilmore, Victoria, on 27 May 1868. He was farming at Euroa when he volunteered with the Victorian Mounted Rifles to serve in the South African War. Maygar was later awarded the Victoria Cross for rescuing a fellow soldier under heavy fire. After the war he returned to farming until he was conscripted for military service when the First World War broke out. LTCOL Maygar died on 1 November 1917 from wounds sustained at the battle of Beersheba.
**Private (PTE) David Waters (Died-1917)**
Private David Waters from East Echuca served with the 5th Australian Infantry Battalion in the First World War. PTE Waters was 18-years-old when he enlisted on 14 April 1915. He travelled aboard SS Marika from Melbourne on 15 September 1915. He died of wounds sustained while fighting in France on 11 February 1917.
**Air Vice Marshal (AVM) Francis Hubert (Frank) McNamara (1894-1961)**
Frank McNamara was the first Australian airman to be awarded the Victoria Cross. He was born at Rushworth, Victoria, on 4 April 1894. During the First World War, he flew bombing raids over Gaza with No. 1 Squadron. In 1917, he was awarded the Victoria Cross after rescuing a wounded pilot whose plane had been shot down. During the Second World War, AVM McNamara served as Air Officer Commanding British Forces in Aden. AVM McNamara retired in England and died in London on 2 November 1961.
**Lance Corporal (LCPL) Charles Handcock (1886-1918)**
Charles Handcock was born in Echuca, Victoria in 1886. During the First World War, he served with the 38th Australian Infantry Battalion. He left Melbourne for the Western Front on 3rd June 1916 holding the rank of Private. He was later promoted to Lance Corporal. LCPL Charles Handcock died in France on 10th November 1918, the day before the signing of the Armistice.
**Private (PTE) Robert Mactier (1890-1918)**
Robert Mactier was born at Tatura, Victoria, worked on his parents’ property and joined the army in 1917, joining his battalion on the Western Front in late 1917. PTE Mactier sought out and attacked three enemy positions during the assault on Mont St Quentin on 1st September 1918. He was killed by fire from his flank during his attack on a fourth enemy position. He was posthumously awarded the Victoria Cross and two service medals.
---
**LOCAL SERVICES - TUESDAY 25TH APRIL**
**Boort**
9.00am March from Cenotaph
9.30am Dawn Service/Ceremony
**Corbenic**
9.15am Anzacite for Dawn Service/War Memorial
9.00am Dawn Service/Marion Square Offices
9.45am Morning Service/War Memorial
**Dookie**
11.00am Morning Service/Booth Memorial
**Echuca**
6.00am Dawn Service/War Memorial
10.30am Anzacite for Street March, Flare Street
11.00am Morning Service/War Memorial
**Etona**
3.45am Dawn Service/Memorial Park
9.45am Morning Service/Memorial Park
**Gippsland**
3.30am Dawn Service/Sanborn Street (opposite the RSL), followed by a BBQ
**Gunbower**
10.30am Morning Service/ Gunbower Soldiers’ Memorial Hall
**Kyneton**
9.30am Anzacite for Street March, Buninyong Street
10.15am Morning Service/Marion Square
**Loddon**
9.00am March from Cenotaph
9.30am Dawn Service/Ceremony
**Murchison**
9.15am Anzacite for Dawn Service/Prince MclTear Memorial Park
**Nagambie**
11.00am Morning Service/Nagambie Mechanics Hall High Street
**Nedlands-Peppin**
3.30am Dawn Service/Ceremonial Park, Blake Street Bridge, Nhillala
1.45pm Dawn Service/Commemorative March, 28 Blake Street, Nhillala
**Numurkah**
6.00am Dawn Service/War Memorial
10.30am Anzacite for Street March, Marion Street, Numurkah
**Rochester**
9.00am Dawn Service/Booth Memorial Hall, Rochester Cemetery
10.30am Commemorative March & Service, Assisting in Mulkey Street
**Wodonga**
6.00am Dawn Service, Soldiers Memorial Park
9.00am Morning Service/Kooyong Vale Memorial Hall
10.30am Anzacite for Street March, Kooyong Vale RSL
11.00am Morning Service/Soldiers Memorial Park
**Yarrawonga/Wodonga**
6.00am Dawn Service, in front of Club Medalta
10.30am Anzacite for Street March, Yarrawonga
11.00am Morning Service/Yarrawonga Cenotaph
---
**ANZAC DAY**
Commemorating the Centenary of the Western Front and the charge of the Light Horse during the Battle of Beersheba
Private Hubert Roydan Dack fell at the battle of Polygon Wood on 21 September 1917. Pictured here are some of his fellow soldiers at positions captured that day.
**The Ode**
They shall grow not old,
as we that are left grow old;
Age shall not weary them,
nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
*Lest We Forget.*
**Private Hubert Roydan Dack (1894 – 1917).**
Private Dack served in France and Belgium and fell at the Battle of Polygon Wood on 21 September 1917.
---
**The charge of the Light Horse at Beersheba**
In the fading daylight of 31 October, 1917, the charge of the Australian Light Horse Brigade captured the town of Beersheba. The capture of Beersheba enabled British Empire forces to break the Ottoman line near Gaza on 7 November and advance into the Levant.
In addition to the strategic victory this brought our soldiers and their horses much needed relief, in the form of access to the wells of Beersheba. Their horses were unsaddled, watered and fed and many had been without water for several days.
31 light horsemen were killed in the charge and another 36 were wounded. The bravery of these men and the horses they rode has contributed to the legend of the Light Horse Brigade.
---
**One of our nursing heroes**
The seventh of 11 children, Nellie Morrice enlisted in the AIF at the outbreak of war, as did four of her brothers. She was appointed head sister of 1AGH in Egypt in 1916. From Egypt she was sent to hospitals in Britain and France before joining 3AGH in Abbeville on the Somme in 1917. The following year, Morrice was awarded the Royal Red Cross 2nd Class for “valuable services with the Armies in France and Flanders”.
On her return to Australia after the war, Morrice was involved for many years in the NSW Bush Nursing Association, specialising in midwifery and the care of infants.
---
**Traditions & Symbols**
**Rosemary**
Rosemary is worn as a symbol of remembrance on Anzac Day. It is a herb found growing wild on the Gallipoli Peninsula. The Flanders Poppy is also becoming increasingly associated with Anzac Day, although it was traditionally only worn on Remembrance Day, 11 November.
**The Last Post**
The Last Post historically has been used to signify the end of the day. It is played during ceremonies to serve as a tribute to the dead.
**Reveille & Rouse**
Reveille is a bright, cheerful call that woke soldiers at dawn and called them to duty. Rouse is a shorter bugle call normally sounded alongside The Last Post at remembrance services, except the Dawn Service when Reveille is played.
**The Ode**
The Ode is the fourth stanza of Laurence Binyon’s (1869–1943) poem, *For the Fallen*, and has been recited in ceremonies since 1919.
**A period of silence**
One or two minutes silence is held as a time for reflection and a sign of respect.
---
**The feeling of not knowing**
Australia’s contribution to the First World War was significant – with over 400,000 enlisted from a population of less than five million and a further 3000 volunteer nurses, there were very few towns and families who did not feel the loss of a loved one.
For many families, their heartbreak was sharpened by what can only be described as the fog of war – the inevitable chaos and confusion of the battlefield. That feeling of not knowing; of wondering if their son or husband was still alive, kept many a mother, father and wife awake at night.
One such family were the parents of Hubert Roydan Dack. Private Dack enlisted in February of 1916 and served in France and Belgium.
In January 1918, Private Dack’s mother wrote to the Red Cross seeking information on her son, who had mistakenly been reported as wounded, but then as killed in action.
Some eight months later, confirmation was finally given that Private Dack had fallen on 21 September 1917 during the Battle of Polygon Wood.
Confirmation brings closure, however tragic the truth may be. For Mr and Mrs Dack and their family, their loss was tempered by the knowledge that Hubert fought gallantly and gave his life to bring about peace.
This Anzac Day we will again honour all those men and women who have served our nation in conflict and during peacetime, but we will also pause to reflect on those families who were left behind.
Pictured here are some of the letters and correspondence between Private Dack’s family and the Red Cross as they sought information on their son’s fate. | <urn:uuid:5ba026c2-20ee-48c9-a85a-6be9152498cf> | CC-MAIN-2019-04 | https://d3n8a8pro7vhmx.cloudfront.net/damiandrum/pages/186/attachments/original/1493005299/AnzacDay-Newsletter_440x440mm_DrumD_web.pdf?1493005299 | 2019-01-19T17:48:03Z | crawl-data/CC-MAIN-2019-04/segments/1547583671342.16/warc/CC-MAIN-20190119160425-20190119182425-00638.warc.gz | 478,431,325 | 2,570 | eng_Latn | eng_Latn | 0.992885 | eng_Latn | 0.995891 | [
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In North Dakota, we take great pride in our agricultural and energy heritage. As federal regulations are imposing stricter standards, our fossil fuel (oil, coal, gas) and ag producers are under increasing pressure to produce low- or no-carbon products and energy. While this shift brings challenges, it also creates great opportunity for North Dakota with an increase in demand across energy and ag sectors for capturing, using, and storing carbon dioxide (CO₂) deep underground.
Our commitment to safety and responsible practices is, and continues to be, our top priority. As we navigate this shift in significant legal, regulatory, and economic conditions, our priority remains unwavering – ensuring safety and sustainability in every step we take. We are dedicated to finding the best ways to adapt, uphold our values, and continue our way of life while keeping a focus on the health and safety of our communities.
HAS THIS BEEN DONE BEFORE?
Underground CO₂ injection first began more than 50 years ago in western Texas. Decades of data has helped us understand how CO₂ behaves deep underground, and how to safely transport it through pipelines. Today, millions of metric tons of CO₂ are safely transported across the country through 5,000+ miles of pipelines – including nearly 200 miles in North Dakota.
CO₂ CAPTURE AND STORAGE IN ND
• **Red Trail Energy Ethanol Plant, Richardton**
Began operations on June 16, 2022; captures and stores up to 180,000 metric tons of CO₂ annually.
• **Blue Flint Ethanol, Underwood**
Began operations on October 28, 2023; captures and stores up to 220,000 metric tons of CO₂ annually.
• **Great Plains Synfuels Plant, Beulah**
Began operations on February 2, 2024; captures and stores up to 2.7 million metric tons of CO₂ annually.
CO₂ PIPELINES
• **Dakota Gas/Souris Valley Pipeline**
Began operations in 2000. This 205-mile pipeline runs from Beulah, northwest past Tioga, and into Saskatchewan, Canada. It has been transporting up to 2 million metric tons of CO₂ annually for enhanced oil recovery (EOR) for nearly 25 years.
• **Denbury/ExxonMobile Pipeline**
Began operations in 2022. The final 9 miles of this pipeline, which starts in Wyoming, delivers CO₂ to the Bowman area for enhanced oil recovery (EOR).
WHAT REGULATIONS GOVERN CAPTURE AND STORAGE IN NORTH DAKOTA?
In 2018, the U.S. Environmental Protection Agency (EPA) granted North Dakota primacy (regulatory authority) of Class VI (CO₂ storage) injection wells within the state. As a result, North Dakota Industrial Commission’s Department of Mineral Resources - Oil & Gas Division has authority over all CO₂ storage injection well activities. The North Dakota Public Service Commission approves the siting of transmission pipelines, including CO₂, and the Pipeline Hazardous Materials Safety Administration (PHMSA) is accountable for safety in design, construction, and operation of CO₂ transmission pipelines.
IS STORING CO₂ UNDERGROUND SAFE? IS IT HARMFUL TO CROPS OR WATER?
CO₂ capture, utilization and storage projects are designed to be safe for people, animals, plants, and the environment. Before a CO₂ storage project ever begins, scientists identify and evaluate acceptable sites based on their geological suitability to securely contain CO₂. Ongoing monitoring helps detect and address any potential leaks or issues.
North Dakota’s unique geology is perfectly suited for safe storage of CO₂ nearly a mile or more below the surface, and thousands of feet below the water table.
Similar to how oil reserves deep underground do not have an impact on the surface or water supply, CO₂ will also remain safely beneath an impervious cap rock and will not have an impact on the surface, water, soil, or plants thousands of feet above. Crops and grass can grow above these areas, and animals can safely graze.
IS IT SAFE TO TRANSPORT CO₂ IN UNDERGROUND PIPELINES?
When federal pipeline regulations are followed, pipelines outperform the safety standards of both rail and truck transit. Pipelines are designed to safely operate under the pressures (between 1200-2200 psi) required for "dense phase" CO₂ transport. Before any CO₂ is transported, pipelines are filled with fresh water or inert gas at a pressure of 125% of their maximum operating pressure to ensure structural integrity.
Pipelines and storage sites have stringent regulations, monitoring, and mitigation requirements. North Dakota prioritizes significant planning, research, training, and technology to be prepared for any unexpected scenarios.
Local emergency responders play a crucial role in ensuring public safety near CO₂ pipelines. Even though a CO₂ pipeline leak is extremely rare, it is important that first responders have the information they need to prepare for and respond to all potential situations.
Pipeline operators are required to work closely with responders to develop and review emergency response plans and conduct regular training and drills.
HOW DO WE KNOW CO₂ IS INJECTED TO THE RIGHT DEPTH OR ROCK LAYER?
A CO₂ injection well is constructed with a minimum of three layers of steel protection to prevent any underground discharge into the water supply.
The first layer is set below the deepest underground source of drinking water, and cemented back to the surface. The second layer is set into the injection formation nearly a mile or more below the surface, and is cemented in place. The third layer is injection tubing running from the surface to the injection zone. These casings ensure CO₂ only flows to the target formation, and will remain within the porous rock bed layer, covered by a solid cap rock, trapping the CO₂ deep underground.
WHAT SAFEGUARDS ARE IN PLACE TO PREVENT AND IDENTIFY LEAKS?
Safety is ensured through rigorous site selection, extensive monitoring, and regulatory oversight. North Dakota requires extensive review and approval of plans to operate pipeline and storage facilities and inject CO₂. All CO₂ storage projects must include:
• Class VI well construction with surface casing/cementing protecting water resources, cementing from the surface to the injection point, and corrosion-resistant casing and cement
• Next-Level Monitoring: multi-layer, multi-protection, multi-action 24/7/365
• Operational monitoring for temperature and pressure changes that could indicate early anomalies
• Leak detection and alerts
• Deep underground monitoring to ensure that the CO₂ remains securely in the storage zone
• Surface and near surface monitoring to ensure no environmental effects
• Surface water, groundwater and soil regular testing
• Shutoff requirements
• Risk assessment and mitigation including comprehensive manuals at each site and control center with actions for various scenarios
• Liability on storage facility owner, not landowner
• Post injection site care and closure
• Continuous monitoring after injection ends, until it is demonstrated that the CO₂ stops moving (at least 10 years)
CO₂ storage facility operators must have the proper financial instruments and ability in place to cover the cost of any necessary corrective action, injection well plugging, post-injection site care/facility closure, and emergency and remedial response. These instruments must remain in place until the CO₂ storage facility is approved for closure.
WHAT HAPPENED WITH THE 2020 CO₂ PIPELINE FAILURE IN SATARTIA, MISSISSIPPI?
First, the pipeline operator was cited for violating multiple regulations. Second, the soil where the pipeline was installed was unstable, and susceptible to movement from high rainfall. The incident followed heavy rains (7.5-13.5 inches above average) that resulted in a landslide, rupturing the pipeline as the ground shifted. Lastly, weather conditions, lack of wind, and the density/volume of CO₂ released slowed its dissipation; the operator models underestimated the potential affected area; the operator did not adequately inform emergency responders; and the pipeline did not contain pure CO₂, resulting in this "worst-case" scenario.
One misconception is that this pipeline "exploded." However, CO₂ is non-flammable and non-explosive. Rather, the pipeline experienced "explosive decompression." This happens when a pipe that carries gas or liquid breaks very quickly - like blowing up a balloon and popping it with a pin. The material escapes quickly, causing a powerful rush and noise, disturbing the ground immediately around the break point.
WHAT HAPPENS IF THE CO₂ MIXES WITH WATER (H₂O)?
While water and CO₂ combined may be corrosive, systems are designed to incorporate dehydration, so no free water touches the pipeline. Several additional steps are taken to ensure pipeline and equipment integrity through all conditions, including:
- Using corrosion-resistant materials
- Applying protective coatings or linings
- Using corrosion inhibiting chemicals
- Using cathodic (electrical currents) protection
- Regular monitoring and maintenance
WHAT HAPPENS IF A LEAK IS DETECTED?
Unlike natural gas and liquid petroleum - which are transported through millions of miles of pipelines across the U.S. – CO₂ is not flammable or explosive. In the unlikely occurrence CO₂ escapes from a pipeline or through the surface, it will become dry ice or go back to a gaseous state. While prolonged exposure to high concentrations of CO₂ can cause breathing difficulty, the gas typically quickly evaporates into the air and requires little to no clean-up. In the event of a leak, pipeline systems are designed to automatically shutdown, ceasing all operations until the cause is determined and repaired, and a reporting process through North Dakota’s Unified Spill Reporting System is triggered.
Manuals are required at every facility and call center that outline action steps and emergency protocol for any possible leak scenario.
If you’re interested in learning more about CO₂ and North Dakota’s role, visit CarbonND.com | 3df72e93-dd20-4f1e-a298-423ee9de2df0 | CC-MAIN-2025-05 | https://carbonnd.com/wp-content/uploads/2024/12/NDIC-CO2-Emergency-Managers-FAQ-Handout.pdf | 2025-01-20T22:39:28+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363076.72/warc/CC-MAIN-20250120210159-20250121000159-00336.warc.gz | 148,048,468 | 2,009 | eng_Latn | eng_Latn | 0.996308 | eng_Latn | 0.996627 | [
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ConCiencia Magazine
Global Partnerships
Feral Cats In Punta Pitt
Gills Club
Marine and freshwater creatures
June 2024
Fourth Edition
GSC
GALAPAGOS SCIENCE CENTER
USFQ | UNC-CHAPEL HILL
@ ConCiencia Magazine
Fourth edition
Language: Spanish and English
Print run: 400 copies
San Cristóbal - Galápagos - Ecuador - 2024
CREDITS
COMPILATION AND EDITION:
Sofia Tacle
Karina Vivanco
Kelly Weaver
COVER DESIGN AND LAYOUT
Emilia Sotomayor
Carlos Gavela / Archipelago Films
PRINTING
Gragvi - El poder de la impresión
Galapagos Science Center
@galapagosgsc
Galapagos Science Center –GSC
GSGalapagos
Galapagos Science Center (GSC)
galapagosgsc
www.galapagossience.org
We’re excited to present the 4th edition of ConCiencia. Inside, you’ll find examples of the groundbreaking research, innovative educational initiatives, and engaged community outreach projects being led by GSC faculty, students, and staff.
In this issue, we highlight the work being done by our International Galapagos Science Consortium partners to advance science and conservation and provide immersive, experiential educational opportunities for students. For example, the article Is pollution impacting the most vulnerable seabird species in the Galápagos Islands? describes the work being done by researchers from University of the Sunshine Coast to understand how plastic pollution affects the health of populations of at-risk lava gulls, flightless cormorants, and Galápagos petrels. ISLAVET: A program of collaboration, education, fieldwork, and science describes the NC State and USFQ faculty-led program that has introduced over 165 US and Ecuadorian veterinary students to the Galápagos’ natural beauty, immersed them in a different culture, taught safe wildlife handling techniques, and contributed valuable scientific data for wildlife health and conservation.
Other articles highlight our educational initiatives, which range from providing opportunities for girls in the Galápagos to learn about science, the ocean, and the island’s flora and fauna (Gills Club: An experiential adventure into science), to laboratory training for USFQ Galápagos students (Sharing my experience in the Join Science Program), or providing mentored research fellowships for graduate students from UNC (William R. Kenan, Jr. Charitable Trust awards $1.5 million to launch a fellowship program and propel research in the Galápagos). These projects are just a few of the many activities of the GSC which impact over 2500 residents annually in Galápagos and many more around the globe.
As this issue shows, the ongoing collaborations between GSC researchers, our partners, the Galápagos National Park and the community will ensure a healthy, sustainable island ecosystem for generations to come.
1. Global Partnerships: What is the International Galapagos Science Consortium? Page 10.
2. Is pollution impacting the most vulnerable seabird species in the Galápagos Islands?
Author: Alice Skehel Page 12.
3. ISLAVET: A program of collaboration, education, fieldwork, and science.
Author: Greg Lewbart Page 16.
4. Contribution of herbivorous fish to rocky reef assemblages in different upwelling conditions.
Authors: Juan Manuel Álava and Mike Kingsford Page 21.
5. Inland aquatic ecosystems of the Galápagos Archipelago, the hidden diversity of habitats and macroinvertebrates.
Authors: Andrea C. Encalada, Daniela Rosero-López, Karla Barragán, Daniel Escobar-Camacho Page 25.
6. Feral cats in Punta Pitt, is their eradication possible?
Authors: Marjorie Riofrío Lazo and María Andrade Page 29.
7. UNC School of Nursing collaborates with local Galápagos hospital.
Authors: Kelly Weaver and Andy Little Page 33.
8. Gills Club: An experiential adventure into science.
Authors: Sofia Green and Diana Pazmiño Page 36.
9. William R. Kenan, Jr. Charitable Trust awards $1.5 million to launch a fellowship program and propel research in the Galápagos.
Authors: Angela Harwood and Kelly Weaver Page 41.
10. GSC Experiential Education Program
Author: Silvia Zavala Page 45.
11. Sharing my experience in the Join Science program.
Author: Dagfin Sotomayor Page 48.
12. Impact over 5 years of the Connecting With Nature Program.
Authors: Leidy Apolo and Lesly Cadena Page 52.
13. Inspirations - Using reading to inspire the community and promote conservation. Page 56.
The island is surrounded by a beautiful coastline with clear blue waters and numerous beaches. The town is located on the eastern side of the island, with a small harbor and a few boats docked in the water. The town is surrounded by lush green vegetation and there are several buildings and houses scattered throughout the area. The island is known for its natural beauty and is a popular destination for tourists.
The Galapagos Science Center (GSC), run jointly by the University of North Carolina at Chapel Hill and the Universidad San Francisco de Quito in Ecuador, is the only university science facility of its kind on the Galápagos Islands. For over 10 years the GSC has been a hub of collaborative and interdisciplinary research, education, and community outreach. The GSC is committed to advance science and conservation in the Galápagos Islands and to extend a richer, more complete understanding of island ecosystems and the threats to their sustainability to the world.
The 20,000-square-foot GSC houses four state of the art laboratories, each with a dedicated research focus: terrestrial ecology, marine ecology and oceanography, microbiology and genetics, and data science and visualization. The GSC is located in Puerto Baquerizo Moreno, San Cristóbal Island, Galápagos Archipelago.
**Our Goals**
The Galapagos Science Center is an interdisciplinary research facility whose mission is to lead in the understanding of human and environmental interactions on a local and global scale through integrated scientific research, experiential education, and community outreach.
**Research**
Develop interdisciplinary research projects for the conservation and sustainability of the Galápagos Islands and globally through 5 basic pillars: environmental change, community & human health, conservation, oceans, and biodiversity.
**Experiential education**
Provide hands-on learning experiences for local and international students across an array of interdisciplinary research projects thanks to partnerships with the Galápagos National Park Directorate and other local public institutions.
**Community Outreach**
Contribute to sustainable development and greater environmental awareness in the local community to better understand the complex interactions among people and the environment in which they live.
**Global Partnerships**
Create a scientific network that is powered by a diversity of thoughts, perspectives, techniques, approaches, visions, and a data infrastructure that are leveraged through integrative science to create a collaborative global network of institutions and scholars for the innovative study of island ecosystems.
Interdisciplinary research that furthers science and contributes to the conservation and sustainable development of the Galapagos is our number one priority. The GSC brings together international researchers to tackle the grand challenges of our time and, in turn, inform policy decisions. Since 2011 we have conducted over 100 research projects across 5 main areas of research. Throughout this edition of ConScencia we will highlight research across these areas and showcase their impact.
Global Partnerships: International Galapagos Science Consortium
What is the International Galapagos Science Consortium?
The International Galapagos Science Consortium is a collaborative, global network of institutions working together to study island ecosystems and their sustainability utilizing the unique resources of the Galapagos Science Center (GSC).
The Consortium serves as a platform for international research partnerships to advance science and conservation; an immersive, experiential recruitment opportunity for students; and an avenue for progressing global impact and service.
Why Join the Consortium?
Research & Education
Access the world-renowned GSC on San Cristóbal Island, as well as research opportunities on mainland Ecuador, across South America, and in the Pacific Ocean.
Practical Support
Overcome international hurdles and navigate operational logistics in Ecuador and the Galápagos Islands with the Consortium’s expertise and connections.
Expanded Reach
Share your findings with a global audience with the help of our communications team.
Global Impact
Collaborate with partners to develop solutions for challenged ecosystems worldwide.
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Is pollution impacting the most vulnerable seabird species in the Galápagos Islands? Understanding the health, population trends and effects of marine debris on the most at-risk seabirds in the Galápagos
Author: Alice Skehel
As the world’s population grows in a new human-defined geological epoch called the Anthropocene, industries must expand and innovate to provide sufficient resources for the 8.1 billion people alive today. Pollution is created in every aspect of life including energy, transport, agriculture, fisheries, food production and health. Conventional waste management practices on a global scale fail to prevent pollution from entering the environment. This has disastrous impacts on wildlife, causing lethal short-term implications and unknown sub-lethal long-term effects.
Seabirds are repeatedly identified as high risk from the effects of pollution. They are powerful indicators of ecosystem health since they are long-lived, have high survival rates, are high in the food-chain and gather around production hotspots. Endemic species, with small populations, are reaching tipping points and at-risk of population crashes and in extreme cases, extinction. The endemic species of Galápagos are more vulnerable, as many face declines around El Niño Southern Oscillation Events, which are becoming more common due to climate change. The local community of Galápagos and the National Park are passionate about protecting the islands, but alongside this resident population, the amount of tourism and industries is increasing. So not only are the islands vulnerable but they can be a strong case study to demonstrate the successes and failures of conservation methods and implementation of policy, to be an example for how to reduce pollution on a global scale.
In this project we have chosen three at risk endemic seabird species to monitor how their populations are potentially being affected or are adapting to a life alongside pollution. These species include; lava gulls, flightless cormorants, and Galápagos petrels.
Our research objectives for this project include: identifying how the inclusion of plastics in cormorant nests impacts mating and reproductive success; analyzing population size and connectivity of the lava gull through color banding, spatial mapping and genetic analysis of live and museum specimens; and determining the levels of harmful chemical pollutants in the tissues of our target species to then compare to their general health.
The project began in 2018, and conclusions are expected to be finalized by July 2026. This project is multidisciplinary and includes health assessments, contaminants analysis on multiple tissue types, behavioral and survey data, whole genome sequencing, and literature reviewing. So far, in birds in the Galápagos, a diverse range of pollutants have been identified but the significance of this on a population scale is not yet clear and the lava gull population status appears to be much more vulnerable than declared by the International Union for Conservation of Nature (IUCN). We hope through this research to provide direction to the Galápagos National Park Directorate and other conservation bodies on the most important types of plastic and/or chemical pollution to regulate particular areas of concern for seabird species.
Collaborators:
Key institutes involved in this research are the Galapagos Science Center, Universidad San Francisco de Quito, University of the Sunshine Coast (Australia), North Carolina State University (USA), Charles Darwin Foundation, University of San Francisco (USA) and California Academy of Sciences (USA).
Professors involved include; Dr. Kathy Townsend and Dr. Dominique Potvin who specialize in pollution or birds and provide advisory support across all research questions, Dr. Carlos Valle, Dean of Biology at USFQ, an expert in seabird handling, cormorants and statistics, Dr. Gregory Lewbart and Dr. Diane Deresienski both skilled veterinarians who provide advice on assessing seabird health, Dr. Juan Pablo Muñoz Perez who recently finished his PhD on Galápagos and the plastics problem, Dr. Jaime Chaves a genome sequencing expert, Dr. Leo Zurita Arthos the Galápagos Petrel expert, and Dr. Gustavo Uzcategui Jimenez a veterinary expert specializing in the flightless cormorants.
This work is also supported by many local and international field assistants, including students from USFQ, NC State and University of Houston. The naturalist guides of Galápagos are an essential source of knowledge and are supported in the field and with resighting lava gulls.
This project is funded by the Galapagos Conservation Trust, Universidad San Francisco de Quito, University of the Sunshine Coast and the Galapagos Barcode Project.
ISLAVET: A program of collaboration, education, fieldwork, and science
Author: Greg Lewbart
ISLAVET is an annual program designed for veterinary students, graduate veterinarians, and other veterinary health professionals. The effort is a collaboration between the Galapagos Science Center on San Cristóbal Island, North Carolina State University College of Veterinary Medicine, Universidad San Francisco de Quito, University of North Carolina at Chapel Hill, and the Galápagos National Park Directorate. The program combines field and laboratory research focused on wildlife health and conservation with multi-island excursions to the mutual benefit of the participants and the archipelago’s natural history, wild resources, and native species.
The primary objectives of ISLAVET are: Introduce participants to the natural beauty and wonder of the Galápagos; Immerse the participants in a culture most likely very different from their own where they can meet new people, learn the power of relationship building, and challenge themselves to succeed out of their comfort zone; Teach the participants safe capture, handling, and sampling techniques of a variety of Galápagos wildlife species, and; Produce valuable scientific data that can be peer-review published to advance our knowledge of wildlife health and conservation.
ISLAVET started in March, 2016 with a group of 16 NC State veterinary students led by Dr. Gregory Lewbart and supported by Juan Pablo Muñoz-Perez and Daniela Alarcon-Ruales. This was a modest effort with the group doing excursions on San Cristóbal, Isabela, and Santa Cruz. An NC State veterinary student named Abigail Wisnet (now Armwood) approached Greg Lewbart in the summer of 2015 with the idea to bring veterinary students to Galápagos, as she had done a study abroad on Isabela during her undergraduate career.
The trip turned out to be a success and plans were made to repeat the experience in 2017. In February, 2017, 3 weeks before departing for Galápagos, Juan Pablo called Greg to share that the National Park was requesting health assessments for a group of the tortoises at the tortoise breeding center on San Cristobal. Greg had done this for the National Park in prior years. When asked if the students could participate, the National Park replied in the affirmative, and for the first time that March the students provided hands-on assistance with health assessments and sample collections. The program has continued to include annual tortoise health assessments along with a variety of other veterinary-related projects. It was during this trip that Juan Pablo coined the term, “ISLAVET.”
In addition to tortoise health assessments, past and current projects include health assessments of sally lightfoot crabs, scalloped hammerhead sharks, black-tip sharks, lava lizards, marine iguanas, sea turtles, and lava gulls. There are also projects involving cetacean population assessments and x-rays of marine iguanas to determine the mechanism of “shrinking” in response to El Niño events.
Participants:
To date we have had 165 participants representing both Ecuador and the United States. The veterinary students, which account for about 75% or participants, have come from five different veterinary schools. The primary faculty in support of the program are Juan Pablo Muñoz-Pérez, Daniela Alarcón-Ruales, Diego Páez-Rosas, Carlos Valle, Diane Deresienski, and Gregory Lewbart.
The Galápagos is influenced by contrasting major current systems that shape the Archipelago’s marine communities. Both nutrient rich cold waters and nutrient poor warm waters bath these equatorial islands. There are locations where topographically induced upwelling occurs, making nutrients available at the surface. It is known that the levels of upwelling vary greatly in the islands and these conditions have a great influence on the composition of marine assemblages that include macro invertebrates and reef fish species.
Authors: Juan Manuel Álava and Mike Kingsford
Our ongoing study is focused on understanding how the variation in environmental conditions influence the ecology of rocky reef fishes. Our objective was to study three main aspects of the fishes living in the Galápagos as follows: the demography of two wide-spread territorial reef fish the ringed tail damselfish (*Stegastes beebei*) and the yellow tailed damselfish (*S. arcifrons*); the variation in biomass of reef fishes at different depths; and the flow of energy in food chains, from plankton or algae to higher levels of the food web, having the Galápagos grouper (*Mycteroperca olfax*) as the apex predator in our model.
We use different tools for our study, and in the field we collect data while SCUBA diving. Fish are counted in visual transects and estimates of their size is obtained. Further, we also collect some species from which we extract tissue and skeletal samples. In the laboratory, we use the otoliths to age fishes, and stable isotope analysis for trophic ecology. Additionally, we record local conditions in different sites, including algae cover, temperature, and composition of the substrate.
Even though we still have a long path ahead of us we have some interesting preliminary results. In terms of algal biomass, the sites with high upwelling conditions have abundant macroalgae, while those are less abundant in sites with mid upwelling and virtually absent in locations with low upwelling settings. In contrast, fish biomass does not follow this pattern. The most abundant species of herbivore fish, the razor tail surgeon (*Prionurus laticlavius*) has higher biomass in sites with relatively warm waters. Also, the yellow tail damselfish is pickier in terms of habitat preferences, living in reefs with a gentle slope and choosing shallow waters, while the ringed tail damselfish is present almost everywhere in the archipelago.
Habitat variation is significant in the Galápagos rocky reefs and our study will provide relevant information on how fishes are affected, which is of relevance for decision makers, stakeholders, naturalist guides, and visitors alike.
**Collaborators:**
Our team consists primarily of Distinguished Professor Michael J. Kingsford from James Cook University (Australia), with a prominent career as a researcher and academic in reef fish ecology in temperate and tropical waters, and Juan Manuel Álava Jurado, an Ecuadorian biologist with experience working with fish, especially elasmobranchs during his undergraduate period, and rocky reef fishes since his Masters, now a PhD student under Mike’s supervision. We must mention that both on the field and on the laboratory, there have always been several volunteers and researchers helping us.
Inland aquatic ecosystems in the Galápagos Archipelago encompass brackish and freshwaters in lotic and lentic environments. These ecosystems result from intense and long climate-induced erosive processes over geological formations from the active volcanic hot spot underneath the ocean. Lentic and lotic ecosystems can be permanent or temporary in the Galápagos Archipelago, meaning that water can be permanent throughout the year or temporarily present in response to seasonality (Figure 1). Despite the variety of inland aquatic ecosystems across the islands, the importance of habitats and macroinvertebrates have been reduced to water provision for drinking supply and to waterborne species “carmelitas” (Diptera: Simuliidae). In this context, the overarching goal of this research relies on describing the hidden diversity of habitats and macroinvertebrates in inland aquatic habitats of the Galapagos Archipelago. This objective is not just a scientific endeavor but a necessity for a comprehensive understanding of the role of aquatic ecosystems in the island’s dynamics and the key services they provide to people.
To achieve this goal, the Aquatic Ecology Lab (LEA) and the Biosphere Institute have conducted a two-year spatiotemporal sampling in the main islands of San Cristóbal, Santa Cruz, Isabela, and Floreana. Our team, comprising an aquatic ecologist, an ecohydrologist, an ichthyologist, and a biologist, have sampled physical and chemical parameters of water and the diversity and abundance of macroinvertebrates in permanent streams and lakes, as well as temporary springs and ponds (Figure 2). Macroinvertebrates in aquatic ecosystems include larvae and some adults that can be sampled in the benthic zones and the surface of bodies of water. Once samples are collected with Surber and D-nets for quantitative and qualitative assessment, we clean and count individuals for taxonomic identification in the field and laboratory using stereoscopes.
Among the project’s main results, we found lentic ecosystems ranging from saline to freshwater in permanent and temporary ponds of Isabela, San Cristóbal, and Santa Cruz, as well as the only permanent lake (El Junco) on San Cristóbal. Permanent and temporary freshwater streams are present only in San Cristóbal and Floreana Islands. A particular diversity composition of aquatic communities excludes three globally distributed orders: Ephemeroptera, Plecoptera, and Trichoptera. The diversity then consists of different genera of Dipterans, Odonata, Coleoptera, Hemiptera, and several groups of Gastropods (Figure 3). The evolutionary path of most aquatic macroinvertebrates in the Galápagos Archipelago is associated with the types of habitats and the
Feral cats in Punta Pitt, is their eradication possible?
Authors: Marjorie Riofrío Lazo and María Andrade
In the Galápagos Islands, introduced cats and rodents are among the main threats to wildlife. Their impacts are challenging to evaluate due to interactions with other co-introduced species. Since 2022, the Universidad San Francisco de Quito (USFQ), through the Galapagos Science Center (GSC), in coordination with the Galápagos National Park Directorate (GNPD), has developed a project on San Cristóbal Island to understand the population dynamics and evaluate the impacts of these introduced mammals in priority conservation areas. Several students of the Galápagos campus have been carrying out research derived from this study as part of their degree work under the direction of the project leader.
The research of María Andrade, USFQ student of the Environmental Management career, is the first to evaluate the effect of predation by feral cats on the fauna present in Punta Pitt, San Cristóbal Island. This tourist site is characterized by having nesting colonies of marine iguanas, green turtles, red-footed boobies, and other seabirds. The research team traveled to Punta Pitt in July 2023. The fieldwork included the participation of USFQ researchers and a veterinarian from the Oceanogràfic Foundation from Valencia, Spain. In addition, it had the logistical and financial support of the Galapagos Rescuing Foundation and the collaboration of park rangers during the captures. The study complied with the ethics and animal management protocols approved by the GNPD and USFQ.
Figure 3. Macroinvertebrates in lentic and lotic aquatic ecosystems of the Galápagos Archipelago. Photo credits: Karla Barragán and José Viera.
From the analysis of stomach contents, it was determined that cats base their diet on vertebrates, including in their diet mainly rodents (*Rattus sp.*), lava lizards (*Microlophus bivittatus*), Galápagos snake (*Pseudalsophis eiblii*), and birds. However, they also consume spiders and beetles to a lesser extent. Although the cats were found throughout the study area, their major presence was recorded in the territories with nesting colonies of birds and marine iguanas. A low abundance of feral cats was determined in Punta Pitt compared to other sites, which reflects a lower impact of anthropogenic activities in the locality, as well as a level of control of cat populations due to the poisoning campaigns carried out semiannually by the GNPD.
However, for the eradication of this introduced species to be possible, it is necessary to carry out a preliminary evaluation of the area that includes studies of the population dynamics of feral cats and the interrelationships with the endemic and native flora and fauna of the area, evaluate the cost-benefit of different eradication methods, and implement them in a combined and constant manner. The risk of accidental poisoning of non-target species should be assessed, and a damage mitigation plan should be designed. Additionally, the effectiveness of the eradication implemented must be evaluated. Success will depend on continued eradication efforts for the introduced species and monitoring and conserving vulnerable endemic species, so long-term funding and ongoing research are essential.
**Collaborators:**
The research team associated with the work at Punta Pitt includes: Marjorie Riofrío Lazo - Project leader, Manuel Mejía and Diana Calderón - project research technicians from USFQ, José Luis Crespo – Oceanogràfic Foundation, Valencia, Spain, Rafael Díaz and Franklin Chicaiza – Galápagos National Park Rangers, field support of the Galapagos Rescuing Foundation staff, and María Andrade - USFQ undergraduate at the Galápagos campus.
The project was made possible through funding from USFQ through the COCIBA Grant, GSC through the Galápagos Grant 2023, and the Galapagos Rescuing Foundation.
UNC School of Nursing collaborates with local Galápagos hospital to address professional development needs
Authors: Andy Little and Kelly Weaver
In the summer of 2023, UNC-Chapel Hill’s School of Nursing sent faculty and students to continue previous research on the professional development needs of nurses in the Galápagos, thanks to funding from the UNC Center for Galapagos Studies’ Seed Grant program.
The School of Nursing began a collaboration with the Universidad San Francisco de Quito (USFQ), Oskar Jandl Hospital on San Cristóbal Island, and Ecuador’s Ministry of Public Health in 2016 to assess and address this issue. In their initial needs assessment, the partnership identified the need to provide nurses with continuing education through the hospital.
“Nurses have a professional responsibility to engage in ongoing education, but hospital leadership must provide appropriate structure and support for continuing education to become part of the culture of an organization,” said the study’s principal investigator, Dr. Megan Williams, a clinical associate professor at UNC School of Nursing.
Oskar Jandl Hospital, which is the main regional hospital for all Galápagos, does not yet have an effective program for this continuing education. Thus, the Academic-Practice Partnership for Professional Development (ADAPT) Study was born.
Williams explained that the purpose of this study is to both assess what nurses’ continuing education needs are, following up from the initial needs assessment in 2016, and to develop a comprehensive program to address these needs at the institutional level of the hospital.
The first stage of the ADAPT study, which the researchers have already completed, was the quantitative portion. The researchers had nurses fill out a 25-question survey that asked them to identify areas of skills and tasks that they complete on a regular basis and indicate how competent they feel in executing them.
The second stage, which was completed during their visit to San Cristóbal in August 2023, involved four facilitated focus groups to collect subjective perspectives from the nurses working at Oskar Jandl Hospital about what they believe should take the highest priority in the continuing education program.
The third and final stage will consist of an analysis of the results from stages one and two that will direct the planning of the curriculum.
“What we want to do,” Williams explained, “is create a program here in San Cristóbal that will help the nurses stay up-to-date in their knowledge and their skills.”
The creation of the program will be a collaborative effort with the nurses to personalize the curriculum based on their needs and resources.
“We’re really excited about partnering with the nurses,” Williams said. “They have real-life experience, and we can create a program to help support them in their knowledge, build those skills, and keep those nurses feeling confident and competent in critical care areas.”
This collaboration also gives the faculty and students the chance to work with and learn from the amazing nurses at Oskar Jandl Hospital.
Arvizu-Benavidez, one of the students, said, “It has been a great experience learning from the nurses, seeing nursing around the world, and it has truly influenced my passion as a future nurse.”
Williams added, “There’s just a camaraderie...that we can be a team doing what we do best, which is caring for patients and our communities.”
Collaborators: Williams, who is also a registered nurse, has research expertise in both nursing education and curriculum design. Two other School of Nursing faculty members, Dr. Ashley Leak Bryant and Dr. Natalia Villegas Rodríguez and four nursing students, Lizbeth Arvizu-Benavidez, Brian García, Dana Bjuro, and Amy Kaiser, also collaborated on this project.
Gills Club: An experiential adventure into science
Authors: Sofía Green and Diana Pazmiño
The Galápagos Islands, known for being a natural laboratory for evolution and for its unique species like the intriguing marine iguanas, the iconic Darwin’s finches, and its playful Galápagos sea lions are a jewel known to the entire world. However, the fact that there is a human population living in this volcanic archipelago is less known. Diana Pazmiño, a local Islander, grew up surrounded by this magical natural world. Her love for the ocean was instilled from a young age by her dad and brother who would take her snorkeling every weekend with a wide variety of fish, rays, and sharks.
When Diana came back to the islands after finishing her PhD, she realized that not everyone growing up on the islands had the opportunities she had as a young girl to connect with nature. She also noticed that even today the world of science, technology, engineering, and math (STEM) is still predominantly male led. With this in mind, in 2019 Diana and three of her students (Yasuni Chiriboga, Lauren Goodman, and Ángela Palomino) decided to start the Gills Club with the help of the Galapagos Science Center and USFQ, alongside the support of the Galapagos Conservation Trust. This club was inspired by the work being done by other Girls Clubs in the USA. The team adapted their club to the island environment and turned it into the “Chicas con Agallas” club.
In 2021, replicating the success of the club in San Cristóbal Island, the efforts expanded to Santa Cruz Island, where marine biologist Sofía Green took charge of leading the club’s educational activities. Every month, 12 local girls of each of the two islands ranging from ages 8 to 12 head out on an experiential adventure to learn about science, the ocean, and its incredible flora and fauna. Throughout the year, Gills Club members have opportunities to visit local beaches while learning about the scientific method, experience their first snorkel and learn to identify fish, observe samples in the GSC labs, and learn from the local and international female scientists that also serve as role models. In the past 5 years, 72 girls have participated as part of the club which hopefully instills a positive change in the local community with more girls involved in the field of STEM.
The club also gives the local community the opportunity to connect with the ocean and access sites which may be limited to residents due to high costs caused by tourism. Opportunities like these have been lacking in the recent history of the Galápagos but are beginning to flourish and with it, the local community flourishes as well. The hope is for this opportunity to prevail and grow in the islands of San Cristóbal and Santa Cruz and expand to the other populated islands of the Galápagos Archipelago, Isabela and Floreana, to diminish the gender gap in fields of STEM and to develop a
community of islanders connected to the ocean and living in harmony with nature. These efforts would not be possible without the support of the Galapagos Science Center and the Galapagos Conservation Trust who have supported the project from its beginning, and their collaborators: Craghoppers, Daughters of the Deep, Galapagos Sharksky Travel and Conservation, and Galapagos Best. We also want to thank Jocotoco and the ECOS foundation for the field trip we carried out with the “Marine Guardians” team.
Collaborators:
Our team consists of Professor Diana Pazmiño from USFQ, Sofia Green from GCT, and a number of invaluable assistants including Cristina Vintimilla, Nazareth Narváez, Silvia Zavala, Cisne Zambrano, Andrés Pazmiño, Pablo Alcivar, Ana Carrión, Daniel Armijos, Paúl Yépez, Patty Isabela Tapia, Doménica Pineda, Alejandra Chiriboga, Martín Narváez, Gabriela Rodríguez, Anne Guézou, Chloe King, and Isabel Timpe.
William R. Kenan, Jr. Charitable Trust awards $1.5 million to launch a fellowship program and propel research in the Galápagos
Authors: Angela Harwood and Kelly Weaver
Esteban Agudo was studying entomology at Simón Bolívar University in Caracas, Venezuela, when a marine biology professor recruited him for a coral reef research project after learning about Agudo’s scuba diving skills.
“After that, I was pretty much hooked on marine biology,” shared Agudo, who is now a PhD candidate set to graduate with a doctorate in marine ecology from UNC-Chapel Hill in 2024. The University’s distinctive research opportunities in the Galápagos Islands strongly influenced his decision to pursue doctoral studies at UNC.
“Conducting science in the Galápagos is, of course, the dream for any biologist,” said Agudo, who spent six months in the Galápagos, working on his PhD dissertation with the support of the Galapagos Science Center (GSC). He described the experience as an opportunity “to work in one of the most amazing natural laboratories in the world.”
Now, more students like Agudo will have the opportunity to study and conduct research in the Galápagos. The William R. Kenan, Jr. Charitable Trust awarded $1.5 million to the UNC Center for Galapagos Studies to create the Kenan Galapagos Fellows Program, which will support three graduate students per year for three years and one post-doctoral fellow per year for two years. The first graduate fellowships will begin in fall 2024.
Currently, researchers at the GSC are conducting joint studies around food and water insecurity in the Galápagos; creating a biobank of samples from across the islands to help with preservation and provide new opportunities for studies; running marine expeditions to protect marine biodiversity and understand climate variables; and engaging in work to understand these islands and challenged ecosystems around the world. More than 8,000 Galápagos community members have also participated in outreach programs through the GSC.
“The grant from Kenan Charitable Trust will support the center’s equipment and infrastructure, which will allow us to host more researchers, develop better research, and improve local livelihoods and ecosystem conservation,” said Carlos Mena, co-director of the GSC and geography professor at USFQ.
Thanks to partnerships with the Galápagos National Park Directorate (GNPD) and other local public institutions, the Galapagos Science Center (GSC) has expanded its operations to host interdisciplinary research projects. ‘Flagship projects’ have been strategically selected to provide learning experiences for local and international students. This unique opportunity to gain experience in practical and applied research processes is offered through our Experiential Education Program.
Who is it for?
The options are aimed at USFQ students in Galapagos as well as national and international students from other universities.
What options are available?
Join Science!:
An Experiential Education Program, aimed exclusively at USFQ Galápagos students, whose main objective is focused on inspiring the next generation of Galápagos scientists. It offers a unique opportunity to acquire both practical and theoretical experience across various research field trips, while also enhancing opportunities for building professional networks.
Learning Experiences:
This option is designed to offer students the unique opportunity to collaborate closely with researchers and actively participate in scientific research. Through hands-on experiences, students will gain a firsthand understanding of scientific inquiry, its challenges, and the excitement of discovery.
The program can be completed through a variety of options, tailored to the experience, profile and particular needs of each student.
a) Junior Scientist
This option is tailored for high school graduates with a keen interest in science and conservation, aiming to prepare them for university studies in related fields.
b) Bachelor Scientist
This is an intensive option, designed for bachelor students from international universities who wish to participate in GSC’s selected Flagship Projects, thereby expanding their knowledge and gaining valuable experience. Students collaborate with local researchers to engage in scientific inquiries within areas of special interest.
c) Tailor Made Research Experience
This option has been designed for students with varying academic backgrounds and university experience, offering a customized program aligned with each individual's interests and profile. It also accommodates professors from national or international universities aiming to teach courses on the islands, with a primary focus on scientific research. Led by field experts, the program provides an immersive research environment where participants can develop practical skills, deepen their theoretical understanding, and contribute to advancing knowledge in their field of interest.
Throughout these years we have involved 622 national and international students. Their contribution to research has been part of numerous scientific articles and publications.
Sharing my experience in the Join Science Program
Author: Dagfin Sotomayor
How did you find out about the Join Science program, and what is the main benefit for USFQ Galápagos students?
Hello everyone, my name is Dagfin Sotomayor. I am 23 years old and I am from San Cristóbal Island. I am currently completing my degree in Environmental Management at the Universidad San Francisco de Quito, Galápagos campus and for the last 5 years I have been actively involved in environmental projects and research in Galápagos. I started joining the Join Science program through a friend who recommended me to participate. I learned about some activities my friend took part in on field trips and I was very excited to hear his story. Since that day I have not stopped participating continuously as a volunteer in different research projects here in Galápagos.
The greatest benefit of the Join Science program is that you can create your network of contacts and share significant experiences with park rangers, locals, and international researchers with great reputations in the world of science and learn a lot from them. In addition, you can develop important skills for your professional career such as learning about different methods for collecting data in the field, how to navigate wild areas, and how to work as a team. Finally, what I enjoyed most about these experiences is that I was able to see new places within the Galápagos such as exclusive places for research.
What was your first scientific experience with the Galapagos Science Center scientists like?
I started in 2019 as a field research assistant in the “Galápagos Pinniped Program” led by researcher Dr. Diego Páez-Rosas. In this project we monitored the colony of Galápagos sea lions (*Zalophus wollebaeki*) of El Malecón and La Lobería on San Cristóbal Island. We dedicated ourselves to carrying out censuses on land using the direct counting method. For this we walked along the coast, making notes identifying the animals by age and sex categories. In each census we recorded the total number of adult males, subadult males, adult females, juveniles, puppies, and indeterminates observed. These data were later used to estimate the population abundance of this species, which is in danger of extinction.
Describe what your laboratory work experience was like related to the Galapagos Barcode project (pre-professional internships)?
In 2023, I had the opportunity to be part of the Galapagos Barcode project, working as a research assistant in the Microbiology and Molecular Biology Laboratory of the Galapagos Science Center. During my participation, I carried out a series of activities that included the application of protocols for DNA extraction, amplification, and sequencing procedures. Additionally, I was in charge of keeping the environmental DNA and tissue sample inventory database updated. I acquired skills in using advanced laboratory equipment and preparing reagents. I also had the opportunity to instruct and supervise the work of new students.
What is the most significant thing or what you most want to highlight that this experience has left you?
What I enjoyed most about these experiences when getting involved in research projects was the opportunity to learn how to carry out data and sample collection activities in the field, but I also learned about how to function in the laboratory by carefully following the protocols and the use of sophisticated equipment. I also really appreciated the possibility of exploring other islands and camping in remote places. This close contact with nature allowed me to appreciate why it is so important to carry out research in the Galápagos, especially to achieve the conservation of this unique space in the world.
Impact over 5 years of the Connecting With Nature Program
The “Connecting with Nature” program (CWNP) bases its activities in the Theory of Change. This theory has inspired many organizations and social groups to create a significant impact around the world. This theory uses a methodology that represents a powerful tool and has provided a structured framework to identify the objectives, strategies, and indicators to measure the success in each project. (1)
The community outreach program began at the GSC in 2019, after recognizing the desire for the community to reconnect with its environment and learn to preserve this precious ecosystem. Since then, the program has involved researchers, collaborators associated with the GSC and the Universidad San Francisco de Quito, local and international students, and above all our community.
(1) The Theory of Change is defined as an approach from a thought-action perspective, applied in strategic processes of significant social change. Carol Weiss and Helene Clark, 1950.
“We had the opportunity to be part of the field trip to León Dormido and Isla Lobos. What I remember most is the first time my son was able to snorkel in León Dormido. His experience was unforgettable because he saw various species that cannot be seen here in the town beaches since snorkeling here is not the same experience as in León Dormido. Being super close to the rock and listening to the various explanations from the guides was really interesting.” Andrea Chicaiza, participant in an Experiential Outing, where she also learned about the marine animal research process.
The main goals of the CWNP are to raise awareness about the conservation of unique Galápagos species through storytelling; motivate children, young people, and adults to create and execute conservation and sustainability activities; engage people by increasing opportunities for participation in conservation; and empower young people through quality work practices linked to conservation science projects and through train the community about social work.
To achieve this, during the fifth phase of the program (February 2023 - January 2024), activities were carried out such as reading sessions using stories based on science, thematic events focused on environmental and social issues, a science club for children and young people, experiential outings with people from the community, and internships for local USFQ students. In addition, we celebrated a decade of the annual Shark Day event, and we promoted citizen science as a key tool for the conservation of our biodiversity.
Beyond the numerical results, the main achievements reached in the five years that the program has been running are based on a measured increase in empathy and interest in science and research, in a large part of our local community.
“I believe that the message the ‘Reading Sessions with Tessa’ leaves us with is significant, since part of the sessions taught children how to care for garbage and their correct distribution in the bins. Something else that the children will remember is about the turtle nesting season” Johanna Beltrán, a local school teacher who participated in the project ‘Reading Sessions with Tessa, the giant turtle’
“I loved being able to meet such incredible people, as well as working with the children. One of my favorite experiences was being able to teach them through ‘Reading Sessions with Tessa’. Meeting them was wonderful and I take them in my heart.” Fabiana Hinojosa, CWNP intern who participated in the design and execution of several activities.
Learn more about the Connecting with Nature Program on our website
13.
Reading, a key tool to promote conservation
For more than five years, through the Connecting with Nature Program (CWNP) we have implemented several free training and recreational activities for Galápagos families to promote conservation. The “Guided Reading Sessions” are part of this offer, and through comprehensive reading, reflection, and play, children from the community generate critical thinking in relation to the dangers that face some species of the Galápagos.
This educational activity has evolved over time, reaching all the populated islands of the archipelago and the coast of Ecuador, benefiting more than 1,000 boys and girls. The first phase focuses on direct sessions, later we mentor teachers with the aim that they replicate the activities and finally we provide an online version with educational resources accessible to everyone.
In addition, soon we are going to publish new stories that will include new protagonists like albatrosses and sea lions. The ultimate goal is to continue promoting the protection of the species that inhabit the Galápagos.
Beyond the borders
The Reading Sessions have surprisingly grown, becoming an educational virtual space available to everyone. When visiting the GSC website, in its community section, it is possible to find the “Virtual classroom, my friend Marti”. Now boys and girls from anywhere are able to enjoy and learn from all the resources provided. Adults have to follow simple steps to download the educational materials and develop the activity autonomously, adapting to the needs and learning goals of the participants.
To access the Virtual Classroom follow the following link
Galapagos Science Center
@galapagosgsc
Galapagos Science Center DGSC
GSCGalapagos
Galapagos Science Center (GSC)
galapagosgsc
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WHAT IS SPECIESISM?
And How You Can Make A Difference
“Many Australians continue to be shocked to learn that millions of farmed animals are not afforded even the most basic legal protection granted to other sentient creatures we share this world with.”
The Hon Michael Kirby, former justice of the High Court of Australia
PUTTING SPECIESISM ON OUR RADAR
In his groundbreaking book, *Animal Liberation*, philosophy professor Peter Singer popularized the word *speciesism*. He wrote:
“Racists violate the principle of equality by giving greater weight to the interests of members of their own race when there is a clash between their interests and the interests of those of another race. Sexists violate the principle of equality by favoring the interests of their own sex. Similarly, speciesists allow the interests of their own species to override the greater interests of members of other species. The pattern is identical in each case….
“If a being suffers there can be no moral justification for refusing to take that suffering into consideration.”
Opposing speciesism doesn’t mean treating all species the same in all situations—rather, it means not using an individual’s species as the basis for harming or protecting them. If it’s wrong to kill a dog for food, then it’s also wrong to kill a chicken or pig, as there are no significant differences in their desire to avoid fear and death.
This booklet describes how speciesism has resulted in agony for our fellow creatures and how you can help end it.
You may have seen how animals are treated on today’s farms. You may even have seen how they are killed in slaughterhouses. You probably don’t like seeing those pictures and videos. Why? You’re a kind and decent person. You don’t want others to suffer unnecessarily.
According to a 2010 Newspoll phone survey, 99% of Australians are against cruelty to animals. More and more people like you are choosing to leave cows, pigs, chicken, fish, and other animal products off their plates. Many others are cutting back on the amount of meat they eat.
Of course, the choice is up to you. Whether you decide to cut out meat entirely or just cut back, you can make a big difference for the world at every meal.
It’s hard to comprehend how horrible slaughterhouses are—both for animals and humans—without visiting one.
To make the most profit, killing and disassembling animals must move quickly and many animals end up being conscious through much of the process.
Cows can have their hooves cut off and hides ripped off before they’re finished dying. Pigs often enter the scalding tank while still alive.
Many chickens and turkeys are also alive as they enter the scalding tanks—meant to loosen their feathers. These birds can be identified because their flesh turns bright red as they drown in the scalding water.
“So our animals can’t turn around for the 2.5 years they are in the stalls…who asked the sow if she wanted to turn around.”
Dave Warner, Director of Communications, National Pork Producers Council
MEET LUCILLE
Lucille (below) managed to flee from a transport truck on the way to auction. She ended up at Animal Place farmed animal sanctuary and is now living a peaceful life. Lucille loves belly rubs and comes when called—pigs are quite smart and perform as well as dogs and chimps in intelligence tests.
Mother pigs are typically kept confined in cages so small they cannot turn around (pictured above). In these cages, they develop severe psychological problems, such as biting the bars until their teeth break, and banging their heads.
Baby pigs are often born on metal grating. At just six months old, pigs raised for meat are electrocuted or shot in the head with a metal rod. Some don’t immediately die and are drowned in scalding water.
The majority of egg-laying hens spend every minute packed in feces-filled cages. The cages are so small, hens can barely turn around and can’t spread their wings.
MEET SCARLETT
Even cage-free eggs rarely come from happy hens, as shown in the picture on the left and by many other undercover investigations. Scarlett was raised for her eggs in a cage-free facility and was suffering terribly when she was rescued but now lives in a loving home.
Because egg farms—including free range and cage-free—have no use for male chicks, they’re often tossed alive into a grinding machine (pictured bottom left). Others are thrown into garbage bags to suffocate or starve.
Chickens raised for meat spend their lives packed in a massive warehouse. They’ve been bred to grow so fast that by the time they’re one month old it hurts many of them to walk.
At the slaughterhouse, they’re electrically paralyzed before having their throats cut. If they avoid the blade—as many birds do—they’ll drown in a tank of scalding hot water.
Like all mammals, cows must give birth to keep producing milk. Because humans want this milk, calves must be separated from their mothers shortly after giving birth, causing severe distress to both the mothers and their babies. It’s common to hear the sad bellows of mothers calling for their missing calves for days or even weeks after their babies are taken. Many of the calves are slaughtered.
Cows can naturally live to be up to 25 years old but on dairy farms, they’re killed when their milk production decreases—usually when they’re five to seven years old.
Agricultural economists have found that when people eat less meat, producers raise and kill fewer animals. Here are some of the individuals you help spare each year.
21 chickens like Tilly, and even more if you also cut out eggs
A turkey like Clove
A pig like Bob Harper
A cow like Meghan
About half of the fish consumed by humans don’t come from the wild. Fish farms are often crowded enclosures where stress and filthy water cause death and disease. The manure drifts into neighboring rivers and oceans creating areas that no longer sustain life.
In the ocean, large driftnets catch everything in their path, including sea turtles, sharks, whales, and dolphins whose bodies are then discarded.
Fish pulled from the water suffocate for up to ten minutes. When dragged from deep ocean waters, their eyes bulge and their stomachs turn inside out from the change in pressure.
Fish have long-term memories and are smart enough to learn tricks. Like all farmed animals, fish are badly abused—they just can’t cry out.
One of the most impactful things we can do for the environment is simply to eat fewer animal products.
Feeding a vegan requires roughly one-third of an acre, while feeding an omnivore requires up to seven times as much land.
More soy and corn are fed to animals raised for meat than is eaten by humans. Farmed animals must eat large amounts of plants to produce only small amounts of meat.
Eating 1 hamburger uses the same amount of water as showering for 3.75 hours or flushing your toilet 281 times.
Ten percent of all greenhouse gas emissions in Australia come directly from farmed animals. Most of these emissions are methane and nitrous oxide, which contribute to climate change significantly more than carbon dioxide.
Animal agriculture is one of the leading causes of deforestation worldwide, and cattle ranching can be linked to 65% of deforestation in the Brazilian Amazon.
MUST WE EAT ANIMALS?
TAKING A STAND
By eating vegan—not consuming meat, dairy, and eggs—you can oppose speciesism and the human rights violations of animal agriculture.
While it can sound intimidating at first, if you experiment with the multitude of satisfying, high-protein vegan foods and ease into it at your own pace, it will soon be second nature. Read on for more tips!
Although most societies have historically eaten animal products, we don’t need to. The vegan movement started in the 1940s, and since then countless children have been raised vegan and grown into healthy adults.
The Academy of Nutrition and Dietetics states that vegan diets “are appropriate for all stages of the life cycle, including pregnancy, lactation, infancy, childhood, adolescence, older adulthood, and for athletes.” (J Acad Nutr Diet. 2016;116:1970-1980)
NUTRITION
A plant-based diet can lower cholesterol and blood pressure, greatly reduce your risk for type 2 diabetes, and provide more antioxidants, fiber, and vitamin C—all improvements over the standard Australian diet—but there are a few nutrients you should pay attention to over the long term.
ENSURE OPTIMAL NUTRITION
• A daily multivitamin with vitamin B12 will cover most of your bases.
• For calcium, eat plenty of dark, leafy green vegetables (especially kale and collards), oranges, or calcium-fortified nondairy milks or orange juice.
• For iron, eat greens, beans, or oatmeal with a source of vitamin C—which significantly increases iron absorption.
Opposing speciesism doesn’t mean giving up comfort foods—vegan eating isn’t about salads and discipline!
Vegan french fries, potato chips, corn chips, and chocolate bars are everywhere. There’s been an explosion of ice cream made from soy, coconut, almond, rice, cashew, and more!
From vegan ribs and buffalo wings to gourmet cheeses, there are now satisfying vegan foods for every occasion—and the options continue to grow as more people take a stand against speciesism and create a demand.
**Tofu Scramble & Vegan Bacon • 25 G Protein**
**Chili • 12 G Protein**
**HAVING A BARBEQUE?** Choose from a wide range of delicious, high-protein vegan burgers and sausages to toss on the grill. Available from Vegie Delights, Fry’s, and Syndian at most supermarkets.
EATING OUT
A WHOLE NEW WORLD - INTERNATIONAL RESTAURANTS
WHAT CAN I ORDER AT MY FAVOURITE CHAIN RESTAURANTS?
HUNGRY JACK’S & OPORTO
- Try the Vegan Cheeseburger at Hungry Jack’s or the Veggie Burger ordered without cheese and mayo at Oporto
- Choose fries, hash browns, or onion rings on the side
DOMINOS
- Try the Vegan Avocado Veg, Margherita, Spicy Veg Trio, or add vegan mozzarella to any pizza!
- Choose regular garlic bread, vegan cheesy garlic bread, or chunky chips
SUBWAY
- Try the Veggie Patty or Veggie Delight with your choice of salads
- Add Sweet Chilli, Sweet Onion, BBQ, or Tomato sauce
MAD MEX & GUZMAN Y GOMEZ
- Try the vegetarian burritos, nachos, or tacos—just order them without cheese and sour cream
PANTRY
- Orlan No Egg
- Pringles Original
- Helga's Traditional Wholemeal
- Dolmio Classic Tomato
- Oreo
- Veggie Delights Casserole Mince in Gravy
- San Remo Spaghetti
- Australian Medium Grain Rice
- Sun Rice
FRIDGE
- Tofurky Hot Dogs
- My Life Bio Cheese
- Nuttelex Original
- So Good Almond Coconut Milk
- Bonsoy
- Tofutti Better Than Cream Cheese
- Tofu
- Tofurky Slow Roasted Chick'n
- Fine Food Soy Yoghurt Berries
FREEZER
- Veggie Delights Meat Free Burger
- Veggie Delights Meat Free Fish Cakes
- Fry's Meat Free Country Mushroom Pies
- Fry's Meat Free Golden Crumbed Chicken
- So Good Chocolate Bliss
- Syndian Veggie Bites
YOU CAN HELP
By cutting back and eventually eliminating animal products, you can help put an end to speciesism!
Research shows that people who make a more gradual transition to eliminating animal products are more likely to stick with it.
You don’t have to sacrifice your favorite meals—high-protein vegan meats are widely available.
Focus on the hundreds of new foods you can add to meals—include them in your routine until there’s no room left for the old animal products!
Animals are individuals who have a value independent of their usefulness to others.
Combating speciesism means not supporting the violence inflicted on farmed animals!
“The question is not, ‘Can they reason?’ nor, ‘Can they talk?’ but, ‘Can they suffer?’”
Jeremy Bentham, *An Introduction to the Principles of Morals & Legislation*
Scarlett thriving after being rescued from a cage-free facility (see her before picture on p. 6).
**READY TO TRY VEGAN EATING?**
Our weekly email series will help you replace one food per week with a delicious vegan version. After 10 weeks, you’ll have all the food recommendations, nutrition info, and recipes you need to make a big difference for animals!
VeganOutreach.org/10w-AU • 10 weeks to vegan
**MENTOR PROGRAM**
Get free individual help in going vegan: VeganOutreach.org/VMP
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Financial literacy
Taking a generational approach
Building sound financial management skills
An age-specific guide for younger generations
When it comes to younger generations in your family, you want nothing but the best. Equipping them with the skills they need to be successful adults is often an ongoing focus, and a solid financial education is a key part of every child’s successful future.
At RBC Wealth Management, we recognize the importance of helping to build financial literacy among our clients and their families. Formal financial education, when combined with sound advice and practical learning, can help set the stage for a lifetime of informed and confident financial decision-making for you and your family.
As part of the RBC Wealth Management Financial Literacy program, a main goal is to help younger individuals better prepare for their financial futures, developing the knowledge and skills needed to manage both the growth and preservation of their financial resources.
Within the program, there are a series of financial education tools structured around four key focus areas: Earnings and Savings, Wealth Planning Basics, Investing and Advanced Planning. All have been designed to provide the resources necessary to building financial independence and confidence.
When it comes to financial education, it’s never too late or too early to start. The following chart highlights a few of the key considerations for your child’s financial understanding, based on their age.
Ideas for teaching children about responsible wealth management
Ages 6 to 13
Key goals
Instilling money sense begins with teaching your child:
• How to make the most of his/her allowance or earnings (based on the concept of “Spend, Save, Share”)
• Budgeting and saving strategies to help your child purchase something special (e.g. bicycle or video game)
• Philanthropy to encourage your child to give from his/her “sharing jar” to charitable causes or organizations
Allowance/income
You can help your child by providing an allowance based on the following guidelines:
• Establish regular chores to encourage responsibility and a strong work ethic
• Initially give a set amount by age (you may want to consider a structure of spending one-third, saving one-third, and giving one-third to charity)
• Reward positive behaviour by reviewing chores, and then increase chore responsibilities and allowance levels as your child develops
Saving/investing
Start your child’s savings and investing education with the following tools:
• A basic savings account with debit card accessibility (as appropriate by age)
• Holiday/birthday gifts ear-marked to go directly to savings
• Lessons in basic investing of your child’s savings (you and your child may want to review and discuss quarterly statements together)
Ages 6 to 13 (continued)
Donations/philanthropy
You can help your child develop a philanthropic mindset by:
• Encouraging the donation of a portion of his/her allowance to a charitable cause or organization of his/her choice
• Choosing a charity with your child to research further
• Assisting your child in researching and recommending a charity for a family donation
Borrowing & spending
Introduce the importance of spending wisely and carefully planning a purchase. No credit education is recommended at this age.
Budget
At this age:
• Introduce the concept of a budget and how it works
• All food, education and clothing to be covered by parents
• Special items should be paid for by cash flow generated through your child’s savings/allowance
• Encourage your child to keep savings largely intact
Education
You can help your child’s philanthropic and wealth education by:
• Visiting a charitable organization with your child (and possibly his/her grandparents)
Ages 14 to 17
During the early teenage years, it’s important to encourage your child to:
• Set savings goals
• Discuss the opportunity cost of purchasing and impulse-buying
As your teenager gets older, it’s important to discuss topics including:
• Planning for college or university
• Budgeting
• Starting to invest savings
Key goals
Allowance/income
At this age, you should:
• Continue with the allowance previously established and increase it based on growing responsibility and reasonable need
• Talk to your teen about trust income that’s set aside for education purposes only; help him/her understand what income is available for education
• Encourage your teen to perform some community service or volunteering (a good goal would be at least 40 hours per year or in addition to their high school requirements)
Saving/investing
Continue your teenager’s savings and investing education with the following tools:
• Online banking access to go with his/her debit card-accessible savings account
• Increased limit on debit card
• Starting an educational portfolio to allow him/her to research, choose and monitor holdings
• Financial gifts made by you or other family members to your teen’s investment account
• Quarterly reviews of investment performance with your RBC advisor
Donations/philanthropy
You can help your teenager further develop a philanthropic mindset by:
• Encouraging him/her to research and recommend a charity for a family donation
• Inviting him/her to attend family donation meetings, if you have them, to see how you make decisions about charitable gifts
Ages 14 to 17 (continued)
Borrowing & spending
You can begin your teenager’s credit education by:
• Discussing the use of borrowed money and interest, as well as the importance of using credit responsibly
• Giving him/her a joint credit card with a small limit
• Reinforcing the importance of spending money on things he/she can afford to buy
• Regularly reviewing and discussing spending behaviour
Budget
At this age:
• Special items should be paid for by cash flow generated through your teen’s savings or allowance
• Encourage him/her to keep savings largely intact
• You should review cell phone statements and other spending expenses monthly or quarterly
Education
You can help further your child’s philanthropic and wealth education by:
• Visiting a charitable organization with your teen (and possibly his/her grandparents)
• Helping him/her pursue or enroll in a junior achievement, summer student or company entrepreneur program
• Allowing your teen to attend an annual meeting with your RBC advisor to review financial goals
• Reviewing the concept and value of compound interest
Ages 18 to 23
Key goals
Your young adult’s intermediate financial education should include knowledge of:
• His/her personal net worth
• Investing in stocks and bonds
• Gaining financial independence through budgeting and saving for financial goals
• Credit options and ratings
• Creating an independent lifestyle that’s right for him/her, including the career path that will help him/her get there
Ages 18 to 23 (continued)
Allowance/income
At this age, you should expect your young adult to:
• Perform some community service or volunteering (a good goal would be at least 40 hours per year)
• Find and keep a part-time or summer job
• Manage income earned from a part-time or summer job (e.g. investments, charity, personal expenses)
Saving/investing
Continue your young adult’s savings and investing education by:
• Directing financial gifts to mutual funds or other appropriate investments
• Opening a chequing account
• Opening an investment account to help teach your young adult about safety, income, growth, liquidity and tax minimization
• Reviewing investment performance with your young adult and advisor, or having your young adult set up a meeting directly with your RBC advisor
• Suggesting to set up an automated monthly savings contribution (to reinforce the compound interest concept)
• Meeting with your advisor to determine whether it would be beneficial for your child to work directly with an advisor at this stage (see the Education section)
Donations/philanthropy
You can help your young adult further develop a philanthropic mindset by:
• Encouraging him/her to research and recommend a charity for a family donation
• Inviting him/her to become a voting member of any family foundations that you have set up
Borrowing & spending
You can enhance your young adult’s financial education by:
• Slowly increasing his/her credit card limit
• Removing the joint name from his/her credit card
• Beginning monthly automatic payments from your young adult’s income to cover their expenses
• Reviewing his/her spending and credit history annually
Budget
At this age:
• Luxury items should be paid for by cash flow generated through your young adult’s savings, allowance or employment income
• Encourage your young adult to keep savings largely intact
• If it makes sense to do so, review cell phone statements and car expenses quarterly
• Your young adult should manage his/her own annual expenses
• You and your young adult should establish a complete post-secondary education budget
• Help him/her create a cash flow plan and understand his/her personal net worth
Ages 18 to 23 (continued)
Education
You can help further your young adult’s philanthropic and wealth education by:
• Continuing to encourage charitable donations
• Working with your RBC advisor to help your young adult create a financial plan
• Discussing compound interest assumptions and expectations with your young adult
Ages 24+
Key goals
Your adult child’s advanced financial education should include an understanding of:
• Portfolio management
• Asset allocation
• Wealth management
• Playing a significant role in family philanthropy
• Family governance
Allowance/income
At this age, you should expect your adult child to:
• Earn regular income
• Set aside amounts for expenses
• Save for significant short-term and long-term financial goals such as a down payment for their first home or retirement savings
Ages 24+ (continued)
**Saving/investing**
Set your adult child on the right path to a successful financial future by:
- Sharing insights or helping them choose a qualified wealth management team
- As comfortable, sharing learning or knowledge you have gained in working towards or achieving your savings and financial goals
**Donations/philanthropy**
You can help your adult child further develop a philanthropic mindset by:
- Encouraging him/her to play a significant role in your family’s foundation if you have one set up
- Having discussions about charitable family values or goals, and how that may be carried on from one generation to the next
- Encouraging him/her to research and recommend a charity for annual family donation – amount dependent on resources, or may be part of family foundation activities
**Borrowing & spending**
You can help your adult child further develop fiscal responsibility by:
- Helping him/her purchase a first home or car with credit
- Having discussions about reviewing credit history annually
**Budget**
At this age:
- Your adult child should set up a budget to save for purchases such as a new home, vehicle or vacation
**Education**
You can help further your adult child’s philanthropic and wealth education by:
- Encouraging him/her to attend investment seminars
- Encouraging charitable donations
- Introducing him/her to the family’s qualified advisors
- Discussing business succession planning/managing family funds with your adult child and qualified advisors
- Working with your RBC advisor and adult child to create a total net worth document for him/her
If you have any questions about the information contained in this guide, your RBC advisor would be pleased to assist you.
This document has been prepared for use by the RBC Wealth Management member companies, RBC Dominion Securities Inc.*, RBC Phillips, Hager & North Investment Counsel Inc., Royal Trust Corporation of Canada and The Royal Trust Company (collectively, the “Companies”) and certain divisions of the Royal Bank of Canada. *Member – Canadian Investor Protection Fund. Each of the Companies and the Royal Bank of Canada are separate corporate entities which are affiliated. ® / ™ Trademark(s) of Royal Bank of Canada. Used under licence. ©Royal Bank of Canada 2020. All rights reserved. (06/2020) | 59b72984-6649-4b6a-9995-50b3d98feb9f | CC-MAIN-2021-04 | https://ca.rbcwealthmanagement.com/delegate/services/file/2601549/content | 2021-01-24T16:38:27+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703549416.62/warc/CC-MAIN-20210124141945-20210124171945-00428.warc.gz | 252,600,128 | 2,426 | eng_Latn | eng_Latn | 0.987032 | eng_Latn | 0.994854 | [
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LEGAL SPACES FOR WILDLIFE CORRIDORS
Exploring legal spaces for corridor protection as ESZs, Community Reserves, Conservation Reserves, Community Forest Resources, and Biodiversity Heritage Sites
The path through the forest is lined with tall trees, their leaves forming a canopy overhead. The ground is covered in a mix of grass and fallen leaves, creating a natural carpet beneath your feet. The air is fresh and cool, carrying the scent of earth and wood. As you walk, the sound of rustling leaves and birds chirping fills the air, adding to the peaceful ambiance. This serene environment invites you to slow down and appreciate the beauty around you.
Wildlife corridors in India are under severe threat from social and economic demands. Growing pressure from linear infrastructure, irrigation, mining, and human habitats, have pushed most natural spaces into islands and fragmented corridor spaces between source areas. A primary concern for corridor management is the growing linear infrastructure network in the country, particularly in light of the recent push to ease the environmental clearance process.
Some of the prominent examples of linear infrastructure cutting across PAs and critical corridors are NH 72 and 74 crossing Rajaji National Park, NH 6 and 7 crossing through the biodiversity rich central India landscape intersecting 6 tiger corridors in the Vidarbha region of Maharashtra; NH 37 through Kaziranga National Park, and NH 54 through Borail Wildlife Sanctuary in Assam, among many others. National and state highways intersect and traverse through almost 26 of the 42 PAs declared as tiger reserves in the country. Mining and irrigation projects pose another major threat to corridors. Tadoba Tiger reserve is connected to other habitats in Andhra Pradesh in South, Gadchiroli in east and Nagpur in North through three major corridors. Irrigation and mining projects in the area have led to widespread fragmentation and discontinuous migratory routes for tigers. An irrigation canal cutting across Brahmapuri forest division adjoining the tiger reserve and recent clearances to mining projects in Chandrapur on the fringes of Tadoba have already
**WHAT IS A CORRIDOR?**
Corridors, in the larger space of ecological conservation, occupy a unique space. Their role and vitality in species conservation is well documented, but their definition is a source of constant confusion. The National Tiger Conservation Authority (NTCA), constituted under the Wildlife (Protection) Act, 1972 (amendment 2006), defines wildlife corridors as inherent geographical linkages (through forests, river courses or other habitat attributes) which facilitate movement of tigers and other wild animals from one source area to another. Generally speaking, a corridor can be defined as ‘linear landscape elements, meant to establish/facilitate connectivity across habitats and increase survivorship by increasing the diversity of specific gene pools.’ (Varma, 2008) In more technical parlance, ecological literature defines corridors as a fundamental landscape element (the other two are patch and matrix), being narrow strips of land which differ from the matrices on either side. While the Wildlife Protection Act, 1972, under section 38V mandates that the state government shall prepare a Tiger Conservation Plan, when notifying an area as a tiger reserve, so as to ensure “ecologically compatible land uses in the tiger reserves and areas linking one protected area to another for addressing the livelihood concerns of local people, so as to provide dispersal habitats and corridor for spill over population of wild animals from the designated core areas of tiger reserves or from tiger breeding habitats within other protected area.”, the term corridor has not been defined in the act.
led to cutting off of critical corridors in the area. Further development in the area will only lead to isolation of the reserve. Apart from linear infrastructure and mining and irrigation projects, **increased migration and urbanization** continues to increase pressure on protected areas and connecting corridors. Kaziranga National Park, in the north eastern part of India, for instance, has been dealing with various anthropogenic pressures from tea gardens, human habitation and agriculture on the periphery of the southern boundary of the national park\(^5\). The Numaligarh Refinery case in Kaziranga\(^6\) where four elephants have died trying to cross an illegal wall construction in the No-development zone depicts the state of corridor management in the country. Other issues like river linking projects and development around PAs continues to threaten shrinking habitats and corridors. In light of the rampant issues, it is imperative to discuss and identify legal spaces which can be used to protect corridors.
**TIGER CONSERVATION PLAN’S ROLE IN PROTECTING CORRIDORS AND THE NEED FOR IMPLEMENTATION**
As per the Wildlife Protection Act, 1972, Chapter (IVB) mandates the constitution of the ‘National Tiger Conservation Authority’. Accordingly, Section 38V enables the preparation of a ‘Tiger Conservation Plan’(TCP) for the proper management of a tiger reserve. The National Tiger Conservation Authority (NTCA) has provided comprehensive guidelines\(^7\) for the preparation of a TCP which also include an ‘Indicative plan for adjoining areas providing connectivity/corridors’. While, the guidelines clearly indicate that there is pressure on corridors from ‘habitations and human activities’, and provides indicative management practices to be included in the TCP, the implementation of the TCPs has not been satisfactory. The 2015 TCP of Dudhwa Tiger Reserve\(^8\), for example, identifies the major corridors and also provides the Corridor Zone Plan (CZP) for corridor management. However, despite futuristic measures in the CZP, little has converted into action on ground. Legal protection under the provisions given hereunder may be of use to provide additional protection to corridors.
Examples of Tadoba, Kaziranga and Rajaji National Parks make it amply clear that existing mechanisms for corridor protection have not been able to translate into action on the ground and unless a stronger legal regime is envisaged, it will become increasingly difficult to prevent these socio-economic factors from destroying corridor connectivity. While the law does not recognise corridors as a category for protection, wildlife corridors have found mention in certain environment and wildlife laws and guidelines, as noted above. Most of these legal measures have hardly been used by the government to protect wildlife corridors and have remained largely dormant spaces in law. Some of these legal measures – Eco Sensitive Zones, Conservation Reserves, Community Reserves, Community forest rights and Biodiversity Heritage Sites, and their legal capacity to protect corridors, are explained hereunder:
1. Notification of Eco-sensitive Zones
An Eco-sensitive zone is the area surrounding a protected area and acts as a ‘shock absorber’, with restricted commercial activity, to reduce pressure on the PAs. Considering most Wildlife corridors are threatened by increased industrial activity and human habitation, it can be advantageous to use this provision for the declaration of a corridor as an ESZ.
The Ministry of Environment and Forests (MoEF) issued Eco-sensitive zone guidelines in 2011, in accordance with the ‘Wildlife Conservation Strategy, 2002’, the National Wildlife Action Plan (2002), National Board for Wildlife’s letter dated 27.05.2005, and Supreme Court’s directions to states, to declare ESZs around protected areas. Accordingly the states are required to notify an ESZ, under the provisions of the Environment Protection Act 1986 and the Environment (Protection) Rules, 1986.
According to the MoEF Guidelines, a corridor can be included in the Eco-sensitive zone. Section 4.2 of the guidelines states, “In case where sensitive corridors, connectivity, and ecologically important patches, crucial for landscape linkages, are even beyond 10 KM width, these should be included in the Eco-sensitive Zone.” As per the guidelines, a primary step towards the notification of ESZs is to make an inventory of the different land use patterns and the different types of activities, types and number of industries operating around each of the PAs as well as important corridors. The inventory could be done by the concerned Range officers, who can take stock of activities within 10 Km of their range. Further, the process provides for the formation of a small committee comprising the concerned Wildlife Warden, an Ecologist, an official from the local self government and an official of the Revenue department of concerned area, which can suggest the extent, requirement and management of the Eco-sensitive zone.
It is pertinent to note that approximately 107 ESZ notifications have been announced by the MoEF, on its website, and the ministry is in the process of finalizing the proposals\(^6\). While the Guidelines clearly specify an area of up to 10KM to be demarcated as an eco-sensitive zone, the draft notifications indicates a trend contrary to the intention of creating an ESZ to conserve the forests, wildlife and environment. Just a bare reading of the draft notifications shows that most states have notified an average area of 100 meters to 4 Km as an ESZ. There are certain critical areas like Khangchendzonga National Park with a proposed ESZ of 200 meters, raising concerns for the other ecologically critical protected areas and corridors. Therefore, since most areas have still not been demarcated, it becomes imperative to engage with the forest departments to include critical corridor areas within eco sensitive zones.
2. Conservation Reserves
Section 36A of the Wildlife Protection Act, 1972 states that “The State Government may, after having consultations with the local communities, declare any area owned by the Government, particularly the areas adjacent to National Parks and sanctuaries and those areas which link one protected area with another, as a conservation reserve for protecting landscapes, seascapes, flora and fauna and their habitat.”
As of September 2015, there are 66 conservation reserves in the country\(^7\). Most seem to be areas in the buffer zones of PAs (like Darlaghat CR on the edge of the Darlaghat WS; Saraswati CR on the edge of the Saraswati WS), and even villages on the fringes of forest areas (such as Borgad in Maharashtra) have been declared as CRs. From the list, it can be seen that areas as small as 0.67 sq. km have been notified as CRs. But certain CRs – like Sudhmahadev in J&K (142 sq. km) and Afghanashini in Karnataka (299 sq. km) are appreciably large areas. The average size of a conservation reserve in India is about 36 sq. km - which is by no means a negligible area.
Using this legal space as an instrument to protect corridors and ecologically sensitive areas, therefore, seems like a strategy worth pursuing - especially since many CRs (Borgad and Chharidhandh, to name two) have been notified following pressure and lobbying from conservation groups. While development and infrastructure needs make it difficult to notify more protected areas with strict restrictions, the option of a CR
gives more freedom to the government to regulate activities in ecologically sensitive areas. The 2010 report (Gajah – Securing the future of elephants in India) of the Elephant Task force, established under the MoEF, which recognises priority elephant corridors in the country, also emphasized on innovative methods to secure habitats beyond the Protected Areas, including Community or Conservation Reserves.
3. Community Reserves
Section 36C of the Wildlife Protection Act, 1972 states that “The State Government may, where the community or an individual has volunteered to conserve wild life and its habitat, declare any private or community land not comprised within a National Park, sanctuary or a conservation reserve, as a community reserve, for protecting fauna, flora and traditional or cultural conservation values and practices.” Unlike the Conservation Reserves which can be created only on Government lands the Community Reserves can be created on community and private lands.
The WLPA also mandates that after the notification of the community reserve, ‘no change in the land use pattern shall be made within the community reserve, except in accordance with a resolution passed by the Management Committee and approval of the same by the State Government.’
As most corridors are threatened with changing land use patterns which promote commercial development, notification of community reserves contains safeguards against changes in land use and can be used as an important legal instrument to protect wildlife corridors. As of October 2015, there are only 26 community reserves in India. 22 of these are in Meghalaya, 2 in Punjab, and 1 each in Kerala and Karnataka.
4. Community Forest Rights
The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006, popularly known as the Forest Rights Act 2006, provides individual and community rights to forest dependent communities. The Act allows for various community forest rights, such as nistar; uses or entitlements such as fish and other aquatic products, grazing (both settled or transhumant) and traditional seasonal resource access of nomadic or pastoralist communities etc. It also includes the right to protect, regenerate, conserve or manage any Community Forest Resource (CFR) that has been traditionally protected and conserved for sustainable use. The CFR right effectively democratizes forest governance in India, by providing a certain degree of power to the Gram sabhas to govern and manage forests. The CFR right can therefore be used as a potential tool for the local communities to protect corridors. In areas where human wildlife conflict has grown in the past, it might prove beneficial for communities to protect the corridor areas for easier movement of wildlife and minimize conflict.
5. Biodiversity Heritage Sites
Section 37 of the Biodiversity Act 2002, states that the state government may notify areas of biodiversity importance as Biodiversity Heritage Sites (BHS) under the act. The state government may then frame rules for the management and conservation of all heritage sites. The National Biodiversity Authority’s ‘guidelines for selection and management of BHS’ provide for restrictions to be imposed on development activities in the demarcated areas, however, the same seems to be option for the communities, and the act does not provide for any concrete restrictions on development. This means that the community, by declaration of a BHS, may at best get a legal recognition for conservation efforts in the area but might not be able to prohibit a development threat completely.
At present there are only 7 Biodiversity heritage sites notified in the country and most of the state notifications have not provided for any stringent restrictions on development activities in the notified area. The only state to put considerable restrictions within a BHS is Maharashtra and even that is restricted to the collection of species and plants from the area in ‘Glory of Allapalli’ – clearly not commensurate with the legal protection intended in the act.
**TABLE 1: COMPARATIVE TABLE OF EXISTING LEGAL PROVISIONS FOR CORRIDOR PROTECTION**
| Legal provision | Eco Sensitive Zone | Community Reserve | Conservation Reserve | Biodiversity Heritage Site | Community Forest Resource |
|-----------------|--------------------|-------------------|----------------------|---------------------------|--------------------------|
| **Restriction on development activities** | Environment Protection Act, 1986 and allied rules | Section 36C of the Wildlife Protection Act, 1972 | Section 36A of the Wildlife Protection Act, 1972 | No compulsory restriction placed on the area declared as a BHS, but the management committee can regulate development in the area in consultation with the community. | Section 3(1)(i) of The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006 |
| **Number of declared/notified sites** | 30 | 26 | 66 | 7 | — |
The community has the right to protect, regenerate, conserve or manage any Community Forest Resource. The Gram Sabha has the legal right to regulate activities within the area to restrict certain activities.
IDENTIFYING COMPATIBLE LAND USES IN CORRIDORS: ESZ GUIDELINES AS A POINTER
While demarcation of existing corridors in terms of legal categories such as an ESZ, Community reserve or Conservation reserve is an essential starting point, the focus has to ultimately be on the land uses that are compatible with the ecological functions of the corridor. Identifying compatible land uses that can be sustained within the wildlife corridors thus becomes crucial. However, it is important to recognize that changing land use patterns around protected areas have made it increasingly more difficult to impose restrictions through favourable legal instruments.
When it comes to identifying the compatible land uses that can be sustained within the wildlife corridor the ESZ guidelines clearly point to a four-fold classification of activities that are allowed, promoted, regulated or prohibited within the notified area and the same has been adapted by the states in the notifications. As a way forward, the same four-fold classification may be adapted in conservation reserves and community reserves as well. It is important to list out the compatible land uses in conservation reserves and community reserves because a general survey of the notified community and conservation reserves does not provide any guidance whatsoever on compatible land uses that can be sustained within the notified area.
The broad list of activities which could be allowed, promoted, regulated or prohibited within an ESZ is enshrined within the guidelines. An excerpt below depicts the classification for reference:
**TABLE 2: EXCERPT FROM ESZ GUIDELINES FOR CLASSIFICATION OF ACTIVITIES**
| S. No. | Activity | Prohibited | Regulated | Permitted | Remarks |
|--------|--------------------------------------------------------------------------|------------|-----------|-----------|-------------------------------------------------------------------------|
| 1 | Commercial Mining | Y | | | Regulation will not prohibit the digging of earth for construction or |
| | | | | | repair of houses and for manufacture of country tiles or bricks for |
| | | | | | housing for personal consumption. |
| 2. | Felling of Trees | | Y | | With the approval of the concerned authority |
| 3. | Setting up of industries causing pollution (Air, Water and Land pollution) | Y | | | |
| 4. | Establishment of hotels and resorts | | Y | | As per approved master plan |
| 5. | Organic farming | | | Y | Should be actively promoted |
While there are existing legal spaces under the provisions of Environment (Protection) Act, 1986, Wildlife (Protection) Act, 1972, the National Biodiversity Act, 2002 and the Forest Rights Act, 2006, that can help build in regulations for corridors it is also clear that the law as it stands today - and as implemented on the ground - does not provide adequate protection for corridors. The National Wildlife Action Plan 2017-2020, released in February 2016, foresees corridor protection as an important aspect of wildlife conservation. The Plan suggests on ground demarcation of identified corridors, and restricted land use change in important corridor areas, in addition to proposing guidelines for making state corridor management plans. The Plan also recognizes the need for a long term plan for corridor management in the country and seeks to make provision in the Wildlife Act for identifying the areas of extended habitats and migratory routes (buffers and corridors) of species – a huge step in providing legal protection to corridors. The Plan does provide the right direction for corridor protection in India though it remains to be seen if the Plan manifests itself in stronger legislative and policy reforms in near future.
The expansion of linear infrastructure, mining and irrigation, and increasing population, are amongst the most pressing concerns for corridor protection.
Existing legal spaces under the Environment (Protection) Act, 1986, Wildlife (Protection) Act, 1972, The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006 (FRA) and the National Biodiversity Act, 2002, which are ESZs, Community Reserves, Conservation Reserves, Community Forest Resource Rights, and Biodiversity Heritage Sites respectively, have remained largely dormant and can be used as legal measures for protection of corridors.
Majority of the state submissions for ESZ notifications do not utilise the legal provision to the extent intended. A number of notifications provide for an area up to 100 metres as ESZs, even though the MoEF guidelines clearly provide for an area up to 10KMs or more as per the area requirement, defining a set precedential usage of the law in the future.
Tiger Conservation Plan’ (TCP) under the Wildlife Protection Act, 1972 as per Government of India guidelines has to include an ‘Indicative plan for adjoining areas providing connectivity/corridors’. As an example the 2015 TCP of Dudhwa Tiger Reserve, for example, identifies the major corridors and also provides the Corridor Zone Plan (CZP) for corridor management. However, despite futuristic measures in the CZP, little has converted into action on ground.
Conservation reserves like Borgad (Nashik, Maharashtra) were notified following successful lobbying from individuals and conservation groups setting precedent for use of the legal provision under the Wildlife (Protection) Act, 1972, for protection of corridors.
The CFR rights, under the Forest Rights Act, 2006 effectively democratizes forest governance in India, by providing adequate legal powers to the Gram Sabhas to govern and manage forests, and can be an important tool in areas with increased human-wildlife conflicts.
Post demarcation of a wildlife corridor as an ESZ, conservation or community reserve, or biodiversity heritage site, it is imperative to identify compatible land uses that can be sustained within the wildlife corridor.
The National Wildlife Action Plan 2017-2020, envisages protection of wildlife corridors under the Wildlife Protection Act, 1972 and recognises the need for corridor management plans by states in the future, finally recognizing the importance of wildlife corridors.
1 D.K. Dash “Javadekar eases green norms for linear projects” *The Times of India* January 1, 2015
2 A. Saxena, B. Habib et al., “Proposed mitigation measures for habitat contiguity and reducing wild animal mortality on NH 6 & 7 in the central India landscape” *Technical Report* (WII and NTCA, New Delhi, 2015).
3 See A. Rajvanshi et al., “Roads, Sensitive Habitats and Wildlife Environmental Guidelines for India and South Asia” (WII and CEC Ltd., New Delhi, 2001).
4 N.M. Ghanekar, “Maharashtra: Tadoba Tiger Reserve faces coal mine threat” *DNA India*, August 30, 2015.
5 A Brief Note on Kaziranga National Park – Environment and Forest Department, Kaziranga National Park. Available at http://assamforest.in/knp-osc/pdfreport/brief-note-knp-n7w.pdf
6 *Rohit Choudhury v. Union of India*: M.A. No. 787 of 2015 in Application No. 38 of 2011 before the National Green Tribunal.
7 Guidelines for preparation of Tiger Conservation Plan – National Tiger Conservation Authority. Available at http://www.indiaenvironmentportal.org.in/files/tc_plan.pdf
8 Available at: http://upforest.gov.in/StaticPages/DudhwaConservationPlan.aspx
9 http://www.moef.gov.in/content/esz-notifications
10 http://wiienvis.nic.in/Database/cri_8229.aspx
11 ‘Gajah – Securing the future of elephants in India’, available at http://www.moef.nic.in/downloads/public-information/ETF_REPORT_FINAL.pdf
12 http://www.wiienvis.nic.in/Database/Community%20Reserves_8228.aspx
13 Forest Rights Act, 2006; Section 3(1)(i)
14 ‘Potential for recognition of Community Forest resource rights under India’s Forest Rights Act’ *a report by Vasundhara*, available at http://www.rightsandresources.org/wp-content/uploads/CommunityForest_July-20.pdf
15 A good example is the North Khairbari Forests in North Bengal which form part of a crucial wild life corridor traditionally. CFR rights have been in dispute in the area and the Gram Sabhas have been asserting their legal CFR rights to the forest in order to protect the forest and reduce human-animal conflict in the area. *Press release* - http://fra.org.in/document/Press%20Release%20by%20Uttar%20Banga%20Ban-Jan%20Shromojivi%20Manch%20_1_.pdf
ABOUT CEL
Centre for Environmental Law (CEL) at the WWF – India was established in 1993. Since then, CEL has undergone changes in its strategy and vision to keep itself relevant with the changing conservation landscape in India. Centre for Environmental Law envisages contributing effectively to conservation outcomes by facilitating a dialogue through its Legal Brief Series. They will provide an overview and a non-partisan legal analysis on issues of environmental law and policy in India.
Why we are here
To stop the degradation of the planet’s natural environment and to build a future in which humans live in harmony with nature.
www.wwfindia.org
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Tel: 011 4150 4814 Fax: 011 4150 4779 | b37ecb33-6ead-44d7-83bc-fa8bb4842338 | CC-MAIN-2022-49 | https://wwfin.awsassets.panda.org/downloads/wildlife_corridors___legal_brief_1.pdf | 2022-12-03T21:34:12+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710941.43/warc/CC-MAIN-20221203212026-20221204002026-00191.warc.gz | 656,753,476 | 5,277 | eng_Latn | eng_Latn | 0.950637 | eng_Latn | 0.991427 | [
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DO YOU KNOW DIGESTIVE+++ FEEDS TWO BRAINS?
EVERYONE KNOWS WE HAVE A BRAIN IN OUR HEAD. BUT DO YOU KNOW ABOUT THE BRAIN IN THE GUT?
• The gut has a mind of its own called the enteric nervous system.
• Like the brain in the head, the brain in the gut sends and receives impulses.
• The gut can upset the brain just as the brain can upset the gut.
• The gut’s brain plays a role in happiness, because emotions can cause gut problems.
HOW DO WE KEEP BOTH BRAINS FUNCTIONING FOR GOOD HEALTH AND HAPPINESS?
• Every human body requires essential fatty acids to function smoothly
+ Omega-3 fatty acids are derived from linolenic acid.
+ The principal omega-3 is alpha linolenic acid (ALA), which is converted into EPA and DHA by the body
• ALA is the only essential omega-3 fatty acid and must be obtained from edible sources: numerous tissues and functions of the body depend on it
ALPHA LINOLENIC ACID (ALA) MAKES UP 55 PERCENT OF FLAXSEED OIL
• Flaxseed oil comes from the seeds of the flax plant
• The Thomas Jefferson Agricultural Institute notes flaxseed is 40 percent oil by weight
WHY DO WE NEED TO SUPPLEMENT OUR DAILY DIETS WITH ALA?
• Cell membranes, neurons, liver cell membranes and other structures depend on ALA for health
• Reports show flaxseed oil having important functions that support both male and female organ functions
WHAT ARE THE BENEFITS OF ALPHA LINOLENIC ACID?
• ALA may trigger diverse responses that result in improved brain function
• ALA seems to help open blood vessels and the artery of the brain
• Supplementation of ALA to animals’ daily diets showed remarkable protection to their brains and cerebral areas
RESULTS OF A CLINICAL STUDY SHOWED THE COMBINATION OF FLAXSEED OIL AND FISH OIL:
• Improved the functioning of the blood vessels and arteries of the heart
• Helped maintain normal blood pressure
• Helped improve triglyceride values
• Helped improve cardiovascular health
• Helped improve liver tissues
FINDINGS FROM NATUROPATHIC AND ALTERNATIVE MEDICINE STUDIES:
• Flaxseed oil seems to be able to calm the inner lining of the inflamed intestines
• Flaxseed oil may help lubricate the intestinal walls, allowing toxins to be absorbed by the oil and eliminated by the body
DIGESTIVE+++ CONTAINS 556.7 MG OF COLD PRESSED FLAXSEED OIL PER SOFT-GEL CAPSULE
- Two soft-gel capsules contain more than 1.1 grams of flaxseed oil
- Cold pressed flaxseed oil uses no heat and preserves the oil’s integrity
- Heat is commonly used to increase yield and is a less expensive process
- Heat can alter the fatty acid structures
- ALA should be in an unaltered form to maximize its functions in the body
DIGESTIVE+++ PROVIDES THE HIGHEST QUALITY FLAXSEED OIL IN ADDITION TO OTHER MULTIFUNCTIONAL INGREDIENTS IN THE FORMULA, INCLUDING:
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• Full range of digestive enzymes, blended to help small intestine digest food and absorb nutrients
• All in an easy-to-swallow soft gel capsule that preserves the freshness of the cold pressed flaxseed oil
DIGESTIVE+++ DELIVERS MORE THAN A COMPLETE FORMULA FOR GASTROINTESTINAL HEALTH: THE ALA IN THE FLAXSEED OIL HELPS YOUR NEUROLOGICAL BRAIN STAY HAPPY AND ALERT.
LISTEN TO YOUR GUT:
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These statements have not been evaluated by the Food and Drug Administration. This product is not intended to diagnose, treat, cure or prevent any disease.
LIFE PHARM GLOBAL NETWORK
Not for Distribution | <urn:uuid:bb6fc8f8-d170-401f-8fe3-b3759a7ef655> | CC-MAIN-2018-17 | http://galusa777.com/11/ENG-DIGESTIVEFlaxseed-Brain-PPT.pdf | 2018-04-25T18:27:41Z | crawl-data/CC-MAIN-2018-17/segments/1524125947939.52/warc/CC-MAIN-20180425174229-20180425194229-00447.warc.gz | 126,964,550 | 874 | eng_Latn | eng_Latn | 0.932799 | eng_Latn | 0.988766 | [
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Putt-Putt with Python!
In this lesson, you will explore Point Slope Form, and create a golf game using the Python Editor. Your game code will randomly generate a location for the golf ball and the hole. To take a shot, the user will enter a linear equation in point-slope form that models the path for the shot. The program will plot the golf ball, hole and shot.
Objectives:
Programming Objectives:
- Use the input function and a variable to collect and store data from a user
- Use the randint() function to generate random integers.
- Use the plot library to plot points
- Use the plot library to plot a line segment
Math Objectives:
- Use the point slope form of a line to plot a line segment
In this project, you will create a golf game. The golf game gives the user two random points, one for the golf ball and one for the golf hole. The user will enter a value for the slope. The program will plot the equation of the line through the golf ball \(x_1, y_1\) using the slope.
Correct Shot
Incorrect Shot
1. To create the golfing game, you will need to plot two points, the golf ball and the hole. First, brainstorm the information you will need to plot the ball and hole.
1.)
2.)
3.)
4.)
5.)
2. If possible, compare your list to a partner’s list.
What do you have in common?
Are there items you forgot?
3. The first step will be to create a python graphics document.
Create a new python project named “golf”.
Select “Plotting (x,y) & Text” from the type menu.
4. You will need one more library, the random library.
The random library contains the randint() function, which you will use to generate random integer coordinates.
Place your cursor on the line below the import ti_plotlib
Menu> Random> from random import *
5. Look back over your brainstormed list from step 1 and 2. Did you recommend drawing the coordinate grid?
Before you can plot the points, you need to set up the graphing window.
For this game, let the domain be \([0, 160]\) and the range \([0, 120]\).
Set the `plt.window` values for the `xmin`, `xmax`, `ymin`, and `ymax`.
The domain and range have a large range of values; change the grid to mark every 10 spaces.
After setting the window and the grid scale, press `[ctrl] → [r]` to run the program.
Verify your graph matches the one on the right. Press `[esc]` to exit the graph screen.
6. You need an x value and a y value to plot a golf ball location. To keep the point on the page, generate random x1 and y1 values within the domain and range.
**ABOVE** the window set up, add the two lines:
```python
x1 = randint(10, 150)
y1 = randint(10, 110)
```
**randint** can be found under the menu.
Menu> Random> randint
7. Add a print line to print the golf ball location to the screen.
Menu> Built-ins> I/O> print
```python
print("golf ball at: ", x1, ",", y1)
```
Notice the string "golf ball at:" and "," are in green. All string values are displayed in green.
Execute your code: `[ctrl] → [r]`
The empty graph will display.
Press [esc] and the console should show with the printed x1, y1 value.
Execute the code a few more times. Verify the golf ball is placed at a different place each time.
8. You may choose to keep x1 and y1 as any integer between [10, 150] and [10, 110] or you may choose to make them multiples of 10 for easier linear calculations when making your golf swing.
If you modify your code to
\[
x1 = \text{randint}(1, 15) * 10 \\
y1 = \text{randint}(1, 11) * 10
\]
your golf ball coordinates will always be multiples of 10.
9. Add in three lines of code to generate x2, y2 and print the location of the golf hole.
10. The user will enter the slope as a fraction. To store the fraction as an evaluated float value, use the eval function with the input function.
Menu> Built-ins> I/O> eval
Menu> Built-ins> I/O> input
\[
m = \text{eval(input("enter the slope: "))}
\]
11. It is possible to generate the same coordinates for both the ball and the hole. To fix this, we will add the code:
```python
if x1==x2:
x1+=10
```
**Menu → Built-ins → Control → If**
12. Execute the code [ctrl] → [r]
Notice the display order has changed.
The program first displays the coordinates for the golf ball and the hole. It also asks the user to input the slope.
After the user enters a value for the slope, the window is displayed.
The lines of code are executed sequentially, meaning in the order they appear on the screen. Before you added the input line, the code printed the two print statements. Then immediately displayed the graph window before you could see the printed statements.
The input requires the user to submit a value before the program executes the plotting code.
13. Your program generates the coordinates for the golf ball and the hole. It displays these values and asks for the slope between the two points. Finally, it displays an empty graph.
All you have left is to plot the points and graph the line.
14. Scroll to the end of your code
You can plot a point in any color imaginable. The command from the plot library is `color(red, green, blue)`.
The values for each color parameter can be any integer from 0-255.
Example colors:
| Color | Color Code |
|---------|---------------------|
| red | color(255,0,0) |
| green | color(0,255,0) |
| magenta | color(255, 0, 255) |
| plum | color(221,160,221) |
The color function can be found using:
Menu> TI-PlotLib> Draw> color
Choose any values you like for red, green and blue as long as they are integers between 0-255.
15. To plot the point, use the plt.plot (x, y, mark) command.
Menu> TI-PlotLib> Draw> plot
Use your random integer variables x1 and y1 for the coordinates.
```python
plt.plot(x1, y1, "o")
```
Execute the code a few times. [ctrl] → r
Use [esc] to exit the graph page.
Does the code generate a new golf ball location each time?
Are you satisfied with the color of your golf ball?
If not, experiment with various values for red, green and blue.
16. Repeat the last two lines of code.
Change the color to any color you like.
Plot the coordinate x2,y2 to represent the golf hole.
Execute your code. Verify the golf ball and the golf hole appear at different locations and have different colors.
17. The last step is to graph an equation using the user’s slope, the golf ball coordinate \(x_1, y_1\) and the hole’s \(x_2\) value.
Recall, \(y = m(x - x_1) + y_1\).
Use \(m, x_2, x_1,\) and \(y_1\) to calculate the user’s \(y\) value called \(uy\)
\[uy = m*(x_2 - x_1) + y_1\]
Plot the line.
The command is `plt.line(x1, y1, x2, uy, "mode")`
Menu> TI-PlotLib> Draw> line
`plt.line(x1, y1, x2, uy, "arrow")`
18. Try your game out.
If you enter the correct slope, do you make the shot?
The example at the top is an example of a correct shot.
If you enter the incorrect slope, do you miss the shot?
The example at the bottom is an example of an incorrect shot.
19. Shouldn’t the program tell the user if the shot was a “hole in one” or a “miss”?
First, change the pen color.
Menu> TI PlotLib> Draw> color(red, blue, green)
Choose integer values between 1 and 255 for red, blue and green.
Examples: Teal 0, 128, 128
Magenta 255, 0, 255
Blue 0, 255, 0
20. Now check to see if the calculated value $uy$ equals $y2$.
```python
if uy == y2:
plt.text_at(1, "hole in one", "right")
else:
plt.text_at(1,"you missed","right")
```
*plt.text_at can be found in the Menu using:
Menu> TI-PlotLib> Draw> text_at
21. Execute your program many times.
If you answer a question correctly, does it say “hole in one”?
If incorrect, does it say “you missed”?
Can you modify the code to display “you missed” and “hole in one” in different colors?
22. **Extension:** Add text to display the equation of the line segment
23. You need to store the fraction as text before the program evaluates the numeric approximation.
Modify, the line:
```python
m = eval(input("enter the slope:"))
```
to
```python
fraction = input("enter the slope:")
m = eval(fraction)
```
24. To print the equation in the form \( y = m(x - x1) + y1 \),
you will need to combine words such as “y=” with variable values.
In coding, letters, numbers, and symbols are called string values. When you put quotes around string values the python editor changes the font color to green.
To concatenate, or add together, strings and variables use the plus symbol. In algebra, you combine like terms. In Python, you cannot combine a string with a numeric variable unless you type cast the numeric value to a string using the function `str()`.
For example, “\( y= \)” + fraction is a valid concatenation because the variable fraction is already a string storing the text entered from the user.
However, to combine “)x-” + x1 is not valid because x1 is a float variable containing a numeric value. To combine these values using type casting you would enter “)x-” + str(x1).
To store the entire equation as one string variable named eq type
eq = “y=(" + fraction + “)(x-" + str(x1) + ")+” + str(y1)
25. To display the equation you will use the text_at() command. The text_at command has three parameters, or values it needs to function.
plt.text_at(row, text, alignment)
The row values range from 1 at the top to 13 at the bottom of the screen. The text is a string value so it is typed using quotes unless using a variable. The alignment can be left, center or right.
If you type plt.text_at(2, eq, “right”) your equation will appear in the top right corner of the screen on the second line.
Decide where you want to display the equation, then add the last line of the code.
*plt.text_at can be found in the Menu using:
Menu> TI-PlotLib> Draw> text_at
26. Challenge:
Modify your code to ask the user for the slope AND the y-intercept.
Use the equation $y = mx + b$ to calculate the user’s y value (uy) using m, b, x2.
**To save this file and make a new copy
Doc> File> Save Will save this file
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The Magic of Reading: Using Stories to Promote Literacy and Learning
Lucy Crichton
Graduated in Drama, Design and Teaching English as a Foreign Language, Lucy Crichton is a teacher, teacher trainer and storyteller who has given lectures and workshops around the world. She has been writing for the primary classroom since 2008 and has been involved in projects in South America, Europe and Asia. Lucy is the founder of The Secret Garden English School in Florianopolis, where she teaches children and teenagers using, music, art, drama, gardening and cooking. She has been living and teaching in Brazil since 1992.
Session outline
The starting point for being a storyteller
Setting up story time in your classroom
Clear and practical ideas while telling a story
Why Stories?
• The oldest and most powerful teaching and learning method known
• The way humans have communicated since they first made sound
• Improves listening and promotes a sense of well being
• Can reach the subconscious and change behaviour patterns
• Modifies negative behaviour and increases concentration
Uncovers hidden talents
• Increases self esteem and self confidence
• Can be cross curricular and motivate children to find out more
• Can introduce children to folklore and literature
• Is inexpensive – no new texts, computers or other tools are needed
A personal story
The bagpipes are a musical instrument that consists of a bag and several pipes. The bag is inflated with the player's breath, and the pipes produce sound when the player blows into them. The bagpipes are often associated with Scotland and are played at various events such as weddings, funerals, and sporting events. The bagpipes have a distinctive sound that is recognizable worldwide.
The house is a large, two-story structure with a red brick exterior and a brown tiled roof. It has several windows, some of which are arched, and a small porch with a white door. The house is surrounded by greenery, including trees and bushes, and there is a stone wall in the foreground.
IONA
GIGHA
I was 10 years old when I started school.
Aldwych
Fleet Street
St Paul's Cathedral
TOWER HILL
Take a trip on a London Landmark
| Country | Capital |
|-------------|-----------|
| Colombia | Bogota |
| Ecuador | Quito |
| Peru | Lima |
| Bolivia | La Paz |
| Paraguay | Asunción |
| Uruguay | Montevideo|
| Argentina | Buenos Aires |
| Brazil | Brasília |
| Chile | Santiago |
**Oceans:**
- Oceano Pacífico (Pacific Ocean)
- Oceano Atlântico (Atlantic Ocean)
Ilha Grande is an island in the state of Rio de Janeiro, Brazil. It is located in the Atlantic Ocean and is part of the municipality of Angra dos Reis. The island is known for its beautiful beaches, crystal-clear waters, and lush greenery. It is a popular destination for tourists who come to enjoy the natural beauty and relaxation.
The airline industry is facing significant challenges due to the COVID-19 pandemic, which has led to a sharp decline in passenger demand and financial losses for many airlines. The industry has been hit hard by the virus, with many flights canceled and airports closed, resulting in a massive disruption to air travel. The situation has forced airlines to cut back on operations, lay off employees, and seek government assistance to stay afloat.
Despite the challenges, some airlines have managed to adapt and find new ways to operate during the pandemic. For example, some airlines have introduced new safety measures, such as increased cleaning and social distancing, to reassure passengers and maintain their trust. Others have focused on delivering essential services, such as medical supplies and food aid, to communities affected by the crisis.
As the world begins to emerge from the pandemic, the airline industry is looking towards a future where travel will be more sustainable and environmentally friendly. Many airlines are investing in new technologies, such as electric and hydrogen-powered aircraft, to reduce their carbon footprint and meet the growing demand for eco-friendly travel options.
In conclusion, the airline industry has faced unprecedented challenges during the COVID-19 pandemic, but it has also shown resilience and adaptability. As the world recovers from the crisis, the industry is poised to play a crucial role in rebuilding global connectivity and promoting sustainable travel.
The courtyard is a place for relaxation and socialization, where children can play and interact with each other in a safe environment. It is also used for outdoor activities such as sports and games. The courtyard is decorated with colorful flags and banners, which add to its festive atmosphere. The presence of plants and trees in the courtyard provides a natural and refreshing environment for the children. The courtyard is well-maintained and clean, ensuring that the children have a pleasant and comfortable space to enjoy.
A dog was found in a dumpster in the 100 block of West 23rd Street on Wednesday, according to the Humane Society of the United States.
The dog was taken to the Humane Society of the United States, where it is being cared for and will be available for adoption once it is healthy enough.
I THINK I’VE FOUND MY PLACE IN THE WORLD!
Stories make the invisible, visible...
“It’s important that we share our experiences with other people. Your story will heal you and your story will heal somebody else. When you tell your story, you free yourself and give other people permission to acknowledge their own story.”
Iyanla Vanzant
Literacy is about being interested in books and what they offer. It’s about a confidence that grows according to the way stories and books are offered to the emerging child…
Who told you stories when you were a child?
My favorite stories as a child
Noel Streatfeild
Thursday's Child
Enid Blyton
First Term at Malory Towers
Der Struwwelpeter
Lustige Geschichten und witzige Bilder
When We Were Very Young and Now We Are Six
A. A. Milne
Illustrated by E. H. Shepard
Complete and unabridged
Joan Aiken & Jan Pieńkowski
A Necklace of Raindrops
Molly Brett
Flip Flop's Secret
Enid Blyton
Noddy Goes to Toyland
Story Writing.
Lucy Crichton.
Do you use stories in your classroom?
Reading aloud
• No need to learn the story off by heart.
• No need to worry about making mistakes in English.
• Reading shows that books are a source of interesting ideas.
• The pictures in the books help understanding.
• Watching someone read from a book encourages reading.
• You can follow the words with your finger as you read.
• Children can borrow the book to take home.
Telling a story
• The children feel that you are giving them something personal.
• Children these days are not used to the experience of hearing someone tell a story and it can have a powerful effect on them.
• You can use the language more creatively.
• You can make use of your whole body.
• You can see children’s faces and how they are responding to the story as you tell it.
PREPARING YOUR CLASSROOM
Doorway curtain
Storytelling carpet
Getting close
Darkening the room
Lighting a candle
Songs and Rhymes
Do you use storytelling routines before you read a story?
Pre-reading activities
There was a little girl, climbing up a tree,
So, so high, you can see,
She jumps from branch to branch, CRACK!
And down she falls....
There was a little girl, climbing up a tree,
So, so high, you can see,
She jumps from branch to branch, LOOK!
What can she see?
Two little feet go tap, tap, tap
Two little hands go clap, clap, clap
One little leap from behind the chair
Two little hands reach high in the air
Two little feet go jump, jump, jump
Two little hands go thumb, thumb, thumb
One little child turns round and round
One little child sits quietly down
STARTER LEVEL
Drive Along, Animal Song
Drive, drive, drive along,
Come on now,
Let’s sing a song!
Off we go,
You and me,
Sing along,
Lots to see!
Toys in the Snow
White, white, it’s all white!
What’s this?
It’s orange. It’s a car! Good boy, Spike!
Swish, swish!
Use pieces of cloth to represent objects from the story!
Think about sound effects and how they can add depth and sensation to stories.
From Look
Chorus work
• Look at the pictures.
• Read the story.
• Ask students to identify repetitive text.
• Get the class to chorus some of the speech bubbles.
From Look
Can you help me, dog?
No, sorry. I’m busy.
Can you help me, cat?
No, sorry. I’m busy.
OK! I can do it!
OK! I can do it!
Can you help me, duck?
No, sorry. I’m busy.
My bread is ready. Mmm!
OK! I can do it!
I have fresh bread. Who can help me eat it?
I can!
I can!
Me, too!
Sorry. No help, no bread!
LEVEL 1
Use a piece of cloth with a knotted head as a puppet!
Simple cloth puppet
1. Square cloth
2. Fold into triangle
3. Tie knot at the top
4. Place hand like this!
5. Cloth in the middle of the two longest fingers
6. Thumb holds right side, two small fingers hold left side
7. Turn hand around and there you are! A cloth puppet! ❤️
We’re All Superheroes!
With a simple knot puppet, we can jump the story off the page!
To re-cap
• Tell your students a personal story about your life.
• Reconnect to your childhood and joy of books.
• Choose stories you know will reverberate with your students.
• Prepare them to listen and be ready for the story.
• Include props, puppets, chorus work and sound effects to involve them.
• Show your love and dedication for education through every story you tell….
“The happy ending in fairy tales is an affirmation of what we know and can accomplish. It is a celebration of what we can become if we listen to the magical voices inside our heads.”
Stephen Swan Jones
Look
A seven-level series for young learners of English
Pre-A1 to B1
Bringing the world to the classroom and the classroom to life
In the spirit of bringing together educators around the world, we invite teachers of English to take part in a photo showcase called Learning Moments, by sharing photos of your everyday life.
SNAP
Take photos of everyday life: food, landscapes, family and friends.
WRITE
Describe how you would use each photo as a learning moment in your class.
SEND
Visit ELTNGL.com/learningmoments to submit up to five learning moments by October 31, 2019!
Bringing the world to the classroom and the classroom to life
Grab your camera and take photos of everyday life around you! We are looking for photos that fall within these categories:
- Food
- Landscapes
- Family and Friends
Describe how you would use each photo in your classroom as a learning moment. Include the location and a short description of what is happening in the photo.
Submit up to five learning moment photos from October 1 through October 31, 2019.
Visit ELTNGL.com/learningmoments to learn more and submit!
Meet our Learning Moments Ambassador Rubén Salgado
Looking for tips on how to take an engaging photo? Connect with us on social media and the In Focus blog for advice from National Geographic Contributing Photographer Rubén Salgado.
Once the showcase is over, we will select a few learning moments to share. The selected learning moments will be showcased on the In Focus blog and National Geographic Learning social media channels to inspire other teachers around the world!
Join National Geographic Learning!
webinars
ELTNGL.com/webinars
in focus
ELTNGL.com/infocus
NATIONAL GEOGRAPHIC LEARNING
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CRUCES CREATIVES
2019 Activities Report
LEARN — MAKE — CONNECT
CRUCES CREATIVES
A non-profit makerspace that connects people with the tools, training, and community to make practically anything.
TOOLS/SPACES INCLUDE:
- 3D PRINTERS
- CNC MACHINES
- TOP-NOTCH SOFTWARE
- WOOD SHOP
- BICYCLE SHOP
- TEXTILE LAB
- AUDIO RECORDING STUDIO
- PHOTO/VIDEO STUDIO
- ELECTRONICS ROOM
- CHILDREN'S ROOM
205 E LOHMAN AVE.
LAS CRUCES, NM 88001
(575) 448-1072
Cruces Creatives is a 501(c)(3) non-profit makerspace that fosters economic development, furthers education, supports the arts, protects the environment, strengthens social connections, and advances science and technology in Doña Ana County, New Mexico, by connecting people with the tools, training, and community to make practically anything.
In this report, you can learn how Cruces Creatives has pursued these missions in 2019.
The report is organized into three sections:
1) program descriptions and highlights,
2) awards and recognitions, and
3) the 2019 Cruces Creatives budget.
Each year, Cruces Creatives hosts over 600 classes and workshops, most of them free and open to everyone in the community. Through the workshops, participants learn not only how to complete particular projects, but also how to use the wide range of tools available at Cruces Creatives.
Benefits:
- Education
- Quality of Life
- Arts
- Economic Development
- Life Skills Development
Examples:
**Basic Wood Shop Safety Training**
Each Wednesday morning, instructors at Cruces Creatives teach the fundamentals of woodworking safety with a 1:1 teacher-to-student ratio. After taking the class, participants are ready to use the wood shop at Cruces Creatives.
**Crossroads Songcrafting Collaborative**
Every first Wednesday of the month, area songwriters meet at Cruces Creatives to share knowledge and critique each other’s songs. With the support of the group, participants have been able to earn regional, national, and even international recognition in contests including the Great American Song Contest, the U.K. Songwriting Contest, and the Santa Fe Bluegrass and Old Time Music Festival Songwriting Competition.
**Weaving on a Portable Frame Loom**
Taught in collaboration with the Las Cruces Weaver’s Guild, this class teaches participants how to weave on small, portable looms made at Cruces Creatives.
STEAM TEAM
The Steam Team Programs through Cruces Creatives, in partnership with the NMSU STEM Outreach Center and the Las Cruces Public School System, offer 4th and 5th graders hands-on opportunities to learn integrated science, technology, engineering, arts, and mathematical skills through project-based learning.
Benefits:
- Experimental, Project Based Learning
- Quality of Life
- Childhood Development
- Integrated Arts and STEM Education
- Economic Development
Sample Projects:
- After studying life science and anatomy, 4th and 5th graders in the Steam Team designed and built fantastical chimeras--alebrijes--that incorporated circuitry and computer programs, developed by the students, that make the alebrijes interactive. Programmed by the students, when the alebrijes were touched, they made sounds that the students had recorded. Additionally, students learned non-toxic soldering and made light-up LED components for their alebrijes.
- In spring 2020, students will be learning hydraulics and building Rube Goldberg machines that make use of the tools and skills students have developed over the school year.
- Alongside major projects, students go through mini-lessons, such as making magnetic putty--a project that taught math, ratios, and the scientific method.
HAZLO
The HAZLO (“Make It / Do It”) Program helps K-12 students develop life and academic skills through projects that students choose, with the support of mentors and the vast range of tools available at Cruces Creatives. To make sure that the program is accessible to all students in the community, projects are completely funded through a partner 501(c)(3), The HAZLO Foundation.
Benefits:
- Student Chosen Project Based Learning
- Community Mentorship
- Quality of Life
- Childhood Development
- Arts and Life Skills
Sample Projects:
- During lunch break and after school, students at Lynn Middle School are learning bicycle repair through the HAZLO Program—and they’re doing it by fixing their classmates’ bikes.
- In the audio recording studio, a middle-school musician and songwriter is learning how to record and publish her own albums.
- In a partnership with the Kids Can program, young entrepreneurs learned how to make and sell their own products.
- With mentors and tools at Cruces Creatives, students from Las Montanas Charter High School are learning woodworking, and textiles to make making wooden furniture, blankets, and pillows for a meditation room at their high school.
The Seeding Regenerative Agriculture Project helps farmers and ranchers implement economically and environmentally beneficial agricultural practices through peer-to-peer knowledge sharing and through technologies developed at the makerspace.
Benefits:
- Education
- Environmental Protection
- Economic Development
- Community Engagement
- Cross-Sector Collaboration
Highlights
- Over 87% of the participating farmers and ranchers reported implementing new sustainable techniques as a result of their participation in the 6-month pilot project.
- Through 13 field days where farmers and ranchers worked on each other’s lands to complete projects, participants created rock dams to stop erosion in high pastures, built special composting systems to cultivate beneficial soil microbes, practiced land contouring for passive rainwater harvesting, designed and installed drip irrigation systems, and more.
- In response to farmers’ requests for an affordable grain cleaning system for amaranth (an extremely drought-tolerant, native crop whose grains are too small to be processed by affordable systems currently on the market), Cruces Creatives substantially improved on open-source designs and created a small-grain seed cleaner that is portable, affordable, and able to work at a commercial scale. The system is currently being field-tested by participants in the Seeding Regenerative Agriculture Project.
In the Charitable Crafting Project, textile artists meet twice monthly to create projects that improve the community. In addition to the direct benefits delivered by projects, the program facilitates peer-to-peer learning among participants.
Benefits:
- Education
- Quality of Life
- Charity
- Art and Life Skills
- Community Engagement
Highlights:
- In winter 2018, the Charitable Crafters made over **60 gift bags and dolls** or stuffed animals for children at the Jardin de Los Ninos shelter.
- For spring 2019, the group made and donated several vehicle-loads of **pet beds to local animal shelters**, helping the animals be more comfortable and, by making the animals happier, potentially improving adoption rates.
- In summer 2019, the charitable crafters made **handbags and reusable sanitary supplies for asylum seekers** in Las Cruces.
- When **back-to-school clothing** supplies at the **Gospel Rescue Mission** were damaged by fire, the Charitable Crafters made and donated dozens of outfits for children needing clothes for the school year.
The Cruces Creatives Job Shop offers custom design, prototyping, and artisanal manufacturing work, drawing on the tools and expertise available at the makerspace. We specialize in making custom objects and unique one-offs, as well as doing small-run manufacturing.
Benefits:
- Education
- Economic Development
- Arts
- Technology Development
- Trade Skill Development
Sample Projects:
- For **Electronic Caregiver**, the Cruces Creatives Job Shop successfully designed and manufactured 20 encasement units for Addison Care™, a virtual nursing assistant. Using computer-aided design, laser cutting, CNC machines, 3D printing, vinyl cutting, and more, a team of four Job Shop artisans delivered the encasement units on spec, and on budget. The resulting project was premiered at the 2019 Consumer Electronics Show.
- As a pilot project for the Las Cruces Children’s Museum, the Job Shop successfully designed and built three interactive, educational, and portable exhibits. The results were premiered to very happy kids in March 2019.
The Mayfield Young Adult Learners Program helps young adults with developmental disabilities exercise creativity and develop life skills. The program has focused on textile skills, including how to repair clothing and how to make pillows, blankets, and stuffed animals. Previous work included photography and the visual arts.
Benefits:
- Special Education
- Quality of Life
- Arts
- Trade and Life Skills
HUB COMMUNITY BIKE SHOP
In partnership with Velo Cruces, Cruces Creatives hosts free and low-cost workshops on bicycle repair, maintenance, and safety each Thursday and Saturday morning. The program especially serves children, veterans, and people who are homeless, and participants both learn marketable repair skills and can keep a bicycle they repair.
Benefits:
- Economic Development
- Charity
- Community Engagement
- Trade and Life Skills Education
PERFORMANCES AND PRESENTATIONS
The Cruces Creatives multi-purpose room hosts songwriters, scientists, comedians, and artists--often for combined performances and presentations that not only share remarkable work, but also teach attendees how the work’s done.
Benefits:
- Fine and Performing Arts
- Education and Professional Development
- Quality of Life
- Community Engagement
Sample Projects:
Performances
In a combined performance and songwriting workshop, International Folk Music Awards Artist of the Year *Ordinary Elephant* shared their songs and songwriting knowledge with the Las Cruces songwriting community.
Scientific Lectures and Demonstrations
Retired NASA engineer and theoretical physicist Steven Zins presented the outline of an experiment to test a unified field theory.
Photography
Twice a month, the Dona Ana Photography Club showcases example photographs and leads meetings and workshops on the art and craft of photography.
FIRST FRIDAY ART & MUSIC SHOWS
On the first Friday of each month, Cruces Creatives hosts a new art gallery opening as part of the First Friday Art Ramble in Downtown Las Cruces. Showcased styles range from the traditional to the avant-garde. At the All-Original Open Mic, songwriters, poets, storytellers, and comics share their creations at the only open mic in Las Cruces to showcase entirely original material.
Benefits:
- Art
- Quality of Life
- Community Engagement
- Economic Development
MURAL AT BRANIGAN LIBRARY
With grant funding from Rumphius Foundation and in partnership with the MESA Project, Cruces Creatives organized the creation of a participatory, paint-by-number mural at Branigan Library, painted with the involvement of over 300 community members of all ages.
Benefits:
- Art
- Quality of Life
- Community Engagement
- Community Beautification
AWARDS
Newcomer Award 2019
For Contributions to the Arts by a New Organization
Favorite Arts Center 2019
## 2019 Budget
### Income:
- Direct Public Support: $43,302.49
- Program Income:
- Classes and Workshops: $3,678.00
- Member Dues: $25,905.00
- LCPS Mayfield Young Adult Learners: $3,500
- NMSU Prep Academy: $780.00
- STEM Program: $20,348.48
- Origami Field Trip: $350.00
- Grant Income: $36,740.00
- Job Shop Contracts: $69,329.00
- Sales Income: $1,111.80
- Dividends and Interest: $41.21
**Total Income:** $205,085.98
### Expenses:
- Rent: $54,400
- Programs: $53,199.38
- Administration: $1,295.00
- Cost of Goods Sold: $1,484.44
- Awards and Grants: $34,873.64
- Job Shop: $39,457.80
- Utilities: $11,513.70
- Insurance: $1,133.03
- Business Expenses: $4,937.69
- Repairs and Maintenance: $399.73
- Other Facility Expenses: $1,418.90
- Payroll Expenses: $1,259.11
**Total Expenses:** $205,372.42 | 48318a0a-3282-4bb8-b4a3-0d30c233c0e0 | CC-MAIN-2020-16 | http://crucescreatives.org/resources/Documents/Cruces%20Creatives%202019%20Actitivites%20Report.pdf | 2020-04-08T22:37:32+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371824409.86/warc/CC-MAIN-20200408202012-20200408232512-00128.warc.gz | 41,896,393 | 2,588 | eng_Latn | eng_Latn | 0.943454 | eng_Latn | 0.990239 | [
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Welcome
Though small in size, Point Dume State Beach at the northern edge of Santa Monica Bay has many significant features including panoramic views and opportunities to see increasingly rare plants and animals.
Two miles of scenic trails through grasslands, coastal bluff scrub, and southern foredune areas allow visitors to view an island of delicate biological integrity.
Local History
The Native Californian Chumash tribe inhabited this coastline for thousands of years and used this area as a sacred space.
In 1542, the point was an important navigational marker for Spanish explorer Juan Rodriguez Cabrillo, but only received its name in 1793 when British sea captain George Vancouver named the craggy headlands Point Dume after Father Francisco Dumetz from the Mission San Buenaventura.
During World War II, the U.S. Army used this site as an anti-aircraft artillery training area. It is believed that the top of the headlands was flattened after the war for commercial construction purposes.
In 1979, Point Dume was acquired by the State of California and is being carefully and gradually restored to its pristine state.
Natural Environment
Point Dume State Beach is 63 acres in size, and is one of the last and finest examples of coastal bluff scrub in Southern California. In 1992, a 34-acre parcel of Point Dume was designated a State Natural Preserve, one of the highest levels of protection afforded by law.
The volcanic rock cliffs provide living areas for cliff-roosting birds, and the sparkling tide pools provide habitat for rich intertidal and sub-tidal marine life including protected sea stars, octopi, anemones, sea urchins, mussels and crabs.
The Natural Preserve is also the southern-most limit for the giant coreopsis (giant sea dahlia, pictured here) and also dudleya, false heather, and quite possibly the California spineflower.
Though small, the Preserve provides habitat for a surprising amount of wildlife. A visitor may encounter coyotes, skunks, raccoons, ground squirrels and rabbits in broad daylight. One may also find five species of butterflies, six types of snakes, various lizards including the silvery legless lizard, and over one hundred types of birds including brown pelicans, plovers, wrens, roadrunners, burrowing owls, falcons, and hawks.
The incredible vistas here at the point provide an opportunity to view sea lions, harbor seals and dolphins in the surf only a few dozen feet away. This promontory also provides one of the few dry-land viewing sites for migrating gray whales that lets you get close enough to count their barnacles! The best viewing time for these majestic creatures is November through April. To see the newborn whale calves migrate, be here from February on into the spring.
Important Information
Help us protect and maintain this beautiful place by following these simple rules.
Always stay on fenced trails. Going off the trails creates new paths that erode the sandy cliffs and can destroy potential wildlife habitat.
Dogs are strictly prohibited. Please don’t bring your dogs to the Preserve; even the scent of a dog disrupts wildlife and prevents migrating birds from nesting.
Absolutely no fires are allowed at any time.
Please do not touch or remove anything from the tide pools. Don’t turn over rocks, and walk gently—these delicate homes are very sensitive.
All natural and cultural features are protected and may not be collected, moved or harmed.
Visitor Services
Additional parking is available on Westward Beach Road. (Take Cliffside Drive to Birdview Avenue, and park free along Westward Beach Road, or pay a fee at Westward Beach lot, and take a trail to the Preserve.) FREE shuttles on weekends, holidays and during the summer months run every 20 minutes between 10 am and 4 pm from Westward Beach Road.
There are no public phones or restrooms at the Preserve. Restrooms can be found on Westward Beach Road. Park hours are sunrise to sunset.
How You Can Help
If you would like to join the Volunteers in Parks program at Point Dume and help protect and maintain the Preserve, please call (310)457-8144.
We Would Like to Thank:
The California Coastal Commission for a Whale Tail Grant, the California Conservation Corps, Boy Scout Troop #8, California State Parks, and the Point Dume Volunteers.
For information about tours, parking or accessibility, please call (310) 457-8144 or visit our website at http://www.parks.ca.gov | 4b89211b-142c-446f-802d-bc50948b0058 | CC-MAIN-2024-33 | https://parks.ca.gov/pages/623/files/PtDumeBrochure.pdf | 2024-08-08T14:52:33+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640728444.43/warc/CC-MAIN-20240808124926-20240808154926-00704.warc.gz | 363,185,014 | 922 | eng_Latn | eng_Latn | 0.997112 | eng_Latn | 0.997665 | [
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Athletics Participation Requirements (2022-2023)
Dear Parents, Guardians, and Student-Athletes,
We are excited about your interest to be a student-athlete at Jefferson Middle School. We offer the following sports at JMS: Football, Girls & Boys Basketball, Girls Volleyball, Track & Field, Cross Country, and Cheerleading. Please complete the following requirements and submit them to the main office or to your coach upon completion. **This entire packet MUST be completed prior to participating in any try-outs or practices. Please understand, there are no exceptions to this policy in order to stay compliant with TMSAA.**
All requirements, links to forms, and announcements by sport are also posted on our school website at: [https://www.ortn.edu/jefferson/athletics/](https://www.ortn.edu/jefferson/athletics/)
**Step 1:** Complete the online compliance form which includes information about concussions, sudden cardiac arrest, and emergency contact information.
- It is available at this link: [https://form.jotform.com/221086283747057](https://form.jotform.com/221086283747057)
**Step 2:** Obtain a sports physical from your healthcare provider (forms are attached to this packet).
- *Both the online compliance form and the sports physical must be dated after April 16, 2022 to be eligible for the 2022-2023 athletic season.*
- **FREE** sports physicals will be offered on Sunday, May 22nd, 2022 at Oak Ridge High School Wildcat Arena from 1-4pm. It is requested that middle school athletes go at 3pm. Try to take advantage of this great opportunity!
**Step 3:** Bring your physical to the main office or to your coach in order to participate in try-outs.
Katie Bolling
JMS Athletic Director
Jefferson Middle School
200 Fairbanks Road | Oak Ridge, TN 37830
(865) 425-9301
[www.ortn.edu/jefferson](http://www.ortn.edu/jefferson)
**Mission Statement**
Provide an adaptive and challenging learning environment and instruction that prepares each student for excellence in education and the workplace, while cultivating integrity, responsibility and a sustained passion for continued learning.
JEFFERSON MIDDLE SCHOOL
SPORTS INFORMATION AND PERMISSION FORMS
PARENTAL CONSENT & EMERGENCY TREATMENT
I/We give consent for the above named student to represent Jefferson Middle School in Athletics. It is understood that such activity involves the potential for injury. It is acknowledged that even with competent coaching, the use and care of good equipment, and the observance of rules, injuries are still a possibility. On rare occasions these injuries can be severe and lead to a disabling condition or death.
Permission is granted to Jefferson Middle School for the physicians, coaches and/or athletic trainers to render aid, treatment, medical or surgical care deemed reasonable and necessary to protect the health and well being of the above named individual.
PARENTS: Many hospitals and doctors will not treat a child without parental consent (unless a matter of life or death). It is required that you complete the information below so that if your child requires a visit to the hospital while under the supervision of the school, this will allow the hospital to treat the injury.
I have read and understand that I accept financial responsibility for any injury not covered by the school accident insurance or my hospitalization insurance. I further understand that it will be my responsibility to file claims for injuries received.
I/We have read the Field Trip policy with our student. Student will abide by all JMS Field Trip rules, making up any class work missed. It is understood that I will be responsible for the loss or damage to personal property of others or injury to another person caused by the above named student. It is also understood that the City of Oak Ridge and the Oak Ridge School System is responsible only for injuries that result from the negligence of their staff. Jefferson Middle School will not be responsible for the liability or insurance coverage of private or public carriers.
EMERGENCY INFORMATION
Student Name: ___________________________ Student Cell #: _______________________
Upcoming Grade - '22 School Year: ______Sex: M ___ F ___ Age: ______ Date of Birth: __________
1st Guardian Name: ___________________________ Relationship: _______________________
Home Address: ________________________________________________________________
______________________________________________________________
Home #: _________________________________________________________________
Cell #: _________________________________________________________________
Employed by: _______________________________________________________________
Work #: _________________________________________________________________
2nd Guardian’s Name: ___________________________ Relationship: _______________________
Home Address: ________________________________________________________________
______________________________________________________________
Home #: _________________________________________________________________
Cell #: _________________________________________________________________
Employed by: _______________________________________________________________
Work #: _________________________________________________________________
ALLERGIES: _________________________________________________________________
______________________________________________________________
Parent / Guardian Signature (Consent statement authorization to treat) ____________________ Date __________
Student Signature ____________________ Date __________
Insurance Coverage Waiver
In order to participate in interscholastic athletics at Jefferson Middle School, each participant must be covered by an insurance policy; or Jefferson Middle School must have on file a statement signed by the parent/guardian indicating coverage under another health or hospitalization insurance policy. Oak Ridge Schools do not carry a blanket student accident insurance policy. You must apply for coverage if your child is not covered under another policy.
___ I am not covered under any other health or accident policy.
___ I am covered by another health insurance policy (such as Blue Cross-Blue Shield).
Name of Company: ________________________________
Policy or Group #: ________________________________
I understand that I accept financial responsibility for any injury not covered by the school accident or my hospitalization insurance. I further understand that it will be my responsibility to file claims for injuries received.
CoverKids offers free health coverage to uninsured children based on family income. There are two easy ways to apply. Visit Tenncareconnect.gov to apply online or call 1-866-620-8864 to request an application.
Only interscholastic football for grades 9, 10, 11, and 12 requires the special premium for the fall and spring football program. All other sports are covered under the regular accident policy when the student has paid the premium.
FIELD TRIPS - ATHLETICS
Athletic trips are treated as any school-sponsored field trip. A student must abide by all JMS Field Trip rules, including any additional rules deemed necessary by the coach. Serious violations, i.e., theft, vandalism, alcohol, will result in school disciplinary action, including being banned from future field trips. A field trip violation could affect a student remaining on a team.
It is understood that on any authorized field trip, the student has the privilege and responsibility for making up any class work missed.
If the student behaves in a manner unsuitable for the coaches or chaperone, I agree to provide transportation for their return to Oak Ridge.
Jefferson Middle School will not be responsible for the liability or insurance coverage of private or public carriers.
PREPARTICIPATION PHYSICAL EVALUATION (Interim Guidance)
HISTORY FORM
Note: Complete and sign this form (with your parents if younger than 18) before your appointment.
Name: ____________________________________________ Date of birth: _______________________
Date of examination: _______________________________ Sport(s): ____________________________
Sex assigned at birth (F, M, or intersex): _____________ How do you identify your gender? (F, M, or other): _____________
Have you had COVID-19? (check one): □ Y □ N
Have you been immunized for COVID-19? (check one): □ Y □ N If yes, have you had: □ One shot □ Two shots
List past and current medical conditions. _______________________________________________________
_______________________________________________________________________________________
Have you ever had surgery? If yes, list all past surgical procedures. _______________________________
_______________________________________________________________________________________
Medicines and supplements: List all current prescriptions, over-the-counter medicines, and supplements (herbal and nutritional).
_______________________________________________________________________________________
_______________________________________________________________________________________
Do you have any allergies? If yes, please list all your allergies (ie, medicines, pollens, food, stinging insects).
_______________________________________________________________________________________
_______________________________________________________________________________________
Patient Health Questionnaire Version 4 (PHQ-4)
Over the last 2 weeks, how often have you been bothered by any of the following problems? (Circle response.)
| | Not at all | Several days | Over half the days | Nearly every day |
|--------------------------------|------------|--------------|--------------------|------------------|
| Feeling nervous, anxious, or on edge | 0 | 1 | 2 | 3 |
| Not being able to stop or control worrying | 0 | 1 | 2 | 3 |
| Little interest or pleasure in doing things | 0 | 1 | 2 | 3 |
| Feeling down, depressed, or hopeless | 0 | 1 | 2 | 3 |
(A sum of ≥3 is considered positive on either subscale [questions 1 and 2, or questions 3 and 4] for screening purposes.)
GENERAL QUESTIONS
(Explain “Yes” answers at the end of this form. Circle questions if you don’t know the answer.)
| | Yes | No |
|--------------------------------|-----|----|
| 1. Do you have any concerns that you would like to discuss with your provider? | | |
| 2. Has a provider ever denied or restricted your participation in sports for any reason? | | |
| 3. Do you have any ongoing medical issues or recent illness? | | |
HEART HEALTH QUESTIONS ABOUT YOU
| | Yes | No |
|--------------------------------|-----|----|
| 4. Have you ever passed out or nearly passed out during or after exercise? | | |
| 5. Have you ever had discomfort, pain, tightness, or pressure in your chest during exercise? | | |
| 6. Does your heart ever race, flutter in your chest, or skip beats (irregular beats) during exercise? | | |
| 7. Has a doctor ever told you that you have any heart problems? | | |
| 8. Has a doctor ever requested a test for your heart? For example, electrocardiography (ECG) or echocardiography. | | |
HEART HEALTH QUESTIONS ABOUT YOU (CONTINUED)
| | Yes | No |
|--------------------------------|-----|----|
| 9. Do you get light-headed or feel shorter of breath than your friends during exercise? | | |
| 10. Have you ever had a seizure? | | |
HEART HEALTH QUESTIONS ABOUT YOUR FAMILY
| | Yes | No |
|--------------------------------|-----|----|
| 11. Has any family member or relative died of heart problems or had an unexpected or unexplained sudden death before age 35 years (including drowning or unexplained car crash)? | | |
| 12. Does anyone in your family have a genetic heart problem such as hypertrophic cardiomyopathy (HCM), Marfan syndrome, arrhythmogenic right ventricular cardiomyopathy (ARVC), long QT syndrome (LQTS), short QT syndrome (SQTS), Brugada syndrome, or catecholaminergic polymorphic ventricular tachycardia (CPVT)? | | |
| 13. Has anyone in your family had a pacemaker or an implanted defibrillator before age 35? | | |
PREPARTICIPATION PHYSICAL EVALUATION (Interim Guidance)
PHYSICAL EXAMINATION FORM
Name: ___________________________________________ Date of birth: _______________________
PHYSICIAN REMINDERS
1. Consider additional questions on more-sensitive issues.
- Do you feel stressed out or under a lot of pressure?
- Do you ever feel sad, hopeless, depressed, or anxious?
- Do you feel safe at your home or residence?
- Have you ever tried cigarettes, e-cigarettes, chewing tobacco, snuff, or dip?
- During the past 30 days, did you use chewing tobacco, snuff, or dip?
- Do you drink alcohol or use any other drugs?
- Have you ever taken anabolic steroids or used any other performance-enhancing supplement?
- Have you ever taken any supplements to help you gain or lose weight or improve your performance?
- Do you wear a seat belt, use a helmet, and use condoms?
2. Consider reviewing questions on cardiovascular symptoms (Q4–Q13 of History Form).
EXAMINATION
Height: ____________________ Weight: ____________________
BP: ____________________ Pulse: ____________________ Vision: R 20/____ L 20/____ Corrected: □ Y □ N
COVID-19 VACCINE
Previously received COVID-19 vaccine: □ Y □ N
Administered COVID-19 vaccine at this visit: □ Y □ N If yes: □ First dose □ Second dose
MEDICAL
| Appearance | NORMAL | ABNORMAL FINDINGS |
|------------|--------|-------------------|
| Marfan stigmata (kyphoscoliosis, high-arched palate, pectus excavatum, arachnodactyly, hyperlaxity, myopia, mitral valve prolapse [MVP], and aortic insufficiency) |
| Eyes, ears, nose, and throat | NORMAL | ABNORMAL FINDINGS |
| Pupils equal | | |
| Hearing | | |
| Lymph nodes | NORMAL | ABNORMAL FINDINGS |
| Heart* | NORMAL | ABNORMAL FINDINGS |
| Murmurs (auscultation standing, auscultation supine, and ± Valsalva maneuver) |
| Lungs | NORMAL | ABNORMAL FINDINGS |
| Abdomen | NORMAL | ABNORMAL FINDINGS |
| Skin | NORMAL | ABNORMAL FINDINGS |
| Herpes simplex virus (HSV), lesions suggestive of methicillin-resistant *Staphylococcus aureus* (MRSA), or tinea corporis |
| Neurological | NORMAL | ABNORMAL FINDINGS |
MUSCULOSKELETAL
| Neck | NORMAL | ABNORMAL FINDINGS |
| Back | NORMAL | ABNORMAL FINDINGS |
| Shoulder and arm | NORMAL | ABNORMAL FINDINGS |
| Elbow and forearm | NORMAL | ABNORMAL FINDINGS |
| Wrist, hand, and fingers | NORMAL | ABNORMAL FINDINGS |
| Hip and thigh | NORMAL | ABNORMAL FINDINGS |
| Knee | NORMAL | ABNORMAL FINDINGS |
| Leg and ankle | NORMAL | ABNORMAL FINDINGS |
| Foot and toes | NORMAL | ABNORMAL FINDINGS |
| Functional | NORMAL | ABNORMAL FINDINGS |
| Double-leg squat test, single-leg squat test, and box drop or step drop test |
* Consider electrocardiography (ECG), echocardiography, referral to a cardiologist for abnormal cardiac history or examination findings, or a combination of those.
Name of health care professional (print or type): ___________________________________________ Date: ________________
Address: ______________________________________________________________________________ Phone: _______________________
Signature of health care professional: ________________________________________________________, MD, DO, NP, or PA
© 2019 American Academy of Family Physicians, American Academy of Pediatrics, American College of Sports Medicine, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine, and American Osteopathic Academy of Sports Medicine Permission is granted to reprint for noncommercial, educational purposes with acknowledgment.
PREPARTICIPATION PHYSICAL EVALUATION
MEDICAL ELIGIBILITY FORM
Name: ___________________________________________ Date of birth: _______________________
☐ Medically eligible for all sports without restriction
☐ Medically eligible for all sports without restriction with recommendations for further evaluation or treatment of
_____________________________________________________________________________________
_____________________________________________________________________________________
☐ Medically eligible for certain sports
_____________________________________________________________________________________
_____________________________________________________________________________________
☐ Not medically eligible pending further evaluation
☐ Not medically eligible for any sports
Recommendations: _______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I have examined the student named on this form and completed the preparticipation physical evaluation. The athlete does not have apparent clinical contraindications to practice and can participate in the sport(s) as outlined on this form. A copy of the physical examination findings are on record in my office and can be made available to the school at the request of the parents. If conditions arise after the athlete has been cleared for participation, the physician may rescind the medical eligibility until the problem is resolved and the potential consequences are completely explained to the athlete (and parents or guardians).
Name of health care professional (print or type): ____________________________________________ Date: _______________________
Address: ______________________________________________________________________________ Phone: _______________________
Signature of health care professional: ________________________________________________________, MD, DO, NP, or PA
SHARED EMERGENCY INFORMATION
Allergies: ______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Medications: ____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Other information: _______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Emergency contacts: _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
© 2019 American Academy of Family Physicians, American Academy of Pediatrics, American College of Sports Medicine, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine, and American Osteopathic Academy of Sports Medicine. Permission is granted to reprint for noncommercial, educational purposes with acknowledgment.
A concussion is a type of traumatic brain injury that changes the way the brain normally works. A concussion is caused by a bump, blow or jolt to the head or body that causes the head and brain to move rapidly back and forth. Even a “ding,” “getting your bell rung” or what seems to be a mild bump or blow to the head can be serious.
**Did You Know?**
- Most concussions occur *without* loss of consciousness.
- Athletes who have, at any point in their lives, had a concussion have an increased risk for another concussion.
- Young children and teens are more likely to get a concussion and take longer to recover than adults.
**WHAT ARE THE SIGNS AND SYMPTOMS OF CONCUSSION?**
Signs and symptoms of concussion can show up right after the injury or may not appear or be noticed until days or weeks after the injury.
If an athlete reports **one or more** symptoms of concussion listed below after a bump, blow or jolt to the head or body, s/he should be kept out of play the day of the injury and until a health care provider* says s/he is symptom-free and it’s OK to return to play.
| SIGNS OBSERVED BY COACHING STAFF | SYMPTOMS REPORTED BY ATHLETES |
|----------------------------------|-------------------------------|
| Appears dazed or stunned | Headache or “pressure” in head|
| Is confused about assignment or position | Nausea or vomiting |
| Forgets an instruction | Balance problems or dizziness |
| Is unsure of game, score or opponent | Double or blurry vision |
| Moves clumsily | Sensitivity to light |
| Answers questions slowly | Sensitivity to noise |
| Loses consciousness, even briefly | Feeling sluggish, hazy, foggy or groggy |
| Shows mood, behavior or personality changes | Concentration or memory problems |
| Can’t recall events *prior* to hit or fall | Confusion |
| Can’t recall events *after* hit or fall | Just not “feeling right” or “feeling down” |
*Health care provider means a Tennessee licensed medical doctor, osteopathic physician or a clinical neuropsychologist with concussion training*
CONCUSSION DANGER SIGNS
In rare cases, a dangerous blood clot may form on the brain in a person with a concussion and crowd the brain against the skull. An athlete should receive immediate medical attention after a bump, blow or jolt to the head or body if s/he exhibits any of the following danger signs:
- One pupil larger than the other
- Is drowsy or cannot be awakened
- A headache that not only does not diminish, but gets worse
- Weakness, numbness or decreased coordination
- Repeated vomiting or nausea
- Slurred speech
- Convulsions or seizures
- Cannot recognize people or places
- Becomes increasingly confused, restless or agitated
- Has unusual behavior
- Loses consciousness (even a brief loss of consciousness should be taken seriously)
WHY SHOULD AN ATHLETE REPORT HIS OR HER SYMPTOMS?
If an athlete has a concussion, his/her brain needs time to heal. While an athlete’s brain is still healing, s/he is much more likely to have another concussion. Repeat concussions can increase the time it takes to recover. In rare cases, repeat concussions in young athletes can result in brain swelling or permanent damage to their brains. They can even be fatal.
WHAT SHOULD YOU DO IF YOU THINK YOUR ATHLETE HAS A CONCUSSION?
If you suspect that an athlete has a concussion, remove the athlete from play and seek medical attention. Do not try to judge the severity of the injury yourself. Keep the athlete out of play the day of the injury and until a health care provider* says s/he is symptom-free and it’s OK to return to play.
Rest is key to helping an athlete recover from a concussion. Exercising or activities that involve a lot of concentration such as studying, working on the computer or playing video games may cause concussion symptoms to reappear or get worse. After a concussion, returning to sports and school is a gradual process that should be carefully managed and monitored by a health care professional.
* Health care provider means a Tennessee licensed medical doctor, osteopathic physician or a clinical neuropsychologist with concussion training.
Student-athlete & Parent/Legal Guardian Concussion Statement
Must be signed and returned to school or community youth athletic activity prior to participation in practice or play.
Student-Athlete Name: ____________________________
Parent/Legal Guardian Name(s): _______________________
After reading the information sheet, I am aware of the following information:
| Student-Athlete initials | Parent/Legal Guardian initials |
|--------------------------|-------------------------------|
| A concussion is a brain injury which should be reported to my parents, my coach(es) or a medical professional if one is available. | |
| A concussion cannot be “seen.” Some symptoms might be present right away. Other symptoms can show up hours or days after an injury. | |
| I will tell my parents, my coach and/or a medical professional about my injuries and illnesses. | N/A |
| I will not return to play in a game or practice if a hit to my head or body causes any concussion-related symptoms. | N/A |
| I will/my child will need written permission from a health care provider* to return to play or practice after a concussion. | |
| Most concussions take days or weeks to get better. A more serious concussion can last for months or longer. | |
| After a bump, blow or jolt to the head or body an athlete should receive immediate medical attention if there are any danger signs such as loss of consciousness, repeated vomiting or a headache that gets worse. | |
| After a concussion, the brain needs time to heal. I understand that I am/my child is much more likely to have another concussion or more serious brain injury if return to play or practice occurs before the concussion symptoms go away. | |
| Sometimes repeat concussion can cause serious and long-lasting problems and even death. | |
| I have read the concussion symptoms on the Concussion Information Sheet. | |
* Health care provider means a Tennessee licensed medical doctor, osteopathic physician or a clinical neuropsychologist with concussion training
_________________________________________________ ________________________________
Signature of Student-Athlete Date
_________________________________________________ ________________________________
Signature of Parent/Legal guardian Date
What is sudden cardiac arrest?
Sudden cardiac arrest (SCA) is when the heart stops beating, suddenly and unexpectedly. When this happens, blood stops flowing to the brain and other vital organs. SCA doesn’t just happen to adults; it takes the lives of students, too. However, the causes of sudden cardiac arrest in students and adults can be different. A youth athlete’s SCA will likely result from an inherited condition, while an adult’s SCA may be caused by either inherited or lifestyle issues. SCA is NOT a heart attack. A heart attack may cause SCA, but they are not the same. A heart attack is caused by a blockage that stops the flow of blood to the heart. SCA is a malfunction in the heart’s electrical system, causing the heart to suddenly stop beating.
How common is sudden cardiac arrest in the United States?
SCA is the #1 cause of death for adults in this country. There are about 300,000 cardiac arrests outside hospitals each year. About 2,000 patients under 25 die of SCA each year. It is the #1 cause of death for student athletes.
Are there warning signs?
Although SCA happens unexpectedly, some people may have signs or symptoms, such as:
- fainting or seizures during exercise;
- unexplained shortness of breath;
- dizziness;
- extreme fatigue;
- chest pains; or
- racing heart.
These symptoms can be unclear in athletes, since people often confuse these warning signs with physical exhaustion. SCA can be prevented if the underlying causes can be diagnosed and treated.
What are the risks of practicing or playing after experiencing these symptoms?
There are risks associated with continuing to practice or play after experiencing these symptoms. When the heart stops, so does the blood that flows to the brain and other vital organs. Death or permanent brain damage can occur in just a few minutes. Most people who experience SCA die from it.
Public Chapter 325 – the Sudden Cardiac Arrest Prevention Act
The act is intended to keep youth athletes safe while practicing or playing. The requirements of the act are:
- All youth athletes and their parents or guardians must read and sign this form. It must be returned to the school before participation in any athletic activity. A new form must be signed and returned each school year.
• The immediate removal of any youth athlete who passes out or faints while participating in an athletic activity, or who exhibits any of the following symptoms:
(i) Unexplained shortness of breath;
(ii) Chest pains;
(iii) Dizziness
(iv) Racing heart rate; or
(v) Extreme fatigue; and
• Establish as policy that a youth athlete who has been removed from play shall not return to the practice or competition during which the youth athlete experienced symptoms consistent with sudden cardiac arrest
• Before returning to practice or play in an athletic activity, the athlete must be evaluated by a Tennessee licensed medical doctor or an osteopathic physician. Clearance to full or graduated return to practice or play must be in writing.
I have reviewed and understand the symptoms and warning signs of SCA.
_________________________________________ _________________________________
Signature of Student-Athlete Print Student-Athlete’s Name Date
_________________________________________ _________________________________
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SALTY SCIENCE
1 TRY THIS INDOORS .... CRYSTALS
Put about half a litre of warm water into the jug. Stir in a large spoon of salt until you can no longer see all the grains of salt which means they have dissolved. Keep on stirring in salt, a spoon at a time, until you reach the point where no more salt will dissolve. Then pour a small amount onto a flat coloured plate or tray and leave the plate somewhere warm.
WHAT DO YOU NOTICE?
Things to talk about …
Over the next few days have a close look at what is happening on the plate. What do you notice? Where do you think the water is going? Can you see the salt again? Does it look the same as the salt that you started with? What is the same about it? What is different about it?
You will need
- Warm water
- Salt
- Large jug or container
- Several different shaped and sized small containers
- Coloured plastic plate or shallow dish
2 TRY THIS OUTDOORS .... EVAPORATING WATER
Take the rest of your salty water and put a small amount into each of your different shaped and sized containers. Try to put the same amount of salty water into each container. Find a sunny place to put the containers close together, or you can find a warm place indoors. Over the next few days, watch to see what happens.
WHAT DO YOU NOTICE?
Things to talk about …
What do you notice is happening to the levels of the salty water? Can you see any salt crystals appearing? Which containers do you see salt in first, the tall and thin or the shallow and wide ones?
3 WHAT IS THE SCIENCE?
Salt dissolves in water. It might look as though it has disappeared but it has actually become mixed in with the water to form a transparent (see-through) solution. When the salt solution is left in a container and it dries up to leave new salt crystals, it is because the water has evaporated. This happens when some of the water gets enough energy to change from being liquid to a vapour (a gas). The water vapour mixes with the air above the water. If it is warm or windy, evaporation happens faster: think about a puddle on a sunny day. Evaporation also happens faster when there is a bigger surface area next to the air, so the water in a shallow, wide container will evaporate faster than the same amount of water in a tall, thin container.
4 MORE ACTIVITIES YOU COULD TRY
FIND OUT MORE ABOUT WHICH SOLIDS WILL DISSOLVE IN WATER https://www.science-sparks.com/exploring-which-solids-dissolve-in-water/
GROW YOUR OWN SUGAR CRYSTALS https://www.science-sparks.com/how-to-grow-sugar-crystals/
Join in with THE GREAT SCIENCE SHARE - register for this year’s event and take a look at these question maker tools to SHARE YOUR SCIENTIFIC QUESTIONS!
IMPORTANT NOTICE: Science Sparks and The Primary Science Teaching Trust are not liable for the actions or activity of any person who uses the information in this resource or in any of the suggested further resources. Science Sparks and The Primary Science Teaching Trust assume no liability with regard to injuries or damage to property that may occur as a result of using the information and carrying out the practical activities contained in this resource or in any of the suggested further resources.
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LUNA ECLOSION
DETAILED VIDEO NARATIVE
BACKGROUND INFORMATION
This document focuses specifically on the luna eclosion video. For general information about eclosion, check out the “Eclosion FAQs and Teaching Guide” document at the top of our “Eclosion” resource page.
Luna caterpillars (Actias luna) pupate inside a cocoon. Here in New England, luna pupation occurs in late summer, and pupae remain inside their cocoons until it’s time to emerge as adults. In New England, adult luna moths eclose from their pupa stage and crawl out of their cocoons between May and June. In more southerly regions luna moths may go through multiple generations per year, so in addition to a springtime emergence, luna will eclose in summer as well.
Caterpillar Lab staff began filming this video on an iPhone when they noticed the moth’s head was beginning to peek out from its cocoon.
VIDEO NOTES
As the video begins, pause and take a look at the cocoon. Compare it to the images of luna cocoons to the right. Lunas typically attach leaves to the outside of their cocoons. By spring, the leaves may have fallen off, or they may still be attached. For this video, we removed the leaves from the cocoon so you could have a clear view of the adult moth working its way out.
Here is another view of a luna moth cocoon, but this one has been opened to expose the luna pupa resting inside. The pupa is the living animal, while the cocoon is just a silken wrapping. Look closely and you can see the old shed skin of the caterpillar as well. This was the scene inside the cocoon prior to the beginning of this video. The moth emerging from the cocoon is also emerging out of its old pupa skin!
In the first few seconds, notice the movement on the right side of the cocoon? That’s the moth’s head poking out from the cocoon. The moth is facing up.
About 4 seconds in, you can see a folded purple line behind and below the moth’s head. This is the edge of the moth’s wing! Much of the moth’s movement is coming from “flapping” its currently wet and crumpled wings.
16 seconds in, pause the video again. There’s so much to see here! See the drop of fluid in the middle of the moth’s head? This is an enzyme called cocoonase, which some silk moths produce. Cocoonase breaks down the “glue” called sericin, which holds the silken cocoon together. Why is the cocoonase coming out now, when the moth’s head is already out of the cocoon? It’s because moths that make cocoonase automatically produce it in response to having their movement restricted. Because the moth is still struggling its way out of the cocoon, its body has continued to produce cocoonase, just in case it’s still trapped under more silk.
See two fuzzy, featherlike structures coming down from either side of the moth’s head? Those are its antennae. It’s too early to tell at this point in the process, but when the moth is done emerging, we will be able to identify its sex based on the size of its antennae.
19 seconds in, watch our Luna’s first pair of purple legs emerge from the cocoon! They’re located right under the moth’s head. Around 35 seconds in, you can see some first hints of green on the moth’s wing, along its purple edge.
At about 45 seconds—wow! The moth makes some major progress! Watch its purple legs pop out of the cocoon. Also, check out those big, bushy antennae. We can now be sure that he is a male moth. He’ll use those feathery antennae to smell his way to a mate, by following a pheromone she’ll secrete from her abdomen.
By 59 seconds, the moth is free! See how yellow his skin is, between his fuzzy white abdominal segments? His skin is so yellow because it is very soft and flexible, which helped him wriggle out of his old pupa skin and cocoon. With exposure to air, his skin will sclerotize—harden and darken.
At 1:02, you see the moth hanging nearly upside-down from a paper towel. Now that he’s eclosed, he must pump up and dry his wings. Watch as his wings expand. He’s pumping hemolymph, or insect blood, from his abdomen to his wings, which inflates them, like balloons.
**Technique: Properly removing a pupa from its cocoon**
In order to give our audience a “behind the scenes” learning experience, we sometimes remove a pupa from its protective cocoon. This must be done with great care to avoid injuring the pupa. Use sharp, narrow scissors, making short snips with the blade tips only. Cut upwards, against the wall of the cocoon, rather than down into its contents. Work slowly. Cecropia cocoons are particularly easy to open, as they contain a relatively high amount of empty space to maneuver without hitting the pupa. Other cocoons may require more experience and skill to open without damaging the pupa.
After removal, pupae should be kept protected and placed on a rough surface so that an emerging moth can gain traction and pull itself out of the old pupa shell. If overwintering, a naked pupa needs to be kept warmer than those in cocoons – we place naked pupae in sealed containers in our refrigerator.
**Technique: Handling giant silk moth adults**
Large moths, like the cecropia, are relatively easy to hold and move around without causing harm. Put a finger in front of the moth’s legs and gently push towards and underneath the moth until it grabs hold. Once the moth is on your hand, you can move it around or show it to an audience. If the moth begins to rapidly shiver its wings, this means it is preparing to take flight; at this point, you should quickly transfer it back to a cage or prepare to release it.
Sometimes large moths will tuck in their legs and flop about when disturbed. This makes picking them up much more difficult. We suggest that you let the flopping moth settle down and try again later. If you absolutely need to move a moth around but it will not grab onto your finger, or is too eager to take flight, carefully but firmly press all four wings together so the moth is being held with its wings closed over its back. Be careful not to rub the wings against each other and make sure no wings are left free to flap. A moth held in this way is completely restricted from making any movements that could lead to damage.
Leave any moth still expanding or drying its wings undisturbed, as moving the moth at this stage may seriously damage its wings. The first time you handle a moth after it ecloses, expect the moth to eject a stream of brown liquid called *meconium* from its abdomen. This fluid is a waste product of the metamorphic process and is ejected to lighten the moth’s weight before its first flight.
Actias luna
Luna moths are some of the largest flying insects in North America. They live in the United States throughout the east coast and central states, from Texas to Florida and north to Canada. In New England, luna moths produce just one generation of caterpillars per year, but in more southerly regions they may produce two or three generations. In New England, luna caterpillars spin their cocoons and pupate by late summer and remain inside their cocoons until May or June, when they will emerge as adult moths.
With their bright green wings and long tails, luna moths are iconic creatures. Even though they may be quite uncommon, especially around developed areas, many people have encountered lunas at some point in their lives. In fact, we’ve heard many stories of those experiences! Luna moths are closely related to several other large, familiar moths, including cecropia and polyphemus moths.
GLOSSARY OF TERMS:
Cocoon: A shelter that some caterpillars construct and then pupate inside. Depending on caterpillar species, cocoons may range from a few leaves tied loosely together by silk, to complex and rugged silken structures. Not all caterpillars construct cocoons. It is important to distinguish the non-living cocoon from the living pupa.
Cocoonase: An enzyme produced by some moths when they eclose. It acts to break down the glue, called sericin, which binds the silk strands of a cocoon together. Cocoonase helps an emerging moth escape its cocoon.
Creature: During periods of transformation, it may be difficult to assign an organism to a well-defined life stage such as larva, pupa, or adult. There is a technical vocabulary that deals with these in-between states, but for our purposes we will refer to the transforming insect simply as "the creature".
Eclose: To emerge from a pupa as an adult insect.
Hemolymph: A fluid, similar to blood, that circulates within an insect’s body. This fluid transports nutrients, but does not transport oxygen.
**Hormone:** A chemical an organism produces that acts within its own body, which changes its organs’ activities and regulates its physiology and behavior.
**Meconium:** A waste product of the metamorphic process that a moth or butterfly expels before taking its first flight. Meconium is a liquid that, when ejected by a freshly **eclosed** moth or butterfly, may startle or repel predators.
**Pheromone:** A chemical an animal produces and secretes, which changes the behavior of another animal of the same species. Pheromones are capable of acting outside the body of the secreting animal.
**Pupa:** The middle stage between the larva (such as a caterpillar) and adult (such as a moth or butterfly) forms of an insect. The pupa stage is the creature’s body itself, not a case or covering. Pupae are not mobile and they do not eat. Many species overwinter or wait out inclement seasons as pupae. All insects that go through complete metamorphosis go through a pupa stage, including butterflies and moths, beetles, flies, wasps, bees, ants, and others.
**Sclerotin/Sclerotize:** A component of insects’ skin that makes it more rigid and tough. The harder structures of a caterpillar’s body are sclerotized, including the head capsule and true legs. Pupae are heavily sclerotized.
**Sericin:** The glue that binds silk strands together to form a cocoon.
**Shedding:** The process of casting away an old exoskeleton to expose a newly grown exoskeleton beneath. All insects must shed their exoskeletons – including certain internal structures like the **tracheae**, foregut, and hindgut – as they grow. There are many vocabulary words associated with shedding that generally mean the same thing, including **shedding, moulting, and ecdysis**.
**Shed Skin / Old Pupa Skin:** The remains of an old layer of insect skin that has been replaced through the shedding process by a fresh, new layer. This discarded or soon-to-be discarded skin is called the **exuvia**.
**Skin:** There are many vocabulary words associated with an insect’s skin, including **cuticle, integument, epidermis** and **exoskeleton**. These words may have subtle differences in when and how they are best used, but for our purposes here they may be considered synonymous. | 137a6f53-2851-465e-83df-3ba8039251e7 | CC-MAIN-2023-40 | https://www.thecaterpillarlab.org/_files/ugd/4efd25_eb51ac95efd7449194f15bba03a1d447.pdf | 2023-09-22T11:33:21+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00443.warc.gz | 1,173,756,822 | 2,452 | eng_Latn | eng_Latn | 0.997965 | eng_Latn | 0.998552 | [
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ELWOOD PUBLIC LIBRARY
Discover. Connect. Imagine.
Winter Reading Challenge
January 2nd - March 22nd
Earn prizes while you stay warm and read some good books! Elwood residents of all ages are encouraged to pick up a BINGO CARD and join the Winter Reading Challenge!
Take Your Child to the Library Day
Saturday, February 3rd
On the first Saturday in February, thousands of libraries across the world celebrate Take Your Child to the Library Day by offering free, fun, fabulous activities for families.
As part of Take Your Child to the Library Day, come to the library and stuff your very own polar bear! Check out page 3 for more information about our Build a Polar Bear program.
20TH ANNIVERSARY PARTY
Saturday, January 20th
11:00 AM - 3:00 PM
We are celebrating 20 Blockbuster years serving the Elwood community! Learn more about our red carpet gala on page 5.
INFANTS AND TODDLERS
Babies Boogie
Thursday, January 11
Monday, February 5
10:15-11:00am
Clap your hands, stomp your feet, and sing along with Nicole Sparling in this wonderful movement class.
(6-23 months) ELJ103
Sensory Play
Tuesday, January 16
11:00-11:45am
Interactive fun for toddlers! Hands on stations include sand, shredded paper, paints, and shaving cream!
(12-35 months) ELJ105
Time to Rhyme
Monday, January 22
11:00-11:45am
Bounce along to the beat of nursery rhymes, fingerplays, and songs!
(6-35 months) ELJ539
Tiny Tot University
Tuesdays, January 23, 30
February 6, 13
11:00-11:45am
Join us for our 4 week class featuring an activity of the day (painting *dress for a mess!*, music, dancing, etc), story time, and of course, bubble play! A perfect class to get out of the house on a winter day and have some fun!
(18-35 months) ELJ605
Mother Goose and More
Friday, February 16
11:00-11:45am
Hip Hip, Hooray! Come sing, rhyme, and play!
(6-35 months) ELJ101
Parachute Play
Friday, February 23
11:00-11:45am
Singing, dancing, and parachute games, oh my!
(18-35 months) ELJ104
My First Book Club
Monday, February 26
11:00-11:45am
Let's read, move, and play! Everyone is invited to explore a copy of the book as we enjoy a story together.
(18-35 months) ELJ560
PRESCHOOL
Toddler Tango
Thursday, January 11
Monday, February 5
11:15-12:00pm
Clap your hands, stomp your feet, and sing along with Nicole Sparling in this delightful toddler movement class featuring instruments and music from around the world.
(2-5 years old) ELJ112
Snowflakes
Friday, January 26
11:00-11:45am
Every snowflake is different! After reading Snowflakes Fall by Patricia MacLachlan we'll create our own unique snowflakes.
(2-5 years old) ELJ596
Marshmallow Igloos
Monday, January 29
11:00-11:45am
Use snacks and recyclables as building blocks to create your own snowy shelter.
(2-5 years old) ELJ597
Polar Bear, Polar Bear What Do You Hear?
Thursday, February 1
11:00-11:45am
Listen to Polar Bear, Polar Bear What Do You Hear? by Bill Martin and then we will make a polar bear craft.
(2-5 years old) ELJ598
Sweets for Tweets
Friday, February 9
11:00-11:45am
Did you know it is national bird-feeding month? Come read a story and make a bird feeder to hang in your backyard!
(2-5 years old) ELJ542
**SCHOOL-AGED**
**World Record Challenge**
Wednesday, January 10
6:30-7:15pm
Make history in 2024! Join us as we try to break a series of kids Guinness World Records.
(Grades: K-5) **ELJ599**
**Peppermint Playdough**
Tuesday, January 16
4:30-5:15pm
Let’s extend the holiday season and make some peppermint play dough.
(Grades: K-5) **ELJ600**
**Mosaic Picture Frame**
Monday, January 22
6:30-7:15pm
Using mosaic pieces we will make a beautiful picture frame.
(Grades: K-5) **ELJ601**
**Valentine’s Wreath**
Monday, February 12
6:30-7:15pm
Make this beautiful heart wreath to decorate your door for Valentine’s Day!
(Grades: K-5) **ELJ602**
**Snow Scoopers**
Saturday, February 17
3:00-3:45pm
Put your skills to the test and see if you can build the best shovel using recycled materials.
(Grades: K-5) **ELJ603**
**Polar Bear Paw Cupcakes**
Tuesday, February 20
3:00-3:45pm
Take a fantastical ride on a polar bear as we read *Please Bring Balloons* by Lindsay Ward. Afterwards, we’ll make polar bear paw cupcakes.
(Grades: K-5) **ELJ604**
**Take Your Child to the Library Day**
**Build a Polar Bear**
Saturday, February 3
11:00am
As part of Take Your Child to the Library Day, come to the library and stuff your very own polar bear.
(2-5 years old) **ELJ606**
**Build a Polar Bear**
Saturday, February 3
3:00pm
As part of Take Your Child to the Library Day, come to the library and stuff your very own polar bear.
(Grade: K-5) **ELJ607**
**Winter Reading Challenge**
Earn prizes while you stay warm and read some good books! All Elwood children are encouraged to pick up a BINGO board and join the Winter Reading Challenge!
**SCREEN FREE TAKE AND MAKE CRAFTS**
For Kids of All Ages
Pick up a craft to do at home!
Please note: Supplies are limited!
**January 6**
**Winter Gnome**
Make a cozy little friend out of a paper bag!
**January 20**
**Cozy Hot Chocolate**
Decorate your very own paper hot chocolate mug just in time for a cold Winter day! Don’t forget the marshmallows!
**February 3**
**Mr. Hearts**
Make a heart person just in time for Valentine’s Day
**February 17**
**Cardinal**
Make a beautiful cardinal to hang in your window!
**TEEN NOOK**
**GRADES 6 - 12 | REGISTRATION BEGINS JANUARY 2, 2024**
### PROGRAMS
**Girls Who Code**
*Every Monday, 6:30 - 8:30pm*
Girls Who Code is a fun, engaging in-person program for girls to learn how to code with fun online tutorials and activities. No experience necessary. Join us!
*Registration required.* ELYA628
**International Cooking**
*Thursday, January 18, 7:00 - 8:00pm*
*Wednesday, February 7, 7:00 - 8:00pm*
Join Project Excel as we explore recipes and learn about cultures from all around the world! In January, you will be celebrating the Japanese New Year with ramen noodles. For February, you will learn about numerous Valentine’s Day celebrations with chocolate dipped fruit.
*Registration required.* ELYA644
**Winter Wonderland Paint Night**
*Wednesday, February 28, 7:00 - 8:00pm*
Join us for an evening of a guided paint tutorial creating a fox on a moonlit winter night.
*Registration required.* ELYA708
**Babysitting Workshop**
*Wednesday, January 17, 6:30 - 8:00pm*
*Wednesday, January 24, 6:30 - 8:00pm*
In this babysitting course you will be introduced to babysitting, caring for infants and children, safety tips, first aid procedures, emergencies, fire safety, and how to start a business. Certificates will be given at the end of the program.
*Registration required.* ELYA659
**No Sew T-Shirt Tote Bag**
*Thursday, January 25, 7:00 - 8:00pm*
Got an old t-shirt that you love but you just don’t wear anymore? You hate to throw it away and you want to recycle it? Come join us and we’ll show you how to recycle that beloved t-shirt into a fun tote bag!
*Registration required.* ELYA709
### VOLUNTEER
When you sign up to volunteer you are agreeing to stay the entire time. Partial credit will not be given.
**Teen Advisory Board**
*Thursday, January 4, 7:00 - 8:00pm*
*Thursday, February 1, 7:00 - 8:00pm*
Help make decorations and work on future projects for the library. Community service hours are provided and new members are always welcome!
*Registration required.* ELYA630
**20th Anniversary Volunteers**
*Saturday, January 20, 10:30am - 12:30pm or 12:30 - 2:30pm*
We’re celebrating 20 Blockbuster years at Elwood Public Library! Come volunteer and help us take red carpet pictures, make swag bags, and help with crafts.
*Registration required.* ELYA706
**Adventures in Art: Garbage or Art?**
*Tuesday, February 6, 7:00 - 8:00pm*
Discover how African American artist Tyree Guyton turned trash into art in order to transform his Detroit neighborhood for his world-famous Heidelberg Project. Then create your own recycled object art. Donate your artwork to the library to earn community service credit.
*Registration required.* ELYA707
**Pom Pom Snowballs**
*Tuesday, January 30, 7:00 - 8:00pm*
Come help us make pom poms for our indoor snowball fight. This time, with new and improved pom pom makers!
*Registration required.* ELYA710
### WINTER READING CHALLENGE
Our Winter Reading Challenge is back and better than ever this year! Sign up in the library to receive your BINGO card. You’ll get a prize for completing one row. If you complete the whole card, you’ll get a Squishmallow!
www.elwoodteens.org
You’re Invited to Elwood Public Library’s 20th Anniversary Party
Saturday, January 20th 11:00 AM - 3:00 PM
- Cookies & Cocoa Station
- Fill Your Own Swag Bag
- Green Screen Celebrity Photos
- Find the VHS Tape Scavenger Hunt
- Children’s Imagination Station
- Friends of the Library Trivia Prize Wheel
BOOK DISCUSSIONS
Donna Diamond Literary Gallery
Monday, January 8, 11:00am
*The Fraud* by Zadie Smith
Monday, February 12, 11:00am
*The Spectacular* by Fiona Davis
Morning Book Discussion Group
Wednesday, January 10, 10:30am
*How It All Began* by Penelope Lively
Wednesday, February 14, 10:30am
*A Long Petal of the Sea* by Isabel Allende
Evening Book Discussion Group
Wednesday, January 17, 7:00pm
*The Midnight Library* by Matt Haig
Wednesday, February 21, 7:00pm
*Remarkably Bright Creatures* by Shelby Van Pelt
LIVE, LAUGH, LEARN
Pretty Paper Flowers
January - Hellebore
Thursday, January 11, 7:00pm
To celebrate the 20th anniversary of our library, Casey Cunningham will be teaching us to create a different paper flower every month. By the end of the year, we will have a gorgeous bouquet. This month’s flower - hellebores. In-person registration. Material Fee: $5.00 Exact Change Cash Only. ELA794
Fiber Artists Group
Thursdays, January 25 February 22, 11:00am-1:00pm
Whether you like to crochet, knit, macramé, cross stitch, or create other kinds of fiber art, this group is for you. Bring whatever you are working on to the library. Craft and chat with people who share your interests. ELA774
Donna Diamond’s Book Talk and Signing
Sunday, January 28, 3:00 pm
Donna will be here to talk about her latest book, "How I Became the Smug (Dare I Say Self-Righteous?) Ultimate, Hard-core, High-handed, Card Carrying Bibliophiliest." She will sign copies of her book. Copies will be available for purchase. Light refreshments will be served. ELA988
BINGO
Monday, January 29, 7:00pm
Join us for some fun and prizes. ELA706
Pretty Paper Flowers - February - Roses
Thursday, February 8, 7:00pm
Make three beautiful roses in celebration of our 20th anniversary and Valentine’s Day.
In-person registration. Non-refundable Material Fee: $5.00 Exact Change Cash Only. ELA795
Abraham Lincoln:
*From Rail Splitter to President*
Monday, February 12, 7:00pm
Lou Del Bianco portrays Lincoln and his values of honesty, love of family, thirst for education, sense of justice, and perseverance. Q&A to follow. Via Zoom.
Presented by the Huntington Area Libraries. ELA790Z
Design a Mug - Choose a Session
Saturday, February 24,
10:00-10:30am or 10:45-11:15am or 11:30-12:pm
Monday, February 26,
6:30-7:00pm or 7:15-7:45pm or 8:00-8:30pm
Mugs will be done on a heat press and can be personalized with names, sayings, images, and/or up to three photos. Use special pens and draw your own design!
Email photos in advance to firstname.lastname@example.org
Saturday - ELA753S Monday - ELA753M
Black Citizenship in the Age of Jim Crow
Tuesday, February 27, 7:00pm
Join us as we explore Black Americans’ struggle for equality under the law, from 1865 through WWI. Learn about this dark chapter in our history, as well as Black New Yorkers’ organizing and community building in the face of discrimination. Via Zoom.
Presented by the Huntington Area Libraries. ELA774Z
Learn Basic Henna Art Design
Tuesday, February 20, 7:00pm
Tracey, of Free Bird Henna, teaches about the history and techniques of henna design. Practice beginner designs using a henna cone. Tracey will paint a design on participants who would like one. Please be aware that henna tattoos can last 1-2 weeks on the skin.
In-person registration. Non-refundable Material Fee: $2.00 Exact Change Cash Only. ELA883
Winter Reading Challenge
January 2 to March 22
Register and pick up your BINGO card at the Library. Finish one BINGO row and win a prize. Completing the whole card gets you entered into the lottery to win the gift basket displayed at the Library.
COOK'S CORNER
Eat for a Powerful, Happy, Loving Heart
Friday, January 19, 11:00am
Chef Kathryn, Integrative Nutritional Health Coach, gives expert advice in Matters of the Heart and demonstrates healthy, delicious chocolate peanut butter energy bites, rich in antioxidants and protein. ELA750
Judy’s Cucina - Ricciarelli Cookies
Wednesday, January 31, 7:00pm
Learn to make the dough for these delicious, chewy almond cookies, with Judy Boshnak. Then, take them home to bake. Please, bring a large bowl and a cookie sheet to class with you. ELA739
BECAUSE WE CARE
One-On-One Medicare
Tuesdays, January 16, February 20, 10:00am-1:00pm
A Suffolk County RSVP volunteer from HIICAP will be here to answer questions and provide information regarding Medicare health insurance and benefits. Choose a time for a 30 minute appointment. ELA736.
Solutions to Acid Reflux
Tuesday, January 23, 2:00pm
Join us for this lecture presented by Arif Ahmad, MD, Learn about getting rid of acid reflux. Be less dependent on medication. Via Zoom. Presented by the Huntington Area Libraries. ELA712Z
Help Finding Low-Cost Health Insurance
Fridays, January 12, February 9, 10:00am-2:00pm
A representative from the Nassau/Suffolk Hospital Council will be here to assist children and adults 65+, who are blind and/or disabled, to enroll in select Medicare/Medicaid programs. No appointment necessary.
Overweight and Obesity Lecture with Dr. Frank Bonura
Wednesday, February 21, 11:00am
Being overweight or obese puts an individual at risk for heart disease, stroke, diabetes, and various types of cancer. 70% of people in the US are overweight or obese. Dr. Bonura discusses the causes, prevention, and treatment of this medical condition. Via Zoom. Presented by the Huntington Area Libraries. ELA760Z
TECH TUESDAY
Tech Talk - Open Forum
Tuesday, January 9, 2:00-3:00pm
Is that email spam? Is that Instagram ad safe to buy from? How do you transfer photos from your phone to your computer? Get your tech questions answered at this open Q&A session. No registration required.
Online Vacation Planning
Tuesday, February 13, 2:00pm
Learn to book hotels and restaurants. Find local events, transportation, and free weather apps. ELA761
One-On-One Tech Help
Elwood Residents Only
Tuesdays, 2pm-8pm
Call (631-499-3722) to schedule a one-on-one 30 minute appointment with Librarian Lauren for help setting up new accounts, borrowing e-books, and other tech questions!
PRESERVE YOUR MEMORIES
ELWOOD PATRONS ONLY
Convert your old VHS tapes to digital videos, at the library. Bring 1-2 of your recorded standard VHS tapes along with an external USB drive to the Information desk. Please allow up to two weeks for completion.
EYES ON THE ROAD
Empire Safety Council Driver Safety
Friday, February 2, 9:30am-3:30pm
$30 fee at time of In-person registration. Exact Change Cash or Check payable to Empire Safety Council. Bring your driver's license or learner's permit to class. Advanced in-person registration only. ELA701
FITNESS FUN
Stretch and Strengthen Yoga
Wednesdays, January 10, 17, 31, February 7, 14, 21, 28, 11:00am
Join us for this Yoga class. Bring a mat. Non-refundable 7-week program fee: $35.00 * ELA710
Get Fit Where You Sit Yoga
Wednesdays, January 10, 17, 31, February 7, 14, 21, 28, 12:15pm
Join us for this low impact Chair Yoga class. Non-refundable 7-week program fee: $35.00 * ELA711
*Exact Change or Check payable to Elwood Public Library required for all exercise classes.
Upcoming Vote Information
The Library Annual Budget Vote will be held Tuesday, April 2, 2024 at the Elwood Public Library. Voting hours will be from 10am to 9pm. Information about the proposed 2024-2025 budget and election will be available at a Public Information Meeting to be held at the Library on Thursday, March 21, 2024 at 7:30pm. Voter registration will be available in the library from 2 pm-8pm on Wednesday, March 27, 2023.
Applications and information for casting absentee ballots will be available beginning February 29, 2024. Absentee ballot applications are due by March 26, 2024, if ballot is being mailed to the voter and by April 1, 2024, if being hand delivered to the voter. All completed absentee ballots must be returned to the Library by 5pm on April 2, 2024.
Petition forms and information for the office of Library Trustee will be available at the Library January 30, 2024. Petitions are due at the Library by 5pm, on March 4, 2024.
If you have any questions regarding the Library's budget and election, please contact the Library's Director, Susan Goldberg at (631) 499-3722.
LIBRARY HOURS
Monday - Thursday 9:30am - 9:00pm
Friday & Saturday 9:30am - 5:00pm
Sunday 1:00pm - 5:00pm
elwoodlibrary.org open 24/7
elwoodteens.org open 24/7
The Library will be closed:
Monday, January 1
Sunday, January 14
Monday, January 15
Sunday, February 18
Monday, February 19
Attendance at the library programs or public spaces constitutes consent to be photographed or recorded for use in library publicity.
Priority is given to Elwood residents for program registration
Upcoming Board Meeting Schedule
Thursday, January 18, 2024 6:30pm
Thursday, February 15, 2024 6:30pm
The public is invited and encouraged to attend
ELWOOD PUBLIC LIBRARY
BOARD OF TRUSTEES
Trisha Johnston, President
John Gaynor, Vice President
Nadine Araoz-Beuka, Finance Officer
Randall Koster, Secretary
Marla Band, Trustee
Susan Goldberg, Director
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Discover Wildcat Canyon
Year opened: 1936 Acres: 2,789
Highlights: Hiking, biking, horseback riding, picnicking, surviving structures from Works Progress Administration work projects completed in the 1930s.
Did you know? This park originally included today’s Tilden Regional Park, which was split off in 1937 and renamed in honor of Charles Lee Tilden, the Park District’s first general manager.
Fees: there are no fees at Wildcat Canyon.
HISTORY Today’s Wildcat Canyon Regional Park is likely located entirely within the homeland of the Huchhun, an Ohlone tribe whose members spoke the Karkin language. The Huchhun thrived for generations in a region that extended from today’s Temescal Creek, north to at least the lower San Pablo and Wildcat Creek drainages. They used land management techniques that caused the plant materials and the shellfish they harvested, and the other animals they netted, trapped, snared, and variously hunted, to occur in larger and healthier populations than if they never used them. The 1772 and 1776 arrival of Spanish expeditions signaled a time of severe disruption, dislocation, and upheaval. Despite these changes, today’s Ohlones are bringing ancestral cultural traditions forward into the future.
By 1840 most East Bay land had been parceled out in land grants, and Juan Jose and Victor Castro were awarded all vacant lands between the already established ranchos. The Castros kept a small portion, and speculators shared the rest with a water company and the township of Orinda. At this time the streams and springs of Wildcat Canyon became the focus of a struggle over water rights. In the mid 1920s, when the East Bay Municipal Utility District brought Mokelumne River water to the East Bay, the “water wars” came to an end.
In 1936 the East Bay Regional Park District acquired 1,910 acres to create Wildcat Canyon as one of its three original parklands. Additional acquisitions since then have brought the parkland to its current 2,789 acres.
ALVARADO PARK is at the north end of Wildcat Canyon Regional Park. This area began as a private park in 1909 and was taken over by the City of Richmond in 1923. It remained a city park until 1985, when it was transferred to the East Bay Regional Park District to become part of Wildcat Canyon Regional Park. The original facilities at Alvarado Park included an open-air pavilion and dance platform, later converted to a roller rink. These are now gone, but masonry work, retaining walls, a stone bridge, and stone light standards remain.
Alvarado Park is considered a unique variation on the National Park Service-style of “rustic park architecture.” Its stone masonry was constructed during the City of Richmond’s ownership through various Depression-era work programs. Because of these unique features, Alvarado is included in the National Registry of Historic Places.
GEOLOGY AND WILDLIFE The hills and valleys in Wildcat Canyon are marked by squatters’ struggles and water wars. Old and fresh landslides and slumps are numerous. Springs and ponds are common. Small earthquake faults have left their traces. Large coast live oaks, bay laurels, and a scattering of bigleaf maples and madrones grow on east-facing slopes. North-facing hillsides support nearly pure stands of bay laurel fringed with coast live oak. Moist chaparral of coyote brush, poison oak, elderberry, snowberry, bracken fern, and blackberry grow high on north-facing slopes.
A riparian forest of alder, willow, creek dogwood, and bay laurel grows in the gorge of bedrock-cutting Wildcat Creek. The west- and south-facing canyon slopes are covered with introduced annual grasses (oat, rye, barley, etc.). A few stands of native bunch grasses persist. There are many native wildflower species competing with introduced plants as poison hemlock, mustard, radish, and cardoon thistle.
Foxes, raccoons, skunks, and opossums range nightly through the canyon. Deer, ground squirrels, and voles forage by day. Gopher snakes, king snakes, and western racers inhabit the fields and meadows; garter snakes hunt the ponds and stream verges. Rubber boas and ringneck snakes inhabit the forest. Redtail hawks, American kestrels, sharpshinned and Cooper’s hawks, and turkey vultures soar aloft. Great horned owls inhabit the night. There are also many varieties of songbirds. Remember: please do not take animal or plant life, as all such resources are protected for the enjoyment of everyone.
5755 McBryde Ave., Richmond, CA.
To reach Alvarado Park and the Wildcat Canyon Staging Area: From El Cerrito, take I-80 east to Richmond and exit at Solano Avenue. Turn left at the bottom of the off ramp onto Amador St. Continue on Amador, turn right at McBryde Ave., and continue to the first stop sign. The entrance to Alvarado Park is on the left. Park on the street and walk across and into Alvarado Park. To reach the staging area and trail access, continue straight, through the stop sign, and turn left at Amador. Wildcat Canyon Staging Area is approximately 2.5 miles ahead. From North Richmond and Pinole, take I-80 west to the McBryde Ave. exit. At the bottom of the ramp, turn left and follow McBryde Ave. to the second stop sign. The entrance to Alvarado Park is ahead on the left. Follow the directions above to reach the Wildcat Canyon staging area and trail access.
Public Transit: AC Transit #70 and #74 stop at San Pablo Dam Road and Clark Road weekdays with an approx. 1-mile walk to the Clark-Boas Trail. Line #67 goes to Grizzly Peak Blvd. and Spruce St. daily and into Tilden Nature Area on weekends. Bus service is subject to change: AC Transit: 511 or 817-1717; TDD/TTY: (800) 448-9790; ParaTransit: (510) 287-5000.
Please enjoy the Regional Parks safely, and help protect and preserve the parklands by complying with park rules and regulations.
SAFETY and ETIQUETTE
• Stay on trails. Taking shortcuts can be dangerous and cause erosion.
• Wading and/or swimming in undesignated areas may be dangerous and may harm the watershed.
• Carry and drink plenty of water. Dehydration is a leading cause of injuries on the trail.
• Be prepared for sudden changes in weather conditions.
• Trails can be slippery, rocky and steep. Proceed carefully at your own risk.
• Wildlife may be present on the trails at any time. Feeding or approaching wildlife is dangerous and illegal.
• Bicycles must be ridden on designated trails and fire roads. Please observe trail etiquette, with horses, then hikers, having the right-of-way. Equestrians should let other trail users know how to safely pass horses.
• Keep the parks beautiful. Pack out what you pack in.
RULES
• Dogs must be on leash along Clark Road Trail from the parking area at the end of Clark Road to the Wildcat Canyon park entry gate.
• Dogs must be leashed 200 feet from any trail or park entrance, and at all times in developed areas and in posted areas of the park. Dog walkers are required to clean up after their dogs and remove dog waste from the park. Dogs must also be under voice control at all times. Dogs are not permitted at the Botanic Garden and the Little Farm/Environmental Education Center in Tilden Regional Park.
• State law requires that all bicyclists under age 18 wear an approved helmet while riding on trails and pathways. All bicyclists and equestrians are strongly encouraged to wear helmets at all times.
• Cattle graze year round in the park; keep gates closed.
• Camping is prohibited.
• Smoking is prohibited.
Visitors are responsible for knowing and complying with park rules (Ordinance 38). See www.ebparks.org/rules.
Havey Canyon Trail is closed to equestrian and bikes from December 1 to March 1.
EBMUD Hillside Permit required: 510-287-0459. 0.75 miles to San Pablo Dam Road and San Pablo Reservoir.
No Dogs in Tilden Nature Area
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Personality and Spiritual Gifts in Marriage
Personality and Spiritual Gifts in Marriage
Directions: Read through the verses and information below, allowing adequate time for discussion about each topic. The material below should not be considered exhaustive; rather, it should serve as a beginning point for you to search the Scripture and to learn more about marriage.
I. SCRIPTURAL DIRECTION AND BIBLICAL PRINCIPLES.
A. Husbands and wives were created for unique roles.
A husband and wife each have a unique position and role in the Body of Christ as both individuals and as a couple. The way God created each of us helps to define our roles. We are called to live out our lives in a way that glorifies God.
1 Corinthians 12:18-20, “But now hath God set the members every one of them in the body, as it hath pleased him. And if they were all one member, where were the body? But now are they many members, yet but one body.”
Ephesians 4:7, 12, “But unto every one of us is given grace according to the measure of the gift of Christ. . . . For the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ.”
B. We were created to be different from one another.
Our Creator is not surprised by our differences and neither should we be. If you can view differences in your personalities as a gift rather than a threat, you will be greatly blessed in your marriage. Similarly, God has given spiritual gifts to all believers in a manner and degree as He has seen fit. Spiritual gifts vary between individuals and are intended to work together for the edification of the Body of Christ. In your marriage you have the opportunity to help each other grow and develop in a unique way based on how God has designed you.
Romans 12:6-8, “Having then gifts differing according to the grace that is given to us, whether prophecy, let us prophesy according to the proportion of faith; Or ministry, let us wait on our ministering: or he that teacheth, on teaching; Or he that exhorteth, on exhortation: he that giveth, let him do it with simplicity; he that ruleth, with diligence; he that sheweth mercy, with cheerfulness.”
1 Corinthians 12:4-11, “Now there are diversities of gifts, but the same Spirit. And there are differences of administrations, but the same Lord. And there are diversities of operations, but it is the same God which worketh all in all. But the manifestation of the Spirit is given to every man to profit withal. For to one is given by the Spirit the word of wisdom; to another the word of knowledge by the same Spirit; To another faith by the same Spirit; to another the gifts of healing by the same Spirit; To another the working of miracles; to another prophecy; to another discerning of spirits; to another divers kinds of tongues; to another the interpretation of tongues: But all these worketh that one and the selfsame Spirit, dividing to every man severally as he will.”
C. We are designed to be unified by Christ.
While God designed us to be different, He also intends for our differences to fade into the background as we unite around our Head, Jesus Christ. This is true for the Body of Christ, the church, and for the two of you as a married couple.
Personality and Spiritual Gifts in Marriage
Romans 12:4-5, “For as we have many members in one body, and all members have not the same office: So we, being many, are one body in Christ, and every one members one of another.”
Ephesians 4:3-6, “Endeavouring to keep the unity of the Spirit in the bond of peace. There is one body, and one Spirit, even as ye are called in one hope of your calling: One Lord, one faith, one baptism, One God and Father of all, who is above all, and through all, and in you all.”
Romans 15:6, “That ye may with one mind and one mouth glorify God, even the Father of our Lord Jesus Christ.”
D. We each have strengths and weaknesses.
Our strengths do not make God love us more and our weaknesses do not make God love us less. Rather, the combination of strengths and weaknesses that a husband and wife possess, as individuals and as a couple, are the soil in which God works in and through us. The marriage relationship allows spouses to love and accept each other for who they are.
1 Corinthians 12:12-27, “For as the body is one, and hath many members, and all the members of that one body, being many, are one body: so also is Christ. For by one Spirit are we all baptized into one body, whether we be Jews or Gentiles, whether we be bond or free; and have been all made to drink into one Spirit. For the body is not one member, but many. If the foot shall say, Because I am not the hand, I am not of the body; is it therefore not of the body? And if the ear shall say, Because I am not the eye, I am not of the body; is it therefore not of the body? If the whole body were an eye, where were the hearing? If the whole were hearing, where were the smelling? But now hath God set the members every one of them in the body, as it hath pleased him. And if they were all one member, where were the body? But now are they many members, yet but one body. And the eye cannot say unto the hand, I have no need of thee: nor again the head to the feet, I have no need of you. Nay, much more those members of the body, which seem to be more feeble, are necessary: And those members of the body, which we think to be less honourable, upon these we bestow more abundant honour; and our uncomely parts have more abundant comeliness. For our comely parts have no need: but God hath tempered the body together, having given more abundant honour to that part which lacked: That there should be no schism in the body; but that the members should have the same care one for another. And whether one member suffer, all the members suffer with it; or one member be honoured, all the members rejoice with it. Now ye are the body of Christ, and members in particular.”
E. We need to surrender all to God.
All that we have been given, our personality, gifts, passions, weaknesses, and abilities, are to be surrendered to God so that (1) He can redeem them from their sinful nature, and (2) He can use them to help us pursue Christ-likeness and to point others, one’s spouse in particular, to Christ.
1 Peter 4:10-11, “As every man hath received the gift, even so minister the same one to another, as good stewards of the manifold grace of God. If any man speak, let him speak as the oracles of God; if any man minister, let him do it as of the ability which God giveth: that God in all things may be glorified through Jesus Christ, to whom be praise and dominion for ever and ever. Amen.”
2 Corinthians 4:7, “But we have this treasure in earthen vessels, that the excellency of the power may be of God, and not of us.”
F. Dealing with differences.
Differences are inevitable in marriage. Sometimes differences lead to misunderstanding and conflict. You need to be respectful of the ways God has created you and your spouse differently. Love, kindness, humility, respect, and mutual submission are key.
*Colossians 3:12-15*, “Put on therefore, as the elect of God, holy and beloved, bowels of mercies, kindness, humbleness of mind, meekness, longsuffering; Forbearing one another, and forgiving one another, if any man have a quarrel against any: even as Christ forgave you, so also do ye. And above all these things put on charity, which is the bond of perfectness. And let the peace of God rule in your hearts, to the which also ye are called in one body; and be ye thankful.”
*Ephesians 4:32*, “And be ye kind one to another, tenderhearted, forgiving one another, even as God for Christ’s sake hath forgiven you.”
*1 Peter 3:8-9*, “Finally, be ye all of one mind, having compassion one of another, love as brethren, be pitiful, be courteous: Not rendering evil for evil, or railing for railing: but contrariwise blessing; knowing that ye are thereunto called, that ye should inherit a blessing.”
II. PRACTICAL APPLICATION
While personality can certainly impact life, a number of factors influence it. The goal in describing the types of personality features and characteristics below is to facilitate understanding and communication. The goal is not to “pigeon-hole” anyone or to give people “labels.” Rather, read through the following information with the goal of better understanding how God created you and your spouse and how this information can help your marriage grow.
A. Personality and temperament.
1. What is personality?
“Personality refers to a distinctive set of traits, behavior styles, and patterns that make up our character or individuality. How we perceive the world, our attitudes, thoughts, and feelings are all part of our personality.” Personality is relatively consistent and enduring over time. It is a result of both predispositions that individuals are born with (i.e., temperament) and more flexible characteristics. Each one of us has personality characteristics that are generally established early in life, are long-lasting, and are difficult to change. Other personality characteristics are shaped by life experiences and may change with time.
2. What is temperament?
Temperament can be defined as the “biologically-based individual differences in emotion, motor reactivity, and self-regulation that demonstrate consistency across situations and over time.” Temperament is God-given, enduring, and results from a combination of heredity, neural, and hormonal factors. These factors then affect how an individual responds to the environment. Within limits, temperament can be moderated by environmental factors, the responses of others, and personal choices. Changes in temperament occur as a matter of degree to which something is expressed. The following are nine aspects of temperament that are commonly identified in childhood and are found to endure into adulthood.
a. **Activity level**: The degree of activity a person inherently possesses; how active or passive he or she is.
b. **Predictability**: The degree to which someone’s lifestyle is characterized by regular routines and functions versus being more irregular and unpredictable.
c. **Threshold of responsiveness**: The intensity level of a stimulus required to get a response from someone. Some people are very “touchy” while others require significant “prodding” to get them to respond.
d. **Distractibility**: How the person responds to the effects of distractions and interruptions. Some people are highly focused, while others’ minds wander easily from topic to topic. Also, some people don’t mind interruptions while others are greatly bothered when something or someone disrupts them.
e. **Persistence**: The length of time an activity is pursued by an individual; especially, how long a person can continue working on an activity in the face of obstacles.
f. **Approach or withdrawal**: The nature of a person’s response to new things and experiences in life (e.g., trying new things, meeting people, etc.).
g. **Adaptability**: The speed and ease with which a person can “shift-gears” in response to a change in the environment or circumstances.
h. **Intensity of reaction**: The amount of energy used in the expression of moods. How intensely someone expresses his emotions.
i. **Quality of mood**: Positive mood (pleasant, joyful, friendly) versus negative mood (unpleasant, blue, critical).
3. Does personality change?
To want to change some aspects of your spouse’s personality or to think that it is in your power to do so is not unusual. However, generally speaking, personality is not something that you can change about
your spouse. Rather, it is something you learn to live with and accept. Because each one’s personality is such a fundamental aspect of the self, striving to change someone’s personality or requesting that type of change can be interpreted as rejection.\(^4\)
Each person’s unique personality is an avenue through which God demonstrates His power and ability to bring glory to Himself. That said, it may be necessary for you or your spouse to work on growing in your ability to relate or respond to others. For example, if you are someone who normally keeps your thoughts and feelings to yourself (i.e., the personality trait called introversion), then you may need to work on growing in your ability to share your thoughts and feelings with your spouse. Conversely, trying to force an introvert to become an extrovert (someone who shares their thoughts and feelings very openly) is not a realistic expectation.
4. Personality and personal responsibility.
While personality establishes tendencies, individuals can make choices to live in a manner that is controlled by the Holy Spirit and consistent with biblical truth. Personality and temperament should not be used as an excuse for sinful or inappropriate behavior. Some aspects of your personality may make you more vulnerable to certain types of sin. For example, if you are a very verbally expressive person by nature, you may have to be more careful about gossip. This also means that sometimes each spouse will have to “stretch” and “adjust” to doing things in ways that don’t necessarily feel easy or natural. Your goal should be to be fully controlled by and submitted to the Holy Spirit in all aspects of your life.
5. Do “Opposites attract,” or do “Birds of a feather flock together?”
Actually, depending upon the circumstances, both statements are often true.
a. **Complementary traits:** Occur when couples are opposites on a certain trait. Often, in the beginning of a relationship, these personality differences are initially loved. For example, a quiet, reserved husband may admire his wife’s outgoing, uninhibited nature or a wife who examines every option before making a decision may admire her husband’s spontaneity. However, over time, couples sometimes stop seeing the blessings of the opposite trait and start to try to change their spouses to be more like themselves. Unfortunately, this can lead to conflict if the spouses are not feeling understood or appreciated.
b. **Similar traits:** Occur when couples are alike on a certain trait. Often, in the beginning of a relationship, these personality similarities make things go smoothly. To the degree a couple is similar, they are able to make decisions more quickly and with less conflict. However, over time couples who are similar on certain traits will need to be aware of what they may be missing. For example, if both the husband and wife tend to be reserved and keep their thoughts and feelings inside, they may not have major arguments, but they may also be avoiding having some very important discussions that they need to have.
6. The role of birth order.\textsuperscript{5}
Birth order is one factor that may affect how one’s personality develops. The size of one’s family (e.g., being an only child versus having eight siblings) clearly affects how an individual views life. One’s birth order can affect one’s levels of need for achievement, desire to be in charge, desire to keep peace, tendency toward personal responsibility, etc. When considering birth order, remember that not everyone “fits the mold” perfectly. There are many variations in how birth order is expressed, particularly for middle children.
B. Understanding each other is key.
1. Understanding strengthens your relationship.
Understanding your personality and the personality of your spouse is helpful in determining what roles and functions each of you will most naturally fulfill. With this information, you can make the most of your strengths and accommodate one another’s weaknesses. The goal is to use each of your strengths effectively and to help each other temper the weaknesses. A thorough understanding can help you anticipate your spouse’s needs and help you respect each other’s different ways of dealing with life.
2. Focus on common ground.
Establishing common ground on which to build can help when dealing with differences. Focus on the similarities you share (common interests, spiritual goals, etc.) that are not related to personality differences. Then, make the most of personality differences by viewing your spouse as providing a source of refreshing perspectives or inspirational variety.\textsuperscript{6} When differences in your personalities come up, make efforts to listen with the purpose of understanding your spouse. Communicate clearly and respectfully. You will experience greater intimacy in your marriage if you seek to listen to, validate, and understand each other.
C. Some personality and character traits can be harmful to relationships.
1. Seek to understand what shaped one another’s personality.
Spouses should seek to understand how one another’s personality was shaped through life experiences. This is because the combination of one’s personality with one’s relationship history makes a big impact on closeness and intimacy in a marriage. Our experiences with parents, siblings, friends, coworkers, etc., all help to shape our personality and shape how we interact in relationships. These past relationships may help provide a foundation for future healthy relationships. Other times, unhealthy and maladaptive personality traits may have been developed through relationships with others. Unhealthy personality traits that have developed from unhealthy relationships need to be dealt with thoroughly so that they don’t hurt your marriage and family. Sometimes seeking counsel is necessary to work through these issues. Either way, trying to understand each other’s personality, temperament, relationship history, and spiritual gifts can be a healthy, growth-inspiring exercise for couples.
2. Below is a listing of traits that can be harmful to relationships. While we rarely want to talk about our weaknesses, you both need to identify the areas you need to grow in. Go through this list individually
and together, and talk about items that describe areas that you need to work on. If you know of an area you need to work on that is not on this list, go ahead and write it in. Take time to pray together about being able to grow in overcoming these issues.
Domineering Self-righteous Flirtatious
Controlling Stubborn or rigid Envious
Impulsive Overly dramatic Gossiping
Unempathetic Having to be right Being a martyr
Dependent Jealous/possessive Critical/faultfinding
Quickly angry Materialistic Contentious
Manipulative Insecure Never satisfied
Undependable Emotionally abusive Insensitive
Perfectionistic Physically abusive Overly sensitive
Unreliable Paranoid People pleasing
Disrespectful Moody Self-centered
Unforgiving Pessimistic Other: __________
D. Spiritual gifts in marriage.
1. What are the spiritual gifts, and how many are there?
Different views exist about the various spiritual gifts, and one should not become overly dogmatic about which view is taken. Several passages of Scripture list spiritual gifts (*Romans* 12:3-8; *1 Corinthians* 12:8-10; and *Ephesians* 4:7-13) and they are implied in other passages (e.g., *Exodus* 31:1-11). Below is one possible listing of gifts.
Prophecy Teaching Prayer/intercession
Pastor Discerning of Spirits Leadership
Missionary Knowledge Mercy
Evangelist Giving Faith
Exhortation Helps Administration
Craftsmanship Hospitality Service
Wisdom Music
2. Each individual has been created to give God glory.
Each one has been shaped for serving God. We have been made in God’s image, which means that every part of us is to be a reflection of our Creator (*Genesis* 1:26-27). However, that image is imperfect because of the presence of sin in the world. Our goal is to become more Christ-like so that He is glorified through our actions. As it says in *Matthew* 5:16, “Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven.” Our desires, abilities, experience, personality, and spiritual gifts are all resources that we have that can work together in our pursuit of serving God (*Romans* 15:6).
3. The Holy Spirit has given each Believer stewardship of a spiritual gift(s).
*1 Peter* 4:10 says, “As every man hath received the gift, even so minister the same one to another, as good stewards of the manifold grace of God.” These abilities and desires are given by God for the common good of the body of Christ (see *1 Corinthians* 12:4-11 and *Romans* 12:4-5). These gifts often work together with our personality. That is, one’s personality may contribute to his ability to practice a spiritual gift.
4. Spiritual gifts are not earned, deserved, or given to only “special” people.
Since these gifts are God-given, we should not compare ourselves or view others as better or worse than we are. Rather, we should seek to encourage each other to use the gifts by provoking one another to love and good works.
*Romans 12:3*, “For I say, through the grace given unto me, to every man that is among you, not to think of himself more highly than he ought to think; but to think soberly, according as God hath dealt to every man the measure of faith,”
*2 Corinthians 10:12*, “…but they measuring themselves by themselves, and comparing themselves among themselves, are not wise.”
*Hebrews 10:24*, “And let us consider one another to provoke unto love and to good works.”
5. Recognition of spiritual gifts is not pride.
Some Christians assume that recognizing that they have a spiritual gift is the same as being proud. This is not accurate. Remember that spiritual gifts are “bestowed” by God. It does not refer to “giftedness” in the sense of some people are “special” while others are not. The spiritual gifts are God’s, not yours. Spiritual gifts are not about us. You are a steward who has been fashioned by God to serve Him.
*Ephesians 2:10*, “For we are his workmanship, created in Christ Jesus unto good works, which God hath before ordained that we should walk in them.”
6. You don’t have to be better than others.
God never intended for us to have to be “the best” at something in order for us to use our gifts! There will always be someone better than you (looks, intelligence, money, strength, social skills, humor, etc.). The sooner you accept this, the sooner you can stop trying to perform up to impossible standards or to be someone you’re not and start serving God the way He created you to be.
7. Spiritual gifts are for a purpose.
When striving together as a couple to discover your individual spiritual gifts, remember that design helps reveal purpose. Therefore, take note of the way you are each designed by God with desires and abilities. Recognize that it is for a purpose. He equips us with gifts and desires that allow us to fulfill that purpose. Often, a feeling of joy and fulfillment comes when you are using your gifts. Often, where you find yourself most effective and where you find the most satisfaction and joy indicate the presence of a spiritual gift.
8. Spiritual gifts are to be used.
Spiritual gifts are to be discovered, developed, and used through participation in the Body of Christ. Prayer, exploration, consultation with others, and a reliance on God for direction and guidance are all essential components when discovering and utilizing your spiritual gifts.
9. Using spiritual gifts leads to gratitude.
Acknowledging our place in the Body of Christ and the gifts given to each one of us cultivates gratitude for God. This gratitude leads us to desire to serve Him more fully and faithfully.
2 Corinthians 2:14, “Now thanks be unto God, which always causeth us to triumph in Christ, and maketh manifest the savour of his knowledge by us in every place.”
2 Corinthians 9:15, “Thanks be unto God for his unspeakable gift.”
10. Don’t get side-tracked.
Focus on what God has asked you to do, and don’t get side-tracked by focusing on what you think others should be doing.
John 21:21-22, “Peter seeing him [John] saith to Jesus, Lord, and what shall this man do? Jesus saith unto him, If I will that he tarry till I come, what is that to thee? Follow thou me.”
11. Certain tasks can aid in the discovery of spiritual gifts.
a. Desire the knowledge of spiritual gifts in general and yours in particular. Pray specifically for God to help you understand and develop the spiritual gifts that He has given you.
1 Corinthians 12:31, “But covet earnestly the best gifts . . .”
1 Corinthians 14:12, “Even so ye, forasmuch as ye are zealous of spiritual gifts, seek that ye may excel to the edifying of the church.”
1 Corinthians 14:1, “Follow after charity, and desire spiritual gifts, but rather that ye may prophesy.”
(Note: 1 Corinthians 14:3 clarifies what “prophesy” is: “But he that prophesieth speaketh unto men to edification, and exhortation, and comfort.”)
b. Determine your gifts by reading about spiritual gifts in the Bible (for example, see 1 Corinthians 12, 13, 14), getting feedback from those that know you well on how they see God working through you, and taking a spiritual gifts inventory.
c. Develop your gifts by learning about them, seeking ways to use them, and getting guidance and mentoring from others.
d. Diligently act on your knowledge, and be a good steward of the gifts that have been given to you. Actively practice your gifts for the edification of the Body of Christ.
12. Encourage each other.
Make sure you take the opportunity to build up and encourage your spouse by pointing out the areas in which you see God working in and through him or her. Thank God for how He created your spouse and how He is empowering you to bring Him glory, serve others, and experience joy.
E. You Are S.H.A.P.E.D for serving God.\(^8\)
Each of you has been uniquely created, gifted, and molded by God. Consider the five areas listed below and how each shapes who you are. If you submit your whole life as an offering to God, He can and will use these things to bring glory to Himself, help and encouragement to others, and joy to you.
1. **Spiritual gifts**: given to you by God to use for His glory and to strengthen the Church.
2. **Heart**: things you feel strongly about; perhaps a certain type of ministry that is particularly close to your heart (e.g., HarvestCall, working with children, etc.).
3. **Abilities**: natural talents you can use for Kingdom purposes (e.g., mathematics, music, sewing, mechanical abilities, etc.).
4. **Personality**: uniqueness in relating to others; perhaps your style of relating to others allows you to reach some people for the Lord more than others might.
5. **Experiences**: the things you have been through in life give you perspective; these experiences shape who you are and may allow you to minister to others in special ways.
III. COUPLE QUESTIONS AND EXERCISES.
A. Questions and issues for you to discuss.
1. What are the spiritual gifts that God has given you? Have you ever specifically studied spiritual gifts in the Bible? Would you be willing to search the Scriptures and pray with me so that we can help each other identify and use our spiritual gifts?
2. Fear of sounding proud, comparison with others, feelings of inferiority, and other misunderstandings about spiritual gifts leads some Christians to believe that they don’t have any spiritual gifts. Does this describe you? If so, in what way? How can we work together to align our thinking about spiritual gifts with the Word?
3. How are we similar and different on the nine aspects of temperament listed in section II, A, 2? How has your temperament shaped who you are today? How might these aspects of temperament lead us to misunderstand each other?
4. If we are unable to work through an issue related to our personality differences on our own, how would we resolve it? Who would you be willing to talk to in order to get assistance (e.g., minister, counselor, mentor, etc.)?
5. How much do you think people can change their personalities? Are there aspects of your personality you wish you could change? What is realistic?
6. What do you see as the strengths of your personality style? What are your weaknesses in this area? How can we help each other to use our strengths while learning to overcome our weaknesses?
7. How do you think your birth order has impacted how you view life? How are our birth orders similar or different? How do you think this may affect our relationship?
8. How have each of us been S.H.A.P.E.D. by God (see section II, E)? How can we encourage each other to glorify God as a result of the way God has shaped and molded our lives?
B. Couple exercises.
1. Together, read *I Corinthians* chapters 12, 13, 14 in one session. Note how the chapters relate to one another. Discuss what the text says about spiritual gifts and how it applies to your lives. Pray for opportunities to glorify God with the gifts and abilities that He has given to you.
2. Go to Appendix A and complete the “Personality Type Preferences” exercise. Together, discuss what you learned.
3. Go to Appendix B and complete the “Personality Rating Scale.” Discuss the results together.
4. Go to Appendix C and complete the exercise called “Identifying Your Social Style.” Discuss the results together.
5. A packet entitled *Identifying and Developing Your Spiritual Gifts* is available through Apostolic Christian Counseling and Family Services (877-370-9988 or www.accounseling.org). The packet contains a brief Bible study on spiritual gifts, a spiritual gifts inventory, and some additional tools to help you in the process of understanding spiritual gifts and your role in the Body of Christ.
APPENDIX: INTRODUCTION
Countless theories have been developed to help understand the different personality traits and styles observed in human beings. For example, personality tests exist that categorize you as a type of animal, a character from literature, a person from the Bible, or a set of letters. Various theories break down personality into 2, 4, 16, 29 or more dimensions. Common inventories include the Myers-Briggs Type Indicator, Kiersey Temperament Sorter, DISC, and the NEO. While no one personality inventory is perfect or completely describes personality, some are more reputable and sound than others.
Personality inventories can be helpful in providing you with a “description” of your personality styles and how you will interact as a couple. Be aware that these inventories aren’t perfect and won’t always fit you in every case. In general, if a personality test fits you 80% or more, it’s a good match.
The following inventories in the Appendices can help you and your spouse better understand your personalities. While these inventories are simple and imperfect, completing each inventory can provide you with insight into how to understand each other more fully and lead you to further discussions.
APPENDIX A: PERSONALITY TYPE PREFERENCES
Directions: Each of the following four pairs of traits describes tendencies on opposite ends of a spectrum. Read the items below and circle the numbers of the phrases that describe you. See if you score higher on one side than another. Because our preferences feel “right” to us, we sometimes can’t understand why others see things differently than we do. However, learning about our preferences and the preferences of others can help us be more understanding of others and increase effective communication. While most people tend to lean toward one side or the other of each of the pairs, in certain circumstances we have the ability to do both sides. The more strongly we lean to one side, the more comfortable and “at home” we feel there and the more difficult it is for us to understand and do the other side.
Pair 1 - Extroversion v. Introversion: Where do you get and direct your energy?
| Extroverts | Introverts |
|------------|------------|
| According to Briggs-Myers, “People who prefer Extroversion like to focus on the outer world of people and activity. They direct their energy and attention outward and receive energy from interacting with people and from taking action.” | According to Briggs-Myers, “People who prefer Introversion like to focus on their own inner world of ideas and experiences. They direct their energy and attention inward and receive energy from reflecting on their thoughts, memories, and feelings.” |
| According to Tieger & Barron-Tieger, Extroverts: | According to Tieger & Barron-Tieger, Introverts: |
| 1. Prefer being around people | 1. Are comfortable spending time alone |
| 2. Are interested in many things | 2. Are selective and like to focus on one or a few things at a time |
| 3. Have lots of friends and associates | 3. Have a few very close friends |
| 4. Jump into things pretty quickly | 4. Think about things before they act |
| 5. Tend to be talkative | 5. Tend to be fairly reserved |
| 6. Are more public and easier to get to know | 6. Are more private and harder to read |
| 7. Are enthusiastic and outgoing | 7. Appear calm and self-contained |
Pair 2 - Sensing v. Intuition: Do you tend to focus on the facts or on the possibilities?
| Sensors | Intuitives |
|------------------------------------------------------------------------|----------------------------------------------------------------------------|
| According to Briggs-Myers, “People who prefer Sensing like to take in information that is real and tangible – what is actually happening. They are observant about the specifics of what is going on around them and are especially attuned to practical realities.” | According to Briggs-Myers, “People who prefer Intuition like to take in information by seeing the big picture, focusing on the relationships and connections between facts. They want to grasp patterns and are especially attuned to seeing new possibilities.” |
| According to Tieger & Barron-Tieger, Sensors: | According to Tieger & Barron-Tieger, Intuitives: |
| 1. Focus on the facts and specifics | 1. Focus on the possibilities |
| 2. Are more concrete; like ideas to be practical | 2. Are more abstract; like ideas and theories for their own sake |
| 3. Trust their direct experience | 3. Trust their gut instincts |
| 4. Like to operate in the here and now | 4. Like to imagine and think about the future |
| 5. Are realistic and practical | 5. Are innovative and imaginative |
| 6. Like established ways of doing things | 6. Like to create new ways of doing things |
| 7. Think and talk in a step-by-step manner | 7. Frequently jump around from topic to topic |
Pair 3 - Thinking v. Feeling: Do you make decisions based on logic or feelings?
| Thinkers | Feelers |
|------------------------------------------------------------------------|----------------------------------------------------------------------------|
| According to Briggs-Myers, “People who prefer to use Thinking in decision making like to look at the logical consequences of a choice or action. They want to mentally remove themselves from the situation to examine the pros and cons objectively. They are energized by critiquing and analyzing to identify what’s wrong with something so they can solve the problem. Their goal is to find a standard or principle that will apply in similar situations.” | According to Briggs-Myers, “People who prefer to use Feeling in decision making like to consider what is important to them and to others involved. They mentally place themselves into the situation to identify with everyone so they can make a decision based on their values about honoring people. They are energized by appreciating and supporting others and look for qualities to praise. Their goal is to create harmony and treat each person as a unique individual.” |
| According to Tieger & Barron-Tieger, Thinkers: | According to Tieger & Barron-Tieger, Feelers: |
| 1. Are more logical and analytical | 1. Are more sensitive and sympathetic |
| 2. Believe it’s better to be truthful than tactful | 2. Believe it’s better to be tactful than truthful |
| 3. Are fair and consistent; apply one standard to all | 3. Like harmony; look for extenuating circumstances |
| 4. Are motivated by achievements | 4. Are motivated by being appreciated |
| 5. Like to compete and win | 5. Like to cooperate and create consensus |
| 6. Easily see flaws; can be critical and brusque | 6. Like to please others; express appreciation easily |
| 7. Are thick-skinned and not easily offended | 7. Get their feelings hurt more easily |
Pair 4 – Judging v. Perceiving: Do you prefer to be more planful or more spontaneous?
(Note: the term “judging,” as it is used here, is not the same thing as being judgmental.)
| Judging | Perceiving |
|------------------------------------------------------------------------|----------------------------------------------------------------------------|
| According to Briggs-Myers, “People who prefer to use their Judging process in the outer world like to live in a planned, orderly way, seeking to regulate and manage their lives. They want to make decisions, come to closure, and move on. Their lives tend to be structured and organized, and they like to have things settled. Sticking to a plan and schedule is very important to them, and they are energized by getting things done.” | According to Briggs-Myers, “People who prefer to use their Perceiving process in the outer world like to live in a flexible, spontaneous way, seeking to experience and understand life, rather than control it. Detailed plans and final decisions feel confining to them; they prefer to stay open to new information and last-minute options. They are energized by their resourcefulness in adapting to the demands of the moment.” |
| According to Tieger & Barron-Tieger, Judgers: | According to Tieger & Barron-Tieger, Perceivers: |
| 1. Like to make decisions; decide quickly | 1. Like to keep options open; may procrastinate |
| 2. Prefer to make and keep plans | 2. Prefer to be free to act spontaneously |
| 3. Are usually well organized | 3. Are often disorganized |
| 4. Like to be in control | 4. Like to adapt to changing situations |
| 5. Have a strong work ethic: work, then play | 5. Have a strong play ethic: play, then work |
| 6. Are more formal and conventional | 6. Are more casual and unconventional |
| 7. Tend to see things as black or white | 7. Tend to see things as shades of gray |
| 8. Are often better at finishing projects | 8. Are often better at starting projects |
Sources:
• Briggs-Myers, I., *Introduction to Type (Sixth Edition)*, Mountain View, CA: CPP, 1998.
• Tieger, P., & Barron-Tieger, B., *Just Your Type*, Boston, MA: Little, Brown & Company, 2000.
APPENDIX B: PERSONALITY RATING SCALE
Directions: Each of you rate yourself on the dimensions below. Place a mark in the box that best describes you. Be sure you make your rating based on how you view yourself and not how you wish you were or how you think someone else wants you to be. You can either answer the questions separately and then discuss them, or you can fill this out together. Note the items where you are alike and different. Discuss with your partner how your similarities and differences have already affected and could affect your relationship. There are advantages and disadvantages to both similarities and differences. How could your own similarities and differences play out in your marriage? Discuss what you can do to minimize any negative effects and maximize the positive ones.
| | Usually/always like me | More like me | Both like me | More like me | Usually/always like me |
|----------------|------------------------|--------------|--------------|--------------|------------------------|
| Outgoing | | | | | Shy |
| Dominant | | | | | Submissive |
| Pessimistic | | | | | Optimistic |
| High energy | | | | | Low energy |
| Impulsive | | | | | Deliberate |
| More logical | | | | | More emotional |
| Decision-maker | | | | | Indecisive |
| Organized | | | | | Disorganized |
| Leader | | | | | Follower |
| Formal | | | | | Casual |
| Easily stressed| | | | | Calm under stress |
| Competitive | | | | | Cooperative |
| Practical | | | | | Imaginative |
| Easily angered | | | | | Tolerant of others |
| Concrete | | | | | Abstract |
| Focus on facts | | | | | Focus on possibilities |
| Planned | | | | | Spontaneous |
| Determined | | | | | Easily defeated |
| Open | | | | | Distant |
| Modest | | | | | Arrogant |
| Warm | | | | | Cold |
| Laid back | | | | | Active/Industrious |
| Sympathetic | | | | | Indifferent |
| Excitable | | | | | Calm |
| Daring | | | | | Fearful |
| Trusting | | | | | Suspicious |
| Bold | | | | | Insecure |
| Giving | | | | | Stingy |
| Assertive | | | | | Passive |
| On time | | | | | Late |
| Traditional | | | | | Innovative |
| Perfectionist | | | | | Practical |
| Merciful | | | | | Just/Fair |
APPENDIX C: IDENTIFYING YOUR SOCIAL STYLE
Directions: Circle one adjective on each line that best describes you. Even if you believe that both words describe you, try to choose one.
**ASSERTIVENESS**
| A. High | B. Low |
|---------|-------|
| 1. Competitive | Cooperative |
| 2. Fast actions | Make deliberate actions |
| 3. Risk taker | Risk avoider |
| 4. Aggressive | Passive |
| 5. Strong opinions | Moderate opinions |
| 6. Take-charge attitude | Go-along attitude |
| 7. Tend to use power | Tend to avoid using power |
| 8. Take social initiative | Let others take social initiative |
| 9. Make statements | Ask questions |
**RESPONSIVENESS**
1. **High**
- Warm, approachable
- Open, impulsive
- Undisciplined about time
- Use opinions
- Dramatic opinions/actions
- Permissive, fluid attitudes
- Emotional decision making
- Easy to get to know
- Expressive, subjective
- Easygoing with self, others
2. **Low**
- Cool, independent
- Guarded, cautious
- Disciplined about time
- Use facts
- Measured opinions/actions
- Strict, disciplined attitudes
- Rational decision making
- Hard to get to know
- Self-disciplined, objective
- Demanding of self, others
Scoring: For each section, see if you circled more items in the High or Low side. Circle the heading that fits you (High or Low) for both the Assertiveness and Responsiveness sections. Using the two headings you circled, find your position on the grid below to determine your social style category. Read the description for your style on the next page.
**Assertiveness**
| A. High | B. Low |
|---------|-------|
| 1. High | Expressives | Amiables |
**Responsiveness**
| 2. Low | Drivers | Analyticals |
**DESCRIPTIONS OF SOCIAL STYLES**
**AMIABLES**: Amiables value interpersonal relationships. These people try to minimize conflict and promote everyone’s happiness. While some people view Amiables as accommodating and friendly, others may describe them as wishy-washy and lacking “back-bone.” Amiables frequently find it difficult to say “no” and thus may be over committed or have difficulty setting limits. They can be counted on to do what will help and please others. They are people-oriented and non-aggressive.
**ANALYTICALS**: Analyticals are problem solvers. They like to get all the data before making a decision. Some say they are thorough, but others complain that they are slow. They have valuable conceptual skills. They ask the difficult, yet important, questions. At times, others may perceive them to be distant, cold, or unloving. They rarely, if ever, miss a deadline. If they do, they will certainly have good reasons to support the delay.
**DRIVERS**: Drivers want results! They love to run things and have the job done in their own way. “I’ll do it myself” is a frequent motto. They can manage their time to the minute; they seem businesslike to some and to others they may appear to be threatening and unfeeling. Drivers make sure the job is done. They get impatient with long discussions about the “best way” or “the way to please everybody.” They are confident in their ability, take risks, and push forward.
**EXPRESSIVES**: Expressives get involved with people in active, rapidly changing situations. These people are seen as socially outgoing and friendly, imaginative, and vigorous. When interacting with Expressives, some people see them as dynamic and energetic while others perceive them as egotistical. Expressives can get things going, but may sometimes settle for less than the best in order to get on to something else. They lack a tolerance for details, are highly competitive, and may need to learn to work with others in a collaborative manner.
Source: Merrill, D., & Reid, R., *Personal Styles and Effective Performance*, Radnor, PA: Chilton Book Company; 1981.
Personality and Spiritual Gifts in Marriage
References:
Referencing of these materials is not meant to imply an endorsement by the Apostolic Christian Church of America of the author, publisher, or organization that created the materials.
1. Mental Health America, 2007, http://www.nmha.org/go/information/get-info/personality-disorders.
2. M. K. Rothbart & D. Derryberry, “Development of Individual Differences in Temperament,” *Advances in Developmental Psychology* vol. 1 (1981): 37–86.
3. S. Chess & S. Thomas, *Temperament: Theory and Practice* (Philadelphia: Brunner/Mazel, 1996).
4. D. Mashek & A. Aron, *Handbook of Closeness and Intimacy* (Mahwah, NJ: Lawrence Erlbaum Associates, 2004).
5. K. Leman, *The New Birth Order Book* (Grand Rapids, MI: Fleming Revell, 1998).
6. P. Tieger & B. Barron-Tieger, *Just Your Type* (Boston: Little, Brown & Company, 2000).
7. D. Hohensee, *Wesley Spiritual Gifts Questionnaire* (Pasadena, CA: Fuller Seminary Press, 1998).
8. R. Warren, *The Purpose Driven Life* (Grand Rapids, MI: Zondervan, 2002).
9. I. Briggs-Myers, *Introduction to Type*, 6th ed. (Mountain View, CA: CPP, 1998).
10. P. Tieger & B. Barron-Tieger, *Just Your Type* (Boston: Little, Brown & Company, 2000).
11. D. Svrakic & C.R. Cloninger, “Personality Disorders,” in *Kaplan & Sadock’s Comprehensive Textbook of Psychiatry*, vol. 2, 8th ed. (Philadelphia: Lippincott, Williams and Wilkins, 2005).
12. W. Mack, *Preparing for Marriage God’s Way* (Tulsa, OK: Virgil Hensley Publishing, 1986).
13. P. Costa & R. McCrae, *Revised NEO Personality Inventory and NEO Five-Factor Inventory Professional Manual* (Lutz, FL: Psychological Assessment Resources, 1992).
14. D. Merrill & R. Reid, *Personal Styles and Effective Performance* (Radnor, PA: Chilton Book Company, 1981).
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EMERGING CIVIL WAR™
www.emergingcivilwar.com
Speakers Bureau
2019 — 2020
Welcome to Emerging Civil War’s 2019-2020 speakers bureau.
Since our founding in the summer of 2011, we have offered hundreds of talks to Roundtables, Historical Societies, and other groups interested in Civil War history—and we look forward to the chance to work with you.
Our historians come from a wide variety of backgrounds and have a wide variety of interests, so hopefully you’ll find something here that will be of interest to your group. Our brochure features background information on each speaker as well as a listing of the programs they’ll each offer this season.
We have several new additions to our line-up this year, and many of our speakers have added new talks, so be sure to take a look. Of course, many old favorites are here, as well.
Edward Alexander
Todd Arrington
Sarah Kay Bierle
Sean Michael Chick
Stephen Davis
Robert “Bert” Dunkerly
Paige Gibbons Backus
Phillip Greenwalt
Meg Groeling
Steward Henderson
Robert Lee Hodge
Dwight Hughes
Christopher L. Kolakowski
Chris Mackowski
Derek Maxfield
Rob Orrison
Kevin Pawlak
Kristen Pawlak
Dave Powell
Ryan Quint
Dan Welch
William Lee White
Eric Wittenberg
Historians are listed in the brochure alphabetically by last name.
On the Cover: A statue of Abraham Lincoln sits outside the Gettysburg Battlefield Visitor Center. (photo by Chris Mackowski)
To book one of our speakers, feel free to email us at firstname.lastname@example.org.
Let us know who you’re interesting in contacting and which program you’re interested in. (You may contact more than one speaker at a time.) Please also let us know when your meetings are, what dates you have available, and what travel accommodations your group is able to offer. Let us know any other information that would be helpful, as well.
If there’s a particular topic you’re interested in but don’t see here, feel free to inquire and we’ll do our best to accommodate your request. Likewise, you may see a story that interests you on our blog by one of our writers who’s not listed here; we’ll be happy to pass along those inquiries, as well.
For a current listing of our speaking engagements, see http://emergingcivilwar.com/speakers
ECW is pleased to offer a series of talks based on our book *Turning Points of the American Civil War*, the first volume from our “Engaging the Civil War” Series published in cooperation with Southern Illinois University Press.
“Confidence Renewed”: Surviving Bull Run and the Birth of the Army of the Potomac by Robert Orrison
Unintended Consequences: Ball’s Bluff and the Rise of the Joint Committee on the Conduct of the War by James A. Morgan
“Defeated Victory”: Albert Sydney Johnston’s Death at Shiloh by Gregory A. Mertz
(continued on the following page)
“The Heaviest Blow Yet Given the Confederacy”:
The Emancipation Proclamation Changes the Civil War
by Kevin Pawlak
Grant’s Next Chapter: Vicksburg, Chattanooga, and Grant Unleashed by Chris Mackowski (based on an essay introduction from the book)
“Oh, I am heartily tired of hearing about what Lee is going to do”: Ulysses S. Grant in the Wilderness by Ryan Longfellow
A Turning Point: Replacing Joseph E. Johnston with John B. Hood by Stephen Davis
Turning Points: An Overview by Robert Dunkerly
(presented at the Fifth Annual Emerging Civil War Symposium at Stevenson Ridge)
Consider scheduling a speaker and then encouraging your Roundtable members to get the book and read the essay in advance for a “book club”-style discussion.
Copies of *Turning Points of the American Civil War* are available from Southern Illinois University Press:
http://www.siupress.com/books/978-0-8093-3621-0
Emerging Civil War Battlefield Guide Services
Many of our speakers are available for private tours of a wide array of battlefields and historic sites. We can accommodate individuals, small groups, and busses. For large groups visiting the Fredericksburg/Spotsylvania area, we can also make arrangements for catered meals on the battlefield as part of your tour. For more information, contact us at email@example.com.
TOP: Rob Orrison shows visitors around the Bristoe Station battlefield shortly after it opened to the public. CENTER: Chris Mackowski speaks to a bus tour from the McKean County (PA) Historical Society visiting Spotsylvania County, Virginia. BOTTOM: Dave Powell on the Chickamauga battlefield holds the sword of the captain of the 18th Ohio, carried into battle on Sept. 20, 1863. ABOVE: Phill Greenwalt takes the Southern Maryland Civil War Roundtable through the Wilderness.
Edward Alexander
“Your knowledge of the time frame, armies, etc. during the Petersburg siege is incredible.”
“You gave us great information and a clarity of the events leading up to and after the Breakthrough. I appreciated having the opportunity to set foot in these locations and hear your story.”
“Dawn of Victory”: Breakthrough at Petersburg
After a nine and a half month long campaign to capture the city of Petersburg, the Army of the Potomac’s Sixth Corps formed up April 2, 1865, for a bayonet assault on the Confederate earthworks. Examine how developments during the last week of that campaign—as well as the Sixth’s previous combat experience—allowed these forlorn tactics to succeed.
Over the Top: The Story of Charles Gould
Follow the remarkably true life story of the first Union soldier to breach the Confederate trenches outside Petersburg.
The Three Burials of Ambrose Powell Hill
Explore the details behind the dramatic death of Lt. Gen. A.P. Hill outside Petersburg on April 2, 1865, and learn why the general had three different burials.
Petersburg Primer
A comprehensive crash course on the longest and most misunderstood campaign of the Civil War: Petersburg, June 1864-April 1865.
Across the James
A comparison of how McClellan and Grant respectively concluded their 1862 Peninsula and 1864 Overland campaigns reveals how the strategic decision to transfer the Union army across the James River in June 1864 deserves credit among the turning points in the war.
The Battle of Rappahannock Station
Discover a small November 7, 1863 engagement with large implications from the forgotten period in the eastern theater between Gettysburg and Grant. After losing his bridgehead over the Rappahannock River in the “saddest chapter in the history of [his] army,” Lee will never again recapture the initiative to recross that river and assume the strategic offensive.
EDWARD S. ALEXANDER has been a contributing member of Emerging Civil War since 2013. He additionally works as a cartographer under the business Make Me a Map, LLC. His first book, Dawn of Victory: Breakthrough at Petersburg was published in 2015. He has worked as a park ranger and historian at Richmond National Battlefield Park and Pamplin Historical Park and currently resides in Richmond, Virginia.
Deconstructing the Gettysburg Address
“Four score and seven years ago…” Thus begins one of the most famous speeches in human history. But what did Lincoln’s brief but powerful Gettysburg Address really mean? This program features a line-by-line deconstruction and explanation of the Address in an effort to place it in context and offer insight into the meaning of Lincoln’s immortal words.
The Lincoln Assassination
President Abraham Lincoln had reason to be in good spirits at Ford’s Theater on April 14, 1865: the Civil War was all but over, and he could look forward to implementing his plan for southern Reconstruction. Then John Wilkes Booth struck and changed the course of American history. Learn what happened that night and how Lincoln’s murder shaped our history for decades to come.
“Stand Fast the Union and the Old Flag”:
Re-electing Lincoln in 1864
The year 1864 was the first time in American history that a presidential election took place during wartime. Many suggested postponing the election, but President Abraham Lincoln—who thought he would lose his re-election bid—refused. Learn more about the issues, personalities, and circumstances surrounding this critical election and also about the events that convinced the nation to give Lincoln a second term.
The “Lost Cause” and Civil War Memory
Northerners and southerners remembered the Civil War very differently, and those differences shaped how the war was interpreted in history books, law, and even in film. Learn how the “Lost Cause” idea developed and how it influenced—and
still influences—Civil War history and memory. If you’ve heard the saying “The South lost the war but won the peace” and wondered what it meant, this program will offer an explanation.
**The Early Republican Party, the Civil War, and America’s Westward Expansion**
The Republican Party was formed in 1854 to prevent the spread of slavery to the West. This program offers a history of the Republican Party and explains its western origins and early philosophy. It then moves into the period of the Civil War and describes what the Republicans did during the war when they controlled Congress and the presidency and created what one historian called the “blueprint for modern America.”
The Life of Frederick Douglass
Frederick Douglass was born a slave in Maryland and did not even know his own birthday. Learn about his escape from the “peculiar institution” and how he became the most famous African American in the country. Douglass was a forceful voice for equality in America for decades, and this presentation offers a comprehensive biography of his life and an examination of his legacy in American history.
“For Conspicuous Gallantry”:
The History of the Medal of Honor
The American military had few decorations for valor when the Civil War began, but in July 1862 President Lincoln signed legislation creating the Medal of Honor. This presentation details the history of the Medal of Honor, which is now the nation’s highest award for military valor. It also discusses some notable Civil War-era recipients as well as some from other conflicts and eras.
Postwar Careers of Notable Civil War Commanders
Most people know at least something about what leaders like Ulysses S. Grant and Robert E. Lee did during the Civil War, but what about after the guns fell silent and they returned to civilian life? This program looks at the postwar careers of several Union and Confederate commanders, including Grant, Lee, Joshua Chamberlain, James Longstreet, and others.
“Fraternity, Charity, & Loyalty”:
History of the Grand Army of the Republic (GAR)
After the Civil War, many Union veterans joined the Grand Army of the Republic, the nation’s first large-scale veterans’ organization and forerunner of such modern groups as the American Legion and VFW. What was the philosophy behind the GAR? How did it influence Civil War remembrance? How did it become a political force? This program addresses those questions to provide an overview of the GAR’s 90-year existence.
Looking at Lincoln: The Life of the 16th President
Abraham Lincoln is the second-most written about person in human history behind only Jesus Christ. What is it about our sixteenth president that continues to fascinate people over 150 years after his death? This program is an overview of Lincoln’s life, starting with his Kentucky birth, childhood in Indiana, and adulthood in Illinois. Learn what made Lincoln into the man most historians rank as our nation’s greatest president.
Todd Arrington is a career National Park Service historian, park ranger, and manager with more than twenty years of federal service. He has worked in four different historical parks and is currently the Site Manager of James A. Garfield National Historic Site in Mentor, Ohio. He credits his family’s move to Gettysburg, Pennsylvania, when he was ten years old with inspiring both his interest in history and his career choice. Arrington is a United States Army veteran and holds a Ph.D. in history from the University of Nebraska-Lincoln. His particular areas of study are the early Republican Party and the political history of the Civil War and Reconstruction eras. He has been published on such subjects as the Civil War, the Republican Party, westward expansion, African American history, and more, and he has spoken to hundreds of groups, academic conferences, education and civic organizations, book clubs, libraries, Civil War round tables, and service organizations during his career. Arrington is the author of the book *The Medal of Honor at Gettysburg* and is now at work on a study of the 1880 presidential election. He has taught history and humanities courses as an adjunct instructor at several colleges in northeast Ohio.
A City at War: Richmond, Virginia, in 1863
Richmond, Virginia, was the capital of the Confederacy, but it was also a city facing internal civic and societal conflicts and dilemmas. This presentation takes a closer look at some important events in Richmond’s mid-war history – from Jackson’s funeral, military triumphs and losses, political wrangling, explosive tragedy, slave trade, and independent roles for women. (45-50 minutes. Powerpoint.)
Awakened Hearts: The Power & Patriotism of Civilians
In 1861, America was going to war. Citizen armies were formed, and a frenzy of patriotism influenced both the civilian men going to war and those left at home. Following the history of the 1st Minnesota Regiment and the 2nd Virginia Regiment, this presentation explores multiple aspects of the civilian response at the beginning of the war and how they dealt with the realities of war. (45-50 min. Powerpoint.)
Dr. Hunter McGuire: Medical Director, Surgeon, Confidant
Dr. Hunter McGuire served as Medical Director of the Confederate Second Corps in the Army of Northern Virginia and fought to save lives on many battlefields. His life, education, medical advancements, and military record are an important part of Civil War and American medical history. McGuire’s skill
and trustworthiness during the war won him the respect of his commanders, Generals Jackson, Ewell, Early, and Lee while after the conflict he continued his medical career, influencing 19th Century medicine and education. This presentation traces McGuire’s challenges and successes at home, in military camps, on the battlefields, and in hospital wards and classrooms. (50 minutes. Powerpoint.)
**From California to Gettysburg: The Hancock Family**
In 1858, Winfield and Almira Hancock and their two children moved to California. As a U.S. Army officer, Winfield S. Hancock’s duties had taken the family to several remote outposts, but their time in California would be some of their most memorable days. The American Civil War began while the Hancocks were in California, and this conflict presented challenging choices. Their decision—made in California—would impact one of the great battles of the war. (45-50 min. Powerpoint.)
**From Virginia to California: VMI, The Battle of New Market, and the Post-War Lives of Eight Cadets**
The Battle of New Market, fought May 15, 1864, was the only time in American military history when a college student body fought as an independent unit in a full battle. For the young men from Virginia Military Institute (VMI), life would never be the same after their participation in a decisive victory for Confederate General John Breckinridge’s gathered army in the Shenandoah Valley. But what happened to the cadets after the battle? This new presentation traces the lives and experiences of several cadets through their days at VMI to the battlefield, and to their later careers as successful citizens who moved to California. (50 min. Powerpoint.)
**Gettysburg Civilians: A New Perspective on One of the Civil War’s Most Famous Battles**
Many people know about the military conflicts, tactics, and strategies at Gettysburg, but it’s important to remember that Gettysburg was a town and farming community long before
the armies arrived. This presentation explores that town, its citizens, and the civilian experience before, during, and after the bloody battle days. (45-50 min. Powerpoint.)
**Searching For The McGuires**
Developed for a genealogy society, this presentation reveals the Civil War story of the McGuires of Winchester, Virginia. They were an “ordinary” family with extraordinary impact. Additionally, the presentation shares tips practical tips for researching family history and understanding historical figures in the context of their era and geographical location. (45-50 minutes. Powerpoint.)
**Then Christmas Came: The Justification & Condemnation of War in 1862**
In 1862, devastating battles shocked Americans. The end of the war wasn’t in sight. The Battle of Fredericksburg was the capstone for fighting in the east; it ended days before Christmas, leaving soldiers and civilians stunned by the casualties. With the “season of peace and good cheer” upon them, Americans tried to reconcile their war and beliefs. Ultimately, they found ways to justify or condemn the strife, setting the stage for more conflict in coming years. (45-50 minutes. Powerpoint.)
**Sarah Kay Bierle** graduated from Thomas Edison State University with a BA in History and has spent the last few years exploring ways to share quality historical research in way that will inform and inspire modern audiences, including school presentations, writing, and speaking engagements. Sarah works as managing editor for the Emerging Civil War blog and also maintains her own history blog and website at www.Gazette665.com. She has written several historical novels. Her first nonfiction history book, *Call Out the Cadets: The Battle of New Market*, was released in 2019 as part of the Emerging Civil War Series.
*Please Note:* Sarah Kay Bierle currently lives in California; she does travel to the East Coast several times each year for research and may be able to schedule a presentation to coincide with a trip.
Creole General: P.G.T. Beauregard
Few Civil War generals attracted as much debate and controversy as Pierre Gustav Toutant Beauregard. He combined brilliance and charisma with arrogance and histrionics. He was a Catholic Creole in a society dominated by white Protestants, which made appear exotic next to the likes of Albert Sidney Johnston and Robert E. Lee.
He was reviled by Jefferson Davis and often mocked by Mary Chesnut in her diary. Yet, he was popular with his soldiers and subordinates. Outside of Lee, he was the South’s most consistently successful commander. Yet, he lived his life in the shadow of his one major defeat: Shiloh. After the war he was a successful railroad executive and took a stand against racism, violence, and corruption during Reconstruction. Yet, he was ousted from both railroads he oversaw and his foray into Reconstruction politics came to naught. His was a life of contradictions and dreams unrealized.
New Orleans During the Civil War
No other Southern city was as large, diverse, and prosperous as New Orleans. As such, the war experience was varied and the population was divided. This tour of the city covers major events from the granulation of sugar cane, to secession, capture, and occupation. The city’s varied and complicated wartime experience are covered, as is the fate of its men who wore blue and gray went off to fight in faraway places.
A Walk Among the Tombs
New Orleans is known for its cemeteries, and those related to the Civil War are no exception. No other city save Richmond has so many Confederate generals and soldiers buried in the city, although several notable Union soldiers are also entombed. This tour is flexible, and can cover burials in Metairie, Lafayette Number 1, St. Louis Number 1, St. Louis Number 2, and Greenwood Cemeteries. Among the burials discussed are P.G.T. Beauregard, John Bell Hood, Richard Taylor, Harry T. Hays, William Mumford, P.B.S. Pinchback, and society tombs for veterans of both the Union and Confederate armies.
Louisiana Regiments at Shiloh
Over 6,000 Louisiana men fought at Shiloh, more than at any other battle of the war. They were the most diverse regiments in the Confederacy. Some took their orders in Creole French, while other units were made up almost entirely of Irish, German, and other nationalities. Cajuns and men from the pinewood region were also common. The regiments included the wealthy elite and dock-workers from the dangerous wharfs of the Mississippi River. They also had diverse experiences at Shiloh, including many friendly fire incidents and hopeless charges. These regiments formed the crps of 2 brigades which saw service on both sides of the Mississippi.
“I feel like a wolf and will fight Pope like one.”:
Earl Van Dorn’s Second Chance at the Siege of Corinth
After Pea Ridge, Earl Van Dorn was eager to redeem himself. The siege of Corinth presented Van Dorn with that chance.
P.G.T. Beauregard twice relied on Van Dorn to deliver the killing blow in two offensives. Van Dorn failed on both occasions due to bad staff work and Beauregard’s overestimation of Van Dorn’s corps.
**Grant’s Left Hook: The Bermuda Hundred Campaign**
In 1864 Ulysses S. Grant initially wanted to follow at strategy similar to George McClellan’s Peninsula Campaign. Realizing it was not what the Republican politicians wanted, Grant compromised and sent the 40,000 man Army of the James under the command of Benjamin Butler to stop the flow of reinforcements and capture Richmond if possible. Despite initial success, Butler was defeated by P.G.T. Beauregard in one of the South’s last major strategic victories.
**The Battle of Petersburg, June 15-18, 1864**
The final act of Grant’s Overland Campaign was his drive to capture Petersburg. Despite having a numerical superiority that at one point was 5 to 1, Grant and his generals failed to take the city in four days of heavy fighting, resulting in a long siege that put Abraham Lincoln’s reelection in jeopardy. The reasons for the defeat were exhaustion from hard fighting, a decimated officer corps, the extreme heat, and the generalship of P.G.T. Beauregard.
**“They Came Only To Die”: The Battle of Nashville**
On the cold hills south of Nashville an ad hoc Union army led by George Thomas smashed John Bell Hood’s Army of Tennessee. The battle and subsequent pursuit destroyed the Confederacy’s western field army as a major force. Nashville, combined with Sherman’s March and Appomattox, ensured the Civil War would end before summer 1865. Often forgotten due to Ulysses Grant’s antipathy towards Thomas, and the fact that most of the battlefield is under suburban sprawl, Nashville was decisive and marked Thomas as one of the war’s top tacticians.
Ulysses S. Grant as Military Commander
Proclaimed as either a drunk butcher or a military genius, Grant has always attracted praise and condemnation. Lost is the nuance of Grant’s personality and abilities. He combined a good grasp of strategy and operational maneuver with a dogged determination. In terms of logistics and his weakness for alcohol, he improved as the war went on. Yet, he was tactically deficient, preferred loyal commanders to capable ones, and lacked battlefield charisma. The portrait emerges of a highly talented but flawed commander, worthy of praise and study but not the current rash of hagiography.
“Only the Flag of the Union Greets the Sky”:
Northern Generals and the Just Cause
Among scholars it is commonly believed that until recently the memory of the Civil War was dominated by the Lost Cause, leading many to erroneously think the South “lost the war but won the peace.” The North though did create a separate vision of the war, which I dubbed the Just Cause. It emphasized nationalism, patriotism, unification on Northern terms, and free labor. This memory has since become the guiding creed of America and has a complicated legacy. Much of the creed was forged by Union generals such as Ulysses S. Grant, Joshua Lawrence Chamberlain, William Tecumseh Sherman, and Abner Doubleday.
The American Civil War in the Age of Horse & Musket
Often thought of as the first “modern” war, the American Civil War was among the last in which linear tactics were used. Only in 1866 were rapid fire weapons used in mass in the Austro-Prussian War, which led to a true revolution in tactics. The battles of the Civil War had more in common with Fontenoy than with Verdun, making it less a transition and more the last bow of a mode of fighting that had dominated the western world since roughly 1685.
SEAN MICHAEL CHICK graduated from University of New Orleans with a Bachelor of Arts in History and Communications and from Southeastern Louisiana University with a Master of Arts in History. He served as a teaching assistant in the history department at University of Kentucky and currently works in New Orleans, leading historic tours of his hometown and helping residents and visitors appreciate the city’s past.
Chick has presented at various Civil War Round Tables. He has published *The Battle of Petersburg, June 15-218, 1864* (2015). He is currently working on books for the Emerging Civil War Series. Chick has also been involved in historic board game development and design since 2011, including the Horse & Musket series. Chick’s research interests include P.G.T. Beauregard, the Petersburg Campaign, Shiloh, Civil War memory, New Orleans during the Civil War, the Army of Tennessee, and Civil War tactics in relation to linear tactics from 1685-1866.
Sean Chick is easily available for tours in New Orleans and talks in the Gulf Coast region, but he can travel to other places around the country.
Stephen Davis
Civil War Medicine:
A Few Vignettes from Georgia
Chickamauga; Atlanta’s wartime hospitals;
Andersonville.
Gen. John B. Hood and the Atlanta Campaign
How Hood sought to parry Sherman’s semi-siege and meet the government’s expectations of him, and how he held the city probably longer than Joe Johnston would have.
Sherman’s March to the Sea and Beyond
When Sherman led 60,000 veteran troops across Georgia, November-December 1864, and through the Carolinas, January-April 1865.
What the Yankees Did to Us: Sherman’s Bombardment and Wrecking of Atlanta
Based on my book of the same name (Mercer University Press, 2012), how the war damaged or destroyed Atlanta’s buildings—the city itself. Featured are the Federals’ 37-day shelling, their two-and-a-half month occupation, and the fires of November 10-15.
Sherman’s Campaign to Atlanta
A review of how Sherman beat Joe Johnston, Hood, and took the prize city of the Confederacy.
Four Generals, the Atlanta Campaign and the Forging of Character
Sherman, George Thomas, Johnston and Hood: how the Civil War shaped them to be American heroes.
Sherman’s March in (Southern) Perspective
Southerners’ take on the notorious march, and why Sherman’s name is still detested in the American South.
Medical and Surgical Aspects of the Atlanta Campaign
Casualties, sickness and hospitalization, wound care.
Hood’s Attacking Battle East of Atlanta, July 22, 1864; or, why Jackson’s flank attack at Chancellorsville succeeded and Hood’s at Atlanta did not
More than a dozen reasons illustrating why Deakins (John Travolta) was right, telling Pritchett, “Battle is a highly fluid situation” (John Woo, *Broken Arrow* [1996]).
Steve Davis of Atlanta is the author of an in-depth book on the Atlanta campaign, *Atlanta Will Fall: Sherman, John Johnston and the Heavy Yankee Battalions* (2001) as well as *What the Yankees Did to Us: Sherman’s Bombardment and Wrecking of Atlanta* (2012). He has also written a two-volume set of books on the Atlanta campaign for the Emerging Civil War Series: *A Long and Bloody Task* and *All the Fighting They Want*.
Steve served as book review editor for Blue & Gray magazine from 1984 to 2005, and is the current book review editor for Civil War News. He has authored more than a hundred articles in such scholarly and popular publications as *Civil War Times Illustrated* and the *Georgia Historical Quarterly*. He also served as the historian/content partner for the Civil War Trust’s Atlanta Campaign Battle App, produced in 2013-14.
Robert “Bert” Dunkerly
No Turning Back: The Overland Campaign and Battle of Cold Harbor
This talk addresses common myths and misconceptions about Cold Harbor.
To the Bitter End
Most of us know the details of Appomattox and even the Bennett Place in North Carolina, but what about the other surrenders? We will delve into the lesser-known surrenders in Alabama, Arkansas, and Texas, and discuss how the war ended and how that set up the early stages of Reconstruction.
The Confederate Surrender at Greensboro
The largest troop surrender of the war, a story with many fascinating twists and turns.
Civil War Flags
Discussing how flags were made, used in battle, and their fate at war’s end
The Richmond Bread Riot
How the largest civil disturbance in the Confederacy unfolded. What was behind it and how did it happen?
Stones River
Desperate Winter Battle in Middle Tennessee. This often-overlooked battle came at a crucial point in the war, and I enjoy discussing its context and consequences.
Reconstruction
An Overview of the challenges the reunited nation faced
The Fall of Richmond
Which unit got into Richmond first? Who flew the first National flag over the Confederate Capitol? Who received the city’s surrender? These and other questions have been issues of contention ever since that day. This talk explores the issues related to the city’s evacuation and capture.
The Browns Island Explosion
The largest industrial accident in the Confederacy saw over 40 women and girls, and a handful of men and boys, killed. This presentation dissects the event and its aftermath, and includes a search for the victims’ graves.
Civil War Railroads
I analyze how both sides made use of their resources, how railroads affected military strategy and operations, and summarize the impact of railroads on the war.
Battlefield Preservation
I am fascinated by memory and how historic sites are commemorated. Using research from my Master’s thesis, I discuss the evolution of battlefield preservation and interpretation, looking at past trends and how preservation has changed.
Also able to speak on Revolutionary War topics:
Battles of Kings Mountain, Cowpens, Guilford Courthouse, Ninety Six, Morristown, and Yorktown, and Women in the Revolution.
Other topics of interest include Colonial settlement and archaeology in the 17th and 18th centuries, Jamestown, Historical Memory & Commemoration, and an overview of the War of 1812.
Robert M. Dunkerly—author of the Emerging Civil War Series book *To the Bitter End: Appomattox, Bennett Place, and the Surrenders of the Confederacy* and co-author of *No Turning Back: A Guide to the 1864 Overland Campaign*—is a historian, award-winning author, and speaker who is actively involved in historic preservation and research. He holds a degree in History from St. Vincent College and a Masters in Historic Preservation from Middle Tennessee State University. He has worked at nine historic sites, written eleven books, and penned more than twenty articles. His research includes archaeology, colonial life, military history, and historic commemoration. Dunkerly is currently a Park Ranger at Richmond National Battlefield Park. Currently he is President of the Richmond Civil War Round Table and serves on the Preservation Committee of the American Revolution Round Table-Richmond. He has visited more than 400 battlefields and more than 700 historic sites worldwide.
Revealing the Chaos and Carnage of the Hospitals of First Manassas
The Battle of First Manassas on July 21, 1861, resulted in about 3,500 causalities in the span of less than twenty-four hours. The first major battle of the Civil War revealed how unprepared the armies were to handle the wounded. After the battle, the horror continued in numerous hospitals throughout the area. Explore the various hospitals established after the battle and how historians are able to use the limited primary resources available to learn about this facet of the Civil War.
The Deadliest Enemy: Disease during the Civil War
Since the beginning of the Civil War, disease was a critical problem among the armies of both North and South. By the war’s end, 2/3 of the soldiers who died during the fighting, died from disease instead of battle wounds. Learn about why disease was such a big issue, what diseases swept through the regiments, their causes, and the treatments used to try and cure the soldiers.
Unheralded Heroines: Women during the Civil War
With war erupting in 1861, women were faced with unimaginable challenges and opportunities that had a lasting effect on history. For many left behind at home, their roles began to change for the first time in generations. Many others decided to leave their homes as refugees or to become organizers and members in relief societies, nurses, and more. The roles women were thrown into during war made them unlikely pioneers for women’s rights. Explore the women’s roles and reactions to the Civil War and how they impacted modern women’s rights.
A native of Wisconsin, Paige Gibbons Backus graduated from the University of Mary Washington with a bachelor’s degree in Historic Preservation, and George Mason University with a master’s degree in Applied History. She has been in the public history field for close to ten years focusing on educational programming and operations working at several historic sites throughout Northern Virginia. She currently serves Prince William County as the Historic Site Manager at Brentsville Courthouse Historic Centre and Lucasville School.
When out of the office, Paige spends her time serving on the board of the Virginia Association of Museums, exploring, or researching her interests which include women’s history, as well as the more morbid side of history such as death, disease, medicine, or crime. Her published works include Witness to Peace and Strife: The History of Ben Lomond in Manassas, Virginia, as well as numerous articles published for a variety of publications such as Emerging Civil War, Virginia Association of Museum’s Voice Magazine, Civil War Traveler, and Prince William Living. She lives in Brentsville, Virginia, with her husband, Bill, and their two dogs, Barley and Bernard.
Phillip Greenwalt
“The future of Civil War history is in good hands with this energetic young historian.”
— Lynchburg, VA, Sesquicentennial Committee
From “Old Bald Head” to “Lee’s Bad Old Man”
A Study of the Second Corps of the Army of Northern Virginia in 1864 and its ensuing experiences.
A Nation Torn and A State Divided:
Maryland in the First Two Years of the War
A discussion of Maryland, including the role and view of Baltimore, on the eve of the American Civil War and leading up to the pivotal battle of Antietam in September 1862.
Where the War was Lost: The Disastrous 1862-1863 Leadership of the Army of the Tennessee
Examines how the Confederate army’s leadership mismanaged and ultimately lost the Confederate heartland and subsequently the war.
From Kirby’s Kingdom:
Ramifications from the Trans-Mississippi in 1864
A look at the pivotal Red River Campaign and how it affected both the Trans-Mississippi and events in the autumn of 1864 east of the Mississippi River.
Phillip Greenwalt is co-founder of Emerging Revolutionary War and the Emerging Revolutionary War Series, and is a full-time contributor to Emerging Civil War.
Phill has a graduate degree in American History from George Mason University and a bachelor’s in history from Wheeling Jesuit University. He is currently a supervisory park ranger for Everglades National Park. He has also served in official National Park Service details at Morristown National Historical Park, Fredericksburg and Spotsylvania National Military Park, Appomattox Court House National Historical Park, Cedar Creek & Belle Grove National Historical Park, and Fort McHenry National Memorial and Historic Shrine. He began his National Park Service career at George Washington Birthplace National Monument and Thomas Stone National Historic Site as a park ranger-historian. He is a native of Baltimore, Maryland.
Meg (Thompson) Groeling
Antebellum Militias
This is an important yet overlooked part of the development of both Civil War armies. First Bull Run was officered, provisioned, and fought mainly by militia volunteers. Other than army commanders, the junior officer corps was made up almost entirely of amateurs commanding other amateurs. These volunteers are given short shrift. Nevertheless, a deeper look will provide information about the men and the structures that eventually became the backbone of both the Confederate and Union forces.
The Election of 1860
What a rollicking time they had in Chicago! From earlier meetings with fence rails and Mr. Lincoln being crowd-surfed over the heads on his “fans,” to the backroom politicking of the Wigwam, characters like David Davis, Ward Hill Lamon, and Horace Greeley are immensely entertaining, as is the story of Lincoln’s nomination to the Republican ticket in 1860.
The Election of 1864
A much more serious matter, 1864 saw a dispirited Lincoln afraid he was going to lose his presidency and maybe even the war. An examination of the Blind Memorandum shows just how low things were for the White House, while a reading of Lincoln’s address to the 166th Ohio volunteers provides the key to a large part of Lincoln’s win—the soldier vote. With Union victories in Georgia and a renewed interest in politics on the part of the men serving in the Union Army, the Copperheads and McClellan had an unwinnable election on their hands.
First Bull Run
Nope: the Fire Zouaves did NOT run away; there were no masked batteries; the Black Horse Cavalry was not super-human in size, strength, or number; and General McDowell was NOT a doofus. The First Battle of Bull Run is really the entire Civil War in one battle: everything that went well continued to do so, and everything that failed was an issue to the end of the war. Whether it was transportation, communication, confusion, or inexperience, Bull Run/Manassas has it in microcosm.
John Hay & George Nicolay
Lincoln’s real men! Abraham Lincoln brought these two from Illinois with him on the Inaugural Express. They were there for absolutely everything, and they are fascinating historical personages in their own rights. John Hay went on to a career in diplomatic service that ended with Theodore Roosevelt, and Nicolay went back to Illinois as a journalist with a unique point of view. They teamed up, off and on, to write a biography of their boss and friend, Abraham Lincoln, that is not read very often any more. This should be remedied, and people should know more about Hay and Nicolay.
Major General Irvin McDowell
One of the most underrated Union generals. The plans for First Bull Run were impeccable, but not carried out—for a variety of reasons. Most think McDowell was run out of town after Bull Run, but not true! He continued to serve the Federal Army with grace and dedication, if not great distinction, until near the end of his life. He is buried in San Francisco National Cemetery in the Presidio of San Francisco. His simple marble military headstone is a perfect example of McDowell’s entire career. Irvin is misspelled “Irwin.”
Civil War Artists & Journalists
The idea of the “embedded journalist” is not new by any means. Embedding journalists began in the Crimean War, and was a Civil War staple. When making camp, the first thing to go up after the officers’ tents was the apparatus to create “T-mail,” or the telegraph. Reporters sent their dispatches to their papers as quickly as possible. Artists had a different timeline. Their sketches were made literally on the run, and then sent in courier packets to their respective papers. At that point, an engraver prepared a plate engraving of the sketch, and finally the images appeared in the news. The whole story is fascinating, as is the “Bohemian Brigade” of reporters and artists.
The Aftermath of Battle:
“What Did They Do with All the Bodies?”
A good question—and deserving of an answer. The issue of the disposal of remains—human, equine, Yankee, or Confederate—was a serious problem even before there was ever a battle. If the army is seen as a small city, then, even under the best of circumstances, folks die. If there is a battle, the problem is magnified a thousand fold. The dead were handled in one way, the seriously injured in another, the slightly injured in another, and the animals in still another manner. It was a chaotic scene all around no matter how one viewed it. There are many, many aspects to this issue, but there are answers to every question.
Colonel Elmer Ellsworth
No biography has been written about Ellsworth since the 1950s, any yet he remains an iconic image of the war. He was a friend of Lincoln, an active participant in every event that got Lincoln to the White House, a patriotic example for the Union when Lincoln first called for troops, and the first Federal officer to give his life for the cause.
Meg (Thompson) Groeling, a contributing writer at Emerging Civil War, explores subjects beyond the battlefield—such as personalities, politics, and practices that affected the men who did the fighting. Meg’s undergraduate degree in Liberal Studies with a minor in American History was from California State University, Long Beach, and she received her Master’s degree in History, with a Civil War emphasis, in January 2016. She writes regular book reviews for ECW, Civil War News, and LSU’s online Civil War Book Review. Her first book for the Emerging Civil War series is Aftermath of Battle: the Burial of the Civil War Dead. Her biography of Colonel Elmer Ellsworth, First Fallen, is in its final stages before publication by Illinois University Press. She loves old houses, Elmer Ellsworth, cider, and cats.
The 4th Division IX Corps in the Overland Campaign
In January 1864, General Ambrose E. Burnside was asked to reorganize the IX Corps. He asked for and was granted permission, by Secretary of War Edwin Stanton, to form a division of “colored troops.” The 4th Division of the IX Corps would consist of black troops fighting for the Union and commanded by General Edward Ferrero.
The USCT at New Market Heights
The Battle of New Market Heights was fought on September 29, 1864, with troops of the Army of the James attacking fortifications defending the Confederate capital of Richmond. General Charles Paine’s 3rd Division of the XVIII Corps consisted of three brigades of black troops, and General William Birney had a colored brigade of the X Corps. The black troops faced
a galling fire but succeeded in capturing New Market Heights. Fourteen black soldiers and two of their white officers earned the Medal of Honor for their actions in the battle.
**The 23rd United States Colored Troops**
I represent a soldier in the 23rd Regiment Infantry United States Colored Troops. This regiment was the first black regiment to fight in “directed combat” against Confederate General Robert E. Lee’s Army of Northern Virginia. On May 15th, 1864, during the Battle of Spotsylvania Court House, the 23rd came to the aid of the 2nd Ohio Cavalry and drove away General Thomas Rosser’s Confederate Cavalry Brigade in a minor skirmish.
**The United States Colored Troops: Fighting for Freedom**
At the beginning of the Civil War, black men tried to enlist in both the Union and Confederate armies. Most were not allowed in either army, although there were very light-skinned blacks who were able to pass as white and join those armies. By the end of the war, some 180,000 to 200,000 blacks served in the United States Army and another 20,000 plus served in the United States Navy. According to the African American Civil War Memorial and Museum in Washington, DC, the African American Civil War Memorial lists 209,145 men in the US Colored Troops: 201,000 blacks, 7,000 white officers, and 1,145 Hispanics.
**The Importance of the Fredericksburg Area in the Civil War**
This area is the bloodiest landscape in North America: more than 105,000 men were killed and wounded in the four major battles and the skirmishes that surrounded them. This area was also the focal point of the Civil War for more 2 years, as this area is halfway between the two capitals: Washington, DC, the capitol of the United States of America and Richmond VA, the capital of the Confederate States of America. The Union army determined that the quickest way to Richmond was on a straight line through Fredericksburg.
War Comes to the Church: St. George’s Episcopal Church in the Civil War
December 11, 1862, would directly bring St. George Church’s into the hostilities of the Civil War. On that day, the church became a fortress against an advancing Union line coming from Stafford. Located prominently on a hill overlooking key streets to the north, the Church provided a wonderful location for soldiers to view approaching advances and as a base to deploy forces against the Union. St. George’s played a role as Confederate stronghold late in the day. General William Barksdale’s Mississippi Brigade used the church and the city to delay Federal bridge builders and fought the Union soldiers in the streets of the city. St. George’s was the tallest building in the city and was in an advantageous location for Barksdale’s 1500 men.
STEWARD T. HENDERSON
Steward T. Henderson is a contributing historian with Emerging Civil War. He has been an interpretive park ranger at the Fredericksburg and Spotsylvania National Military Park, from 2007 until 2018. He has also worked at the park since February 2005 to present as a volunteer, sales associate, and park ranger. He continues to give tours on the four battlefields as a battlefield guide with Fredericksburg Tours. He is also the co-founder and past president of the 23rd Regiment United States Colored Troops. He is a living historian and reenactor with the 54th Massachusetts Infantry Co. B.
Other memberships include the African American Civil War Museum, the John J. Wright Museum, the American Battlefield Trust, Central Virginia Battlefield Trust, Rappahannock Valley Civil War Roundtable, and the Fredericksburg Chapter of the NAACP.
Steward attended Howard University, the Institute of Financial Education, the American Institute of Banking, and the Consumer Bankers Association Graduate School of Retail Bank Management. He retired as a Senior Vice President of Retail Banking, SunTrust Bank Greater Washington Region, in January 2005, after a 35-year career in the financial services industry.
• My Experiences with Tony Horwitz from *Confederates in the Attic* and Beyond
• Civil War Cinema: The History of Civil War Memory through Film
• I Thought Adults Would Do a Better Job: Preservation of Battlefields
• An Emmy Award Winner: A Documentary on the Battle of Franklin
• Writing, Researching, Filming, Directing, Editing: Making the Battle of Perryville Documentary
• The Battle of Spotsylvania Court House: The Battle, Making the Award Winning Movie, and putting on the Big Reenactment
• What is Old is New: Researching at the National Archives
• The Good, The Bad, and The Ugly: The Making of the Movie *Gettysburg*
• The Side Show to the Big Show: John Pelham and the Battle of Unison, Virginia
• Yellowhammers and Environmentalism: Law’s Brigade March to Gettysburg
• Persecution of the Dead: Confederate Monuments and Memory
• Since 1981: The Long Strange Trip within Reenacting
• The Bloody 17th: The 17th Virginia at Second Manassas
• Working for Time/Life Books: 18-Volumes of Civil War Research
• 90 Miles of Virginia Landscape: Lee’s Retreat to Appomattox
• One of the Last Confederates: Julius Franklin Howell
• 1862: The True Confederate High Tide
• Ohio—The 14th Confederate State: Morgan’s Raid, Espionage, and Outright Armed Rebellion
• A Density of Forgotten Combat: The Battles of North Alabama
• What Did They Look Like? A Visual Look at Confederate Soldiers
• A Confederate War Correspondent’s Journey: Peter Wellington Alexander
• Confederate Soldier-Life
Born on Stonewall Jackson’s birthday, Robert Lee Hodge has had a keen interest in America’s Civil War history since age 4.
Over the course of more than 30 years, Hodge has worked on several history-based films—from dramas like ABC’s North and South and TNT’s Gettysburg and Andersonville, to many programs on The History Channel, Arts and Entertainment Channel, and the National Geographic Channel, to his own Civil War documentaries, which have won 5 Telly awards and a regional Emmy in 2007.
Hodge has been featured on National Public Radio’s Talk of the Nation and Soundscapes, NBC’s Late, Late Show, The New Yorker, The Wall Street Journal, the PBS program Going Places, and C-SPAN II’s Book TV. Robert has also written for The Nashville Tennessean, Civil War Times, America’s Civil War magazine, The Washington Post, and North and South magazine.
He played a major role in, and appears on the cover of, the New York Times’ 1999 best-seller Confederates in the Attic—hosting Pulitzer Prize-winning author Tony Horwitz on an eclectic and
Robert has been a historical researcher, primarily at The National Archives and Library of Congress, working with nationally-recognized experts. He also was principle researcher on Time-Life Books 18-volume series Voices of the Civil War and The Illustrated History of the Civil War.
Hodge’s interest became preserving historic greenspace when he interned with the National Park Service’s Civil War Sites Advisory Commission in 1992. He has organized battlefield preservation fund-raisers that have garnered over $160,000. He also serves on the board of directors of the Central Virginia Battlefields Trust (the CVBT); an organization that has protected over 1,300 acres at Chancellorsville, Fredericksburg, The Wilderness, and Spotsylvania Court House, Virginia, since 1996.
Hodge was featured on the National Geographic Channel and Time magazine in 2011, wrote for The Washington Post during the 150th anniversary of the Civil War, and was a researcher for the U.S. Army in 2013.
In 2016 he wrote the script for the film at Andrew Jackson’s Hermitage. In 2017 he appeared in The Wall Street Journal and on National Public Radio’s Kojo Nnamdi Show and Chinese Central Television about Confederate monuments and Civil War memory.
In 2019 Hodge started blogging for the Emerging Civil War. ECW is currently running his “Yellowhammers and Environmentalism” series about Evander Law’s Alabama Brigade’s route of march to Gettysburg. He’s also writing about the loss of historic greenspace. You can find him at ECW and at www.robertleehodge.com.
The Cruise of the CSS Shenandoah
The Confederate commerce raider CSS *Shenandoah* carried the Civil War to the ends of the earth through every extreme of sea and storm pursuing a perilous mission in which they succeeded spectacularly after it no longer mattered. This thirteen-month cruise (October 1864-November 1865) was a watery form of asymmetric warfare in the spirit of John Mosby, Bedford Forrest, and W. T. Sherman. These Rebel Americans created a sensation in Melbourne, Australia. They enjoyed a tropical Pacific island holiday as guns fell silent at Appomattox, and finally, six weeks after the surrender, they invaded the north, the deep cold of the Bering Sea. *Shenandoah* fired the last gun of the conflict and set Arctic waters aglow with flaming Yankee whalers. Months later, she limped into Liverpool where Captain Waddell lowered the last Confederate banner without defeat or surrender. The observations of these Confederates looking back from the most remote and alien surroundings imaginable, along with the viewpoints of those they encountered, provide unique perspectives of the Civil War. Based on my book *A Confederate Biography: The Cruise of the CSS Shenandoah* (Naval Institute Press, 2015).
Unlike Anything That Ever Floated: The USS Monitor
The USS *Monitor* was an ingenious but hurried response to both the imminent threat of the Confederate ironclad, CSS *Virginia*, and to the growing prospect of international intervention in favor of Rebels backed up by powerful British or French seagoing ironclads. The United States had no defenses against either menace. *Monitor* would become a
cultural icon of American industrial strength and ingenuity; she embodied and popularized social and institutional as well as industrial revolutions. But this was largely a symbolic role that would far outshine her actual accomplishments beyond a single engagement in a specific set of circumstances. This presentation takes *Monitor* from her inception in the mind of her brilliant inventor through the dramatic first clash of ironclads at Hampton Roads. Based on the forthcoming book for the Emerging Civil War series, *Unlike Anything that Ever Floated: The Monitor and Virginia and the Battle of Hampton Roads.*
**Unvexed Waters: The Mississippi River Squadron**
History offers few examples other than the Civil War and Vietnam War of extensive operations on inland shallow waters involving specialized classes of war vessels commanded and manned by naval personnel conducting joint operations with land forces. The struggle for the Mississippi River was one of the longest, most challenging and diverse campaign of the Civil War. Strategically, this was an extension of the maritime
blockade, an outgrowth of the Anaconda Plan. However, in technology, tactics, and command structure, riverine warfare was a fundamentally new concept empowered by the industrial revolution in steam propulsion, armor, and armaments. This presentation reviews the unprecedented conflict along the watery spine of America. (Presented at the North American Society for Oceanic History Annual Conference, May 2018.)
**Burnside’s Sand March: The Forgotten North Carolina Expedition**
Poor General Ambrose Burnside. He gets no respect. Bumbling his way across Burnside Bridge at Antietam, through the disastrous Battle of Fredericksburg and the Mud March. But before all that, Burnside’s innovative planning and effective leadership brought significant victory, catching the attention of the commander-in-chief. We tend to think not much happened in the East between First Bull Run and the Peninsula Campaign. However, a series of engagements from February to June 1862 in the sounds and along the barrier islands of North Carolina produced long-term consequences. It was the first and ultimately one of the few operations effectively integrating the strengths of army and navy forces. With aggressive follow up, it might have shortened the Civil War. Much can be learned from a look at the “Burnside Expedition.” (Presented at the Emerging Civil War Annual Symposium, Spotsylvania, VA, Aug 2, 2019.)
**From Shenandoah to Seeadler: The Legacy of Civil War Commerce Raiders in WWI**
Rebel raiders *Alabama*, *Florida*, *Shenandoah*, and their sisters wreaked havoc on powerful Union shipping and whaling industries. Confederates applied new industrial technologies to advance ancient concepts of commerce warfare and to develop innovative cruiser warships while the U.S. Navy struggled to combat them. These controversial weapons disrupted economies, exacerbated international tensions, diverted critical resources, and threatened the Union war effort. Early in World War I, German naval planners consciously applied Confederate
precedents but with less success. This presentation explores the legacy of Civil War commerce raiders leading up to submarine warfare and beyond. (Presented at the U.S. Naval Academy McMullen Naval History Symposium, September 2015.)
**Rebels Down Under: A Surprise Confederate Visitor Makes Mayhem in Melbourne**
January 1865: Confederate commerce raider CSS *Shenandoah* invades the bustling port of Melbourne—the most remote and most British imperial outpost with intriguing parallels to dynamic U.S. frontier cities. The Melbourne citizenry (including a sizeable American expatriate community) split into contentious political camps over crucial and never ending issues of international law, trade, neutrality, and independence. Reflecting deep worries concerning the distant war, Australians mirrored the prejudices and misperceptions of their British cousins. *Shenandoah* officers were feted as heroes by one faction but were denounced as pirates and nearly lost their ship to the other. This is the outsiders’ view of the conflict, illustrating international issues that were potentially decisive for the Civil War. (Presented at U.S. Naval Academy McMullen Naval History Symposium, September 2011.)
**Rebels and Aliens: Confederates on the Far Side of the World**
Towering verdant peaks sprouted from aquamarine seas as the commerce raider CSS *Shenandoah* approached the Island of Pohnpei on April fool’s day, 1865. This microcosm of the Confederacy carried the conflict to the remotest Pacific where they encountered a courageous, resourceful warrior culture that seemed totally alien. But was it? Neither party saw into the heart of the other’s society but looking back, we find similarities as striking as differences. While lonely Rebels slept under tropic stars, guns fell silent at Appomattox. This presentation reviews commonalities and contradictions of diverse peoples separated by vast reaches of ocean but inextricably linked by human nature, maritime technology, trade, and war. (Presented at U.S. Naval Academy McMullen Naval History Symposium, Annapolis, MD, September 2013.)
Dwight Hughes is a public historian, author, and speaker in Civil War naval history. Lieutenant Commander Hughes graduated from the U.S. Naval Academy in 1967 with a major in history and government. He served twenty years as a Navy surface warfare officer aboard warships, on staffs, and with river forces in Vietnam. Dwight taught Naval ROTC at the University of Rochester, earned an MA in Political Science, and later completed an MS in Information Systems Management from USC.
Dwight’s current calling melds a love of the sea and ships with a lifetime study of naval history and fascination with the Civil War. Dwight is author of *A Confederate Biography: The Cruise of the CSS Shenandoah* (Naval Institute Press, 2015) and contributing author at Emerging Civil War. A new volume for the Emerging Civil War series, *Unlike Anything that Ever Floated: The Monitor and Virginia and the Battle of Hampton Roads*, is in production. Dwight has presented at numerous Civil War Roundtables, historical conferences, and other venues. See his website: http://civilwarnavyhistory.com/.
Christopher L. Kolakowski
“Best Civil War Roundtable talk I’ve ever heard.” — Glenn LaFantasie
“A master storyteller.” — Louisville Courier-Journal
Other topic requests considered. Please contact for details.
Perryville: Battle for Kentucky
Overview of the 1862 Kentucky Campaign and Battle of Perryville, with discussion of the political and military impacts on the war.
The Campaign and Battle of Stones River
Overview of the Stones River campaign 1862-63, with discussion of its importance in the war.
The Tullahoma Campaign
Overview of Middle Tennessee operations spring and summer 1863. Also includes a discussion of the turmoil in the Army of Tennessee’s high command.
The Fall of 1862: Union in Crisis
Strategic, political, and social overview of the period September 1 to December 31, 1862. Argues this is one of the great turning points of the war.
New York City’s Civil War
Discussion of the Civil War’s impact on America’s largest city, 1860-1865.
Stars and Stripes on Marye’s Heights:
The Second Battle of Fredericksburg
Overview of operations near Fredericksburg in April and early May 1863, including the taking of Marye’s Heights.
1864: Decision at Sea
Examines the naval war of 1864 and the various decisive clashes between the US Navy and the CS Navy during that year.
1865: End and Beginning
Examines the Civil War’s end and how it both began the peace and developed legacies that extend into the 20th Century.
CHRISTOPHER L. KOLAKOWSKI was born and raised in Fredericksburg, VA. He received his BA in History and Mass Communications from Emory & Henry College, and his MA in Public History from the State University of New York at Albany.
Chris has spent his career interpreting and preserving American military history with the National Park Service, New York State government, the Rensselaer County (NY) Historical Society, the Civil War Preservation Trust, Kentucky State Parks, and the U.S. Army. He has written and spoken on various aspects of military history from 1775 to the present. He has published two books with the History Press: The Civil War at Perryville: Battling For the Bluegrass and The Stones River and Tullahoma Campaign: This Army Does Not Retreat. In September 2016 the U.S. Army published his volume on the 1862 Virginia Campaigns as part of its sesquicentennial series on the Civil War. He is a contributor to the Emerging Civil War blog, and his study of the 1941-42 Philippine Campaign, Last Stand on Bataan, was released by McFarland in late February 2016. He is currently working on a book about the 1944 India-Burma battles.
Chris served as director of the General George Patton Museum and Center of Leadership in Fort Knox, KY, from 2009 to 2013. He became the MacArthur Memorial Director in Norfolk, VA, on September 16, 2013.
Chris Mackowski
“Chris Mackowski is truly one of the great lecturers in history of all time.” — New York Military Affairs Symposium
“One of the best talks I have ever heard.” — Ed Bearrs
“A truly first-class and enjoyable program.” — Western North Carolina CWRT
“You certainly have a knack for telling a story as you present the facts.” — OBX CWRT
“Your talk, or should I say your performance, raised the bar for us on speakers. No other speaker that we have had since has come up to your standard.” — Civil War Roundtable of California, PA
“I can’t adequately express my appreciation for your presentation last night. You are an amazingly effective public speaker. You did it without notes, which completely engages the audience, and did not miss a beat. I had so much fun listening to you…. Thanks again for providing us your outstanding insights and commentary.” — New York City Civil War Roundtable
Grant’s Last Battle: The Story Behind *The Personal Memoirs of Ulysses S. Grant*
Facing financial ruin and struggling against terminal throat cancer, Ulysses S. Grant fought his last battle to preserve the meaning of the American Civil War. His war of words, *The Personal Memoirs of Ulysses S. Grant*, would cement his place as not only one of America’s greatest heroes but also as one of its most sublime literary voices.
The Last Days of Stonewall Jackson
Jackson’s loss has been called one of the major turning points of the war. Follow his last days, from his flank attack at Chancellorsville and his accidental wounding by his own men, to the amputation of his arm and his final journey over the river to rest under the shade of the trees.
That Furious Struggle: Chancellorsville and the High Tide of the Confederacy
For three days in May 1863, the tiny wilderness intersection of Chancellorsville became the most important crossroads in America. A campaign that began with Joe Hooker’s “perfect” plans ended up being remembered as “Lee’s Greatest Victory.”
The Battle of the Bloody Angle
For twenty-two straight hours, in torrential downpours, up to their knees in mud and blood, Federals and Confederates slugged it out in the most intense sustained hand-to-hand combat of the war. A panopoly of horror, one soldier called it. A Saturnalia of blood. Hell’s Half-Acre. The slaughter pen of Spotsylvania. Most remember it simply as the Bloody Angle.
Second-Guessing Richard Ewell: The First Day at Gettysburg
It might be the most second-guessed decision of the war: On July 1, 1863, Confederate Lt. Gen. Richard Ewell decided it was not “practicable” to storm the Union position at Gettysburg after a hard day of fighting. As a result, history has scapegoated Ewell for the Confederate loss there, and critics have loudly wondered, “If Stonewall Jackson had been there....” But Ewell made a militarily sound decision—as a look at the facts will show.
Strike Them a Blow: Battle Along the North Anna River
The most overlooked segment of the Overland Campaign also represented some of the best chances both generals had for destroying each other’s armies—but the war of attrition had taken a personal toll on the commanders, peppering the North Anna River with lost opportunities.
The Great Battle Never Fought: Mine Run
Facing immense political pressure to engage the Army of Northern Virginia in battle, George Gordon Meade spent the fall of 1863 instead engaged in cat-and-mouse generalship with Robert E. Lee. The season came to a head along the banks of a small stream called Mine Run, where Meade chose to sacrifice himself instead of his men.
Hell Itself: The Battle of the Wilderness
The Wilderness holds a place all its own in Civil War lore: as Lee and Grant clashed for the first time, the “dark, close wood” seemed impenetrable and mysterious. As the armies slaughtered each other, the forest around them burned.
Grant’s Next Chapter: Vicksburg, Chattanooga, and the Rise of U.S. Grant
U.S. Grant finished one volume of his memoirs with the aftermath of Vicksburg and opened the second with the battle of Chattanooga. Not only did that point serve as a convenient break for Grant in his narrative, it marked the turning point of his career. Vicksburg closed out one chapter, while Chattanooga began other.
Chris Mackowski, Ph.D., is a professor of journalism and mass communication at St. Bonaventure University and historian-in-residence at Stevenson Ridge, a historic property on the Spotsylvania battlefield. He also volunteers at Fredericksburg & Spotsylvania National Military Park, where he still gives tours at four major Civil War battlefields (Fredericksburg, Chancellorsville, Wilderness, and Spotsylvania), as well as at the building where Stonewall Jackson died.
With Kris White, he is co-founder of Emerging Civil War. Together, they have co-authored a half-dozen Civil War books, and they’ve written features for every major Civil War magazine. Mackowski is also the solo author of Grant’s Last Battle: The Story Behind the Personal Memoirs of Ulysses S. Grant, Hell Itslef: The Battle of the Wilderness, and Strike Them a Blow: Battle Along the North Anna River. With Albert Z. Conner, Jr., he is co-author of Seizing Destiny: The Army of the Potomac’s “Valley Forge” and the Civil War Winter that Saved the Union. Mackowski and White were honored in 2016 by the Army Historical Foundation with its Lt. Gen. Richard G. Trefry Award for contributions to the field.
Marching through the Heart of the Confederacy:
Sherman’s Atlanta Campaign and the March to the Sea
Undertaken in the summer of 1864, Sherman’s drive on Atlanta and subsequent march to Savannah tore the heart out of the Confederacy. Atlanta was a major manufacturing center and railroad hub that was utterly destroyed by Sherman’s army. The march across Georgia was designed as psychological warfare as much as military. By the time Sherman reached Atlanta the Confederate will to fight was swiftly diminishing.
Sherman: Man or Monster
One of the most controversial Union generals, William Tecumseh Sherman was a surprisingly intellectual man who always spoke his mind, which led at the beginning of the war to the charge that he was insane. He was a prophet and a warrior, a philosopher and a cynic. He introduced total war and practiced psychological warfare on a grand scale. Join me as we explore the complex man who was named after the Shawnee warrior, but came to be called “Uncle Billy” by the men who followed him.
A Deadly Puzzle: Grant’s Vicksburg Campaign
Ulysses S. Grant knew what he wanted; he just was not sure how to get it. He was thwarted approaching Vicksburg overland from Tennessee; he could not bypass or get around it. No matter how he tried to get at the Gibraltar of the West the weather, the Mississippi River, the topography of the land, or the rebels themselves worked against him. It was a grand and deadly puzzle that Grant would ultimately solve through perseverance and tenacity.
We’ll Lick ‘em Tomorrow:
Grant, Sherman, and the Battle of Shiloh
One of the interesting storylines of the war was the friendship of Union Generals Ulysses S. Grant and William T. Sherman—men who were nearly polar opposites. Reserved and pragmatic, Grant was a simple, practical guy. Sherman was high strung, exuberant, and intellectual. Their friendship was sealed in the fiery contest on the Tennessee River near a place called Pittsburgh Landing.
Hellmira: The Union’s Most Infamous POW Camp of the Civil War
Long called by some the “Andersonville of the North,” the prisoner of war camp in Elmira, New York, is remembered as the most notorious of all Union-run POW camps. It existed for only a year—from the summer of 1864 to July 1865—but in that time, and for long after, it became darkly emblematic of man’s inhumanity to man. Confederate prisoners called it “Hellmira.”
Based on his new book, published by Savas Beatie, in this talk Maxfield contextualizes the rise of prison camps during the Civil War, explores the failed exchange of prisoners, and tells the tale of the creation and evolution of the prison camp in Elmira. In the end, Maxfield suggests that it is time to move on from the blame game and see prisoner of war camps—North and South—as a great humanitarian failure.
Lincoln: Constitutional Pragmatist
This talk explores our nation's relationship with Abraham Lincoln and his association with the Constitution. A deeper understanding of Lincoln may surprise some people, and even tarnish his popular image for others. To some extent this is because we tend to think of Lincoln more as a statesman and hero, rather than a politician. The truth, however, is that Lincoln was a very talented politician and could be just as smooth yet slippery as the best and most manipulative of civic leaders. Lincoln’s relationship with the Constitution was shaped by both Lincoln the statesman and Lincoln the politician—depending upon circumstances.
Goats of War
Some were military leaders who were in over their heads. Others were on the track to glory before falling into disgrace. There were political generals with no training in military arts, and the politicians who could not acknowledge or accept their own incompetence. The one thing they all have in common is a role in a conflict that produces a lot of goats.
Ancestors in Peace and in Pieces
In this talk I will explore the stories of my six great-grandfathers who fought in the Civil War—all for the Union. Of the six, four survived and two perished. Although the survivors might be the “lucky ones,” as we’ll see they all came home broken men both in body and spirit.
Derek Maxfield is an associate professor of history at Genesee Community College in Batavia, NY, where he is also coordinator of the college’s Civil War Initiative. For his work with the initiative, Maxfield was awarded the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities in 2013. More recently, Maxfield was awarded the 2019 SUNY Chancellor’s Award for Excellence in Teaching. His first book, Hellmira: The Union’s Most Infamous POW Camp of the Civil War, published by Savas Beatie, is due out in the Fall of 2019.
Maxfield holds a Bachelors of Arts degree from SUNY Cortland and a Master of Arts degree from Villanova University. He is also a Ph.D. candidate at the University of Buffalo, where he is A.B.D. Among Maxfield’s research interests are 19th century politics and culture, especially Victorian death ways and the Civil War. He lives in Churchville, NY, with his wife, Christine, two children—Quincy, 13, and Jesse, 11—a basset hound, three cats, and a tortoise.
One of the most fascinating stories of the war was the friendship that developed between Union generals Ulysses S. Grant and William Tecumseh Sherman. These two men could hardly be more different. Grant was quiet, almost shy, thoughtful and resolute. Sherman, on the other hand, was high-strung, fidgety and nervous. Highly intelligent, he was talkative and a chain-smoking cigar fiend.
The friendship, forged in fire, was more than just a mutually satisfying personal affair—it had real import for America and the war. In fact, it was the basis for a partnership that would bring great success for Union arms, and—ultimately—victory.
In this show, guests sit in on a conversation (or several) between these two men and get a glimpse of the evolution of their friendship and their views on war. Listen as the generals review the Vicksburg Campaign (Act I) and reminisce about Shiloh, plot the Overland and Atlanta Campaigns (Act II), and enjoy the stories as Sherman—colorful as always—regales his chief with tales from the Atlanta Campaign, March to the Sea, and campaign through the Carolinas.
The traveling show is available in one act (Act III: City Point; 45 minutes plus Q&A) or all three acts (Vicksburg, Cincinnati, and City Point; 90 minutes with Q&A).
I keep my list of topics broad because there are a lot of subjects that can be covered in each of these areas. If groups are interested in a specific topic within any of these larger areas of expertise, please inquire—I am happy to work with groups to develop presentations to suit their needs.
**First Manassas (battle and campaign)**
Including associated skirmishes and battle in July 1861 in Virginia
**Second Manassas (battle and campaign)**
Including all associated skirmishes and battles from Cedar Mountain to Chantilly
**Bristoe Station**
Including all associated skirmishes, battles, and personalities from September 1863-November 1863
**Potomac Blockade**
Including all associated skirmishes, battles, and personalities that relate to the Confederate blockade of the Potomac River, July 1861-March 1862
**John S. Mosby**
His life, and his partisan actions from 1863-1865. (I grew up with a photo of him on my wall as a kid!)
Rob Orrison has been working in the history field for more than 20 years. With Bill Backus, he is co-author of the forthcoming A Want of Vigilance: The Bristoe Station Campaign, October 1863; with Dan Welch, he is co-author of The Last Road North: A Guide to the Gettysburg Campaign. Born and raised in Loudoun County, Virginia, Rob received his bachelor’s degree in Historic Preservation at Longwood University and received his master’s degree in Public History from George Mason University. Currently Rob oversees day-to-day operations of a large municipal historic site program in Northern Virginia. Outside of work, he leads tours with Civil War Excursion Tours (of which he is co-founder), contributes to the Emerging Civil War blog, and serves as treasurer of the Historic House Museum Consortium of Washington, D.C. He serves as a member of the board of directors of the Bull Run Civil War Roundtable, the board of directors of the Mosby Heritage Area Association, the board of directors of Virginia Civil War Trails, and serves on the Governing Council of the Virginia Association of Museums. Rob lives in Prince William County with his wife, Jamie, and son, Carter.
Kevin Pawlak
Antietam Endgame
Examines the last three days of the Maryland Campaign, September 18-20, 1862, and its repercussions for the campaign.
“We labor under many disadvantages”:
The Confederate Medical Corps in the Maryland Campaign of September 1862
Discusses the actions of the Army of Northern Virginia’s medical corps from late August to early October 1862 and its successes and failures during the battle of Antietam.
“The General Result Was In Our Favor”:
George B. McClellan in the Maryland Campaign
Challenges common notions about George McClellan’s performance in the Maryland Campaign and the outcome of that campaign.
Federal High Command at Antietam:
Their Biographies, Backgrounds, and Relationships
Examines the Union corps commanders at the Battle of Antietam—where they came from, where they fought, and how they interacted with one another.
“Raised from Obscurity”: The Cavalry Battles of Aldie, Middleburg, and Upperville on the Road to Gettysburg
Discusses the often-overlooked series of cavalry battles fought in the Loudoun Valley from June 17-21, 1863.
The Winter After the War: Jefferson County, West Virginia, in the Winter of 1865-1866
Looks at a disputed county’s divisive experience in the first months after the end of the Civil War.
Water to his Front, Water to his Rear: Robert E. Lee Defends the Confederate High Water Mark at Sharpsburg
Evaluates Robert E. Lee’s decision-making related to the Battle of Antietam: why did he fight there, when did he decide, and what did he hope to do at Antietam?
Kevin Pawlak is a Certified Battlefield Guide at Antietam National Battlefield and works as a Historic Site Manager for the Prince William County Historic Preservation Division. Kevin also sits on the Board of Directors of the Shepherdstown Battlefield Preservation Association and the Save Historic Antietam Foundation. Previously, he has worked and completed internships at Harpers Ferry National Historical Park and The Papers of Abraham Lincoln at the Abraham Lincoln Presidential Library. Kevin graduated in 2014 from Shepherd University, where he studied Civil War history and historic preservation. He is the author or co-author of three books, including To Hazard All: A Guide to the Maryland Campaign, 1862.
Kristen Pawlak
This Means War: The Battle of Wilson’s Creek
This presentation focuses on the first major battle fought west of the Mississippi River—the Battle of Wilson’s Creek. Fought on August 10, 1861, the battle itself was the culminating engagement of a two-month-long campaign between Nathaniel Lyon’s Army of the West and the consolidated Western Army under Benjamin McCulloch. Within just seven hours of sustained combat, the two armies had lost 17% of their men, including Lyon, the first Union general to be killed in combat during the Civil War. This 45-minute presentation will cover the lead-up, campaign, battle, and aftermath of this important early-war battle.
Kristen M. Pawlak specializes in the Civil War in Missouri and the Trans-Mississippi West. She received her BA in History and Civil War Era Studies from Gettysburg College and her MA in Nonprofit Leadership from Webster University in St. Louis. She is currently on staff of the Missouri Civil War Museum and has previously worked with the National Park Service, the Civil War Institute at Gettysburg College, and the American Battlefield Trust. On top of contributing to Emerging Civil War, Pawlak also manages Missouri’s Civil War Blog.
David A. Powell
The Battle of Chickamauga
An overview of the campaign and battle for Chickamauga, September 1863. This talk can be tailored as needed (by day, by unit, etc.)
Failure in the Saddle
An analysis of Confederate cavalry operations in the Chickamauga Campaign, focusing on the relationship between Bragg, Forrest, and Wheeler.
Command Decisions
Rosecrans vs. Bragg. How the differing leadership styles of these two men influenced the way their armies fought.
Tullahoma: The Forgotten Campaign
An exploration of the Army of the Cumberland’s military operations, June 26 to July 4, 1863.
A Reconnaissance Gone Awry: Captain Samuel R. Johnston’s fateful trip to Little Round Top
Examining the route, mission, and results of Captain Johnston’s dawn scouting mission for Robert E. Lee on July 2, 1863.
Stuart’s Ride: J.E.B. Stuart in the Gettysburg Campaign
Examining Stuart’s ride through Maryland and Pennsylvania during the campaign.
Advance to Disaster: The Peach Orchard at Gettysburg
Daniel Sickles and the decision to occupy the Peach Orchard, July 2, 1863.
Civil War Tactics
How the Infantry, Artillery, and Cavalry fought—by the book and in the field. Includes missions and the evolution of doctrine.
Sigel in the Shenandoah
May, 1864 and the battle of New Market from the Union perspective.
Shiloh: The Right Flank
Sherman, McClernand, and the Jones Field counterattack, April 6, 1862.
DAVID A. POWELL is a graduate of the Virginia Military Institute (1983) with a B.A. in history. He has published numerous articles in various magazines, and more than fifteen historical simulations of different battles. For the past decade, David’s focus has been on the epic battle of Chickamauga, and he is nationally recognized for his tours of that important battlefield. The result of that study was his first published book, *The Maps of Chickamauga* (Savas Beatie, 2009). His latest project is a full-length monograph of the battle of Chickamauga. The first volume of that work, entitled *The Chickamauga Campaign: A Mad Irregular Battle*, was released in late 2014; the second volume is due in the fall of 2015. He’s also author of *Failure In The Saddle: Nathan Bedford Forrest, Joe Wheeler, and the Confederate Cavalry In the Chickamauga Campaign* (Savas Beatie, 2011). David and his wife Anne live and work in the northwest suburbs of Chicago, Illinois. He is Vice President of Airsped, Inc., a specialized delivery firm.
The Battle of Monocacy: In Their Words
This talk focuses on five soldiers who fought the battle of Monocacy on July 9, 1864. Rather than look at the commanders who led the opposing forces, this presentation examines the writings of three Union soldiers and two Confederates to see what the private soldiers on the field can tell us about the “The Battle that Saved Washington.”
“You Snatched Washington Out of Our hands”: The Battle of Monocacy and the Redemption of Lew Wallace
As the youngest major general in the Union Army during the spring of 1862, Lew Wallace had large roles in the seizure of Forts Henry and Donelson. His career was nearly ended, however, due to some of his decisions during the bloody engagement at Shiloh in April, 1862. Exiled to a command far away from the battles, Wallace instead found himself involved in Jubal Early’s 1864 invasion of Maryland. Wallace’s ensuing decisions and actions not only saved Washington, D.C., but also redeemed his career.
Ryan Quint graduated from the University of Mary Washington and is a seasonal park historian at the Fredericksburg and Spotsylvania National Military Park. His Civil War interests focus on the Union armies and Jubal Early’s 1864 invasion of Maryland. He is author of the Emerging Civil War Series book Determined to Stand and Fight: The Battle of Monocacy.
Dan Welch
“A Fitting Tribute”: Memorial Tributes to Abraham Lincoln—Explore how citizens, North and South, reacted to the Lincoln assassination through written words, speeches, associations, monuments, and music in the wake of his April 1865 death.
“Rally ‘Round the Flag”: Colorbearers at Gettysburg—Discover the role colorbearers played in nineteenth century armies and the numerous heroic stories of those who carried these powerful symbols in combat at Gettysburg in July 1863.
How Did They Get Here: The Gettysburg Campaign—Follow the Union and Confederate armies northward across Virginia, Maryland, and into Pennsylvania during the weeks leading up to the battle of Gettysburg and examine the many battles and events that impacted both before the first shot of July 1, 1863.
“Boys, give them rocks”: Jackson’s Defensive Stand at Second Manasas—One of the great defensive stands during the war was made by Stonewall Jackson and his men at the battle of Second Manassas. Although bent, swayed, punctured, and at times lacking ammunition, the line never gave way under countless assaults made by Federal forces. Examine how Jackson and his men were able to hold on against all odds in August 1862 on the plains of Manassas in this dramatic program.
William Child, the Smoketown Hospital, and the aftermath at Antietam—Antietam remains the single-bloodiest day in American military history, with nearly 23,000 casualties in just 9 hours of combat. Share the stories and challenges of the longest-operated field hospital at Antietam, the Smoketown Hospital. Through the letters and diary entries of William Child, Assistant Surgeon of the 5th New Hampshire, you can hear of the next fight for the many wounded left in the battle’s wake: survival.
“Acting as an Agent for Governor Curtin”: David Wills and His Mark on Gettysburg—Find out how one man, more than any other, ensured that the Federal dead after the battle of Gettysburg received “a final resting place for those who here gave their lives.”
Martyrs of the Race Course: The Forgotten Decoration Day—How were the dead of the Civil War, upwards of 750,000, memorialized in the first weeks and months following the war’s conclusion? Discover the earliest roots of Decoration Day, today Memorial Day, in this presentation.
Dan Welch currently serves as a primary and secondary educator with a public school district in northeast Ohio. Previously, Dan was the education programs coordinator for the Gettysburg Foundation, the non-profit partner of Gettysburg National Military Park, and continues to serve as a seasonal park ranger at Gettysburg National Military Park. Welch received his BA in Instrumental Music Education from Youngstown State University and a MA in Military History with a Civil War Era concentration at American Military University. Welch has also studied under the tutelage of Dr. Allen C. Guelzo as part of the Gettysburg Semester at Gettysburg College. His first book, *The Last Road North: A Guide to the Gettysburg Campaign, 1863*, was released as part of the Emerging Civil War Series in June 2016. He currently resides with his wife, Sarah, in Boardman, Ohio.
Chickamauga: The Struggle along the Banks of the River of Death
Fought in the dark North Georgia woods the Battle of Chickamauga is the one battle everyone knows, but knows nothing about. Tells the story of the three bloodiest days on Georgia soil and why this battle mattered in the final days of the summer of 1863.
“Their Bodies Lie Piled on One Another”: The Battle of Kolb Farm
The first engagement along the Kennesaw Line that set the tone for the final phase of the struggle for the city of Atlanta.
“Great Things Are Expected of Us”: A Young Carolinian Goes to War
The unique story of C. Irvine Walker, a young South Carolina officer in the Army of Tennessee. Walker offers new and vivid account of the campaigns and battles of the Confederacy’s main western army.
Red Blood and Red Dirt: The Battle of Resaca
The story of the Battle of Resaca, the largest battle fought on Georgia soil and bloodiest of the Atlanta Campaign.
“Hold the Fort!”: The Battle of Allatoona Pass
Examines the savage, though now largely forgotten battle fought to protect Sherman’s lifeline that set the tone for Hood’s Tennessee Campaign.
“Stonewall of the West”: Patrick R. Cleburne’s last 370 days
Patrick Cleburne reputation rose like a meteor across the Confederacy in the last days of 1863, a year later the South would mourn the loss of their second Stonewall.
The History of the Campaign that Everyone Forgot:
Hood’s North Georgia/Alabama Campaign of 1864
Examines what happened for the Army of Tennessee between the fall of Atlanta and the Battle of Franklin.
“Give a Little Charity”: The Case for Braxton Bragg
“None of Bragg’s soldiers ever loved him. They had no faith in his ability as a general” said Sam Watkins in his beloved Co. Aytch, but is it true? A reassessment of Braxton Bragg, focusing on his popularity among his soldiers and among his lieutenants.
“The Bull of the Woods”: James Longstreet in the West
The story of how Lee’s “Old Warhorse” became a “Bull” in the West in the fall of 1863.
They Shall Not Pass: The Battle of Ringgold Gap
Among one of the greatest disasters of the Army of Tennessee came one of its greatest triumphs in the final battle in the struggle for Chattanooga. The Battle of Ringgold Gap would see triumph and tragedy and start the rise of General Patrick Cleburne.
“Like Driftwood in a Squall”:
Alexander P. Stewart’s Assault at Chickamauga
Looks at the only truly successful Confederate action in the bloody game of tic tac toe that defined the bloody fighting on September 19th, 1863.
Forgotten Saviors: The Role of the Confederate Cavalry in the Battle of Pickett’s Mill
Tells the story of the role of Joe Wheeler’s Cavalry in the battle that Sherman chose to forget.
From Nicaragua to Chickamauga:
Filibusters and their impact on the Army of Tennessee
Discusses the role of the Central American Filibusters who became officers in the Army of Tennessee.
General Bragg’s Army
A look at the men that served under Bragg and Hood in the Army of Tennessee. Who were they? Why did they fight? What did they do? And what was their legacy?
Bottom Rail on Top Now:
The 44th United States Colored Troops’ Story
Escaping from Bondage and taking up the sword to fight to see the end of Slavery, the 44th U.S.C.T. would see great triumph and great despair in their career as soldiers in Georgia and Tennessee.
Nadine Turchin, From Russia with Love or Maybe Contempt
Nadine Turchin followed her husband, General John Turchin, into the field in 1861 and from then on she was as a force to be reckoned with off and on the battlefield.
White Star Rising: John Geary’s Division in the West
Transferred with Joe Hooker to the West during his quest for redemption in the fall of 1863, the White Star Division would become the mountain assault division of the Union Army of the Cumberland from Lookout Mountain to Dug Gap.
Western Palmettos: The 10th South Carolina Infantry Regiment
The story of the only lowland South Carolina Regiment to serve in the Army of Tennessee and the men who comprised it.
“Sherman Would Not Have A Man Left”:
The Whitworth Sharpshooters of the Army of Tennessee
Looks at the role of the deadly Whitworth Sharpshooters of the Army of Tennessee.
Fighting in the Army of Tennessee: The Training and Tactics of the Confederacy’s Western Army
A look at how the Army of Tennessee fought its battles, from the stand up fights of 1862 to the muddy trenches of 1864.
Lincoln’s Absalom:
Benjamin Hardin Helm of the Orphan Brigade
The Civil War is remembered as Brother against Brother and so it was with President Lincoln with his Kentucky born in laws. Of all of his rebellious in-laws though, Hardin Helm was his favorite and his death in the Battle of Chickamauga caused him to feel, “Like David of old when he was told of the death of Absalom.”
Die Like Men
Govan’s Arkansas Brigade in Hood’s Tennessee Campaign
William Lee White graduated from the University of Tennessee at Chattanooga with a B.A. in History and works as a ranger at the Chickamauga and Chattanooga National Military Park where he presents talks and tours on all phases of the Battles for Chattanooga. He edited “Great Things Are Expected of Us” The Letters of Colonel C. Irvine Walker, 10th South Carolina, CSA, part of the University of Tennessee’s Voices of the Civil War series, and has authored several essays on various topics relating to the Civil War in the Western Theater. He’s also been published in America’s Civil War. He’s author of Bushwhacking on A Grand Scale: The Battle of Chickamauga for the Emerging Civil War Series and edited a portion of the diary of Patrick Cleburne that will be part of Dr. Steven Woodworth’s Civil War Campaigns in the Heartland Series’ volume on the 1864 Tennessee Campaign.
Geographic availability: Georgia, Tennessee, Alabama, South Carolina, Western North Carolina, and Southern Kentucky. Other areas might be available as well depending on schedule and accommodations.
One of the most active and popular speakers on the Civil War circuit, Eric Wittenberg is the author of nearly twenty books. He’s also the acknowledged authority on Federal cavalry in the Eastern Theater, and he’s a leading expert on the battle of Brandy Station. His most popular talks include:
- Plenty of Blame: Jeb Stuart’s Controversial Ride to Gettysburg
- “The Devil’s to Pay”: John Buford at Gettysburg
- The Battle of Brandy Station
- The Battle of Trevilian Station
- Sherman’s Carolinas Campaign
- East Cavalry Field at Gettysburg
Other topics are available upon inquiry.
Please note: Because of a rigorous travel and speaking schedule, Eric is available on only a very limited basis.
Eric J. Wittenberg is an award-winning historian, blogger, speaker and tour guide. A native of southeastern Pennsylvania, he was educated at Dickinson College and the University of Pittsburgh School of Law. He is now an attorney in private practice. Eric and his wife Susan and their three golden retrievers reside in Columbus, Ohio. Eric maintains a personal blog, Rantings of a Civil War Historian (http://civilwarcavalry.com/).
Emerging Civil War serves as a public history-oriented platform for sharing original scholarship related to the American Civil War.
Our primary audience is the general public, so scholarship is defined broadly: historical research, memory studies, travelogues, personal narratives, essays, book reviews, and photography. Journalistic-style coverage of current Civil War-related events and the Civil War in pop culture are also included. Furthermore, ECW encourages respectful discussion about that material. ECW does not publish fiction or poetry.
ECW seeks to encourage a diversity of perspectives in the scholarship it presents. We do that, in part, by identifying and spotlighting the next generation of Civil War historians and the fresh ideas they bring to the historical conversation.
As a collective, the individuals who comprise ECW are encouraged to share their own unique interests and approaches. The combined collection of material—and the respectful discussions that surround it—forward ECW’s overall effort to promote a general awareness of the Civil War as America’s defining event. | 21c53389-c4ce-47c1-b5c1-3ed61e7cbf39 | CC-MAIN-2022-33 | https://emergingcivilwar.com/wp-content/uploads/2019/08/Speakers-Bureau-19-20.pdf | 2022-08-16T06:57:57+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572221.38/warc/CC-MAIN-20220816060335-20220816090335-00335.warc.gz | 225,311,290 | 20,231 | eng_Latn | eng_Latn | 0.978331 | eng_Latn | 0.997144 | [
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1. Serotonin is a neurotransmitter that affects:
a. arousal
b. mood
c. sleep
d. all of the above
e. none of the above
2. Which division of the nervous system controls voluntary skeletal muscle movements?
a. Autonomic
b. Parasympathetic
c. Peripheral
d. Somatic
e. Sympathetic
3. A patient is suffering from diabetes. The patient's blood sugar is elevated. Which division of the nervous system raises the blood sugar level?
a. Autonomic
b. Parasympathetic
c. Peripheral
d. Somatic
e. Sympathetic
4. Which subsystem of the nervous system regulates internal organs and glands?
a. Autonomic
b. Parasympathetic
c. Peripheral
d. Somatic
e. Sympathetic
1. What part of the brain deals with the functioning of memory?
a. Amygdala
b. Hippocampus
c. Hypothalamus
d. Reticular formation
e. Thalamus
2. ____________ is the act of mentally developing a picture of one's outside environment.
a. Just noticeable difference (JND)
b. Perception
c. Sensation
d. Sensory adaption
e. Signal detection theory
3. Psychophysics is the part of psychology that deals with ________________.
a. just noticeable difference (JND)
b. perception
c. sensation
d. sensory adaption
e. signal detection theory
4. When my perception of the couch in my living room diminishes to the point where I barely pay any attention to it, I am experiencing:
a. just noticeable difference (JND)
b. perception
c. sensation
d. sensory adaption
e. signal detection theory
5. _______________ is dependent upon an individual's expectations, past experiences, and motivation.
a. Just noticeable difference (JND)
b. Perception
c. Sensation
d. Sensory adaption
e. Signal detection theory
Answers
1. The correct answer is (d), all of the above. Sleep, mood, and arousal are all affected by serotonin. Serotonin is a neurotransmitter that regulates these activities in the brain depending on how much serotonin the brain is receiving. People who suffer from some forms of depression are said to have low levels of serotonin.
2. The correct answer is (d), somatic. The somatic nervous system does two things. One, it transfers data to the central nervous system from the sense organs, muscles, and skin. This allows a person to feel pain, pressure, and temperature. Two, it sends information to the skeletal muscles from the central nervous system. This causes voluntary physical reactions. The somatic nervous system is a division of the peripheral nervous system.
3. The correct answer is (e), sympathetic. The sympathetic nervous system is responsible for elevating blood sugar levels. Its job is to get a person ready to act by making him or her cognizant of something that is scary, exciting, or disturbing. The sympathetic nervous system does this by not only elevating blood sugar, but making the heart beat faster, minimizing
digestion, and widening the arteries as well as stimulating sweat glands. Additionally, the sympathetic nervous system is one of the divisions of the autonomic nervous system. The other division of the autonomic nervous system is the parasympathetic nervous system.
4. The correct answer is (a), autonomic. The autonomic nervous system is responsible for regulating a person's internal organs and glands, including some muscles. Generally, the autonomic nervous system works involuntarily, though it can work voluntarily. It consists of two divisions which control opposite functions. The two divisions of the autonomic nervous system are the sympathetic nervous system and the parasympathetic nervous system. The sympathetic nervous system is responsible for getting a person excited or alarmed, whereas the parasympathetic nervous system is responsible for what happens to a person in a state of relaxation, such as slowing down a person's heart rate, breathing, and digestion.
5. The correct answer is (b), hippocampus. The hippocampus deals with the functioning of a person's memory. It is important to note that the brain is made up of a bunch of groups of neurons called neural networks. These neural networks have similar but unique jobs. Even though the networks or groups of neurons each have their own function, the groups often physically run through other parts of the brain. The hippocampus is a part of the limbic system.
6. The correct answer is (b), perception. Perception is the mental development of a picture of one's environment.
7. The correct answer is (c), sensation. Psychophysics is the part of psychology that deals with sensation. Sensation is the capacity one has to sense stimuli through the various senses.
8. The correct answer is (d), sensory adaptation. A person experiences sensory adaptation when her awareness of a table in the kitchen diminishes to the point where she gives almost no thought to it. When people see certain items all the time, they stop taking note of them, diminishing sensitivity to these items. In order for attention to stimulus to remain constant, the stimulus must change in some way.
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Fall Event, Crowd Delighted by “Tales of Kritter Kamp”
Seventy people, many of them ten and under, came to Blue Spruce Lodge on Friday October 19 to learn about the operation of Kritter Kamp.
Ayn Van Dyke changed her program because of the large number of young people, and began by talking about the different types of animals found in our wilds – raptors (not rappers) and marsupials. She explained in ten year old terminology how one should deal with the different types of sick, wounded or abandoned critters found in the wild. She dispelled a commonly held belief that a mother bird will reject a chick that has been touched by human hands. Most birds you will find cannot smell. “If you see a fawn seemingly alone, don’t do anything right away – come back the next day”, she advised. I was amazed at how well she presented the topic of rabies for all to understand.
She entertained the audience with stories of wild animal behavior that she has observed over her 35 years. I enjoyed the story of a fox bringing his mate to Kritter Kamp to have her broken leg mended. Also the story of the goose missing for several years rejoicing at seeing familiar surroundings.
The program was taken over by Penny the Possum and Gideon the Goose to finish out the program. Many wanted to pose for pictures with them!
Bob Lankard
pakritterkamp.weebly.com
Hunter Education Safety Course
The Hunter Education Safety Course, hosted by Evergreen Conservancy, took place on Sunday, October 7th at the Pine Ridge Lodge in Blairsville. The course ran from 8 AM until 6 PM. Attendees learned about responsible practices for hunting and trapping, firearm handling, and conservation practices. We had over 40 kids and adults attend. Ralph Muir and his crew did a wonderful job leading the course! A Game Commission officer also attended the course to go over the local rules and regulations with the attendees. It was a long day, but all attendees passed the course and were then able to buy their hunting/trapping licenses!
Board Members
Cindy Rogers - President • Malcolm Hermann - Vice president • Becky Snyder - Treasurer
Tara Binion - Secretary • Dan Boone • Bob Lankard • John Dudash • Mike Tyree
Paul Yacovone • David Janetski • Shannon Jackson
OUR MISSION:
To advance the preservation, protection and stewardship of Natural, Cultural and Historical Resources in and around Indiana County, PA
Trees Remember Everything
Dendrochronology is the study of tree-rings.
The premise of this research is that, everything a tree experiences throughout its life such as drought, fire or insect attack is recorded permanently in the pattern of the annual growth rings. Ecologists have been using these patterns, which are as “unique as fingerprints” to answer questions about the timing and magnitude of a disturbance. Over the next few issues we will provide examples of how this technique is being used in our applied plant ecology lab here at Indiana University of Pennsylvania (Photo 1).
In Pennsylvania and throughout much of the range of eastern hemlock (*Tsuga canadensis*) there is an exotic, aphid-like insect called the hemlock woolly adelgid (HWA; Photo 2) that is infesting (Photo 5) and killing our state tree. This insect has spread throughout most of Pennsylvania and is showing no signs of slowing. We are currently collecting tree-ring data to determine the timing and magnitude of infestation (Photo 4) as well as testing the effectiveness of a biological control (predator beetle) that shows early promise of being able to treat hemlock forests without the use of chemicals. Early data suggests this technique may provide an accurate estimate of time and recovery, which can allow for more effective monitoring and treatment of our hemlock forests.
M. Tyree
Tanoma Update
We continue to do bi-weekly water testing at Tanoma to check the system. Winter maintenance was completed in October when 12 IUP students and scouts from Troop 1011 and Pack 1011 came out to help clean and wax signs, take down the storybook walk, winterize the Trompe sleds and plant over 30 trees and bushes.
Riparian Buffer Zones are so important to the health of a stream. A Riparian Buffer Zone is an area boarding a stream that has healthy native trees and bushes- ideally at least 50 feet wide on either side of the stream. The trees and bushes shade the water keeping it cool for the bugs and fish living in the stream and provide food for those that live in the streams. They help prevent erosion and sedimentation going into the water and help filter out contaminants. We felt we needed to improve the buffer zones at Tanoma. Western Pa Conservancy’s (WPC) Alysha Trexler brought over 30 trees and bushes out to Tanoma and helped us figure out where to put them to maximize their benefits to Crooked Creek. On October 20th IUP and Evergreen volunteers and several local scouts came out to Tanoma to help get all the trees and bushes planted in their new homes. You can go to [waterlandlife.org/watershed-conservation/riparian-plantings](http://waterlandlife.org/watershed-conservation/riparian-plantings) to learn more about WPC’s riparian tree plantings. Big Thanks to all the volunteers and Alysha for all their help!
Environmental Education News
IUP Community Involvement Fair, August 30:
Evergreen Conservancy had a table at the IUP Community Involvement Fair. It was a great opportunity to meet new students, talk to them about what Evergreen Conservancy does, and share ways in which they can get involved!
United Elementary School:
The Indiana County Conservation District staff organized an environmental education program at United Elementary School on October 15th. Maegan and Cindy helped out with a program on the water cycle. We had fun teaching over 80 3rd grade students and teachers about the water cycle in an activity where the kids became water molecules and had to travel through the water cycle.
Girl Scout Geocaching Program in Homer City:
Maegan and Cindy were hosted by the Homer City Brownies for a program on Geocaching. After learning a bit about geocaching the girls went outside to practice using GPS units and found several geocaches that we hid for them to locate.
IUP ‘Into the Streets’, October 20:
12 IUP students and a few local boy scouts helped at Tanoma to winterize the area. We also planted numerous trees and shrubs that were donated by the Western Pennsylvania Conservancy. While there they also learned a little about Tanoma and how it works to clean AMD. Thanks to Malcolm, Becky, Dan, Cindy and Maegan for organizing and directing so we could get everything done that day! See Tanoma, page 4, for more information.
IUP Upward Bound:
November 19th Evergreen Conservancy worked with 48 students from the Upward Bound program at IUP. Due to the weather instead of Tanoma we opted to do the programs at IUP in the Humanities Building. We had 3 stations that the kids rotated through in smaller groups - renewable energy, macro-invertebrates and AMD treatment, wetlands and watersheds. The last session was a large group activity about sustainability, recycling and plastics. Thanks to Paul Majoris, Tim Monk, Maegan Stump, Josh Brown, Erin Janetski, Lewis Rose, and Cindy for working on the program development and helping do the programs. Thanks also to Dan for his help in designing the renewable energy program. Thanks to Hilary Staples and her crew at Upward Bound for inviting us and helping us during the day. We had some great interactive activities to help the kids learn about some new concepts.
IUP Work Study and Evergreen Conservancy:
Lewis Rose is an IUP work study student that is helping Evergreen out this semester. He has helped with various projects and is working on our data housed in the geoscience department at IUP.
Dates to Remember:
December 1, 2018 Fundraising event:
We will have a table at the Holiday Bazaar at the Indiana UU Church - 10 am to 3 pm. Come on out and get your holiday presents!
Nov 30 - Dec 1, 2018 – Underground Holiday Pottery Sale - handmade pottery from local artists - 9 am to 5 pm both days - University Square – 1176 Grant Street Indiana PA (Outside of Common Place Coffee House).
December 6, 2018 6:30 and 7:30 – Public Relation Committee meeting 1005 Oak Street – 2nd floor.
Sad Goodbye to Maegan
Maegan’s AmeriCorps VISTA term will be ending during the month of November. She helped out in so many ways over the past year in media outreach, environmental education, field work, with volunteers, and so much more. We are sad to see her go but she is moving on to a new job out west!
From Maegan: Thank you so much to all of Evergreen’s board, volunteers, and members. You have made my AmeriCorps VISTA year so memorable and welcoming! I’m sad to go, but I will be moving out west to Jackson Hole, Wyoming just a few days after my VISTA term ends. I’ve accepted a full-time position with the Teton Science Schools, a field-based environmental education institute, just in time for ski season. Feel free to stay connected with me over email, phone or snail mail!
October 13, 2018 Trail Clean Up
We dodged the rain drops again! It rained all night before, and it was still raining at 7:30 that morning, but as we headed for the Homer City Ball Park it began to clear up. This Trail Clean Up was the lightest pick up in a long time. As usual JoAnne Ferraro had the most unusual find, a pair of bike riding shorts and a jersey. She hesitates to speculate how they finished their ride. Thanks to those who participated: John Dudash, John and Joanne Ferraro, Paul and Doris Hicks, Jennica Hopkins, Shannon Jackson, Bob Lan-kard, and Becky Snyder.
EcoTour Updates
The Indiana County GeoTrail continues to perform well even as the months get colder. It’s never too late to get started on the GeoTrail, it’s available year-round. All you need is a smartphone or GPS unit and our GeoTrail passport! The passport can found on our website at evergreenconservancy.org under the EcoTour tab or at various locations throughout the county that are also listed on our website.
If you are curious to find out more about the Indiana County EcoTour and the GeoTrail, check out our three EcoTour videos linked to our website. We are also underway with a new project, so stay tuned for future developments!
IUP Into the Streets
Fall Work Session Coming Up October 20th
We had eight IUP students come out to Tanoma in the Spring. They installed the Storybook Walk, and performed quite a bit of laborious work.
The Power of Social Media
On a friend’s Facebook page I noticed that she indicated that for her birthday people could donate to Evergreen Conservancy. I was curious around my birthday last July to see a message pop up that said Facebook will donate $5 to the non-profit of your choice so I thought … “why not”, $5 is $5. So I said “sure – go ahead”. Much to my surprise on my facebook page there was a message that said “Cindy requests that for her birthday donations be made to Evergreen Conservancy”. I had no idea that would happen but when it did – people actually donated to Evergreen in my name. I want to thank everyone who made a donation. I was honored that so many people would do such a generous thing in my name, it was much appreciated! Between our friend and my Facebook post Evergreen had a substantial donation. Thank you Tina, for thinking about Evergreen and making that donation possible.
Reminder to Renew Memberships!
Please don’t forget to support Evergreen Conservancy with your membership renewal or new membership - due now. You can also support us painlessly by shopping with Amazon Smile or using Goodsearch as your search engine on the internet. As a reward for being a member you will get discounts at some local merchants which are listed on the back of your membership card. Consider giving a gift of a membership as a Christmas or Holiday gift! Thanks to all!
Give a gift of a membership for the Holiday Season! It is not too late to renew or Join for the 2017-2018 year! Support Evergreen Conservancy with a year-end gift!
Join Evergreen Conservancy Today!
Support the all-volunteer Evergreen Conservancy and its mission through your membership.
Name: ________________________________ Phone: ____________________________
Address: ______________________________ E-mail: ____________________________
City: __________________________________ State: __________ Zip: ___________
Membership Levels:
_____ $15: Student _____ $25 _____ $45 _____ $70 _____ $100
_____ $1 Youth (17 and under) _________ $ Other _____ $75: Business/Org
Additional Donation: $ ____________
Complete this form and send check to:
Evergreen Conservancy, PO Box 0785, Indiana, PA 15701
I am interested in volunteering:
___ as a board member ___ on a committee (finance, PR fundraising) ___ with water monitoring field work
___on Legal issues ___with grant writing ___ environmental education ___social media ___Homer City gardens plots
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1 Order and write the words. Match.
1 gingles
___leggings___
2 opt
____________
3 leslabab obots
____________
4 nacgidar
____________
5 nejas
____________
6 loop hisrt
____________
7 tashtwiser
____________
8 telb
____________
2 Read and complete the definitions.
1 Girls wear ________________ on their feet and legs when it’s cold. They can be different colours.
2 You wear a ________________ over a shirt or T-shirt. It hasn’t got any sleeves.
3 Boys wear a ________________ around their neck. It’s long and thin.
4 You wear a ________________ when you do sport. It’s got a top and bottom part.
5 You wear a belt ____________________________
6 You wear leggings ____________________________
3 Read and remember the grammar in the lesson.
I like wearing casual clothes. I love / like / hate / don’t mind wearing a tie.
4 Read and answer. Ask and answer.
1 Do you prefer wearing bright or dark colours? _______________________________
2 Which clothes do you love wearing? _______________________________________
3 Which clothes do you hate wearing? _______________________________________
1 Read and circle the correct tense.
1 Nico always wears / is wearing a helmet.
2 My friends often do / are doing sports in their free time.
3 I like / am liking skiing.
4 It isn’t snowing / doesn’t snow at the moment.
5 Do you swim / are you swimming every Saturday?
6 I wear / am wearing goggles now.
2 Complete the sentences. Use the present simple or the present continuous.
1 I _______________ (get up) at eight o’clock every day.
2 What _______________ you _______________ (read) now?
3 The children _______________ (not speak) English at the moment.
4 I usually _______________ (wear) a tracksuit to do P.E.
5 It _______________ (not snow) in August in England.
6 It _______________ (rain) this morning.
3 Listen and complete the notes.
Ice skating lessons
Day: (1) _______________________
Time: (2) at _______________________
Teacher’s name: (3) _______________________
Price per hour: (4) _______________________
Clothing: must wear (5) ________________________ clothes and (6) ________________________
4 Read and answer. Ask and answer.
1 Which sport do you often do? ____________________________________________________________
2 What do you usually wear when you do this sport? ___________________________________________
3 What are you wearing now? _______________________________________________________________
1 Remember the story. Read and answer the questions.
1 What does George find on his clothes? He ______________________________________________________________________
2 What does George see on the seeds? He ______________________________________________________________________
3 What do people think of George’s first invention? They ______________________________________________________________________
4 What does George invent ten years later? He ______________________________________________________________________
5 What’s this material like? It’s ______________________________________________________________________
6 Where can you find Velcro now? You ______________________________________________________________________
2 Listen and complete Jess’s story review. Write one word each time. Circle the correct number of stars.
A brilliant idea
An 1 __________________ called George de Mestral takes his dog for a walk through a forest. After the walk, George finds some 2 __________________ on his clothes. He discovers that these have got lots of 3 __________________ and he uses this information to invent a new 4 __________________. George shows the material to people, but they don’t like it. Later, he uses a material called 5 __________________ to make the hooks. The story ends 6 __________________ years later when George creates 7 __________________. Now people all around the world use this amazing material. My favourite part is the fact about 8 __________________.
Opinion: I think the story is really 9 __________________ and I give it 10 __________________ stars. ⭐⭐⭐⭐⭐
3 Thinking skills What do you think of the story?
I think ____________________________________________________________
I give it ________________ stars. ⭐⭐⭐⭐⭐
4 Find out about Switzerland with your family.
1 Where’s the country located? ___________________________________________
2 Which mountain range is in the south of Switzerland? _____________________
3 Which is the highest mountain? _________________________________________
4 What’s an Alphorn? ___________________________________________________
5 What food is Switzerland famous for? ___________________________________
1 Read and circle the correct sentence.
1 He is too young.
He isn’t young enough.
2 He is too old.
He isn’t old enough.
2 Look and write the sentences.
1 (heavy) The box ____________________________
2 (light) The box ____________________________
3 (strong) The girl ____________________________
4 (weak) The girl ____________________________
3 Where’s the stress? Write the words in the chart. Listen and check.
trousers cardigan uncomfortable umbrella fashionable uniform sandals bracelet pyjamas unfashionable
| 1 Oo | 2 oOo | 3 Ooo | 4 oOoo |
|------|-------|-------|--------|
| _______ | _______ | _______ | _______ |
| _______ | _______ | _______ | _______ |
| _______ | _______ | _______ | _______ |
4 Cooperative learning Work with a partner. Read and write.
1 Name three things that are too expensive for you to buy.
_____________________________________________
2 Name three vehicles that you aren’t old enough to drive.
_____________________________________________
3 Name three places that aren’t near enough to visit.
_____________________________________________
For more grammar practice go to page 102.
Which is the odd one out? Why?
sunglasses / bikini / shorts / gloves
1 Look and write the adjectives and clothes.
1 a long-sleeved top
2 a ____________ skirt
3 ____________ trousers
4 ____________ trainers
5 ____________ waistcoat
6 ____________
7 ____________
8 ____________
2 Read and complete. Write one word each time.
Hi. My name (1) _______ Emma and I live in Oxford. I’m eleven years old and I (2) ____________ got an older sister called Sue. My sister loves (3) ____________ shopping and she’s really fashionable. In this photo, she’s wearing a striped (4) ____________ and a plain (5) ____________. She’s wearing a (6) ____________ of sandals, too. My sister prefers (7) ____________ smart clothes, but I usually (8) ____________ sporty clothes. In this photo, I’m wearing a (9) ____________ and a pair of (10) ____________ because I’m going to play basketball with my friends.
3 Read and learn.
Word building
You can make the opposite of some adjectives by adding the prefix -un.
fashionable
unfashionable
4 Which six adjectives use un- to make the opposite? Write the words.
comfortable difficult tidy kind healthy fair baggy happy
1 ____________ uncomfortable
2 ____________ ____________
3 ____________ ____________
4 ____________ ____________
5 ____________ ____________
6 ____________ ____________
Which is the odd one out? Why?
sandals / trainers / cardigan / socks
After you read!
1. Read the sentences and circle the correct words.
1. The hagfish slime is sticky / smooth / rough when it’s dry.
2. The hagfish slime is clear / dark / white when it’s wet.
3. The chemicals can remove bad smells / soap / the colour from some clothes.
4. The invisibility cloak stops people hearing / seeing / touching you.
5. The invisibility cloak bends light around / under / through a person.
6. The chemicals work on a rainy / windy / sunny day.
2. Read the definitions and find the words in the text.
1. This word describes a material that gets longer when you pull it. stretchy
2. This is a long coat that hasn’t got any sleeves. a cloak
3. This is a mark on clothes, for example from chocolate. a stain
4. This is a product that is used for cleaning your clothes. a detergent
5. This word describes a sock that has a bad smell. smelly
3. Listen and complete the advert for a hagfish T-shirt.
Be the first to buy an amazing hagfish T-shirt.
Available in 1 _______________ amazing colours
Available in three different sizes: 2 _______________, medium and 3 _______________
Soft, 4 _______________ and very resistant
Easy to 5 _______________
Special offer: One T-shirt costs 6 _______________ pounds and two T-shirts cost 7 _______________ pounds
To order, phone: 8 _______________
4. Cooperative learning Work with a partner. Design an advert in your notebook for one of the other materials from the text.
Material and clothes:
Description:
Special offer:
Where to buy it:
Which is the odd one out? Why?
cotton / wool / bag / leather
1 Write new sentences. Use and, also and too.
1 The material is soft. The material is strong. (and)
The material is soft and strong.
2 There’s a pocket for a torch. There’s a pocket for a notebook. (too)
3 This material is cheap. This material is good for the environment. (also)
4 The T-shirt is bright. The T-shirt is colourful. (and)
2 Cooperative learning Work with a partner. Plan a magazine article. Make notes.
1 What’s your amazing item of clothing? ______________________________________
2 Why is it special? _______________________________________________________
3 What’s it made of? _______________________________________________________
4 What does it look like? ___________________________________________________
5 What’s your opinion about it? _____________________________________________
6 What two questions can you ask the reader? ________________________________
7 What’s the title of your article? ___________________________________________
3 Now write your magazine article in your notebook. Remember to start with the title and a question for the reader.
4 Learning to learn Read your magazine article to a new partner. Then check your work together. Put a tick (√) or a cross (✗).
My article has got an exciting title. [ ]
My article asks the reader a question at the beginning. [ ]
My article has got interesting facts and information. [ ]
My article has got an opinion. [ ]
My article uses linkers to add information. [ ]
Which is the odd one out? Why?
title / opinion / description / address
1 Complete the conversation. Use expressions to show interest. Act out.
What’s your favourite item of clothing? It’s my jacket.
__________________________? What’s it like?
It’s long and it’s got purple spots.
__________________________! What’s it made of?
It’s made of leather.
2 Thinking skills Make notes about your favourite item of clothing.
What it’s like
When I wear it / them
Why I like it / them
Where I bought it / them
3 Write questions to ask your partner.
1 What’s your favourite item of clothing?
2 ________________________________________________________________
3 ________________________________________________________________
4 ________________________________________________________________
5 ________________________________________________________________
4 Talk with a partner about your favourite item of clothing.
Remember! Show interest when your partner is speaking.
5 Reflect on the unit Read and complete the sentences.
I think that my work in Unit 1 is _______________________________________
Now I can _________________________________________________________
I can also _________________________________________________________
In the next unit I want to practise _________________________________ more.
Which is the odd one out? Why? helmet / bike / gloves / goggles
Cooperative learning Work with a partner to do the quiz.
1 Think about the new words in this unit. Read and write.
1 Three things you wear on your legs: ____________________ ____________________ ____________________
2 Two things you wear to look smart: ____________________ ____________________
3 Three things you wear on a cold day: ____________________ ____________________ ____________________
2 Write the opposites of the adjectives.
baggy / _______________ plain / _______________ fashionable / _______________
smart / _______________ long-sleeved / _______________ comfortable / _______________
3 Complete the sentences. Use the present simple or the present continuous.
go not eat like do make
1 Peter’s busy now. He ____________________ his homework.
2 I ____________________ wearing comfortable clothes.
3 We often ____________________ to the beach at the weekend.
4 The children ____________________ their lunch now.
5 Be quiet, please. You ____________________ too much noise.
4 Write the time expressions in the chart.
usually at the moment now often never this morning right now sometimes
| Present simple | Present continuous |
|----------------|--------------------|
| _______________ | _______________ |
| _______________ | _______________ |
5 Complete the sentences. Use too and not enough.
1 The sweater is too small.
The sweater isn’t big enough.
2 The trousers aren’t long enough.
3 The shirt is too baggy.
4 The shoes aren’t comfortable enough.
6 Look and order the letters. What’s the mystery word?
t i a r c u t s k
The mystery word is: ______________________
Definition: __________________________________________________________
Well done. Give me five!
1 Listen and look. Which is the children’s design? Tick (✓) the items of clothing.
2 Listen again. Number the sentences in the order the children say them.
a I agree with you.
b I think a dark colour is better.
c Which ones do you prefer?
d I prefer a patterned T-shirt.
e Now we need to choose the socks.
f I like these plain white ones.
3 Cooperative learning Work with a partner. Develop your ideas for a basketball kit. Sketch the kit.
1 What items of clothing do you want in your kit?
2 Do you prefer plain or patterned clothes?
3 What colours do you like?
4 How can you make your design special?
4 Share your ideas with another pair. Listen to their suggestions. Do you want to make any changes to your design?
We want striped shorts in our kit.
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Wetumpka impact crater
History and origin
Asteroids and comets travel around the Sun at great velocity in orbits that bring them near the Earth … sometimes near enough to strike the Earth with great energy …
The impact of an asteroid or comet causes damage to the Earth’s crust resulting in an impact crater …
Impact craters look like a circular or semi-circular rim of hills.
The map at right shows Wetumpka impact crater (a semi-circular rim of hills) next to the Coosa River.
The following sequence of slides shows the order of events that scientists have uncovered in the history of Wetumpka impact crater.
A marine reptile bites a fish in the Gulf of Mexico waters that covered central Alabama during the Cretaceous Period.
A small tyrannosaurid dinosaur is beachcombing on the island shoreline just north of Wetumpka when he witnesses the asteroid or comet impact 15 miles offshore.
Heat from the blast has set the shoreline woods on fire and now the tsunami wave from impact arrives onshore as the impact crater forms at sea.
After impact, the rim stood above sea level and excluded sea water, but eventually
View from the southwest, looking northeast at the sea that filled the crater after impact. Pterosaurs, including *Eudimorphodon*, were abundant in the fluvial-influvial environment.
Wetumpka is shaped like an impact crater, but how do we know that this feature is the spot where an asteroid or comet hit the Earth?
Drilling down to 685 feet at crater center Allowed scientists to recover minerals that had been shocked by sudden force of pressure from the asteroid or comet impact.
Drilling during July 1998.
Shocked quartz
Rows of drill core.
Shocked minerals like the shocked quartz from Wetumpka are found only inside impact craters and the craters made by nuclear weapons tests.
Scientists estimate that the energy released by the Wetumpka impact event was over 175,000 times the energy of the nuclear bomb detonated at Hiroshima, Japan, in 1945.
The energy released by the Wetumpka impact event is estimated to have been the equivalent of about **2.3 billion tons of TNT**.
The dark spot shows the area of total destruction around the crater and the thin circle line shows the extent of heavy damage and death. The impact affected both land and sea.
In 2002, Wetumpka was added to the Earth Impact Database, which is an international list of proven impact craters.
Wetumpka is one of 59 recognized impact craters in North America. About 200 craters are recognized worldwide.
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Now it's time to make your #USvsHate message!
Your task is to make a message that will do one or more of the following:
- explicitly address, explore, and refuse racism, xenophobia, homophobia, Islamophobia, anti-Semitism, sexism, or other forms of hate, bias and injustice in schools and society;
- communicate that people across lines of difference contribute to our communities, region, and nation, are equally valuable, and deserve access to opportunity and well-being;
- bust a myth (challenge a stereotype) about a “type of” kid too often misrepresented;
- ask people to treat each other kindly, fairly and respectfully, so schools stay safe for learning and society includes us all.
You can make #USvsHate messages as individuals or in groups.
Your anti-hate message can be made in any media. That means hand-drawn or digital images, to become stickers and posters or be shared digitally; essays; poems; performances or public actions documented in photos or on video; public service announcements, videos, memes, speeches, and spoken word; op-eds; t-shirt designs; etc. An anti-hate message can be drawn by hand on paper, or created digitally using a phone or computer. A speech into a smartphone camera, a great letter to the editor, a photograph, a comic book, an infographic, a public event, or an animation can be an anti-hate message! Don’t limit your creativity!
Messages can offer powerful words and powerful visual images. You don't have to be an amazing artist or filmmaker. The real power is the message!
To be considered for a “Winning” #USvsHate message, the message also must do the following:
- Include the hashtag #USvsHate. (If you don't put it on there, we'll add it for you.)
- Be both creative and original. (Use original words and other material. Don't plagiarize. A design could make a common slogan original, but our preference is new words and ideas. Do not use clips from music, videos, or other media that is copyrighted by others. If you use others' publicly available material, credit the creator whenever possible.)
- Successfully communicate the #USvsHate message of inclusion and justice for all, to a group of peers.
No message submitted should be harmful or hateful to others! #USvsHate!
- A submission to our national challenge should be high quality enough to be reproduced for many. (No pencil; no tiny writing: make sure images are clear and not blurry).
- Those submitting images can
a) scan a paper submission or
b) create the image digitally. You can submit messages like Op Eds, poems, or letters to the editor in Word. You will upload documentation of art installations or performances. If you want to submit a paper submission and don't have access to a scanner, you can upload a photograph of a piece of paper.
If you win, we may ask you to mail us the original for reproduction.
Any message submitted must be ready to share publicly as is.
Submit Here:
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This Do-It-Yourself Healthy Home Check-Up will help you find ways to make your home a healthier place to live. This assessment form will help you evaluate the indoor air quality of your home and identify effective strategies for improvement. Set aside a time when all decision-making people in your home may work on this together.
1. Complete the Home Assessment (Part I)
Using this form, walk through your home, make observations, and circle answers. While these questions cannot determine actual health risk, answers are grouped into low, medium, and high levels of concern. An answer of “N/A” means that it does not apply.
| Dust and Lead Control | Low Concern | Medium Concern | High Concern | Action Items |
|-----------------------|-------------|----------------|--------------|--------------|
| Does every door have a doormat? | Yes | Some | None | 3b |
2. Complete the Action Plan (Part II)
Go back through the home assessment questions. For answers in the High Concern or Medium Concern columns, take note of the items(s) listed under the Action Items column. Check the boxes with those items on the Action Plan.
Don’t get discouraged! This is not meant to imply that your housecleaning is not good enough!
3. Review the Action Plan and decide which checked items are most important. Base this on:
- Importance of the suggested action to the people in your home.
- Your willingness to do the suggested action.
- How important the suggested action is to your overall home health issues. If most items are in one section, you may wish to focus on those problems.
- The advice of experts (if appropriate). For any actions where major home changes are needed, talk to professionals before making final decisions.
4. Commit to taking three actions within the next six weeks and record them at the end of the Action Plan (Part III).
Choose at least one that requires creating a new healthy habit and at least one that can be finished quickly with little expense or effort.
## PART I: Home Assessment
Walk through your home, make observations, and circle answers.
### Residents
| Question | Low Concern | Medium Concern | High Concern | Action Items |
|-------------------------------------------------------------------------|-------------|----------------|--------------|--------------|
| Does this describe anyone in the home? | | | | 1a |
| • under 7 years old | | | | |
| • 70+ years old | | | | |
| • pregnant | | | | |
| • confined to the home for any reason | | | | |
| Does anyone in the home have allergies or asthma, frequent sneezing, | | | | 1a, 1c, 1d, 3f, 3j, 3n, 3q-r |
| runny nose, itchy eyes or rashes? | | | | |
| Does anyone in the home have allergy/asthma triggers to dust? | | | | 3b, 3f, 3h, 3k-l |
| Does anyone in the home have allergy/asthma triggers to mold? | | | | 4a, 4g, 4k |
| Does anyone in the home have allergy/asthma triggers to pests? | | | | 5u |
| Does anyone in the home have allergy/asthma triggers to pollen? | | | | 2c, 3b |
| Does anyone in the household smoke? | | | | 1b |
| Are there pets in the home? (This includes: cats, dogs, birds, reptiles, | | | | 1e-g |
| and rodents) | | | | |
| Are pets allowed in the bedroom? | | | | 1f |
| Does any family member suffer from any chemical sensitivity or | | | | 1f, 5s |
| reaction to certain smells such as perfume and tobacco? | | | | |
| *In the last week, about how often has any household members | | | | 1c |
| complained about symptoms of asthma, allergies, or multiple chemical | | | | |
| sensitivity? (These may include: headache, fatigue, runny nose, cold, | | | | |
| cough, sneezing, sinus infections, or other illnesses.) | | | | |
### Nearby Environment
| Question | Low Concern | Medium Concern | High Concern | Action Items |
|-------------------------------------------------------------------------|-------------|----------------|--------------|--------------|
| How far is your home from an outdoor polluting source like an airport, | | | | 2a, 3b, 5t |
| railway station, bus station, factory, gas station, dry-cleaners, or | | | | |
| auto body shop? | | | | |
| How far is your home from a busy street or highway? | | | | 3b, 5t |
| Are unpaved roads, including alleyways, shoulders, or driveways close | | | | 1a |
| to the home? | | | | |
| During the cold season, how many times do you smell smoke from | | | | 2a-b |
| neighboring woodstoves or fireplaces? | | | | |
### Dust and Lead Control
#### Asbestos
| Question | Low Concern | Medium Concern | High Concern | Action Items |
|-------------------------------------------------------------------------|-------------|----------------|--------------|--------------|
| Does your building have asbestos (furnace insulation, “popcorn” ceiling, siding, sheet vinyl flooring)? | | | | 5h if don’t know; 5i if yes |
| If there is asbestos, is it in good condition (i.e., not damaged, loose, or flaking)? | | | | 5j |
#### Paint
| Question | Low Concern | Medium Concern | High Concern | Action Items |
|-------------------------------------------------------------------------|-------------|----------------|--------------|--------------|
| When was the building constructed? | | | | 3b, 5h, 5t |
| Has there been remodeling or paint removal in the last two years? | | | | 3b, 5t |
| Are or your landlord planning to remodel or repaint within the next | | | | 3b-c |
| year? | | | | |
| **Paint** | **Low Concern** | **Medium Concern** | **High Concern** | **Action Items** |
|-----------|-----------------|--------------------|------------------|-----------------|
| Is there any lead-based paint inside or outside the home, and is any of it peeling or flaking? | No | Don’t know | Yes | 3d if don’t know. 3a, 3d-e, 3h, 3l, 3p if yes |
| **Carpets** | **Low Concern** | **Medium Concern** | **High Concern** | **Action Items** |
|-------------|-----------------|--------------------|------------------|-----------------|
| What percentage of your living space is carpeted? | 0-25% | 26-75% | 76-100% | 3f, 3h |
| If any rooms are carpeted, what type of carpeting? (Circle all that apply.) | Area rugs | Level loop | Shag or plush | 3f-h |
| How many years ago was the carpet installed? | 1-10 | Not sure | Under 1 or over 10 | 3b, 3g, 3k, 5a, 5t |
| Is any carpeting glued down? | No | | Yes | 3g |
| How do you prevent dust and dirt from getting into your home? | Remove shoes | Doormat or hall rug | No specific method | 3b |
| Does every door have a doormat? | Yes | Some | None | 3b |
| What types of doormats do you have? | Commercial | Rubber or plastic | Rope or fiber | 3b |
| **Dust Control** | **Low Concern** | **Medium Concern** | **High Concern** | **Action Items** |
|------------------|-----------------|--------------------|------------------|-----------------|
| What kind of vacuum cleaner do you use? | Powerhead or upright with bag | Canister | None, handheld, or powerhead | 3h |
| How often do you check the vacuum bag and belt? | Monthly | 1-3/year | Rarely | 3h |
| How often do you vacuum floors? | Weekly | 1-3/month | Less than monthly | 3k, 3n |
| How do you dust? | Damp dust | Feather dust or dry wipe | Never dust | 3l |
| How often do you dust? | Weekly | 1-3/month | Less than monthly | 3k-l |
| How often do you vacuum rugs and doormats? | Weekly | 1-3/month | Less than monthly | 3k |
| How often do you wash bedding and sheets in hot water? | Weekly | 1-3/month | Less than monthly | 3k |
| How do you clean area rugs? | Send out or N/A | Vacuum both sides w/ powerhead vacuum | Vacuum surface only or vacuum with canister | 3m |
| If you work with toxic products on the job, do you wash work clothes separately? | N/A | Yes | No | 3o |
| How many times a day do you wash your hands with soap and warm water? | 6 or more | 4-5 | 0-3 | 3p |
| If anyone in the home has allergies, do they have dust mite covers on their pillows and mattresses? | Yes | | No | 3q |
| Moisture and Mold | Low Concern | Medium Concern | High Concern | Action Items |
|------------------|-------------|----------------|--------------|--------------|
| What is the temperature inside the building during the cold season? | Over 60°F | 55-60°F | Below 55°F | 4a |
| Do windows fog up during the cold season? | Rarely | Sometimes | Often | 4b, 4u, 5a |
| Is your home well insulated and without drafts? | No | Somewhat | Yes | 5a |
| Can you open a window in each room? | Yes | | No | 5a |
| Does the home have a musty odor or is there visible mildew? | No | | Yes | 4a-b, 4l, 5a |
| Does the home have any exterior drainage problems? | No | Don’t know | Yes | 4n |
| Is there any evidence of water stains or warping on walls or ceilings? | No | Don’t know | Yes | 4d, 4k |
| Kitchen and Bathroom | Low Concern | Medium Concern | High Concern | Action Items |
|----------------------|-------------|----------------|--------------|--------------|
| How often do you clean the refrigerator drip pan and coils? | Often | Sometimes | Rarely, if ever | 4c |
| Are there any water leaks or damp areas in the kitchen or bathrooms? (Be sure to look under all sinks.) | No | | Yes | 4d |
| Is there carpeting in the kitchen or bathroom? | No | | Yes | 4f |
| Do you use a fan or open a bathroom window during and after showering or bathing? | Yes | Sometimes | No | 4g |
| Is the bathroom fan vented to the outside? | Yes or N/A | | No | 4h |
| Do you use a fan or open a window while cooking, especially when boiling water? | Yes | Sometimes | No | 4g |
| Is the kitchen fan vented to the outside? | Yes or N/A | | No | 4i |
| Are the bathroom and kitchen fans working and clean? | Yes or N/A | | No | 4j |
| Are there signs of mold growth in corners or around windows? | Rarely | Sometimes | Often | 4b, 4e, 4g, 4k, 5a |
| Basement and Crawl Space | Low Concern | Medium Concern | High Concern | Action Items |
|-------------------------|-------------|----------------|--------------|--------------|
| If there was a sewage backup in the building or on the ground surface in the last 5 years, was the material removed and the area disinfected? | Yes or N/A | Don’t know | No | 4m |
| Is the basement damp (musty odor, mildew, discolored walls, damp carpets or furniture)? | No | | Yes | 4n, 4l, 4o, 4r, 4b |
| If there is a crawl space, is it conditioned (no vents, perimeter foundation is air sealed and insulated, exhaust fan installed and operating 24/7)? | Yes or N/A | | No | 4q |
| If there is a crawl space, is the soil covered with plastic? | Yes or N/A | Don’t know | No | 4p |
| If you have a clothes dryer, is it vented to the outside? | Yes or N/A | Don’t know | No | 4s |
| How often do you clean the dryer duct work (not the lint trap)? | 6 months | 1 year | Never | 4t |
| Indoor Air | Low Concern | Medium Concern | High Concern | Action Items |
|------------|-------------|----------------|--------------|--------------|
| Is this building a mobile home or trailer? | No | | Yes | 4u, 5a |
| How often do you air out your home and open the windows? | Weekly | 1-3/month | Less than monthly | 5a |
| Are bedroom windows open at night when sleeping? | Yes | | No | 5a |
| Is there any known particleboard in the floor, built-in cabinets, or furniture? | No | Minimal | Yes | 5g |
| What is your major heat source? | Electric | Gas or oil | Woodstove | 5b, 5q |
| Is there a Carbon Monoxide alarm on each level of the home? | Yes | | No | 5v |
| If you have a wood stove or fireplace, do you smell smoke indoors when it is in use? | Never | Sometimes | Usually | 5r |
| Indoor Air | Low Concern | Medium Concern | High Concern | Action Items |
|------------|-------------|----------------|--------------|--------------|
| Do you use scented products? | No | Sometimes | Yes | 5s |
| Does the home have an electronic air cleaner, “oxygenator,” O3 or ozone generator? | No | | Yes | 5t |
| Furnace | Low Concern | Medium Concern | High Concern | Action Items |
|---------|-------------|----------------|--------------|--------------|
| If you have a central heating, how many years has it been since the ductwork was last cleaned? | 0-1 | 1-4 | 4+ | 5d |
| What type of furnace filter do you use? | N/A, HEPA, Pleated Paper | Electronic | Fiberglass | 5e |
| How many months has it been since you changed your furnace filters? | 0-1 | 1-2 | 2+ | 5e |
| Does furnace or gas/wood stove have an outside combustion air supply? | Yes or N/A | Don’t know | No | 5f |
| Do you sometimes smell fuel from the furnace or stove? | No | Don’t know | Yes | 5c, 5p |
| Radon | Low Concern | Medium Concern | High Concern | Action Items |
|-------|-------------|----------------|--------------|--------------|
| Is this home in an area where radon is common? | No | Don’t know | Yes | 5k |
| If radon is common in the area, has the radon level been measured? | Yes or N/A | | No | 5k |
| If the radon level was measured, was the level above 4 picoCuries/liter air? | No | | Yes | 4p-q, 5l |
| Garage | Low Concern | Medium Concern | High Concern | Action Items |
|--------|-------------|----------------|--------------|--------------|
| Is a garage attached to the home? | No or N/A | Yes | | 5o |
| If garage is attached to the home, are pesticides or gasoline stored in the garage? Is there a strong chemical or fuel odor? | No or N/A | Yes | | 5m |
| How long do you let the car idle in a garage before driving off? | Immediately | 15-30 seconds | 30 seconds or more | 5n |
| Hazardous Household Products | Low Concern | Medium Concern | High Concern | Action Items |
|------------------------------|-------------|----------------|--------------|--------------|
| How often do you use the following products? | | | | |
| • Permanent or whiteboard markers | Never | Monthly-yearly | Weekly-daily | 6a |
| • Rubber or contact cement, plastic glue, or epoxy | Never | Monthly-yearly | Weekly-daily | 6a |
| • Ammonia or chlorine-based cleaners (listed as bleach cleaners) | Never | Monthly-yearly | Weekly-daily | 6a |
| • Paint, stain, varnish, thinner, stripper, spray-on adhesives, or lubricants | Never | Monthly-yearly | Weekly-daily | 6a |
| • Gasoline, acetones, methanol, toluene, and other solvents | Never | Monthly-yearly | Weekly-daily | 6a |
| • Windex®, Comet®, 409®, or other every-day cleaners | Never | Monthly-yearly | Weekly-daily | 6a |
| • Drain, oven, or toilet cleaner with the word DANGER on the label | Never | Monthly-yearly | Weekly-daily | 6a |
| How often do you use auto products (degreaser, carburetor cleaner), soldering or photochemicals? | Never | Monthly-yearly | Weekly-daily | 6b |
| What do you usually do to avoid inhaling the products listed above? | Use outside and wear a respirator | Open at least 2 windows or use fan | Nothing or open a window | 6b |
| Do you wear gloves and goggles (or glasses) when using these products? | Always | Sometimes | Never | 6c |
| Are any flammable products stored near fire or heat? | No | | Yes | 6e |
| Are any hazardous products within reach of children? | No | | Yes | 6f |
| Are there any damaged, rusting, or open containers of the products listed above? | No | | Yes | 6g |
| Have you seen cockroaches, rats, mice, or other pests in your house in the last 1-2 months? | No | | Yes | 5u |
| Are there any banned or restricted products? (Banned products include DDT, penta, chlordane, carbon tetrachloride, chlorpyrifos, Dursban and Lorsban.) | No | | Yes or Unsure | 6g |
| Hazardous Household Products | Low Concern | Medium Concern | High Concern | Action Items |
|-----------------------------|-------------|----------------|--------------|--------------|
| How often do you or a commercial service apply pesticides (bug sprays, weed killers, rat poison) inside or outside the home? (Traps do not count.) | Never | Less than once a year | Once or more a year | 5u, 6h-i |
| If you use pesticides do you wear?
• Goggles or glasses
• Gloves
• Long sleeved shirt and long pants
• Hat
• Dust mask (when using powders)
• Respirator (for vapors from paint, glues, solvents) | Always | Sometimes | Never | 6c-d |
| How do you dispose of leftover pesticides? | Take to household hazardous waste collection | | Pour them down the drain, keep them, or put in the trash | 6g |
| Do you have a lawn? | No | Yes | | 6i-j |
| How often do you engage in activities dealing with harmful chemicals? (i.e. woodworking, painting, pottery/ceramics, plastic model building) | Never | Monthly-Yearly | Daily-Weekly | 6b-c, 6e-g |
PART II: The Action Plan
Check the boxes with the same numbers as the question action items
Section 1: Residents
1a. ☐ Pay special attention to dust and other indoor pollutants if you have small children, older adults, or anyone is pregnant, or has health concerns.
1b. ☐ Stop smoking for clean air and good health with help available lung.org. Alternatively, restrict smoking to outside the home, so household members will not be exposed and wear a smoking jacket or garment to be removed upon entering the home. (See “Smoking, Vaping and other Tobacco” on the Resources page)
1c. ☐ Pay extra attention to reducing allergy triggers such as dust, molds, pet dander, and household products with strong odors.
1d. ☐ Seek medical advice regarding long-term or frequent illnesses. Identify specific allergies.
1e. ☐ Keep pets, pet beds, and pet areas clean and vacuumed. Flea comb cats or dogs.
1f. ☐ If pets exacerbate serious asthma or allergies, removing them from the home is the most effective way to reduce exposure. Limit pet access to bedrooms or areas used by sensitive people.
1g. ☐ If fleas are a problem get more information on Integrated Pest Management and the least toxic control of fleas.
1h. ☐ Avoid exposure to chemicals that irritate you. Consider using Safer Cleaning Recipes instead of harsh, toxic chemicals.
Section 2: Nearby Environment
2a. ☐ Identify the source of pollution and check that it meets air pollution laws. Call your local clean air agency, where available.
2b. ☐ Identify source of smoke and ask for correction. Help neighbors learn about health risks from wood smoke and persuade them to control it.
2c. ☐ Close windows during times of increased pollution (such as wildfires or traffic) or pollen production.
Section 3: Dust and Lead Control
3a. ☐ Seek expert advice on reducing lead levels in the home.
3b. ☐ Reduce track-in of dust and lead. Take off shoes when you enter the home. Install high quality, commercial-grade doormats at all entrances and vacuum doormats weekly. Dust tracked in may contain lead, pesticides, and other toxic materials.
3c. ☐ Before remodeling, learn safety procedures for limiting exposure to lead. Do not dry sand or scrape lead-based paint, as this can create airborne lead dust. (See “Lead” on Resources page)
3d. ☐ Have paint tested for lead if home was built before 1978, and especially if there are children in the home.
3e. ☐ Repair or remove damaged lead-based paint. (See “Lead” on Resources page)
3f. ☐ If anyone in household has allergies or asthma, consider removing carpeting.
3g. ☐ It is best to remove carpeting and replace with wood flooring, tile, or linoleum. If you choose to have carpet, select level loop carpets (tight weave) rather than plush or shag. Choose carpet with cloth backing rather than rubber. Consider not gluing carpet down. If you already have carpeting that is glued down, pay special attention to keeping it clean and dry since it is difficult to inspect and remove such carpeting if there is any problem such as mold.
3h. ☐ Vacuum with an upright, powerhead, bagged vacuum ideally with a HEPA filter. (Note: Powerhead means the vacuum has electrically powered brushes to remove dirt.) If you do not own this kind of vacuum try to borrow one on a regular basis. Consider buying a vacuum with a dust sensor.
3i. ☐ Check vacuum bag each month and make sure the belt is turning the brushes.
3j. ☐ Consider wearing a dust mask when vacuuming.
3k. ☐ Increase frequency of vacuuming or cleaning. If you have dust mite allergies, wash sheets weekly in water greater than 130°F and vacuum at least once a week.
3l. ☐ Use a damp microfiber or cotton cloth for dusting every week.
3m. ☐ Vacuum top and bottom of area rugs with an upright or powerhead vacuum or send out for cleaning. (Note: Powerhead means the vacuum has electrically powered brushes to remove dirt.)
3n. ☐ Pay special attention to vacuuming upholstered furniture and consider removing very old cloth covered furniture.
3o. ☐ Wash work clothes separately, if working with toxic products.
3p. ☐ Wash hands greater than 6 times a day with soap and water.
3q. ☐ Consider covering pillows and mattresses with dust mite encasements. Many stores carry pillow and mattress encasements designed to keep dust mites out.
3r. ☐ Reduce excessive clutter, especially items that are difficult to damp dust. Excessive clutter can harbor dust/dust mites that can aggravate or worsen asthma, allergies, and/or other respiratory diseases. Consider storing items in closed storage bins to reduce collection of dust.
Section 4: Moisture
4a. □ Raise indoor temperatures to 60–68°F to reduce condensation.
4b. □ If you have a hygrometer to measure humidity levels, take action until humidity levels have been lowered to 30–50%.
(Hygrometers can be purchased at hardware stores or online.)
4c. □ Clean refrigerator drip pan at least every three months and refrigerator coils every six months.
4d. □ Inspect and repair water leaks. Check for rot or mold and remove or repair damaged materials.
4e. □ Reduce kitchen humidity by covering pots, running ventilation fan, or opening windows.
4f. □ Consider removing kitchen or bathroom carpeting.
4g. □ Use fan or open windows to reduce moisture, especially in kitchen and bathrooms.
4h. □ Bathroom fan should be vented to the outside, and preferably it should have a timer. Keep fan on during bathing and for about 30 minutes after bath/shower. If fan is not functional, open window(s) to air out bathroom.
4i. □ Kitchen fan should be vented to outside, and turned on any time the stove is being used, especially with boiling liquids. If fan is not functional, open window(s) to air out kitchen.
4j. □ Clean or repair kitchen or bathroom fan and filter.
4k. □ Clean up mold with pure castile soap and hot water. Allow area to dry thoroughly.
4l. □ Remove basement carpeting if possible.
4m. □ Clean and disinfect areas contaminated by sewage backup with chlorine bleach solution (1/4 cup bleach per gallon of water).
4n. □ Check gutters, downspouts, and foundation “damp proofing” for drainage problems. Make sure water drains away from home.
4o. □ Use a dehumidifier in basement and empty the water it collects regularly.
4p. □ Cover the crawl space floor with 10 mil black polyethylene (plastic), and anchor with sand, gravel, or bricks. The plastic will reduce moisture and radon in your home.
4q. □ Consider contracting an expert to condition the crawl space to reduce moisture issues.
4r. □ Consult with a specialist on correcting a basement moisture problem.
4s. □ Vent clothes dryer to outside to reduce moisture, mold, and dust.
4t. □ Consider cleaning dryer ductwork with vacuum or brush every six months.
4u. □ Minimize moisture producing activities: take shorter showers, keep lids on pots, use exhaust fans. Avoid humidifiers.
Section 5: Indoor Air
5a. □ Ventilate the home by opening windows at least weekly when weather permits. Keep windows open at night, if it is safe to do so. Repair or replace windows that cannot be opened.
5b. □ If you happen to replace your heat source, note that an electric furnace puts the fewest contaminants into the air. Do not use unvented kerosene or gas heaters indoors.
5c. □ Have furnace or stove inspected for proper operation.
5d. □ Consider having the furnace ductwork cleaned if inside the ducts there is rodent or insect infestation, excessive amounts of dust, or visible mold growth. If you have insulated air ducts and the insulation is moldy, it should be replaced. Correct the conditions that caused the mold growth, or the mold will come back.
5e. □ HEPA filters are most effective. Fiberglass filters should be avoided because they have low filtering efficiency. Electronic filters should be cleaned monthly and set ozone/ion function off, however these are best to avoid. Check filters monthly and replace every three to six months or when it looks dirty.
5f. □ Have an outside combustion air supply installed for furnace and gas or wood stove.
5g. □ Have air tested for formaldehyde levels. Remove sources of formaldehyde if levels are high or sources cannot be sealed. (See “Indoor Air Quality” on Resources page)
5h. □ Test material for asbestos.
5i. □ Leave asbestos in place, while keeping it covered and isolated.
5j. □ Contact an expert about asbestos removal.
5k. □ Have home tested for radon. (See “Radon” on Resources page)
5l. □ Get information on reducing radon levels. (See “Radon” on Resources page)
5m. □ Clean garage floor. Avoid storing pesticides, gasoline, or other hazardous chemicals in garage. Check safety of any hazardous products. Consider venting garage to the outside.
5n. □ Avoid idling car in garage. Drive off immediately after starting engine to minimize exhaust exposure in garage and home.
5o. □ Install door mat and weather-strip door between garage and home.
5p. □ Call your local gas company about possible gas leak in stove.
5q. □ Avoid using unvented kerosene or gas heaters inside the home, as carbon monoxide poisoning is a risk.
5r. □ Have fireplace/woodstove inspected. Older woodstoves may not meet current air quality standards. Consider updating stove or reducing use. Burn dry seasoned wood and provide enough ventilation for fire.
5s. Some people react to the smells of commonly used household and personal care products. Switch to unscented and fragrance-free products and avoid ingredients containing petroleum and formaldehydes. (Look closely at deodorizers, air fresheners, perfumes, colognes, laundry detergents, fabric softener, dryer anti-static sheets, cosmetics, hair care products, skin products, dish soaps, and other cleaning products). Avoid any aerosolized products.
5t. Use a mechanical HEPA air cleaner from a list of CARB air cleaners. Do not use ionizing, oxygenator, or electrostatic air cleaners, which may produce ozone, a lung irritant. ([https://ww2.arb.ca.gov/list-carb-certified-air-cleaning-devices](https://ww2.arb.ca.gov/list-carb-certified-air-cleaning-devices))
5u. Remove food and water sources for pests, including crumbs, spills, and water leaks. Remove spaces for shelter by sealing holes and cracks and picking up clutter. Use mechanical removal methods like traps. If problem continues, contact a pest control specialist that uses Integrated Pest Management (IPM).
5v. Install carbon monoxide alarms on every level of the home, ensure that they are outside bedrooms. If you have a gas/oil heater or an attached garage, consider making this a priority.
**Section 6: Hazardous Household Products**
6a. Use less hazardous products if possible. (See “Household Chemicals & Products / Less-Toxic Alternatives” on Resources page)
6b. When using hazardous solvents, chemicals, and cleaners, consider taking the activity outdoors or installing a ventilation system in the room where products are used. If this cannot be done, open two windows and use a fan. Learn more about risks and safety equipment for engaging in these activities.
6c. Wear gloves and goggles when using corrosive products or pesticides.
6d. Wear appropriate protective gear when applying pesticides: long sleeved shirt and long pants, a non-permeable hat, and a dust mask for powders or a respirator for solvents.
6e. Move flammable materials away from source of ignition.
6f. Move hazardous products to area protected from children, such as a locked cabinet or high shelf, so the product is out of reach.
6g. Call your local waste management department about removal of hazardous products. Use entirety of pesticides as directed or take them to a household hazardous waste collection site, where available. Do NOT dispose of hazardous products and pesticides in the trash.
6h. Reduce or stop using indoor pesticides. Try non-chemical controls or less-hazardous products.
6i. Avoid regular applications of pesticides. Treat specific problems only when necessary and use non-chemical controls or less-hazardous chemicals when possible.
6j. Avoid using “weed and feed” and other pesticides on your lawn. To keep your lawn healthy, fertilize with a “natural organic” or “slow-release” fertilizer.
PART III: Action Plan Summary
Review the items checked in the Action Plan and decide which items are most needed. Base this on:
- Importance to people in your home
- Willingness to do them
- Importance to your overall home issues
- Advice of experts (if appropriate)
Commit to taking three actions within the next six weeks and record them here. Choose at least one action that requires creating a new healthy habit and at least one that can be finished quickly with little expense or effort.
To improve the health of my/our home, I/we will take these three actions in the next six weeks:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
Notes
Useful Resources
Asthma & Allergies
American Lung Association – Asthma
lung.org/asthma
Asthma and Allergy Foundation of America
aafa.org
800-7-ASTHMA
Children’s Safety & Health
Environmental Protection Agency (EPA): IAQ Tools
epa.gov/iaq-schools
U.S. Consumer Product Safety Commission (CPSC)
cpsc.gov
Children’s Environmental Health Network
cehn.org
202-543-4033
Gas Leak
Call your local gas company immediately if you smell fuel.
Hazardous Product Disposal
Check with your local waste management department.
Household Chemicals & Products/Less Toxic Alternatives
EPA Safer Choice
epa.gov/saferchoice
Environmental Working Group (green products)
ewg.org
Consumer Product Information Database
whatsinproducts.com
Indoor Air Quality
American Lung Association
lung.org/clean-air
Environmental Protection Agency (EPA)
epa.gov/iaq
EPA – Formaldehyde
epa.gov/formaldehyde
Lawn & Garden Care
Master Gardener Program
mastergardener.extension.org
Lead
American Lung Association – Lead
lung.org/clean-air/at-home/indoor-air-pollutants/lead
National Lead Information Center
epa.gov/lead
800-424-LEAD
Centers for Disease Control (CDC)
cdc.gov/lead
Outdoor Air Quality
American Lung Association
lung.org/clean-air
Poison Control
Poison Center
poisonhelp.hrsa.gov/poison-centers/find-poison-center
Radon
American Lung Association – Radon
lung.org/radon
Purchase a radon test kit
lung.org/radon
Environmental Protection Agency (EPA)
epa.gov/radon
Renters’ Rights
Contact your local tenants union, department of housing, or local renters.
Smoking, Vaping, and Other Tobacco
Lung HelpLine and Tobacco Quitline
lung.org/helpline
800-LUNG-USA
American Lung Association – Quit smoking
lung.org/quit-smoking
For More Information
American Lung Association
lung.org
800-LUNG-USA
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b Parameter
The b parameter is an item response theory (IRT)-based index of item difficulty. As IRT models have become an increasingly common way of modeling item response data, the b parameter has become a popular way of characterizing the difficulty of an individual item, as well as comparing the relative difficulty levels of different items. This entry addresses the b parameter with regard to different IRT models. Further, it discusses interpreting, estimating, and studying the b parameter.
b Parameter Within Different Item Response Theory Models
The precise interpretation of the b parameter is dependent on the specific IRT model within which it is considered, the most common being the one-parameter logistic (1PL) or Rasch model, the two-parameter logistic (2PL) model, and three-parameter logistic (3PL) model. Under the 1PL model, the b parameter is the single item feature by which items are distinguished in characterizing the likelihood of a correct response. Specifically, the probability of correct response ($X_{ij} = 1$) by examinee $i$ to item $j$ is given by
$$P(X_{ij} = 1) = \frac{\exp(\theta_i - b_j)}{1 + \exp(\theta_i - b_j)},$$
where $\theta_i$ represents an ability-level (or trait-level) parameter of the examinee. An interpretation of the b parameter follows from its being attached to the same metric as that assigned to $\theta$.
Usually this metric is continuous and unbounded; the indeterminacy of the metric is often handled by...
assigning either the mean of $\theta$ (across examinees) or $b$ (across items) to 0. Commonly $b$ parameters will assume values between -3 and 3, with more extreme positive values representing more difficult (or infrequently endorsed) items, and more extreme negative values representing easy (or frequently endorsed) items.
The 2PL and 3PL models include additional item parameters that interact with the $b$ parameter in determining the probability of correct response. The 2PL model adds an item discrimination parameter ($a_i$), so the probability of correct response is
$$P(X_{iy} = 1) = \frac{\exp[a_i(\theta_i - b_i)]}{1 + \exp[a_i(\theta_i - b_i)]},$$
and the 3PL model adds a lower asymptote (“pseudoguessing”) parameter, resulting in
$$P(X_{iy} = 1) = c_i + (1 - c_i)\frac{\exp[a_i(\theta_i - b_i)]}{1 + \exp[a_i(\theta_i - b_i)]}.$$
While the same general interpretation of the $b$ parameter as a difficulty parameter still applies under the 2PL and 3PL models, the discrimination and lower asymptote parameters also contribute to the likelihood of a correct response at a given ability level.
**Interpretation of the $b$ Parameter**
Figure 1 provides an illustration of the $b$ parameter with respect to the 1PL, 2PL, and 3PL models. In this figure, item characteristic curves (ICCs) for three example items are shown with respect to each model. Each curve represents the probability of a correct response as a function of the latent ability level of the examinee. Across all three models, it can be generally seen that as the $b$ parameter increases, the ICC tends to decrease, implying a lower probability of correct response.
In the 1PL and 2PL models, the $b$ parameter has the interpretation of representing the level of the ability or trait at which the respondent has a .50 probability of answering correctly (endorsing the item). For each of the models, the $b$ parameter also identifies the ability level that corresponds to the inflection point of the ICC, and thus the $b$ parameter can be viewed as determining the ability level at which the item is maximally informative. Consequently, the $b$ parameter is a critical element in determining where along the ability continuum an item provides its most effective estimation of ability, and thus the parameter has a strong influence on how items are selected when administered adaptively, such as in a computerized adaptive testing environment.
Under the 1PL model, the $b$ parameter effectively orders all items from easiest to hardest, and this ordering is the same regardless of the examinee ability or trait level. This property is no longer present in the 2PL and 3PL models, as the ICCs of items may cross, implying a different ordering of item difficulties at different ability levels. This property can also be seen in the example items in Figure 1 in which the ICCs cross for the 2PL and 3PL models, but not for the 1PL model. Consequently, while the $b$ parameter remains the key factor in influencing the difficulty of the item, it is not the sole determinant.
An appealing aspect of the $b$ parameter for all IRT models is that its interpretation is invariant with respect to examinee ability or trait level. That is, its value provides a consistent indicator of item difficulty whether considered for a population of high, medium, or low ability. This property is not present in more classical measures of item difficulty (e.g., “proportion correct”), which are influenced not only by the difficulty of the item, but also by the distribution of ability in the population in which they are administered. This invariance property allows the $b$ parameter to play a fundamental role in how important measurement applications, such as item bias (differential item functioning), test equating, and appropriateness measurement, are conducted and evaluated in an IRT framework.
**Estimating the $b$ Parameter**
The $b$ parameter is often characterized as a structural parameter within an IRT model and as such will generally be estimated in the process of fitting an IRT model to item response data. Various estimation strategies have been proposed and investigated, some being more appropriate for certain model types. Under the 1PL model, conditional maximum likelihood procedures are common. For all three model types, marginal maximum likelihood, joint maximum likelihood, and Bayesian estimation procedures have been developed and are also commonly used.
**Studying the $b$ Parameter**
The $b$ parameter can also be the focus of further analysis. Models such as the *linear logistic test model* and its variants attempt to relate the $b$ parameter to task components within an item that account for its difficulty. Such models also provide a way in which the $b$ parameter’s estimates of items can ultimately be used to validate a test instrument. When the $b$ parameter assumes the value expected given an item’s known task components, the parameter provides evidence that the item is functioning as intended by the item writer.
*Daniel Bolt*
*See also* Differential Item Functioning; Item Analysis; Item Response Theory; Parameters; Validity of Measurement
Further Readings
De Boeck, P., & Wilson, M. (Eds.). (2004). *Explanatory item response models: A generalized linear and nonlinear approach*. New York: Springer.
Embretson, S. E., & Reise, S. P. (2000). *Item response theory for psychologists*. Mahwah, NJ: Erlbaum.
Balanced Incomplete Block Designs
Block designs are useful in experimental design when the experimental material is not uniform but can be divided into homogeneous blocks. Typically, blocks cannot contain all the treatments, so incomplete block designs are used. The condition of balance, if it can be achieved, guarantees that the designs are optimal in minimizing the variance of treatment differences.
This entry provides a survey of balanced incomplete block designs (BIBDs). It discusses necessary conditions on the parameters for the existence of the designs and optimality results. It also provides a brief introduction to constructions of BIBDs using difference families, finite fields, or recursive methods, and some generalizations, including pointers about what to do if no BIBD is available.
Overview
Balanced incomplete block designs, or BIBDs (known to mathematicians as 2-designs), were introduced into statistics by F. Yates at Rothamsted Experimental Station in 1936. So the introductory example provided in this entry will be a hypothetical agricultural experiment.
Suppose we have seven types of fertilizer, $A$, $B$, $\ldots$, $G$, to test. We have land available for the test on seven farms in different regions; each farm can provide three plots for the experiment. The designer’s job is to allocate a fertilizer to each of the 21 plots. One possible solution is shown in Table 1.
The farms are represented by columns in the array; the three entries in a column are, in no particular order, the three fertilizers that will be applied to plots on that farm. We refer to the fertilizers as *treatments* and the farms as *blocks*.
Table 1 Possible Solution to Fertilizer Allocation
| | | | | | | |
|-----|-----|-----|-----|-----|-----|-----|
| $A$ | $A$ | $A$ | $B$ | $B$ | $C$ | $C$ |
| $B$ | $D$ | $F$ | $D$ | $E$ | $D$ | $E$ |
| $C$ | $E$ | $G$ | $F$ | $G$ | $G$ | $F$ |
Figure 1 Fano Plane
This design has several good properties:
1. it is *binary*, that is, the same treatment (fertilizer) is not used more than once in a block;
2. it is *equireplicate*, that is, each treatment is used a constant number of times (3 times); and
3. it is *balanced*, that is, each pair of treatments occur together in a block the same number of times (once).
The design can be specified compactly by regarding each block as a set of three treatments (rather than a set of three plots). This is the way that mathematicians regard such a design, but they use the word *points* in place of *treatments*. A mathematician might represent the design by the diagram shown in Figure 1. This is known to finite geometers as the Fano plane.
The experimental units or plots are not easily visible in this picture; they are what geometers refer to as *flags* (incident point-block pairs). But from the list of blocks, as sets of treatments, we can draw a table similar to the one given earlier; the table entries correspond to the plots.
Definition and Properties
A BIBD consists of a set of $\nu$ treatments, together with a collection of $k$-element subsets of the treatment set (blocks), with the property that any two treatments are contained in exactly $\lambda$ blocks. We require that $1 < k < \nu$. (If $k = 1$, then no comparisons would be possible; if $k = \nu$, we would have a *complete block design*, with every treatment in every block.) The earlier introductory example has $\nu = 7$, $k = 3$, $\lambda = 1$.
**Theorem 1.** Suppose that a BIBD with parameters $\nu, k, \lambda$ as above exists. Then
- it is equireplicate, that is, any treatment occurs in a constant number $r$ of blocks;
- $r(k - 1) = (\nu - 1)\lambda$; and
- the number $b$ of blocks satisfies $bk = \nu r$.
This result is proved by straightforward double counting. It follows that $r = (\nu - 1)\lambda/(k - 1)$ and $b = \nu$
\((v - 1) \lambda/k (k - 1)\); so a necessary condition for the existence of such a design is that \(k - 1\) divides \((v - 1) \lambda\) and \(k\) divides \(v (v - 1) \lambda\).
The next result is known as *Fisher’s inequality*. It rules out the existence of BIBDs with certain parameter sets.
**Theorem 2.** The numbers \(v\) and \(b\) of treatments and blocks in a BIBD satisfy \(b \geq v\).
If equality holds, then \(k = r\), and any two blocks have exactly \(\lambda\) treatments in common.
A BIBD meeting Fisher’s bound is referred to as a *symmetric* BIBD. We can form the dual by simply interchanging the labels “treatment” and “block”; the dual of a symmetric BIBD is again a symmetric BIBD.
### Optimality
The job of the designer of an experiment like the one in the introductory example is to obtain the maximum possible information from the given experimental material. Typically, block designs are used when comparing \(v\) treatments, and \(bk\) experimental units are available, which are divided into \(b\) blocks of size \(k\). The assumption is that plots within a block are relatively homogeneous but may differ in systematic but unknown ways from plots in a different block. (In the introductory example, different farms may have very different soil and climatic conditions.) In other words, the parameters \(v\), \(b\), and \(k\) are given. We wish to estimate differences between treatments, as accurately as possible; this means that we want the variances of the estimators to be as small as possible. However, this is a multidimensional optimization problem; we cannot make all variances small simultaneously.
This has led to the introduction of a number of *optimality parameters* which give an overall summary of the variances. The most important are
1. A-optimality, the average variances of treatment differences;
2. D-optimality, the volume of a confidence ellipsoid; and
3. E-optimality, the largest variance of a treatment difference.
In general, different designs might optimize different parameters here. The importance of BIBDs, when they exist, is that they minimize these three parameters and a number of others. The following was shown by Anant M. Kshirgar (1958) and Jack Kiefer (1975).
**Theorem 3.** Suppose that a BIBD exists for \(v\) treatments in \(b\) blocks of size \(k\). Then a design for these parameters minimizes any one of the parameters A, D, and E if and only if it is a BIBD.
So, if a BIBD exists, the designer should use it. If not, the situation is significantly more complicated.
### Constructions
Many constructions of BIBDs are known. A few of important ones are mentioned here.
#### Finite Geometry
These designs are finite analogues of the usual projective and affine (Euclidean) geometry. We work over a finite field with \(q\) elements: This is a structure in which the arithmetic operations of addition, subtraction, multiplication, and division (except by zero) are defined and satisfy the usual rules. (It goes back to Évariste Galois, the 19th century mathematician who established that finite fields with \(q\) elements exist if and only if \(q\) is a prime power.)
The earlier introductory example is of this form. If we represent the treatments \(A, \ldots, G\) by 3-dimensional vectors over the *binary field* \{0,1\}, specifically \(A = 001\), \(B = 010\), \(C = 011\), \(D = 100\), \(E = 101\), \(F = 110\), \(G = 111\), then the blocks are precisely the triples of vectors with sum zero (recall that \(1 + 1 = 0\) in the binary field).
Geometries of dimension \(n\) over a field with \(q\) elements give rise to designs, where we take the blocks to be the \(m\)-dimensional subspaces with \(0 < m < n\). The number of treatments is \((q^n - 1)/(q - 1)\) for projective geometry and \(q^n\) for affine geometry.
#### Difference Families
In the integers mod 7, represented as \{0, 1, 2, \ldots, 6\}, the set \{1, 2, 4\} has the property that every nonzero element has a unique representation as the difference (mod 7) between two elements of the set:
\[
1 = 2 - 1, \quad 2 = 4 - 2, \quad 3 = 4 - 1, \quad 4 = 1 - 4, \\
5 = 2 - 4, \quad 6 = 1 - 2.
\]
(The set \{1, 2, 4\} is called a *difference set.*) It follows that the translates of \{1, 2, 4\}, namely
\[
124, 235, 346, 450, 561, 602, 013
\]
are the blocks of a symmetric BIBD. This matches the introductory example if we take \(1 = A\), \(2 = B\), \(3 = D\), \(4 = C\), \(5 = F\), \(6 = G\), and \(0 = E\).
The construction can be generalized: we can replace the integers mod 7 by an arbitrary group; we can replace the uniqueness property by the property that every nonidentity element has a constant number $\lambda$ of representations, or we can take a difference family consisting of several sets of the same size, such that each nonidentity element has $\lambda$ representations as the difference between two elements of the same set.
**Recursive Constructions**
There are many constructions that build larger BIBDs from smaller ones. These often require the existence of auxiliary structures such as Latin squares or transversal designs. These are complicated and so are not described here.
**Existence Theorems**
BIBDs were first considered in the 19th century, mostly as a branch of recreational mathematics. Designs with $k = 3$ and $\lambda = 1$ are called *Steiner triple systems*, since the question of their existence was posed by the Swiss geometer Jakob Steiner in 1853; unknown to him, the problem had been solved by Thomas P. Kirkman, the rector of a country parish in the north of England, in 1847 and published in the *Ladies’ and Gentlemen’s Diary*:
**Theorem 4.** A BIBD with $k = 3$ and $\lambda = 1$ on $v$ treatments exists if and only if $v$ is congruent to 1 or 3 mod 6.
The necessity of the condition follows from our necessary conditions: 2 divides $v - 1$, so $v$ is odd; 3 divides $v (v - 1)$, so $v$ is congruent to 0 or 1 mod 3. The sufficiency was proved by Kirkman by construction, partly direct and partly recursive.
In the 20th century, Haim Hanani showed that, for $k = 3$ and any value of $\lambda$, the necessary divisibility conditions are sufficient for the existence of a BIBD. Then in 1975, Richard M. Wilson solved the general existence question asymptotically:
**Theorem 5.** There is a number $N(k, \lambda)$ such that, if $k - 1$ divides $(v - 1)\lambda$, $k$ divides $v(v - 1)\lambda$, and $v \geq N(k, \lambda)$, then a BIBD with parameters $v, k, \lambda$ exists.
Tables of parameters of BIBDs can be found in a number of places. Marshall Hall’s book *Combinatorial Theory* tabulates parameter sets by the replication number $r$ for $r \leq 15$, giving either a construction or a reference to a nonexistence proof in each case.
**Resolvability**
A block design is resolvable if the set of blocks can be partitioned into *resolution classes*, so that the blocks in each class contain each treatment precisely once.
An example, with $v = 9$, $k = 3$ and $\lambda = 1$ (a Steiner triple system) consists of the following blocks:
ABC, DEF, GHI, ADG, BEH, CFI, AEI, BFG, CDH, AFH, BDI, CEG.
From the definition, we see that the blocks in a resolution class are pairwise disjoint and that the stronger necessary condition that $k$ divides $v$ holds. Kirkman, mentioned earlier, posed his celebrated *schoolgirls problem*, asking for a resolvable BIBD with $v = 15$, $k = 3$, and $\lambda = 1$. He solved this problem himself, but the general case with $k = 3$ and $\lambda = 1$ was not solved until the mid-20th century, when Dijen K. Ray-Chaudhuri and Richard M. Wilson showed that resolvable designs exist whenever $v$ is an odd multiple of 3.
The designs from affine spaces described earlier are resolvable, the resolution classes being *parallel classes* of subspaces of the geometry. Indeed, in the example just given, the blocks are lines of the *affine plane* over the 3-element field.
Resolvable designs can be useful in managing an experiment. If we perform the experiment on the resolution classes in order, then losing (say) the last replication class leaves a block design which is still equireplicate, though no longer balanced.
**Generalizations**
The concept of BIBD has been generalized in various ways. However, the difference in outlook of statisticians and mathematicians means that many of the mathematical generalizations, though applicable in various fields such as information security, are not relevant to experimental design.
One case of interest to both groups is that of *partially balanced incomplete block designs*, or PIBBDs. There is an association scheme on the set of treatments, such that the concurrence of two treatments (the number of blocks containing both) depends only on the associate class containing the pair. This notion was introduced by Raj Chandra Bose and his students in the 1950s and was widely used since it simplified the computational problem of inverting the information matrix of the design; it also includes many examples of great interest to mathematicians, such as generalized polygons.
Our first condition asserted that BIBDs are binary, that is, a treatment occurs at most once in each block. Relaxing this is difficult for the mathematical approach,
since blocks would have to be multisets rather than sets of treatments, but it is quite natural in experimental design. Indeed, the (nonbinary) design for five treatments in seven blocks of three, with blocks $AAB$, $ACD$, $ACE$, $ADE$, $BCD$, $BCE$, $BDE$, is E-optimal for these parameters (it beats any binary design on this criterion). Since 1995, John. P. Morgan and his students have investigated what they call variance-balanced designs, which are E-optimal, and have given necessary and sufficient conditions for their existence when $k = 3$.
Peter J. Cameron
See also Block Design; Experimental Design; Factorial Design; Pairwise Comparisons; Randomized Block Design; Replication
Further Readings
Bailey, R. A. (2008). *Design of comparative experiments*. Cambridge, UK: Cambridge University Press.
Beth, T., Jungnickel, D., & Lenz, H. (1999). *Design theory* (2 vol.). Cambridge, UK: Cambridge University Press.
Hall, M. Jr. (1998). *Combinatorial theory* (2nd ed.). Hoboken, NJ: Wiley.
---
**Bar Chart**
The term bar chart refers to a category of diagrams in which values are represented by the height or length of bars, lines, or other symbolic representations. Bar charts are typically used to display variables on a nominal or ordinal scale. Bar charts are a very popular form of information graphics often used in research articles, scientific reports, textbooks, and popular media to visually display relationships and trends in data. However, for this display to be effective, the data must be presented accurately, and the reader must be able to analyze the presentation effectively. This entry provides information on the history of the bar charts, the types of bar charts, and the construction of a bar chart.
**History**
The creation of the first bar chart is attributed to William Playfair and appeared in *The Commercial and Political Atlas* in 1786. Playfair's bar graph was an adaptation of Joseph Priestley's time-line charts, which were popular at the time. Ironically, Playfair attributed his creation of the bar graph to a lack of data. In his *Atlas*, Playfair presented 34 plates containing line graphs or surface charts graphically representing the imports and exports from different countries over the years. Since he lacked the necessary time-series data for Scotland, he was forced to graph its trade data for a single year as a series of 34 bars, one for each of the imports and exports of Scotland's 17 trading partners. However, his innovation was largely ignored in Britain for a number of years. Playfair himself attributed little value to his invention, apologizing for what he saw as the limitations of the bar chart. It was not until 1801 and the publication of his *Statistical Breviary* that Playfair recognized the value of his invention. Playfair's invention fared better in Germany and France. In 1811 the German Alexander von Humboldt published adaptations of Playfair's bar graph and pie charts in *Essai Politique sur le Royaume de la Nouvelle Espagne*. In 1821, Jean Baptiste Joseph Fourier adapted the bar chart to create the first graph of cumulative frequency distribution, referred to as an ogive. In 1833, A. M. Guerry used the bar chart to plot crime data, creating the first histogram. Finally, in 1859 Playfair's work began to be accepted in Britain when Stanley Jevons published bar charts in his version of an economic atlas modeled on Playfair's earlier work. Jevons in turn influenced Karl Pearson, commonly considered the "father of modern statistics," who promoted the widespread acceptance of the bar chart and other forms of information graphics.
**Types**
Although the terms bar chart and bar graph are now used interchangeably, the term bar chart was reserved traditionally for corresponding displays that did not have scales, grid lines, or tick marks. The value each bar represented was instead shown on or adjacent to the data graphic.
An example bar chart is presented in Figure 1. Bar charts can display data by the use of either horizontal or vertical bars; vertical bar charts are also referred to as column graphs. The bars are typically of a uniform width with a uniform space between bars. The end of the bar represents the value of the category being plotted. When there is no space between the bars, the graph is referred to as a joined bar graph and is used to emphasize the differences between conditions or discrete categories. When continuous quantitative scales are used on both axes of a joined bar chart, the chart is referred to as a histogram and is often used to display the distribution of variables that are of interval or ratio scale. If the widths of the bars are not uniform but are instead used to display some measure or characteristic of the data element represented by the bar, the graph is referred to as an area bar graph (see Figure 2). In this graph, the heights of the bars represent the total earnings in U.S. dollars, and the widths of the bars are used to represent the percentage of the earnings coming from exports. The information expressed by the bar width can be displayed by means of a scale on the horizontal axis or by a legend, or, as in this case, the values might be noted directly on...
Figure 1 Simple Bar Chart and Associated Data
Note: USD = U.S. dollars.
| Company | Earnings (USD) |
|---------|----------------|
| A | 1.3 |
| B | 2.1 |
| C | 8.2 |
| D | 1.5 |
| E | 3.1 |
Figure 2 Area Bar Graph and Associated Data
Note: USD = U.S. dollars.
| Company | Earnings (USD) | Percentage of Earnings from Exports |
|---------|----------------|-------------------------------------|
| A | 4.2 | 40 |
| B | 2.1 | 30 |
| C | 1.5 | 75 |
| D | 5.7 | 20 |
| E | 2.9 | 50 |
the graph. If both positive and negative values are plotted on the quantitative axis, the graph is called a *deviation graph*. On occasion the bars are replaced with pictures or symbols to make the graph more attractive or to visually represent the data series; these graphs are referred to as *pictographs* or *pictorial bar graphs*.
It may on occasion be desirable to display a confidence interval for the values plotted on the graph. In these cases the confidence intervals can be displayed by appending an error bar, or a shaded, striped, or tapered area to the end of the bar, representing the possible values covered in the confidence interval. If the bars are used to represent the range between the upper and lower values of a data series rather than one specific value, the graph is called a *range bar graph*. Typically the lower values are plotted on the left in a horizontal bar chart and on the bottom for a vertical bar chart. A line drawn across the bar can designate additional or inner values, such as a mean or median value. When the five-number summary (the minimum and maximum values, the upper and lower quartiles, and the median) is displayed, the graph is commonly referred to as a *box plot* or a *box-and-whisker diagram*.
A *simple bar graph* allows the display of a single data series, whereas a *grouped* or *clustered bar graph* displays two or more data series on one graph (see Figure 3). In clustered bar graphs, elements of the same category are plotted side by side; different colors, shades, or patterns, explained in a legend, may be used to differentiate the various data series, and the spaces between clusters distinguish the various categories.
While there is no limit to the number of series that can be plotted on the same graph, it is wise to limit the number of series plotted to no more than four in order to keep the graph from becoming confusing. To reduce the size of the graph and to improve readability, the bars for separate categories can be overlapped, but the overlap should be less than 75% to prevent the graph from being mistaken for a stacked bar graph. A *stacked bar graph*, also called a *divided* or *composite bar graph*, has multiple series stacked end to end instead of side by side. This graph displays the relative contribution of the components of a category; a different color, shade, or pattern differentiates each component, as described in a legend. The end of the bar represents the value of the whole category, and the heights of the various data series represent the relative contribution of the components of the category. If the graph represents the separate components’ percentage of the whole value rather than the actual values, this graph is commonly referred to as a *100% stacked bar graph*. Lines can be drawn to connect the components of a stacked bar graph to more clearly delineate the relationship between the same components of different categories. A stacked bar graph can also use only one bar to demonstrate the contribution of the components of only one category, condition, or occasion, in which case it functions more like a pie chart. Two data series can also be plotted together in a *paired bar graph*, also referred to as a *sliding bar* or *bilateral bar graph*. This graph differs from a clustered bar graph because rather than being plotted side by side, the values for one data series are plotted with horizontal bars to the left and the values for the other data series are plotted with horizontal bars to the right. The units of measurement and scale intervals for the two data series need not be the same, allowing for a visual display of correlations and other meaningful relationships between the two data series. A paired bar graph can be a variation of either a simple, clustered, or stacked bar graph. A paired bar graph without spaces between the bars is often called a *pyramid graph* or a *two-way histogram*. Another method for comparing two data series is the *difference bar graph*. In this type of bar graph, the bars represent the difference in the values of two data series. For instance, one could compare the performance of two different classes on a series of tests or compare the different performance of males and females on a series of assessments. The direction of the difference can be noted at the ends of bars or by labeling the bars. When comparing multiple factors at two points in time or under two different conditions, one can use a *change bar graph*. The bars in this graph are used to represent the change between the two conditions or times. Since the direction of change is usually important with these types of graphs, a coding system is used to indicate the direction of the change.
**Creating an Effective Bar Chart**
A well-designed bar chart can effectively communicate a substantial amount of information relatively easily, but a poorly designed graph can create confusion and lead to inaccurate conclusions among readers. Choosing the correct graphing format or technique is the first step in creating an effective graphical presentation of data. Bar charts are best used for making discrete comparisons between several categorical variables because the eye can spot very small differences in relative height. However, a bar chart works best with four to six categories; attempting to display more than six categories on a bar graph can lead to a crowded and confusing graph. Once an appropriate graphing technique has been chosen, it is important to choose the direction and the measurement scale for the primary axes. The decision to present the data in a horizontal or vertical format is largely a matter of personal preference; a vertical presentation, however, is more intuiFigure 3 Clustered Bar Chart and Associated Data
Note: USD = U.S. dollars.
tive for displaying amount or quantity, and a horizontal presentation makes more sense for displaying distance or time. A horizontal presentation also allows for more space for detailed labeling of the categorical axis. The choice of an appropriate scale is critical for accurate presentation of data in a bar graph. Simple changes in the starting point or the interval of a scale can make the graph look dramatically different and may possibly misrepresent the relationships within the data. The best method for avoiding this problem is to always begin the quantitative scale at 0 and to use a linear rather than a logarithmic scale. However, in cases in which the values to be represented are extremely large, a start value of 0 effectively hides any differences in the data because by necessity the intervals must be extremely wide. In these cases it is possible to maintain smaller intervals while still starting the scale at 0 by the use of a clearly marked scale break. Alternatively, one can highlight the true relationship between the data by starting the scale at 0 and adding an inset of a small section of the larger graph to demonstrate the true relationship. Finally, it is important to make sure the graph and its axes are clearly labeled so that the reader can understand what data are being presented. Modern technology allows the addition of many superfluous graphical elements to enhance the basic graph design. Although the addition of these elements is a matter of personal choice, it is important to remember that the primary aim of data graphics is to display data accurately and clearly. If the additional elements detract from this clarity of presentation, they should be avoided.
Teresa P. Clark and Sara E. Bolt
See also Box-and-Whisker Plot; Distribution; Graphical Display of Data; Histogram; Pie Chart
Further Readings
Cleveland, W. S., & McGill, R. (1985). Graphical perception and graphical methods for analyzing scientific data. *Science*, 229, 828–833.
Harris, R. L. (1999). *Information graphics: A comprehensive illustrated reference*. New York: Oxford University Press.
Playfair, W. (1786). *The commercial and political atlas*. London: Corry.
Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for instruction. *Educational Psychology Review, 14*, 47–69.
Spence, I. (2000). The invention and use of statistical charts. *Journal de la Société Française de Statistique, 141*, 77–81.
Tuft, E. R. (1983). *The visual display of quantitative information*. Cheshire, CT: Graphics.
Wainer, H. (1996). Depicting error. *American Statistician, 50*, 101–111.
**Bartlett’s Test**
The assumption of equal variances across treatment groups may cause serious problems if violated in one-way analysis of variance models. A common test for homogeneity of variances is Bartlett’s test. This statistical test checks whether the variances from different groups (or samples) are equal.
Suppose that there are $r$ treatment groups and we want to test
$$H_0 : \sigma_1^2 = \sigma_2^2 = \cdots = \sigma_r^2$$
versus
$$H_1 : \sigma_m^2 \neq \sigma_k^2 \text{ for some } m \neq k.$$
In this context, we assume that we have independently chosen random samples of size $n_i$, $i=1,\ldots,r$ from each of the $r$ independent populations. Let $X_{ij} \sim N(\mu_j, \sigma_j^2)$ be independently distributed with a normal distribution having mean $\mu_j$ and variance $\sigma_j^2$ for each $j=1,\ldots,n_i$ and each $i=1,\ldots,r$. Let $\bar{X}_i$ be the sample mean and $S_i^2$ the sample variance of the sample taken from the $i$th group or population. The uniformly most powerful unbiased parametric test of size $\alpha$ for testing for equality of variances among $r$ populations is known as Bartlett’s test, and Bartlett’s test statistic is given by
$$\ell_1 = \frac{\prod_{i=1}^{r} (S_i^2)^{w_i}}{\sum_{i=1}^{r} w_i S_i^2},$$
where $w_i = (n_i - 1)/(N - r)$ is known as the weight for the $i$th group and $N = \sum_{i=1}^{r} n_i$ is the sum of the individual sample sizes. In the equireplicate case (i.e., $n_1 = \cdots = n_r = n$), the weights are equal, and $w_i = 1/r$ for each $i=1,\ldots,r$. The test statistic is the ratio of the weighted geometric mean of the group sample variances to their weighted arithmetic mean. The values of the test statistic are bounded as $0 \leq \ell_1 \leq 1$ by Jensen’s inequality. Large values of $0 \leq \ell_1 \leq 1$ (i.e., values near 1) indicate agreement with the null hypothesis, whereas small values indicate disagreement with the null. The terminology $\ell_1$ is used to indicate that Bartlett’s test is based on M. S. Bartlett’s modification of the likelihood ratio test, wherein he replaced the sample sizes $n_i$ with their corresponding degrees of freedom, $n_i - 1$. Bartlett did so to make the test unbiased. In the equireplicate case, Bartlett’s test and the likelihood ratio test result in the same test statistic and same critical region.
The distribution of $\ell_1$ is complex even when the null hypothesis is true. R. E. Glaser showed that the distribution of $\ell_1$ could be expressed as a product of independently distributed beta random variables. In doing so he renewed much interest in the exact distribution of Bartlett’s test. We reject $H_0$ provided $\ell_1 \leq b_\alpha(n_1,\ldots,n_r)$ where $\Pr(\ell_1 < b_\alpha(n_1,\ldots,n_r)) = \alpha$ when $H_0$ is true. The Bartlett critical value $b_\alpha(n_1,\ldots,n_r)$ is indexed by level of significance and the individual sample sizes. The critical values were first tabled in the equireplicate case, and the critical value was simplified to $b_\alpha(n,\ldots,n) = b_\alpha(n)$. Tabulating critical values with unequal sample sizes becomes counterproductive because of possible combinations of groups, sample sizes, and levels of significance.
**Example**
Consider an experiment in which lead levels are measured at five different sites. The data in Table 1 come from Paul Berthouex and Linfield Brown:
| Lab | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| 1 | 3.4 | 3.0 | 3.4 | 5.0 | 5.1 | 5.5 | 5.4 | 4.2 | 3.8 | 4.2 |
| 2 | 4.5 | 3.7 | 3.8 | 3.9 | 4.3 | 3.9 | 4.1 | 4.0 | 3.0 | 4.5 |
| 3 | 5.3 | 4.7 | 3.6 | 5.0 | 3.6 | 4.5 | 4.6 | 5.3 | 3.9 | 4.1 |
| 4 | 3.2 | 3.4 | 3.1 | 3.0 | 3.9 | 2.0 | 1.9 | 2.7 | 3.8 | 4.2 |
| 5 | 3.3 | 2.4 | 2.7 | 3.2 | 3.3 | 2.9 | 4.4 | 3.4 | 4.8 | 3.0 |
*Source:* Berthouex, P. M., & Brown, L. C. (2002). *Statistics for environmental engineers* (2nd ed., p. 170). Boca Raton, FL: Lewis. Copyright ©2022 by SAGE Publications, Inc.
From these data one can compute the sample variances and weights, which are:
| Labs | Weight | Variance |
|------|--------|-----------|
| 1 | 0.2 | 0.81778 |
| 2 | 0.2 | 0.19344 |
| 3 | 0.2 | 0.41156 |
| 4 | 0.2 | 0.58400 |
| 5 | 0.2 | 0.54267 |
By substituting these values into the formula for $\ell_1^*$, we obtain
$$\ell_1^* = \frac{0.46016}{0.509889} = 0.90248$$
Critical values, $b_a(\alpha, n)$ of Bartlett’s test are tabled for cases in which the sample sizes are equal and $\alpha = .05$.
**Table 2** Table of Bartlett’s Critical Values
| $n$ | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|-----|-------|-------|-------|-------|-------|-------|-------|-------|-------|
| 3 | .3123 | .3058 | .3173 | .3299 | . | . | . | . | . |
| 4 | .4780 | .4699 | .4803 | .4921 | .5028 | .5122 | .5204 | .5277 | .5341 |
| 5 | .5845 | .5762 | .5850 | .5952 | .6045 | .6126 | .6197 | .6260 | .6315 |
| 6 | .6563 | .6483 | .6559 | .6646 | .6727 | .6798 | .6860 | .6914 | .6961 |
| 7 | .7075 | .7000 | .7065 | .7142 | .7213 | .7275 | .7329 | .7376 | .7418 |
| 8 | .7456 | .7387 | .7444 | .7512 | .7574 | .7629 | .7677 | .7719 | .7757 |
| 9 | .7751 | .7686 | .7737 | .7798 | .7854 | .7903 | .7946 | .7984 | .8017 |
| 10 | .7984 | .7924 | .7970 | .8025 | .8076 | .8121 | .8160 | .8194 | .8224 |
| 11 | .8175 | .8118 | .8160 | .8210 | .8257 | .8298 | .8333 | .8365 | .8392 |
| 12 | .8332 | .8280 | .8317 | .8364 | .8407 | .8444 | .8477 | .8506 | .8531 |
| 13 | .8465 | .8415 | .8450 | .8493 | .8533 | .8568 | .8598 | .8625 | .8648 |
| 14 | .8578 | .8532 | .8564 | .8604 | .8641 | .8673 | .8701 | .8726 | .8748 |
| 15 | .8676 | .8632 | .8662 | .8699 | .8734 | .8764 | .8790 | .8814 | .8834 |
| 16 | .8761 | .8719 | .8747 | .8782 | .8815 | .8843 | .8868 | .8890 | .8909 |
| 17 | .8836 | .8796 | .8823 | .8856 | .8886 | .8913 | .8936 | .8957 | .8975 |
| 18 | .8902 | .8865 | .8890 | .8921 | .8949 | .8975 | .8997 | .9016 | .9033 |
| 19 | .8961 | .8926 | .8949 | .8979 | .9006 | .9030 | .9051 | .9069 | .9086 |
| 20 | .9015 | .8980 | .9003 | .9031 | .9057 | .9080 | .9100 | .9117 | .9132 |
| 21 | .9063 | .9030 | .9051 | .9078 | .9103 | .9124 | .9143 | .9160 | .9175 |
| 22 | .9106 | .9075 | .9095 | .9120 | .9144 | .9165 | .9183 | .9199 | .9213 |
| 23 | .9146 | .9116 | .9135 | .9159 | .9182 | .9202 | .9219 | .9235 | .9248 |
| 24 | .9182 | .9153 | .9172 | .9195 | .9217 | .9236 | .9253 | .9267 | .9280 |
| 25 | .9216 | .9187 | .9205 | .9228 | .9249 | .9267 | .9283 | .9297 | .9309 |
| 26 | .9246 | .9219 | .9236 | .9258 | .9278 | .9296 | .9311 | .9325 | .9336 |
| 27 | .9275 | .9249 | .9265 | .9286 | .9305 | .9322 | .9337 | .9350 | .9361 |
| 28 | .9301 | .9276 | .9292 | .9312 | .9330 | .9347 | .9361 | .9374 | .9385 |
| 29 | .9326 | .9301 | .9316 | .9336 | .9354 | .9370 | .9383 | .9396 | .9406 |
| 30 | .9348 | .9325 | .9340 | .9358 | .9376 | .9391 | .9404 | .9416 | .9426 |
| 40 | .9513 | .9495 | .9506 | .9520 | .9533 | .9545 | .9555 | .9564 | .9572 |
| 50 | .9612 | .9597 | .9606 | .9617 | .9628 | .9637 | .9645 | .9652 | .9658 |
| 60 | .9677 | .9665 | .9672 | .9681 | .9690 | .9698 | .9705 | .9710 | .9716 |
| 80 | .9758 | .9749 | .9754 | .9761 | .9768 | .9774 | .9779 | .9783 | .9787 |
| 100 | .9807 | .9799 | .9804 | .9809 | .9815 | .9819 | .9823 | .9827 | .9830 |
Source: Dyer, D., & Keating, J. P. (1980). On the determination of critical values for Bartlett’s test. *Journal of the American Statistical Association*, 75, 313–319. Reprinted with permission from the *Journal of the American Statistical Association*. Copyright 1980 by the American Statistical Association. All rights reserved.
Note: The table shows the critical values used in Bartlett’s test of equal variance at the 5% level of significance.
These values are given in D. Dyer and Jerome Keating for various values of $r$, the number of groups, and $n$, the common sample size (see Table 2). Works by Glaser, M. T. Chao, and Glaser, and S. B. Nandi provide tables of exact critical values of Bartlett’s test. The most extensive set is contained in Dyer and Keating. Extensions (for larger numbers of groups) to the table of critical values can be found in Keating, Glaser, and N. S. Ketchum.
**Approximation**
In the event that the sample sizes are not equal, one can use the *Dyer–Keating approximation* to the critical values:
$$b_a(a; n_1, \ldots, n_a) \doteq \sum_{i=1}^{a} \frac{n_i}{N} \times b_a(a, n_i).$$
So for the lead levels, we have the following values: $b_{0.05}(5; 10) \doteq 0.8025$. At the 5% level of significance, there is not enough evidence to reject the null hypothesis of equal variances.
Because of the complexity of the distribution of $\ell_1$, Bartlett’s test originally employed an approximation. Bartlett proved that
$$\left[-\ln(\ell_1)\right]/c \sim \chi^2(r-1),$$
where
$$c = \frac{1 + \left[\frac{1}{3(r-1)}\right] \sum_{i=1}^{r} \frac{1}{n_i - 1} - \frac{1}{N-r}}{N-r}.$$
The approximation works poorly for small sample sizes. This approximation is more accurate as sample sizes increase, and it is recommended that $\min(n_i) \geq 3$ and that most $n_i > 5$.
**Assumptions**
Bartlett’s test statistic is quite sensitive to nonnormality. In fact, W. J. Conover, M. E. Johnson, and M. M. Johnson echo the results of G. E. P. Box that Bartlett’s test is very sensitive to samples that exhibit nonnormal kurtosis. They recommend that Bartlett’s test be used only when the data conform to normality. Prior to using Bartlett’s test, it is recommended that one test for normality using an appropriate test such as the Shapiro–Wilk W test. In the event that the normality assumption is violated, it is recommended that one test equality of variances using Howard Levene’s test.
*Mark T. Leung and Jerome P. Keating*
**See also** Critical Value; Likelihood Ratio Statistic; Normality Assumption; Parametric Statistics; Variance
**Further Readings**
Bartlett, M. S. (1937). Properties of sufficiency and statistical tests. *Proceedings of the Royal Statistical Society, Series A, 160*, 268–282.
Berthouex, P. M., & Brown, L. C. (2002). *Statistics for environmental engineers* (2nd ed.). Boca Raton, FL: Lewis.
Box, G. E. P. (1953). Nonnormality and tests on variances. *Biometrika, 40*, 318–335.
Chao, M. T., & Glaser, R. E. (1978). The exact distribution of Bartlett’s test statistic for homogeneity of variances with unequal sample sizes. *Journal of the American Statistical Association, 73*, 422–426.
Conover, W. J., Johnson, M. E., & Johnson, M. M. (1981). A comparative study of tests of homogeneity of variances with applications to the Outer Continental Shelf bidding data. *Technometrics, 23*, 351–361.
Dyer, D., & Keating, J. P. (1980). On the determination of critical values for Bartlett’s test. *Journal of the American Statistical Association, 75*, 313–319.
Glaser, R. E. (1976). Exact critical values for Bartlett’s test for homogeneity of variances. *Journal of the American Statistical Association, 71*, 488–490.
Keating, J. P., Glaser, R. E., & Ketchum, N. S. (1990). Testing hypotheses about the shape parameter of a gamma distribution. *Technometrics, 32*, 67–82.
Levene, H. (1960). Robust tests for equality of variances. In I. Olkin (Ed.), *Contributions to probability and statistics* (pp. 278–292). Palo Alto, CA: Stanford University Press.
Madansky, A. (1989). *Prescriptions for working statisticians*. New York: Springer-Verlag.
Nandi, S. B. (1980). On the exact distribution of a normalized ratio of weighted geometric mean to the unweighted arithmetic mean in samples from gamma distributions. *Journal of the American Statistical Association, 75*, 217–220.
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). *Biometrika, 52*, 591–611.
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**Barycentric Discriminant Analysis**
Barycentric discriminant analysis (BADA) generalizes discriminant analysis, and like discriminant analysis, it is performed when measurements made on some observations are combined to assign these observations, or *new* observations, to a priori defined categories. For example, BADA can be used (a) to assign people to a given diagnostic group (e.g., patients with Alzheimer’s disease, patients with other dementia, or people aging without dementia) on the basis of brain imaging data or psychological tests (here the a priori categories are the clinical groups), (b) to assign wines to a region of production on the basis of...
several physical and chemical measurements (here the a priori categories are the regions of production), (c) to use brain scans taken on a given participant to determine what type of object (e.g., a face, a cat, a chair) was watched by the participant when the scans were taken (here the a priori categories are the types of object), or (d) to use DNA measurements to predict whether a person is at risk for a given health problem (here the a priori categories are the types of health problem).
BADA is more general than standard discriminant analysis because it can be used in cases for which discriminant analysis cannot be used. This is the case, for example, when there are more variables than observations, when the predictors are colinear, or when the measurements are categorical.
BADA is a class of methods that all rely on the same principle: Each category of interest is represented by the barycenter of its observations (i.e., the weighted average of the observations of a given category; the barycenter is also called the center of gravity or center of mass), and a generalized principal components analysis (GPCA) is performed on the category by variable matrix. This analysis gives a set of discriminant factor scores for the categories and another set of factor scores for the variables. The original observations are then projected onto the category factor space, providing a set of factor scores for the observations. The distance of each observation to the set of categories is computed from the factor scores, and each observation is assigned to the closest category. The a priori and a posteriori category assignments are compared to assess the quality of the discriminant procedure. The prediction for the observations that were used to compute the barycenters is called the fixed-effect prediction. The fixed-effect performance is evaluated by counting the number of correct and incorrect assignments and storing these numbers in a confusion matrix. Another index of the performance of the fixed-effect model—equivalent to a squared coefficient of correlation—is the ratio of the category variance to the sum of the category variance and the variance of the observations within each category. This coefficient is denoted $R^2$ and is interpreted as the proportion of variance of the observations explained by the categories or as the proportion of the variance explained by the discriminant model. The performance of the fixed-effect model can also be represented graphically as a tolerance ellipsoid that encompasses a given proportion (say 95%) of the observations. The overlap between the tolerance ellipsoids of two categories is proportional to the number of misclassifications between these two categories.
New observations can also be projected onto the discriminant factor space, and they can be assigned to the closest category. When the actual assignment of these observations is not known, the model can be used to predict category membership. The model is then called a random model (as opposed to the fixed model). An obvious problem, then, is to evaluate the quality of the prediction for new observations. Ideally, the performance of the random-effect model is evaluated by counting the number of correct and incorrect classifications for new observations and computing a confusion matrix based on these new observations. However, it is not always practical or even feasible to obtain new observations, and therefore the random-effect performance is often evaluated using computational cross-validation techniques such as the leave one out (LOO) or the bootstrap. For example, an LOO approach can be used by which each observation is taken out of the set, in turn, and predicted from the model built on all the other observations. The predicted observations are then projected in the space of the fixed-effect discriminant scores. This can also be represented graphically as a prediction ellipsoid. A prediction ellipsoid encompasses a given proportion (say 95%) of the new observations. The overlap between the prediction ellipsoids of two categories is proportional to the number of misclassifications of new observations between these two categories.
The stability of the discriminant model can be assessed by a cross-validation model such as the bootstrap. In this procedure, multiple sets of observations are generated by sampling with replacement from the original set of observations, and the category barycenters are computed from each of these sets. These barycenters are then projected onto the discriminant factor scores. The variability of the barycenters can be represented graphically as a confidence ellipsoid that encompasses a given proportion (say 95%) of the barycenters. When the confidence intervals of two categories do not overlap, these two categories are significantly different.
In summary, BADA is a GPCA performed on the category barycenters. GPCA encompasses various techniques, such as correspondence analysis, biplot, Hellinger distance analysis, discriminant analysis, and canonical variate analysis. For each specific type of GPCA, there is a corresponding version of BADA. For example, when the GPCA is correspondence analysis, this gives the most well-known version of BADA: discriminant correspondence analysis. Because BADA is based on GPCA, it can also analyze data tables obtained by the concatenation of blocks (i.e., subtables). In this case, the importance (often called the contribution) of each block to the overall discrimination can also be evaluated and represented as a graph.
Hervé Abdi and Lynne J. Williams
See also Bootstrapping; Canonical Correlation Analysis; Correspondence Analysis; Jackknife; Matrix Algebra; Predictive Discriminant Analysis; Principal Components Analysis
Further Readings
Abdi, H. (2007). Discriminant correspondence analysis. In N. J. Salkind (Ed.), *Encyclopedia of measurement and statistics* (pp. 270–275). Thousand Oaks, CA: Sage.
Abdi, H., Williams, L. J., Beaton, D., Posamentier, M., Harris, T. S., Krishnan, A., & Devous, M. D. (2012). Analysis of regional cerebral blood flow data to discriminate among Alzheimer’s disease, fronto-temporal dementia, and elderly controls: A multi-block barycentric discriminant analysis (MUBADA) methodology. *Journal of Alzheimer’s Disease, 31*, s189–s201. doi:10.3233/JAD-2012-112111.
Beaton, D., Dunlop, J., Abdi, H., & Alzheimer’s Disease Neuroimaging Initiative. (2016). Partial Least squares-correspondence analysis: A framework to simultaneously analyze behavioral and genetic data. *Psychological Methods, 21*, 621–651. doi:10.1037/met0000053.
Basket Trials Design
Basket trials test a therapeutic intervention for several different disease *indications* simultaneously in the same clinical trial. Indications are grouped together in a basket because they share a molecular marker or a disease mechanism believed to be predictive of clinical benefit from the therapeutic intervention under study. Basket trials are a type of master protocol, a class of clinical designs that investigate several hypotheses concurrently. Master protocols include basket trials, whereby one therapy is tested in multiple indications; umbrella trials, whereby multiple therapies are tested in one indication; and platform trials, whereby multiple therapies enter and exit an ongoing study in an assembly-line fashion.
This entry summarizes the motivation for using master protocols, metrics for basket trial performance evaluation, advantages and limitations of basket trials, and types of basket trials.
Motivation
Master protocols address the high cost and long time required for clinical drug development, the process of testing safety and effectiveness for therapies, to facilitate approval by national health authorities for patient use. The total cost of developing a new therapy, including basic research, medicinal chemistry, animal efficacy and toxicology, and clinical development, is estimated at approximately US$ 1 billion, including the cost of failed attempts. The resulting high cost of therapy means patients often cannot afford needed medications and must choose between medications and other basic necessities. The total time for development is a decade or longer. During this waiting period, patients facing debilitating and/or life-threatening diseases may have their medical needs unmet. By investigating several hypotheses at once, master protocols aim to reduce these severe cost and time issues. Alternatively, the savings may be utilized to more thoroughly investigate optimal dosing, scheduling, and matching of therapies to patient subpopulations, rather than to reduce cost and development time.
Performance Evaluation
The performance metrics discussed in this section provide a framework for comparing possible basket trials designs. Because basket trials are complex, it is usually not possible to write mathematical formulas for their performance. The performance is evaluated by computer simulation, in which the trial is simulated numerous times with chance variation, and the results observed.
False Positive Rate
For conventional clinical trials, the definition of the false positive rate is relatively simple. If investigators execute the clinical trial for a therapy that is actually ineffective in the proposed indication, the false positive rate is the proportion of times the trial will falsely reach the conclusion that the therapy is effective, due to the play of chance. However, for basket trials, the situation is more complicated, in that the therapy is being tested in multiple indications at once. A *positive basket* may be defined as a basket for which the drug is actually effective in one or more indications, and a *negative basket* as one in which the drug is actually ineffective in all indications. The *false positive rate by basket* is then the proportion of times among evaluations of a negative basket that the trial falsely concludes that it is positive. A more stringent approach is the *false positive rate by indication*. In this approach, each indication is defined as positive or negative by whether the therapy is actually effective or ineffective in that indication. The *false positive rate by indication* is the probability that a negative indication will be falsely considered positive by the study.
An important controversy in the field is whether (and when) control of false positive rates by indication is required in basket trials. The indications are subgroups of the overall basket. In a conventional clinical trial, control of the false positive rate by subgroups is not required. But basket trials feature nontraditional groupings, in which molecular characteristics that normally define subgroups define the overall group, and diseases which are traditionally considered different are grouped as one.
False Negative Rate
In analogy with the false positive rate, the *false negative rate by basket* is the proportion of times in
evaluating a positive basket that the trial design will, by the play of chance, falsely conclude it is negative. The more stringent *false negative rate by indication* is the proportion of times a positive individual indication will be falsely considered to be negative by the study. *Power* is one minus the false negative rate.
**Efficiency**
Efficiency is an important metric for any master protocol. It normalizes (divides) a results metric by a cost metric, such as financial cost or number of trial participants. Although power is a popular performance indicator, it is possible to increase the power of a study to any desired level by increasing the sample size. Yet, for each constant increment in power, a progressively higher cost must be paid in sample size, and the efficiency decreases due to the diminishing returns.
The choice of results and cost metrics is varied and depends on the situation. Moreover, the concept of efficiency applies not only to individual therapies and indications but to a portfolio of many therapies and indications. In some instances, with finite resources, it may be wise to invest less in one trial to preserve resources for another.
**Advantages**
Basket trials group multiple indications together as one. Under ideal conditions, a basket trial consisting of $k$ indications can offer a nearly $k$-fold increase in efficiency. This increase in efficiency is potentially greater than other master protocols. Even if control of the false positive rate by indication is required, a 40% increase in efficiency may be achieved with optimization.
Basket trials typically study only one therapy, and therefore they can be conducted by a single sponsor, avoiding the complex negotiations between multiple sponsors required for other master protocols.
**Limitations**
Basket trials assume that the indications within the basket will have similar responses to the therapy, due to the shared marker or mechanism. However, this is not always true. The drug may work in melanoma with a given mutation but not in colon cancer with the same mutation. This heterogeneity can result in false positives and false negatives when data are pooled across indications.
Much of basket trial methodology is aimed at minimizing heterogeneity. In *adaptive basket designs*, interim study data are used to minimize heterogeneity. The final result is judged on a grouping that is more likely to be homogeneous; other indications may be discarded.
**Types of Basket Trials**
Basket trials may be randomized controlled or single arm. Randomized controlled trials are more conclusive in that they minimize biased selection of participants as well as biases due to improvements in supportive care and diagnostic technologies which affect comparisons of single-arm results to historical controls.
Basket trials also differ in the degree to which data from different indications are pooled. In early basket trials, the data were not pooled, and thus the studies were primarily a useful administrative strategy for rare diseases. Most current designs either fully pool the data or utilize partial pooling calibrated by the degree of similarity in the results (*information borrowing*).
Basket trials have been applied mostly to the *exploratory phase* of clinical development, which involves early safety and efficacy data and dose/schedule optimization. In contrast, applications in the *confirmatory phase* of development, where large studies are usually performed to obtain statistical proof of efficacy, have been limited to special cases supported by extraordinary scientific evidence, and/or unusual efficacy in conditions with limited or no other medical options. In these settings, single-arm designs, small sample sizes, and short-term binary end points with uncertain relationship to definitive end points like survival are appropriate even in the confirmatory phase, facilitating application of basket designs.
Cost and time savings would be greater if basket trials could be applied generally to the resource-intensive confirmatory space. A randomized controlled confirmatory basket trial design has been proposed, and the false positive rate can be strictly controlled as required in the confirmatory space. The design can be further modified to achieve control of the false positive rate by indication. Nonetheless, whether the design can be confirmatory despite possible differences in the control arms and the natural histories of the indications may depend on the strength of scientific and medical evidence for pooling.
*Robert A. Beckman*
*See also* Adaptive Designs in Clinical Trials; Multiplicity Problem; Type I Error; Type II Error; Umbrella Trials Designs
**Further Readings**
Antonijevic, Z., & Beckman, R. A. (Eds.). (2018). *Platform trials in drug development: Umbrella trials and basket trials*. Boca Raton, FL: CRC Press.
Beckman, R. A., Antonijevic, Z., Kalamegham, R., & Chen, C. (2016). Adaptive design for a confirmatory basket trial in multiple tumor types based on a putative predictive
Bayes’s theorem is a simple mathematical formula used for calculating conditional probabilities. It figures prominently in subjectivist or Bayesian approaches to statistics, epistemology, and inductive logic. Subjectivists, who maintain that rational belief is governed by the laws of probability, lean heavily on conditional probabilities in their theories of evidence and their models of empirical learning. Bayes’s theorem is central to these paradigms because it simplifies the calculation of conditional probabilities and clarifies significant features of the subjectivist position.
This entry begins with a brief history of Thomas Bayes and the publication of his theorem. Next, the entry focuses on probability and its role in Bayes’s theorem. Last, the entry explores modern applications of Bayes’s theorem.
History
Thomas Bayes was born in 1702, probably in London, England. Others have suggested the place of his birth to be Hertfordshire. He was the eldest of six children of Joshua and Ann Carpenter Bayes. His father was a non-conformist minister, one of the first seven in England. Information on Bayes’s childhood is scarce. Some sources state that he was privately educated, and others state he received a liberal education to prepare for the ministry. After assisting his father for many years, he spent his adult life as a Presbyterian minister at the chapel in Tunbridge Wells. In 1742, Bayes was elected as a fellow by the Royal Society of London. He retired in 1752 and remained in Tunbridge Wells until his death in April 1761.
Throughout his life he wrote very little, and only two of his works are known to have been published. These two essays are *Divine Benevolence*, published in 1731, and *Introduction to the Doctrine of Fluxions*, published in 1736. He was known as a mathematician not for these essays but for two other papers he had written but never published. His studies focused in the areas of probability and statistics. His posthumously published article now known by the title “An Essay Towards Solving a Problem in the Doctrine of Chances” developed the idea of inverse probability, which later became associated with his name as Bayes’s theorem. Inverse probability was so called because it involves inferring backward from the data to the parameter (i.e., from the effect to the cause). Initially, Bayes’s ideas attracted little attention. It was not until after the French mathematician Pierre-Simon Laplace published his paper “Mémoire sur la Probabilité des Causes par les Événements” in 1774 that Bayes’s ideas gained wider attention. Laplace extended the use of inverse probability to a variety of distributions and introduced the notion of “indifference” as a means of specifying prior distributions in the absence of prior knowledge. Inverse probability became during the 19th century the most commonly used method for making statistical inferences. Some of the more famous examples of the use of inverse probability to draw inferences during this period include estimation of the mass of Saturn, the probability of the birth of a boy at different locations, the utility of antiseptics, and the accuracy of judicial decisions.
In the latter half of the 19th century, authorities such as Simeon-Denis Poisson, Bernard Bolzano, Robert Leslie Ellis, Jakob Friedrich Fries, John Stuart Mill, and A. A. Cournot began to make distinctions between probabilities about things and probabilities involving our beliefs about things. Some of these authors attached the terms *objective* and *subjective* to the two types of probability. Toward the end of the century, Karl Pearson, in his *Grammar of Science*, argued for using experience to determine prior distributions, an approach that eventually evolved into what is now known as *empirical Bayes*. The Bayesian idea of inverse probability was also being challenged toward the end of the 19th century, with the criticism focusing on the use of uniform or “indifference” prior distributions to express a lack of prior knowledge.
The criticism of Bayesian ideas spurred research into statistical methods that did not rely on prior knowledge and the choice of prior distributions. In 1922, Ronald Alymer Fisher’s paper “On the Mathematical Foundations of Theoretical Statistics,” which introduced the idea of likelihood and maximum likelihood estimates, revolutionized modern statistical thinking. Jerzy Neyman and Egon Pearson extended Fisher’s work by adding the ideas of hypothesis testing and confidence intervals. Eventually the collective work of Fisher, Neyman, and Pearson became known as *frequentist* methods. From the 1920s to the 1950s, frequentist methods displaced inverse probability as the primary methods used by researchers to make statistical inferences.
Interest in using Bayesian methods for statistical inference revived in the 1950s, inspired by Leonard Jimmie Savage’s 1954 book *The Foundations of Statistics*. Savage’s work built on previous work of several earlier authors exploring the idea of subjective probability, in particular the work of Bruno de Finetti. It was during this time that the terms *Bayesian* and *frequentist* began to be used to refer to the two statistical inference camps. The number of papers and authors using Bayesian statistics continued to grow in the 1960s. Examples of Bayesian research from this period include an investigation by Frederick Mosteller and David Wallace into the authorship of several of the Federalist papers and the use of Bayesian methods to estimate the parameters of time-series models. The introduction of Monte Carlo Markov chain (MCMC) methods to the Bayesian world in the late 1980s made computations that were impractical or impossible earlier realistic and relatively easy. The result has been a resurgence of interest in the use of Bayesian methods to draw statistical inferences.
**Publishing of Bayes’s Theorem**
Bayes never published his mathematical papers, and therein lies a mystery. Some suggest his theological concerns with modesty might have played a role in his decision. However, after Bayes’s death, his family asked Richard Price to examine Bayes’s work. Price was responsible for the communication of Bayes’s essay on probability and chance to the Royal Society. Although Price was making Bayes’s work known, he was occasionally mistaken for the author of the essays and for a time received credit for them. In fact, Price only added introductions and appendixes to works he had published for Bayes, although he would eventually write a follow-up paper to Bayes’s work.
The present form of Bayes’s theorem was actually derived not by Bayes but by Laplace. Laplace used the information provided by Bayes to construct the theorem in 1774. Only in later papers did Laplace acknowledge Bayes’s work.
**Inspiration of Bayes’s Theorem**
In “An Essay Towards Solving a Problem in the Doctrine of Chances,” Bayes posed a problem to be solved: “*Given* the number of times in which an unknown event has happened and failed: *Required* the chance that the probability of its happening in a single trial lies somewhere between any two degrees of probability that can be named.” Bayes’s reasoning began with the idea of conditional probability:
If $P(B) > 0$, the conditional probability of $A$ given $B$, denoted by $P(A \mid B)$, is
$$P(A \mid B) = \frac{P(A \cap B)}{P(B)} \text{ or } \frac{P(AB)}{P(B)}.$$
Bayes’s main focus then became defining $P(B \mid A)$ in terms of $P(A \mid B)$.
A key component that Bayes needed was the *law of total probability*. Sometimes it is not possible to calculate the probability of the occurrence of an event $A$. However, it is possible to find $P(A \mid B)$ and $P(A \mid B^c)$ for some event $B$ where $B^c$ is the complement of $B$. The weighted average, $P(A)$, of the probability of $A$ given that $B$ has occurred and the probability of $A$ given that $B$ has not occurred can be defined as follows:
Let $B$ be an event with $P(B) > 0$ and $P(B^c) > 0$. Then for any event $A$,
$$P(A) = P(A \mid B)P(B) + P(A \mid B^c)P(B^c).$$
If there are $k$ events, $B_1, \ldots, B_k$, that form a partition of the sample space, and $A$ is another event in the sample space, then the events $B_1A, B_2A, \ldots, B_kA$ will form a partition of $A$. Thus, the law of total probability can be extended as follows:
Let $B_j$ be an event with $P(B_j) > 0$ for $j = 1, \ldots, k$. Then for any event $A$,
$$P(A) = \sum_{j=1}^{k} P(B_j)P(A \mid B_j).$$
These basic rules of probability served as the inspiration for Bayes’s theorem.
**Bayes’s Theorem**
Bayes’s theorem allows for a reduction in uncertainty by considering events that have occurred. The theorem is applicable as long as the probability of the more recent event (given an earlier event) is known. With this theorem, one can find the probability of the earlier event, given the more recent event that has occurred. The earlier event is known as the *prior* probability. The primary focus is on the probability of the earlier event given the more recent event that has occurred (called the *posterior* probability). The theorem can be described in the following manner:
Let $B_j$ be an event with $P(B_j) > 0$ for $j = 1, \ldots, k$ and forming a partition of the sample space. Furthermore, let $A$ be an event such that $P(A) > 0$. Then for $i = 1, \ldots, k$,
$$P(B_i \mid A) = \frac{P(B_i)P(A \mid B_i)}{\sum_{j=1}^{k} P(B_j)P(A \mid B_j)}. $$
$P(B_i)$ is the *prior* probability and the probability of the earlier event. $P(A \mid B_i)$ is the probability of the more recent event given the prior has occurred and is referred
to as the *likelihood*. $P(B_i \mid A)$ is what one is solving for and is the probability of the earlier event given that the recent event has occurred (the posterior probability). There is also a version of Bayes’s theorem based on a secondary event C:
$$P(B_i \mid AC) = \frac{P(B_i \mid C)P(A \mid B_iC)}{\sum_{j=1}^{k} P(B_j \mid C)P(A \mid B_jC)}.$$
**Example**
A box contains 7 red and 13 blue balls. Two balls are selected at random and are discarded without their colors being seen. If a third ball is drawn randomly and observed to be red, what is the probability that both of the discarded balls were blue?
Let $BB$, $BR$, and $RR$ represent the events that the discarded balls are blue and blue, blue and red, and red and red, respectively. Let $R$ represent the event that the third ball chosen is red. Solve for the posterior probability $P(BB \mid R)$.
$$P(BB \mid R) = \frac{P(R \mid BB)P(BB)}{P(R \mid BB)P(BB) + P(R \mid BR)P(BR) + P(R \mid RR)P(RR)}$$
The probability that the first two balls drawn were blue, red, or blue and red are $\frac{39}{95}$, $\frac{21}{190}$, and $\frac{91}{190}$, in that order. Now,
$$P(BB \mid R) = \frac{\frac{7}{18} \ast \frac{39}{95}}{\frac{7}{18} \ast \frac{39}{95} + \frac{6}{18} \ast \frac{91}{190} + \frac{5}{18} \ast \frac{21}{190}} \approx 0.46$$
The probability that the first two balls chosen were blue given the third ball selected was red is approximately 46%.
Bayes’s theorem can be applied to the real world to make appropriate estimations of probability in a given situation. Diagnostic testing is one example in which the theorem is a useful tool. Diagnostic testing identifies whether a person has a particular disease. However, these tests contain error. Thus, a person can test positive for the disease and in actuality not be carrying the disease. Bayes’s theorem can be used to estimate the probability that a person truly has the disease given that the person tests positive. As an illustration of this, suppose that a particular cancer is found for every 1 person in 2,000. Furthermore, if a person has the disease, there is a 90% chance the diagnostic procedure will result in a positive identification. If a person does not have the disease, the test will give a false positive 1% of the time. Using Bayes’s theorem, the probability that a person with a positive test result actually has the cancer (C), is
$$P(C \mid P) = \frac{\frac{1}{2000} (.90)}{\frac{1}{2000} (0.90) + \frac{1999}{2000} (0.01)} \approx 0.043.$$
If a person tests positive for the cancer test, there is only a 4% chance that the person has the cancer. Consequently, follow-up tests are almost always necessary to verify a positive finding with medical screening tests.
Bayes’s theorem has also been used in psychometrics to make a classification scale rather than an ability scale in the classroom. A simple example of classification is dividing a population into two categories of mastery and nonmastery of a subject. A test would be devised to determine whether a person falls in the mastery or the nonmastery category. The posterior probabilities for different skills can be collected, and the results would show mastered skills and nonmastered skills that need attention. The test may even allow for new posterior probabilities to be computed after each question.
The two examples presented above are just a small sample of the applications in which Bayes’s theorem has been useful. While certain academic fields concentrate on its use more than others do, the theorem has far-reaching influence in business, medicine, education, psychology, and so on.
**Bayesian Statistical Inference**
Bayes’s theorem provides a foundation for Bayesian statistical inference. However, the approach to inference is different from that of a traditional (frequentist) point of view. With Bayes’s theorem, inference is dynamic. That is, a Bayesian approach uses evidence about a phenomenon to update knowledge of prior beliefs.
There are two popular ways to approach inference. The traditional way is the frequentist approach, in which the probability $P$ of an uncertain event $A$, written $P(A)$, is defined by the frequency of that event, based on previous observations. In general, population parameters are considered as fixed effects and do not have distributional form. The frequentist approach to defining the probability of an uncertain event is sufficient, provided that one has been able to record accurate information about many past instances of the event. However, if no such historical database exists, then a different approach must be considered.
Bayesian inference is an approach that allows one to reason about beliefs under conditions of uncertainty. Different people may have different beliefs about the probability of a prior event, depending on their specific knowledge of factors that might affect its likelihood. Thus, Bayesian inference has no one correct probability or approach. Bayesian inference is dependent on both prior and observed data.
In a traditional hypothesis test, there are two complementary hypotheses: $H_0$, the status quo hypothesis, and $H_1$, the hypothesis of change. Letting $D$ stand for the observed data, Bayes’s theorem applied to the hypotheses becomes
$$P(H_0 \mid D) = \frac{P(H_0)P(D \mid H_0)}{P(H_0)P(D \mid H_0) + P(H_1)P(D \mid H_1)}$$
and
$$P(H_1 \mid D) = \frac{P(H_1)P(D \mid H_1)}{P(H_0)P(D \mid H_0) + P(H_1)P(D \mid H_1)}.$$
The $P(H_0 \mid D)$ and $P(H_1 \mid D)$ are posterior probabilities (i.e., the probability that the null is true given the data and the probability that the alternative is true given the data, respectively). The $P(H_0)$ and $P(H_1)$ are prior probabilities (i.e., the probability that the null or the alternative is true prior to considering the new data, respectively).
In frequentist hypothesis testing, one considers only $P(D \mid H_0)$, which is called the *p value*. If the $p$ value is smaller than a predetermined significance level, then one rejects the null hypothesis and asserts the alternative hypothesis. One common mistake is to interpret the $p$ value as the probability that the null hypothesis is true, given the observed data. This interpretation is a Bayesian one. From a Bayesian perspective, one may obtain $P(H_0 \mid D)$, and if that probability is sufficiently small, then one rejects the null hypothesis in favor of the alternative hypothesis. In addition, with a Bayesian approach, several alternative hypotheses can be considered at one time.
As with traditional frequentist confidence intervals, a *credible interval* can be computed in Bayesian statistics. This credible interval is defined as the posterior probability interval and is used in ways similar to the uses of confidence intervals in frequentist statistics. For example, a 95% credible interval means that the posterior probability of the parameter lying in the given range is 0.95. A frequentist 95% confidence interval means that with a large number of repeated samples, 95% of the calculated confidence intervals would include the true value of the parameter; yet the probability that the parameter is inside the actual calculated confidence interval is either 0 or 1. In general, Bayesian credible intervals do not match a frequentist confidence interval, since the credible interval incorporates information from the prior distribution whereas confidence intervals are based only on the data.
**Modern Applications**
In Bayesian statistics, information about the data and a priori information are combined to estimate the posterior distribution of the parameters. This posterior distribution is used to infer the values of the parameters, along with the associated uncertainty. Multiple tests and predictions can be performed simultaneously and flexibly. Quantities of interest that are functions of the parameters are straightforward to estimate, again including the uncertainty. Posterior inferences can be updated as more data are obtained, so study design is more flexible than for frequentist methods.
Bayesian inference is possible in a number of contexts in which frequentist methods are deficient. For instance, Bayesian inference can be performed with small data sets. More broadly, Bayesian statistics is useful when the data set may be large but when few data points are associated with a particular treatment. In such situations standard frequentist estimators can be inappropriate because the likelihood may not be well approximated by a normal distribution. The use of Bayesian statistics also allows for the incorporation of prior information and for simultaneous inference using data from multiple studies. Inference is also possible for complex hierarchical models.
Lately, computation for Bayesian models is most often done via MCMC techniques, which obtain dependent samples from the posterior distribution of the parameters. In MCMC, a set of initial parameter values is chosen. These parameter values are then iteratively updated via a specially constructed Markovian transition. In the limit of the number of iterations, the parameter values are distributed according to the posterior distribution. In practice, after approximate convergence of the Markov chain, the time series of sets of parameter values can be stored and then used for inference via empirical averaging (i.e., Monte Carlo). The accuracy of this empirical averaging depends on the effective sample size of the stored parameter values, that is, the number of iterations of the chain after convergence, adjusted for the autocorrelation of the chain. One method of specifying the Markovian transition is via Metropolis–Hastings, which proposes a change in the parameters, often according to a random walk (the assumption that many unpredictable small fluctuations will occur in a chain of events), and then accepts or rejects that move with a probability that is dependent on the current and proposed state.
In order to perform valid inference, the Markov chain must have approximately converged to the posterior distribution before the samples are stored and used for inference. In addition, enough samples must be stored after convergence to have a large effective sample size; if the autocorrelation of the chain is high, then the number of samples needs to be large. Lack of convergence or high autocorrelation of the chain is detected via convergence diagnostics, which include autocorrelation and trace plots, as well as Geweke, Gelman–Rubin, and Heidelberger–Welch diagnostics. Software for MCMC can also be validated by a distinct set of techniques.
These techniques compare the posterior samples drawn by the software with samples from the prior and the data model, thereby validating the joint distribution of the data and parameters as estimated by the software.
Brandon K. Vaughn and Daniel L. Murphy
See also Estimation; Hypothesis; Inference: Deductive and Inductive; Parametric Statistics; Probability, Laws of
Further Readings
Bayes, T. (1763). An essay towards solving a problem in the doctrine of chances. *Philosophical Transactions of the Royal Society of London*, 53, 370–418.
Box, G. E., & Jenkins, G. M. (1970). *Time series analysis: Forecasting and control*. San Francisco: Holden-Day.
Dale, A. I. (1991). *A history of inverse probability from Thomas Bayes to Karl Pearson*. New York: Springer-Verlag.
Daston, L. (1994). How probabilities came to be objective and subjective. *Historia Mathematica*, 21, 330–344.
Fienberg, S. E. (1992). A brief history of statistics in three and one-half chapters: A review essay. *Statistical Science*, 7, 208–225.
Fienberg, S. E. (2006). When did Bayesian inference become “Bayesian”? *Bayesian Analysis*, 1(1), 1–40.
Fisher, R. A. (1922). On the mathematical foundations of theoretical statistics. *Philosophical Transactions of the Royal Society of London, Series A*, 222, 309–368.
Laplace, P. S. (1774). Mémoire sur la probabilité des causes par les événements [Memoir on the probability of causes of events]. *Mémoires de la Mathématique et de Physique Presentés à l’Académie Royale des Sciences, Par Divers Savans, & Lus dans ses Assemblées*, 6, 621–656.
Mosteller, F., & Wallace, D. L. (1963). Inferences in an authorship problem. *Journal of the American Statistical Association*, 58, 275–309.
Pearson, K. (1892). *The grammar of science*. London, UK: Walter Scott.
Savage, L. J. (1954). *The foundations of statistics*. New York: Wiley.
Stigler, S. M. (1986). *The history of statistics: The measurement of uncertainty before 1900*. Cambridge, MA: Harvard University Press.
Bayesian Adaptive Randomization Design
The Bayesian adaptive randomization design is an extension of adaptive research designs, which modify the randomization ratio during a study in order to maximize individual participant outcomes. Bayesian adaptive randomization designs use Bayesian data analysis to estimate the probability that each intervention maximizes the outcome of interest, and the randomization ratio is adjusted according to these estimates. In adjusting the randomization ratio based on which intervention is estimated to produce the most favorable outcome, Bayesian adaptive randomization designs maximize the likelihood of participants experiencing positive outcomes and minimize the likelihood of participants experiencing poor outcomes.
Bayesian adaptive randomization designs follow a four-step procedure. In Step 1, participants are randomly allocated to one of the interventions with the probability of allocation into each intervention being specified by the randomization ratio. In Step 2, participants’ outcome data are collected. In Step 3, the probability that each intervention produces the most favorable outcome is estimated with Bayesian data analysis. In Step 4, the randomization ratio is updated. Steps 1–4 are then repeated until either the desired number of participants has been recruited or one of the interventions has shown convincing evidence of producing the most favorable outcome.
This entry goes on to provide an examination of adaptive randomization ratios, two primary assumptions made by Bayesian adaptive randomization design, and logical considerations. Various types of data used in Bayesian data analysis are introduced, and the steps of early and late randomizations are then explained. The entry concludes by listing some advantages and limitations of Bayesian adaptive randomization design, followed by an example of a hypothetical study implementing a two-group Bayesian adaptive randomization design.
Adaptive Randomization Ratios
Most randomized study designs use a fixed randomization ratio, but Bayesian adaptive randomization designs implement an adaptive randomization ratio. A randomization ratio is defined as a ratio of the probabilities of being randomly allocated to each of the interventions. A fixed randomization ratio is held constant throughout the study, but an adaptive randomization ratio can change during the study.
To better understand randomization ratios—both fixed and adaptive—consider a two-group study. In this example and throughout the remainder of this entry, it is assumed that each group is implementing a different intervention. Researchers may consider a research design using a 1:1 fixed randomization ratio, which indicates a 50% chance a participant is allocated into the first group and a 50% chance a participant is allocated into the second group. Researchers may also consider a research design using an adaptive randomization ratio. The adaptive randomization ratio may be 1:1.
during the early stages of the study, but the randomization ratio could change during the course of the study if collected data indicate one of the groups’ interventions produces better outcomes.
**Assumptions**
Bayesian adaptive randomization designs make two primary assumptions. First, the randomization of participants must be dispersed throughout the course of the study, such that the outcome data collection for some participants occurs before the randomization of other participants. Because Bayesian adaptive randomization designs use participants’ results to inform future randomizations, some participants must be randomized after collecting data from previous participants to maximize individual participant outcomes. If all the participants are randomized simultaneously, Bayesian adaptive randomization designs replicate fixed randomization designs, which would likely fail to maximize individual participant outcomes.
Second, the time between randomizing a participant into one of the groups and obtaining outcome data must be reasonably quick. Since participants’ outcomes influence future participants’ randomizations, long periods between randomization and outcome data collection force researchers to either slow recruitment so that previous participants’ outcomes can be collected prior to randomizing new participants or randomizing new participants without incorporating data from some of the previously randomized participants.
**Logistical Considerations**
The randomization ratios in Bayesian adaptive randomization designs can be updated after each participant’s outcome data are collected, although this may often be unrealistic. The problem with updating the randomization ratio after collecting each participant’s data is that the amount of time, funding, and computational resources needed may not be feasible. For example, collecting a participant’s outcome data in the morning prior to a participant’s randomization in the afternoon would require dedicating time and effort to entering the outcome data immediately after collecting the data as well as having enough computational power to calculate the updated randomization ratio before the randomization. This also does not address concerns with multisite studies, which would need to maintain a centralized database with participant outcomes and the updated randomization ratio for the study teams at each site when there may be numerous data collections and randomizations happening each day.
To address these issues, block stratification can be used to improve the feasibility of Bayesian adaptive randomization designs. Block stratification is a strategy for updating the adaptive randomization ratio at pre-specified intervals, which might be after every \( n \) participants have been randomized or after every \( n \) weeks. In practice, this might entail updating the randomization ratio after every 10 participants have been randomized or after every 4 weeks (i.e., monthly).
**Data**
Bayesian adaptive randomization designs utilize Bayesian data analysis to examine between-group differences in order to adjust the randomization ratio. Therefore, Bayesian adaptive randomization designs incorporate data from the prior distribution and the likelihood to estimate the posterior distribution, which models the probability that one of the treatment groups produces the most favorable outcome.
**Prior Distribution**
The prior distribution models the *a priori* belief regarding the probability that one of the groups produces the most favorable outcome. For two-group Bayesian adaptive randomization designs, a single prior distribution can fully reflect the probability that each group produces the most favorable outcome, since knowing the probability that one group produces the most favorable outcome allows for the probability the second group produces the most favorable outcome to be calculated. For more complex designs with three or more groups, a prior distribution for each group is needed to estimate the probability that each group produces the most favorable outcome. As is the case in Bayesian data analysis, the prior distribution can be based on the findings of previous studies or on theory. It should be noted, however, that the choice of the prior distribution can bias the findings if the chosen prior distribution is not reflective of the data collected in the study. It should also be noted that the confidence in the prior is reflected by the variance of the prior distribution, and the confidence in the prior impacts how much data in the likelihood are needed to produce findings contrary to the prior.
To give a brief example of how a prior distribution is incorporated into a Bayesian adaptive randomized design, consider a two-group study in which researchers begin with an assumption that the two groups will produce similar outcomes. Because the prior distribution is modeling probabilities, the prior distribution ranges from 0 to 1. Since the researchers believe the two groups will perform similarly, the mode of the prior distribution...
is located at 0.50, and the prior distribution is symmetric. Put simply, the mode of the prior distribution implies there is a 50% chance that each group produces the most favorable outcome, and the symmetry of the prior distribution ensures both groups have the same probability of producing the most favorable outcome.
**Likelihood**
The likelihood models the probability that one of the treatment groups produces the most favorable outcome based on the collected data. As the collected data increase, the variance of the likelihood should decrease, resulting in a more precise estimation of the probability that one of the treatment groups produces the most favorable outcome based on the collected data.
**Posterior Distribution**
The posterior distribution synthesizes the prior distribution and the likelihood to model the probability that one of the treatment groups produces the most favorable outcome. The mode is often used to generate a point estimate for the probability that one of the treatment groups produces the most favorable outcome. A 95% highest density interval, which includes the 95% of the outcomes that are most likely, is often used to estimate the certainty of the posterior distribution. As more data are collected, the width of the 95% highest density interval often decreases, which reflects a more precise estimate of the probability that one of the treatment groups produces the most favorable outcome.
**Early Randomizations**
When planning a study using a Bayesian adaptive randomization design, researchers must take special care to plan how the first participants will be randomized. Bayesian adaptive randomization designs use Bayesian data analysis to estimate the probability that each of the groups is producing the most favorable outcome. Consequently, factors impacting the estimation of the posterior distribution may bias the randomization ratio used in a Bayesian adaptive randomization design. Specifically, unstable posterior distributions due to small sample sizes in the early stages of a study are perhaps the largest threat to a Bayesian adaptive randomization design.
There are two primary methods for a study using a Bayesian adaptive randomization design to stabilize the posterior distribution for early randomizations. First, researchers can utilize a burn-in stage, which is defined as a period where the study implements a fixed randomization ratio to allow for a sizable number of participants to be assigned to all the study groups prior to switching to an adaptive randomization ratio. In practice, this might mean randomizing the first 50 or 100 participants at a 1:1 fixed randomization ratio in a two-group study. Second, researchers can utilize a tuning factor, which weights the obtained outcome data so that studies using a Bayesian adaptive randomized design essentially use a fixed randomization ratio for early randomizations and gradually shift toward an adaptive randomization ratio as more data are collected.
**Late Randomizations**
In contrast to a fixed randomization design, Bayesian adaptive randomized designs have reduced statistical power because participant allocations and outcomes in Bayesian adaptive randomized designs are correlated. This correlation increases the variance of the outcomes, which makes it harder to distinguish whether there are statistical between-group differences in terms of intervention effectiveness. Hence, more participants are needed in a Bayesian adaptive randomized design to achieve the same level of statistical precision as a fixed randomization design.
To compensate for the reduced statistical power in a Bayesian adaptive randomization design, researchers will often implement early stopping rules. Early stopping rules are defined as a priori conditions for terminating the study based on the magnitude of the probability that one group produces superior outcomes as estimated in the posterior distribution. In practice, researchers may decide to conclude the study if one treatment group has a posterior probability greater than .95 that the treatment is superior to the other treatment(s). It should be noted, however, that there are no defined standards for what constitutes an appropriate early stopping rule. Consequently, the early stopping rules used in practice are variable.
**Advantages**
**Maximizing Individual Participant Outcomes**
Bayesian adaptive randomization designs seek to provide the best outcome to each of the individuals participating in the study. Bayesian adaptive randomized designs use empirical evidence regarding the effectiveness of the treatment interventions to adjust the randomization ratio. Consequently, Bayesian adaptive randomized designs are maximizing the likelihood of participants experiencing a positive outcome. At the same time, Bayesian adaptive randomized designs are
minimizing the likelihood of participants experiencing a poor outcome, which is critical in fields such as cancer research.
**Incorporating Previous Findings**
To better maximize the likelihood of participants experiencing a positive outcome, Bayesian adaptive randomized designs can also incorporate the findings from previous studies. By appropriately incorporating previous findings, the prior distribution used in a Bayesian adaptive randomization design should cause more participants to be allocated into the most effective intervention in the early stages of the study, which should maximize the likelihood of participants experiencing a positive outcome. While there are no guidelines of how similar the previous studies and the current study should be, substantial differences between previous studies and the current study may lead the prior distribution to be a poor reflection of the data collected in the study, which may decrease the likelihood of participants experiencing a positive outcome. Thus, care should be taken in choosing studies to inform the prior distribution.
**Limitations**
**Threats to Internal Validity**
Because Bayesian adaptive randomized designs rely on sequential randomization, participants may be differentially affected by threats to internal validity (e.g., history effect, maturation). For example, a study implementing a Bayesian adaptive randomization design for an intervention designed to improve reading comprehension for elementary school students may have reduced internal validity, since the elementary students are experiencing developmental changes during the intervention that could impact the effectiveness of the intervention.
**Equally Effective Interventions**
Bayesian adaptive randomization designs were created with the intention of maximizing the likelihood of positive outcomes for participants. However, this assumes the superiority of one of the implemented interventions. In studies where there is no superior intervention, the randomization ratio will replicate the fixed randomization ratio used in a traditional randomized design. In such cases, the reduced statistical power of Bayesian adaptive randomization designs dictates that more participants must be randomized to achieve the same level of statistical precision as a fixed randomization design.
**Example**
Having gone through the characteristics of Bayesian adaptive randomization designs, an example of a study implementing a two-group Bayesian adaptive randomization design will be provided. To preserve the generality of the example for a variety of readers, the interventions will not be described in detail. Rather, they will simply be described as Intervention A and Intervention B, which are associated with Group A and Group B, respectively.
In this hypothetical study, an uninformative prior distribution with a mode of 0.5 will be used, which implies neither intervention is superior. This study will recruit 300 participants, will set the burn-in stage to be 50 participants, will establish an early stopping rule of .95, and will not use block stratification. Of note, this study will use a fixed 1:1 randomization ratio for the 50 participants randomized during the burn-in stage.
When beginning this study, the first 50 participants will be randomized similar to any fixed randomization design, and the outcomes for these 50 participants will be collected. Because the randomization ratio for the first 50 participants is 1:1, there should be approximately 25 participants allocated into each group at this point, although the exact numbers may differ slightly. With approximately 25 participants per group, there should be enough data collected from both groups to obtain stable posterior distribution estimates.
After collecting the outcome data for the 50th randomized participant, the between-group difference in intervention effectiveness is estimated using Bayesian data analysis. For purposes of this example, the process for conducting this Bayesian data analysis will not be presented. Instead, consider the case where there is a 65% chance that Intervention A is more effective than Intervention B, and the randomization ratio adapts to 0.65. Thus, there is a 65% chance the next participant will be allocated into Group A and a 35% chance the next participant will be allocated into Group B.
Continuing the example, the 51st participant is subsequently allocated into Group B, and the outcome for the 51st participant is positive. Consequently, the probability that Group A produces superior outcomes decreases. For the purpose of demonstration, consider the case where there is now a 63% chance that Intervention A is more effective than Intervention B, and the randomization ratio adapts to 0.63. Thus, there is now a 63% chance that the 52nd participant will be randomized into Group A.
Assume the 52nd participant is allocated into Group A, and the outcome for the 52nd participant is positive.
The probability that Group A produces superior outcomes increases. Because more data have been accumulated, the changes in the probability of a group producing a superior outcome, and thus changes in the randomization ratio, will be less with each allocated participant. There is now a 64% chance that Intervention A is more effective than Intervention B, and the randomization ratio adapts to 0.64. Thus, there is now a 64% chance that the 53rd participant will be randomized into Group A.
Continuing the example, the 53rd participant is allocated into Group B, and the outcome for the 53rd participant is negative. Therefore, the probability that Group A produces superior outcomes increases. There is now a 65% chance that Intervention A is more effective than Intervention B, which causes the randomization ratio to adapt to 0.65. Thus, there is now a 65% chance that the 54th participant will be randomized into Group A.
This process will continue with the probability of one group producing superior outcomes being estimated after each participant’s data are collected until either (1) the outcome data for the 300th participant is collected or (2) the posterior probability that one of the interventions produces superior outcomes exceeds the early stopping rule of .95.
Jeffrey C. Hoover
See also Adaptive Designs in Clinical Trials; Bayesian Data Analysis; Distribution; Posterior Distribution; Random Assignment; Research Design Principles; Risk (in Human Subjects Research)
Further Readings
Berry, S. M., Carlin, B. P., Lee, J. J., & Muller, P. (2010). *Bayesian adaptive methods for clinical trials*. Boca Raton, FL: CRC press.
Hu, F., & Rosenberger, W. F. (2003). Optimality, variability, power: Evaluating response-adaptive randomization procedures for treatment comparisons. *Journal of the American Statistical Association, 98*(463), 671–678. doi:10.1198/0162145030000000576.
Hu, F., & Rosenberger, W. F. (2006). *The theory of response-adaptive randomization in clinical trials*. Hoboken, NJ: Wiley.
Korn, E. L., & Freidlin, B. (2011). Outcome-adaptive randomization: Is it useful? *Journal of Clinical Oncology, 29*(6), 771–776. doi:10.1200/JCO.2010.31.1423.
Kruschke, J. K. (2014). *Doing Bayesian data analysis: A tutorial with R, JAGS, and Stan* (2nd ed.). London, UK: Academic Press.
Lee, J. J., Chen, N., & Yin, G. (2012). Worth adapting? Revisiting the usefulness of outcome-adaptive randomization. *Clinical Cancer Research, 18*(17), 4498–4507. doi:10.1158/1078-0432.CCR-11-2555.
Rosenberger, W. F., & Lachin, J. M. (2015). *Randomization in clinical trials: Theory and practice* (2nd ed.). Hoboken, NJ: Wiley.
Thall, P. F., & Wathen, J. K. (2007). Practical Bayesian adaptive randomisation in clinical trials. *European Journal of Cancer, 43*(5), 859–866. doi:10.1016/j.ejca.2007.01.006.
Bayesian Data Analysis
Bayesian data analysis is an umbrella term that encompasses different data analysis approaches that have in common the use of Bayes’s rule as a guiding principle, and the goal of quantifying evidence in favor of possible parameter values, models, or hypotheses, rather than making a decision on whether a parameter value is different than a specific value (e.g., zero) or not. This entry describes two approaches in detail—Bayesian parameter estimation and Bayesian hypothesis testing—and briefly describes two other approaches: Bayesian model comparison and hierarchical Bayesian models.
Bayesian Parameter Estimation
The goal of Bayesian parameter estimation is the same as the traditional frequentist parameter estimation: to make an estimation of the value of a population parameter such as a mean, a difference between two means, a correlation between two variables, or a regression coefficient. The difference between the two approaches is that in the traditional approach the estimation consists of providing a point estimate and a confidence interval, typically a 95% confidence interval, whereas in the Bayesian approach the estimation consists of providing a posterior distribution, which could be summarized, for instance, with the mean of the distribution and its 2.5th and the 97.5th percentiles (i.e., a 95% credible interval or the 95% high-density interval).
The advantage of the 95% credible (or high density) interval in Bayesian parameter estimation is that it provides the information that researchers are typically interested in. It indicates that the probability that the actual value of the parameter of interest (e.g., the population mean of a variable) is within the interval is 95%. In other words, the researcher can be 95% confident that the actual parameter value is in the interval. The traditional 95% confidence interval is more difficult to interpret: It is the interval generated by a procedure that provides confidence intervals that include the actual parameter value 95% of the times the procedure is used. The process to obtain a posterior distribution of a parameter of interest consists of four steps: choice of
distribution to create the likelihood function, choice of prior distribution, data collection and obtention of relevant statistics, and obtention of posterior distribution.
**Choice of Distribution to Create the Likelihood Function**
Let’s consider the case in which a researcher aims to estimate the proportion of people who are currently experiencing anxiety in a specific city by administering an anxiety scale to 200 people in that city; that scale determines whether the person is experiencing anxiety (1) or not (0). The distribution to create the likelihood function has a resemblance with the sampling distribution in the traditional approach. In this case, the binomial distribution is the most appropriate distribution to construct the likelihood function. The binomial distribution provides the probability of obtaining a specific number of people with anxiety in the sample of 200 participants given that the proportion of people of anxiety in the population (denoted by $\pi$) is a determined value. For example, if $\pi = 0.50$, the most probable value in the sample is 100 people with anxiety, while 99 and 101 being the second most probable values, 98 and 102 following in probability, and so forth, with values close to 0 and 200 having an extremely low probability of occurrence. The binomial distribution is then used to construct a likelihood function over parameter values once the data are observed. The likelihood function will come into play again when this function is combined with the prior distribution to produce the posterior distribution.
**Choice of Prior Distribution**
In Bayesian parameter estimation, the prior distribution is the credibility for each possible parameter value given by a researcher before observing new data. The researcher declares what credibility they give to each possible parameter value by using a probability distribution. This distribution is known as the *prior distribution* (or just *the prior*). That is, the Bayesian researcher makes explicit their knowledge about the parameter values before collecting the data. There are two main approaches to choose the prior distribution. In the first approach, the researcher declares to be ignorant regarding the possible parameter values, and this ignorance is expressed by choosing a probability distribution in which all the possible parameter values are equally likely. Given that $\pi$ can be any value between 0 and 1, a continuous uniform distribution with range 0 to 1 would be appropriate. However, for reasons that will be clear later, a beta distribution is typically used for proportions. A beta distribution with parameters $\alpha = 1$ and $\beta = 1$ is equivalent to the continuous uniform distribution over the range 0 to 1. This type of prior distribution is typically called *uninformed prior*.
In the second approach, the researcher uses their actual knowledge of the parameter values and expresses it in the prior distribution. Suppose the researcher knows of a previous study measuring anxiety in the same city with 50 participants, in which 20 of them had anxiety and 30 did not have anxiety. They can express this knowledge with a beta prior distribution with parameters $\alpha = 20$ and $\beta = 30$. In that distribution the most probable value is 0.40, and the lower bound and upper bound of the 95% credible interval of the distributions are 0.27 and 0.58, respectively. This type of prior distribution is typically referred to as *informed prior*.
**Data Collection and Obtention of Relevant Statistic**
Once the binomial distribution is chosen to construct the likelihood function and the beta distribution is chosen as prior distribution, it is time to collect the data (in this case, the administration of an anxiety scale to 200 participants) and obtain the value of the statistic of interest, that is, the number of people with anxiety. Assume that the results indicate that 40 participants have anxiety and 160 participants do not have anxiety.
**Obtention of Posterior Distribution**
The posterior distribution is obtained by using the Bayes’s rule as guiding principle:
$$P(\theta|d) = \frac{P(d|\theta) \times P(\theta)}{P(d)},$$
which in English can be expressed as:
Posterior distribution = $\frac{\text{Likelihood} \times \text{Prior distribution}}{\text{Marginal likelihood}}$,
where $\theta$ denotes any parameter value in a generic way. When referring to specific parameters, a different Greek letter takes the place of $\theta$. For example, $\pi$ is used for population proportions, $\mu$ is used for population means, $\sigma$ is used for population standard deviations, $\rho$ is used for population correlation, and $\beta$ is used for population regression slopes. In this case, $\theta$ represents the proportion of persons with anxiety in the population; thus, in this explanation $\pi$ and $\theta$ are used interchangeably. Note that we do not know the actual value of $\theta$, so we must consider all the possible values between 0 and 1. $P(\theta)$ is the prior distribution, which in the example is either a beta distribution with parameters $\alpha = 1$ and $\beta = 1$ for the uninformed prior or a beta distribution with parameter $\alpha = 20$ and parameter $\beta = 30$.
for the informed prior. \( P(d \mid \theta) \) is the probability of the observed data (\( d \)) given each possible parameter value, also known as the likelihood of the possible parameter values. Some authors use the notation \( L(\theta \mid d) \), which is very useful because it identifies that, as the prior and posterior distributions, we are dealing with a function that assigns a number to all the possible parameter values. It is not strictly a probability distribution because it does not add to 1 as discrete probability distributions do or it does not integrate to 1 as continuous probability distributions do. However, it works as a probability distribution in the sense that somehow indicates how likely each parameter value is.
The construction of the likelihood function is rather artificial; here is an example to explain the process. After observing that the data are 40 people with anxiety out of 200, we use the binomial distribution to determine the probability of obtaining 40 successful outcomes out of 200 trials for all possible values of \( \pi \). For clarity of explanation, only four possible values of \( \pi \) are considered, but it should be considered that \( \pi \) can acquire infinite number of values in the range 0 to 1. (Note that we are now using as \( \pi \) instead of \( \theta \).)
\[
L(\pi = 0.15 \mid d = 40) = P(d = 40 \mid \pi = 0.15) = 0.0115
\]
\[
L(\pi = 0.20 \mid d = 40) = P(d = 40 \mid \pi = 0.20) = 0.0704
\]
\[
L(\pi = 0.25 \mid d = 40) = P(d = 40 \mid \pi = 0.25) = 0.0173
\]
\[
L(\pi = 0.30 \mid d = 40) = P(d = 40 \mid \pi = 0.30) = 0.0041
\]
The first line should be interpreted as the likelihood of the parameter \( \pi \) to be the value 0.15 in the population (i.e., the city of interest) given that we observed 40 out of 200 people with anxiety in the sample. This is calculated by using the binomial distribution and determining the probability of observing 40 out of 200 successes given that the probability of success in each trial (i.e., \( \pi \)) is 0.15. That probability is 0.0115. The second line indicates how likely is for \( \pi \) to be 0.20, the third how likely is for \( \pi \) to be 0.25, and the fourth line indicates how likely is for \( \pi \) to be 0.30. In this set of values, the most likely value is 0.20 with a probability of 0.0704. We can keep adding parameter values in the range 0 to 1 and obtaining the likelihood for each of them, and eventually we will obtain a function that resembles a probability distribution.
To calculate the posterior distribution, we need to follow three more steps. The first one is to follow the numerator of Bayes’s rule and, for each parameter value, to obtain the product of its likelihood and its prior probability. This new set of values gives us a good idea of the plausibility of each parameter value after observing the data and taking into account previous knowledge; however, it is not a probability distribution because it does not add or integrate to 1. We can obtain a proper posterior distribution if there is a way of calculating the marginal likelihood [i.e., \( P(d) \)], which is a single number obtained with the following integral:
\[
\int_{\theta} P(d \mid \theta) \times P(\theta) \, d\theta,
\]
where the \( d \) in \( d\theta \) does not refer to data, rather it indicates the integration is over all possible values of \( \theta \). Calculating this integral is not always feasible, and when this is the case, Monte Carlo simulation methods are used to approximate it, methods that are explained in this entry. In this example, the choice of the beta distribution as prior and the binomial distribution for constructing the likelihood was not coincidental. These two distributions have the property of conjunction, which means that there is a way of combining them to easily come up with a new probability distribution. When conjunction is possible, the posterior distribution can be obtained without calculating the marginal likelihood.
For the uninformed prior, the beta distribution with \( \alpha = 1 \) and \( \beta = 1 \) combined with the binomial with 40 success (and 160 failures), the posterior distribution is a beta distribution with \( \alpha = 41 \) (\( 40 + 1 \)) and \( \beta = 161 \) (\( 160 + 1 \)). In this case, the posterior distribution has exactly the same shape as the likelihood function, which makes sense because the prior represented the ignorance of the researcher, thus the information about the parameter value in the posterior distribution is entirely provided by the new observed data, which is captured by the likelihood function. For the informed prior, the posterior distribution becomes a beta distribution with \( \alpha = 60 \) (\( 40 + 20 \)) and \( \beta = 190 \) (\( 160 + 30 \)). In this posterior distribution, the mean is 0.24 and the 95% high-density interval is (0.189, 0.295). Note that the prior probability distribution was centered on 0.40 and that the likelihood was centered on 0.20 and the posterior distribution is centered on 0.24. The center of the posterior distribution is closer to that of the likelihood than that of the prior because the prior only incorporated knowledge of a sample of 50 participants, whereas the likelihood provided information over 200 participants; therefore, the latter has more weighting in the posterior distribution.
**Practical Issues**
Bayesian parameter estimation forms part of all the other approaches, but John Kruschke has been a strong proponent of Bayesian parameter estimation as a
stand-alone procedure. Kruschke’s website (https://jkkweb.siteshost.iu.edu/index.html) provides a number of useful resources for conducting parameter estimation. The R packages rstan and rjags afford the possibility to conduct Bayesian parameter estimation with limited coding knowledge. The user friendly and free software JASP was built with the purpose of conducting Bayesian hypothesis testing, but it also provides posterior distributions with credible intervals.
**Bayesian Hypothesis Testing**
Bayesian hypothesis testing is an approach to compare a null hypothesis with an alternative hypothesis. There are a few differences between the Bayesian and the traditional hypothesis testing approaches. First, in the Bayesian approach, there is a model for the null hypothesis and a model for the alternative hypothesis, unlike the traditional approach in which only a model for the null hypothesis is specified. This allows the Bayesian approach to quantify the evidence in favor or against the alternative hypothesis relative to the null hypothesis and vice versa. Second, the Bayesian approach uses Bayes factors, not $p$ values as in the traditional approach. Third, the Bayes factor quantifies the relative evidence in favor or against the hypotheses, it does not make a binary decision (reject or not reject) regarding the null hypothesis.
The process for conducting Bayesian hypothesis testing involves specifying two models and comparing them. Let’s consider a case in which a $t$-test is used in the traditional approach. A sample of 80 participants was randomly allocated to two conditions to perform a memory task: fast presentation of stimulus (40 participants) or slow presentation of stimulus (40 participants). The mean percentage of correct answers was obtained for each group, and the goal of the study was to test the null hypothesis that there are no differences in performance in this memory task between the two groups. The mean percentage items correctly recalled in the group that was presented stimuli at a fast pace was 50.15 and $SD = 16.4$ and that of the group that was presented stimuli at a slow pace was 61.18, $SD = 15.2$. The mean difference is $-11.03$. The pooled $SD$ is 15.8; therefore, the effect size in the sample is: $-11.03/15.8 = -0.698$.
**Specification of Priors Over Parameter Values and Models**
In Bayesian parameter estimation, one only considers one model at a time, whereas in Bayesian null hypothesis testing, two models are compared. One must both specify a prior distribution over parameter values for each of the models and also specify the prior distribution over the models.
Regarding the prior distribution of parameters, the parameter of interest is the difference between means in memory performance in a hypothetical population of people exposed to slow presentation of stimuli compared to one in which people are exposed to fast presentation of stimuli. For practical reasons, a standardized effect size is used for this parameter, and it is denoted by $\delta$, which is calculated by $\delta = \text{difference between population means}/\text{combined standard deviation in the population}$.
The prior distribution over the possible parameter values for the model of the null hypothesis is:
$$H_0 : \delta = 0.$$
This means that for the model of the null hypothesis, the whole probability is given to the parameter value 0, values different than 0 are impossible, and are given a probability of 0. For the alternative hypothesis, there are many options for prior distribution. In this example, we will use a normal distribution centered on 0.
$$H_1 : \delta \sim \text{Normal}(\pi = 0, \sigma = 1).$$
In this model of the alternative hypothesis, the prior distribution for the difference between means gives the value 0 the highest probability, given that the mean ($\pi$) of a normal distribution is its most probable value, and values higher and smaller than 0 that are close to 0 are highly probable whereas values far away from zero are less probable. The spread of the normal distribution is determined by its standard deviation ($\sigma$). There is an extensive literature on determining default values for parameters such as $\sigma$, which will not be discussed here. Suffice it to say that in experimental research in social sciences, large differences between means are unlikely, so the default value of $\sigma$ should reflect this fact; in this case, $\sigma = 1$ was chosen. If the researcher has the knowledge or expectation that one of the groups will have higher performance than the other group, they may express that by using a half-normal distribution, that is, a normal distribution centered on 0, but with the left side of the distribution removed, making explicit the assumption that the value of $\delta$ in the population is higher than zero. This is equivalent to a directional hypothesis in traditional null hypothesis testing.
Regarding the prior distribution over models, the default distribution is the following:
$$P(H_0) = 0.5, \quad P(H_1) = 0.5.$$
This uniform distribution is equivalent to the uninformed prior explained in the parameter estimation section. In this case, the researcher makes explicit that they do not have previous knowledge on which hypothesis is more plausible or they prefer not to use any previous knowledge for hypothesis testing. There are situations in which a researcher may decide to be conservative and assign H0 a higher prior probability than that for H1. For example, if H1 involves showing that telepathy exists, because it involves violating well established laws of physics, a researcher may assign a lower prior probability to H1 and only favor H1 over H0 if the data provide extraordinary evidence in favor of H1.
**Specification of Likelihood**
The specification of likelihood over parameter values is the same as in Bayesian parameter estimation. Again, there are a few distributions that can be used to construct the likelihood such as a $t$ distribution centered on any possible parameter value. For simplicity, assume a normal distribution. The rationale is the following: If in the population $\delta = 0$, in the sample used in the study one would expect the difference in memory performance between the two groups to be 0 or close to 0, with values far away from 0 being very unlikely. Likewise, if $\delta = 8.5$, then one would expect the difference between means in the sample to be 8.5 or values close to 8.5, with values far from 8.5 being very implausible. Please refer to the likelihood in Bayesian parameter estimation to see how the likelihood is constructed after this step.
**Bayes’s Rule**
In hypothesis testing, we need to use two versions of Bayes’s rule. First, a version with a posterior distribution over parameter $\delta$:
\[
H_0 : P(\delta | d, H_0) = \frac{P(d | \delta, H_0) \times P(\delta | H_0)}{P(d | H_0)} \times P(H_0),
\]
\[
H_1 : P(\delta | d, H_1) = \frac{P(d | \delta, H_1) \times P(\delta | H_1)}{P(d | H_1)} \times P(H_1),
\]
where $P(H_0) = P(H_1) = 0.5$ are the priors for the hypotheses, $P(\delta | H_0)$ is the prior of $\delta$ for the null hypothesis (i.e., $\delta = 0$), $P(\delta | H_1)$ is the prior of $\delta$ for the alternative hypothesis (i.e., a normal distribution with $\mu = 0$ and $\sigma = 1$), and $P(d | \delta, H_0)$ and $P(d | \delta, H_1)$ denote the likelihoods over parameter values for the models of the null and the alternative hypotheses, which in both cases are obtained via a normal distribution.
Given that the observed standardized difference between means in our sample of 80 participants is $-0.698$, the likelihood in the model of the null hypothesis is the probability of observing that value given that $\delta = 0$, whereas in the model of the alternative hypothesis the likelihood includes the probability of observing $-0.698$, given all possible values of $\delta$. As in parameter estimation, the marginal likelihoods $P(d | H_0)$ and $P(d | H_1)$ are calculated with the integrals
\[
\int_{\delta} P(d | \delta, H_0) \times P(\delta | H_0) \, d\delta
\]
and
\[
\int_{\delta} P(d | \delta, H_1) \times P(\delta | H_1) \, d\delta,
\]
respectively.
The second version of Bayes’s rule contains a posterior over models, not parameter values, denoted by the following equations:
\[
P(H_0 | d) = \frac{P(d | H_0)}{P(d)} \times P(H_0),
\]
\[
P(H_1 | d) = \frac{P(d | H_1)}{P(d)} \times P(H_1).
\]
These versions of the Bayes’s rule show the posterior of the models for the null and the alternative hypotheses, which are calculated with the likelihood of the hypothesis given the data [$L(H_0 | d) = P(d | H_0)$ and $L(H_0 | d) = P(d | H_0)$, respectively], the priors of the hypotheses [$P(H_0)$ and $P(H_1)$, respectively], and the probability of the data [$P(d)$]. Note that the likelihoods in this version of the Bayes’s rule are equivalent to the marginal likelihoods in the previous version, and they denote how plausible is the observed effect size of $-0.698$ given the prior distribution assigned over $\delta$ in each model. In the current version, the probability of the data $P(d)$ represents how plausible is to observe $-0.698$, for a model that combines the model of H0 and the model of H1.
**Bayes Factor**
The Bayes factor is a ratio. In this instance, the ratio between the marginal likelihood under the model of the null hypothesis and the marginal likelihood under the model of the alternative hypothesis. Obtain the Bayes factor by obtaining the ratio of the two previous equations:
\[
\frac{P(H_0 | d)}{P(H_1 | d)} = \frac{P(d | H_0) \times P(H_0) / P(d)}{P(d | H_1) \times P(H_1) / P(d)},
\]
The probability of the data \([P(d)]\) is the same value for both models; therefore, this value can be simplified from the equation and obtain:
\[
\frac{P(H0 \mid d)}{P(H1 \mid d)} = \frac{P(d \mid H0)}{P(d \mid H1)} \times \frac{P(H0)}{P(H1)}
\]
which can be expressed in English as:
Posterior odds = Bayes factor \( \times \) Prior odds
That is, Bayes factor \(= \frac{P(d \mid H0)}{P(d \mid H1)}\).
The Bayes factor must be interpreted as how plausible the data are under a model (i.e., the model of the null hypothesis) relative to how plausible the data are under another model (i.e., the model of the alternative hypothesis). This ratio is named as Bayes factor 01. Using JASP, the Bayes factor 01 returns the value 0.0574. When the Bayes factor 01 is a number below 1, it is more useful to calculate the Bayes factor 10, that is, the ratio between the marginal likelihood of the model of the alternative hypothesis and that of the model of the null hypothesis. Alternatively, the same value can be achieved by Bayes factor 10 = 1/Bayes factor 01. The corresponding value is 17.4245, indicating that the data are more than 17 times more likely under the alternative hypothesis than under the null hypothesis. This quantification of the evidence in favor of the alternative hypothesis relative to the null hypothesis is the end of the analysis, unlike in the traditional approach in which a binary decision on whether to reject the null hypothesis is carried out.
**Practical Issues**
The use of Bayes factor to evaluate hypotheses was introduced by Robert E. Kass and Adrian E. Raftery in 1995. More recently, it has been popularized by psychologist Eric-Jan Wagenmakers, who has been developing a free and easy to use statistical software, JASP, with emphasis on Bayesian hypothesis testing, which can be downloaded for free from jasp-stats.org. This software builds on the work of other researchers, who developed default priors to test null hypotheses via Bayes factor to replace traditional tests such as \(t\) test, analysis of variance, regression, correlation, binomial test, and chi-squared test, among others.
**Other Bayesian Approaches**
Another important approach is Bayesian model comparison. The Bayesian model comparison approach also uses Bayes factor, but instead of comparing a null hypothesis with an alternative hypothesis, it compares any two models that aim at explaining the data. Model comparison can occur between nested models, such as a regression model with one intercept and one slope compared to a regression model with those parameters plus an additional slope parameter, and non-nested models such as one that explains the outcome variable with one predictor variable with another that does so with a completely different predictor variable. Models that have the same predictor variables but differ in the function that relates the predictor variable with the outcome variables can also be compared, such as a linear model with a quadratic model. Finally, an interesting feature of the Bayesian model comparison approach is that it can compare models that have the same predictor variables and functions linking them to the outcome variables but differ in their prior probability distribution for possible parameter values. Andrew Gelman has introduced these models to social sciences, and Richard McElreath’s book, *Statistical Rethinking*, presents multiple examples of this approach in a didactic way.
The final approach is hierarchical Bayesian models. These models possess multiple prior distributions and at different levels; they have characteristics of traditional structural equation models because they have multiple variables and pathways connecting them, multilevel models because they have parameters at different levels (e.g., a parameter can vary among individuals or it is fixed for all the individuals, another may vary or be fixed among trials, and so forth), and directed acyclical graphs because they share the graphical representation with those models. An innovative feature of hierarchical Bayesian models is the use of plates, a graphical device to represent whether a parameter is fixed or varies among individuals, trials, or time, for example.
**Final Thoughts**
Bayesian data analysis approaches, as indicated earlier, share the use of Bayes’s rule as a guiding principle for data analysis. They also share another unique feature: They explicitly manifest the knowledge the researcher has before observing new data, and that knowledge is updated after observing new data. This feature dovetails with the cumulative and collaborative nature of the scientific endeavor. Strong conclusions based on single studies are discouraged and the cumulative quantification of evidence is encouraged.
*Guillermo Campitelli*
*See also* Posterior Distribution
Bayesian (or Bayes) information criterion (BIC), also referred to as Schwarz Bayes information criterion, is one of the information criteria for selecting statistical models. BIC, as its name tells, is based on the asymptotic behavior of Bayes estimators under a class of priors. It is defined mathematically as $L_2 - r \log(N)$, in which $N$ is the total sample size and $r$ is the number of degrees of freedom after model fitting.
**History of BIC**
BIC was first proposed by Gideon E. Schwarz in his 1978 paper, “Estimating the Dimension of a Model,” published in the *Annals of Statistics*, based on a Bayesian approach to hypothesis testing developed by Harold Jeffreys in 1961. According to Schwarz, using the maximum likelihood principle to choose the appropriate model is problematic because this principle results in the highest possible dimension rather than the right dimension. The approach based on Bayes estimator assumes that observations are relative to some fixed measure on the sample space with some density. When the asymptotes of Bayes are fitted, researchers need not know the specification of a priori distribution on the parameters. Furthermore, it is assumed that there is a fixed penalty for estimating the wrong model, regardless of the sample size, because the Bayes solution selects a most probable a posteriori model based on the a priori distribution. Therefore, a model is considered true when it has the highest posterior probability, without specifying a prior distribution.
Although Schwartz was the first person who proposed BIC, his work was not paid attention to until Adrian E. Raftery used the BIC in a wide range of models and strongly advocated for its usefulness in his two papers published in 1986: one was “Choosing Models for Cross-Classifications” in *American Sociological Review* and the other was “A Note on Bayes Factors for Log-linear Contingency Table Models With Vague Prior Information” in *Journal of the Royal Statistical Society*. He argued that the Bayesian approach is better for hypothesis testing especially with a larger sample size and it can also account for model uncertainty with the use of priors.
**Variants of BIC**
Besides the original form of BIC, there are other revised forms or variants of BIC, including Kashyap Bayesian information criterion (KBIC) developed by Rangasami L. Kashyap in 1982, adjusted Bayesian information criterion (ABIC) developed by Stanley L. Selove in 1987, the Haughton Bayesian information criterion (HBIC) developed by Dominique M. A. Haughton in 1988, the distributed Bayesian information criterion (DBIC) developed by David Draper in 1995, as well as the information matrix-based Bayesian information criterion (IBIC) and the scaled unit information proper Bayesian information criterion (SPBIC) developed by Kenneth A. Bollen and colleagues in 2012.
More specifically, KBIC selects a time-series model in BIC equation. ABIC focuses on the shortest description length in model selection and keeps a balance between model fit and complexity. It is also known as the sample-size-adjusted BIC. HBIC extends BIC’s focus on linear models to curve models and reduces the penalty in BIC. DBIC adds a term to BIC equation that has better results with small to moderate sample sizes. IBIC adds two terms into the original equation of BIC, and SPBIC uses scaled unit information prior rather than unit information prior in the original form of BIC.
**Use of BIC**
BIC is used as a criterion of model selection and can be applied in many models, such as log linear, logits, covariance structure models, and linear regression. It includes an adjustment for sample size and has consistency property, which suggests that, when sample size increases and approaches infinity, the BIC selects the fitted mode with probability close to 1. This makes BIC useful
especially when researchers are building theories based on data because they assume that they can collect data, fit the model based on BIC, and select the true model as the sample size increases. Researchers need to compute the BIC for each model and select the model with the smallest criterion value. In this sense, BIC focuses on parsimony of the model.
Although BIC and other information criterion measures are not used as popularly as other fit indices in fields such as structural equation modeling (SEM), they outperform other fit indices in moderate to large samples and in models that have extra parameters. When the SEM model includes real-world criterion, or criterion that is measurable, BIC is probably the most effective for model accuracy and parsimony. Among variants of BIC, ABIC has a better performance than original BIC in selecting numbers of factors and latent classes. DBIC has an improved performance in model selection for real problems. HBIC improves BIC’s performance particularly in confirmatory factor analysis models. It, along with SPBIC, performs the best in the selection of true models and has the highest accuracy ratios in model fitting.
**Limitations of BIC**
Despite its overall superior performance in model selection, BIC has its own limitations. For instance, because Bayes factors are sensitive to differences existing in prior beliefs, they are not always the same as the Bayes factor implied by prior beliefs. Furthermore, the advantages of including total sample size in the BIC makes it harder to discriminate between null and alternative hypotheses based only on sample size. When testing the difference between two group means, a sample of 1,000 participants in each group is more informative than a sample of 200 participants in one group and 1,800 in the other. Because the BIC uses the total sample size in the study, the difference between the samples in the two situations is not obvious and the use of prior beliefs in the BIC is difficult to justify. In addition, BIC seems too conservative in model selection.
*Haiying Long*
*See also* Bayes’s Theorem; Model Fit
**Further Readings**
Bollen, K. A., Harden, J. J., Ray, S., & Zavisca, J. (2014). BIC and alternative Bayesian information criteria in the selection of structural equation models. *Structural Equation Modeling: A Multidisciplinary Journal, 21*(1), 1–19. doi:10.1080/10705511.2014.836691.
Raftery, A. E. (1999). Bayes factors and BIC: Comment on “A critique of the Bayesian information criterion for model selection.” *Sociological Methods and Research, 27*(3), 411–427. doi:10.1177/0049124199027003005.
Schwarz, G. (1978). Estimating the dimension of a model. *The Annals of Statistics, 6*(2), 461–464. doi:10.1214/aos/1176344136.
Weakliem, D. L. (1999). A critique of the Bayesian information criterion for model selection. *Sociological Methods and Research, 27*(3), 359–397. doi:10.1177/0049124199027003002.
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**Bayesian Networks**
Bayesian networks are probabilistic graphical models depicting the relations within a potentially large set of variables. Commonly, Bayesian networks show the conditional dependencies, information that cannot easily be derived from, for example, a correlation table. Thus, these networks are a versatile tool for exploring and studying relations in large data sets and are used in many branches of science.
**Graphical Model**
In its essence, Bayesian network models are graphical visualizations of variables and their relations, whereby the values of their relations depend on random variation. Just as in structural equation models and factor models, for example, these visualizations show each variable as an ellipse, called a *node*, and the relations are depicted by arrows, called *edges* or *ties*, between variables.
The graph satisfies the formal requirements of Bayesian networks if it is a so-called directed acyclic graph (DAG). In a directed graph, all connections are arrows—usually indicating causal relations—and there are no cycles in the graph. No cycles implies that if there is a directed path from node A to node B, there cannot be a path from node B to node A.
Many studies focus on correlational relations rather than causal relations. A variant of the Bayesian networks, where directed arrows are replaced by undirected lines, is useful in this context. Although technically not a Bayesian network, these graphs are also commonly referred to as *Bayesian networks*.
Figure 1 displays the Bayesian network for a fictitious example. For 300 primary school children, three variables are recorded: age ($X_1$), their shoe size ($X_2$), and their numeracy level, based on some arithmetic test ($X_3$). These nodes are depicted as ellipses, with the relations as arrows. In this example, the direction of the
causal arrows is clear: one’s feet grow with age, and so does one’s arithmetic skills.
Perhaps the most interesting thing about Figure 1 is the lack of edge between $X_2$ and $X_3$. This does not imply that these two variables are unrelated. In fact, they are probably strongly correlated: kids with large feet tend to also be the kids with better arithmetic skills, as these children are the older ones in the sample. Variables $X_2$ and $X_3$ have no edge as these are conditionally independent: given the value for $X_3$, the two variables are unrelated. In other words, for children of the same age, there is no relation between shoe size and numeracy.
Formally, variables $A$ and $B$ are independent conditional on variables $C_1, \ldots, C_k$ if
$$\text{PA} \cap BC_1, \ldots, C_k = \text{PAC}_1, \ldots, C_k \times \text{PBC}_1, \ldots, C_k.$$
As this notation relies on conditional probabilities, Bayes’s theorem is required, hence the name Bayesian network. The notation for this is $\text{All} | B| C_1, \ldots, C_k$. The conditional independence property of DAGs is what makes the Bayesian network so useful in practice. This is especially the case when working with a large number of variables. By conditioning on certain nodes, sets of other nodes can become independent, which is of great help in interpreting the results.
**Gaussian Graphical Model**
A common type of Bayesian network model is the Gaussian graphical model (GGM). This model assumes that the joint distribution of all variables is multivariate normal: $X \sim N_\mu, \Sigma$. In this case, the inverse of the variance/covariance matrix $\Sigma$ immediately provides the values for the edges of the network. Where $\Sigma$ itself is used to compute the correlations between variables, $\Sigma - 1$ is used to compute the so-called partial correlations. The normality assumption of the GGM can be checked in a similar way as checking this assumption for standard linear regression models.
There are two methods for visualizing the edges of a graph: (1) lines and arrows are either present or absent, denoting the presence or absence of a relation, or (2) lines and arrows vary in thickness, denoting the strength of the relation, with another property (different line color or using dashed lines) to indicate when relations are negative. As partial correlations in practice never are exactly zero, raw visualizations of a GGM can yield visual overload: when all edges are drawn, it is difficult to assess where the interesting edges are. A straightforward solution to this is called thresholding: visualize only those partial correlations that, in absolute value, exceed some threshold (e.g., 0.2). Correlations smaller than this threshold are deemed to be of too little interest. More sophisticated solutions, such as the graphical lasso, might provide a more elegant graph.
**Bayesian Networks in the Social Sciences**
Within the social sciences, Bayesian networks occur in two classes: social networks and psychological networks. In social network analysis, the nodes represent entities, such as Facebook users, and the edges represent 0/1 variables, such as indicating whether or not two Facebook users are (mutual) friends. The interest does not lie in specific individuals in the network but on the behavior of the network as a whole. Relevant concepts in this field include density (how many edges are there, relative to the possible number of edges) and centrality (which nodes are most connected, who are the key influencers).
Psychological network analysis has a different focus. Here, the nodes concern psychological variables, such as symptoms of anxiety disorder, and the edges represent the partial correlations. Thus, the values of the edges are now realizations of a random process, rather than observed 0/1 scores. One of the main aims in this branch of network analysis is to find pathways connecting one symptom to another. By intervening on one of the symptoms on this path, and thus keeping this constant, one hopes to avoid having other symptoms worsen.
Especially thanks to recent innovations in software for network analysis, the use of network models has increased rapidly since the first decade of the 21st century.
*Casper J. Albers*
*See also* Bayes’s Theorem; Network Analysis; Network Visualization
**Further Readings**
Bhushan, N., Mohnert, F., Sloot, D., Jans, L., Albers, C. J., & Steg, L. (2019). Using a Gaussian graphical model to explore relationships between items and variables in environmental...
psychology research. *Frontiers in Psychology, 10*, 1050. doi:10.3389/fpsyg.2019.01050.
Bishop, C. M. (2006). *Pattern recognition and machine learning*. New York, NY: Springer.
Borsboom, D., & Cramer, A. O. J. (2013). Network analysis: An integrative approach to the structure of psychopathology. *Annual Review of Clinical Psychology, 9*, 91–121. doi:10.1146/annurev-clinpsy-050212-185608.
Epskamp, S., Cramer, A. O. J., Waldorp, L. J., Schmittmann, V. D., & Borsboom, D. (2012). qgraph: Network visualizations of relationships in psychometric data. *Journal of Statistical Software, 48*, 1–18. doi:10.18637/jss.v048.i04.
Jones, P. J., Maier, P., & McNally, R. J. (2018). Visualizing psychological networks: A tutorial in R. *Frontiers in Psychology, 3389*. doi:10.3389/fpsyg.2018.01742.
Lauritzen, S. L. (1996). *Graphical models*. Oxford, UK: Clarendon Press.
Pearl, J. (2000). *Causality: Models, reasoning, and inference*. Cambridge, UK: Cambridge University Press.
Van Duijn, M. A., & Vermunt, J. K. (2006). What is special about social network analysis? *Methodology, 2*(1), 2–6.
**Behavior Analysis Design**
Behavior analysis is a specific scientific approach to studying behavior that evolved from John Watson’s behaviorism and the operant research model popularized by B. F. Skinner during the middle of the 20th century. This approach stresses direct experimentation and measurement of observable behavior. A basic assumption of behavior analysis is that behavior is malleable and controlled primarily by consequences. B. F. Skinner described the basic unit of behavior as an *operant*, a behavior emitted to operate on the environment. Additionally, he proposed that the response rate of the operant serve as the basic datum of the scientific study of behavior. An operant is characterized by a response that occurs within a specific environment and produces a specific consequence. According to the principles of operant conditioning, behavior is a function of three interactive components, illustrated by the three-term contingency: context, response, and consequences of behavior. The relationship between these three variables forms the basis of all behavioral research. Within this framework, individual components of the three-term contingency can be studied by manipulating experimental context, response requirements, or consequences of behavior. A change in any one of these components often changes the overall function of behavior, resulting in a change in future behavior. If the consequence strengthens future behavior, the process is called *reinforcement*. If future behavior is weakened or eliminated as a result of changing the consequence of behavior, the process is called *punishment*.
Behavior analysis encompasses two types of research: the experimental analysis of behavior, consisting of research to discover basic underlying behavioral principles, and applied behavior analysis, involving research implementing basic principles in real-world situations. Researchers in this field are often referred to as behavior analysts, and their research can take place in both laboratory and naturalistic settings and with animals and humans. Basic behavioral processes can be studied in any species, and the findings may be applied to other species. Therefore, researchers can use animals for experimentation, which can increase experimental control by eliminating or reducing confounding variables. Since it is important to verify that findings generalize across species, experiments are often replicated with other animals and with humans. Applied behavior analysis strives to develop empirically based interventions rooted in principles discovered through basic research. Many empirically based treatments have been developed with participants ranging from children with autism to corporate executives and to students and substance abusers. Contributions have been made in developmental disabilities, intellectual developmental disorders, rehabilitation, delinquency, mental health, counseling, education and teaching, business and industry, and substance abuse and addiction, with potential in many other areas of social significance. Similar designs are employed in both basic and applied research, but they differ with regard to subjects studied, experimental settings, and degree of environmental control.
Regardless of the subject matter, a primary feature of behavior analytic research is that the behavior of individual organisms is examined under conditions that are rigorously controlled. One subject can provide a representative sample, and studying an individual subject thoroughly can sometimes provide more information than can studying many subjects because each subject’s data are considered an independent replication. Behavior analysts demonstrate the reliable manipulation of behavior by changing the environment. Manipulating the environment allows researchers to discover the relationships between behavior and environment. This method is referred to as *single-subject* or *within-subject research* and requires unique designs, which have been outlined by James Johnston and Hank Pennypacker. Consequently, this method takes an approach to the collection, validity, analysis, and generality of data that is different from approaches that primarily use group designs and inferential statistics to study behavior.
Measurement Considerations
Defining Response Classes
Measurement in single-subject design is objective and restricted to observable phenomena. Measurement considerations can contribute to behavioral variability that can obscure experimental effects, so care must be taken to avoid potential confounding variables. Measurement focuses on targeting a response class, which is any set of responses that result in the same environmental change. Response classes are typically defined by function rather than topography. This means that the form of the responses may vary considerably but produce the same result. For example, a button can be pressed several ways, with one finger, with the palm, with the toe, or with several fingers. The exact method of action is unimportant, but any behavior resulting in button depression is part of a response class. Topographical definitions are likely to result in classes that include some or all of several functional response classes, which can produce unwanted variability. Researchers try to arrange the environment to minimize variability within a clearly defined response class.
There are many ways to quantify the occurrence of a response class member. The characteristics of the behavior captured in its definition must suit the needs of the experiment, be able to address the experimental question, and meet practical limits for observation. In animal studies, a response is typically defined as the closing of a circuit in an experimental chamber by depressing a lever or pushing a key or button. With this type of response, the frequency and duration that a circuit is closed can be recorded. Conditions can be arranged to measure the force used to push the button or lever, the amount of time that occurs between responses, and the latency and accuracy of responding in relation to some experimentally arranged stimulus. These measurements serve as dependent variables. In human studies, the response is typically more broadly defined and may be highly individualized. For example, self-injurious behavior in a child with autism may include many forms that meet a common definition of minimum force that leaves a mark. Just as in basic research, a variety of behavioral measurements can be used as dependent variables. The response class must be sensitive to the influence of the independent variable (IV) without being affected by extraneous variables so that effects can be detected. The response class must be defined in such a way that researchers can clearly observe and record behavior.
Observation and Recording
Once researchers define a response class, the methods of observation and recording are important in order to obtain a complete and accurate record of the subject’s behavior. Measurement is direct when the focus of the experiment is the same as the phenomenon being measured. Indirect measurement is typically avoided in behavioral research because it undermines experimental control. Mechanical, electrical, or electronic devices can be used to record responses, or human observers can be selected and trained for data collection. Machine and human observations may be used together throughout an experiment. Behavior is continuous, so observational procedures must be designed to detect and record each response within the targeted response class.
Experimental Design and Demonstration of Experimental Effects
Experimental Arrangements
The most basic single-subject experimental design is the baseline–treatment sequence, the AB design. This procedure cannot account for certain confounds, such as maturation, environmental history, or unknown extraneous variables. Replicating components of the AB design provide additional evidence that the IV is the source of any change in the dependent measure. Replication designs consist of a baseline or control condition (A), followed by one or more experimental or treatment conditions (B), with additional conditions indicated by successive letters. Subjects experience both the control and the experimental conditions, often in sequence and perhaps more than once. An ABA design replicates the original baseline, while an ABAB design replicates the baseline and the experimental conditions, allowing researchers to infer causal relationships between variables. These designs can be compared with a light switch. The first time one moves the switch from the on position to the off position, one cannot be completely certain that one’s behavior was responsible for the change in lighting conditions. One cannot be sure the light bulb did not burn out at that exact moment or the electricity did not shut off coincidentally. Confidence is bolstered when one pushes the switch back to the on position and the lights turn back on. With a replication of moving the switch to off again, one has total confidence that the switch is controlling the light.
Single-subject research determines the effectiveness of the IV by eliminating or holding constant any potential confounding sources of variability. One or more behavioral measures are used as dependent variables so
that data comparisons are made from one condition to another. Any change in behavior between the control and the experimental conditions is attributed to the effects of the IV. The outcome provides a detailed interpretation of the effects of an IV on the behavior of the subject.
Replication designs work only in cases in which effects are reversible. Sequence effects can occur when experience in one experimental condition affects a subject’s behavior in subsequent conditions. The researcher must be careful to ensure consistent experimental conditions over replications. Multiple-baseline designs with multiple individuals, multiple behaviors, or multiple settings can be used in circumstances in which sequence effects occur, or as a variation on the AB design. Results are compared across control and experimental conditions, and factors such as irreversibility of effects, maturation of the subject, and sequence effect can be examined.
**Behavioral Variability**
Variability in single-subject design refers both to variations in features of responding within a single response class and to variations in summary measures of that class, which researchers may be examining across sessions or entire phases of the experiment. The causes of variability can often be identified and systematically evaluated. Behavior analysts have demonstrated that frequently changing the environment results in greater degrees of variability. Inversely, holding the environment constant for a time allows behavior to stabilize and minimizes variability. Murray Sidman has offered several suggestions for decreasing variability, including strengthening the variables that directly maintain the behavior of interest, such as increasing deprivation, increasing the intensity of the consequences, making stimuli more detectable, or providing feedback to the subject. If these changes do not immediately affect variability, it could be that behavior requires exposure to the condition for a longer duration. Employing these strategies to control variability increases the likelihood that results can be interpreted and replicated.
**Reduction of Confounding Variables**
Extraneous, or confounding, variables affect the detection of behavioral change due to the IV. Only by eliminating or minimizing external sources of variability can data be judged as accurately reflecting performance. Subjects should be selected that are similar along extra-experimental dimensions in order to reduce extraneous sources of variability. For example, it is common practice to use animals from the same litter or to select human participants on the basis of age, level of education, or socioeconomic status. Environmental history of an organism can also influence the target behavior; therefore, subject selection methods should attempt to minimize differences between subjects. Some types of confounding variables cannot be removed, and the researcher must design an experiment to minimize their effects.
**Steady State Behavior**
Single-subject designs rely on the collection of steady state baseline data prior to the administration of the IV. Steady states are obtained by exposing the subject to only one condition consistently until behavior stabilizes over time. Stabilization is determined by graphically examining the variability in behavior. Stability can be defined as a pattern of responding that exhibits relatively little variation in its measured dimensional quantities over time.
Stability criteria specify the standards for evaluating steady states. Dimensions of behavior such as duration, latency, rate, and intensity can be judged as stable or variable during the course of experimental study, with rate most commonly used to determine behavioral stability. Stability criteria must set limits on two types of variability over time. The first is systematic increases and decreases of behavior, or *trend*, and the second is unsystematic changes in behavior, or *bounce*. Only when behavior is stable, without trend or bounce, should the next condition be introduced. Specific stability criteria include time, visual inspection of graphical data, and simple statistics. Time criteria can designate the number of experimental sessions or discrete period in which behavior stabilizes. The time criterion chosen must encompass even the slowest subject. A time criterion allowing for longer exposure to the condition may needlessly lengthen the experiment if stability occurs rapidly; on the other hand, behavior might still be unstable, necessitating experience and good judgment when a time criterion is used. A comparison of steady state behavior under baseline and different experimental conditions allows researchers to examine the effects of the IV.
**Scientific Discovery Through Data Analysis**
Single-subject designs use visual comparison of steady state responding between conditions as the primary method of data analysis. Visual analysis usually involves the assessment of several variables evident in graphed data. These variables include upward or
downward trend, the amount of variability within and across conditions, and differences in means and stability both within and across conditions. Continuous data are displayed against the smallest unit of time that is likely to show systematic variability. Cumulative graphs provide the greatest level of detail by showing the distribution of individual responses over time and across various stimulus conditions. Data can be summarized with less precision by the use of descriptive statistics such as measures of central tendency (mean and median), variation (interquartile range and standard deviation), and association (correlation and linear regression). These methods obscure individual response variability but can highlight the effects of the experimental conditions on responding, thus promoting steady states. Responding summarized across individual sessions represents some combination of individual responses across a group of sessions, such as mean response rate during baseline conditions. This method should not be the only means of analysis but is useful when one is looking for differences among sets of sessions sharing common characteristics.
Single-subject design uses ongoing behavioral data to establish steady states and make decisions about the experimental conditions. Graphical analysis is completed throughout the experiment, so any problems with the design or measurement can be uncovered immediately and corrected. However, graphical analysis is not without criticism. Some have found that visual inspection can be insensitive to small but potentially important differences of graphic data. When evaluating the significance of data from this perspective, one must take into account the magnitude of the effect, variability in data, adequacy of experimental design, value of misses and false alarms, social significance, durability of behavior change, and number and kinds of subjects. The best approach to analysis of behavioral data probably uses some combination of both graphical and statistical methods because each approach has relative advantages and disadvantages.
**Judging Significance**
Changes in level, trend, variability, and serial dependency must be detected in order for one to evaluate behavioral data. *Level* refers to the general magnitude of behavior for some specific dimension. For example, 40 responses per minute is a lower level than 100 responses per minute. *Trend* refers to the increasing or decreasing nature of behavior change. *Variability* refers to changes in behavior from measurement to measurement. *Serial dependency* occurs when a measurement obtained during one time period is related to a value obtained earlier.
Several features of graphs are important, such as trend lines, axis units, number of data points, and condition demarcation. Trend lines are lines that fit the data best within a condition. These lines allow for discrimination of level and may assist in discrimination of behavioral trends. The axis serves as an anchor for data, and data points near the bottom of a graph are easier to interpret than data in the middle of a graph. The number of data points also seems to affect decisions, with fewer points per phase improving accuracy.
**Generality**
Generality, or how the results of an individual experiment apply in a broader context outside the laboratory, is essential to advancing science. The dimensions of generality include subjects, response classes, settings, species, variables, methods, and processes. Single-subject designs typically involve a small number of subjects that are evaluated numerous times, permitting in-depth analysis of these individuals and the phenomenon in question, while providing *systematic replication*. Systematic replication enhances generality of findings to other populations or conditions and increases internal validity. The *internal validity* of an experiment is demonstrated when additional subjects demonstrate similar behavior under similar conditions; although the absolute level of behavior may vary among subjects, the relationship between the IV and the relative effect on behavior has been reliably demonstrated, illustrating generalization.
*Jennifer L. Bredthauer and Wendy D. Donlin-Washington*
*See also* Animal Research; Applied Research; Experimental Design; Graphical Display of Data; Independent Variable; Research Design Principles; Single-Subject Design; Trend Analysis; Within-Subjects Design
**Further Readings**
Bailey, J. S., & Burch, M. R. (2002). *Research methods in applied behavior analysis*. Thousand Oaks, CA: Sage.
Baron, A., & Perone, M. (1998). Experimental design and analysis in the laboratory of human operant behavior. In K. A. Lattal & M. Perone (Eds.), *Handbook of methods in human operant behavior* (pp. 3–14). New York: Plenum Press.
Fisch, G. S. (1998). Visual inspection of data revisited: Do the eyes still have it? *Behavior Analyst*, 21(1), 111–123.
Johnston, J. M., & Pennypacker, H. S. (1993). *Strategies and tactics of behavioral research* (2nd ed.). Hillsdale, NJ: Erlbaum.
Mazur, J. E. (2007). *Learning and behavior* (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Poling, A., & Grossett, D. (1986). Basic research designs in applied behavior analysis. In A. Poling & R. W. Fuqua (Eds.), *Research methods in applied behavior analysis: Issues and advances* (pp. 7–27). New York: Plenum Press.
Sidman, M. (1960). *Tactics of scientific research: Evaluating experimental data in psychology*. Boston: Authors Cooperative.
Skinner, B. F. (1938). *The behavior of organisms: An experimental analysis*. New York: D. Appleton-Century.
Skinner, B. F. (1965). *Science and human behavior*. New York: Free Press.
Watson, J. B. (1913). Psychology as behaviorist views it. *Psychological Review*, 20, 158–177.
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**Behrens–Fisher $t'$ Statistic**
The Behrens–Fisher $t'$ statistic can be employed when one seeks to make inferences about the means of two normal populations without assuming the variances are equal. The statistic was offered first by W. U. Behrens in 1929 and reformulated by Ronald A. Fisher in 1939:
$$t' = \frac{(\bar{x}_1 - \bar{x}_2) - (\mu_1 - \mu_2)}{\sqrt{s_1^2 / n_1 + s_2^2 / n_2}} = t_1 \sin \theta - t_2 \cos \theta,$$
where sample mean $\bar{x}_i$ and sample variance $s_i^2$ are obtained from the random sample of size $n_i$ from the normal distribution with mean $\mu_i$ and variance $\sigma_i^2$, $t_i = (\bar{x}_i - \mu_i) / \sqrt{s_i^2 / n_i}$ has a $t$ distribution with $v_i = n_i - 1$ degrees of freedom, the respective quantities with subscript 2 are defined similarly, and $\tan \theta = \left( s_1 / \sqrt{n_1} \right) \left( s_2 / \sqrt{n_2} \right)$ or $\theta = \tan^{-1} \left[ \left( s_1 / \sqrt{n_1} \right) / \left( s_2 / \sqrt{n_2} \right) \right]$. The distribution of $t'$ is the Behrens–Fisher distribution. It is, hence, a mixture of the two $t$ distributions. The problem arising when one tries to test the normal population means without making any assumptions about their variances is referred to as the Behrens–Fisher problem or as the two means problem.
Under the usual null hypothesis of $H_0 : \mu_1 = \mu_2$, the test statistic $t'$ can be obtained and compared with the percentage points of the Behrens–Fisher distribution. Tables for the Behrens–Fisher distribution are available, and the table entries are prepared on the basis of the four numbers $v_1 = n_1 - 1$, $v_2 = n_2 - 1$, $\theta$, and the Type I error rate $\alpha$. For example, Ronald A. Fisher and Frank Yates in 1957 presented significance points of the Behrens–Fisher distribution in two tables, one for $v_1$ and $v_2 = 6, 8, 12, 24, \infty$; $\theta = 0^\circ, 15^\circ, 30^\circ, 45^\circ, 60^\circ, 75^\circ, 90^\circ$; and $\alpha = .05, .01$, and the other for $v_1$ that is greater than $v_2 = 1, 2, 3, 4, 5, 6, 7; \theta = 0^\circ, 15^\circ, 30^\circ, 45^\circ, 60^\circ, 75^\circ, 90^\circ$ and $\alpha = .10, .05, .02, .01$. Seock-Ho Kim and Allan S. Cohen in 1998 presented significance points of the Behrens–Fisher distribution for $v_1$ that is greater than $v_2 = 2, 4, 6, 8, 10, 12; \theta = 0^\circ, 15^\circ, 30^\circ, 45^\circ, 60^\circ, 75^\circ, 90^\circ$; and $\alpha = .10, .05, .02, .01$, and also offered computer programs for obtaining tail areas and percentage values of the Behrens–Fisher distribution.
Using the Behrens–Fisher distribution, one can construct the $100(1 - \alpha)\%$ interval that contains $\mu_1 - \mu_2$ with
$$\bar{x}_1 - \bar{x}_2 \pm t_{\alpha/2}(v_1, v_2, \theta) \sqrt{s_1^2 / n_1 + s_2^2 / n_2},$$
where the probability that $t' > t'_{\alpha/2}(v_1, v_2, \theta)$ is $\alpha / 2$ or, equivalently, $\Pr[t' > t'_{\alpha/2}(v_1, v_2, \theta)] = \alpha / 2$.
This entry first illustrates the statistic with an example. Then related methods are presented, and the methods are compared.
**Example**
Driving times from a person’s house to work were measured for two different routes with $n_1 = 5$ and $n_2 = 11$. The ordered data from the first route are 6.5, 6.8, 7.1, 7.3, 10.2, yielding $\bar{x}_1 = 7.580$ and $s_1^2 = 2.237$, and the data from the second route are 5.8, 5.8, 5.9, 6.0, 6.0, 6.0, 6.3, 6.3, 6.4, 6.5, 6.5, yielding $\bar{x}_2 = 6.136$ and $s_2^2 = 0.073$. It is assumed that the two independent samples were drawn from two normal distributions having means $\mu_1$ and $\mu_2$ and variances $\sigma_1^2$ and $\sigma_2^2$, respectively. A researcher wants to know whether the average driving times differed for the two routes.
The test statistic under the null hypothesis of equal population means is $t' = 2.143$ with $v_1 = 4$, $v_2 = 10$, and $\theta = 83.078$. From the computer program, $\Pr(t' > 2.143) = .049$, indicating the null hypothesis cannot be rejected at $\alpha = .05$ when the alternative hypothesis is nondirectional, $H_a : \mu_1 \neq \mu_2$, because $p = .098$. The corresponding 95% interval for the population mean difference is $[-0.421, 3.308]$.
**Related Methods**
The Student’s $t$ test for independent means can be used when the two population variances are assumed to be equal and $\sigma_1^2 = \sigma_2^2 = \sigma^2$:
$$t = \frac{(\bar{x}_1 - \bar{x}_2) - (\mu_1 - \mu_2)}{\sqrt{s_p^2 / n_1 + s_p^2 / n_2}},$$
where the pooled variance that provides the estimate of the common population variance $\sigma^2$ is defined as $s_p^2 = \left[ (n_1 - 1)s_1^2 + (n_2 - 1)s_2^2 \right] / (n_1 + n_2 - 2)$. It has a $t$ distribution with $v = n_1 + n_2 - 2$ degrees of freedom. The example data yield the Student’s $t = 3.220$, $v = 14$, the two-tailed $p = .006$, and the 95% confidence interval of [0.482, 2.405]. The null hypothesis of equal...
population means is rejected at the nominal $\alpha = .05$, and the confidence interval does not contain 0.
When the two variances cannot be assumed to be the same, one of the solutions is to use the Behrens–Fisher $t'$ statistic. There are several alternative solutions. One simple way to solve the two means problem, called the smaller degrees of freedom $t$ test, is to use the same $t'$ statistic that has a $t$ distribution with different degrees of freedom
$$t' \sim t\left[\min(\nu_1, \nu_2)\right],$$
where the degrees of freedom is the smaller value of $\nu_1$ or $\nu_2$. Note that this method should be used only if no statistical software is available because it yields a conservative test result and a wider confidence interval. The example data yield $t' = 2.143$, $\nu = 4$, the two-tailed $p = .099$, and the 95% confidence interval of $[-0.427, 3.314]$. The null hypothesis of equal population means is not rejected at $\alpha = .05$, and the confidence interval contains 0.
B. L. Welch in 1938 presented an approximate $t$ test. It uses the same $t'$ statistic that has a $t$ distribution with the approximate degrees of freedom $\nu'$:
$$t' \sim t(\nu'),$$
Where $$\nu' = 1 / \left[ c^2 / \nu_1 + (1 - c)^2 / \nu_2 \right]$$ with $c = (s_1^2 / n_1) / \left[ (s_1^2 / n_1) + (s_2^2 / n_2) \right]$. The approximation is accurate when both sample sizes are 5 or larger. Although there are other solutions, Welch's approximate $t$ test might be the best practical solution to the Behrens–Fisher problem because of its availability from the popular statistical software, including SPSS (an IBM company, formerly called PASW® Statistics) and SAS. The example data yield $t' = 2.143$, $\nu' = 4.118$, the two-tailed $p = .097$, and the 95% confidence interval of $[-0.406, 3.293]$ The null hypothesis of equal population means is not rejected at $\alpha = .05$, and the confidence interval contains 0.
In addition to the previous method, the Welch–Aspin $t$ test employs an approximation of the distribution of $t'$ by the method of moments. The example data yield $t' = 2.143$, and the critical value under the Welch–Aspin $t$ test for the two-tailed test is 2.715 at $\alpha = .05$. The corresponding 95% confidence interval is $[-0.386, 3.273]$. Again, the null hypothesis of equal population means is not rejected at $\alpha = .05$, and the confidence interval contains 0.
**Comparison of Methods**
The Behrens–Fisher $t'$ statistic and the Behrens–Fisher distribution are based on Fisher's fiducial approach. The approach is to find a fiducial probability distribution that is a probability distribution of a parameter from observed data. Consequently, the interval that involves $t'_{\alpha/2}(\nu_1, \nu_2, \theta)$ is referred to as the $100(1-\alpha)\%$ fiducial interval.
The Bayesian solution to the Behrens–Fisher problem was offered by Harold Jeffreys in 1940. When uninformative uniform priors are used for the population parameters, the Bayesian solution to the Behrens–Fisher problem is identical to that of Fisher's in 1939. The Bayesian highest posterior density interval that contains the population mean difference with the probability of $1-\alpha$ is identical to the $100(1-\alpha)\%$ fiducial interval.
There are many solutions to the Behrens–Fisher problem based on the frequentist approach of Jerzy Neyman and Egon S. Pearson's sampling theory. Among the methods, Welch's approximate $t$ test and the Welch–Aspin $t$ test are the most important ones from the frequentist perspective. The critical values and the confidence intervals from various methods under the frequentist approach are in general different from those of either the fiducial or the Bayesian approach. For the one-sided alternative hypothesis, however, it is interesting to note that the generalized extreme region to obtain the generalized $p$ developed by Kam-Wah Tsui and Samaradasa Weerarhandi in 1989 is identical to the extreme area from the Behrens–Fisher $t'$ statistic.
The critical values for the two-sided alternative hypothesis at $\alpha = .05$ for the example data are 2.776 for the smaller degrees of freedom $t$ test, 2.767 for the Behrens–Fisher $t'$ test, 2.745 for Welch's approximate $t$ test, 2.715 for the Welch–Aspin $t$ test, and 2.145 for the Student's $t$ test. The respective 95% fiducial and confidence intervals are $[-0.427, 3.314]$ for the smaller degrees of freedom test, $[-0.421, 3.308]$ for the Behrens–Fisher $t'$ test, $[-0.406, 3.293]$ for Welch's approximate $t$ test, $[-0.386, 3.273]$ for the Welch–Aspin $t$ test, and $[0.482, 2.405]$ for the Student's $t$ test. The smaller degrees of freedom $t$ test yielded the most conservative result with the largest critical value and the widest confidence interval. The Student's $t$ test yielded the smallest critical value and the shortest confidence interval. All other intervals lie between these two intervals. The differences between many solutions to the Behrens–Fisher problem might be less than their differences from the Student's $t$ test when sample sizes are greater than 10.
The popular statistical software programs SPSS and SAS produce results from Welch's approximate $t$ test and the Student's $t$ test, as well as the respective confidence intervals. It is essential to have a table that contains the percentage points of the Behrens–Fisher distribution or computer programs that can calculate the tail areas and percentage values in order to use the
Behrens–Fisher $t'$ test or to obtain the fiducial interval. Note that Welch’s approximate $t$ test may not be as effective as the Welch–Aspin $t$ test. Note also that the sequential testing of the population means on the basis of the result from either *Levene’s test* of the equal population variances from SPSS or the folded $F$ test from SAS is not recommended in general because of the complicated nature of control of the Type I error (rejecting a true null hypothesis) in the sequential testing.
*Seock-Ho Kim*
*See also* Mean Comparisons; Student’s $t$ Test; $t$ Test, Independent Samples
**Further Readings**
Behrens, W. U. (1929). Ein Beitrag zur Fehlerberechnung bei wenigen Beobachtungen [A contribution to error estimation with few observations]. *Landwirtschaftliche Jahrbücher*, 68, 807–837.
Fisher, R. A. (1939). The comparison of samples with possibly unequal variances. *Annals of Eugenics*, 9, 174–180.
Fisher, R. A., & Yates, F. (1957). *Statistical tables for biological, agricultural and medical research* (4th ed.). Edinburgh, UK: Oliver and Boyd.
Jeffreys, H. (1940). Note on the Behrens-Fisher formula. *Annals of Eugenics*, 10, 48–51.
Johnson, N. L., Kotz, S., & Balakrishnan, N. (1995). *Continuous univariate distributions* (Vol. 2, 2nd ed.). New York: Wiley.
Kendall, M., & Stuart, A. (1979). *The advanced theory of statistics* (Vol. 2, 4th ed.). New York: Oxford University Press.
Kim, S. H., & Cohen, A. S. (1998). On the Behrens-Fisher problem: A review. *Journal of Educational and Behavioral Statistics*, 23, 356–377.
Tsui, K. H., & Weerahandi, S. (1989). Generalized $P$-values in significance testing of hypotheses in the presence of nuisance parameters. *Journal of the American Statistical Association*, 84, 602–607; Correction, 86, 256.
Welch, B. L. (1938). The significance of the difference between two means when the population variances are unequal. *Biometrika*, 29, 350–362.
**Belmont Report**
The Belmont Report is an authoritative document governing the ethical conduct of research involving human subjects. While it was originally conceived for biomedical and behavioral research, its principles have been employed and expanded on in other disciplinary fields such as philosophy, law, political science, sociology, and computer science. This entry presents an overview of the Belmont Report’s history, its three principles and their applications, and the issues that have been raised since its inception.
**History**
The Belmont Report was preceded by a number of other ethical codes developed since 1945 in order to protect human subjects against abuse. The Nuremberg Code, published in 1947 after the Nuremberg War Crime Trials revealed Nazi doctors’ exploitative experiments with concentration camp prisoners, offers a set of guidelines to safeguard human subjects’ physical and mental safety during clinical trials. The guidelines laid out by the Nuremberg Code were further expanded by the World Medical Association with the 1964 Declaration of Helsinki, focusing on physicians’ ethical conduct when combining research and clinical practice.
A series of disreputable biomedical studies were also being conducted in the United States during the same period, yet not until 1978 did the public outcry become so overwhelming as to warrant congressional action. In the 1950s, a controversial hepatitis study was conducted among children with developmental disabilities attending the Willowbrook State School, deliberately infecting them with active hepatitis to examine the transmission of the disease. That same decade, pregnant women unknowingly participated in an experimental study of a new drug—thalidomide—to treat nausea, which was subsequently proven to cause birth defects. Other dubious biomedical studies followed suit, including an investigation into the spread of cancer by injecting live cancer cells into ailing elderly patients at the Jewish Chronic Disease Hospital in the 1960s and the study of contraceptive pills’ efficacy involving unaware and poverty-stricken women in San Antonio, TX, in the 1970s.
The most infamous of the series of unethical medical studies in the United States was the Tuskegee syphilis study, whereby African American male farmers with syphilis were observed, tested, and left untreated between 1932 and 1972 to understand the natural progression of a disease that was known to affect a wider population. The human subjects were promised free medical care while being subjected to placebo treatments without their knowledge. Upon the revelation of the study’s methods, the U.S. Congress enacted the National Research Act (Pub. L. 93–348) in 1974, standardizing institutional review boards’ ethical oversight of studies with a research component involving human subjects. Additionally, it authorized the appointment of
the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research involving 11 members representing civil society and professionals from the fields of medicine, law, psychology, and ethics.
Following monthly public consultations over a period of 4 years, including intensive deliberations at the Belmont Conference Center in February 1976, the commission formally issued *The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research* on September 30, 1978. It formally appeared in the Federal Register on April 18, 1979. The document begins by making the distinction between medical practice and research. Whereas the former alludes to the application of widely accepted interventions with reasonable expectations of enhancing health and well-being, the latter is mainly geared toward hypothesis testing and the production of generalizable knowledge. In situations where clinical practice involves an element that can be considered as research, such as when new techniques need to be assessed for safety and efficacy, the Belmont Report requires ethical review and approval. The remaining sections of the report discuss the principles for ethical research involving human subjects and their applications.
**Core Principles**
The 5,500-word Belmont Report identifies three core principles for the conduct of ethically sound research involving human participants: respect for persons, beneficence, and justice.
**Respect for Persons**
Respect for persons in the Belmont Report is essentially framed as acknowledging the autonomy of human subjects. Under this principle, human subjects should be treated as autonomous agents capable of making self-directed choices when it comes to their participation in research. Consequently, when their capacity for self-determination is diminished due to immaturity, illness, mental or physical disability, or social disadvantage, additional measures should be taken for their protection.
The direct application of this principle involves securing informed consent. All relevant information regarding the study’s purposes, procedures, and associated benefits and risks must be disclosed to human subjects. Respect entails that subjects be allowed to freely ask questions and withdraw from the study without reprisal, and their full understanding of the conditions surrounding their participation must be guaranteed by presenting information in a manner that is clear, organized, and undemanding. Consent must also be given voluntarily and not out of compliance, fear, or manipulation by offering inappropriate or disproportionate rewards. While autonomous decision-making must be assumed and granted to the fullest extent possible, this principle indicates that special measures may be warranted when subjects’ capacities for comprehension are restricted or impaired by immaturity, mental or physical afflictions, or language limitations. Such a situation justifies the involvement of authorized third parties to exercise discretion and act in the human subject’s best interest.
**Beneficence**
The Belmont Report’s principle of beneficence involves two main dimensions: not doing harm and maximizing possible benefits while minimizing possible harms. This principle invokes the conduct of a risk–benefit analysis. This will allow researchers to make judgments on whether it is appropriate to renounce a potentially beneficial course of action when the harm it may generate outweighs its conceivable benefits. The nature and magnitude of risks and benefits will naturally differ when evaluated at the individual and social level in either the short term or the long term. For instance, study findings may benefit the wider society in the long term in the absence of direct advantages to the research subjects. In such situations, the Belmont Report suggests a systematic and rigorous examination of the nature, probability, and severity of harms and benefits arising from the study. To make such judgments as precise and accurate as possible, the analysis must include clear and explicit descriptions of the study’s implications on the subject’s psychological, physical, legal, social, and economic well-being. Additionally, there must be a conscious and thorough effort to consider possible alternatives offering comparable benefits while generating the least likelihood and magnitude of risks.
**Justice**
The Belmont Report conceptualizes justice as the fair distribution of the risks of research across society. It dictates that the benefits generated by publicly funded research must be shared equally among society regardless of wealth or financial status and that the involvement of subjects who are unable to benefit from the outcomes of research be avoided as much as possible.
As a matter of application, this principle manifests as fairness in the procedures and outcomes of selecting research subjects. Justice operates at two levels: individual and social. Individual justice requires researchers to act objectively when choosing subjects for high-risk research, avoiding social, racial, sexual, and cultural
biases. Consequently, this also implies the need for researchers to ensure that the recipients of beneficial studies are not limited to groups that are already privileged. Social justice, on the other hand, avoids the systematic recruitment of vulnerable populations in risk-laden research. The involvement of specific groups such as racial minorities or the underprivileged must be based on the relevance of their demographic characteristics to the problem or condition being studied—not due to their accessibility or likelihood of being coerced to participate. As such, the Belmont Report recommends an order of preference when recruiting subjects for research purposes (such as considering adults before children) and keeping the involvement of vulnerable populations to a minimum, only involving them when the nature of the condition or treatment being examined so requires.
Issues and Contemporary Reinterpretations
The Belmont Report is a critical document that has revolutionized the conduct of research both within and beyond the medical sciences. Its enduring quality can be attributed to its clarity and succinctness, although several issues have been raised since its inception regarding its capacity to comprehensively address the dilemmas arising from human research. Some authors argue that the principles of respect for persons, beneficence, and justice can be applied more broadly than what was stipulated in the Belmont Report. For instance, respect for persons does not only involve securing informed consent prior to research implementation but also ensuring that the participants are treated with dignity and fairness in all phases of the study and throughout the duration of their participation.
The biomedical and behavioral focus of the Belmont Report also limits its scope outside these disciplines. This was acknowledged by the Belmont Report’s authors themselves in a footnote within the document and is a limitation that proves particularly salient in community-based research. Participatory methodologies, which are now widely employed in the health and social sciences, employ the term *participants* as opposed to the Belmont Report’s *human subjects* to more appropriately capture the nature of the research relationship.
One of Belmont Report’s more prominent criticisms is the protective stance it espouses and its negative implications. Categorical declarations of vulnerability are argued to generate unintended harms by promoting paternalism, perpetuating stereotypes, and conflating vulnerability with a lack of autonomy. They are also viewed to lead to undue and unnecessary exclusion of those who would otherwise be interested in participating in research. Current debates on ethical research have evolved from protecting disenfranchised individuals from exploitative biomedical experiments into avoiding subtle or hidden forms of oppression and systemic exclusion as well as enhancing the inclusion and participation of disadvantaged or marginalized populations. Discounting the participation of vulnerable groups, even when well-intended, can also lead to harmful deprivation of data and findings that could otherwise improve existing interventions and services.
While the Belmont Report reflects a necessary response to the social, cultural, and political climate of its time, recent developments have cast doubt on some of its premises in light of contemporary challenges. The processes of globalization and digitalization have brought forth a new set of ethical dilemmas and theoretical tools that challenge the concepts it laid out. The spread of feminist and non-Western bioethical perspectives have broadened the notions of harm and justice, revealing power hierarchies and various forms of bias (gender, ethnic, and cultural, among others) not addressed in the Belmont Report. These alternative paradigms have introduced additional dimensions to existing formulations of ethical and responsible research, including cultural sensitivity, respect for diversity, and epistemic justice. Contemporary ethicists also juxtapose the Belmont Report’s individualism against a collectivist position that considers research’s risks and benefits to relationships and communal life.
The practice of clinical medicine is also changing in ways that challenge the report’s distinction between medical practice as standard treatment with a reasonable expectation of improving health on the one hand and medical research as the systematic process of generating generalizable knowledge on the other. Increasingly, learning, data collection, and research are seen as essential processes of quality service delivery. Given that the Belmont Report stipulates ethical review and oversight for all research-related activity, the question arises whether this should be applied in an all-encompassing way or whether exceptions should be made for learning activities presenting minimal risks. Additionally, some authors have pointed out how nonmaleficence is invoked implicitly in the Belmont Report, arguing for a deliberate inclusion of this principle.
More recently, the emergence of internet and data technologies as a research tool and space has generated possibilities and concerns not anticipated by the Belmont Report. Digital platforms now allow consent to be sought and secured by ticking a box in an online form and
adding a digital signature. While convenient, this raises concerns regarding the extent and depth of the respondent’s understanding of the conditions surrounding his or her participation. Digital settings are also particularly susceptible to data breach and misuse, giving rise to harmful outcomes such as reputational damage and privacy infringement that can further result in psychological or social distress. The intense connectivity enabled by online platforms and internet technologies has amassed huge swaths of data that can feed beneficial research, yet it has also led to concerns about surveillance and a lack of transparency as to how these data are accessed and used. For this, additional measures have been recommended especially with regard to anonymization and the protection of participants’ personal information during data collection, archiving, and dissemination. Further operationalizing the Belmont Report in the context of digital research, *The Menlo Report: Ethical Principles Guiding Information and Communication Technology Research* was published in 2012, adding respect for law and public interest as a fourth principle to specifically tackle issues of transparency and accountability.
Notwithstanding these limitations, the suite of ethical guidelines and frameworks that branched out from the Belmont Report is a testament to its legacy in ethical decision-making. It remains to be seen how these principles will continue to be applied and developed in the name of ethical and responsible research.
*Icy F. Anabo, Iciar Elexpuru-Albizuri, and Lourdes Villardón-Gallego*
*See also* Beneficence; Declaration of Helsinki; Ethics in the Research Process; Informed Consent; Justice and Social Science Research; Nuremberg Code; Respect for Persons; Risk in Human Subjects Research
**Further Readings**
Adashi, E., Walters, L. B., & Menikoff, J. A. (2018). The Belmont Report at 40: Reckoning with time. *American Journal of Public Health, 108*(10), 1345–1348. doi:10.2105/ AJPH.2018.304580.
Bailey, M., Dittrich, D., Kenneally, E., & Maughan, D. (2012). The Menlo Report. *IEEE Security and Privacy, 10*(2), 71–75. doi:10.1109/MSP.2012.52.
Childress, J. F., Meslin, E. M., & Shapiro, H. T. (Eds.). *Belmont revisited: Ethical principles for research with human subjects*. Washington, DC: Georgetown University Press.
Friesen, P., Kearns, L., Redman, B., & Caplan, A. L. (2017). Rethinking the Belmont Report? *American Journal of Bioethics, 17*(7), 15–21. doi:10.1080/15265161.2017.1329482.
Kass, E., Faden, R. R., Goodman, S. N., Pronovost, P., Tunis, S., & Beauchamp, T. L. (2013). The research-treatment distinction: A problematic approach for determining which activities should have ethical oversight. *Ethical Oversight of Learning Health Care Systems, 43*(1), S4–S15. doi:10.1002/hast.133.
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). *The Belmont Report: Ethical principles and guidelines for the protection of human subjects of research*. Retrieved from https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html
Rice, T. W. (2008). The historical, ethical, and legal background of human-subjects research. *Respiratory Care, 53*(1), 1325–1329.
Shore, N. (2006). Re-conceptualizing the Belmont Report: A community-based participatory research perspective. *Journal of Community Practice, 14*(4), 5–26. doi:10.1300/J125v14n04_02.
**Beneficence**
This entry presents the principle of beneficence in research involving humans. The concept is most concrete as used in medical research, which is the focus of this entry, but the concept is also central to social science research ethics. Beneficence is usefully detailed in the ethical theory of American ethicists Tom L. Beauchamp and James F. Childress. Their theory has been dominant worldwide for 40 years and has continued to develop in the eight editions of their book *Principles of Biomedical Ethics*.
**Protection of Human Subjects in Biomedical Research—the Belmont Report**
Experimental research on human beings attracted notoriety during the 1946–1947 Doctors’ Trial in Nuremberg, Germany, on war crimes in concentration camps. The resulting Nuremberg Code (1947) influenced the Helsinki Declaration (1964), and together these documents offer a basis for the ethical obligations in biomedical research of free and informed consent, risk–benefit analysis, and review by independent committees (Briggle & Mitcham, 2018, pp. 134–138).
In the United States, however, it was the Tuskegee syphilis study in Alabama from 1932 to 1974 that did most to promote public awareness of ethical perspectives in biomedical experiments on human subjects. In that study, poor African American men suffering from syphilis received free medical examinations and food in exchange for participation but were not informed that they were enrolled in an experiment or even that they had syphilis, and they were deprived of effective treatment when penicillin became available in the 1940s (Briggle & Mitcham, 2018, pp. 140–143). Their low socioeconomic status made them vulnerable to manipulation and exploitation. Ethical obligations regarding free and informed consent, not causing harm, and promoting welfare were not met.
After public outrage over the Tuskegee syphilis study, the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research published the Belmont Report (1979), providing a general framework of three basic ethical principles for biomedical research: respect for persons, beneficence, and justice (Beauchamp, 2010a, pp. 18–21). Beauchamp joined the employees of the commission in 1976 with the task to draft the report, expressing the views of the commissioners. The report presents a universal perspective on basic ethical principles (Beauchamp, 2010a, pp. 3, 6–9). Respect for persons relates to informed consent and means “that individuals should be treated as autonomous agents” and “that persons with diminished autonomy are entitled to protection” (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979, Part B, 1). Beneficence is an obligation to “do not harm” and “maximize possible benefits and minimize possible harms” (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979, Part B, 2, Part C, 2), which means it relates to risk–benefit assessment (Beauchamp, 2010a, pp. 21–22). Justice is an obligation of fairness in distribution of the benefits and burdens of research (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979, Part B, 3, Part C, 3), relates to the selection of research subjects, and “requires special levels of protection for vulnerable and disadvantaged parties” (Beauchamp, 2010a, p. 22).
The Belmont Report says that research involving human subjects is often justified by the principle of beneficence but states that considerations of informed consent, fairness in recruitment of research subjects, and risk assessment should set limits for social utility (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979, Part B, 2, Part C, 2), which means that the interests of research subjects outweigh those of the benefit to science and society. In his essay “Codes, Declarations, and Other Ethical Guidance for Human-Subjects Research: The Belmont Report,” Beauchamp writes “it is doubtful that the question of how best to control utilitarian balancing was ever resolved by the National Commission” (2010a, pp. 25–26). Furthermore, he and Childress both argued that there were clear boundaries that the commission did not make between the principles of beneficence, nonmaleficence, and respect for autonomy. According to Beauchamp, many writers wrongly presume that the Belmont Report forms the foundation of his and Childress’s book *Principles of Biomedical Ethics*, first published in 1979. These two works were written at the same time and affected each other to the benefit of both (Beauchamp, 2010b, pp. 6–7). Beauchamp states that “*Principles of Biomedical Ethics* became the sole work expressing my deepest philosophical convictions about principles” (Beauchamp, 2010b, p. 7).
**The Four Principles of Biomedical Ethics**
Unlike the Belmont Report, Beauchamp and Childress treat the principle of nonmaleficence as a separate principle not included in the principle of beneficence. They present a general moral framework of four principles for biomedical ethics: beneficence, nonmaleficence, justice, and respect for autonomy. As in the Belmont Report, these principles are not limited to the domain of biomedical ethics but are generally acknowledged as part of a common universal morality (Beauchamp & Childress, 2019, pp. 3–5). The four principles are equally important and presented as prima facie binding (Beauchamp & Childress, 2019, pp. ix, 15). As Beauchamp and Childress (2019, p. 15) write, “A *prima facie* obligation must be fulfilled unless it conflicts with an equal or stronger obligation.”
When competing moral considerations conflict in biomedical practice, the principles are specified, weighted, and balanced depending on the particular context in which they are applied (Beauchamp & Childress, 2019, pp. 15–24). Respect for autonomy is an obligation to respect and support autonomous decisions. Insufficiently autonomous persons are protected by the principles of nonmaleficence, beneficence, and justice. Nonmaleficence is an obligation to avoid causing physical and mental harm. Beneficence is an obligation to promote the good, hinder and remove harm and pain, and balance benefits against risks and costs. Justice is an obligation of fairness in the distribution of benefits, risks, and costs (Beauchamp & Childress, 2019, pp. 13, 156–159).
**The Principle of Beneficence**
The Belmont Report and Beauchamp and Childress’s theory both stress that the utilitarian social beneficence of biomedical experimentation should be limited by considerations of informed consent, fairness in recruitment of research subjects, and risk assessment. Beauchamp and Childress analyze two principles of beneficence: utility and positive beneficence (Beauchamp & Childress, 2019, p. 217).
Beauchamp and Childress’ principle of utility differs from the classical utilitarian principle of utility, which is an absolute principle. Instead, Beauchamp and Childress defend a principle of utility “as one among a number of equally important *prima facie* principles” (Beauchamp & Childress, 2019, p. 218). The principle of utility as a prima facie binding principle “can be applied to health policies through tools that analyze and assess benefits relative to costs and risks” (Beauchamp & Childress, 2019, p. 243). These tools are commonly referred to as
cost-effectiveness analysis and cost-benefit analysis (Beauchamp & Childress, 2019, p. 251).
Beauchamp and Childress state that morality requires that we take positive steps to contribute to people’s welfare (positive beneficence) and not merely abstain from harming them (nonmaleficence; Beauchamp & Childress, 2019, p. 217). They write, “In our view, conflating nonmaleficence and beneficence into a single principle obscures critical moral distinctions as well as different types of moral theory” (Beauchamp & Childress, 2019, p. 156). Positive beneficence requires preventing or removing evil or harm by doing or promoting good, whereas nonmaleficence only requires avoiding intentionally inflicting evil or harm (Beauchamp & Childress, 2019, p. 157). The principle of beneficence therefore requires taking the positive step of performing risk–benefit analysis on biomedical experiments, with the risk–benefit relationship viewed “in terms of a ratio between the probability and magnitude of an anticipated benefit and the probability and magnitude of an anticipated harm” (Beauchamp & Childress, 2019, p. 244).
Mette Ebbesen
See also Belmont Report; Declaration of Helsinki; Ethics in the Research Process
Further Readings
Beauchamp, T. L. (2010a). Codes, declarations, and other ethical guidance for human subjects research: The Belmont Report. In T. L. Beauchamp (Ed.), Standing on principles. Collected essays (pp. 18–32). New York, NY: Oxford University Press.
Beauchamp, T. L. (2010b). The origins and evolution of the Belmont report. In T. L. Beauchamp (Ed.), Standing on principles. Collected essays (pp. 3–17). New York, NY: Oxford University Press.
Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). New York, NY: Oxford University Press.
Briggle, A., & Mitcham, C. (2018). Ethics and science. An introduction (8th ed.). Cambridge, UK: Cambridge University Press.
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979, April 18). The Belmont Report: Ethical principles and guidelines for the protection of human subjects of research. Retrieved from http://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html
Bernoulli Distribution
The Bernoulli distribution is a discrete probability distribution for a random variable that takes only two possible values, 0 and 1. Examples of events that lead to such a random variable include coin tossing (heads or tails), answers to a test item (correct or incorrect), outcomes of a medical treatment (recovered or not recovered), and so on. Although it is the simplest probability distribution, it provides a basis for other important probability distributions, such as the binomial distribution and the negative binomial distribution.
Definition and Properties
An experiment of chance whose result has only two possibilities is called a Bernoulli trial (or Bernoulli experiment). Let $p$ denote the probability of success in a Bernoulli trial ($0 < p < 1$). Then, a random variable $X$ that assigns value 1 for a success with probability $p$ and value 0 for a failure with probability $1 - p$ is called a Bernoulli random variable, and it follows the Bernoulli distribution with probability $p$, which is denoted by $X \sim \text{Ber}(p)$. The probability mass function of $\text{Ber}(p)$ is given by
$$P(X = x) = p^x(1 - p)^{1-x}, \quad x = 0, 1.$$
The mean of $X$ is $p$, and the variance is $p(1 - p)$. Figure 1 shows the probability mass function of $\text{Ber}(0.7)$. The horizontal axis represents values of $X$, and the vertical axis represents the corresponding probabilities. Thus, the height is .7 at $X = 1$, and .3 for $X = 0$. The mean of $\text{Ber}(0.7)$ is 0.7, and the variance is .21.
Suppose that a Bernoulli trial with probability $p$ is independently repeated for $n$ times, and we obtain a random sample $X_1, X_2, ..., X_n$. Then, the number of successes $Y = X_1 + X_2 + \cdots + X_n$ follows the binomial distribution with probability $p$ and the number of trials $n$, which is denoted by $Y \sim \text{Bin}(n, p)$. Stated in the opposite way, the Bernoulli distribution is a special case of the binomial distribution in which the number of trials $n$ is 1. The probability mass function of $\text{Bin}(n, p)$ is given by
$$P(Y = y) = \frac{n!}{y!(n - y)!} p^y(1 - p)^{n-y},$$
$$y = 0, 1, \ldots, n,$$
Figure 1 Probability Mass Function of the Bernoulli Distribution With $p = .7$
where $n!$ is the factorial of $n$, which equals the product $n(n-1)\cdots2\cdot1$. The mean of $Y$ is $np$, and the variance is $np(1-p)$. Figure 2 shows the probability mass function of $\text{Bin}(10, .7)$, which is obtained as the distribution of the sum of 10 independent random variables, each of which follows $\text{Ber}(.7)$. The height of each bar represents the probability that $Y$ takes the corresponding value; for example, the probability of $Y = 7$ is about .27. The mean is 7 and the variance is 2.1. In general, the distribution is skewed to the right when $p < .5$, skewed to the left when $p > .5$, and symmetric when $p = .5$.
**Relationship to Other Probability Distributions**
The Bernoulli distribution is a basis for many probability distributions, as well as for the binomial distribution. The number of failures before observing a success $t$ times in independent Bernoulli trials follows the *negative binomial distribution* with probability $p$ and the number of successes $t$. The *geometric distribution* is a special case of the negative binomial distribution in which the number of failures is counted before observing the first success (i.e., $t = 1$).
Assume a finite Bernoulli population in which individual members are denoted by either 0 or 1. If sampling is done by randomly selecting one member at each time *with replacement* (i.e., each selected member is returned to the population before the next selection is made), then the resulting sequence constitutes independent Bernoulli trials, and the number of successes follows the binomial distribution. If sampling is done at random but *without* replacement, then each of the individual selections is still a Bernoulli trial, but they are no longer independent of each other. In this case, the number of successes follows the *hypergeometric distribution*, which is specified by the population probability $p$, the number of trials $n$, and the population size $m$.
Various approximations are available for the binomial distribution. These approximations are extremely useful when $n$ is large because in that case the factorials in the binomial probability mass function become prohibitively large and make probability calculations tedious. For example, by the central limit theorem, $Z = \frac{(Y - np)}{\sqrt{np(1-p)}}$ approximately follows the standard normal distribution $N(0, 1)$ when $Y \sim \text{Bin}(n,p)$. The constant 0.5 is often added to the denominator to improve the approximation (called *continuity correction*). As a rule of thumb, the normal approximation works well when either (a) $np(1-p) > 9$ or (b) $np > 9$ for $0 < p \leq .5$. The Poisson distribution with parameter $np$ also well approximates $\text{Bin}(n,p)$ when $n$ is large and $p$ is small. The Poisson approximation works well if $n^{0.31}p > .47$; for example, $p > .19, .14,$ and $.11$ when $n = 20, 50,$ and 100, respectively. If $n^{0.31}p \geq .47$, then the normal distribution gives better approximations.
**Estimation**
Inferences regarding the population proportion $p$ can be made from a random sample $X_1, X_2, ..., X_n$ from $\text{Ber}(p)$, whose sum follows $\text{Bin}(n,p)$. The population proportion $\hat{p}$ can be estimated by the sample mean (or the sample proportion) $\hat{p} = \bar{X} = \sum_{i=1}^{n} X_i / n$, which is an unbiased estimator of $p$.
Interval estimation is usually made by the normal approximation. If $n$ is large enough (e.g., $n > 100$), a $100(1-\alpha)\%$ confidence interval is given by
$$\hat{p} \pm z_{\alpha/2} \sqrt{\frac{\hat{p}(1-\hat{p})}{n}},$$
where $\hat{p}$ is the sample proportion and $z_{\alpha/2}$ is the value of the standard normal variable that gives the probability $\alpha/2$ in the right tail. For smaller $ns$, the quadratic approximation gives better results:
$$\frac{1}{1 + z_{\alpha/2}/n} \left( \hat{p} + \frac{z^2_{\alpha/2}}{2n} \pm z_{\alpha/2} \sqrt{\frac{\hat{p}(1-\hat{p})}{n} + \frac{z^2_{\alpha/2}}{4n^2}} \right).$$
The quadratic approximation works well if $.1 < p < .9$ and $n$ is as large as 25.
There are often cases in which one is interested in comparing two population proportions. Suppose that we obtained sample proportions $\hat{p}_1$ and $\hat{p}_2$ with sample sizes $n_1$ and $n_2$, respectively. Then, the difference between the population proportions is estimated by the difference between the sample proportions $\hat{p}_1 - \hat{p}_2$. Its standard error is given by
$$SE(\hat{p}_1 - \hat{p}_2) = \sqrt{\frac{\hat{p}_1(1-\hat{p}_1)}{n_1} + \frac{\hat{p}_2(1-\hat{p}_2)}{n_2}}.$$
from which one can construct a $100(1 - \alpha)$ confidence interval as
$$\hat{p}_1 - \hat{p}_2) \pm Z_{\alpha/2} SE(\hat{p}_1 - \hat{p}_2).$$
**Applications**
**Logistic Regression**
Logistic regression is a regression model about the Bernoulli probability and used when the dependent variable takes only two possible values. Logistic regression models are formulated as *generalized linear models* in which the canonical link function is the logit link and the Bernoulli distribution is assumed for the dependent variable.
In the standard case in which there are $K$ linear predictors $x_1, x_2, ..., x_K$ and the dependent variable $Y$, which represents a Bernoulli random variable (i.e., $Y = 0, 1$), the logistic regression model is expressed by the equation
$$\ln \frac{p(x)}{1 - p(x)} = b_0 + b_1 x_1 + \cdots + b_K x_K,$$
where $\ln$ is the natural logarithm, $p(x)$ is the probability of $Y = 1$ (or the expected value of $Y$) given $x_1, x_2, ..., x_K$, and $b_0, b_1, ..., b_K$ are the regression coefficients. The left-hand side of the above equation is called the *logit*, or the *log-odds ratio*, of proportion $p$. The logit is symmetric about zero; it is positive (negative) if $p > .5$ ($p < .5$), and zero if $p = .5$. It approaches positive (negative) infinity as $p$ approaches 1 (0). Another representation equivalent to the above is
$$p(x) = \frac{\exp(b_0 + b_1 x_1 + \cdots + b_K x_K)}{1 + \exp(b_0 + b_1 x_1 + \cdots + b_K x_K)}.$$
The right-hand side is called the *logistic* regression function. In either case, the model states that the distribution of $Y$ given predictors $x_1, x_2, ..., x_K$ is $\text{Ber}[p(x)]$, where the logit of $p(x)$ is determined by a linear combination of predictors $x_1, x_2, ..., x_K$. The regression coefficients are estimated from $N$ sets of observed data $(Y_i, x_{i1}, x_{i2}, ..., x_{ik}), i = 1, 2, ..., N$.
**The Binomial Error Model**
The binomial error model is one of the measurement models in the classical test theory. Suppose that there are $n$ test items, each of which is scored either 1 (correct) or 0 (incorrect). The binomial error model assumes that the distribution of person $i$'s total score $X_i$ given his or her “proportion-corrected” true score $\zeta_i (0 < \zeta_i < 1)$ is $\text{Bin}(n, \zeta_i)$:
$$P(X_i = x | \zeta_i) = \frac{n!}{x!(n-x)!} \zeta_i^x (1 - \zeta_i)^{n-x},$$
$x = 0, 1, ..., n$.
This model builds on a simple assumption that for all items, the probability of a correct response for a person with true score $\zeta_i$ is equal to $\zeta_i$, but the error variance, $n \zeta_i (1 - \zeta_i)$, varies as a function of $\zeta_i$ unlike the standard classical test model.
The observed total score $X_i = x_i$ serves as an estimate of $n \zeta_i$, and the associated error variance can also be estimated as $\hat{\sigma}_i^2 = x_i (n - x_i) / (n - 1)$. Averaging this error variance over $N$ persons gives the overall error variance $\hat{\sigma}^2 = \bar{x} (n - \bar{x}) - s^2 / (n - 1)$, where $\bar{x}$ is the sample mean of observed total scores over the $N$ persons and $s^2$ is the sample variance. It turns out that by substituting $\hat{\sigma}^2$ and $s^2$ in the definition of reliability, the reliability of the $n$-item test equals the Kuder–Richardson formula 21 under the binomial error model.
**History**
The name *Bernoulli* was taken from Jakob Bernoulli, a Swiss mathematician in the 17th century. He made many contributions to mathematics, especially in calculus and probability theory. He is the first person who expressed the idea of the law of large numbers, along with its mathematical proof (thus, the law is also called *Bernoulli’s theorem*). Bernoulli derived the binomial distribution in the case in which the probability $p$ is a rational number, and his result was published in 1713. Later in the 18th century, Thomas Bayes generalized Bernoulli’s binomial distribution by removing its rational restriction on $p$ in his formulation of a statistical theory that is now known as Bayesian statistics.
*Kentaro Kato and William M. Bart*
*See also* Logistic Regression; Normal Distribution; Odds Ratio; Poisson Distribution; Probability, Laws of
**Further Readings**
Agresti, A. (2002). *Categorical data analysis* (2nd ed.). New York: Wiley.
Johnson, N. L., Kemp, A. W., & Kotz, S. (2005). *Univariate discrete distributions* (3rd ed.). Hoboken, NJ: Wiley.
Lindgren, B. W. (1993). *Statistical theory* (4th ed.). Boca Raton, FL: Chapman & Hall/CRC.
Lord, F. M., & Novick, M. R. (1968). *Statistical theories of mental test scores*. Reading, MA: Addison-Wesley.
Beta ($\beta$) refers to the probability of Type II error in a statistical hypothesis test. Frequently, the power of a test, equal to $1 - \beta$ rather than $\beta$ itself, is referred to as a measure of quality for a hypothesis test. This entry discusses the role of $\beta$ in hypothesis testing and its relationship with significance ($\alpha$).
**Hypothesis Testing and Beta**
Hypothesis testing is a very important part of statistical inference: the formal process of deciding whether a particular contention (called the *null hypothesis*) is supported by the data, or whether a second contention (called the *alternative hypothesis*) is preferred. In this context, one can represent the situation in a simple $2 \times 2$ decision table in which the columns reflect the true (unobservable) situation and the rows reflect the inference made based on a set of data:
| Decision | Null Hypothesis Is True/Preferred | Alternative Hypothesis Is True/Preferred |
|-----------------------------------------------|----------------------------------|------------------------------------------|
| Fail to reject null hypothesis | Correct decision | Type II error |
| Reject null hypothesis in favor of alternative hypothesis | Type I error | Correct decision |
The language used in the decision table is subtle but deliberate. Although people commonly speak of accepting hypotheses, under the maxim that scientific theories are not so much proven as *supported* by evidence, we might more properly speak of failing to reject a hypothesis rather than of accepting it. Note also that it may be the case that neither the null nor the alternative hypothesis is, in fact, true, but generally we might think of one as preferable over the other on the basis of evidence. Semantics notwithstanding, the decision table makes clear that there exist two distinct possible types of error: that in which the null hypothesis is rejected when it is, in fact, true; and that in which the null hypothesis is not rejected when it is, in fact, false. A simple example that helps one in thinking about the difference between these two types of error is a criminal trial in the U.S. judicial system. In that system, there is an initial presumption of innocence (null hypothesis), and evidence is presented in order to reach a decision to convict (reject the null hypothesis) or acquit (fail to reject the null). In this context, a Type I error is committed if an innocent person is convicted, while a Type II error is committed if a guilty person is acquitted. Clearly, both types of error cannot occur in a single trial; after all, a person cannot be both innocent and guilty of a particular crime. However, *a priori* we can conceive of the probability of each type of error, with the probability of a Type I error called the significance level of a test and denoted by $\alpha$, and the probability of a Type II error denoted by $\beta$, with $1 - \beta$, the probability of not committing a Type II error, called the *power of the test*.
**Relationship With Significance**
Just as it is impossible to realize both types of error in a single test, it is also not possible to minimize both $\alpha$ and $\beta$ in a particular experiment with fixed sample size. In this sense, in a given experiment, there is a trade-off between $\alpha$ and $\beta$, meaning that both cannot be specified or guaranteed to be low. For example, a simple way to guarantee no chance of a Type I error would be to never reject the null hypothesis regardless of the data, but such a strategy would typically result in a very large $\beta$. Hence, it is common practice in statistical inference to fix the significance level at some nominal, low value (usually .05) and to compute and report $\beta$ in communicating the result of the test. Note the implied asymmetry between the two types of error possible from a hypothesis test: $\alpha$ is held at some prespecified value, while $\beta$ is not constrained. The preference for controlling $\alpha$ rather than $\beta$ also has an analogue in the judicial example above, in which the concept of “beyond reasonable doubt” captures the idea of setting $\alpha$ at some low level, and where there is an oft-stated preference for setting a guilty person free over convicting an innocent person, thereby preferring to commit a Type II error over a Type I error. The common choice of .05 for $\alpha$ most likely stems from Sir Ronald Fisher’s 1926 statement that he “prefers to set a low standard of significance at the 5% point, and ignore entirely all results that fail to reach that level.” He went on to say that “a scientific fact should be regarded as experimentally established only if a properly designed experiment rarely fails to give this level of significance” (Fisher, 1926, p. 504).
Although it is not generally possible to control both $\alpha$ and $\beta$ for a test with a fixed sample size, it is typically possible to decrease $\beta$ while holding $\alpha$ constant if the sample size is increased. As a result, a simple way to conduct tests with high power (low $\beta$) is to select a sample size sufficiently large to guarantee a specified power for the test. Of course, such a sample size may be prohibitively large or even impossible, depending on the
nature and cost of the experiment. From a research design perspective, sample size is the most critical aspect of ensuring that a test has sufficient power, and *a priori* sample size calculations designed to produce a specified power level are common when designing an experiment or survey. For example, if one wished to test the null hypothesis that a mean $\mu$ was equal to $\mu_0$ versus the alternative that $\mu$ was equal to $\mu_1 > \mu_0$, the sample size required to ensure a Type II error of $\beta$ if $\alpha = .05$ is
$$n = \left( \frac{\sigma (1.645 - \Phi^{-1}(\beta))}{(\mu_1 - \mu_0)} \right)^2,$$
where $\Phi$ is the standard normal cumulative distribution function and $\sigma$ is the underlying standard deviation, an estimate of which (usually the sample standard deviation) is used to compute the required sample size.
The value of $\beta$ for a test is also dependent on the effect size—that is, the measure of how different the null and alternative hypotheses are, or the size of the effect that the test is designed to detect. The larger the effect size, the lower $\beta$ will typically be at fixed sample size, or, in other words, the more easily the effect will be detected.
*Michael A. Martin and Steven Roberts*
*See also* Hypothesis; Power; $p$ Value; Type I Error; Type II Error
**Further Readings**
Fisher, R. A. (1926). The arrangement of field experiments. *Journal of the Ministry of Agriculture of Great Britain*, 23, 503–513.
Lehmann, E. L. (1986). *Testing statistical hypotheses*. New York: Wiley.
Moore, D. (1979). *Statistics: Concepts and controversies*. San Francisco: W. H. Freeman.
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**Beta Distribution**
The beta distribution describes a probability distribution for a continuous random variable, say, $X$, that has the property $0 < X < 1$. Thus, this distribution can be used for modeling proportions, percentages, and other doubly bounded continuous random variables that can be linearly transformed to the $(0,1)$ interval.
Modeling doubly bounded variables requires a distribution that respects the variable’s bounds and is able to deal with the fact that central tendency and dispersion in such variables are not independent of each other. Moreover, the distribution shapes should include extreme skew and even *bathtub* shapes. The beta distribution has only two parameters, but it is capable of modeling a considerable variety of distribution shapes. Its flexibility and straightforward interpretability have made the beta distribution the most widely used distribution for modeling variables in $(0,1)$.
This entry begins with definitions of the beta distribution’s density and cumulative density functions, and a brief overview of its genesis and its connections with other well-known *probability distributions*. Properties of the beta distribution are then described, with an emphasis on its strengths and limitations for modeling doubly bounded variables. Thereafter, methods of parameter estimation are discussed, including model diagnostics such as residuals and influence statistics. The entry concludes with a brief overview of multivariate distributions whose marginals are beta distributions.
**Properties of the Beta Distribution**
This section introduces the properties of the beta distribution, including an alternative parameterization that is used in beta regression models. It also describes relevant relationships between the beta distribution and other distributions.
**Distribution Function**
The probability density function (PDF) of the beta $(\alpha, \beta)$ distribution is
$$f(x, \alpha, \beta) = \frac{\Gamma(\alpha + \beta)}{\Gamma(\alpha)\Gamma(\beta)} x^{\alpha-1}(1-x)^{\beta-1}, \quad (1)$$
where $0 < x < 1$, $\alpha > 0$, $\beta > 0$, and $\Gamma$ denotes the gamma function. Equation 1 implies that a beta distribution of $1 - X$ mirror images the distribution of $X$, that is, $f(1-x, \alpha, \beta) = f(x, \beta, \alpha)$.
The mean of a beta$(\alpha, \beta)$ distribution is
$$\mu = \alpha / (\alpha + \beta) \quad (2)$$
The variance of a beta distribution is
$$\sigma^2 = \left[ \alpha \beta / (\alpha + \beta)^2 \right] / (\alpha + \beta + 1) = \mu (1 - \mu) / (\alpha + \beta + 1), \quad (3)$$
which suggests a popular alternative parameterization of the beta distribution, namely a mean, $\mu$, and a precision, $\phi = \alpha + \beta$. From Equation 3, we can see that $\phi$ is in the denominator of the variance and so larger $\phi$ implies lower $\sigma^2$. This parameterization is the one most often used in generalized linear models (GLMs) for beta-distributed dependent variables.
The beta$(\alpha, \beta)$ distribution can assume a wide variety of shapes. When it has a mode or antimode, this occurs at $x = (\alpha - 1)/(\alpha + \beta - 2)$. When $\alpha < 1$ and $\beta < 1$, it has a U-shape with modes at 0 and 1 and an antimode. When $\alpha = 1$ and $\beta = 1$, it is flat (the uniform distribution).
When \((\alpha - 1)(\beta - 1) < 0\), the distribution is J- or reverse-J-shaped with no mode or antimode. When \(\alpha > 1\) and \(\beta > 1\), it has a unimodal shape; and if \(\alpha = \beta\), it is symmetric.
The variance, \(\sigma^2\), of a beta\((\alpha, \beta)\) variable is less than \(1/4\) for any \(\alpha\) and \(\beta\). To see this, recall that in Equation 3, the largest possible value of \(\mu(1 - \mu)\) is \(1/4\) (when \(\mu = 1/2\)), and the denominator in Equation 3 must be >1. The variance has additional constraints. If \(\alpha > 1\) and \(\beta > 1\), then \(\sigma^2 < 1/12\); and if \(\alpha < 1\) and \(\beta < 1\), then \(1/12 < \sigma^2 < 1/4\).
**Relations With Other Distributions**
While there is no general agreement about the processes generating continuous random variables in \((0,1)\), the beta distribution has direct links to other kinds of random variables whose geneses have widely agreed-on accounts. Two of these that are relevant to the human sciences are as follows:
1. If \(Y_1\) and \(Y_2\) are gamma-distributed random variables with PDFs \(g_1(\alpha, \delta)\) and \(g_2(\beta, \delta)\), for \(\delta > 0\), then \(X = Y_1/(Y_1 + Y_2)\) has a beta\((\alpha, \beta)\) distribution.
2. If \(W_1\) and \(W_2\) are \(\chi^2\)-distributed random variables with PDFs \(q_1(\gamma)\) and \(q_2(\eta)\), for \(\gamma > 0\) and \(\eta > 0\), then \(X = W_1/(W_1 + W_2)\) has a beta\((\gamma/2, \eta/2)\) distribution. If one or both of \(W_1\) and \(W_2\) are noncentral \(\chi^2\) variables, then \(X\) follows a noncentral beta distribution whose parameters include the noncentrality parameter(s).
Several other relationships between the beta and other distributions also are relevant for applications in the human sciences:
1. If \(X\) has a beta\((1, \beta)\) distribution, then it has a Kumaraswamy\((1, \beta)\) distribution; and if \(X\) has a beta\((\alpha, 1)\) distribution, then it has a Kumaraswamy\((\alpha, 1)\) distribution. The Kumaraswamy distribution often is applied to modeling quantiles of \(X\).
2. If \(X\) has a beta\((\alpha, \beta)\) distribution, then \(\alpha X/(\beta(1 - X))\) has a F\((2\alpha, 2\beta)\) distribution.
3. If \(X\) has a beta\((\alpha, 1)\) distribution, then \(-\ln(X)\) has an exponential\((\alpha)\) distribution. There also is an extensive literature on \(X = \ln(Y)\) when \(X\) has a beta\((\alpha, \beta)\) distribution.
**Parameter Estimation and Applications**
This section begins by describing methods for estimating the parameters of the beta distribution and examples of its application. It then moves on to considerations about estimation bias, model checking, and limitations of the beta distribution.
**Parameter Estimation**
The beta distribution’s parameters may be estimated by method of moments or by maximum likelihood techniques. The latter is favored for GLMs with covariates predicting either or both of the parameters. Several authors such as Paolino (2001), Ferrari and Cribari-Neto (2004), and Smithson and Verkuilen (2006) present beta GLMs using the mean-precision parameterization described in Equations 2 and 3. Taking into account that the precision is negatively associated with dispersion, the beta GLM is a location–dispersion model in the sense of Smyth (1989). There are two submodels, typically using the following link functions:
\[
\log\left(\frac{\mu_i}{(1 - \mu_i)}\right) = x_i^\top \beta \\
\log(\phi_i) = w_i^\top \delta
\]
where \(x\) and \(w\) are vectors of covariates and \(\beta\) and \(\delta\) are vectors of coefficients. The two sets of covariates may or may not overlap. Other link functions could be used (e.g., the cauchit or probit for the mean), but the logit and log link functions are the ones implemented in available software at the time this is written.
**Applications**
Early use of the beta distribution was primarily either as a means to form conjugate priors for binomial random variables or for theoretical purposes, such as its relationship with the \(F\) distribution. Only since 1993 has it been used for statistical modeling, as in GLMs.
Doubly bounded random variables occur throughout psychology and cognate areas such as political science, economics, and biology. The most commonplace examples in psychology include proportions and percentages, such as probability judgments, the proportion of the brain’s volume occupied by a specific part of the brain, and the proportion of a period of time spent on an activity. Examples from economics include rates such as fractional repayments on debts, market shares, and capital structure. Many psychological scales are doubly bounded, and in some applications, it is sensible to treat the bounds as true scores (rather than as censored scores). Examples of this kind include analyses of Likert-type scale data and some kinds of summative scales (e.g., a quality of life index).
Model Checking and Extensions
Maximum likelihood estimation seems to work well for GLMs using the beta distribution, despite the fact that standard GLM regularity conditions do not apply to the beta distribution because it is not a member of the exponential family. There is some evidence that this may also hold for random-effects as well as fixed-effects models. Daniel Zimprich (2010) fitted a mixed-effects beta GLM, and Jay Verkuilen and Michael Smithson (2012) examined such models in some depth, along with Bayesian Markov chain Monte Carlo estimation approaches. Likewise, Yvonnick Nöel and Bruno Dauvier (2007) developed item-response models for doubly bounded continuous scale items using the beta distribution, which Nöel (2014) extended to unfolding models.
That said, there is some evidence of estimation bias, especially in the precision parameter submodel when sample sizes are small. Bias correction methods suggested by Ioannis Kosmidis and David Firth (2010) have been implemented in some software packages for beta GLMs such as the betareg package in R (Grün, Kosmidis, & Zeileis, 2012).
Model checking in beta GLMs has proved somewhat less straightforward, although dbetas as influence statistics seem to work reasonably well and conventional residuals such as the Pearson also can be helpful. Espinheira, Ferrari, and Cribari-Neto (2008a, 2008b) discuss issues regarding the uses of influence statistics and residuals for model checking in beta GLMs. At the time of this writing, there is no agreed-on residual for beta GLMs, although several alternatives have been investigated.
Flexible though it is, the beta distribution is limited in its ability to capture some kinds of distribution shapes such as heavy-tailed or bimodal distributions. Some attempts have been made to extend beta GLMs for greater flexibility. Most of these have focused on mixture distribution models. Smithson and Segale (2009) and Smithson, Merkle, and Verkuilen (2011) employed mixture models for analyzing experimental data where they could assume that for at least one component distribution, the location parameter is known *a priori*. More generally, Hahn (2008) introduced the beta rectangular distribution, a mixture of a uniform and a beta distribution; and Migliorati, Di Brisco, and Ongaro (2018) presented a mixture of two beta distributions with arbitrary means but common variance. These mixture distributions yield identifiable GLMs with bounded likelihoods that have a greater variety of density shapes than the beta, especially in tail behavior and bimodality.
A major limitation of the beta distribution in applications to real data is the fact that its density is not defined at 0 or at 1. In applications where the data contain 0s and 1s, this limitation has been problematic. One solution is a so-called 0-1-inflated model (Ospina & Ferrari, 2012). Technically, this is a hurdle model, a mixture distribution with degenerate probability masses at 0 and 1 and the beta distribution for modeling data in the (0,1) interval.
Multivariate Extensions
There are two types of multidimensional extension of the beta distribution (i.e., multivariate distributions with beta marginals): compositional, where the variables must sum to 1 across dimensions, and noncompositional. The classic compositional distribution with beta marginals is the Dirichlet:
\[
f(x, \eta) = \frac{1}{B(\eta)} \prod_{k=1}^{K} x_k^{\eta_k - 1},
\]
where
\[
B(\eta) = \frac{\prod_{k=1}^{K} \Gamma(\eta_k)}{\Gamma\left(\sum_{k=1}^{K} \eta_k\right)}, \eta_k > 0
\]
and \( \sum_{k=1}^{K} x_k = 1 \). The covariances in the Dirichlet PDF all are negative:
\[
\sigma_{jk} = -\frac{\eta_j \eta_k}{\eta_0^2 (\eta_0 + 1)}.
\]
The marginal PDFs for the Dirichlet distribution are beta\((\eta_k, \eta_0 - \eta_k)\), where \( \eta_0 = \sum_{k=1}^{K} \eta_k \). Dirichlet regression models have been proposed and implemented in software.
Noncompositional multivariate extensions of the beta distribution have been provided in two forms. One is the standard multilevel (or mixed) model approach, as described by Verkuilen and Smithson (2012). The other is to use copulas to model the dependency structure separately from the marginal PDFs. Copulas are multivariate cumulative distribution functions with uniform marginal distributions, so a copula model often is estimated in two stages. The marginal PDFs are modeled and their parameter estimates are fed to their respective quantile functions, whose output then yields a multivariate distribution with uniform marginals. A copula model then is estimated using this multivariate distribution as input.
Michael Smithson
*See also* Distribution; Logistic Regression; Loglinear Models; Normal Distribution
Further Readings
Balakrishnan, N., & Lai, C. D. (2009). *Continuous bivariate distributions*. Berlin, Germany: Springer Science & Business Media.
Espinheira, P. L., Ferrari, S. L., & Cribari-Neto, F. (2008a). Influence diagnostics in beta regression. *Computational Statistics & Data Analysis, 52*(9), 4417–4431.
Espinheira, P. L., Ferrari, S. L., & Cribari-Neto, F. (2008b). On beta regression residuals. *Journal of Applied Statistics, 35*(4), 407–419.
Ferrari, S., & Cribari-Neto, F. (2004). Beta regression for modelling rates and proportions. *Journal of Applied Statistics, 31*(7), 799–815.
Grün, B., Kosmidis, I., & Zeileis, A. (2012). Extended beta regression in R: Shaken, stirred, mixed, and partitioned. *Journal of Statistical Software, 48*(11), 1–25.
Gupta, A. K., & Nadarajah, S. (Eds.). (2004). *Handbook of beta distribution and its applications*. Boca Raton, FL: CRC Press.
Hahn, E. D. (2008). Mixture densities for project management activity times: A robust approach to PERT. *European Journal of Operational Research, 188*(2), 450–459.
Kosmidis, I., & Firth, D. (2010). A generic algorithm for reducing bias in parametric estimation. *Electronic Journal of Statistics, 4*, 1097–1112.
Maier, M. J. (2014). *DirichletReg: Dirichlet regression for compositional data in R*. Research Report Series. Vienna, Austria: Department of Statistics and Mathematics, Vienna University of Economics and Business. Retrieved from http://epub.wu.ac.at/4077/
Migliorati, S., Di Brisco, A. M., & Ongaro, A. (2018). A new regression model for bounded responses. *Bayesian Analysis, 13*(3), 845–872.
Noël, Y. (2014). A beta unfolding model for continuous bounded responses. *Psychometrika, 79*(4), 647–674.
Noël, Y., & Dauvier, B. (2007). A beta item response model for continuous bounded responses. *Applied Psychological Measurement, 31*(1), 47–73. doi:10.1177/0146621605287691.
Ospina, R., & Ferrari, S. L. (2012). A general class of zero-one inflated beta regression models. *Computational Statistics & Data Analysis, 56*(6), 1609–1623.
Paolino, P. (2001). Maximum likelihood estimation of models with beta-distributed dependent variables. *Political Analysis, 9*(4), 325–346.
Smithson, M., Merkle, E. C., & Verkuilen, J. (2011). Beta regression finite mixture models of polarization and priming. *Journal of Educational and Behavioral Statistics, 36*(6), 804–831. doi:10.3102/1076998610396893.
Smithson, M., & Segale, C. (2009). Partition priming in judgments of imprecise probabilities. *Journal of Statistical Theory and Practice, 3*(1), 169–181. doi:10.1080/15598608.2009.10411918.
Smithson, M., & Verkuilen, J. (2006). A better lemon squeezer? Maximum-likelihood regression with beta-distributed dependent variables. *Psychological Methods, 11*(1), 54. doi:10.1037/1082-989X.11.1.54.
Smyth, G. K. (1989). Generalized linear models with varying dispersion. *Journal of the Royal Statistical Society: Series B (Methodological), 51*(1), 47–60.
Verkuilen, J., & Smithson, M. (2012). Mixed and mixture regression models for continuous bounded responses using the beta distribution. *Journal of Educational and Behavioral Statistics, 37*(1), 82–113.
Zimprich, D. (2010). Modeling change in skewed variables using mixed beta regression models. *Research in Human Development, 7*(1), 9–26. doi:10.1080/15427600903578136.
Between-Subjects Design
See Single-Case Research Design; Within-Subjects Design
Bias
Bias is systematic error that occurs in the research enterprise. All research includes some forms of bias, and investigators are responsible for recognizing such potential when sharing their findings. Naming how different types of bias may or may not affect the quality of research conclusions is a central feature of the validation process. Consider, for example, what happens when comparing the behaviors of people who are classified into different groups and studied over time. If the groups are unequal at the beginning of a study, any subsequent variance between the groups cannot be explained using only the new research evidence. Uncontrolled and unnamed biases may be the cause of any differences between groups or changes that might occur over time. To minimize distortion in any research, it is incumbent on all investigators to define and explore the qualities and influence of bias.
When bias is not considered in the interpretation process, the credibility of conclusions is called into question. Thus, investigators within and across disciplines have collaborated to name the most common forms of biases they encounter. Studies of bias can be classified into one of three nested categories, each of which is explored by considering particular disciplinary assumptions and norms. Bias can be the result of distortions in theoretical logic, the design of a study, and/or the measurement and evaluation of variables.
Theoretical Bias
Bias in the theoretical logic of a research program or study involves flaws in critical thinking and the interpretation of evidence. This type of bias is commonly
detected by reviewing existing literature and looking for systematic flaws in the explicit and implicit assumptions generated as part of the research process. Advocates of a particular theory commonly evaluate the qualities of the arguments generated and the evidence used to support those arguments. Across theories, it is also possible to identify common argument forms and fallacies in how premises are generated and tested.
Generally speaking, arguments can take valid and invalid forms. Philosophers of science endeavor to distinguish between these types of arguments when naming bias. Pennock (2019), for example, described how the quest for truth simultaneously guides curiosity and generates moral norms that investigators are bound to imagine when conducting research. Vaughn (2019) named some of the common fallacies that are found in research and described valid and invalid argument forms.
Valid research, in Vaughn’s model, systematically tests whether antecedent assumptions can be affirmed, whether consequences are explored well enough to disprove them should they be untrue, and whether hypothetical syllogisms comprised of two or more premises can be verified or refuted. Invalid research instigates bias when consequences are assumed to support an initial, unsubstantiated premise. Likewise, bias would be likely when consequences are assumed to be true even though initial antecedents are not supported. Starting a study with unequal groups, for example, could yield either of these two forms of argumentative bias if investigators did not find a way to control for such inequalities.
A second form of theoretical bias is apparent when the content of operating premises or assumptions is laden with fallacies. Fallacies in critical thinking are easy to overlook when investigators become too wedded to a particular set of beliefs or premises. Some fallacies are grounded in irrelevant premises (Vaughn, 2019). For example, appeals to ignorance about a topic or to tradition introduce bias in any truth claims because they are grounded in a lack of evidence. Likewise, raising irrelevant issues or distorting, weakening, or oversimplifying a theoretical premise serve as distractions because supporting evidence is unavailable.
Other fallacies are grounded in unacceptable premises. Creating a false dilemma or using the conclusion of an argument as a premise are two ways in which investigators can add theoretical inaccuracies into a quest for truth. Similarly, slippery slope claims about undesirable consequences or hasty generalizations using an inadequate sample to support claims about an entire group are common forms of theoretical bias. Taken as a whole, these forms of bias are sometimes called experimenter expectancy effects or generalizability threats. Biases related to the era in which some studies are conducted and/or to changes that may not be attributable to the research are additional threats to theoretical validity, so much so that entire disciplines have been formulated to better understand the consequences of these biases.
**Bias in Research Design**
Research designs, the relations between variables under investigation, can be biased to such an extent that they cannot yield valid results even when theoretical claims are sound. Two classic explorations of how to address biases in experimental and quasi-experimental research design illustrate how investigators control distortion (Campbell & Stanley, 1963; Cook & Campbell, 1979). Since then, there has been a proliferation of studies on the biases associated with a broad range of research designs. Naming and controlling for internal and external biases that potentially distort research evidence strengthens the truth value of conclusions. Biases in research design, therefore, are commonly depicted as threats to internal and external validity.
Some of the most common sources of bias in research design proliferate from misunderstandings about the concept of randomization. Randomization, the reliance on chance-driven procedures when making decisions, is often used as a practical solution to bias that stems from uncontrollable error. In principle, when simple random sampling is repeated across multiple implementations of the same biased procedures, the repetition will result in a normal distribution of uncontrollable error. This procedure controls for bias when the same study is repeated often enough for normal distributions to emerge in the evidence. Yet, few studies are actually replicated often enough for simple random sampling to eliminate uncontrollable error from a research design.
Despite its usefulness in some situations, randomization often results in unequal groups when used in isolation, so much so that a number of design biases may be inferred. External to a study, for example, the participants selected for inclusion in one sample may not fully represent the distribution of members in the targeted population: Subsets of a population may be excluded or oversampled when participants are randomly selected. Names such as selection–treatment interaction as well as diffusion, compensatory equalization, or compensatory rivalry of treatments have been used to depict some of these external biases.
Internal to a study, a second source of bias is likely when the members of any sample are randomly assigned to one group or another: Subsets of the sample may be missing from one group and overrepresented in another. When left uncontrolled, these decisions results in exponential forms of error that can yield biased conclusions. Names such as selection–maturation interaction,
resentful demoralization, and experimental mortality have been used to depict some of these internal biases.
Investigators address both random selection and random assignment biases by identifying those forms of distortion that might undermine their theoretical claims and adding controls for such distortion into their research designs. Studies of bias in research design differ in the extent to which they focus on interventions or descriptive depictions of the concepts and constructs and the settings in which such observations occur (Larzelere, Kuhn, & Johnson, 2004; Rosenthal, 2002). Ideally, choices for addressing biases in research design become progressively more sophisticated as solutions to research problems become more truthful, and as truthful premises are accurately distinguished from false premises.
**Measurement and Evaluation Bias**
A third category of bias focuses on the use of data to answer research questions. First, the instrumentation used to track, measure, and interpret key concepts, constructs, or variables includes bias. Second, the methods used to aggregate data, compare variables, and answer research questions include sources of bias that warrant consideration.
The detection of measurement and evaluation biases hinge on how a research program balances questions of *objectivity*, *individuality*, and *solidarity* when making decisions. Criteria for objectivity lead investigators to rely on standardized tools that will yield predictable outcomes on repeated use, representing bias as any deviation from such standards. Criteria for individuality lead investigators to look for the relative uniqueness of each measurement encounter, expressing bias as distortion in the description of such uniqueness. Criteria for solidarity lead investigators to look for commonalities across measurement opportunities, depicting bias as inaccuracies in how such measurements are recorded and aggregated.
Investigators who endeavor to generate strong predictions or control outcomes place the strongest emphasis on objectivity when they construct measurement plans. They tend to rely on random sampling theory and address its concomitant forms of bias when determining what to measure and how to measure the ideas under investigation. *Psychometric measurement* approaches, for example, depend heavily on probability theory and randomization, drawing comparisons between hypothetical true scores and biased observed scores. In such work, bias is defined as a combination of known error and unknown error. Biases that are salient in individuals’ reports of their own and others’ experience is perhaps the most frequently studied form of psychometric bias.
*Developmental measurement* and its corresponding bias account for change as it emerges in the structure and function of what is to be measured and/or in how people evolve over time. Individuality and solidarity are sometimes emphasized more than objectivity, but an ideal research plan balances all three concerns. Specialized applications of random sampling theory and its concomitant biases are used when the constructs can be defended and measured using standardized tools to track changes over time. Additional measurement approaches allow for the detection of structural changes in what is to be measured or to detect particular functions and change mechanisms, but each includes detectable biases. Detection of the physical and social-emotional changes that occur as adolescents progress through puberty, for example, requires respect for the highly individualized nature of hormonal change as well as aggregated evidence depicting age-related commonalities. Bias proliferates when measures designed for one purpose are used for another but is addressed when the limits of each tool are considered when interpreting results.
*Interpretive measurement* occurs when investigators celebrate individuality and narrow forms of solidarity by investigating bias (Thorkildsen, 2005). Interpretive research focuses on rule-governed descriptions of everyday events such as describing the world, challenging assumptions, discovering contrasting evidence, clarifying the dimensions of particular constructs, and resisting attempts to reify truth claims. Seeking dependable, credible evidence, investigators distinguish the respectable bias needed to place reasonable parameters on the scope of a research project and distorting bias that should be minimized. Recording observations with precision and relying on multiple methods of interpreting results help to restrict problematic bias.
The final source of bias emerges when investigators use statistical analyses and descriptive methods to report their findings. When tools of analysis do not align well with the instrumentation decisions, bias can yield invalid conclusions. When analytical tools align with the research questions and accommodate the types of biases embedded in the instrumentation process, truthful conclusions are likely.
**Research as a Study of Bias**
Depicting bias as systematic error places pressure on investigators to define truth as often as they offer claims about distortion. Disciplinary assumptions and the nature of the theories under consideration help investigators identify the parameters for determining bias by evaluating the qualities of arguments for their relative truth-value. Thoughtful exploration of design limitations and how well evidence yields informative truth places the study of bias at the heart of conducting strong research. Accepting that bias is a feature of all
research constrains curiosity and pressures investigators to consider the moral consequences of their claims.
Theresa A. Thorkildsen
See also Cluster Sampling; Experimenter Expectancy Effect; Response Bias; Sampling; Systematic Error; Validity of Measurement
Further Readings
Campbell, D. T., & Stanley, J. C. (1963). *Experimental and quasi-experimental designs for research*. Boston, MA: Houghton Mifflin.
Cook, T. D., & Campbell, D. T. (1979). *Quasi-experimentation: Design and analysis issues for field settings*. Boston, MA: Houghton Mifflin.
Larzelere, R. E., Kuhn, B. R., & Johnson, B. (2004). The intervention selection bias: An unrecognized confound in intervention research. *Psychological Bulletin, 130*, 289–303. doi:10.1037/0033-2909.130.2.289.
Pennock, R. T. (2019). *An instinct for truth: Curiosity and the moral character of science*. Cambridge, MA: MIT Press.
Thorkildsen, T. A. (2005). *Fundamentals of measurement in applied research*. New York, NY: Allyn & Bacon.
Vaughn, L. (2019). *The power of critical thinking: Effective reasoning about ordinary and extraordinary claims* (6th ed.). New York, NY: Oxford University Press.
Biased Estimator
In many scientific research fields, statistical models are used to describe a system or a population, to interpret a phenomenon, or to investigate the relationship among various measurements. These statistical models often contain one or multiple components, called parameters, that are unknown and thus need to be estimated from the data (sometimes also called the sample). An estimator, which is essentially a function of the observable data, is biased if its expectation does not equal the parameter to be estimated.
To formalize this concept, suppose $\theta$ is the parameter of interest in a statistical model. Let $\hat{\theta}$ be its estimator based on an observed sample. Then $\hat{\theta}$ is a biased estimator if $E(\hat{\theta}) \neq \theta$, where $E$ denotes the expectation operator. Similarly, one may say that $\hat{\theta}$ is an unbiased estimator if $E(\hat{\theta}) = \theta$. Some examples follow.
Example 1
Suppose an investigator wants to know the average amount of credit card debt of undergraduate students from a certain university. Then the population would be all undergraduate students currently enrolled in this university, and the population mean of the amount of credit card debt of these undergraduate students, denoted by $\theta$, is the parameter of interest. To estimate $\theta$, a random sample is collected from the university, and the sample mean of the amount of credit card debt is calculated. Denote this sample mean by $\hat{\theta}_1$. Then $E(\hat{\theta}_1) = \theta$; that is, $\hat{\theta}_1$ is an unbiased estimator. If the largest amount of credit card debt from the sample, call it $\hat{\theta}_2$, is used to estimate $\theta$, then obviously $\hat{\theta}_2$ is biased. In other words, $E(\hat{\theta}_2) \neq \theta$.
Example 2
In this example a more abstract scenario is examined. Consider a statistical model in which a random variable $X$ follows a normal distribution with mean $\mu$ and variance $\sigma^2$, and suppose a random sample $X_1, \ldots, X_n$ is observed. Let the parameter $\theta$ be $\mu$. It is seen in Example 1 that $\bar{X} = \frac{1}{n} \sum_{i=1}^{n} X_i$, the sample mean of $X_1, \ldots, X_n$, is an unbiased estimator for $\theta$. But $\bar{X}^2$ is a biased estimator for $\mu^2$ (or $\theta^2$). This is because $\bar{X}$ follows a normal distribution with mean $\mu$ and variance $\frac{\sigma^2}{n}$. Therefore, $E(\bar{X}^2) = \mu^2 + \frac{\sigma^2}{n} \neq \mu^2$.
Example 2 indicates that one should be careful about determining whether an estimator is biased. Specifically, although $\hat{\theta}$ is an unbiased estimator for $\theta$, $g(\hat{\theta})$ may be a biased estimator for $g(\theta)$ if $g$ is a nonlinear function. In Example 2, $g(\theta) = \theta^2$ is such a function. However, when $g$ is a linear function, that is, $g(\theta) = a\theta + b$ where $a$ and $b$ are two constants, then $g(\hat{\theta})$ is always an unbiased estimator for $g(\theta)$.
Example 3
Let $X_1, \ldots, X_n$ be an observed sample from some distribution (not necessarily normal) with mean $\mu$ and variance $\sigma^2$. The sample variance $S^2$, which is defined as $\frac{1}{n-1} \sum_{i=1}^{n} (X_i - \bar{X})^2$, is an unbiased estimator for $\sigma^2$, while the intuitive guess $\frac{1}{n} \sum_{i=1}^{n} (X_i - \bar{X})^2$ would yield a biased estimator. A heuristic argument is given here. If $\mu$ were known, $\frac{1}{n} \sum_{i=1}^{n} (X_i - \mu)^2$ could be calculated, which would be an unbiased estimator for $\sigma^2$. But since $\mu$ is not known, it has to be replaced by $\bar{X}$. This replacement actually makes the numerator smaller. That is, $\sum_{i=1}^{n} (X_i - \bar{X})^2 \leq \sum_{i=1}^{n} (X_i - \mu)^2$ regardless of the value of $\mu$. Therefore, the denominator has to be reduced a little bit (from $n$ to $n-1$) accordingly.
A closely related concept is the bias of an estimator, which is defined as $E(\hat{\theta}) - \theta$. Therefore, an unbiased estimator can also be defined as an estimator whose bias is zero, while a biased estimator is one whose bias is nonzero. A biased estimator is said to underestimate the parameter if the bias is negative or overestimate the parameter if the bias is positive.
Biased estimators are usually not preferred in estimation problems, because in the long run, they do not provide an accurate “guess” of the parameter. Sometimes, however, cleverly constructed biased estimators are useful because although their expectation does not equal the parameter under estimation, they may have a small variance. To this end, a criterion that is quite commonly used in statistical science for judging the quality of an estimator needs to be introduced. The mean square error (MSE) of an estimator $\hat{\theta}$ for the parameter $\theta$ is defined as $E\left[\left(\hat{\theta} - \theta\right)^2\right]$. Apparently, one should seek estimators that make the MSE small, which means that $\hat{\theta}$ is “close” to $\theta$. Notice that
$$E\left[\left(\hat{\theta} - \theta\right)^2\right] = E\left[\left(\hat{\theta} - E\{\hat{\theta}\}\right)^2\right] + \left(E\{\hat{\theta}\} - \theta\right)^2$$
$$= Var(\hat{\theta}) + Bias^2,$$
meaning that the magnitude of the MSE, which is always nonnegative, is determined by two components: the variance and the bias of the estimator. Therefore, an unbiased estimator (for which the bias would be zero), if possessing a large variance, may be inferior to a biased estimator whose variance and bias are both small. One of the most prominent examples is the shrinkage estimator, in which a small amount of bias for the estimator gains a great reduction of variance. Example 4 is a more straightforward example of the usage of a biased estimator.
**Example 4**
Let $X$ be a Poisson random variable, that is, $P(X = x) = \frac{e^{-\lambda} \lambda^x}{x!}$, for $x = 0, 1, 2, \ldots$. Suppose the parameter $\theta = e^{-2\lambda}$, which is essentially $\left[P(X = 0)\right]^2$, is of interest and needs to be estimated. If an unbiased estimator, say $\hat{\theta}_1(X)$, for $\theta$ is desired, then by the definition of unbiasedness, it must satisfy $\sum_{x=0}^{\infty} \hat{\theta}_1(x) \frac{e^{-\lambda} \lambda^x}{x!} = e^{-2\lambda}$ or, equivalently, $\sum_{x=0}^{\infty} \hat{\theta}_1(x) \frac{\lambda^x}{x!} = e^{-\lambda}$ for all positive values of $\lambda$. Clearly, the only solution is that $\hat{\theta}_1(x) = (-1)^x$. But this unbiased estimator is rather absurd. For example, if $X = 10$, then the estimator $\hat{\theta}_1$ takes the value of 1, whereas if $X = 11$, then $\hat{\theta}_1$ is 1. As a matter of fact, a much more reasonable estimator would be $\hat{\theta}_2(X) = e^{-2X}$, based on the maximum likelihood approach. This estimator is biased but always has a smaller MSE than $\hat{\theta}_1(X)$.
*Zhigang Zhang and Qianxing Mo*
*See also Distribution; Estimation; Expected Value*
**Further Readings**
Kay, S., & Eldar, Y. C. (2008). Rethinking biased estimation [lecture notes]. *IEEE Signal Processing Magazine*, 25(3), 133–136. doi:10.1109/MSP.2008.918027.
Mayer, L. S., & Wilke, T. A. (1973). On biased estimation in linear models. *Technometrics*, 15(3), 497–508.
Özkale, M. R., & Arican, E. (2016). A new biased estimator in logistic regression model. *Statistics*, 50(2), 233–253. doi:10.1080/02331888.2015.1123711.
So, S. (2008). *Why is the sample variance a biased estimator?* (p. 9). Queensland, Australia: Griffith University, Tech. Rep.
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**BINOMIAL DISTRIBUTION**
The binomial distribution describes the results of repeated independent trials of an event for which the outcome space has two possible values (e.g., yes or no, true or false, heads or tails, success or failure), and each trial shares the same probability of success. The binomial distribution represents the probability of different combinations of successes or failures when the experiment is repeated $n$ number of times, and $X$ represents the number of successes in $n$ trials. The probability that a single trial succeeds can be represented with parameter $p$. The probability that a single trial fails can be represented with parameter $q$. The sum of $p$ and $q$ must always equal 1. The mean of a binomial distribution is always $\mu = n \times p$, and the variance of $X$ can be approximated by $\sigma^2 = n \times p \times q$. Some statistical inference can be made using the binomial distribution in specific examples. This entry presents a description of the history of the binomial distribution as well as the applications for statistical inference and some specific examples where the binomial distribution can be used.
**History**
The desire to calculate probabilities in games of chance led to the first studies of binomial distribution. Essentially, mathematically inclined gamblers wanted to calculate their probability of winning on a certain number of dice rolls. In 1713, Jakob Bernoulli, a Swiss...
mathematician, published a proof that determined that the probability of $X$ equaling a specified number, $x$, in $n$ trials was equal to the $x$th term in the binomial expansion of the expression $(p + q)^n$, thus creating the binomial distribution.
The binomial distribution was used in 1936 to publish evidence of possible scientific chicanery by Gregor Mendel in the famous 1866 pea genetics experiments. Ronald Fisher noted that the reported laws of inheritance in peas would dictate that the number of certain colors of peas would have a binomial distribution, and the results reported by Mendel should have a probability of only about .1.
**Applications for Statistical Inference**
Any experiment using the binomial distribution has two assumptions: identical trials and independent trials. Identical trials is the assumption that $p$ and $q$ take on the same probability value across $n$ number of trials. The compound binomial distribution does not assume identical trials. Independent trials is the assumption that subsequent trials are not affected by previous outcomes, so in order for the binomial distribution to be used, sampling with replacement must occur.
When the random variable $X$ has parameters $n$ and $p$ in the binomial distribution, it is mathematically represented as $X \sim B(n, p)$. The probability that $X$ is equal to a certain number, $x$, where $x = 0, 1, 2, \ldots, n$, is given by the probability mass function:
$$f(x) = P(C = x) = C^n_x p^x q^{n-x},$$
where $C^n_x$ is a mathematical combination, called the *binomial coefficient*, given by the equation:
$$C^n_x = \frac{n!}{x!(n-x)!}.$$
The cumulative distribution function for the binomial distribution is simply the sum of the probability mass function results for all applicable values. For example, the cumulative distribution function for the probability that $X$ is less than or equal to a certain number, $x$, where $x = 0, 1, 2, \ldots, n$, is given by
$$P(C \leq x) = \sum_{i=0}^{x} C^n_i p^i q^{n-i},$$
while the cumulative distribution function for the probability that $X$ is greater than or equal to a certain number, $x$, where $x = 0, 1, 2, \ldots, n$, is given by
$$P(C \geq x) = \sum_{i=x}^{n} C^n_i p^i q^{n-i}.$$
**Properties**
When $p$ represents the probability of a success in one trial and $n$ represents the number of trials, the expected value or mean of the binomial distribution is $\mu = n \times p$ and the variance is $\sigma^2 = n \times p \times q$, where $q$ represents the probability of failure on one trial, or $1 - p$. If $p$ is unknown, $\hat{p}$ can be estimated to represent $p$ as an unbiased estimator such that $\hat{p} = \frac{x}{n}$, where $x$ is the number of observed successes in $n$ trials.
The mode of the binomial distribution is dependent on different cases of the distribution and can be calculated as
$$\text{Mode} = \begin{cases}
\text{floor}[(n+1)p] & \text{if } (n+1)p \text{ is 0 or a noninteger,} \\
(n+1)p \text{ and } (n+1)p-1 & \text{if } (n+1)p \in \{1, \ldots, n\}, \\
\frac{n}{n} & \text{if } (n+1)p = n+1,
\end{cases}$$
where $\text{floor}()$ is the floor function indicating the lowest previous integer in a series. For example, if a fair six-sided die is rolled six times, $n = 6$, $p = \frac{1}{6}$, so the mode would be $\text{floor}\left[\frac{(6+1)}{6}\right]$, which is equal to $\text{floor}\left[\frac{7}{6}\right]$. When taking the lowest previous integer of $\frac{7}{6}$, the result is that the mode equals 1.
The median of the binomial distribution does not have a single formula; however, the median conforms to several statements, including
1. The median, $m$, must lie within the interval $\text{floor}(np) \leq m \leq \text{ceiling}(np)$ where $\text{floor}()$ is the lowest previous integer in a series and $\text{ceiling}()$ is the highest previous integer in a series.
2. The median must not be far from the mean such that
$$|mnp| \leq \min\{\ln 2, \max(p, 1-p)\}.$$
3. When $p = .5$ and $n$ is odd, the median is a number in the interval:
$$\frac{1}{2}(n-1) \leq m \leq \frac{1}{2}(n+1).$$
4. When $p = .5$ and $n$ is even, the median equals $\frac{n}{2}$.
**Confidence Intervals**
A number of methods exist for determining a confidence level for the probability of success in a binomial
distribution. The Wald method is the most commonly recommended method; other methods include the Clopper–Pearson interval, the Agresti–Coull method, and the Arcsine method.
The Clopper–Pearson method, sometimes known as the exact method, calculates a confidence interval based on the binomial distribution’s cumulative properties. When $x$ is the number of successes observed in a binomial sample with $n$ trials, the Clopper–Pearson method interval is given by
$$\frac{1}{1 + \frac{n - x + 1}{x} F_{2(n - x + 1), 2x, \frac{\alpha}{2}}} \leq p \leq \frac{x + 1}{n - x} F_{2(x + 1), 2(n - x), \frac{\alpha}{2}}.$$
For example, if in 10 trials there are three successes, the Clopper–Pearson method gives a 95% confidence interval of
$$\frac{1}{1 + \frac{10 - 3 + 1}{3} F_{16, 6, 0.025}} \leq p \leq \frac{3 + 1}{10 - 3} F_{8, 14, 0.025},$$
thus, $.087 \leq p \leq .607$.
Given that $\hat{p}$ is the proportion of successes representing the estimate of $p$, and $z$ is the quantile from the standard normal distribution that corresponds to the desired error rate, $\alpha$, the Wald method for calculating a confidence interval is given by $\hat{p} \pm z \sqrt{\frac{\hat{p}(1 - \hat{p})}{n}}$. In an attempt to reduce some of the bias as a result of the Wald method, the Agresti–Coull method modifies the estimate of $p$ to be $\tilde{p} = \frac{x + \frac{1}{2} z^2}{n + z^2}$ and modifies the calculation of the confidence interval such that it is given by $\tilde{p} \pm z \sqrt{\frac{\tilde{p}(1 - \tilde{p})}{n + z^2}}$.
Finally, the Arcsine method calculates the confidence interval through the use of the equation:
$$\sin^2 \left( \arcsin \left( \sqrt{\hat{p}} \right) \pm \frac{z}{2\sqrt{n}} \right).$$
**Visualization**
When visualizing the binomial distribution, a histogram like that shown in Figure 1 is constructed for each specific example. Number of successes, $X$, is plotted along the $x$-axis, while the probability of $X$ is plotted along the $y$-axis according to the probability mass function results. As $n$ increases, the binomial distribution will begin to look smoother. However, the binomial distribution does not have a set shape, as $p$ and $q$ change the mean of the distribution, and $n$, $p$, and $q$ change the variance of the distribution. When $n$ is large and $p$ approaches .5, the binomial distribution approaches a bell-shaped curve. When $p$ is smaller than .5, the visualization of the binomial distribution is right skewed. As $p$ becomes smaller, the distribution becomes even more right skewed. When $p$ is larger than .5, the visualization of the binomial distribution is left skewed. Again, as $p$ becomes larger, the distribution is even more left skewed.
**Examples**
Example 1 shows an application of the binomial distribution using the probability mass function. Example 2 shows an application of the binomial distribution using the cumulative distribution function.
**Example 1: Baseball Batting Percentage**
One example of applying the binomial distribution can be seen by predicting the number of hits a baseball player will get in three at bats. A batting average is calculated by taking the number of times a player has gotten a hit divided by the number of times they have been at bat, minus the number of times they took a base on balls. So a batter’s probability of succeeding in getting a hit, $p$, can be represented by their batting average, usually somewhere around $p = .3$, and their probability of failing and getting an out, $q$, can be 1 minus batting average: $q = .7$. In three at bats, there are eight different patterns of outcomes. With a hit represented as “H” and an out repreTable 1 Probability for All Possible Patterns of at Bat Outcomes
| Outcome | Probability | X |
|---------|-------------|---|
| HHH | .3^3 | 3 |
| HHO | .3^2 · .7 | 2 |
| HOH | .3^2 · .7 | 2 |
| HOO | .3 · .7^2 | 1 |
| OHH | .3^2 · .7 | 2 |
| OHO | .3 · .7^2 | 1 |
| OOH | .3 · .7^2 | 1 |
| OOO | .7^3 | 0 |
Table 2 Frequency Table of Number of Successes in Three at Bats
| X | f(x) |
|---|------------|
| 0 | .7^3 = .343|
| 1 | 3(.3 · .7^2) = .441|
| 2 | 3(.3^2 · .7) = .189|
| 3 | .3^3 = .027|
presented at “O,” the possible outcomes include HHH, HHO, HOH, HOO, OHH, OHO, OOH, and OOO. However, each of these outcomes has its own probability of happening. To calculate the probability of a pattern, the probability of each individual event is multiplied. So, for example, the probability of HOH would be .3 × .7 × .3, which can be simplified to .3^2 × .7. Table 1 provides the probabilities for all possible patterns of outcomes.
As Table 1 shows, one combination results in three hits, X = 3; three combinations result in two hits and one out, X = 2; three combinations result in one hit and two outs, X = 1; and one combination results in three outs, X = 0. Notice that each pattern that results in the same X value has the same probability value, regardless of what order the hits or outs happen in. This is precisely why the binomial coefficient is included in the probability mass function. Most of the time, a researcher would not ask what the probability of a certain pattern is; instead, a researcher would ask something like “what is the probability that the player gets two hits in three at bats.” In this example, it was fairly easy to calculate the probability of every possible pattern. However, that is not possible in most models, so the binomial coefficient calculates how many patterns result in the same number of successes or the same X value. Table 2 illustrates the frequency table for each X number of successes. The histogram shown in Figure 1 represents this example.
Example 2: Marathon Entry Percentage
Other applications of the binomial distribution need to use the cumulative distribution function rather than the probability mass function. For example, 70% of people who apply to run a local marathon are randomly drawn to receive entry into the race. If five friends all apply, what is the probability that at least four of them are accepted? In this case, at least four runners means that the probabilities of having 4 of 5 and 5 of 5 admitted need to be summed. So the cumulative distribution function would be
\[ P(C \geq 4) = \sum_{i=4}^{5} C_i^5 \cdot .7^i \cdot .3^{5-i}, \]
\[ P(C \geq 4) = C_4^5 \cdot .7^4 \cdot .3^{5-4} + C_5^5 \cdot .7^5 \cdot .3^{5-5}, \]
\[ P(C \geq 4) = \left( \frac{5!}{4!1!} (.2401)(.3) \right) + \left( \frac{5!}{5!0!} (.16807)(1) \right), \]
\[ P(C \geq 4) = .52822. \]
Thus, the probability of at least four of the runners being admitted is approximately .52822 or 52.82%.
Jessica Hess and Neal M. Kingston
See also Bernoulli Distribution; Beta Distribution; Mode; Normal Distribution; Poisson Distribution; Stochastic Processes; z Distribution
Further Readings
Agresti, A., & Coull, B. (1998). Approximate is better than “exact” for interval estimation of binomial proportions. *The American Statistician, 52*(2), 119–126. doi:10.1080/00031305.1998.10480550.
Čekanavicius, V., & Roos, B. (2006). Compound binomial approximations. *Annals of the Institutes of Statistical Mathematics, 58*, 187–210. doi:10.1007/s10463-005-0018-4.
Edwards, A. W. (1960). The meaning of binomial distribution. *Nature, 186*, 1074. doi:10.1038/1861074a0.
Jowett, G. H. (1963). The relationship between the binomial and F distributions. *Journal of the Royal Statistical Society, 13*(1), 55–57.
Kaas, R., & Buhrman, J. (1980). Mean, median, and mode in binomial distributions. *Statistica Neerlandica, 34*(1), 13–18. doi:10.1111/j.1467-9574.1980.tb00681.x.
Biological and Technical Replicates
Biological and technical replicates are two different approaches to making repeated measurements of an underlying biological phenomenon in biomedical research. It is generally a good practice to include both types of replicates in each experiment.
Broadly speaking, technical replicates are independently repeated measurements of the same sample using the same procedure. As such, these replicates represent independent measures of the noise (typically random) associated with protocols or equipment: They help measure the reproducibility of an assay and not the reproducibility of the underlying biological phenomenon. Biological replicates, on the other hand, are parallel measurements of biologically distinct samples. These replicates help capture the variation (random or otherwise) of the biological phenomenon under study and help measure its reproducibility. The distinction between technical and biological replicates is a functional one, in that it depends on which type of data variability—procedural or biological—they capture and not necessarily on how the replicates are obtained.
There is no one-size-fits-all formula for designing replicates that are optimal for a given experiment. The optimal design, including the optimal mix of technical and biological replicates in a given experiment, depends on the potential sources and magnitudes of variability in a given experiment and the questions that the experiment seeks to answer.
Historical Origins of the Replicate Nomenclature
Until the 1990s, much of the reproducibility testing in biomedical research, especially in the wet laboratory experimental sciences such as molecular and cellular biology, employed what would be considered technical replicates today. The push to systematically include biological replicates in experiments originated primarily in these fields in the 2000s with the widespread realization that biomedical research findings were not sufficiently reproducible, in large part because technical replicates by themselves did not properly account for the variability of the underlying biological phenomena. Major funding agencies in these fields, such as the U.S. National Institutes of Health, spurred the widespread adoption of the current replicate nomenclature and practices of replicate design by incentivizing researchers to employ both biological and technical replicates in their research as a way of enhancing the reproducibility of the research findings.
While the practice of quantitative measurements and statistical testing was much better established in many other fields of biomedical research, such as epidemiology, psychophysics, ecology and evolutionary biology, reproducibility of results was not necessarily commensurately better in these fields, arguably also because of poor replicate design.
Reproducibility Requires Representative Replicates
Research is primarily about learning general truths about the phenomenon under study. A set of findings is useful only to the extent that the same findings are obtained when the given experiment is independently but precisely repeated. The term reproducibility typically means this type of across-experiment reproducibility of the findings or conclusions and not of the measurements on which the conclusions are based. One accepts the mathematical reality that the measurements themselves will not be exactly reproducible from one instance to the next, be it within or across experiments, even as one expects the conclusions to be reproducible.
The only way one can draw reproducible conclusions based on inherently variable measurements is to use sound practices of statistical sampling and, where necessary, statistical testing. To the extent that the empirical measurements are truly representative of the underlying phenomenon, one can have a quantifiable degree of confidence, say 95%, that the conclusions will be reproduced when the experiment is exactly repeated. Thus, the key to obtaining reproducible results is to ensure that replicates as a group adequately represent the relevant statistical properties of the phenomenon of interest. This, in a nutshell, is the goal of replicate design: to ensure that the replicates are representative and that they adequately capture the study-relevant statistical properties, including the variability, of the phenomenon.
In biology, the substrates of phenomena of interest tend to be highly variable. Therefore, ensuring that this biological variability is properly represented in the empirical measurements of a given phenomenon is a necessary and proper way of improving the reproducibility of the findings about the phenomenon. In other
words, it is usually a good idea to include biological replicates in an experiment because the underlying biological substrates are usually variable. It follows from the elementary principles of statistics that the greater the variability of the relevant biological substrates, the larger the number of replicates needed to adequately capture this variability.
**Basic Principles of Replicate Design**
Consider a simple hypothetical experiment to determine the levels of a blood component called *albumin* in adult Spraque Dawley laboratory rats 24 hours after skin injury. We induce injury in a designated spot, say a hind thigh, using standard procedures in one rat. We draw a vial of blood from this rat 24 hours after the procedure and measure the albumin levels using standard procedures. We repeat this measurement twice more independently using the same vial of blood. These constitute three technical replicates because they measure the reproducibility of the albumin assay (Figure 1A). From the three replicates, we determine the mean and the standard deviation of albumin levels.
Note, however, that these findings apply only to the particular vial of blood. We have no way of evaluating whether the results are likely to be reproducible across additional blood draws from the same mouse because we have not tested any additional blood draws. Obviously, this is not a useful outcome and reflects poor replicate design. To make the results more generalizable, we make three mutually independent blood draws from this rat and measure the albumin levels in each (Figure 1B). Although the sample size remains the same at three, these technical replicates are better designed because the albumin level estimate is likely to be better reproducible for this mouse.
It is desirable to have our findings apply to all Spraque Dawley rats and not just to the one rat we tested. We therefore repeat the experiment using three different rats, making one measurement each (Figure 1C). These three biological replicates allow us to draw conclusions about the three rats in question. To the extent that these three rats are representative of all Spraque Dawley rats, the results should be reproducible across all rats of this strain when the experiment is exactly repeated.
In general, it is a good practice to include both technical and biological replicates (Figure 1D), since the two types of replicates measure different types of variability in the measurements, as noted earlier.
**Additional Observations About Replicate Design**
There are a few additional things we always wanted to know about replicate design but our mothers never told us. First, it ultimately does not matter whether a given replicate is designated a technical replicate or a biological replicate, as long as the sources of the replicates are faithfully kept track of. For instance, if we arbitrarily shuffle the replicate designations of one or
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**Figure 1** A Hypothetical Example That Illustrates the Distinction Between Technical and Biological Replicates
*Note:* In each case, rat blood is drawn and the concentration of albumin in the blood is measured. In each panel, dotted arrows at the top denote blood draws, and solid arrows at the bottom denote albumin measurements. (A) Repeated measurements from the same blood draw nominally represent technical replicates but reflect poor replicate design. (B) A better design for technical replicates is to make multiple independent blood draws and measure albumin level in each draw. (C) Biological replicates are those in which each blood draw is made from a different selected rat. (D) It is generally a good design practice to include both technical and biological replicates in an experiment and to adjust the relative proportions of the two types of replicates so that the replicates are representative of the phenomenon under study. Of the four replicate designs shown, the one in panel D is likely to yield the most reproducible results, even though the sample size \((n = 3)\), and therefore the nominal statistical power, is the same in all cases. Note that statistically desirable values of \(n\) tend to be higher than 3 in actual experiments.
more replicates in Figure 1, it will not in any way affect the experimental findings, our observations as to which aspects of the experiments the findings apply to, or the reproducibility of the findings. Indeed, the technical replicates in the earlier example meet some of the criteria of biological replicates, in that they capture some of the procedural variability with a biological basis, such as the variability in the induced injury across rats. In some cases, it can be difficult to decide whether a given replicate qualifies as either type of replicate or both. For instance, what constitutes a technical replicate in a study that seeks to determine whether home value appraisers estimate lower values for homes owned by African Americans than those owned by Caucasians? Moreover, there are vast areas of research where the phenomena of interest are not biological at all. For instance, what would constitute biological replicates in a study about the effect of ethanol on catalytic converters in cars? Yet, no one would dispute the importance of these research questions or of ensuring the reproducibility of the findings by designing the replicates properly. In thinking about these issues, it helps to keep in mind the aforementioned historical origins of the replicate nomenclature and that while reproducibility is desirable in all research, not all research involves biology or even experimentation.
Second, proper replicate design requires that the goals of the study and the planned data analyses be precisely specified beforehand. This is especially important when the underlying phenomena are complex, multivariate, and/or subject to dynamic change. For instance, in the case of the aforementioned rat experiment, we need to decide which aspects of the underlying phenomenon we want to draw conclusions about and how broadly we want to draw them: injury to which body regions, which types of the injury (e.g., abrasions, cuts, chemicals, or burns), which ages, and so forth. Specifying the research question has the effect of specifying which statistical properties are relevant to the study and which are not, thus making replicate design more tractable. Without specifying the study parameters in this fashion, we would risk either having to obtain an unmanageably large number of replicates to try and capture all potential statistical variability of the underlying substrates or designing poor replicates that fail to capture the study-relevant variations of the phenomenon, and thereby reducing the reproducibility of the research findings. Specifying the planned tests is necessary for, among other things, planning the number of various replicates. For instance, in the aforementioned rat experiment, we planned no statistical tests because the goal of this simple experiment was to simply estimate the albumin levels, not to test any hypotheses. For a more complex experiment, in which we test the hypothesis that albumin levels in rats with skin injury are higher than in control rats that underwent a sham procedure, we would need to obtain replicates from both the treatment group and control group of rats. The numbers of the replicates do not necessarily have to be the same between the two groups. For instance, sham injury may be quite consistent from one rat to the next, so that fewer technical replicates might suffice for the control group.
Third, replicate design is closely related to, but not the same as, sample size calculation. A common, recommended practice is to first perform power analyses based on the expected strength of the effect under study (estimated based on the best available information from published results or pilot data), planned statistical tests, and the desired level of statistical significance and statistical power. This will yield the required total number of replicates (or sample size $n$). The $n$ value can then be broken down into the desired numbers of technical versus biological replicates based on the estimated variability from various sources.
A fourth, related principle is that it is the responsibility of the researcher to report the replicate design, along with the rest of the study methods in sufficient detail as to enable other researchers to replicate the findings independently. Reporting a study poorly is tantamount to designing it poorly.
Finally, there are many cases in which a statistically optimal replicate design is not possible, not desirable, or both. For instance, in invasive studies of neural activity in monkey brains, it is typical to use only two monkeys because using additional monkeys is inadvisable without a compelling reason. Instead, researchers typically study a large number of individual neurons in either monkey, which results in a statistically suboptimal nested replicate design. One can nonetheless draw the best possible reproducible conclusions from such nested data using commonly available statistical tools. In cases such as this, the imperatives of sound statistical design must be balanced against other principles of sound research, and reproducibility must be maximized using the best available alternative methods.
Jay Hegdé
See also Animal Research; Nested Sampling; Power Analysis; Replication; Sample Size
Further Readings
Aarts, E., Verhage, M., Veenvliet, J. V., Dolan, C. V., & van der Sluis, S. (2014). A solution to dependency: Using multilevel analysis to accommodate nested data. *Nature Neuroscience*, 17(4), 491–496. doi: 10.1038/nn.3648.
Blainey, P., Krzywinski, M., & Altman, N. (2014). Points of significance: Replication. *Nature Methods*, 11(9), 879–880. doi: 10.1038/nmeth.3091.
Bivariate Regression
Regression is a statistical technique used to help investigate how variation in one or more variables predicts or explains variation in another variable. This popular statistical technique is flexible in that it can be used to analyze experimental or nonexperimental data with multiple categorical and continuous independent variables. If only one variable is used to predict or explain the variation in another variable, the technique is referred to as bivariate regression. When more than one variable is used to predict or explain variation in another variable, the technique is referred to as multiple regression. Bivariate regression is the focus of this entry.
Various terms are used to describe the independent variable in regression, namely, predictor variable, explanatory variable, or presumed cause. The dependent variable is often referred to as an outcome variable, criterion variable, or presumed effect. The choice of independent variable term will likely depend on the preference of the researcher or the purpose of the research. Bivariate regression may be used solely for predictive purposes. For example, do scores on a college entrance exam predict college grade point average? Or it may be used for explanation. Do differences in IQ scores explain differences in achievement scores? It is often the case that although the term predictor is used by researchers, the purpose of the research is, in fact, explanatory.
Suppose a researcher is interested in how well reading in first grade predicts or explains fifth-grade science achievement scores. The researcher hypothesizes that those who read well in first grade will also have high science achievement in fifth grade. An example bivariate regression will be performed to test this hypothesis. The data used in this example are a random sample of students (10%) with first-grade reading and fifth-grade science scores and are taken from the Early Childhood Longitudinal Study public database. Variation in reading scores will be used to explain variation in science achievement scores, so first-grade reading achievement is the explanatory variable and fifth-grade science achievement is the outcome variable. Before the analysis is conducted, however, it should be noted that bivariate regression is rarely used in published research. For example, intelligence is likely an important common cause of both reading and science achievement. If a researcher was interested in explaining fifth-grade science achievement, then potential important common causes, such as intelligence, would need to be included in the research.
Regression Equation
The simple equation for bivariate linear regression is $Y = a + bX + e$. The science achievement score, $Y$, for a student equals the intercept or constant ($a$), plus the slope ($b$) times the reading score ($X$) for that student, plus error ($e$). Error, or the residual component ($e$), represents the error in prediction, or what is not explained in the outcome variable. The error term is not necessary and may be dropped so that the following equation is used: $Y' = a + bX$. $Y'$ is the expected (or predicted) score. The intercept is the predicted fifth-grade science score for someone whose first-grade reading score is zero. The slope ($b$, also referred to as the unstandardized regression coefficient) represents the predicted unit increase in science scores associated with a one-unit increase in reading scores. $X$ is the observed score for that person. The two parameters ($a$ and $b$) that describe the linear relation between the predictor and outcome are thus the intercept and the regression coefficient. These parameters are often referred to as least squares estimators and will be estimated using the two sets of scores. That is, they represent the optimal estimates that will provide the least error in prediction.
Returning to the example, the data used in the analysis were first-grade reading scores and fifth-grade science scores obtained from a sample of 1,027 school-age children. $T$-scores, which have a mean of 50 and standard deviation of 10, were used. The means for the scores in the sample were 51.31 for reading and 51.83 for science.
Because science scores are the outcome, the science scores are regressed on first-grade reading scores. The easiest way to conduct such analysis is to use a statistical program. The estimates from the output may then be plugged into the equation. For these data, the prediction equation is $Y = 21.99 + (.58)X$. Therefore, if a student’s first-grade reading score was 60, the predicted fifth-grade science achievement score for that student would be $21.99 + (.58)(60)$, which equals 56.79. One might ask, why even conduct a regression analysis to obtain a predicted science score when Johnny’s science score was already available? There are a few possible reasons.
First, perhaps a researcher wants to use the information to predict later science performance, either for a new group of students or for an individual student, based on current first-grade reading scores. Second, a researcher may want to know the relation between the two variables, and a regression provides a nice summary of the relation between the scores for all the students. For example, do those students who tend to do well in reading in first grade also do well in science in fifth grade? Last, a researcher might be interested in different outcomes related to early reading ability when considering the possibility of implementing an early reading intervention program. Of course a bivariate relation is not very informative. A much more thoughtfully developed causal model would need to be developed if a researcher was serious about this type of research.
**Scatterplot and Regression Line**
The regression equation describes the linear relation between variables; more specifically, it describes science scores as a function of reading scores. A scatterplot could be used to represent the relation between these two variables, and the use of a scatterplot may assist one in understanding regression. In a scatterplot, the science scores (outcome variable) are on the $y$-axis, and the reading scores (explanatory variable) are on the $x$-axis.
A scatterplot is shown in Figure 1. Each person’s reading and science scores in the sample are plotted. The scores are clustered fairly closely together, and the general direction looks to be positive. Higher scores in reading are generally associated with higher scores in science. The next step is to fit a regression line. The regression line is plotted so that it minimizes errors in prediction, or simply, the regression line is the line that is closest to all the data points. The line is fitted automatically in many computer programs, but information obtained in the regression analysis output can also be used to plot two data points that the line should be drawn through. For example, the intercept (where the line crosses the $y$-axis) represents the predicted science score when reading equals zero. Because the value of the intercept was 21.99, the first data point would be found at 0 on the $x$-axis and at 21.99 on the $y$-axis. The second point on the line may be located at the mean reading score (51.31) and mean science score (51.83). A line can then be drawn through those two points. The line is shown in Figure 1. Points that are found along this regression line represent the predicted science achievement score for Person A with a reading score of X.
**Unstandardized and Standardized Coefficients**
For a more thorough understanding of bivariate regression, it is useful to examine in more detail the output obtained after running the regression. First, the intercept has no important substantive meaning. It is unlikely that anyone would score a zero on the reading test, so it does not make much sense. It is useful in the unstandardized solution in that it is used to obtain predicted scores (it is
a constant value added to everyone’s score), and as demonstrated above, it is useful in plotting a regression line. The slope \((b = .58)\) is the unstandardized coefficient. It was statistically significant, indicating that reading has a statistically significant influence on fifth-grade science. A 1-point \(T\)-score increase in reading is associated with a .58 \(T\)-score point increase in science scores. The \(bs\) are interpreted in the metric of the original variable. In the example, all the scores were \(T\)-scores. Unstandardized coefficients are especially useful for interpretation when the metric of the variables is meaningful. Sometimes, however, the metric of the variables is not meaningful.
Two equations were generated in the regression analysis. The first, as discussed in the example above, is referred to as the *unstandardized solution*. In addition to the unstandardized solution, there is a *standardized solution*. In this equation, the constant is dropped, and \(z\) scores (mean = 0, standard deviation = 1), rather than the \(T\)-scores (or raw scores), are used. The standardized regression coefficient is referred to as a *beta weight* (\(\beta\)). In the example, the beta weight was .56. Therefore, a one-standard-deviation increase in reading was associated with a .56-standard-deviation increase in science achievement. The unstandardized and standardized coefficients were similar in this example because \(T\)-scores are standardized scores, and the sample statistics for the \(T\)-scores were fairly close to the population mean of 50 and standard deviation of 10.
It is easy to convert back and forth from standardized to unstandardized regression coefficients:
\[
\beta = b \left( \frac{\text{standard deviation of reading scores}}{\text{standard deviation of science scores}} \right)
\]
or
\[
b = \beta \left( \frac{\text{standard deviation of science scores}}{\text{standard deviation of reading scores}} \right).
\]
From an interpretative standpoint, should someone interpret the unstandardized or the standardized coefficient? There is some debate over which one to use for interpretative statements, but in a bivariate regression, the easiest answer is that if both variables are in metrics that are easily interpretable, then it would make sense to use the unstandardized coefficients. If the metrics are not meaningful, then it may make more sense to use the standardized coefficient. Take, for example, number of books read per week. If number of books read per week was represented by the actual number of books read per week, the variable is in a meaningful metric. If the number of books read per week variable were coded so that 0 = no books read per week, 1 = one to three books read per week, and 2 = four or more books read per week, then the variable is not coded in a meaningful metric, and the standardized coefficient would be the better one to use for interpretation.
**\(R\) and \(R^2\)**
In bivariate regression, typically the regression coefficient is of greatest interest. Additional information is provided in the output, however. \(R\) is used in multiple regression output and represents a multiple correlation. Because there is only one explanatory variable, \(R\) (.56) is equal to the correlation coefficient \((r = .56)\) between reading and science scores. Note that this value is also identical to the \(\beta\). Although the values of \(\beta\) and \(r\) are the same, the interpretation differs. The researcher is not proposing an agnostic relation between reading scores and science scores. Rather the researcher is positing that early reading explains later science achievement. Hence, there is a clear direction in the relation, and this direction is not specified in a correlation.
\(R^2\) is the variance in science scores explained by reading scores. In the current example, \(R^2 = .31\). First-grade reading scores explained 31% of the variance in fifth-grade science achievement scores.
**Statistical Significance**
\(R\) and \(R^2\) are typically used to evaluate the statistical significance of the overall regression equation (the tests for the two will result in the same answer). The null hypothesis is that \(R^2\) equals zero in the population. One way of calculating the statistical significance of the overall regression is to use an \(F\) test associated with the value obtained with the formula
\[
\frac{R^2 / k}{(1 - R^2) / (N - k - 1)}.
\]
In this formula, \(R^2\) equals the variance explained, \(1 - R^2\) is the variance unexplained, and \(k\) equals the degrees of freedom (\(df\)) for the regression (which is 1 because one explanatory variable was used). With the numbers plugged in, the formula would look like
\[
\frac{.31 / 1}{.69 / (1027 - 1 - 1)}
\]
and results in \(F = 462.17\). An \(F\) table indicates that reading did have a statistically significant effect on science achievement, \(R^2 = .31\), \(F(1, 1025) = 462.17\), \(p < .01\).
In standard multiple regression, a researcher typically interprets the statistical significance of \(R^2\) (the statistical significance of the overall equation) and the statistical significance of the unique effects of each individual explanatory variable. Because this is bivariate regression, however, the statistical significance test of
the overall regression and the regression coefficient \((b)\) will yield the same results, and typically the statistical significance tests for each are not reported.
The statistical significance of the regression coefficient \((b)\) is evaluated with a \(t\) test. The null hypothesis is that the slope equals zero, that is, the regression line is parallel with the \(x\)-axis. The \(t\)-value is obtained by
\[
\frac{b}{\text{standard error of } b}.
\]
In this example, \(b = .58\), and its associated standard error was .027. The \(t\)-value was 21.50. A \(t\)-table could be consulted to determine whether 21.50 is statistically significant. Or a rule of thumb may be used that given the large sample size and with a two-tailed significance test, a \(t\)-value greater than 2 will be statistically significant at the \(p < .05\) level. Clearly, the regression coefficient was statistically significant. Earlier it was mentioned that because this is a bivariate regression, the significance of the overall regression and \(b\) provide redundant information. The use of \(F\) and \(t\) tests may thus be confusing, but note that \(F\) (462.17) equals \(t^2(21.50^2)\) in this bivariate case. A word of caution: This finding does not generalize to multiple regression. In fact, in a multiple regression, the overall regression might be significant, and some of the \(bs\) may or may not be significant. In a multiple regression, both the overall regression equation and the individual coefficients are examined for statistical significance.
**Residuals**
Before completing this explanation of bivariate regression, it will be instructive to discuss a topic that has been for the most part avoided until now: the residuals. Earlier it was mentioned that \(e\) (residual) was also included in the regression equation. Remember that regression parameter estimates minimize the prediction errors, but the prediction is unlikely to be perfect. The residuals represent the error in prediction. Or the residual variance represents the variance that is left unexplained by the explanatory variable. Returning to the example, if reading scores were used to predict science scores for those 1,026 students, each student would have a prediction equation in which his or her reading score would be used to calculate a predicted science score. Because the actual score for each person is also known, the residual for each person would represent the observed fifth-grade science score minus the predicted score obtained from the regression equation. Residuals are thus observed scores minus predicted scores, or conceptually they may be thought of as the fifth-grade science scores with effects of first-grade reading removed.
Another way to think of the residuals is to revert back to the scatterplot in Figure 1. The \(x\)-axis represents the observed scores, and the \(y\)-axis represents the science scores. Both predicted and actual scores are already plotted on this scatterplot. That is, the predicted scores are found on the regression line. If a person’s reading score was 40, the predicted science score may be obtained by first finding 40 on the \(x\)-axis, and then moving up in a straight line until reaching the regression line. The observed science scores for this sample are also shown on the plot, represented by the dots scattered about the regression line. Some are very close to the line whereas others are farther away. Each person’s residual is thus represented by the distance between the observed score and the regression line. Because the regression line represents the predicted scores, the residuals are the difference between predicted and observed scores. Again, the regression line minimizes the distance of these residuals from the regression line. Much as residuals are thought of as science scores with the effects of reading scores removed, the residual variance is the proportion of variance in science scores left unexplained by reading scores. In the example, the residual variance was .69, or \(1 - R^2\).
**Regression Interpretation**
An example interpretation for the reading and science example concludes this entry on bivariate regression. The purpose of this study was to determine how well first-grade science scores explained fifth-grade science achievement scores. The regression of fifth-grade science scores on first-grade reading scores was statistically significant, \(R^2 = .31\), \(F(1,1025) = 462.17\), \(p < .01\). Reading accounted for 31% of the variance in science achievement. The unstandardized regression coefficient was .58, meaning that for each \(T\)-score point increase in reading, there was a .58 \(T\)-score increase in science achievement. Children who are better readers in first grade also tend to be higher achievers in fifth-grade science.
*Matthew R. Reynolds*
*See also* Correlation; Multiple Regression; Path Analysis; Scatterplot; Variance
**Further Readings**
Bobko, P. (2001). *Correlation and regression: Principles and applications for industrial/organizational psychology and management* (2nd ed.). Thousand Oaks, CA: Sage.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). *Applied multiple regression/correlation analysis for the behavioral sciences* (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
Keith, T. Z. (2006). *Multiple regression and beyond*. Boston: Pearson.
McDonald, R. P. (1999). *Test theory: A unified treatment*. Mahwah, NJ: Lawrence Erlbaum.
Miles, J., & Shevlin, M. (2001). *Applying regression and correlation: A guide for students and researchers*. Thousand Oaks, CA: Sage.
Schroeder, L. D., Sjoquist, D. L., & Stephan, P. E. (1986). *Understanding regression analysis: An introductory guide*. Thousand Oaks, CA: Sage.
Weisburg, S. (2005). *Applied linear regression* (3rd ed.). Hoboken, NJ: Wiley.
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**Block Design**
Sir Ronald Fisher, the father of modern experimental design, extolled the advantages of block designs in his classic book, *The Design of Experiments*. He observed that block designs enable researchers to reduce error variation and thereby obtain more powerful tests of false null hypotheses. In the behavioral sciences, a significant source of error variation is the nuisance variable of individual differences. This nuisance variable can be isolated by assigning participants or experimental units to blocks so that at the beginning of an experiment, the participants within a block are more homogeneous with respect to the dependent variable than are participants in different blocks. Three procedures are used to form homogeneous blocks.
1. Match participants on a variable that is correlated with the dependent variable. Each block consists of a set of matched participants.
2. Observe each participant under all or a portion of the treatment levels or treatment combinations. Each block consists of a single participant who is observed two or more times. Depending on the nature of the treatment, a period of time between treatment level administrations may be necessary in order for the effects of one treatment level to dissipate before the participant is observed under other levels.
3. Use identical twins or litter mates. Each block consists of participants who have identical or similar genetic characteristics.
Block designs also can be used to isolate other nuisance variables, such as the effects of administering treatments at different times of day, on different days of the week, or in different testing facilities. The salient features of the five most often used block designs are described next.
**Block Designs With One Treatment**
**Dependent Samples t-Statistic Design**
The simplest block design is the randomization and analysis plan that is used with a $t$ statistic for dependent samples. Consider an experiment to compare two ways of memorizing Spanish vocabulary. The dependent variable is the number of trials required to learn the vocabulary list to the criterion of three correct recitations. The null and alternative hypotheses for the experiment are, respectively,
$$H_0: \mu_1 - \mu_2 = 0$$
and
$$H_1: \mu_1 - \mu_2 \neq 0,$$
where $\mu_1$ and $\mu_2$ denote the population means for the two memorization approaches. It is reasonable to believe that IQ is negatively correlated with the number of trials required to memorize Spanish vocabulary. To isolate this nuisance variable, $n$ blocks of participants can be formed so that the two participants in each block have similar IQs. A simple way to form blocks of matched participants is to rank the participants in terms of IQ. The participants ranked 1 and 2 are assigned to Block 1, those ranked 3 and 4 are assigned to Block 2, and so on. Suppose that 20 participants have volunteered for the memorization experiment. In this case, $n = 10$ blocks of dependent samples can be formed. The two participants in each block are randomly assigned to the memorization approaches. The layout for the experiment is shown in Figure 1.
The null hypothesis is tested using a $t$ statistic for dependent samples. If the researcher’s hunch is correct—that IQ is correlated with the number of trials to learn—the design should result in a more powerful test of a false null hypothesis than would a $t$-statistic design for
| Treat. Level | Dep. Var. | Treat. Level | Dep. Var. |
|--------------|-----------|--------------|-----------|
| Block 1 | $a_1$ | $Y_{11}$ | $a_2$ | $Y_{12}$ |
| Block 2 | $a_1$ | $Y_{21}$ | $a_2$ | $Y_{22}$ |
| Block 3 | $a_1$ | $Y_{31}$ | $a_2$ | $Y_{32}$ |
| ... | ... | ... | ... | ... |
| Block 10 | $a_1$ | $Y_{10,1}$ | $a_2$ | $Y_{10,2}$ |
$\overline{Y}_{.1}$ $\overline{Y}_{.2}$
**Figure 1** Layout for a Dependent Samples $t$-Statistic Design
*Note:* $a_j$ denotes a treatment level (*Treat. Level*); $Y_{ij}$ denotes a measure of the dependent variable (*Dep. Var.*). Each block in the memorization experiment contains two matched participants. The participants in each block are randomly assigned to the treatment levels. The means of the treatments levels are denoted by $\overline{Y}_{.1}$ and $\overline{Y}_{.2}$.
independent samples. The increased power results from isolating the nuisance variable of IQ so that it does not appear in the estimates of the error effects.
**Randomized Block Design**
The randomized block analysis of variance design can be thought of as an extension of a dependent samples $t$-statistic design for the case in which the treatment has two or more levels. The layout for a randomized block design with $p = 3$ levels of Treatment $A$ and $n = 10$ blocks is shown in Figure 2. A comparison of this layout with that in Figure 1 for the dependent samples $t$-statistic design reveals that the layouts are the same except that the randomized block design has three treatment levels.
In a randomized block design, a block might contain a single participant who is observed under all $p$ treatment levels or $p$ participants who are similar with respect to a variable that is correlated with the dependent variable. If each block contains one participant, the order in which the treatment levels are administered is randomized independently for each block, assuming that the nature of the research hypothesis permits this. If a block contains $p$ matched participants, the participants in each block are randomly assigned to the treatment levels.
The statistical analysis of the data is the same whether repeated measures or matched participants are used. However, the procedure used to form homogeneous blocks does affect the interpretation of the results. The results of an experiment with repeated measures generalize to a population of participants who have been exposed to all the treatment levels. The results of an experiment with matched participants generalize to a population of participants who have been exposed to only one treatment level.
The total sum of squares (SS) and total degrees of freedom for a randomized block design are partitioned as follows:
$$SSTOTAL = SSA + SSBLOCKS + SSRESIDUAL$$
$$np - 1 = (p - 1) + (n - 1) + (n - 1)(p - 1),$$
where $SSA$ denotes the Treatment $A$ SS and $SSBLOCKS$ denotes the blocks SS. The $SSRESIDUAL$ is the interaction between Treatment $A$ and blocks; it is used to estimate error effects. Many test statistics can be thought of as a ratio of error effects and treatment effects as follows:
$$\text{Test statistic} = \frac{f(\text{error effects}) + f(\text{treatment effects})}{f(\text{error effects})},$$
where $f()$ denotes a function of the effects in parentheses. The use of a block design enables a researcher to isolate variation attributable to the blocks variable so that it does not appear in estimates of error effects. By removing this nuisance variable from the numerator and denominator of the test statistic, a researcher is rewarded with a more powerful test of a false null hypothesis.
Two null hypotheses can be tested in a randomized block design. One hypothesis concerns the equality of the Treatment $A$ population means; the other hypothesis concerns the equality of the blocks population means. For this design and those described later, assume that the treatment represents a fixed effect and the nuisance variable, blocks, represents a random effect. For this mixed model, the null hypotheses are
| Block 1 | Treat. Level | Dep. Var. | Treat. Level | Dep. Var. | Treat. Level | Dep. Var. |
|---------|--------------|-----------|--------------|-----------|--------------|-----------|
| | $a_1$ | $Y_{11}$ | $a_2$ | $Y_{12}$ | $a_3$ | $Y_{13}$ |
| | $a_1$ | $Y_{21}$ | $a_2$ | $Y_{22}$ | $a_3$ | $Y_{23}$ |
| | $a_1$ | $Y_{31}$ | $a_2$ | $Y_{32}$ | $a_3$ | $Y_{33}$ |
| | $\vdots$ | $\vdots$ | $\vdots$ | $\vdots$ | $\vdots$ | $\vdots$ |
| Block 10| $a_1$ | $Y_{10,1}$ | $a_2$ | $Y_{10,2}$ | $a_3$ | $Y_{10,3}$|
$\overline{Y}_1$
$\overline{Y}_2$
$\overline{Y}_3$
$\vdots$
$\overline{Y}_{10}$
**Figure 2** Layout for a Randomized Block Design With $p = 3$ Treatment Levels and $n = 10$ Blocks
*Note:* $a_i$ denotes a treatment level (Treat. Level); $Y_{ij}$ denotes a measure of the dependent variable (Dep. Var.). Each block contains three matched participants. The participants in each block are randomly assigned to the treatment levels. The means of Treatment $A$ are denoted by $\overline{Y}_1$ and $\overline{Y}_2$ and $\overline{Y}_3$ and the means of the blocks are denoted by $\overline{Y}_{1,1}$, ..., $\overline{Y}_{10}$.
\[ H_0: \mu_{1} = \mu_{2} = \cdots = \mu_{p} \]
(treatment \( A \) population means are equal)
\[ H_0: \sigma^2_{BL} = 0 \]
(variance of the blocks, BL, population means is equal to zero)
where \( \mu_i \) denotes the population mean for the \( i \)th block and the \( j \)th level of treatment \( A \).
The \( F \) statistics for testing these hypotheses are
\[
F = \frac{SSA / (p - 1)}{SSRESIDUAL / [(n-1)(p - 1)]}
= \frac{MSA}{MSRESIDUAL}
\]
and
\[
F = \frac{SSBL / (n - 1)}{SSRESIDUAL / [(n-1)(p - 1)]}
= \frac{MSBL}{MSRESIDUAL}.
\]
The test of the blocks null hypothesis is generally of little interest because the population means of the nuisance variable are expected to differ.
The advantages of the design are simplicity in the statistical analysis and the ability to isolate a nuisance variable so as to obtain greater power to reject a false null hypothesis. The disadvantages of the design include the difficulty of forming homogeneous blocks and of observing participants \( p \) times when \( p \) is large and the restrictive sphericity assumption of the design. This assumption states that in order for \( F \) statistics to be distributed as central \( F \) when the null hypothesis is true, the variances of the differences for all pairs of treatment levels must be homogeneous; that is,
\[
\sigma^2_{Y_j - Y_{j'}} = \sigma^2_j + \sigma^2_{j'} - 2\sigma_{jj'}
\text{ for all } j \text{ and } j'.
\]
**Generalized Randomized Block Design**
A generalized randomized block design is a variation of a randomized block design. Instead of having \( n \) blocks of \( p \) homogeneous participants, the generalized randomized block design has \( w \) groups of \( np \) homogeneous participants. The \( w \) groups, like the \( n \) blocks in a randomized
---
**Figure 3** Generalized Randomized Block Design With \( N = 30 \) Participants, \( p = 3 \) Treatment Levels, and \( w = 5 \) Groups of \( np = (2)(3) = 6 \) Homogeneous Participants
Copyright ©2022 by SAGE Publications, Inc.
This work may not be reproduced or distributed in any form or by any means without express written permission of the publisher.
block design, represent a nuisance variable that a researcher wants to remove from the error effects. The generalized randomized block design can be used when a researcher is interested in one treatment with $p \geq 2$ treatment levels and the researcher has sufficient participants to form $w$ groups, each containing $np$ homogeneous participants. The total number of participants in the design is $N = npw$. The layout for the design is shown in Figure 3.
In the memorization experiment described earlier, suppose that 30 volunteers are available. The 30 participants are ranked with respect to IQ. The $np = (2)(3) = 6$ participants with the highest IQs are assigned to Group 1, the next 6 participants are assigned to Group 2, and so on. The $np = 6$ participants in each group are then randomly assigned to the $p = 3$ treatment levels with the restriction that $n = 2$ participants are assigned to each level.
The total SS and total degrees of freedom are partitioned as follows:
$$SS_{TOTAL} = SSG + SSA + SSA \times G + SSWCELL$$
$$npw - 1 = (p - 1) + (w - 1) + (p - 1)(w - 1) + pw(n - 1),$$
where $SSG$ denotes the groups SS and $SSA \times G$ denotes the interaction of Treatment $A$ and groups. The within-cells $SS$, $SSWCELL$, is used to estimate error effects. Three null hypotheses can be tested:
1. $H_0: \mu_{1.} = \mu_{2.} = \cdots = \mu_p$
(Treatment $A$ population means are equal),
2. $H_0: \sigma^2_G = 0$
(variance of the groups, $G$, population means is equal to zero),
3. $H_0: \sigma^2_{A \times G} = 0$
(variance of the $A \times G$ interaction is equal to zero).
The three null hypotheses are tested using the following $F$ statistics:
1. $F = \frac{SSA / (p - 1)}{SSWCELL / [pw(n - 1)]} = \frac{MSA}{MSWCELL}$,
2. $F = \frac{SSG / (w - 1)}{SSWCELL / [pw(n - 1)]} = \frac{MSG}{MSWCELL}$,
3. $F = \frac{SSA \times G / (p - 1)(w - 1)}{SSWCELL / [pw(n - 1)]} = \frac{MSA \times G}{MSWCELL}$.
The generalized randomized block design enables a researcher to isolate one nuisance variable—an advantage that it shares with the randomized block design. Furthermore, the design uses the within-cell variation in the $pw = (3)(5) = 15$ cells to estimate error effects rather than an interaction, as in the randomized block design. Hence, the restrictive sphericity assumption of the randomized block design is replaced with the assumption of homogeneity of within-cell population variances.
**Block Designs With Two or More Treatments**
The blocking procedure that is used with a randomized block design can be extended to experiments that have two or more treatments, denoted by the letters $A$, $B$, $C$, and so on.
**Randomized Block Factorial Design**
A randomized block factorial design with two treatments, denoted by $A$ and $B$, is constructed by crossing the $p$ levels of Treatment $A$ with the $q$ levels of Treatment $B$.
Treatment $B$. The design’s $n$ blocks each contain $p \times q$ treatment combinations: $a_1b_1, a_1b_2, \ldots, a_p b_q$. The design enables a researcher to isolate variation attributable to one nuisance variable while simultaneously evaluating two treatments and associated interaction.
The layout for the design with $p = 2$ levels of Treatment $A$ and $q = 2$ levels of Treatment $B$ is shown in Figure 4. It is apparent from Figure 4 that all the participants are used in simultaneously evaluating the effects of each treatment. Hence, the design permits efficient use of resources because each treatment is evaluated with the same precision as if the entire experiment had been devoted to that treatment alone.
The total SS and total degrees of freedom for a two-treatment randomized block factorial design are partitioned as follows:
\[
SSTOTAL = SSBL + SSA + SSB \\
npq - 1 = (n-1) + (p-1) + (q-1) \\
+ SSA \times B + SSRESIDUAL \\
+ (p-1)(q-1) + (n-1)(pq-1).
\]
Four null hypotheses can be tested:
1. $H_0$: $\sigma^2_{BL} = 0$ (variance of the blocks, $BL$, population means is equal to zero),
2. $H_0$: $\mu_{1.} = \mu_{2.} = \cdots = \mu_{p.}$ (Treatment $A$ population means are equal),
3. $H_0$: $\mu_{1.} = \mu_{2.} = \cdots = \mu_{q.}$ (Treatment $B$ population means are equal),
4. $H_0$: $A \times B$ interaction = 0 (Treatments $A$ and $B$ do not interact),
where $\mu_{ijk}$ denotes a population mean for the $i$th block, $j$th level of Treatment $A$, and $k$th level of treatment $B$. The $F$ statistics for testing the null hypotheses are as follows:
\[
F = \frac{SSBL / (n-1)}{SSRESIDUAL / [(n-1)(pq-1)]} \\
= \frac{MSBL}{MSRESIDUAL},
\]
\[
F = \frac{SSA / (p-1)}{SSRESIDUAL / [(n-1)/(pq-1)]} \\
= \frac{MSA}{MSRESIDUAL},
\]
\[
F = \frac{SSB / (q-1)}{SSRESIDUAL / [(n-1)/(pq-1)]} \\
= \frac{MSB}{MSRESIDUAL},
\]
\[
F = \frac{SSA \times B / (p-1)(q-1)}{SSRESIDUAL / [(n-1)/(pq-1)]} \\
= \frac{MSA \times B}{MSRESIDUAL}.
\]
The design shares the advantages and disadvantages of the randomized block design. Furthermore, the design enables a researcher to efficiently evaluate two or more treatments and associated interactions in the same experiment. Unfortunately, the design lacks simplicity in the interpretation of the results if interaction effects are present. The design has another disadvantage: If Treatment $A$ or $B$ has numerous levels, say four or five, the block size becomes prohibitively large. For example, if $p = 4$ and $q = 3$, the design has blocks of size $4 \times 3 = 12$. Obtaining $n$ blocks with 12 matched participants or observing $n$ participants on 12 occasions is often not feasible. A design that reduces the size of the blocks is described next.
**Split-Plot Factorial Design**
In the late 1920s, Fisher and Frank Yates addressed the problem of prohibitively large block sizes by developing confounding schemes in which only a portion of the treatment combinations in an experiment are assigned to each block. The split-plot factorial design achieves a reduction in the block size by confounding one or more treatments with groups of blocks. *Group-treatment confounding* occurs when the effects of, say, Treatment $A$ with $p$ levels are indistinguishable from the effects of $p$ groups of blocks.
The layout for a two-treatment split-plot factorial design is shown in Figure 5. The block size in the split-plot factorial design is half as large as the block size of the randomized block factorial design in Figure 4 although the designs contain the same treatment combinations. Consider the sample means $\bar{Y}_{1.}$ and $\bar{Y}_{2.}$ in Figure 5. Because of confounding, the difference between $\bar{Y}_{1.}$ and $\bar{Y}_{2.}$ reflects both group effects and Treatment $A$ effects.
The total SS and total degrees of freedom for a split-plot factorial design are partitioned as follows:
\[
SSTOTAL = SSA + SSBL(A) + SSB \\
+ SSA \times B + SSRESIDUAL \\
npq - 1 = (p-1) + p(n-1) + (q-1) \\
+ (p-1)(q-1) + p(n-1)(q-1),
\]
where $SSBL(A)$ denotes the SS for blocks within Treatment A. Three null hypotheses can be tested:
1. $H_0$: $\mu_{1,} = \mu_{2,} = \cdots = \mu_{p,}$ (Treatment A population means are equal),
2. $H_0$: $\mu_{1,} = \mu_{2,} = \cdots = \mu_{q,}$ (Treatment B population means are equal),
3. $H_0$: $A \times B$ interaction = 0 (Treatments A and B do not interact),
where $\mu_{jk}$ denotes the $i$th block, $j$th level of treatment A, and $k$th level of treatment B. The $F$ statistics are
$$F = \frac{SSA / (p - 1)}{SSBL(A) / [p(n - 1)]} = \frac{MSA}{MSBL(A)},$$
$$F = \frac{SSB / (q - 1)}{SSRESIDUAL / [p(n-1)(q - 1)]} = \frac{MSB}{MSRESIDUAL},$$
$$F = \frac{SSA \times B / (p - 1)(q - 1)}{SSRESIDUAL / [p(n-1)(q - 1)]} = \frac{MSA \times B}{MSRESIDUAL}.$$
The split-plot factorial design uses two error terms: $MSBL(A)$ is used to test Treatment A; a different and usually much smaller error term, $MSRESIDUAL$, is used to test Treatment B and the $A \times B$ interaction. Because $MSRESIDUAL$ is generally smaller than $MSBL(A)$, the power of the tests of Treatment B and the $A \times B$ interaction is greater than that for Treatment A.
See also Analysis of Variance (ANOVA); Confounding; $F$ Test; Nuisance Variable; Null Hypothesis; Sphericity; Sums of Squares
Further Readings
Dean, A., & Voss, D. (1999). *Design and analysis of experiments*. New York: Springer-Verlag.
Kirk, R. E. (1995). *Experimental design: Procedures for the behavioral sciences* (3rd ed.). Pacific Grove, CA: Brooks/Cole.
Kirk, R. E. (2002). Experimental design. In I. B. Weiner (Series Ed.) & J. Schinka & W. F. Velicer (Vol. Eds.), *Handbook of psychology: Vol. 2. Research methods in psychology* (pp. 3–32). New York: Wiley.
Maxwell, S. E., & Delaney, H. D. (2004). *Designing experiments and analyzing data: A model comparison perspective* (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Myers, J. L., & Well, A. D. (2003). *Research design and statistical analysis* (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). *Experimental and quasi-experimental designs for generalized causal inference*. Boston: Houghton Mifflin.
Blockmodeling
Blockmodeling is an approach for partitioning or clustering units (e.g., nodes, vertices, actors) of a network based on patterns (i.e., structure) of their ties to each other. By shrinking the groups that are then obtained, a new network called a *blockmodel* is
Figure 1 From an Unordered Network/Matrix to a Blockmodel
* all values in cells were multiplied by 100
created whereby units represent groups and ties represent ties among these groups. This process is depicted in Figure 1: The right column shows graph representation and the left column shows the matrix representation of the network. Blockmodeling is therefore used to transform a large and complex network into a smaller and more comprehensible one. Blockmodeling has also been used to operationalize social roles.
**A More Detailed Description**
The term *blockmodeling* arises from the fact that when a network is represented by a matrix, and this matrix is rearranged according to a partition (so that the units that are part of the same groups are located together), blocks that represent ties within and between groups appear if one separates the groups by lines. These blocks are seen in the second *row* of the left column in Figure 1, where nine blocks are visible.
More formally, blockmodeling is an approach for clustering units in a network based on some form of equivalence. Equivalence is something that tells which units can be considered equal in some respect. As units typically are not perfectly equivalent to each other, blockmodeling methods usually attempt to cluster together units that are more equivalent to each other than to other units.
**Equivalences**
The form of equivalence class that is most commonly used is structural equivalence. Units are structurally equivalent if they are connected in the same way to the same units. If a partition is compatible with structural equivalence—that is, if the units within all the groups are perfectly structurally equivalent—then all ties within each block that are induced by the partition into such groups are all equal. With binary networks, this means that either the induced blocks are null (empty, meaning that no ties are present or, equivalently, that all ties have a value of 0) or they are complete (all possible ties are present or, equivalently, all of the ties have a value of 1).
Similarly, units are regularly equivalent if they are connected in the same way to equivalent others. The definition is circular by design. For binary networks, if a partition is compatible with regular equivalence, then all the blocks induced by that partition are either null or regular. A regular block is a block that has at least one tie in each row and each column. Namely, each unit from a *row* group must be connected to at least one unit from the *column* group.
Generalized equivalence is defined by block types and possibly their position in the blockmodel. Block type defines the allowed pattern of ties within a block. While describing structural and regular equivalence, these patterns are described earlier for binary networks for null, complete, and regular block types, yet numerous block types are defined for both binary and valued networks. Therefore, generalized equivalence is not a single equivalence class, but a way of specifying custom equivalences.
Another frequently used form of equivalence is stochastic equivalence. Units are stochastically equivalent if they have the same probability of having a tie to all other units.
**Types of Blockmodeling**
Blockmodeling approaches are characterized by several features. One such feature is the kind of networks the approaches are designed to analyze. For example, there are approaches for one-mode networks (all units can connect to any other unit and are of the same type) as well as for two-mode networks (ties are only possible between units of different types). Similarly, there are approaches that can handle either only single-relational networks or also multirelational ones. Certain approaches can also handle temporal or multilevel networks. Still pertaining to the type of networks, some approaches can handle only binary networks, while others can handle signed (where negative ties are also possible) or values networks (where ties can also have other values beyond simply 0 or 1).
Other divisions are based on the underlying characteristics of the algorithm being used. An important distinction is between stochastic and deterministic blockmodeling. Stochastic blockmodeling approaches are essentially those based on stochastic equivalence. They rely on some probabilistic model or generative model of network formation. Similar models also go by the name of mixture models for block clustering.
In contrast, deterministic approaches are not based on such a model and can be split into direct and indirect methods. Indirect methods involve two steps. First, a dissimilarity matrix among all units compatible with the selected equivalence must be computed. Second, building on that, a partition is obtained via some classical clustering technique, usually hierarchical clustering.
In contrast with the indirect approaches, the direct approaches partition units by directly optimizing some criterion function (which again must be compatible with the selected equivalence). Direct approaches vary according to both the criterion function they optimize and the optimization method. For instance, the criterion function for binary networks could be the number of
errors in blocks or, for both binary and valued networks, the sum of squares of deviations from the block mean (analogous to Ward’s criterion function or $k$-means criterion from classical cluster analysis).
Most deterministic approaches are only able to find partitions compatible with structural equivalence. A notable exception is Patrick Doreian, Vladimir Batagelj, and Anuška Ferligoj’s generalized blockmodeling. Generalized blockmodeling is also able to find partitions compatible with regular and generalized equivalence; therefore, it can be used to find partitions and blockmodels with specific properties. When using generalized blockmodeling, some or all parts of the blockmodel can be prespecified.
Aleš Žiberna
Author's Note: The author acknowledges the financial support from the Slovenian Research Agency (Research Core Funding No. P5-0168 and the project “Blockmodeling Multilevel and Temporal Networks” No. J7-8279).
See also Cluster Analysis; Mixture Models; Network Analysis; Social Network Analysis
Further Readings
Doreian, P., Batagelj, V., & Ferligoj, A. (2005). *Generalized blockmodeling*. New York: Cambridge University Press.
Doreian, P., Batagelj, V., & Ferligoj, A. (Eds.). (2020). *Advances in network clustering and blockmodeling*. Hoboken, NJ: Wiley-Blackwell.
Funke, T., & Becker, T. (2019). Stochastic block models: A comparison of variants and inference methods. *PLoS One*, 14(4), e0215296. doi:10.1371/journal.pone.0215296.
Bonferroni Procedure
The Bonferroni procedure is a statistical adjustment to the significance level of hypothesis tests when multiple tests are being performed. The purpose of an adjustment such as the Bonferroni procedure is to reduce the probability of identifying significant results that do not exist, that is, to guard against making Type I errors (rejecting null hypotheses when they are true) in the testing process. This potential for error increases with an increase in the number of tests being performed in a given study and is due to the multiplication of probabilities across the multiple tests. The Bonferroni procedure is often used as an adjustment in multiple comparisons after a significant finding in an analysis of variance (ANOVA) or when constructing simultaneous confidence intervals for several population parameters, but more broadly, it can be used in any situation that involves multiple tests. The Bonferroni procedure is one of the more commonly used procedures in multiple testing situations, primarily because it is an easy adjustment to make. A strength of the Bonferroni procedure is its ability to maintain Type I error rates at or below a nominal value. A weakness of the Bonferroni procedure is that it often overcorrects, making testing results too conservative because of a decrease in statistical power.
A variety of other procedures have been developed to control the overall Type I error level when multiple tests are performed. Some of these other multiple comparison and multiple testing procedures, including the Student–Newman–Keuls procedure, are derivatives of the Bonferroni procedure, modified to make the procedure less conservative without sacrificing Type I error control. Other multiple comparison and multiple testing procedures are simulation based and are not directly related to the Bonferroni procedure.
This entry describes the procedure’s background, explains the procedure, and provides an example. This entry also presents applications for the procedure and examines recent research.
Background
The Bonferroni procedure is named after the Italian mathematician Carlo Emilio Bonferroni. Although his work was in mathematical probability, researchers have since applied his work to statistical inference. Bonferroni’s principal contribution to statistical inference was the identification of the probability inequality that bears his name.
Explanation
The Bonferroni procedure is an application of the *Bonferroni inequality* to the probabilities associated with multiple testing. It prescribes using an adjustment to the significance level for individual tests when simultaneous statistical inference for several tests is being performed. The adjustment can be used for bounding simultaneous confidence intervals, as well as for simultaneous testing of hypotheses.
The Bonferroni inequality states the following:
1. Let $A_i, i = 1 \text{ to } k$, represent $k$ events. Then,
\[
P\left(\bigcap_{i=1}^{k} A_i\right) \geq 1 - \sum_{i=1}^{k} P\left(\overline{A}_i\right),
\]
where $\overline{A}_i$ is the complement of the event $A_i$.
2. Consider the mechanics of the Bonferroni inequality,
\[
P\left(\bigcap_{i=1}^{k} A_i\right) \geq 1 - \sum_{i=1}^{k} P\left(\overline{A}_i\right),
\]
does not typically know what the actual Type I error rate is for a given test. Rather, the researcher constructs the test so that the maximum allowable Type I error rate is $\alpha$. Then the actual Type I error rate may be considerably less than $\alpha$ for any given test.
For example, suppose a test is constructed with a nominal $\alpha = .05$. Suppose the researcher conducts $k = 10$ such tests on a given set of data, and the actual Type I error rate for each of the tests is .04. Using the Bonferroni procedure, the researcher concludes that the experiment-wise error rate is at most $10 \times .05$, or .50. The error rate in this scenario is in fact .40, which is considerably less than .50.
As another example, consider the extreme case in which all $k = 10$ hypothesis tests are exactly dependent on each other—the same test is conducted 10 times on the same data. In this scenario, the experiment-wise error rate does not increase because of the multiple tests. In fact, if the Type I error rate for one of the tests is $\alpha = .05$, the experiment-wise error rate is the same, .05, for all 10 tests simultaneously. We can see this result from the Bonferroni inequality: $P\left(\bigcap_{i=1}^{k} A_i\right) = P(A_i)$ when the events, $A_i$, are all the same because $\bigcap_{i=1}^{k} A_i = A_i$. The Bonferroni procedure would suggest an upper bound on this experiment-wise probability as .50—overly conservative by 10-fold! It would be unusual for a researcher to conduct $k$ equivalent tests on the same data. However, it would not be unusual for a researcher to conduct $k$ tests and for many of those tests, if not all, to be partially interdependent. The more interdependent the tests are, the smaller the experiment-wise error rate and the more overly conservative the Bonferroni procedure is.
Other procedures have sought to correct for inflation in experiment-wise error rates without being as conservative as the Bonferroni procedure. However, none are as simple to use. These other procedures include the Student–Newman–Keuls, Tukey, and Scheffé procedures, to name a few. Descriptions of these other procedures and their uses can be found in many basic statistical methods textbooks, as well as this encyclopedia.
**Example**
Consider the case of a researcher studying the effect of three different teaching methods on the average words per minute ($\mu_1, \mu_2, \mu_3$) at which a student can read. The researcher tests three hypotheses: $\mu_1 = \mu_2$ (vs. $\mu_1 \neq \mu_2$), $\mu_1 = \mu_3$ (vs. $\mu_1 \neq \mu_3$), and $\mu_2 = \mu_3$ (vs. $\mu_2 \neq \mu_3$). Each test is conducted at a nominal level, $\alpha_0 = .05$, resulting in a comparison-wise error rate of $\alpha_c = .05$ for
---
**Figure 1** Illustration of Bonferroni’s Inequality
*Note:* $A1 =$ event 1; $A2 =$ event 2; $P(A1) =$ probability of $A1$; $P(A2) =$ probability of $A2$. Interaction between events results in redundancy in probability.
3. and rewrite the inequality as follows:
$$1 - P\left(\bigcap_{i=1}^{k} A_i\right) \leq \sum_{i=1}^{k} P\left(\bar{A}_i\right).$$
Now, consider $\bar{A}_i$ as a Type I error in the $i$th test in a collection of $k$ hypothesis tests. Then $P\left(\bigcap_{i=1}^{k} A_i\right)$ represents the probability that no Type I errors occur in the $k$ hypothesis tests, and $1 - P\left(\bigcap_{i=1}^{k} A_i\right)$ represents the probability that at least one Type I error occurs in the $k$ hypothesis tests. $P\left(\bar{A}_i\right)$ represents the probability of a Type I error in the $i$th test, and we can label this probability as $\alpha_i = P\left(\bar{A}_i\right)$. So Bonferroni’s inequality implies that the probability of at least one Type I error occurring in $k$ hypothesis tests is $\leq \sum_{i=1}^{k} \alpha_i$.
If, as is often assumed, all $k$ tests have the same probability of a Type I error, $\alpha$, then we can conclude that the probability of at least one Type I error occurring in $k$ hypothesis tests is $\leq k\alpha$.
Consider an illustration of Bonferroni’s inequality in the simple case in which $k = 2$: Let the two events $A1$ and $A2$ have probabilities $P(A1)$ and $P(A2)$, respectively. The sum of the probabilities of the two events is clearly greater than the probability of the union of the two events because the former counts the probability of the intersection of the two events twice, as shown in Figure 1.
The Bonferroni procedure is simple in the sense that a researcher need only know the number of tests to be performed and the probability of a Type I error for those tests in order to construct this upper bound on the experiment-wise error rate. However, as mentioned earlier, the Bonferroni procedure is often criticized for being too conservative. Consider that the researcher...
each test. Denote A1, A2, and A3 as the event of falsely rejecting the null hypotheses 1, 2, and 3, respectively, and denote \( p1, p2, \) and \( p3 \) the probability of events A1, A2, and A3, respectively. These would be the individual \( p \) values for these tests. It may be assumed that some dependence exists among the three events, A1, A2, and A3, principally because the events are all based on data collected from a single study. Consequently, the experiment-wise error rate, the probability of falsely rejecting any of the three null hypotheses, is at least equal to \( \alpha_e = .05 \) but potentially as large as \( .05*3 = .15 \). For this reason, we may apply the Bonferroni procedure by dividing our nominal level of \( \alpha_0 = .05 \) by \( k = 3 \) to obtain \( \alpha'_0 = .0167 \). Then, rather than comparing the \( p \) values \( p1, p2, \) and \( p3 \) to \( \alpha_0 = .05 \), we compare them to \( \alpha'_0 = .0167 \). The experiment-wise error rate is therefore adjusted down so that it is less than or equal to the original intended nominal level of \( \alpha_0 = .05 \).
It should be noted that although the Bonferroni procedure is often used in the comparison of multiple means, because the adjustment is made to the nominal level, \( \alpha_0 \), or to the test’s resulting \( p \) value, the multiple tests could be hypothesis tests of any population parameters based on any probability distributions. So, for example, one experiment could involve a hypothesis test regarding a mean and another hypothesis test regarding a variance, and an adjustment based on \( k = 2 \) could be made to the two tests to maintain the experiment-wise error rate at the nominal level.
**Applications**
As noted above, the Bonferroni procedure is used primarily to control the overall \( \alpha \) level (i.e., the experiment-wise level) when multiple tests are being performed. Many statistical procedures have been developed at least partially for this purpose; however, most of those procedures have applications exclusively in the context of making multiple comparisons of group means after finding a significant ANOVA result. While the Bonferroni procedure can also be used in this context, one of its advantages over other such procedures is that it can also be used in other multiple testing situations that do not initially entail an omnibus test such as ANOVA.
For example, although most statistical tests do not advocate using a Bonferroni adjustment when testing beta coefficients in a multiple regression analysis, it has been shown that the overall Type I error rate in such an analysis involving as few as eight regression coefficients can exceed .30, resulting in almost a 1 in 3 chance of falsely rejecting a null hypothesis. Using a Bonferroni adjustment when one is conducting these tests would control that overall Type I error rate. Similar adjustments can be used to test for main effects and interactions in ANOVA and multivariate ANOVA designs because all that is required to make the adjustment is that the researcher knows the number of tests being performed. The Bonferroni adjustment has been used to adjust the experiment-wise Type I error rate for multiple tests in a variety of disciplines, such as medical, educational, and psychological research, to name a few.
**Recent Research**
One of the main criticisms of the Bonferroni procedure is the fact that it overcorrects the overall Type I error rate, which results in lower statistical power. Many modifications to this procedure have been proposed over the years to try to alleviate this problem. Most of these proposed alternatives can be classified either as *step-down procedures* (e.g., the Holm method), which test the most significant (and, therefore, smallest) \( p \) value first, or *step-up procedures* (e.g., the Hochberg method), which begin testing with the least significant (and largest) \( p \) value. With each of these procedures, although the tests are all being conducted concurrently, each hypothesis is not tested at the same time or at the same level of significance.
More recent research has attempted to find a divisor between 1 and \( k \) that would protect the overall Type I error rate at or below the nominal .05 level but closer to that nominal level so as to have a lesser effect on the power to detect actual differences. This attempt was based on the premise that making no adjustment to the \( \alpha \) level is too liberal an approach (inflating the experiment-wise error rate), and dividing by the number of tests, \( k \), is too conservative (overadjusting that error rate). It was shown that the optimal divisor is directly determined by the proportion of nonsignificant differences or relationships in the multiple tests being performed. Based on this result, a divisor of \( k(1-q) \), where \( q \) = the proportion of nonsignificant tests, did the best job of protecting against Type I errors without sacrificing as much power. Unfortunately, researchers often do not know, a priori, the number of nonsignificant tests that will occur in the collection of tests being performed. Consequently, research has also shown that a practical choice of the divisor is \( k/1.5 \) (rounded to the nearest integer) when the number of tests is greater than three. This modified Bonferroni adjustment will outperform alternatives in keeping the experiment-wise error rate at or below the nominal .05 level and will have higher power than other commonly used adjustments.
*Jamis J. Perrett and Daniel J. Mundfrom*
*See also* Analysis of Variance (ANOVA); Hypothesis; Multiple Comparison Tests; Newman–Keuls Test and Tukey Test; Scheffé Test
Bootstrapping is a computerized simulation operation that involves random resampling from the data set one is using to produce perhaps thousands of new data sets that have similar participant compositions to the original data set. For example, if a researcher had a data set containing 500 participants, the bootstrapping procedure would sample from the original data set to create new data sets, each of 500 participants. It is used to determine the statistical significance of parameter estimates whose significance cannot be tested using established statistical distributions (e.g., $t$, $F$, and chi-square distributions). One might use bootstrapping when data are nonnormal or the distribution of a parameter is difficult to anticipate (e.g., indirect effects in path analysis). Bootstrapping estimates the standard error (standard deviation of a set of statistical values such as a set of means from multiple samples) for a given statistical analysis, as well as confidence intervals for a parameter. Standard errors and confidence intervals are key to determining statistical significance.
This entry describes how and why bootstrapping samples are created, and how bootstrap samples indicate statistical significance of results. Other resampling techniques that are alternatives to bootstrapping are also introduced. The entry concludes with a review of software that can be used for bootstrapping.
**How Bootstrap Samples Are Drawn**
The key to bootstrapping is that the new bootstrap simulation samples are drawn *with replacement*. Imagine that a researcher places five ping-pong balls into a hat, the number “1” having been painted onto one ball, a “2” onto another, and the same for “3,” “4,” and “5.” Suppose further that the researcher plans to draw a random sample of three balls. The term *with replacement* refers to the fact that the ball that is drawn first is put back into the hat to possibly be drawn again. The same is done with the ball drawn second. Hence, the final three-ball sample conceivably could consist of balls 2, 2, and 4, or balls 1, 3, and 3, for example. If sampling is done *without replacement*, a ball selected into the sample is not returned to the hat; hence, the same number cannot appear more than once in the sample. Possible samples might, therefore, include balls 1, 2, and 3, or balls 2, 4, and 5.
Without replacement, drawing 500 people to create new data sets of 500 (a more realistic example for bootstrapping) would simply keep reproducing the original sample of the same 500 people. With replacement, however, the same participant in the original data set could be selected into a new sample, put back into the original sampling pool, then selected again into the same new sample. Other participants in the original sample may not be selected at all into one of the new samples. Suppose a researcher who has a sample of 500 participants wishes to draw 1,000 new bootstrap samples, each with the same sample size of 500. One of these bootstrap samples might include participants with the identification (ID) number 1, ID number 2, ID number 2 again (so that his or her data are used twice), ID number 5, ID number 6, and so forth, all the way to a total of 500 participants. Another bootstrap sample might include participants with ID number 3, ID number 3 again, ID number 4, ID number 7, ID number 7 again, ID number 7 a third time, ID number 10, and so forth.
The Rationale for Bootstrap Samples
Amassing perhaps 1,000 or 5,000 synthetic samples from an original source sample is thought to approximate the real samples that would appear if a researcher drew thousands of random samples from a population of actual people (e.g., residents of Chicago or London). Bootstrapping is used in place of actual population sampling because it would be virtually impossible logistically and financially to draw and interview people comprising thousands of random samples of conventional sizes (e.g., 500–1,000 respondents) from a given geographic entity. For this reason, the unseen source of the bootstrap samples is sometimes referred to as a surrogate population, with the resulting samples sometimes called phantom samples.
How Bootstrap Samples Indicate Statistical Significance of a Result
Once the bootstrap samples are obtained, the computer program runs the desired analysis (e.g., multiple regression) in each sample and compiles a histogram of the focal statistic (e.g., a beta coefficient from one predictor to the outcome) in each of the bootstrap samples. This step, thus, creates a sampling distribution of the beta coefficient. As a consequence of the Central Limit Theorem, the histogram of regression coefficients will tend toward a normal distribution. Christoph Hanck and colleagues (2020) provide an interactive online animated demonstration of the process. Statistics blogger Jim Frost (2020) notes that the bootstrap method can analyze a large variety of sample statistics, including the mean, median, mode, standard deviation, analysis of variance, correlations, regression coefficients, proportions, odds ratios, variance in binary data, and multivariate statistics.
One way to obtain a bootstrap confidence interval (95% CI, in this example) is to remove the highest 2.5% and lowest 2.5% of parameter estimates (here, regression coefficients) from the histogram of results from the bootstrap samples. This is known as a percentile confidence interval and is not necessarily symmetric to the left and right of the mean of the focal parameter. The percentile CI is considered a nonparametric technique. After removal of the upper and lower 2.5% of the distribution, the remaining range from the lowest to highest parameter estimate constitutes the CI. With a large sample and a roughly normal bootstrap sampling distribution, a CI can be determined via equations involving the bootstrap standard error. The focal parameter (e.g., regression coefficient) is significantly different from zero if the CI end points are either both greater than zero (i.e., significantly positive coefficient) or both less than zero (i.e., significantly negative coefficient). Software packages typically display the lower and upper end points of confidence intervals in their output.
Refinements to Bootstrap Solutions
More complex alternatives, including bias-corrected and accelerated (BCa) CIs, can be used to adjust percentile intervals to make them more accurate. Two flaws for which the BCa attempts to correct are bias and skewness in the distribution. According to David Moore and colleagues (2016, pp. 16–10), “Bias is the difference between the mean of the resample means and the original [sample] mean.” Skewness is used here in the ordinary sense, in terms of asymmetry between the two sides of the distribution. Moore and colleagues note that calculation of such CIs is highly technical but urge the use of BCa or similar methods when available in the software package one is using.
Illustration With Path Analysis Indirect Effects
One common use of bootstrapping in psychology and other social sciences is to determine the significance of indirect or mediational effects in path analysis modeling from an antecedent variable to an outcome variable. The magnitude of indirect effects is calculated by multiplying the two respective path coefficients, from an antecedent to a proposed mediator variable and from the mediator to an outcome (e.g., exposure to stressful life circumstances leading to increases in cortisol and cortisol leading to physical symptoms). Bootstrap tests of the significance of indirect effects would be implemented in line with the aforementioned general steps, by generating large numbers of random resamplings of the original data set, running path analysis models in each of the new synthetic samples, and plotting a histogram of the resulting indirect effects. Andrew Hayes has created a macro (add-on) to perform bootstrap mediation (and other) analyses with indirect effects in the SPSS and SAS packages (with an R macro in development at this writing).
Alternative Resampling Techniques
To provide context on bootstrapping’s capabilities, limitations, and scope, two alternatives to it that also use resampling to determine statistical significance—jackknifing and permutation tests—are discussed briefly. Jackknifing creates repeated synthetic samples by deleting one observation from the original sample.
Permutation tests provide a way to assess significance by comparing a test statistic from one’s sample with a critical value (akin to how, before computers automatically generated $p$ levels for $t$- or chi-square tests, researchers used to consult tables in the back of a statistics textbook to see if their obtained statistic exceeded a critical value for significance). Permutation tests create synthetic distributions (centered at zero, akin to a $z$-distribution, representing the null hypothesis) from one’s data, providing a way to compare an obtained test statistic to a critical value.
**Bootstrapping Versus Other Resampling Techniques**
Because bootstrapping and jackknifing are the most similar to each other and often are discussed in conjunction with each other, direct comparison of the two techniques is warranted. First, jackknifing is a simpler approximation to bootstrapping, suggesting the latter should be preferred unless prohibitively difficult (e.g., limited computer resources). Second, properties of a statistical parameter including *linearity* (i.e., a function involving only basic mathematical operations such as adding and multiplying, as opposed to raising numbers to higher powers such as squaring) and *smoothness* affect the usefulness of bootstrapping and jackknifing. Jackknife analyses of nonsmooth parameters such as the median and of nonlinear functions perform poorly, suggesting that bootstrapping can be used with a broader range of statistics than can jackknifing. Third, as discussed by Rodgers, the sampling frame of possible combinations of cases is much larger for bootstrapping than for other resampling techniques, making bootstrapping advantageous. On the other hand, bootstrapping is prone to difficulties with small samples.
**Software Packages for Bootstrapping**
The major statistical packages have general bootstrapping routines (i.e., applicable to a wide variety of techniques), sometimes at extra cost beyond the basic package. SAS provides macros known as `%BOOT` for a normally distributed sampling distribution and `%BOOTCI` for confidence intervals from nonnormal distributions. SPSS provides bootstrap options in its menu-driven modules for several techniques (e.g., mean, correlation). Stata offers syntax-based bootstrap routines. Finally, many different bootstrap routines in R can easily be found through internet searches.
*Alan Reifman and Sylvia Niehuis*
See also Confidence Intervals; Jackknife; Randomization Tests; Standard Error of the Mean
**Further Readings**
Efron, B., & Tibshirani, R. J. (1993). *An introduction to the bootstrap*. London, UK: Chapman & Hall. doi:10.1007/978-1-4899-4541-9.
Fox, J. (2016). *Applied regression analysis and generalized linear models* (3rd ed., chap. 21). Thousand Oaks, CA: Sage.
Frost, J. (2020). Introduction to bootstrapping in statistics with an example. *Statistics by Jim*. Retrieved from https://statisticsbyjim.com/hypothesis-testing/bootstrapping/
Giles, D. (2019). What is a permutation test? *R-bloggers*. Retrieved from https://www.r-bloggers.com/2019/04/what-is-a-permutation-test/
Hanck, C., Arnold, M., Gerber, A., & Schmelzer, M. (2020). *Introduction to econometrics with R* [section 4.5]. Retrieved from https://www.econometrics-with-r.org/ (animated demonstration at https://www.econometrics-with-r.org/4-5-tsdotoe.html).
Hayes, A. F. (2017). *Introduction to mediation, moderation, and conditional process analysis: A regression-based approach* (2nd ed.). New York: Guilford Press.
Hesterberg, T. C. (2015). What teachers should know about the bootstrap: Resampling in the undergraduate statistics curriculum. *American Statistician*, 69, 371–386. doi:10.1080/00031305.2015.1089789.
McIntosh, A. I. (2016). The jackknife estimation method. *Statistics ArXiv*. Retrieved from https://arxiv.org/abs/1606.00497
Moore, D. S., McCabe, G. P., & Craig, B. A. (2016). *Introduction to the practice of statistics* (9th ed., chap. 16). Equitable Building. Basingstoke, UK: MacMillan.
Rodgers, J. L. (1999). The bootstrap, the jackknife, and the randomization test: A sampling taxonomy. *Multivariate Behavioral Research*, 34, 441–456. doi:10.1207/S15327906MBR3404_2.
Singh, K., & Xie, M. (2010). Bootstrap method. In P. Peterson, E. Baker, & B. McGaw (Eds.), *International encyclopedia of education* (3rd ed., pp. 46–51). Amsterdam, Netherlands: Elsevier Science. doi:10.1016/B978-0-08-044894-7.01309-9.
Yzerbyt, V., Muller, D., Batailler, C., & Judd, C. M. (2018). New recommendations for testing indirect effects in mediational models: The need to report and test component paths. *Journal of Personality and Social Psychology*, 115, 929–943. doi:10.1037/pspa0000132.
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**Box-And-Whisker Plot**
A box-and-whisker plot, or box plot, is a tool used to visually display the range, distribution symmetry, and central tendency of a distribution in order to illustrate...
the variability and the concentration of values within a distribution. The box plot is a graphical representation of the five-number summary, or a quick way of summarizing the center and dispersion of data for a variable. The five-number summary includes the minimum value, 1st (lower) quartile ($Q_1$), median, 3rd (upper) quartile ($Q_3$), and the maximum value. Outliers are also indicated on a box plot. Box plots are especially useful in research methodology and data analysis as one of the many ways to visually represent data. From this visual representation, researchers glean several pieces of information that may aid in drawing conclusions, exploring unexpected patterns in the data, or prompting the researcher to develop future research questions and hypotheses. This entry provides an overview of the history of the box plot, key components and construction of the box plot, and a discussion of the appropriate uses of a box plot.
**History**
A box plot is one example of a graphical technique used within exploratory data analysis (EDA). EDA is a statistical method used to explore and understand data from several angles in social science research. EDA grew out of work by John Tukey and his associates in the 1960s and was developed to broadly understand the data, graphically represent data, generate hypotheses and build models to guide research, add robust measures to an analysis, and aid the researcher in finding the most appropriate method for analysis. EDA is especially helpful when the researcher is interested in identifying any unexpected or misleading patterns in the data. Although there are many forms of EDA, researchers must employ the most appropriate form given the specific procedure’s purpose and use.
**Definition and Construction**
One of the first steps in any statistical analysis is to describe the central tendency and the variability of the values for each variable included in the analysis. The researcher seeks to understand the center of the distribution of values for a given variable (*central tendency*) and how the rest of the values fall in relation to the center (*variability*). Box plots are used to visually display variable distributions through the display of robust statistics, or statistics that are more resistant to the presence of outliers in the data set. Although there are somewhat different ways to construct box plots depending on the way in which the researcher wants to display outliers, a box plot always provides a visual display of the five-number summary. The median is defined as the value that falls in the middle after the values for the selected variable are ordered from lowest to highest value, and it is represented as a line in the middle of the rectangle within a box plot. As it is the central value, 50% of the data lie above the median and 50% lie below the median. When the distribution contains an odd number of values, the median represents an actual value in the distribution. When the distribution contains an even number of values, the median represents an average of the two middle values.
To create the rectangle (or box) associated with a box plot, one must determine the 1st and 3rd quartiles, which represent values (along with the median) that divide all the values into four sections, each including approximately 25% of the values. The 1st (lower) quartile ($Q_1$) represents a value that divides the lower 50% of the values (those below the median) into two equal sections, and the 3rd (upper) quartile ($Q_3$) represents a value that divides the upper 50% of the values (those above the median) into two equal sections. As with calculating the median, quartiles may represent the average of two values when the number of values below and above the median is even. The rectangle of a box plot is drawn such that it extends from the 1st quartile through the 3rd quartile and thereby represents the *interquartile range* (IQR; the distance between the 1st and 3rd quartiles). The rectangle includes the median.
In order to draw the “whiskers” (i.e., lines extending from the box), one must identify *fences*, or values that represent minimum and maximum values that would not be considered outliers. Typically, fences are calculated to be $Q - 1.5 \times IQR$ (lower fence) and $Q_3 + 1.5 \times IQR$ (upper fence). Whiskers are lines drawn by connecting the most extreme values that fall within the fence to the lines representing $Q_1$ and $Q_3$. Any value that is greater than the upper fence or lower than the lower fence is considered an outlier and is displayed as a special symbol beyond the whiskers. Outliers that extend beyond the fences are typically considered *mild outliers* on the box plot. An *extreme outlier* (i.e., one that is located beyond 3 times the length of the IQR from the 1st quartile (if a low outlier) or 3rd quartile (if a high outlier) may be indicated by a different symbol. Figure 1 provides an illustration of a box plot.
Box plots can be created in either a vertical or a horizontal direction. (In this entry, a vertical box plot is generally assumed for consistency.) They can often be very helpful when one is attempting to compare the distributions of two or more data sets or variables on the same scale, in which case they can be constructed side by side to facilitate comparison.
Figure 1 Box Plot Created With a Data Set and SPSS (an IBM company, formerly called PASW® Statistics)
Note: Data set values: 2.0, 2.0, 2.0, 3.0, 3.0, 5.0, 6.0, 6.0, 7.0, 7.0, 8.0, 8.0, 9.0, 10.0, 22.0. Defining features of this box plot: median = 6.0; first (lower) quartile = 3.0; third (upper) quartile = 8.0; interquartile range (IQR) = 5.0; lower inner fence = 4.5; upper inner fence = 15.5; range = 20.0; mild outlier = 22.0.
Steps to Creating a Box Plot
The following six steps are used to create a vertical box plot:
1. Order the values within the data set from smallest to largest and calculate the median, lower quartile ($Q_1$), upper quartile ($Q_3$), and minimum and maximum values.
2. Calculate the IQR.
3. Determine the lower and upper fences.
4. Using a number line or graph, draw a box to mark the location of the 1st and 3rd quartiles. Draw a line across the box to mark the median.
5. Make a short horizontal line below and above the box to locate the minimum and maximum values that fall within the lower and upper fences. Draw a line connecting each short horizontal line to the box. These are the box plot whiskers.
6. Mark each outlier with an asterisk or an “o.”
Making Inferences
R. Lyman Ott and Michael Longnecker described five inferences that one can make from a box plot. First, the researcher can easily identify the median of the data by locating the line drawn in the middle of the box. Second, the researcher can easily identify the variability of the data by looking at the length of the box. Longer boxes illustrate greater variability whereas shorter box lengths illustrate a tighter distribution of the data around the median. Third, the researcher can easily examine the symmetry of the middle 50% of the data distribution by looking at where the median line falls in the box. If the median is in the middle of the box, then the data are evenly distributed on either side of the median, and the distribution can be considered symmetrical. Fourth, the researcher can easily identify outliers in the data by the asterisks outside the whiskers. Fifth, the researcher can easily identify the skewness of the distribution. On a distribution curve, data skewed to the right show more of the data to the left with a long “tail” trailing to the right. The opposite is shown when the data are skewed to the left. To identify skewness on a box plot, the researcher looks at the length of each half of the box plot. If the lower or left half of the box plot appears longer than the upper or right half, then the data are skewed in the lower direction or skewed to the left. If the upper half of the box plot appears longer than the lower half, then the data are skewed in the upper direction or skewed to the right. If a researcher suspects the data are skewed, it is recommended that the researcher investigate further by means of a histogram.
Variations
Over the past few decades, the availability of several statistical software packages has made EDA easier for social science researchers. However, these statistical packages may not calculate parts of a box plot in the same way, and hence some caution is warranted in their use. One study conducted by Michael Frigge, David C. Hoaglin, and Boris Iglewicz found that statistical packages calculate aspects of the box plot in different ways. In one example, the authors used three different statistical packages to create a box plot with the same distribution. Though the median looked approximately the same across the three box plots, the differences appeared in the length of the whiskers. The reason for the differences was the way the statistical packages used the interquartile range to calculate the whiskers. In general, to calculate the whiskers, one multiplies the interquartile range by a constant and then adds the result to $Q_3$ and subtracts it from $Q_1$. Each package used a different constant, ranging from 1.0 to 3.0. Though packages typically allow the user to adjust the constant, a package typically sets a default, which may not be the same as another package’s default. This issue, identified by Frigge and colleagues, is important to consider because it guides the identification of outliers in the data. In addition, such variations in calculation lead to the lack of a standardized process and possibly to consumer confusion. Therefore, the authors provided three suggestions to guide the researcher in using statistical packages to create box plots. First, they suggested using a constant of 1.5 when the number of observations is between 5 and 20. Second, they suggested using a constant of 2.0 for outlier detection and rejection. Finally, they suggested using a constant of 3.0 for extreme cases. In the absence of standardization across statistical packages, researchers should understand how a package calculates whiskers and follow the suggested constant values.
Applications
As with all forms of data analysis, there are many advantages and disadvantages, appropriate uses, and certain precautions researchers should consider when using a box plot to display distributions. Box plots provide a good visualization of the range and potential skewness of the data. A box plot may provide the first step in exploring unexpected patterns in the distribution because box plots provide a good indication of how the data are distributed around the median. Box plots also clearly mark the location of mild and extreme outliers in the distribution. Other forms of graphical representation that graph individual values, such as dot plots, may not make this clear distinction. When used appropriately, box plots are useful in comparing more than one sample distribution side by side. In other forms of data analysis, a researcher may choose to compare data sets using a $t$ test to compare means or an $F$ test to compare variances. However, these methods are more vulnerable to skewness in the presence of extreme values. These methods must also meet normality and equal variance assumptions. Alternatively, box plots can compare the differences between variable distributions without the need to meet certain statistical assumptions.
However, unlike other forms of EDA, box plots show less detail than a researcher may need. For one, box plots may display only the five-number summary. They do not provide frequency measures or the quantitative measure of variance and standard deviation. Second, box plots are not used in a way that allows the researcher to compare the data with a normal distribution, which stem plots and histograms do allow. Finally, box plots would not be appropriate to use with a small
sample size because of the difficulty in detecting outliers and finding patterns in the distribution.
Besides taking into account the advantages and disadvantages of using a box plot, one should consider a few precautions. In a 1990 study conducted by John T. Behrens and colleagues, participants frequently made judgment errors in determining the length of the box or whiskers of a box plot. In part of the study, participants were asked to judge the length of the box by using the whisker as a judgment standard. When the whisker length was longer than the box length, the participants tended to overestimate the length of the box. When the whisker length was shorter than the box length, the participants tended to underestimate the length of the box. The same result was found when the participants judged the length of the whisker by using the box length as a judgment standard. The study also found that compared with vertical box plots, box plots positioned horizontally were associated with fewer judgment errors.
Sara C. Lewandowski and Sara E. Bolt
See also Exploratory Data Analysis; Histogram; Outlier
Further Readings
Behrens, J. T. (1997). Principles and procedures of exploratory data analysis. *Psychological Methods, 2*, 131–160.
Behrens, J. T., Stock, W. A., & Sedgwick, C. E. (1990). Judgment errors in elementary box-plot displays. *Communications in Statistics B: Simulation and Computation, 19*, 245–262.
Frigge, M., Hoaglin, D. C., & Iglewicz, B. (1989). Some implementations of the boxplot. *American Statistician, 43*, 50–54.
Massart, D. L., Smeyers-Verbeke, J., Capron, X., & Schlesier, K. (2005). Visual presentation of data by means of box plots. *LGGC Europe, 18*, 215–218.
Moore, D. S. (2001). *Statistics: Concepts and controversies* (5th ed.). New York: W. H. Freeman.
Moore, D. S., & McCabe, P. G. (1998). *Introduction to the practice of statistics* (3rd ed.). New York: W. H. Freeman.
Ott, R. L., & Longnecker, M. (2001). *An introduction to statistical methods and data analysis* (5th ed.). Pacific Grove, CA: Wadsworth.
Tukey, J. W. (1977). *Exploratory data analysis*. Reading, MA: Addison-Wesley.
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Thank you for choosing to adopt an animal. The Humane Society of Harford County is a small group of dedicated people – some paid staff and many volunteers – working very hard to find homes just like yours for about 3,500 homeless pets each year. We rely on the generosity, the care, and the compassion of our community to aid in this life-saving work.
By adopting a pet you have already joined the ranks of those saving lives and for that we thank you. We hope that your life with your new pet will be as happy and fulfilling as possible. With this packet, we have provided some information to get your new relationship off on the right foot. Whether you are a first timer or a seasoned pet owner, we encourage you to utilize the information provided in this packet and contact HSHC with any questions. Adopting a pet means adding a new member to your family. To us it means joining ours as well, and we are here to help you with your pet in any way we can.
HSHC adoption counselors can be reached by calling 410.836.1090 ext. 105 or by email at firstname.lastname@example.org to answer any questions you might have about your new pet.
Your packet contains:
Inside Front Cover ........................................... Adoption Receipt and All Paperwork
Page 2 ......................................................... Checklist of Supplies
Page 3 ......................................................... Housing Your Guinea Pig
Page 5 ......................................................... Diet & Treats
Page 10 ...................................................... Have a Healthy Piggy
Page 14 ....................................................... Guinea Pig Handling
Page 15 ....................................................... Normal Behaviors
Page 18 ..................................................... Introducing a New Guinea Pig
Page 20 ....................................................... Communication
Page 22 ....................................................... Grooming
Welcome to the Humane Society of Harford County’s Guinea Pig Manual. Here you will learn all about guinea pigs: how to feed them, handle them, about their behavior, how to choose a cage, bedding, about their health, social life, and much more – everything you need to know about guinea pig care in one place!
Guinea pigs are fun and rewarding pets to have around. As they live between 4-8 years (in average), they are a long-term commitment, and if properly cared for, they will be in your life for a long time!
Here are some other fun facts about your new guinea pig:
1. They are most active during dawn and dusk, when it is harder for predators to spot them.
2. They will whistle when they become familiar with you and hear that you’re near.
3. They will learn to whistle in response to the refrigerator door opening or the rustling of plastic bags.
4. Guinea pigs eat their own droppings. Yep. This is perfectly normal and is called coprophagy.
5. After its cage has been thoroughly cleaned, a guinea pig will usually urinate and drag its lower body across the floor of the cage to mark its territory.
6. Guinea pigs are highly social and enjoy the company of other piggies and people.
**Checklist of Supplies**
Here’s a list of the necessities you’ll need to help your new guinea pig stay healthy and happy!
**Housing & Bedding**
- Appropriate size and type of cage
- Carefresh or other appropriate bedding
- Drip water bottle
- Food bowls
- Hiding house
**Food**
- Fortified guinea pig diet
- Fresh water
- Fresh fruits and vegetables, especially those with a high Vitamin C content
- Vitamin C drops
- Timothy hay (unlimited supply)
- Treat sticks and chews
- Mineral wheel
**Extras**
- Books and magazines
- Hay holder
- Cage cleaner & disinfectant (read and follow label instructions)
- Nail clippers
- Toys
Housing Your Guinea Pig
Many of the ready-made cages sold in pet stores are not suitable for guinea pigs—despite the fact they are advertised as being so. Most of them are too small and some even have wire grid floors—which should never be used to house guinea pigs.
Bigger is better! For the health and well-being of your guinea pigs, provide as large a living area as you can manage. Cage size standards are listed below. Following these standards will result in happier, healthier, and perkier guinea pigs.
| # of Pigs | Square Feet | Minimum in Inches | Preferred |
|-----------|-------------|-------------------|-----------|
| 1 | 5.7 sq ft | 39" x 21" | more is better |
| 2 | 7.3 sq ft | 46" x 23" | 10.5 sq feet |
| 3 | 10.5 sq ft | 50" x 30" | 13 sq feet |
| 4 | 13 sq ft | 30" x 62" | more is better |
Cage Accessories
- Water drip bottle
- Bowl for pellets (make sure it’s heavy, to prevent tipping)
- Hiding place (like a small wooden house) for the piggie to have a sense of security, a place to sleep and a retreat to run away to if feeling threatened.
- Cage hayrack & hammock
Non-Toxic Toys
We recommend creating your own home-made toys. They are cheap, available, and usually most fun for your pets.
- Most important toy: Second guinea pig. No toy can replace the live company of the same species.
- Simplest and cheapest toy to make: crumpled piece of clean white paper. Piggies love that stuff, jostling it around, chewing on it, tearing it apart.
- Various non-toxic toys (each cavy reacts differently on various objects). For example, naturally-wooden toys (no pressure treated wood) with chimes inside usually gets them interested. Plus, it will last long and they can safely chew on it.
- PVC tubes for sneaking around. NOTE: Make sure they are wide enough, and airy. Keep them under observation to avoid mishaps.
- Something to cuddle with (for example old socks filled with shavings).
- A mirror. Just be careful with it – the safest way is to install it on the outside of the cage.
- Hidden treats within the cage.
- Toilet paper rolls, stuffed with hay.
- New hideouts, for example made from boxes, with cut-out windows, doors and alternative passages. They love to explore around.
Cleaning the Cage
1. Remove guinea pig(s) from the cage and dispose of all bedding materials.
2. Rinse the cage with warm water and soap and scrub the cage floor.
3. IF THERE ARE HARD CALCIUM DEPOSITS: Pour white vinegar on the calcium deposits and let it soak for several minutes.
4. Rinse thoroughly with clean warm water to remove all remaining soap/vinegar/acids, then dry the guinea pig cage thoroughly.
Note: Wet bedding can easily mold and cause unnecessary health risks for your guinea pig.
Regular cage cleaning will keep your cavy healthier. If you don’t clean the cage frequently, urine can break down into ammonia which could be harmful to your pet’s respiratory system. Your guinea pig can also get urinary tract infections (URI) because of the harmful bacterial growth.
Bedding
Paper Bedding. Paper bedding is soft and absorbent and most brands contain minimal dust. There are several brands to choose from, including: Oxbow Pure Comfort Bedding, Carefresh & Critter Care.
Aspen. Aspen is the ONLY acceptable wood bedding. It is somewhat less absorbent than paper beddings and does not have paper beddings’ odor control. It also tends to be lighter than most paper beddings, so it has a greater tendency to fly about when the guinea pigs run or jump in their cage. Aspen, however, tends to be cheaper than paper bedding. Paper bedding can be mixed with Aspen for cost-savings.
Blends. Blends mix paper bedding with wood bedding. They provide the odor control benefit of paper bedding but tend to cost less than paper bedding due to wood (a cheaper material) being mixed in. Don’t buy blends with cedar or pine mixed in, because the woods give off aromatic hydrocarbons (phenols) that are harmful to guinea pigs. The following is a safe blend: Carefresh Shavings Plus Pet Bedding.
Note: Do NOT use these: Cedar, Pine, Corncob, Straw, Wire Flooring, Sawdust, Cat Litter, or Small Animal Potty Training Litter.
Diet & Treats
Water
- Unflavored bottled drinking water or fresh spring water is recommended.
- Provide water in a cage-mounted drip bottle (to prevent contamination and/or spilling, which is usual for dish servings).
- Clean the drip bottle nozzle frequently (hay and pellet gunk can breed harmful bacteria and clog the water flow if not cleaned regularly).
- Guinea Pigs need a constant supply of clean, daily fresh, room-temperature plain water for optimal performance.
- Avoid distilled water (it does not provide minerals that are essential to important body functions).
- Avoid water high in minerals (especially calcium).
- Avoid putting medications, vitamins or any other supplements in water.
- Untreated tap water is usually not recommended (possibility of chlorine and heavy metal contamination), but this depends on the quality of your home water distribution which can be tested.
Pellets
Guinea pigs should be given a pellet based food - about 1/8 cup per guinea pig per day (for pregnant, nursing, or guinea pigs 6 months or less, pellets should be available at all times even if this means feeding more than 1/8 cup per day). Guinea pigs 6 months or less (or pregnant or nursing) may be fed pellets with some alfalfa. Guinea pigs over 6 months should be fed timothy pellets. Pellets containing alfalfa contain a large of calcium (alfalfa is calcium-rich). Guinea pigs 6 months or less need the extra calcium for development; guinea pigs over 6 months don't. A diet containing a large amount of calcium can cause stones to form in a guinea pig. Stones are painful and often require surgery to remove. Guinea pigs over 6 months, therefore, should be fed timothy pellets to reduce the likelihood of a stone forming.
Pellets fed to guinea pigs of any age should be free from "junk" like nuts, seeds, etc., which cause obesity and pose a choking hazard.
The following is a list of quality pellets.
- For guinea pigs 6 months or less:
- Oxbow Performance
- Sweet Meadow blend pellets
- Kleenmamas alfalfa pellets
- For guinea pigs over 6 months:
- Oxbow Cavy Cuisine
- Small Pet Select timothy pellets
- Sweet Meadow timothy pellets
- Mazuri timothy pellets
- Kleenmamas timothy pellets
- Sunseed Vita Sunscription Guinea Pig Natural Timothy Diet
(Must be this variety - none of the other Sunseed varieties are acceptable)
Fruits & Veggies
Feed your guinea pig primarily green leafy vegetables and don’t feed the same veggies every day. Variety is the key for maintaining a healthy piggie. Some vegetables can be provided a few times a day; some a few times a week. Never feed wilted or spoiled food, and it is strongly recommended to remove uneaten vegetables to prevent spoiling/rotting. Be cautious about vegetables from the freezer – if the food is too cold, guinea pigs can get diarrhea.
**NOT recommended:** iceberg lettuce (high in nitrates and low in nutrients; can cause diarrhea if given in excess).
**NOT recommended:** any vegetable in the cabbage family (it won’t kill them, but could cause bloat if feeding continuously), or beet greens (too high in oxalates).
**Veggies Guinea Pigs Can Eat Everyday:**
- Cucumber: Little nutritional value, but high water content – especially appreciated in summer
- Bell Peppers: Green and Yellow: Remove seeds
- Carrots: Both the root and the green tops are recommended (BUT take note that high sugar and Vitamin A content require moderate consumption)
- Green leaf lettuce
- Butterhead lettuce
- Red leaf lettuce
- Cilantro
- Escarole
- Swiss chard (chard, silverbeet)
- Curly endive
- Belgian endive
- Sweet Potato leaves
- Chicory greens
- Coriander
- Dill
- Zucchini
- Arugula
- Radicchio
- Artichoke
**Veggies Guinea Pigs Can Eat Occasionally:**
- Bell Peppers: Red/Orange (remove seeds)
- Asparagus (low in Vitamin C)
- Turnip greens
- Basil
- Green leek tops: feed in moderation
- Thyme
- Pumpkin (WITHOUT seeds)
- Watercress
• Romaine (only small amounts recommended – it has a poor calcium/phosphorus ratio that can cause kidney stone problems)
• Spinach (small amounts recommended to avoid potential kidney stone problems)
• Broccoli leaves and peeled broccoli stem: Related to the cabbage family, so small doses recommended
• Cauliflower: Related to the cabbage family, so small doses recommended
• Kale: Related to the cabbage family, so small doses recommended
• Chinese Cabbage/pak-choi: Related to the cabbage family, so small doses recommended
• Corn silks and husks: When in season
• Parsley greens and root: Very high in calcium, so caution is recommended if guinea pig is prone to developing bladder stones
• Rutabaga
• Celery: Cut into small pieces as it is very stringy, to avoid guinea pig choking
• Celery leaves
• Fresh Grass: Clean, pesticide-free, not soiled by dogs/cats/etc, NOT cut by a lawn mower
• Tomato: Remove the poisonous tomato top (green part). Remove seeds if using a slice from a larger tomato
• Beetroot: Recommended in raw form rather than pickled. High in antioxidants and other nutrients. Feeding too often may result in red urine
• Carrot greens (high in calcium, potassium and vitamin C)
• Fennel
Fruits Guinea Pigs Can Eat Occasionally:
• Apple: Thin wedge, include peel, REMOVE SEEDS which contain cyanide compound
• Pear: Thin wedge, include peel, no seeds
• Apricot: Dried, a couple small pieces
• Banana: Relatively low in vitamin C but rich in other nutrients. BUT, could cause constipation, so feed in great moderation.
• Blueberries
• Blackberries
• Cantaloupe
• Seedless Grapes or Raisins: NOT BOTH, and very sparingly
• Orange
• Strawberries: Another popular summer fruit, also very high in vitamin C
• Watermelon: high water content, could cause diarrhoea
• Cranberries: very high in vitamin C; too much can cause STOMACH UPSET
• Grapefruit: Pink, red, and white varieties are all good sources of vitamin C, but they can be too sour for some pigs. They are high in WATER content so are refreshing in warm weather.
• Kiwi: Extremely high in vitamin C and considered very good for cavies
• Mango: High water content makes it very refreshing
• Raspberries: Some guinea pigs find these too tart to eat; others love them
• Cherries: without pits
• Peach
• Nectarine
• Plum
• Figs
• Dates
• Dried fruits: Full of concentrated sugar, so give rarely and in very small doses
NOTES:
1. Many fruits are full of natural sugar, have fruit acid and possible low Ca:P ratio, which could lead to bladder problems.
2. Cut the fruits to small pieces to avoid mouth soreness.
3. Because of the high sugar content, fruits must be provided occasionally, as a treat. This means small quantities (such as 1/8 of an orange, 1/8 of an apple, etc.), only once or twice per week.
Fruit to Avoid Giving Your Guinea Pig:
Guinea pigs will eat most types of fruit, but some vets believe that grapes can lead to kidney disease and are best avoided. If you do decide to feed them to your pets, be sure to give them seedless grapes.
Treats
Pet stores sell many treats for guinea pigs. The honey sticks, seed sticks, yogurt drops, gummy vitamin C chews, and other sweet treats sold at pet stores aren't good for guinea pigs. They contain too much sugar and too many calories. Don't provide them. If you want to provide a treat, any of the Oxbow Simple Rewards are fine when provided in moderation. Oxbow Simple Rewards contain no added sugar or fattening ingredients like seeds and nuts.
Hay
Guinea pigs are grazing animals and unlimited amounts of grass hay. Grass hay provides the fiber guinea pigs need for digestion and helps grind their constantly growing teeth. Without grass hay, guinea pigs teeth may become too long, which may hinder eating and cause other problems. Eating the long hay strands keeps their digestive system moving, and in good health.
What kind of hay to provide?
Alfalfa contains a large amount of calcium. A diet containing a large amount of calcium can cause stones to form in a guinea pig. Stones are painful and often require surgery to remove. To reduce the likelihood of a stone forming, guinea pigs should be provided with unlimited mixed grass (e.g., orchard grass or bluegrass) or timothy hay. Alfalfa hay may be provided in addition to mixed grass to pregnant or nursing guinea pigs, who need the extra calcium for the development of their pups, or to guinea pigs younger than 6 months, who need the extra calcium for development. Check with your exotic vet if you have a pregnant, nursing, or very young guinea pig on proper nutrition.
Where to buy hay?
There are many places where you can buy orchard grass or timothy and a few where you can buy bluegrass. Look for 2nd cut. 1st cut has too many stems and is too hard for guinea pigs.
- Small Pet Select. High quality timothy hay. Order online and have it delivered right to your door in the Continental U.S.!
- Sweet Meadow Farms timothy hay
- KMS Hayloft timothy hay or bluegrass
Allergies?
Grass hay (timothy hay or orchard grass) must be available to guinea pigs at all times in non-compressed form (compressed hay cakes sold by Oxbow are an ok treat). Please make sure that you don’t have allergies that would interfere with providing grass hay and/or keeping the guinea pig before adopting. If you are unsure whether you have allergies to grass hay, buy a bag of grass hay (timothy or orchard grass) and keep it open in your home to test for any reaction. Those with allergies sometimes find that a home air filter reduces their reaction.
Vitamin C
Vitamin C is important to the health of guinea pigs. Guinea pigs unfortunately do not make their own vitamin C and rely on getting it from their diet. The pellets, vegetables, and fruits guinea pigs consume contain vitamin C. It is a good idea to provide guinea pigs with supplemental vitamin C, especially older guinea pigs who often don’t absorb nutrients as well and sick guinea pigs who need the vitamin C for recovery.
Vitamin C supplements:
- Hyland Baby tab: They are a soft quick-dissolve tab with a nice lemon flavor that most guinea pigs like. They need to go right in the mouth so you need a cooperative guinea pig. One tablet per guinea pig.
- Liquid C: Not the kind from the pet store but the kind from the human health food store. It is administered orally by a syringe. Some people are concerned about the sweetener. The sweetener covers up the bitter taste of vitamin C. Without it, you likely wouldn’t get your guinea pigs to take liquid C. Administration of liquid C gets your guinea pigs used to taking liquids by oral syringe, which makes future administration of medicines easier (it won’t be a new, scary thing).
- Oxbow Vitamin C Biscuit: Many guinea pigs like these. Others find them too hard to eat, especially as they get older.
Don’t provide:
- Vitamin C drops pet stores sell for water bottles and topping food. These drops are bitter and if you put them in guinea pigs’ water or on their food, then the water or food becomes bitter. This will cause your guinea pigs to drink less (or eat less if placed on food) or not at all. These drops also are ineffective. Vitamin C degrades rapidly in water.
- Gummy vitamin C chews sold at pet stores. These contain too much sugar for guinea pigs and as a result, can cause health problems.
Have a Healthy Piggy
Weigh your guinea pig weekly
Weigh your guinea pig weekly using a small kitchen food scale. Put a small, open box on top of the scale (large enough for your guinea pig to sit in), tare the scale to remove the weight of the box, and then put your guinea pig in the box to weigh him/her.
Try to weigh at the same time of day, for instance before giving your guinea pigs their breakfast veggies, to improve accuracy (after a meal, your guinea pigs may weigh more).
Why weigh your guinea pig?
Weighing your guinea pig helps spot illness. Sometimes the only symptom of illness may be a gradual loss of weight over a few weeks. A weight loss of 10% or more (within one week and/or over several weeks) is when you should become concerned and take the guinea pig to the vet even if you see no other symptoms of illness.
Signs of illness?
If your guinea pig has symptoms suggestive of illness (e.g., running nose, wheezing, bloated / hard belly, lethargy etc.), has lost weight, has begun to refuse foods normally eaten, and/or is not behaving normally, take him to an exotic vet with experience in treating guinea pigs right away. Your guinea pigs' life often depends on you getting veterinary care right away.
1. Eyes
Normal:
- Symmetrical, Open, Bright, Clear with no discharge
- Milky type liquid is also considered normal (produced during the grooming process and usually wiped away with their front feet)
Not Normal:
- Crusty, red/swollen eyes: Possible bacterial infection
- Watery or crusty eyes: Possible upper respiratory infection
- Dull and/or receding eyes: Possible upper respiratory infection
- Bulging eyes: Possible infection, injury, or tooth root problem
- Sunken eyes: Possible dehydration
- Opaque/Cloudy eyes (blue/grey in color): Could be protective covering due to an injury to the eye. Appears quite quickly and normally disappears once the eye starts healing
- Cataracts: Possible sign of diabetes or old age
- Foreign objects in eye(s): It is not recommended to try to remove objects from your guinea pigs eye without veterinary expertise.
2. Hair, Skin & Body
Normal:
- Healthy, normal looking hair and skin
- Some modest amount of shedding is considered normal
Not Normal:
- Dandruff can be identified as white flakes in the fur, similar to human dandruff. But, debris on the skin may be there for several reasons, and it does not necessarily mean that it is a medical condition. Beware of the other symptoms: a parasite or fungal infection is possible if the guinea pig seems shedding more than normal, is
very itchy, or has a lot of dandruff. Veterinary examination is recommended in any case.
- Excessive hair loss (possible in patches, or general hair loss): Combined with excessive itching could indicate guinea pig *mites* (parasites which are extremely common and very painful, but treatment is easy. Owner should treat mites as soon as possible.
- Lumps
- Scabs
- Dry flaky skin
- Scratches
- Sores
- Rough or puffed-up coat: *Possible upper respiratory infection*
- Swollen abdomen: Bloat (intestinal blockage and/or a dangerous build-up of gas, painful and potentially fatal)
**NOTE:** *It is recommended to also check under the guinea pig undersides and under the chin.*
3. **Ears**
**Normal:**
- Smooth & clean
**Not Normal:**
- Inflamed
- Crust on edges of ears: *Possible parasite infestation, fungal or bacterial infection*
- Build-up of wax: Could attract parasites. Clean the wax using warm water with gentle movements. It is not recommended to poke cotton buds in guinea pig’s ears. This could cause significant amount of damage inside the ears.
- Head tilt: *Possible ear infection*
4. **Nose**
**Normal:**
- Clean nose
- No signs of discharge or watery liquid
**Not Normal:**
- Snotty nose, frequent sneezing: *Possible bacterial infection*
- Watery or crusty nose: *Possible upper respiratory infection*
5. **Feet**
**Normal:**
- 4 fingers front feet, 3 fingers back feet
- Normally looking, clean, soft footpad
- Nails trimmed at a proper length: Need cutting if too large
**Not Normal:**
- More than 4 fingers on front or more than 3 fingers on back feet (polydactyly, could be the result of inbreeding); however, this should not harm the animal and is not a reason for concern
- Swelling, Scabs, Crusts: *Could indicate Bumblefoot*
- Long nails: Need cutting
- Limping
6. Breathing
Normal:
- The normal respiration rate for a cavy is about 80 per minute
- It is normal for some cavies to hyperventilate at times to almost double this rate
Not Normal:
- Laboured breathing
- Wheezing
- Clicking sounds
7. Eating
Normal:
- Guinea pig is normally eating its regular food
- Feeding more or less continuously
- Chewing on paper, cloth, rubber and plastic (and everything in the known Universe) is normal, but try to limit this and keep it under control
Not Normal:
- Struggling to eat: Possible dental problem
- Refusing to eat anything: Alerting situation, taking your pet to the veterinarian is highly recommended
8. Water Drinking
Normal:
- Water consumption differs for each cavy
- Consumption is dependent on several factors: temperature (during summer, water consumption is naturally higher), taste of water, activity, and preference
- Guinea pig extracts water from vegetable matter. For this reason it may appear that guinea pig drinks very little during the day
- If concerned, owner can check for signs of dehydration
Not Normal:
- Drinking a lot more than normal (if taking weather temperature into consideration): It would be wise to have your guinea pig checked for diabetes.
- Possible causes of excess water consumption:
- Diabetes
- Kidney failure
- Pain
- Hunger
- NOTE: Ill guinea pig (especially if having molar problems) may be unable to eat but will drink excessive amounts of water. If owner suspects that the animal is drinking too much, it is recommended to insure first that that the water bottle is not leaking.
9. Droppings
Guinea pigs excrete 2 different types of feces: one which contains “normal” waste, and another which is produced in the animal’s cecum and is called caecotroph (also called cecotrope or night feces). Technically, caecotrophs are not a poop; they contain vitamins, minerals and some proteins that were not absorbed when firstly ingested and are reingested by the animal. They are usually greenish in color, but this is not a general rule.
Normal:
- Uniform and oval, medium to dark brown
- When begin to dry out, droppings turn black
- Frequent excretion is normal
Not Normal:
- Teardrop shaped droppings: Possible dehydration and/or malnutrition
- Pitted soft droppings: Possible overgrowth of yeast in the intestinal tract
- Bleeding from rectal area: Red alert
- Diarrhea: Can be life threatening. Temporarily withholding vegetables may help if the droppings are merely soft
- No droppings for more than 12 hours
- Clumped droppings: Possible impaction (males)
10. Urine
Normal:
- Color clear to cloudy
- Cloudiness is caused by calcium compounds in the urine. It is recommended to rub the dried calcium deposits between the fingers to determine if deposits are powdery or gritty
- Very young guinea pigs often have an orange or brown tint
Not Normal:
- Strong smelling urine: Possible dehydration or infection
- Gritty compounds (feels coarse and sandy): Possible sludge in the bladder
- Blood in urine: Possible urinary tract infection, bladder stones, or reproductive problems like pyometra (in females). To check for blood, put some light colored towels on the cage floor.
- Incontinence (Unable to urinate): Possible bladder stones
- NOTE: Guinea pig’s hair should be relatively dry, but if it is constantly wet, there is a possibility of a urinary tract infection.
Annual vet visit
Guinea pigs should go to the vet once a year for a well-check. It's important to take them to an exotic vet with experience treating guinea pigs.
Medication: Prescribed antibiotics by the vet?
If your guinea pig was prescribed antibiotics by the vet, ask your vet about probiotics. Antibiotics can destroy healthy gut bacteria, which can result in abnormally soft stools (or diarrhea). Bene-bac Plus Pet Gel is an easy to administer probiotic designed for pets. Most guinea pigs will immediately latch onto the tube of Bene-bac and take the dispensed dose (1 gram once per day, taken at a different time from the prescribed antibiotics).
Bloat
Did you know that guinea pigs can die from too much gas building up in their digestive system? Guinea pigs can develop bloat for a variety of reasons, including eating foods that cause gas (e.g., broccoli), not eating, etc. It is a medical emergency if your guinea pig appears swollen and the stomach appears distended. In some cases, there may be no sign other than lethargy and a refusal to eat. In both cases, take your guinea pig to the vet immediately.
We do not diagnosis and do not recommend diagnosing your guinea pig. If your guinea pig has symptoms suggestive of illness (e.g., running nose, wheezing, bloated / hard belly, lethargy etc.), has lost weight, has begun to refuse foods normally eaten, and/or is not behaving normally, take him to an exotic vet with experience in treating guinea pigs right away. Your guinea pigs' life often depends on you getting veterinary care right away.
Guinea Pig Handling
Guinea pigs are gentle animals with delicate bones and sensitive inner organs, nervous by nature and programmed with jumping habits. Take extra care to prevent injuries.
Carrying is not a natural situation for these small animals, so an average new guinea pig is not going to like to be held. Carrying can often induce fear in cavies, but in time your pet will probably get used to being carried, but it is also normal for these small animals to struggle to escape if you pick them against their will – even after years of life spent together. Nothing to worry about. Be extra cautious not to squeeze your pet too hard or to accidentally drop it as it struggles.
How to pick up your guinea pig:
- Approach guinea pig from the front
- Gently talk to your pet and stroke it on the head
- Place one hand under your pet’s chest (just behind the front feet) and use your other hand to support its hindquarters
- Bring your pet against your chest (this position should feel most secure), still supporting it by using two hands
- Keep a firm grip, but do not squeeze (their bones and internal organs are fragile)
- If your pet begins to struggle, lower yourself down to the floor in order to reduce the chance of fall injuries
In order to build a bond between the owner and his pet, it is recommended to handle the guinea pig as often as possible, following these handling instructions. It is recommended to spend sufficient time gently talking to your pet and giving it treats so it learns to trust you, showing less and less fear.
Normal Behaviors
It is important to learn about your guinea pig behavior in order to recognize its behavioral patterns, unusual behavior, potential needs and moods that your guinea pig is trying to communicate to you. Guinea pigs are inquisitive and curious by nature. They are creatures of habit, so changes in routine like feeding, free time etc., can cause some distress. It is recommended to introduce changes slowly.
Running Away and Hiding From Being Picked Up
This is a natural defense mechanism which needs to be respected and dealt with patiently. This behavior does not mean your piggy is rejecting you! In time, there is a high probability that all guinea pigs will come to accept being picked up for cuddles and play time out of the cage.
Begging for food
When hungry or anticipating a treat, your pet will start weeping, and as its confidence grows, it will often stand up on its hind legs (like a dog). Your pig will become very excited and focus its eager eyes in your direction, hoping you’ll notice what it wants.
“Popcorning”
This is normal behavior which consists of hopping up in the air, running around, quickly turning in another direction and repeating the jump. Younger guinea pigs do this when they’re happy, excited or feeling playful. Older cavies do not usually jump as high as the young ones (they are heavier), but also tend to popcorn.
Running laps
Running laps around the cage is a normal behavior for a guinea pig. It does not use exercise wheels, so it have to burn off its energy in other ways.
Freezing
When a guinea pig senses danger, when it hears a sudden sound that it is unfamiliar with, when it is startled or uncertain about something in its environment, it will freeze and stand motionless. It is a natural reaction used when it tries to make itself seem invisible and lets others in the group know that there could be imminent danger. Freezing is often accompanied by a very short vibrating sound, which also indicates fear.
Sniffing
Your guinea pig is learning about its surroundings and potential food sources. You may also notice that a guinea pig will occasionally sniff the air with their head stretched out when it is being watchful and curious, wondering what’s going on and who is out there.
Scent markings
To mark items as its property and/or territory, your guinea pig will rub its chins, cheeks, and hind ends on those items. Your pet can also do this outside the cage, usually in the area in which it has regular free range time.
Fidgeting (while being held)
This can be a sign that your pet needs to go to the bathroom, or it is tired of being held. It is recommended that you return your pig to the cage for a moment.
Tossing Head Up in the Air
Your pig will do this when she’s getting annoyed with being petted. It’s a way of asking you to stop.
Licking
Most people believe that licking is either a sign of affection or simply that your pig likes the taste of salt on your skin.
Teeth chattering
You have probably done something outside the standard operational procedure and seriously angered your guinea pig. Clacking its teeth together is considered as a behavioral pattern of anger. If it is directed at you, your pig is telling you to keep away, so try to respect its wishes or you could be in danger of a bite.
Biting
Biting is considered to be a rare behavioral pattern, but not an unusual one. Guinea pigs can bite you for several reasons:
- If it is upset, angry, frightened, defensive or annoyed.
- Could be the result of an accident; for example, if you’ve been handling food, guinea pig may make the mistake of thinking your finger is food. It is recommended to wash your hands before handling your guinea pig.
- They may bite because of a skin problem like mites so holding, stroking or touching a guinea pig with mites can cause them severe discomfort and they’ll try anything to stop the pain.
Nibbling
Nibbling is a way of communication, especially for young guinea pigs who are still learning and testing their limits. If you’ve been holding your guinea pig for a while, it may nibble your clothes as a way of communicating to you that it wants/needs to go back to the cage (usually to go to the bathroom).
Biting the Cage Bars
Biting the cage bars can be triggered by several factors:
- When your pet thinks (or assumes) there is a food on the way
- When it is bored and demanding attention
- When living on its own, it will naturally become bored and lonely (even if the owner spends a lot of time with his pet). Consider adopting another guinea pig for company.
- When it is living in a small cage and is not getting sufficient free range time. Consider providing a larger cage and increasing its free range time.
Eating its own droppings
Although it’s gross, coprophagia is a normal behavior. It is usually observable when a guinea pig ducks its head underneath followed by munching. The most probable reason for this action is the fact that its droppings represents a source of vitamins B and K, produced by bacteria in the guinea pig’s gut.
Depression
Does your guinea pig seem depressed? When your guinea pig is hunched up in a corner, looking sad and depressed, something is probably bothering it. Try offering your guinea pig its favorite food. If it shows no interest, take your guinea pig to the vet immediately, because depression could be an indication to a more serious health problem.
NOTE: Because of their natural instinct, guinea pigs can hide their illness. In the wild, it is a survival mechanism against predators picking out an easy target.
Scratching
Like all animals and humans, guinea pigs get the occasional urge to itch. If your pet is scratching excessively, check its skin to see if it is flaky, sore or if any bald patches have appeared.
Sleeping
Guinea pigs do not require sleeping for a long periods as they are not nocturnal animals like hamsters. They need to take small naps during the day and night. Usually, a guinea pig will relax and rest its head on the ground, and some of them will be totally relaxed and spread out their hind legs.
Stretching
A guinea pig will stretch out while yawning at the same time. This is an enjoyable behavior to observe. If your guinea pig is stretching and yawning just after a nap, it is feeling happy and relaxed. One may notice this behavior while holding and cuddling the pet for some time.
Cleaning (grooming) itself
Your guinea pig stands on its hind legs and cleans itself with its front legs licking its fur. It does this when it is by itself, but when certain trust between the pet and its owner is established, it will clean itself next to (or on top of) its owner.
Not closing its eyes
Guinea pigs often do not close their eyes (even when sleeping), unless it is feeling very relaxed (even then it is not very often). This behavior is also the result of a natural defense mechanism and alertness.
Introducing a New Guinea Pig
Why do you need more than one guinea pig?
Because guinea pigs are very social animals, it is always recommended that they live with at least one other cage mate. A single guinea pig will get lonely, less curious, vocal and active, regardless of how much time you spend with him or her. It is not natural for them to live without others of their kind.
When living together, guinea pigs will communicate, play and run around more, follow and groom each other, and possibly even sleep cuddled up together.
When choosing cage mates, it is usually best to have the same gender, or different genders but the male must be neutered – because there are lots of abandoned guinea pigs in local animal shelters, and breeding is usually not recommended, because you can save the ones from the shelters.
Spaying & Neutering
Both spaying and neutering are surgical procedures performed by a veterinarian that render the animal incapable of reproducing. They are mostly done because of the overpopulation of animal shelters – it is better to save the ones which exist then to breed new ones.
If you have the choice, always neuter your male guinea pig because the operation is more complicated for female guinea pigs, but consult with your guinea pig veterinarian for advice.
Preparations
1. You need to be 100% sure that you know the sex of your guinea pigs. If you are unsure about the gender, ask your veterinarian.
2. Prepare a large enough cage (refer to page 3 for guidance).
3. Prepare separate hiding places and food bowls, so each one can have “his own stuff”.
4. The cage and all the cage accessories should be cleaned using vinegar to remove all previous scents. Rearranging the cage interior is also recommended to remove the existing “personal touch”.
5. Wash your guinea pigs to somewhat hide their natural scent. Or rub the hay from the existing guinea pig’s cage on the newcomer. That way the newbie would somewhat smell like a member of the herd.
6. Your new guinea pig could carry some illnesses which can incubate for a while and spread among your existing cavies. Therefore, it is important to quarantine your new guinea pig for at least two weeks, so potential illnesses would show in time to prevent spreading. Keep the newcomer away from your resident guinea pig(s), and always wash your hands after handling the newcomer.
Guinea pig matches
The following guinea pig matches are ordered from easiest to potentially troublesome:
1. Two baby guinea pigs
2. Baby guinea pig and an older guinea pig of the same gender
3. Neutered male and one or more females
4. Two females. It is possible that they would not get along – depends on their personalities
5. Two males could live in harmony, but that depends on a specific case – again, on the personality of the guinea pigs in question
**Introduction rules and tips**
1. When introducing a new guinea pig, never put your new guinea pig directly in the cage where your old guinea pig is already living.
2. Their first meeting should be done on the large, enclosed “neutral ground” – somewhere outside the cage, in a space that is new to both guinea pigs, like an enclosed area of a kitchen or a bathroom.
3. Place a pile of hay and treats (vegetables) into the center of the area.
4. Place all your guinea pigs into the area.
5. Prepare some towels, in case they start to get physically aggressive.
6. Observe their behavior: ignoring one another is normal. Then, all this could happen: mounting one another, teeth chattering, chasing around, purring accompanied by swaggering walk, etc. It is a natural thing for them – establishing hierarchy, who’s the boss, who’s the friendly neighbor and who doesn’t care. This could take about an hour; after that, you should still observe them for another couple of hours.
7. After the observing period (about 3 hours altogether) they should appear comfortable with each other. You can place them in the cage together.
8. Observe their behavior in the cage for another period of time, just to be sure they are ok.
9. If they don’t seem to get along after their time together dedicated on the neutral ground, read further. If they start to get physically aggressive and fight, you will need to throw a towel at the aggressive one and separate one from another.
**What if they don’t get along?**
It is possible that your guinea pigs won’t get along, no matter what you do and how carefully you have read the instructions on this page. Don’t be alarmed or disheartened – nature just works in this way.
If this happens, you will need to keep them separated in some way. The best thing to do is to keep them close enough so they could see, smell and talk to each other, but are separated with some kind of a partition. They are still social, and having another guinea pig in their vicinity is quite beneficial.
Communication
Guinea pigs have a large vocabulary and it can really help you, and your guinea pig if you have a better understanding of what your guinea pig is saying. Here are a few descriptions and sound recordings of noises a guinea pig can make. Many people come up with all kinds of different names to describe a guinea pig sound, chut, chubble, wheeeek, rumble are just a few, but I'm sure once you hear the noise and read the description of why piggy is making the noise, you will soon get to recognise what your guinea pig is saying. Remember some sounds can have more than one meaning or sound similar but you can usually tell the differences as their body language plays a large part in how guinea pigs communicate with us or with each other.
Wheeking, Squealing or Whistling
- Most popular and known sound made by a guinea pig
- It is a frequently used vocalization, generally communicating anticipation and excitement, particularly about being fed, or in response to the presence of its owner
- Wheeking is considered to be a form of begging, in some cases mostly heard in the morning and the evening (associated with feeding time)
- Sometimes it serves as a call for attention
- If all the food in the world is provided, and they are still making this (or similar) noise, then maybe they would like to be petted, or released for some free walking time
Purring
- Purring can be heard when the cavy is happy (e.g. when being petted or held)
- Can be also produced when given food, grooming, or crawling around to investigate a new place
Chirping
- Possibly the least understood or heard guinea pig sound
- The sound pattern is similar to bird song
- Could be related to stress or when a baby pig wants to be fed
Rumbling
- Sounds like purring, only lower pitched (deeper) and accompanied with vibrating.
- Response to being scared or angry in which case the rumble often sounds higher and the body vibrates shortly
- Also related to dominance within a group
- Petting in the wrong spots (for instance, on your pet’s underside) often results in low rumbling sound
Whining
- Used to communicate annoyance or dislike for something an owner or another guinea pig is doing
- Can be heard in pursuit situations (both the pursuer and the pursuee)
Teeth Chattering
- Aggressive vocalization: a sign of an agitated or angry cavy
- This guinea pig sound is made by rapidly gnashing the teeth
- Often accompanied by showing the teeth (looks like a yawn, but more sinister) and raising the head
- Freely interpreted as “back off” or “stay away”
Shrieking
- A high-pitched noise of discontent, pain and/or fear
- Response to pain or immediate danger
- **URGENT NOTE**: Check on your pet ASAP to make sure everything is okay!
Coughing
The coughing, chocking and sneezing sounds in guinea pigs can happen for several reasons. Some of them are nothing to worry about, because, like sneezing, some coughing is considered normal in guinea pigs. However, if coughing is accompanied with other respiratory problems, or other symptoms of illnesses, or is extremely frequent, then you should take your guinea pig to the vet.
1. Eating and/or drinking **too fast**.
2. A minor irritation in the windpipe; **dust** irritating his/her lungs. Look into what sort of bedding are you using, or perhaps the hay is old and dusty.
3. **URI** (Upper Respiratory Infections). These are very dangerous bacterial infections that can result in death if left untreated. It is usually accompanied with other symptoms, like not eating/drinking.
4. **Obstruction** in the throat. Requires a more detailed vet examination, followed by a possible water rinse.
Grooming
Bathing
Guinea pigs ONLY need to be bathed if their fur is caked with urine or another substance. Do not, under any circumstances, submerge a guinea pig when bathing and do not get water in the guinea pig's ears. Hold onto the guinea pig when bathing and wet only the area that needs to be bathed with warm water. In many cases, you may only need to bathe the back end of the guinea pig. You may consider putting water in a small bowl, putting your guinea pig’s butt in the water, and propping your guinea pigs front legs on the rim so the guinea pig doesn’t get any wetter than necessary. You may also consider using a damp cloth to clean the dirt area. Use a gentle baby shampoo. Rinse and dry your pig thoroughly to avoid chills before returning the guinea pig to his/her home. You may use a hair dryer set to COOL ONLY to help dry your guinea pig.
Long-fur?
Long fur does not necessitate bathing. However, long-fur requires daily brushing and regular trimming around the guinea pig's skirt (the fur near the rear end) to keep it from getting caked with urine and other debris.
Nail Trimming
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All About Me
Preschool
Say Please!
Wipe your feet
Table of Contents
All About Me
All About Me…and My Hair
Going Places
All About Me…and My Favorite Things
My Dream Pet
My Favorite Outfit
All About Me…and My House Rules
Eye Wonder
My Favorite Color
All About Me…and You
Memory Game for Kids
Face Race Game!
Certificate of Completion
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All About Me... and my hair!
There are many different styles of hair. What does your hair look like?
Color: Circle the color that is closest to your hair color.
Don’t see it here? Color the last box with your hair color.
Length: Circle the length that is closest to your hair.
Texture: Circle the texture that is closest to your hair.
Portrait:
Draw a picture of what your hair looks like now.
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Copyright © 2012-2013 by Education.com
There are many different types of transportation in the world.
Can you name some?
Ask an adult to help you cut out the images below.
Can you put these images in the correct spots in the next picture?
What types of transportation have you used before?
What are some of your favorite things?
Ask an adult to help you cut out a few of your favorite things from these pages and make a collage with them. For a fun activity, ask a friend to make one too. Then compare them to see which favorite things you have in common. If you don’t see one of your favorites here, draw a picture of your own to add to your collage!
All About Me... and my favorite things!
FUN TIP
Print out page 1 and 2 on sticker paper and cut them out for instant stickers at home! Take one step further and put the stickers on a magnet sheet, then cut around them for repeat collages and stories!
All About Me... and my favorite things!
___________’s Favorite Things
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Copyright © 2012-2013 by Education.com
My Dream Pet
Maybe you own your dream pet, maybe you don’t. Here is your chance to draw the pet you’ve always wanted.
My Favorite Outfit!
Do you have an outfit that you love?
Draw a picture of yourself wearing it below!
Name: ________________________
All About Me... and my house rules!
What is an important rule in your home that you follow?
It can be something that your family believes or something that is enforced at home.
Make a poster for the rule below!
An example could be a sign saying: Please remove your shoes at the door.
Eye Wonder
Everyone's eyes are different colors.
What color eyes do you see around you? Take a look!
Keep track below by placing an "X" in the box of the eye colors you see.
If the color isn't there, we've left the last two eyes blank for you to color in.
Complete the sentences below about what you found.
I have ________________ eyes.
Most people had ________________ eyes.
Not many people had ________________ eyes.
My favorite COLOR
There are so many different colors around us!
Which one is your favorite?
In the space below, draw something that is your favorite color.
MAKE A FACE MEMORY MATCH
1. Cut out the cards with the help of a grown up.
2. Mix up the cards and lay them face down on the table.
3. The first player turns over two cards to see if they match.
4. If the cards match, the player keeps the cards and gets another turn.
5. If they don’t match, the player turns the cards face down again in the same location and the next player gets his turn to play.
6. The player with the most matches in the end, wins!
Note: Game pieces work best on thicker paper
Face Race
1.) Ask a grown up to cut out the dice on the next page.
2.) Take turns rolling the dice and draw what you roll!
3.) The first to draw a complete face wins!
Make sure to print out one page per player!
Dice for Board Games!
Ask a grown up to cut and tape the dice together.
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FRANKFURT 2020
INTERNATIONAL RIGHTS GUIDE
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CELADON BOOKS
OTHER PEOPLE’S PETS by R.L. Maizes (Celadon Books, July 2020)
Editor: Deb Futter; Material: finished copies; Page count: 304
La La Fine’s world stops being whole when her mother, who never wanted a child, abandons her twice. First, when La La falls through thin ice on a skating trip, and again when the accusations of “unfit mother” hit too close to home. Left alone with her father—a locksmith by trade and a thief in reality—La La is denied a regular life. She becomes her father’s accomplice, calming the watch dog while he strips families of their most precious belongings.
When her father’s luck runs out and he is arrested for burglary, everything La La has painstakingly built unravels. In her fourth year of veterinary school, she is forced to drop out, leaving school to pay for her father’s legal fees the only way she knows how—robbing homes.
As an animal empath, she rationalizes her theft by focusing on houses with pets whose maladies only she can sense and caring for them before leaving with the family’s valuables. The news reports a puzzled police force—searching for a thief who left behind medicine for the dog, water for the parrot, or food for the hamster.
Desperate to compensate for new and old losses, La La continues to rob homes even after her father flees custody. But it’s a strategy that will ultimately fail her.
*Other People’s Pets* examines the gap between the families we’re born into and those we create and the danger that holding onto a troubled past may rob us of the future.
“While reading R.L. Maizes’ *Other People’s Pets*, I could not stop saying, as La La mouths to herself at one point, *remarkable*. Every time the novel opened up yet again to reveal some new depth, much like La La and her ability to experience the emotions of the animals around her, I worried how the novel could hold such wonder without bursting, could control the pain and joy of this *remarkable* story. But Maizes possesses such magic. This examination of family, across all lines and definitions, will open you up in such necessary, beautiful ways.”—Kevin Wilson, bestselling author of *Nothing to See Here* and *The Family Fang*
“Maizes’ enjoyable first novel, following the story collection *We Love Anderson Cooper* (2019), is creative, intriguing, and filled with lively, likeable characters.”—*Booklist*
“This debut novel brings to life a wholly original, deeply charming, and seriously flawed character whose enormous heart leads her into a mess of trouble. A beguiling tale that will make readers want to leap into the pages....”—*Library Journal* (starred review)
“Maizes keeps the narrative anchored in reality, with believable details about the mechanics of a burglar’s life and a large cast of well-rounded characters. This is a beguiling twist on the familiar formula of breaking unhealthy bonds with the past.”—*Publishers Weekly*
“While its quirky combination of fictional elements and adroit, deadpan writing give the novel a wryly comedic atmosphere, La La’s story is melancholy and moving. An uncanny, appealing blend of suspense, irony, tragedy, and how-to for lock-picking, burgling, and ankle monitor removal.”—*Kirkus*
WE LOVE ANDERSON COOPER by R.L. Maizes (Celadon Books, July 2019)
Editor: Deb Futter; Material: finished copies; Page count: 176
In this quirky, humorous, and deeply human short story collection, Pushcart Prize-nominated author R.L. Maizes reminds us that even in our most isolated moments, we are never truly alone. In *We Love Anderson Cooper*, characters are treated as outsiders because of their sexual orientation, racial or religious identity, or simply because they look different. A young man courts the publicity that comes from outing himself at his bar mitzvah. When a painter is shunned because of his appearance, he learns to ink tattoos that come to life. A paranoid Jewish actuary suspects his cat of cheating on him—with his Protestant girlfriend. In this debut collection, humor complements pathos. Readers will recognize themselves in these stories and in these protagonists, whose backgrounds are vastly different from their own, because we’ve all been outsiders at some point.
“Maizes’s direct manner of storytelling and her imperfect yet unmistakably human characters are sure to win over readers.”—*Publishers Weekly*
“Each succinct fictional nugget rolls inexorably along its own quirky trajectory, arrives at its own unexpected destination, and never overstays its welcome…this is a book about the heart. Breaking news: Maizes’ gently witty and vaguely weird collection is well worth reading.”—*Kirkus* (starred review)
“Told with humor and wisdom, these charming stories burst with possibility: At any moment, a character might risk all, or the world might tilt on its axis. Here is a wildly entertaining new voice, one to revel in.”—Rebecca Makkai, author of *The Great Believers*
“I can’t remember the last time I read an entire book with a smile on my face. But from R.L. Maizes’s title, *We Love Anderson Cooper*, until the last story here, I grinned. These stories are funny, yes. But they are also so big-hearted and honest that I wanted to thrust them into everyone’s hands and make them read this book so we would all be grinning together as we recognized that these oddball characters are really exactly like us.”—Ann Hood, author of *The Knitting Circle* and *The Book That Matters Most*
“A unique angle of vision—devastating and funny. In her stories, R.L. Maizes probes the fusion of alienation and yearning, the persistence of attachment to animals and to people.”—Ursula Hegi, author of *Stones from the River* (Book #1 of the Burgdorf Cycle Series)
“I found myself dazzled, moved, and lost in admiration for these unforgettable stories, each one a gem. Where do I sign up for the R.L. Maizes school of brilliantly depicting off-kilter love and loss with unfailing wit and empathy?”—Elinor Lipman, author of *Good Riddance* and *On Turpentine Lane*
R.L. Maizes was born and raised in Queens, New York. She now lives in Boulder County, Colorado. Maizes’s short stories have aired on National Public Radio and have appeared in the literary magazines *Electric Literature, Witness, Bellevue Literary Review, Slice,* and *Blackbird,* among others. Her essays have been published in *The New York Times, The Washington Post, Lilith,* and elsewhere. Maizes is an alumna of the Bread Loaf Writers’ Conference, the Sewanee Writers’ Conference, and the Tin House Summer Writer’s Workshop. Her work has received Honorable Mention in *Glimmer Train’s* Fiction Open contest, has been a finalist in numerous other national contests, and has been nominated for a Pushcart Prize.
THE VIRAL UNDERCLASS: How Racism, Ableism and Capitalism Plague Humans on the Margins by Steven Thrasher (Celadon Books, February 2022)
Editor: Jamie Raab; Material: proposal (manuscript due January 2021); Page count: 352
In 2014, while working as a journalist for Buzzfeed, Steven Thrasher was asked to cover the trial of a young Black man in St. Louis who was being prosecuted for infecting his sexual partners with the HIV virus. Writing this story and covering the case began Thrasher’s serious study of viruses in America, specifically HIV. So when COVID-19 reached the U.S., what struck Thrasher was how the maps showing where people were being infected by—and dying from—the novel coronavirus, could be overlaid on the map of HIV. The people most likely to become HIV positive, to be harassed by police, to be killed by police, to be incarcerated, to have their HIV progress from HIV to AIDS, then from AIDS to death, and to get the coronavirus and to die from it, were the same people living in the same spaces: poor people, Black and brown people, people consigned to ghettos of industrial pollution, those who are already suffering from asthma, high blood pressure, hypertension and diabetes. They were transgender immigrants and queers and sex workers forced out of the formal economy and into informal, crowded housing and the kinds of survival work that gets the cops called on them. These people make up what he calls the viral underclass. In this book, Thrasher shows us how viruses expose the fault lines of biological protection in a society, and how that protection is available to some and not to others. Viruses show us the cracks in our world and reveal who is likely to fall into those cracks and why. Like Naomi Klein’s Shock Doctrine and Noam Chomsky and Edward Herman’s Manufacturing Consent, The Viral Underclass is a book and a theoretical concept to help us understand the world more deeply by understanding the relationship between viruses and the underclass.
THIS CHAIR ROCKS: A Manifesto Against Ageism by Ashton Applewhite (Celadon Books, March 2019)
Editor: Jamie Raab; Material: finished copies; Page count: 304
From author, activist, and TED speaker Ashton Applewhite comes a manifesto calling for an end to discrimination and prejudice on the basis of age. Explaining the roots of ageism in history and how it divides and debases, Applewhite examines how ageist stereotypes cripple the way our brains and bodies function, looks at ageism in the workplace and the bedroom, critiques the portrayal of elders as burdens to society, describes what an all-age-friendly world would look like, and offers a rousing call to action. It’s time to create a world of age equality by making discrimination on the basis of age as unacceptable as any other kind of bias. Whether you’re older or hoping to get there, this book will change the way you see the rest of your life.
Author and activist Ashton Applewhite has been recognized by The New York Times, The New Yorker, National Public Radio, and the American Society on Aging as an expert on ageism. She blogs at This Chair Rocks, speaks widely around the world, has written for Harper’s and Playboy, and is the voice of Yo, Is This Ageist? In 2016, she joined the PBS site Next Avenue’s annual list of Fifty Influencers in Aging as their Influencer of the Year.
One of The Washington Post’s “100 Best Books to Read at Any Age.”
One of Forbes’ “Ten Books to Help You Foster a More Diverse and Inclusive Workplace.”
“This Chair Rocks] provides a positive view of aging that is sorely missing in today’s popular culture. Appealing to a wide audience, it might even serve as a spark for positive social change.”—Library Journal (starred review)
Foreign sales: Italy/Corbaccio (via the author), Korea/Signonsa (via the author), Slovenia/Eno (via the author), Taiwan/Ecus, UK/Melville House
A WEALTH OF PIGEONS: A Cartoon Collection by Harry Bliss and Steve Martin (Celadon Books, November 2020)
Editor: Deb Futter; Material: .pdf; Page count: 272
“I’ve always looked upon cartooning as comedy’s last frontier. I have done stand-up, sketches, movies, monologues, awards show introductions, sound bites, blurbs, talk show appearances, and tweets, but the idea of a one-panel image with or without a caption mystified me. I felt like, yeah, sometimes I’m funny, but there are these other weird freaks who are actually funny. You can understand that I was deeply suspicious of these people who are actually funny.”
So writes the multi-talented comedian Steve Martin in his introduction to *A Wealth of Pigeons: A Cartoon Collection*. In order to venture into this lauded territory of cartooning, he partnered with the heralded *New Yorker* cartoonist Harry Bliss. Steve shared caption and cartoon ideas, Harry provided impeccable artwork, and together they created this collection of humorous cartoons and comic strips with amusing commentary about their collaboration throughout. The result: this gorgeous, funny, singular book, perfect to give as a gift or to buy for yourself.
“What also makes this project successful is the team’s keen understanding of human behavior as viewed through their unconventional comedic minds. A virtuoso performance and an ode to an undervalued medium created by two talented artists.”—*Kirkus* (starred review)
Steve Martin is one of the most well-known talents in entertainment. His work has earned him an Academy Award®, five Grammy® awards, an Emmy®, the Mark Twain Award, and the Kennedy Center Honors. As an author, Martin’s work includes the novel *An Object of Beauty*, the play *Picasso at the Lapin Agile*, a collection of comic pieces, *Pure Drivel*, a bestselling novella, *Shopgirl*, and his memoir *Born Standing Up*. Martin’s films include *The Jerk, Planes, Trains & Automobiles, Roxanne, Parenthood, L.A. Story, Father of the Bride*, and *Bowfinger*.
Harry Bliss is an internationally syndicated cartoonist and cover artist for the *New Yorker* magazine. His syndicated comic ‘Bliss’ appears in newspapers internationally. He has written and illustrated over twenty books for children and is the founder of the Cornish CCS Fellowship for Graphic Novelists in Cornish, New Hampshire. [www.harrybliss.com](http://www.harrybliss.com).
A USER’S GUIDE TO DEMOCRACY: How America Works by Nick Capodice and Hannah McCarthy; Illustrated by Tom Toro (September 2020)
Editor: Jamie Raab; Material: finished copies; Page count: 368
From the hosts of the popular podcast Civics 101 comes a field guide to everything you’ve wanted to know about the U.S. government but have been too afraid to ask. The American government and its processes are notoriously complex and obscure. But within this book are the keys to knowing what you’re talking about. This approachable and informative guide gives you the lowdown on everything from the three branches of government to basic civil rights to the way that voting actually works. This is the perfect book for anyone who wants to finally understand how the U.S. government works.
“An informative and appealing civics lesson for first-time voters and old hands alike.”—Publishers Weekly
“An easily digestible, illustrated guidebook to the agencies and institutions that make up the federal government…Just the thing for students of civics—which, these days, should include the entire polity.”—Kirkus Reviews
Includes black & white illustrations throughout by New Yorker cartoonist Tom Toro.
Before hosting and producing Civics 101, Nick Capodice worked in the Education Department at the Lower East Side Tenement Museum where he wrote and led tours, trained educators, and helped design digital exhibits. He also led beer history and tasting tours for Urban Oyster in Brooklyn.
Hannah McCarthy started her journalism career in longform nonfiction print, but soon discovered the magic of ambient sound and a well-placed reverb and found herself in love with audio storytelling. Before hosting Civics 101, Hannah spent a couple of years as a producer and reporter for New Hampshire Public Radio, worked on Sex and Money, and wrote for New York Magazine’s Bedford and WNYC’s Death Bowery.
FLATIRON BOOKS
NEW YORK
FICTION:
CREATURES, ALL by Charlotte McConaghy (Flatiron Books, August 2021)
Editor: Caroline Bleeke; Material: manuscript; Page count: 272
Comparison: Delia Owens
The next novel from the author of the bestselling *Migrations* about a scientist reintroducing wolves to the Scottish Highlands, and the secrets that begin to catch up to her when a local farmer goes missing. Young scientist Inti Flynn comes to Scotland with a singular purpose, to rewild the dying landscape of the Highlands through the reintroduction of wolves. But her efforts are met with fierce opposition from the locals, who fear for their safety and way of life. When a farmer is mauled to death, Inti decides to bury the evidence, unable to believe her wolves could be responsible. But if the wolves didn’t make the kill, is something more sinister at play? And will it happen again? Over the course of a cold year, Inti will take desperate action to save the creatures she loves, and, perhaps, save herself along the way—if she isn’t consumed by a wild that was once her refuge. *Creatures, All* is a story of violence and tenderness about the healing power of nature and the rewilding of our spirits in a world that has lost so much.
Foreign sales: Germany/Fischer
MIGRATIONS by Charlotte McConaghy (Flatiron Books, August 2020)
Editor: Caroline Bleeke; Material: finished copies; Page count: 272
Comparison: Lily King and Barbara Kingsolver
For fans of *Flight Behavior* and *Station Eleven*, a novel set on the brink of catastrophe, as a young woman chases the world’s last birds—and her own final chance for redemption.
National Bestseller
#1 Indie Next Pick; Amazon Spotlight Pick; B&N Discover Pick
A Most Anticipated Book (Entertainment Weekly, Vogue, Time, Vulture, Elle, Good Morning America, Harper's Bazaar, Newsweek, The Millions, Library Journal, Maclean's, and more)
“Visceral and haunting…As well as a first-rate work of climate fiction, *Migrations* is also a clever reimagining of *Moby-Dick*…This novel’s prose soars with its transporting descriptions of the planet’s landscapes and their dwindling inhabitants, and contains many wonderful meditations on our responsibilities to our earthly housemates…*Migrations* is a nervy and well-crafted novel, one that lingers long after its voyage is over.”—*The New York Times Book Review*
“An aching and poignant book, and one that’s pressing in its timeliness. It’s often devastating in its depictions of grief, especially the wider, harder to grasp grief of living in a world that has changed catastrophically…but it’s also a book about love, about trying to understand and accept the creatureliness that exists within our selves, and what it means to be a human animal, that we might better accommodate our own wildness within the world.”—*The Guardian*
“*Migrations* is as beautiful and as wrenching as anything I’ve ever read. This is an extraordinary novel by a wildly talented writer.”—Emily St. John Mandel, author of *Station Eleven*
Foreign sales: Australia/Penguin Random House, Bulgaria/My Book, Croatia/Znanje, Czech Republic/Albatros, Denmark/Gads, Finland/WSOY, France/Lattès, Germany/Fischer, Greece/Metaixmio, Hungary/Alexandra, Italy/Piemme, Lithuania/Baltos Lankos, Netherlands/Atlas Contact, Poland/Czarna Owca, Russia/Polyandria No Age, Slovakia/Slovensky Spisovatel, Spain/Salamandra, Sweden/Lavender Lit, Turkey/Çınar, UK/Chatto & Windus
RAZORBLADE TEARS by S.A. Cosby (Flatiron Books, July 2021)
Editor: Christine Kopprasch; Material: manuscript due October; Page count: 320
Comparison: Walter Mosley
From the award-winning author of *Blacktop Wasteland*, two ex-convicts with little in common join forces on a crusade for revenge against the people who murdered their sons. Ike Randolph has been out of jail for fifteen years with not so much as a speeding ticket in all that time. But a black man with cops at the door knows to be afraid. The last thing he expects to hear is that his son, Isiah, has been murdered along with Isiah’s white husband, Derek. Isiah was a gay, black man in the American South; Ike couldn’t bring himself to attend his son’s wedding. Isiah was a man Ike never understood. A boy he was never there for the way he should have been. Derek’s father, Buddy Lee, is also suffering. He’d barely spoken to his son in five years; he was as ashamed of Derek for being gay as Derek was ashamed his father was a criminal. Buddy Lee still has contacts in the underworld, though, and he wants to know who killed his boy. Ike and Buddy Lee, two ex-cons with little else in common other than a criminal past and a love for their dead sons, band together in their desperate desire for revenge. In their quest to do better for their sons in death than they did in life, alpha-males Ike and Buddy Lee will confront their own prejudices, about each other and their sons, as they rain down vengeance upon those who hurt their boys. Provocative and fast-paced, *Razorblade Tears* is a story of bloody retribution, heartfelt change—and maybe even redemption.
BLACKTOP WASTELAND by S. A. Cosby (Flatiron Books, July 2020)
Editor: Christine Kopprasch; Material: finished copies; Page count: 304
Comparison: Jordan Harper, Attica Locke, Joe Ide
A gritty, voice-driven thriller about a former getaway driver who thought he had escaped the criminal life, but who is pulled back in by race, poverty, and his own former life of crime.
*Amazon Book of the Month for July*
*One of the New York Times’ 16 Books to Watch for In July*
*USA Today “5 Books Not to Miss”*
“A fast-paced, fresh take on noir that tears through the underbelly of Virginia.”—New York Times
“One of the year’s strongest novels. The noir story quickly accelerates and doesn’t lose speed until it careens to its finale. It’s a look at race, responsibility, parenthood and identity via pin-perfect characters with realistic motives. Cosby invests *Blacktop Wasteland* with emotion while delivering a solid thriller.”—Sun Sentinel
“Violence-tinged heists, muscle cars, and dead-end poverty in America generate the full-on action and evocative atmosphere in this beautifully wrought tale.”—Boston Globe
“S.A. Cosby’s *Blacktop Wasteland* is the buzz book of the summer, and for good reason—this nailbiter of a thriller has everything, including road chases, fast cars, robberies gone south, carefully calibrated underworld shenanigans, standoff after standoff, and some deep family bonds.”—CrimeReads
“Cosby never misses a note in this high-energy read...A superb work of crime fiction, uncompromisingly noir but deeply human, too, much like Lou Berney’s *November Road* (2018).”—Booklist (starred review)
Foreign sales: Germany/Ars Vivendi, Japan/HarperCollins, UK/Headline
FIERCE LITTLE THING by Miranda Beverly-Whittemore (Flatiron Books, May 2021)
Editor: Christine Kopprasch; Material: manuscript due October; Page count: 352
Comparison: *Florida* by Lauren Groff
In this new novel from the *New York Times* bestselling author of *Bittersweet*, five friends are blackmailed into returning to the cult where they were raised to face their shared monstrous secret. Saskia was a damaged, lonely teenager when she arrived at the lakeside commune called Home. She was entranced by the tang of sourdough starter; the midnight call of the loons; the triumph of foraging wild mushrooms from the forest floor—and Abraham, Home’s charismatic leader, the North Star to Saskia and the four other teenagers who lived there, her best and only friends. Two decades later, Saskia is shuttered in her Connecticut estate. She’s not scared of the world; it’s her own capacity for ruthlessness that’s made her lock herself away. In the shadow of Home’s stately pines all those years ago, Abraham weaponized this trait, singling her out to do his bidding. The results haunt her daily. Then her worst nightmare comes true: she and her estranged friends receive threatening letters. Unless they return to the land in rural Maine, the terrible thing they did as teenagers—their last ditch attempt to save Home—will be revealed. Returning to Home from vastly different lives to confront their blackmailer, the five must not only face their dark past, but reckon with what they are capable of now that they’ve been reunited. How far will they go to bury their secret forever?
ONE GOT AWAY by S. A. LeLchuk (Flatiron Books, April 2021)
Editor: Christine Kopprasch; Material: manuscript; Page count: 272
Comparison: Lee Child
Nikki Griffin, a private-investigator when she isn’t running her small bookstore, is on a case. The matriarch of one of San Francisco’s wealthiest families has been defrauded by a con-man, and her furious son enlists Nikki to find the money. And find the con-man. Nikki isn’t a fan of men who hurt women. Her secret mission, born of revenge and trauma, is to do everything she can to remove women from dangerous situations—and to punish the men responsible. As Nikki follows the trail toward the con-man, she realizes that no one involved is telling her the whole truth. When the case overlaps with her attempt to protect a woman in trouble, and Nikki’s own life is put in danger, Nikki has to make terrible choices about who to save—and how to keep herself alive.
Foreign sales: Sweden/Bokfabriken, UK/Simon & Schuster
SAVE ME FROM DANGEROUS MEN by S. A. LeLchuk (Flatiron Books, March 2019)
Editor: Christine Kopprasch; Material: finished copies; Page count: 336
A badass bookseller who punishes abusers—in the vein of Jack Reacher, Dexter Morgan, and Stephanie Plum—investigates a murder in this thrilling debut.
*Kirkus’s Best Mysteries & Thrillers of the Year*
*Booklist’s The Year’s Best Crime Novels, Top 10 Debut*
Swedish Crime Writer’s Academy’s Best Translated Crime Novel Shortlist (of 5)
“Action packed and razor sharp—Jack Reacher would love Nikki Griffin.”—Lee Child, #1 *New York Times* bestselling author of *Past Tense*
Foreign sales: Czech Republic/Euromedia, Germany/Piper, Russia/Eksmo, Spanish World/ PRH|Grijalbo, Sweden/Bokfabriken, UK/Simon & Schuster
THE PATRON SAINT OF PREGNANT GIRLS by Ursula Hegi (Flatiron Books, August 2020)
Editor: Caroline Bleeke; Material: finished copies; Page count: 288
Comparison: The Light Between Oceans by M. L. Stedman and Water for Elephants by Sara Gruen
In the summer of 1878, the Ludwig Zirkus has come to the island Nordstrand in Germany. Big-bellied girls rush from St. Margaret’s Home for Pregnant Girls, thrilled to see the parade and the show, followed by the Sisters who care for them. The Old Women and Men, competing to be crowned as the island’s Oldest Person, watch, thinking they have seen it all. But after the show, a Hundred-Year Wave roars from the Nordsee and claims three young children. Three mothers are on the beach when it happens: Lotte, whose children are lost; Sabine, a Zirkus seamstress with her grown daughter; and Tilli, still just a child herself, who will give birth later that day at St. Margaret’s. And all three will end up helping each other more than they ever could have anticipated. As full of joy and beauty as it is of pain, and told with the luminous power that has made Ursula Hegi a beloved bestselling author for decades, The Patron Saint of Pregnant Girls is a shattering portrait of marriage and motherhood and of the ways in which women hold each other up in the face of heartbreak.
“How can a novel that begins with a drowning and probes the depths of loss, grief and longing be such a joy to read? Part of the answer can be found in Hegi’s rhapsodic conjuring of the natural wonders of Nordstrand, in her depiction of the warmth of its people and the emotions that move them, sometimes against their best interests. There’s also her ease in deploying a large and varied cast of characters…Nordstrand is full of surprises.”—New York Times Book Review
“Deeply compassionate…A surprisingly sunlit tale of grief and rebirth, drawing on history and folklore to create an indelible portrait of a family and community forged in crisis…Hegi performs a kind of alchemical cartography, transporting readers to a place so vividly rendered they may undergo culture shock upon reentering our own damaged world.”—The Washington Post
“Magical…A lyrical meditation on motherhood and mourning…Hegi is gentle with her characters, offering them consolation in their shared humanity…Ultimately transforming.”—The Boston Globe
Foreign sales: Netherlands/Orlando
LOVE AND FURY: A Novel of Mary Wollstonecraft by Samantha Silva (Flatiron Books, May 2021)
Editor: Caroline Bleeke; Material: manuscript due October; Page count: 288
Comparison: Geraldine Brooks
August, 1797. Midwife Parthenia Blenkinsop has delivered countless babies over the course of her career, and when she arrives at Mary Wollstonecraft’s door, everything appears normal. But after the baby girl is delivered, the women will spend the next harrowing days together, fighting for the survival of both mother and daughter. Over those eleven days, Mary Wollstonecraft recounts the life she dared to live amidst the impossible constraints and prejudices of the late 18th century, rejecting the tyranny of men and marriage, risking everything to demand equality for herself and all women. She weaves her riveting tale to keep her fragile daughter alive and give her a reason to fight, even as her own strength wanes. Wollstonecraft’s urgent story of loss and triumph forms the heartbreakingly brief intersection between the lives of a mother and daughter who will change the arc of history and thought for centuries to come. In radiant, emotionally gripping prose, Samantha Silva delivers an ode to the dazzling life of Mary Wollstonecraft, one of the world’s most influential thinkers and mother of the famous novelist Mary Shelley. But at its heart, Love and Fury is a story about the power of a woman reclaiming her own narrative and passing along that legacy to her daughter.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Janklow & Nesbit)
THE GLASS HOUSE by Beatrice Colin (Flatiron Books, September 2020)
Editor: Caroline Bleeke; Material: finished copies; Page count: 272
Comparison: Kathleen Tessaro
Antonia’s life hasn’t gone the way she planned. She and her husband, Malcolm, have drifted apart; her burgeoning art career came to nothing; and when she looks in the mirror, she sees an unhappy woman. But at least she will always have Balmarra, her family’s grand Scottish estate, and its exquisite glass house filled with plants that can take her far away from the world’s disappointments. So when her estranged brother’s wife, Cicely, shows up at her doorstep with her young daughter and enough trunks to last the summer, Antonia is instantly suspicious. What could have brought her glamourous sister-in-law all the way from India to damp, chilly Scotland except for an inheritance dispute? As Antonia and Cicely get to know each other, they strike up a fragile friendship. But each is keeping secrets from the other, and the reveals threaten not only the uneasy balance between them, but the course of their entire lives. Set in the early 1900s, this gorgeously written and transporting novel is the story of a complicated and unexpected friendship between two women from vastly different worlds and an incisive exploration of race, class, and equality.
“Lyrical…Immersive…Alluring…Family secrets add to the intrigue…Colin’s final work is a fine achievement.”—Publishers Weekly
“Lush Eastern landscapes and the rare subjects of botanical quests and obsessions, are complemented by eloquent descriptions of the beauty of the Scottish countryside and coastline…Colin’s meandering tale has room for surprises, suspense, and soul-searching in its journey toward a cinematic conclusion.”—Kirkus
“Colin’s lovely storytelling conveys the stark reality of women’s lives in the post-Victorian era…For fans of historical and women’s fiction.”—Library Journal
TO CAPTURE WHAT WE CANNOT KEEP (Flatiron Books, 2016)
Editor: Caroline Bleeke; Material: finished copies; Page count: 304
Set against the construction of the Eiffel Tower, this novel charts the relationship between a young Scottish widow and a French engineer who, despite constraints of class and wealth, fall in love.
“To be in Paris to witness the construction of the Eiffel Tower is a magnificent occasion: to have a hand, however small, in its building, even better…This exquisitely written, shadowy historical novel will appeal to a wide variety of readers, including fans of the Belle Époque.”—Library Journal (starred review)
Foreign sales: Brazil/Intrinseca, Bulgaria/Soft Press, Czech Republic/Euromedia, Germany/Lübbe, Italy/Neri Pozza, Poland/Foksal, Serbia/Laguna, Turkey/Nemesis, UK/Allen & Unwin
DOMINICANA by Angie Cruz (Flatiron Books, September 2019)
Editor: Caroline Bleeke; Material: finished copies; Page count: 336
Comparison: Jean Kwok and Cristina Henriquez
A vital portrait of the immigrant experience, and the timeless coming-of-age story of a young woman finding her voice in the world.
Now in paperback!
Shortlisted for the 2020 Women’s Prize for Fiction
YALSA Alex Award Winner and RUSA Notable Book
Longlisted for an Andrew Carnegie Medal for Excellence and the Aspen Words Literary Prize
Named a Most Anticipated Book by: The New York Times, Entertainment Weekly, The Washington Post, Time, Real Simple, Chicago Review of Books, Kirkus Reviews, Nylon, BuzzFeed, Lit Hub, The Millions, Bustle, Refinery29, Hello Giggles
Received starred reviews from Library Journal, Publishers Weekly, BookPage and Booklist
“Through a novel with so much depth, beauty, and grace, we, like Ana, are forever changed.”—Jacqueline Woodson, Vanity Fair
“Poignant…In nimble prose, Cruz animates the simultaneous reluctance and vivacity that define her main character as she attempts to balance filial duty with personal fulfillment, and contends with leaving one home to build another that is both for herself and for her family.”—The New Yorker
Foreign sales: Italy/Solferina, Spanish World/Seven Stories Press, Turkey/Bilgi Yayinevi, UK/John Murray Publishers
THE YELLOW BIRD SINGS by Jennifer Rosner (Flatiron Books, March 2020)
Editor: Caroline Bleeke; Material: finished copies; Page count: 304
Comparison: Lilac Girls by Martha Hall Kelly
For fans of The Nightingale: In Poland, as World War II rages, a mother hides with her young daughter, a musical prodigy whose slightest sound may cost them their lives.
“Rosner’s exquisite, heart-rending debut novel is proof that there’s always going to be room for another story about World War II…This is an absolutely beautiful and necessary novel, full of heartbreak but also hope, about the bond between mother and daughter, and the sacrifices made for love.”—The New York Times
“A study of music, imagination and the power of a mother’s love.”—Parade
“Rosner challenges the Holocaust with a touch of magic (the yellow bird appears throughout), clarifying a dangerous time and place even as she offers a vibrant, affecting portrait of the mother-daughter relationship.”—Library Journal (starred review)
“In Shira and Roza, Rosner captures two souls in turmoil, chronicling their grief as well as their strength of will to overcome, their longing and even surprising triumphs…The Yellow Bird Sings keeps your heart in your throat, your eyes pricked with tears.”—BookPage (starred review)
Foreign sales: Bulgaria/Ciela, Hungary/IPC Könyvek, Israel/Aryeh Nir, Poland/Otwarte, Portugal/Saida De Emergencia, Spain/Roca Editorial, Turkey/Ilksatir, UK/Picador
NON-FICTION:
UNCOMFORTABLE CONVERSATIONS WITH A BLACK MAN by Emmanuel Acho (Flatiron Books, An Oprah Book, November 2020)
Editor: Bob Miller and Meghan Houser; Material: manuscript; Page count: 256
From the host of the viral hit video series of the same name, which has garnered over sixty-five million views, this is an urgent primer on race and racism. “You cannot fix a problem you do not know you have.” So begins Emmanuel Acho in his essential guide to the truths we need to know in order to address the systemic racism that has recently electrified protests that have reached around the world. “There is a fix,” Acho says. “But in order to access it, we’re going to have to have some uncomfortable conversations.” In *Uncomfortable Conversations with a Black Man*, Acho takes on all the questions, large and small, insensitive and taboo, many white people are afraid to ask—but need the answers to, now more than ever. With the same open-hearted generosity that has made his video series a phenomenon, Acho explains the vital core of such fraught concepts as white privilege, cultural appropriation, and “reverse racism.” In his own words, he provides a space of compassion and understanding in a discussion that can lack both. He asks only for the reader’s curiosity—but along the way, he will galvanize all of us to join the antiracist fight.
Foreign sales: UK/Pan Macmillan
THE POWER OF WOMEN: Learning from Resilience to Heal Our World by Dr. Denis Mukwege (Flatiron Books, An Oprah Book, September 2021)
Editor: Bryn Clark; Material: manuscript due October; Page count: 320
In this new book, Nobel Laureate and Congolese gynecological surgeon Dr. Mukwege draws from his experience treating sexual assault victims to illuminate the enduring strength of women in the face of violence and trauma and to give hope for the potential of individuals to turn the tide. He stresses the importance of breaking down the taboos surrounding assault and the necessity of building a system that supports women who come forward. He also forces readers to reckon with the West’s involvement in perpetuating sexual violence in places like Congo and to confront the abuse taking place in their own communities. Dr. Mukwege’s work has led him to South Korea, Latin America, the Middle East, and elsewhere in Africa where he has found striking similarities in women’s testimonies. Through the intricate ties of the global economy, we are all implicated in violence against women—whether it occurs amidst the fighting in Congo or on college campuses in the West. But there is a way forward, and *The Power of Women* strives to call us all to action. Taking action is a choice. Taking action means saying ‘no’ to indifference.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Susanna Lea Associates)
UPSHIFT: How Harnessing Stress Can Change Us—and the World—for Good by Ben Ramalingam (Flatiron Books, March 2022)
Editor: Meghan Houser; Material: manuscript due January; Page count: 336
From international thought leader and innovation expert Ben Ramalingam comes a breakthrough book about performance under pressure that will change the way you think about stress. Drawing on an extraordinary range of real-life examples, from business leaders and elite athletes to teachers and parents, Ramalingam distills his expertise into an insightful, powerful, and engaging book. Learn how to reframe your set responses to stress and pressure, and instead use them to harness the potential they hold not just for improving your work, your relationships and your mindset but for transforming them. Ramalingam presents a fascinating argument that we all have the power to innovate, whether or not we identify ourselves as creative or extraordinary. In a runaway world that is an engine for perpetual crisis, *Upshift* is not only an essential toolkit for survival, it is a roadmap for positive, and potentially life-changing transformation and influence. You don’t have to shut down—you can upshift.
HEARTWOOD: On Learning to Live with the End in Mind by Barbara Becker (Flatiron Books, May 2021)
Editor: Sarah Murphy; Material: manuscript; Page count: 304
The meaning of heartwood: to accept the inseparability of life and death, the growth rings and the dead wood at the core, as a message of wholeness.
Just as with the heartwood of a tree—the central core that is no longer alive but is supported by newer growth rings—the dead become the heart of the living. After a life spent facing a variety of losses, Barbara Becker knows this to be true. Now, in Heartwood, Becker shares the stories of lost loved ones and the way each has touched her life—inspiring readers to find strength in what remains and to trust that the natural cycle of life and loss can help us to better live our lives. As life and death cannot exist separately from one another, Becker has discovered that being open to death is a powerful way to learn about living—that a freedom emerges when we stop pretending we will live forever. With moving recollections on coping with loss, glimpsing her own mortality, and meditating on death, Becker affirms that living with the end in mind can be an ennobling endeavor, as the more we embrace dying, the more we embrace living.
“In Heartwood, Barbara Becker inspires us to follow our curiosity into a world that is both universal and a source of our uniqueness. And what could be better than that?”—Gloria Steinem, bestselling author and activist
REAL CHANGE: Mindfulness to Heal Ourselves and the World by Sharon Salzberg (Flatiron Books, September 2020)
Editor: Bob Miller; Material: finished copies; Page count: 240
From one of the most prominent figures in the field of meditation comes a guidebook for how to use mindfulness to build our inner strength, find balance, and help create a better world. In today’s fractured world, we’re flooded with breaking news that causes anger, grief, and pain. People are feeling more stressed than ever; and, in the face of this fear and anxiety, they can feel so burnt out and overwhelmed that they end up frozen in their tracks, unable to act. In Real Change Sharon Salzberg, a leading expert in Lovingkindness meditation, shares sage advice and indispensable techniques to help free ourselves from these negative feelings. She teaches us that meditation is not a replacement for action but rather a way to practice generosity with ourselves and summon the courage to break through boundaries, reconnect to a movement that is bigger than ourselves, and have the energy to stay active. Whether you’re resolving conflicts with a neighbor or fighting for social justice, Real Change will help guide you with fundamental principles and mindfulness practices that will lead to the clarity and confidence to let you lift a foot and take the next step into a better world.
“Inspiring, loving, and empowering. The perfect medicine for these difficult times.”—Jack Kornfield, author of A Path with Heart
Foreign sales: Germany/Irisiana
REAL LOVE: The Art of Mindful Connection (Flatiron Books, 2017)
Editor: Bob Miller; Material: finished copies; Page count: 320
“In Real Love, one of the world’s leading authorities on love tells us how to find it, how to nurture it, how to honor it—and most of all how to rethink it. Salzberg shows us how to experience love not as an emotion, not as the byproduct of a particular romantic or familial relationship, but as an ability, that all of us can cultivate. This book has the power to set your heart at peace.”—Susan Cain, author of Quiet
Foreign sales: Arabic World/Dar Kalemat, France/Belfond, Germany/Droemer, Israel/Matar, Latin America/Oceano, Netherlands/Boekerij, Romania/Curtea Veche, UK/Bluebird/Pan Macmillan
STRANGE BEDFELLOWS: Adventures in the Science, History, and Surprising Secrets of STDs by Ina Park (Flatiron Books, February 2021)
Editor: Sarah Murphy; Material: manuscript; Page count: 352
Sexually Transmitted Diseases have been hidden players in our lives for the whole of human history, affecting everything from World Wars to the gay rights movement. But despite their prominence, we know surprisingly little about them. In *Strange Bedfellows*, Ina Park, a professor at the University of California San Francisco School of Medicine and medical director at the California Prevention Training Center, ventures beyond the bedroom to examine the hidden role and influence of STDs. With curiosity and wit, Park explores STDs on the cellular, individual, and population level, covering everything from AIDS to Zika. She blends science and storytelling with tales from history, real life sexual escapades, and interviews with leading scientists to help readers understand STDs and the broad impact they have on our lives. A departure from your typically awkward doctor’s office chit-chat, *Strange Bedfellows* is the straight-shooting book about the consequences of sex that all curious readers have been looking for.
“*Strange Bedfellows—a book about how infections and viruses spread—is incredibly relevant to our time. But it is so much more than that: it’s about desire, it’s about history, it’s about humanity itself. Ina Park reveals the mystery and fascination inherent in STDs and, improbably, she does it while being laugh-out-loud funny.”*—Peggy Orenstein, author of the *New York Times* bestsellers *Boys and Sex* and *Girls and Sex*
Foreign sales: Greece/Kaktos, Poland/Znak, Russia/AST
IF YOU LIVED HERE YOU’D BE FAMOUS BY NOW: True Stories from Calabasas by Via Bleidner (Flatiron Books, August 2021)
Editor: Sarah Barley; Material: manuscript due October; Page count: 304
For Via Bleidner, transferring to Calabasas High from the private Catholic school she had attended since second grade is a culture shock, not to mention absolutely lonely. Suddenly thrust into an unfamiliar world of celebrities, affluenza, and McMansions, Via takes a page from Cameron Crowe and pretends she’s on a journalism assignment, taking notes on her classmates and jotting down bits of overheard gossip. Getting through high school in Calabasas, California is something else—from Kim Kardashian endorsing the students’ favorite hidden lunch spot, to the theater program hiring a famous dog to play Elle Wood’s Chihuahua in its production of *Legally Blonde* to Kanye trying to take control of your school to make it the very first YEEZY institution. But instead of floating through high school detached from her peers, Via finds that putting herself out there—for her writing, of course—just might have been exactly what she needed. She unexpectedly finds an eclectic group of friends to call her own, including a multi-multi-millionaire, a wild-card 1980s throwback intent on going viral, a former Disney actor, and a donut-dealing madman named Valentino Gandhi. With wit, candor, and sharp observations, twenty-year-old Via grounds the surreal glamour of Calabasas with reflections on her own coming-of-age, sharing her teenage misadventures as she struggles to fit in, faces crushing social pressure, and eventually makes her own way.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with BJ Robbins Literary Agency)
PROMISE ME, DAD: A Year of Hope, Hardship, and Purpose by Joe Biden (Flatiron Books, November 2017)
Editor: Bob Miller; Material: finished copies; Page count: 304
From the former Vice President of the United States, and democratic presidential candidate, this is the deeply moving memoir about one year that would forever change both a family and a country.
#1 New York Times bestseller
Over 300,000 copies sold to date
“The book is a backstage drama, honest, raw and rich in detail. People who have lost someone will genuinely take comfort from what he has to say...These flashes of vulnerability are part of what makes Promise Me, Dad memorable; so, too, are the small, tender interactions between Biden and his dying son.”—The New York Times
“More than anything else, the book is a reminder of the importance of politics: how much elections can change the trajectory of a country.”—The Guardian
Foreign sales: Albania/Pema, Brazil/Intrínseca, Denmark/Klim, Germany/C.H. Beck, Italy/NR Edizioni, Korea/Miraejisig, Netherlands/Boekerij, Poland/Media Rodzina, Portugal/Clube do Autor, Sweden/Natur & Kultur, Thailand/Arrow Multimedia, Co., UK/Pan Macmillan
WHERE THE LIGHT ENTERS: Building a Family, Discovering Myself by Jill Biden (Flatiron Books, May 2019)
Editor: Sarah Murphy; Material: finished copies; Page count: 224
An intimate look at the love that built the Biden family and the delicate balancing act of the woman at its center.
New York Times bestseller
“In this charming memoir, Biden shares an intimate story of her life with former vice president Joe Biden...This generous and inspiring portrait of the Biden family is sure to be widely welcomed and enjoyed.”—Publishers Weekly
A MOST BEAUTIFUL THING: The True Story of America’s First All-Black High School Rowing Team by Arshay Cooper (July 2020)
Editor: Bryn Clark; Material: finished copies; Page count: 240
The moving true story of a group of young men growing up on Chicago’s West side who form the first all-black high school rowing team in the nation, and in doing so not only transform a sport, but their lives.
An Amazon Best of the Month pick for July
Now a documentary narrated by Common, produced by Grant Hill, Dwyane Wade, and 9th Wonder, from filmmaker Mary Mazzio
“Uplifting and always enlightening...[A Most Beautiful Thing] is a coming-of-age story told with the benefit of adult insights and mature hindsight...This book is less about this specific sport than how that sport becomes transformative, empowering some kids, giving others a direction.”—Chicago Tribune
“Spirited...memorable...Engrossing a sports memoir but also relevant to any conversation about privilege and race.”—Kirkus
SIGH, GONE: A Misfit’s Memoir of Great Books, Punk Rock, and the Fight to Fit In by Phuc Tran (Flatiron Books, April 2020)
Editor: Bryn Clark; Material: finished copies; Page count: 320
For anyone who has ever felt like they don’t belong, *Sigh, Gone* shares an irreverent, funny, and moving tale of displacement and assimilation woven together with poignant themes from beloved works of classic literature.
**An Amazon Best Book of the Year So Far**
On *Marie Claire*’s “The Best Memoirs of 2020 Are Too Good Not to Read”
Editor’s Pick at Audible
“Funny, poignant, and unsparing, Tran’s sharp, sensitive, punk-inflected memoir presents one immigrant’s quest for self-acceptance through the lens of American and European literary classics. A highly witty and topical read—an impressive debut.”—*Kirkus* (starred review)
“Affecting, deeply-felt…a compelling story of an outsider discovering himself and a world where he fit in.”—*Booklist* (starred review)
“The best, the funniest, and the most heartfelt memoir of the year.”—*BookPage* (starred review)
“[A] bold, funny, and profane memoir: a portrait of a young punk refugee and of heartland America itself, each of them as defiant and compelling as the other.”—Viet Thanh Nguyen, author of Pulitzer-Prize winning *The Sympathizer* and *The Refugees*
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ASTRO POETS: Your Guides to the Zodiac by Alex Dimitrov and Dorothea Lasky (Flatiron Books, October 2019)
Editor: Lauren Bittrich; Material: finished copies; Page count: 336
From the online phenomena the Astro Poets comes the first great astrology primer of the 21st century. Full of insight, advice and humor for every sign in the zodiac, the Astro Poets’ unique brand of astrological flavor has made them Twitter sensations. Their long-awaited first book is in the grand tradition of Linda Goodman’s *Sun Signs*, but made for the world we live in today. Both the perfect introduction to the twelve signs for the astrological novice, and a resource to return to for those who already know why their Cancer boyfriend cries during commercials but need help with their new wacky Libra boss, this is the astrology book must-have for astrology lovers everywhere.
“The ultimate map through the zodiac. A perfect crash-course for astrology beginners that’s lyrical, witty, and wise enough to satisfy old astrology pros.”—*Booklist*
“It’s a fun, accessible, and modern guide to the signs. Even better, it’s astrology by poets! If you’ve ever wondered what your sign says about you (or how it can help you figure out the people around you), this is the place to start.”—*BookRiot*
Foreign sales: Bulgaria/Obsidian, Germany/Rowohlt, Netherlands/Boekerij, Portugal/Farol, Slovakia/Ikar, Spain/Suma de Letras, Sweden/Norstedts, UK/Picador
ST. MARTIN’S PUBLISHING GROUP
ST. MARTIN’S PRESS MINOTAUR BOOKS ST. MARTIN’S ESSENTIALS CASTLE POINT BOOKS
TOR FORGE PAGE STREET PUBLISHING CO.
| Category | Page |
|-----------------------------------------------|------|
| GENERAL FICTION | 23 |
| ROMANCE | 34 |
| MYSTERIES/THRILLERS | 36 |
| SCIENCE FICTION/FANTASY/HORROR | 43 |
| GENERAL NON-FICTION | 48 |
| BUSINESS/COMMUNICATION | 56 |
| MIND, BODY & SPIRIT | 59 |
| HEALTH AND WELLNESS/LIFESTYLE/COOKERY/ACTIVITY| 63 |
GENERAL FICTION
THE MYSTERY WRITER by Nina de Gramont (St. Martin’s Press, September 2021)
Editor: Jennifer Enderlin; Material: manuscript; Page count: 320
Comparison: *The Paris Wife* by Paula McLain
Acquired in a major pre-empt, this novel, based on true events, reimagines the disappearance of Agatha Christie who inexplicably dropped off the map for eleven days in 1926. Up and coming novelist Agatha Christie is proper through and through, raised to keep her head about her and never make a fuss. But when her husband of twelve years tells her he’s leaving her for another woman, she not only loses her head, but disappears—sparking a search that lasts eleven days and generates international headlines. Where did Agatha go and what did she do? And why did she keep it a secret until the day she died, first claiming she couldn’t remember, and in later years admitting she hated to remember? Told by the unlikeliest of allies, Agatha’s husband’s unpredictable mistress, Nan O’Dea, *The Mystery Writer* is filled with twist after twist, as the reader finds secrets hidden around every corner. It delivers a story completely unexpected but utterly satisfying, riffing on Agatha Christie tropes with a fresh voice that is entirely its own.
Foreign sales: Hungary/Europa, Italy/Neri Pozza, UK/Pan Macmillan
THE BALLERINAS by Rachel Kapelke-Dale (St. Martin’s Press, December 2021)
Editor: Sarah Cantin; Material: manuscript; Page count: 320
Comparison: *Dare Me* meets *Black Swan* and *Luckiest Girl Alive*
A voice-driven, upmarket debut about a trio of ballerinas who meet as students at the Paris Opera Ballet School. Thirteen years ago Delphine fled Paris for St. Petersburg, taking with her a terrible secret that, if revealed, could upend the lives of her best friends, fellow dancers Lindsay and Margaux. Now thirty-six years old, Delphine has returned to her former home and to the legendary Opera House to choreograph a ballet that should kickstart the next phase of her career—and, she hopes, finally make things right for her former friends. But as Delphine quickly discovers, a lot has changed while she’s been away…and some secrets simply won’t stay buried forever. Moving between the trio’s adolescent years and the present day, *The Ballerinas* explores the darker sides of female friendship; how physical perfection becomes enmeshed with artistic expression; the double-edged sword of ambition and passion; and the sublimated rage that so many women hold inside—all culminating in a twist you won’t see coming, with magnetic characters you won’t soon forget.
ALL GIRLS by Emily Layden (St. Martin’s Press, February 2021)
Editor: Sarah Cantin; Material: manuscript; Page count: 320
Comparison: Curtis Sittenfeld and Sally Rooney
A keenly perceptive coming-of-age novel, *All Girls* captures one year at a prestigious New England prep school, as nine young women navigate their ambitions, friendships, and fears against the backdrop of a scandal the administration wants silenced. But as the months unfold, and the school’s efforts to control the ensuing crisis fall short, these extraordinary girls are forced to discover their voices, and their power. A tender and unflinching portrait of modern adolescence told through the shifting perspectives of an unforgettable cast of female students, *All Girls* explores what it means to grow up in a place that promises you the world—when the world still isn’t yours for the taking.
“All Girls is an exciting, innovative debut from a fresh and assured new voice.”—Taylor Jenkins Reid, *New York Times* bestselling author of *Daisy Jones and the Six*
Television rights have been optioned by HBO with Jessica Rhoades (*Sharp Objects*, *The Affair*) producing!
Foreign sales: Spain/Ediciones B, UK/John Murray
TOO GOOD TO BE TRUE by Carola Lovering (St. Martin’s Press, March 2021)
Editor: Sarah Cantin; Material: manuscript; Page count: 352
Comparison: *The Last Mrs. Parrish* by Liv Constantine and *Then She Was Gone* by Lisa Jewell
Skye Starling is overjoyed when her boyfriend, Burke Michaels, proposes after a whirlwind courtship. Though Skye seems to have the world at her fingertips—she’s smart, beautiful, and from a well-off family—she has also battled crippling OCD since her mother’s death when she was eleven, and her romantic relationships have suffered as a result. But now Burke—handsome, older, and more emotionally mature than any other man she’s met before—says he wants to take care of her. Forever. Except, Burke isn’t who he says he is. And interspersed letters to his therapist reveal that he is happily married and using Skye for his own, deceptive ends. In a third perspective, set thirty years earlier, a scrappy seventeen-year-old named Heather is determined to end things with Burke, a local bad boy. But can her adolescent love stay firmly in her past—or will he find his way into her future? On a collision course she doesn’t see coming, Skye throws herself into wedding planning, as Burke’s scheme grows ever more twisted. Meanwhile, three decades in the past, Heather’s longed-for transformation finally seems within reach…yet even the best laid plans can go astray. And just when you think you know where this story is going, you’ll discover that there’s more than one way to spin the truth.
“I raced through *Too Good to Be True*, desperate to see what new twist was coming next. Gripping, tantalizing, and perfectly paced, Carola Lovering somehow makes duplicity sexy—and even understandable. Get ready for a wild, seductive ride.”—Sara Shepard, *New York Times* bestselling author
A MILLION REASONS WHY by Jessica Strawser (St. Martin’s Press, March 2021)
Editor: Alexandra Schulster; Material: manuscript; Page count: 352
Comparison: Sally Hepworth
Caroline lives a full, happy life with a thriving career, three feisty children, an enviable marriage, and a close-knit extended family. She couldn’t have scripted it better. Except for one thing: She’s about to discover her fundamental beliefs about them all are wrong. Sela lives a life in shades of gray, suffering from irreversible kidney failure. Her marriage has crumbled, her beloved mother and lifelong best friend has passed away, and she worries about what will happen to her two-year-old son if she doesn’t find a donor match in time. Sela is the only one who knows Caroline is her half-sister, that Caroline may be her best hope for a future. From the moment Caroline meets Sela, both must re-examine what it really means to be family, the depths of a mother’s love, and the limits and the power of forgiveness.
“A Million Reasons Why is a fascinating foray into the questions we are most afraid to ask: what constitutes family, what are our obligations to those we love…what secrets are unforgivable? And in case you need another reason to read this book: there are two massive twists you’ll never see coming.”—Jodi Picoult, *New York Times* bestselling author of *Small Great Things* and *A Spark Of Light*
Previous titles’ foreign sales: Hungary/Pioneer Books, Poland/Swiat Ksiazki, UK/Hodder
Also available: *Almost Missed You* (2017), *Not That I Could Tell* (2018), *Forget You Know Me* (2019)
HAVEN POINT by Virginia Hume (St. Martin’s Press, June 2021)
Editor: Sarah Cantin; Material: manuscript; Page count: 384
Comparison: Sarah Blake and J. Courtney Sullivan
For fans of Beatriz Williams comes a sweeping debut about three generations of a family and what it means to belong to a place that holds as tight to its traditions as it does its secrets. In 1944, Maren Larsen is a cadet nurse at Walter Reed Medical Center. Originally from a small Minnesota farming town, she’s swept off her feet by Dr. Oliver Demarest, whose upper crust family spends summers on Haven Point, an insular community on the rocky coast of Maine. The residents there are skeptical of newcomers, and though the chilly reception gives her pause, Maren can’t deny the charm of the old house on the cliff, and she vows to make Oliver’s family her own. But during the summer of 1970, tragedy strikes—and in the aftermath, Oliver and Maren’s seventeen-year-old daughter, Annie, vows never to return. Nearly fifty years later, circumstances bring Maren’s granddaughter, Skye, back to Haven Point. Maren knows that Skye inherited her mother’s view of Haven Point, and that she finds the place—and the people—snobbish and petty. But she also knows that Annie never told her daughter the whole truth about what happened that fateful summer.
“Unfolding from WWII to the present day, this delicious, complicated novel is woven together with romance, tragedy, family secrets and breath-taking surprises. I will read *Haven Point* over and over. I’ll give it to my friends. I’ll read anything Virginia Hume ever writes.”—Nancy Thayer, *New York Times* bestselling author of *Girls of Summer*
MARGREETE’S HARBOR by Eleanor Morse (St. Martin’s Press, April 2021)
Editor: George Witte; Material: manuscript; Page count: 384
Comparison: *Olive Kitteridge* by Elizabeth Strout
For fans of Alice Munro, Anne Tyler, and Elizabeth Strout comes a novel that traces the life of a family and its matriarch over the course of a decade. When fiercely-independent, thrice-widowed Margreete Bright nearly burns her house down, her daughter Liddie realizes that her mother can no longer live alone. Liddie, her husband Harry, and their two children move from a settled life in Michigan across the country to Margreete’s isolated home in Maine and begin a new life. Set during the late 1950s through the turbulent 1960s, this novel is about the intimacies and shifting grounds of a marriage, a family, a community, and a country, revealing the largest meanings in the smallest and most secret moments of life.
“*Margreete’s Harbor* is an exquisite family epic of many moods and much dramatic incident…Liddie is magnificently compelling, like an actress you cannot take your eyes away from.”—Howard Norman, author of *The Ghost Clause* and *The Bird Artist*
LONE STARS by Justin Deabler (St. Martin’s Press, February 2021)
Editor: Elisabeth Dyssegaard; Material: manuscript; Page count: 304
Comparison: *Commonwealth* by Ann Patchett
This sweeping story follows the arc of four generations of a Texan family in a changing America. Julian Warner, a father at last, wrestles with a question his husband posed: what will you tell our son about the people you came from now that they’re gone? Finding the answers takes Julian back in time to Eisenhower’s immigration border raids, an epistolary love affair during the Vietnam War, crumbling marriages, AIDS panics, and queer migrations to Cambridge and New York up to the polarization of Obama’s second term. And in these answers lies a hope: that by uncloseting ourselves—as immigrants, smart women, gay people—we find power in empathy.
“Generous and epic…Deabler’s wide-ranging empathy and emotional intelligence mark him as an important new writer to watch.”—Eliot Schrefer, National Book Award finalist, author of *Endangered*
THE NEWCOMER by Mary Kay Andrews (St. Martin’s Press, May 2021)
Editor: Jennifer Enderlin; Material: manuscript due October; Page count: 448
Comparison: Dorothea Benton Frank
From *New York Times* bestselling author Mary Kay Andrews comes her next summer blockbuster. When Letty Wilkerson’s sister is found dead at the bottom of a staircase in her glamorous mansion, Letty believes she knows who did it: her sister’s awful, money-grubbing husband, J. Blaine Scott. Now she’s on the run from New York City with her four-year-old niece, Addison, in tow. The only problem is, Letty has never dealt with a toddler before, and she’s got nowhere to go. But before she died, her sister, Tara, left her a clue: a page torn from an issue of *Southern Living* shows a sleepy Florida hotel—and for some reason, Tara circled it. Letty and Addison will go there, and try to figure out what her sister was trying to tell her. The quiet and kitschy hotel seems like the perfect place to hide out: it’s a bit run down, it’s filled with eccentric Snow Birds, and Letty can earn her keep cleaning the rooms in exchange for a long-term rental. The only problem is, J. Blaine might be hot on her tail, and Letty isn’t sure who she can trust. If she doesn’t figure out what her sister knew and why she was murdered, this peaceful and sunny stop might just be the end of the line for Letty.
“At turns suspenseful, sad, and hopeful, with plenty of surprising twists. Another satisfying summer read from the queen of the beach.”—Kirkus on *The High Tide Club*
Foreign sales: Germany/Fischer
Previous titles’ foreign sales: Germany/Fischer, Hungary/IPC Könyvek, Norway/Bastion, Poland/Znak, Slovenia/Ucila, Turkey/Pegasus
Also available: *Summer Rental* (2011), *Spring Fever* (2012), *Ladies’ Night* (2013), *Christmas Bliss* (2013), *Save the Date* (2014), *Beach Town* (2015), *The Weekenders* (2016), *The High Tide Club* (2018), *Sunset Beach* (2019), *Hello, Summer* (2020)
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THE LITTLE FRENCH BRIDAL SHOP by Jennifer Dupee (St. Martin’s Press, March 2021)
Editor: Leslie Gelbman; Material: manuscript; Page count: 320
Comparison: Jane Green
Larisa Pearl isn’t thinking about marriage. She has recently lost her job and broken up with her boyfriend and is now back in her small home town to help take care of Elmhurst, the house her great aunt has left her, and to be closer to her parents. But when she finds herself in the town’s bridal shop and sees the dress of her dreams, she decides to buy it. Soon rumors of her upcoming marriage are spreading around town, and Larisa, who is struggling to cope with her mother’s worsening dementia, lets herself get swept away with the lies. Jack Merrill is the caretaker of Elmhurst. The house has always been a big part of his life, and as his marriage of fifteen years begins to fall apart, he moves to the house full-time to help Larisa renovate it. As teenagers, Larisa and Jack had built a friendship that could have become something more had they chosen different paths, and now they find themselves drawn to one another again. But lost in a web of her own lies, Larissa must first face difficult truths before she can embrace family and open her heart to finding love.
“Utterly charming...Never sentimental, and yet wonderfully infused with heart and whimsy, *The Little French Bridal Shop* is a delight.”—Joshilyn Jackson, *New York Times* and *USA Today* bestselling author of *Never Have I Ever*
Foreign sales: Australia/Allen & Unwin
A SUMMER TO REMEMBER by Erika Montgomery (St. Martin’s Press, May 2021)
Editor: Alexandra Sehulster; Material: manuscript; Page count: 320
Comparison: Jennifer Weiner
Frankie Simon, owner of a famed Hollywood nostalgia shop, learned three important things from her mother—always let customers touch the items and props, peoples’ memories are the most important parts of themselves, and never, ever open a sealed letter that wasn’t meant for you. When Frankie uncovers an unopened letter in her mother’s possession written by Glory Cartwright—one half of the famed Hollywood “it” couple of the 1970s—she vows to get it to Glory’s son, living as a recluse on Cape Cod. And when an old photo of her mother tumbles out, Frankie believes she finally has the chance to return to the summer before she was born. To find out who her father is. Arriving just in time for the film festival launched by Glory Cartwright in the waning days of her career, Frankie’s journey from Hollywood to Cape Cod is fraught with unexpected consequences and brimming with possibility. There’s a whole world to uncover—the dark days of Glory Cartwright’s past before her tragic death by suicide; the dear friends her mother made one summer before she left them behind to raise Frankie alone; and the Cartwright’s son, Gabe, whose resistance to the past may give way to a shimmering future. An extraordinary novel and love letter to the magic of the movies, A Summer to Remember is a gorgeous, romantic story about the power of our memories and the beauty of finding your true home.
“Erika Montgomery’s debut offers a tantalizing peek into the private lives of a glamorous celebrity couple on hiatus, and the Cape Cod locals who share their secret…The perfect novel for a beach bag, complete with friendship, family and a dash of romance.”—Christina Clancy, author of The Second Home
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Fletcher & Co.)
FLOAT PLAN by Trish Doller (St. Martin’s Griffin, March 2021)
Editor: Vicki Lame; Material: manuscript; Page count: 272
Comparison: Evvie Drake Starts Over by Linda Holmes
Since the loss of her fiancé, Anna has spent the last year floundering on land, frozen by grief. But when a reminder goes off about a trip she and Ben were supposed to take, she impulsively sets off in their sailboat intending to complete the planned voyage around the Caribbean. But after a treacherous night’s sail and a brush with an ocean tanker, Anna realizes she can’t do it alone and hires a professional sailor to help her get to Puerto Rico. Much like Anna, Keane is struggling with a very different future than the one he had planned, and he can’t refuse her offer. Together they find a way to rebuild their lives and open themselves to the possibility of new love. Critically acclaimed YA author Trish Doller’s unforgettable and romantic adult debut, Float Plan, reminds readers that starting over doesn’t mean forgetting. You can build a new home, right alongside the old.
“The perfect escape. Fresh, funny, and romantic. Trish Doller creates smart and sensitive characters who seem all too heartbreakingly real. I wish I could sail away with this book.”—Meg Cabot, New York Times bestselling author of The Princess Diaries and Little Bridge series
Foreign sales: Brazil/Faro, Croatia/Znanje, Germany/Blanvalet, Italy/Sperling & Kupfer, Norway/Cappelen Damm, Romania/Litera, Russia/AST, Slovakia/Ikar
MAGGIE FINDS HER MUSE by Dee Ernst (St. Martin’s Griffin, April 2021)
Editor: Alice Pfeifer; Material: manuscript; Page count: 304
Comparison: Jennifer Weiner
Maggie Bliss is in trouble. A forty-something, bestselling romance author, Maggie needs to finish the last novel of her current trilogy; except she has the worst case of writer’s block of her career. When her agent offers her a chance to get away to his apartment in Paris, complete with his housekeeper, how can she refuse? She can write undisturbed and pampered in the most beautiful and inspiring city in the world, and she can visit her daughter who is studying in France. Even better, on arrival she meets a charming and sexy Frenchman, Max, the housekeeper’s son, who becomes her writing inspiration. But then her ex-husband shows up in Paris to see their daughter as well, and it seems that he might be interested in rekindling a romance with Maggie. As sparks fly with both men, can Maggie finish her book and find her happily-ever-after?
“Amid the sparkling backdrop of Paris, a romance novelist with writer’s block discovers the perfect complement to wine, cheese, and family—the inspirational magic of a dashing man. Maggie Finds Her Muse is a delightful, uplifting, page-turner of a novel.”—Tracey Garvis Graves, New York Times bestselling author of The Girl He Used to Know
Foreign sales: Germany/Aufbau, Italy/Sperling & Kupfer
THE DATING DARE by Jayci Lee (St. Martin’s Griffin, August 2021)
Editor: Tiffany Shelton; Material: manuscript due November; Page count: 320
Comparison: Helen Hoang
Tara Park, a smart, driven brewer, doesn’t do serious relationships. Neither does she hop into bed with virtual strangers. Especially when that stranger is her best friend’s new brother-in-law. But Seth Kim, a well-known fashion photographer, is temptation personified. His unreasonably handsome looks and charming personality make him easy on the eyes and good for her ego. When a friendly game of Truth or Dare leads to an uncomplicated four-date arrangement with Seth, Tara can’t say she minds. But their dates, while sweet and sexy, have a tendency to hit roadblocks. Meanwhile, their non-dates—chance meetings, and working on a website together—are getting frequent and heated. For Seth, who is leaving for a new job in Paris in one month, a no-strings-attached fling seems like a nice little distraction. But then he realizes that Tara Park doesn’t come in a “nice & little” package. When an unexpected connection develops between them, neither of them is ready. Tara has hidden behind a safe, lonely shell since her disastrous relationship with her ex while Seth has allowed his painful past to dictate his life decisions. Will he finally break free and follow his heart to fight for a future with Tara? Will her emotional scars allow her to open her heart to Seth? Only courage and utter vulnerability will make their happily ever after possible.
“A perfect balance of impeccable wit, laugh-out-loud hilarity, and off the charts chemistry…a sinfully decadent romantic comedy!”—Helena Hunting, New York Times bestselling author on A Sweet Mess
Film rights for A Sweet Mess optioned by Daniel Dae Kim’s 3AD Media!
Foreign sales: UK/Headline
Also available: A Sweet Mess (2020)
TEN RULES FOR FAKING IT by Sophie Sullivan (St. Martin’s Griffin, January 2021)
Editor: Alexandra Sehulster; Material: manuscript; Page count: 384
Comparison: Sophie Kinsella
As birthdays go, this year’s for radio producer Everly Dean hit rock-bottom (catching your boyfriend cheating on you will do that). But this is Everly’s year! She won’t let her anxiety hold her back. She’ll pitch her podcast idea to her boss. There’s just one problem. Her boss, Chris, is very cute. (Of course). Also, he’s extremely distant. And, Stacey the DJ didn’t mute the mic during Everly’s rant about Simon the Snake (syn: Cheating Ex). Okay, that’s three problems. Suddenly, people are lining up to date her, Bachelorette-style, fans are voting, and her interest in Chris might be a two-way street. It’s a lot for a woman who could gold medal in people-avoidance. She’s going to have to fake it ‘till she makes it to get through all of this. Perhaps she’ll make a list: The Ten Rules for Faking It. Because sometimes making the rules can find you happiness when you least expect it.
“A wholesome, slow-burn romance that will warm your heart and offer a glimpse into social anxiety disorder. This is a Hallmark movie in book form.”—Helen Hoang, USA Today bestselling author of The Kiss Quotient and The Bride Test
Foreign sales: Germany/Ullstein, Russia/AST, UK/Headline
TOO GOOD TO BE REAL by Melonie Johnson (St. Martin’s Griffin, July 2021)
Editor: Jennie Conway; Material: manuscript; Page count: 320
Comparison: Christina Lauren meets Austenland
While her friends wish for meet cuties worthy of their favorite rom-coms, Julia is ready to give up on love, but when she stumbles on a resort offering guests a chance to live out their romantic comedy dreams, it seems a perfect pitch for her job writing for a popular website. At the resort, Julia literally falls into a not-quite-meet-cute involving an aggressive seagull and an adorably awkward guy named Luke who is also participating in the rom-com experience. Julia hides the fact she is there to do a story, but Luke harbors a few secrets of his own. Among further encounters with thieving seagulls, a gaggle of corgis, kisses in the rain, and even a karaoke serenade, their feelings quickly deepen. But can their love be real when they haven’t been honest about their true identities? Once the fantasy is over, can they have a relationship in the real world? In her trade paperback debut, Melonie Johnson brings her signature humor, sexy romance, and strong female friendships to this hilarious romantic comedy about finding perfectly imperfect love.
“Charming and clever, Too Good to Be Real is an ode to everything we love about rom-coms.”—Alexis Daria, author of You Had Me at Hola
A BRUSH WITH LOVE by Mazey Eddings (St. Martin’s Griffin, January 2022)
Editor: Eileen Rothschild; Material: manuscript due November; Page count: 336
Comparison: Josh and Hazel’s Guide to Not Dating by Christina Lauren
Harper loves pulling teeth. Blood, gore, and extra-long roots? More, yes, harder. The idea of falling in love? Torture. Anxiously awaiting placement in a top oral surgery residency program, Harper would rather endure a novocaine-free root canal than face any distractions—especially one as delicious as Dan. So with the greatest of intentions and the poorest of follow-throughs, she attempts to be “just friends” with Dan, despite their growing attraction. She is afraid if she lets herself fall for him that her carefully ordered life—painstakingly ordered for a reason—will come undone. But she might have a chance at finding real love and learning to love herself—flaws and all—if only she can figure out how to let go and let this new love in. Featuring a neurodiverse main character, A Brush with Love celebrates diversity, positive female friendships, and the hilarity of modern dating and is the quintessential rom-com for this Anxiety Age that we live in.
A WOMAN OF INTELLIGENCE by Karin Tanabe (St. Martin’s Press, July 2021)
Editor: Sarah Cantin; Material: manuscript; Page count: 448
Comparison: Fiona Davis
From “a master of historical fiction” (NPR), comes an exhilarating tale of post-war New York City and one remarkable woman’s journey from the United Nations to the cloistered drawing rooms of Manhattan society to the secretive ranks of the FBI. Katharina Edgeworth seems to have the perfect life. She is the daughter of immigrants, Ivy-League-educated, and speaks four languages. As a single girl in 1940s Manhattan, she is employed as a translator at the newly formed United Nations, devoting her days to her work and the promise of world peace—and her nights to cocktails and the promise of a good time. Now, in 1954 Katharina has the ideal husband, two healthy sons, and enjoys the luxuries of Fifth Avenue; but she is desperate to break free from the constraints of domesticity before depression breaks her for good. When the FBI approaches her to become an informant, Katharina seizes the opportunity. A man from her past has become a high-level Soviet spy, but no one has been able to infiltrate his circle. Enter Katharina, the perfect woman for the job. Navigating the demands of the FBI and the secrets of the KGB, she becomes a courier, carrying stolen government documents from Washington D.C. to Manhattan. But as those closest to her lose their covers, and their lives, Katharina’s secret—which fills her with purpose and reignites her self-worth—soon threatens to ruin her. With the fast-paced twists of a classic spy thriller, a celebration of post-war New York City, and a nuanced depiction of the complexity of motherhood, *A Woman of Intelligence* shimmers with Tanabe’s trademark acerbic wit, attention to historical detail, and sharp understanding of human desire.
“Cinematic...replete with love affairs, revenge and secrets.”—Washington Post on *A Hundred Suns*
Previous title’s foreign sales: France/Belfond
Also available: *A Hundred Suns* (2020)
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THE SHOW GIRL by Nicola Harrison (St. Martin’s Press, August 2021)
Editor: Leslie Gelbman; Material: manuscript; Page count: 400
Comparison: *City of Girls* by Elizabeth Gilbert
It’s 1927 when Olive McCormick moves from Minneapolis to New York City determined to become a star in the Ziegfeld Follies. An extremely talented singer and dancer, it still takes every bit of perseverance to finally make it on stage. Once she does, all the glamour and excitement is everything she imagined and more—even worth all the sacrifices she has had to make along the way. Then she meets Archie Carmichael. He is handsome, wealthy, and the only man she’s ever met who seems to accept her modern ways—her independent nature and passion for success. But once she accepts his proposal of marriage, he starts to change his tune, and Olive must decide if she is willing to reveal a devastating secret and sacrifice the life she loves for the man she loves.
“Harrison beautifully portrays the trials and tribulations of a Ziegfeld Follies dancer in her new novel, which is brimming with juicy details of Roaring Twenties New York City. Fans of *City of Girls* will adore this exploration of love and ambition.”—Fiona Davis, national bestselling author of *The Lions of Fifth Avenue*
UK/COMMONWEALTH RIGHTS ONLY (Translation rights Levine, Greenberg, Rotsan Agency)
SHOULDER SEASON by Christina Clancy (St. Martin’s Press, July 2021)
Editor: Sarah Cantin; Material: manuscript; Page count: 336
Comparison: Daisy Jones & The Six by Taylor Jenkins Reid
The small town of Lake Geneva, Wisconsin is an unlikely location for a Playboy Resort, and nineteen-year-old Sherri Taylor is an unlikely bunny. Growing up in neighboring East Troy, Sherri plays the organ at the local church and has never felt comfortable in her own skin. But when her parents die in quick succession, she leaves the only home she’s ever known for the chance to be part of a glamorous slice of history. Living in the “bunny hutch”—Playboy’s version of a college dorm—Sherri gets her education in the joys of sisterhood, the thrill of financial independence, the magic of first love, and the heady effects of sex, drugs, and rock and roll. But as spring gives way to summer, Sherri finds herself caught in a romantic triangle—and the tragedy that ensues will haunt her for the next forty years. From the Midwestern prairie to the California desert, from Wisconsin lakes to the Pacific Ocean, this is a story of what happens when small town life is sprinkled with stardust, and what we lose—and gain—when we leave home. With a heroine to root for and a narrative to get lost in, Shoulder Season is a sexy, evocative tale drenched in longing and desire that captures a fleeting moment in American history with nostalgia and heart.
“A vibrant coming-of-age tale…Clancy’s vulnerable characters come roaring to life in full eighties glamour.”—Steven Rowley, bestselling author of Lily and the Octopus
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Marcy Posner Literary Agency)
DOMINUS: A Novel of the Roman Empire by Steven Saylor (St. Martin’s Press, June 2021)
Editor: Keith Kahla; Material: manuscript due October; Page count: 640
Comparison: Edward Rutherford
Following his international bestsellers Roma and Empire, Saylor continues his saga of the greatest, most storied empire in history. A.D. 165: The empire of Rome has reached its pinnacle. Universal peace—the Pax Romana—reigns from Britannia to Egypt, from Gaul to Greece. Marcus Aurelius, as much a philosopher as he is an emperor, oversees a golden age in the city of Rome. The ancient Pinarius family and their workshop of artisans embellish the richest and greatest city on earth with gilded statues and towering marble monuments. Art and reason flourish. But history does not stand still, and the years that follow bring wars, plagues, fires, famines, political upheaval and ultimately a revolution that will change the world forever. Spanning 160 years and seven generations, Dominus teems with some of ancient Rome’s most vivid figures and brings to life some of the most tumultuous and consequential chapters of human history, events which reverberate still.
“A modern master of historical fiction…writing in a spare, elegant style, Saylor convincingly transports us into the ancient world…Enthralling!”—USA Today on Roma
Foreign sales: UK/Constable & Robinson
Previous titles’ active foreign sales: Korea/ChungRim, Spain/La Esfera de los Libros, UK/Constable & Robinson
Also available: Roma (2007), Empire (2012)
UNTITLED by Diana Biller (St. Martin’s Griffin, October 2021)
Editor: Vicki Lame; Material: manuscript due October; Page count: 320
Comparison: Fiona Davis
Paris, 1878. Amelie St. James, prima ballerina of the Paris Opera Ballet, has spent seven years pretending. In the devastating aftermath of the Siege of Paris, she made a decision to protect her sister: she became the bland, sweet, pious “St. Amie” the ballet needed to restore its scandalous reputation. Now she lives a life of falsehood. She pretends to be gentle, she pretends to be dull, she pretends to be stupid. Most of all, she pretends her hip doesn’t hurt every waking moment. But when her first love reappears and a ghost murders a man in her dressing room, all in the span of twenty-four hours, all her hard-fought safety is threatened. Her reputation is her survival, and she can’t lose it. Dr. Benedict Moore has never forgotten the girl who helped him embrace life again. Now, as the newly appointed head of the United States Institute for Brain Research, he’s back in Paris after twelve years for a conference. His goals are to recruit promising new scientists, acquire a map of the cerebral cortex that is rumored to be the most exact ever made, and maybe, maybe see Amelie again. When he discovers she’s in trouble, he’s desperate to help her—after all, he owes her. When she finally agrees to let him help, they disguise their research with a fake courtship. But reigniting old feelings is dangerous too, especially as their lives are an ocean apart. Will they be able to make it out with their hearts intact?
“A chemistry-fueled debut with a bit of a ghost story, great for readers of gothic romance.”—Booklist on The Widow of Rose House
Also available: The Widow of Rose House (2019)
THE GARDEN OF PROMISES AND LIES by Paula Brackston (St. Martin’s Press, December 2020)
Editor: Peter Wolverton; Material: manuscript; Page count: 320
Comparison: Susanna Kearsley
In the next book in the Little Shop of Found Things series, Xanthe has tried to keep her time-traveling talents a secret, but now that she has inadvertently transported the dangerous Benedict Fairfax to her own time, she realizes that she must use her skills as a spinner if she and her mother are ever to be safe. It is then that a beautiful antique wedding dress sings to her. She answers the call and finds herself in Bradford-on-Avon in 1815, as if she has stepped into a Jane Austen story. Back in her own time, with Fairfax growing ever more powerful, Xanthe enlists the help of her boyfriend, Liam, taking him back in time with her. It is a decision that might just ensure she prevails over her foe, but only by putting her life—and his—on the line.
“Brackston wonderfully blends history with the time-travel elements and a touch of romance. This series debut is a page-turner that will no doubt leave readers eager for future series installments.”—Publishers Weekly on The Little Shop of Found Things
Previous title foreign sales: Czech Republic/Dobrovský
Also available: The Little Shop of Found Things (2018), Secrets of the Chocolate House (2019)
THE DEATH OF JANE LAWRENCE by Caitlin Starling (St. Martin’s Press, October 2021)
Editor: Sylvan Creekmore; Material: manuscript due October; Page count: 356
Comparison: *Mexican Gothic* by Silvia Moreno-Garcia
From the Bram Stoker Award-nominated author comes a novel of gothic fantasy with a feminist twist. Practical, unassuming Jane Shoringfield has done the calculations and decided that the most secure path forward is this: a marriage of convenience with a husband who will allow her to remain independent and occupied with meaningful work. The dashing but reclusive doctor Augustine Lawrence agrees to her proposal with only one condition: that she must never visit Lindridge Hall, his crumbling family manor outside of town. Yet on their wedding night, an accident strands her at his door in a pitch-black rainstorm, and she finds him changed. Gone is the bold, courageous surgeon, and in his place is a terrified, paranoid man—one who cannot tell reality from nightmare, and fears Jane is an apparition, come to haunt him. By morning, Augustine is himself again, but Jane knows something is deeply wrong at Lindridge Hall, and with the man she has so hastily bound her safety to. Set in a dark-mirror version of post-World War I England, Starling crafts a new kind of gothic horror from the bones of the beloved canon that will leave readers shaken, desperate to begin again as soon as they are finished.
WAKING THE WITCHES by Paige Crutcher (St. Martin’s Griffin, September 2021)
Editor: Monique Patterson; Material: manuscript due October; Page count: 320
Comparison: *Practical Magic* by Alice Hoffman
Abandoned as an infant and dragged through the foster care system, Persephone May wants nothing more than to belong somewhere. However, Persephone is as strange as she is lonely. Inexplicable things happen when she’s around—changes in weather, inanimate objects taking flight—and those who seek to bring her into their family quickly cast her out. Working odd jobs and always keeping her suitcases half-packed, Persephone is used to moving around, and after an accidental and very public display of power, Persephone knows it’s time to move on once again. When she receives an email from the one friend she’s managed to keep, inviting her to the elusive Wile Isle, it feels like an uncommon bit of luck. Upon arrival, Persephone quickly discovers that Wile is no ordinary island, but rather home to a specific line of witches, the ones from which Persephone is descended. Now she must learn to tame her unruly magic and break a one-hundred-year-old curse cast by two sisters that has kept her ancestors trapped beyond the veil for a century. With one branch of her family trying to help her and the other plotting her demise, Persephone quickly discovers that magic always has a cost and that family is as complicated as the power that runs through her veins. *Waking the Witches* is about the sisterhood of magic and how one woman’s quest to find her place in the world will ultimately be what saves her.
THE DEVIL IN HER BED by Kerrigan Byrne (St. Martin’s Mass Market, March 2021)
Editor: Monique Patterson; Material: manuscript; Page count: 368
In the third and final in the Devil You Know trilogy by this USA Today bestselling author, a man of duty, deception, and an undeniable attraction lives in secret service to the Crown. They call him the Devil of Dorset. Moving in and out of shadows, back alleys and ballrooms, he is unstoppable and one of the Crown’s most dangerous weapons. However, when he sets his sights on the undeniably beautiful Countess of Mont Claire, Francesca Cavendish, he doesn’t realize that he has met a match like no other. Francesca is a countess by day and stalks her prey—those responsible for the death of her family—by night. What she does not expect is to be thrown into the path of the devil himself, the Earl of Devlin. She has secrets of her own and he seems determined to lay them bare. Can her heart survive finding the love of her life and losing him when all is revealed?
“Hot romance and tantalizing intrigue…Cecelia’s mental strength is a perfect match for Ramsey’s unyielding determination, and the action adds extra fire to the romance. Readers will be delighted.”—Publishers Weekly (starred review) on All Scot and Bothered
Foreign sales: France/J’ai Lu, Russia/AST
Previous titles’ foreign sales: France/J’ai Lu, Romania/Litera, Russia/AST
Also available: How to Love a Duke in Ten Days (2019), All Scot And Bothered (2020)
THE PRINCESS AND THE ROGUE by Kate Bateman (St. Martin’s Mass Market, January 2021)
Editor: Jennie Conway; Material: manuscript; Page count: 336
In the third Bow Street Bachelors novel, a princess in disguise is forced to live with a rogue in order to protect her from a dangerous suitor. Unlike his two best friends, and fellow undercover Bow Street agents, Sebastien Wolff, Earl of Mowbray, doesn’t believe in love—until a passionate kiss with a beautiful stranger in a brothel forces him to reconsider. When the mysterious woman is linked to an intrigue involving a missing Russian princess, however, Seb realizes her air of innocence was too good to be true. Princess Anastasia Denisova has been hiding in London as plain ‘Anna Brown’. With a dangerous traitor hot on her trail, her best option is to accept Wolff’s offer of protection—and accommodation—at his gambling hell. But living in such close quarters, and aiding Wolff in his Bow Street cases, fans the flames of their mutual attraction. If Anya’s true identity is revealed, does their romance stand a chance? Could a princess ever marry a rogue?
“Sparkling…Bateman loads her fast-paced heist with fun secret identity hijinks, clever characters, and sizzling romance. Series fans and new readers alike will be thrilled.”—Publishers Weekly on To Catch an Earl
Foreign sales: France/J’ai Lu
Previous title’s foreign sales: Croatia/Znanje, France/J’ai Lu, Japan/Hara Shoba
Also available: This Earl of Mine (2019), To Catch an Earl (2020)
We will launch a new historical romance series with Kate Bateman in late 2021!
A DUKE IN TIME by Janna MacGregor (St. Martin’s Mass Market, July 2021)
Editor: Alexandra Sehulster; Material: manuscript; Page count: 400
Get ready for lost wills, broody dukes, and scorching hot kisses all over London in the first in a new Regency romance series from the author of the popular Cavensham Heiresses series! Katherine Vareck is in for the shock of her life when she learns upon her husband Meri’s death that, before the accident, he had married two other women. And you know how the saying goes: Hell hath no fury like a woman who married a man who married two other women. Or something like that. Christian, Duke of Ranford and Meri’s far more upstanding brother, has no earthly clue how to be of assistance. He spent the better part of his adult years avoiding Meri and the rest of his good-for-nothing family, so to be dragged back into the fold is…unexpected. Even more so is the intrepid and beautiful Katherine, whom he cannot be falling for because he’s emotionally closed off and all that nonsense. Or can he? Katherine doesn’t have time for frivolities, but there’s something about the pained and compellingly taciturn Christian that draws her to him. When an opportunity to partner on a business venture brings them even closer, they’ll have to learn to face their past fears if they’re to live and love in the present.
“With her usual delightful élan, MacGregor dishes up plenty of witty dialogue, intriguingly complex characters, and an intensely romantic plot fueled by an abundance of delectable sexual chemistry in the latest incandescent addition to her Regency-set Cavensham Heiresses series.”—Booklist on Wild, Wild Rake
Previous series’ foreign sales: Czech Republic/Euromedia (two-book deal), Italy/Mondadori (three-book deal), Japan/Hara Shobo (two-book deal), Norway/Vigmostad & Bjørke (three-book deal), Russia/Family Leisure Club, Slovakia/Ikar (two-book deal)
HOW TO TRAIN YOUR EARL by Amelia Grey (St. Martin’s Mass Market, May 2021)
Editor: Monique Patterson; Material: manuscript due October; Page count: 304
This is the third and final in the First Comes Love Regency series from bestseller Amelia Grey featuring three independent young widows. Five years ago, Brina Feld lost her new husband to the tragic sinking of the Salty Dove. Now, settled into a genteel and happy life helping the less fortunate of Society, Brina has no need or want of a man in her life—until the scoundrel Lord Blacknight returns to London. He’s not the kind of man she expected to awaken her passionate desires, but the instant her gaze falls on his, she knows he will battle for her heart. Zane Browning, the Earl of Blacknight, was never supposed to inherit the earldom, so he had little reason to be respectable or dutiful to a family that had all but tossed him aside in favor of his three older brothers. Fate had other plans, though, and when he meets Brina, he wants to set his life right for her. But will a bet to win her heart ruin his chances with her?
“Grey launches her First Comes Love series with a perfectly matched pair of protagonists, a vividly etched supporting cast, and plenty of potent sexual chemistry and breathtaking sensuality.”—Booklist on The Earl Next Door
Previous title’s foreign sales: Norway/Vigmostad & Bjørke
Also available: The Earl Next Door (2019), Gone with the Rogue (2020)
CHRISTMAS HISTORICAL ROMANCE ANTHOLOGY by Suzanne Enoch, Amelia Grey, and Anna Bennett (St. Martin’s Mass Market, October 2021)
Editor: Monique Patterson; Material: manuscript due November; Page count: 320
Three beloved and bestselling historical romance authors deliver stories just in time for Christmas with this brand-new anthology collection.
THE PHOTOGRAPHER by Mary Dixie Carter (Minotaur Books, May 2021)
Editor: Catherine Richards; Material: manuscript; Page count: 288
Comparison: Megan Abbott and Gillian Flynn
This slyly observed, suspenseful story of envy and obsession will make you doubt that seeing is ever believing. Delta Dawn comes from humble beginnings, but as a photographer for children’s birthday parties, she is used to moving invisibly through the luxurious homes of New York’s elite. As she observes their seemingly perfect lives, she adds to this veneer by transforming the images of their crying children, stiff hugs, and unsmiling faces—editing the images to make sure the parents see the party they want. The party they may later, looking at the pictures, believe really happened that way. When Delta is hired to take pictures of Natalie Straub’s eleventh birthday, she finds herself wishing she wasn’t behind the lens. She would fit so well in the pictures with the Straub family, wouldn’t she, in their gorgeous home, their elegant life? This time editing the pictures isn’t enough. Delta begins by babysitting for Natalie, befriending her mother Amelia, finding chances to listen to her father Fritz; soon she’s bathing in the master bathtub, drinking their expensive wine, and eyeing the beautifully finished—and currently occupied—garden apartment in their townhouse. It seems like she can never get close enough. Until Delta discovers the one thing Amelia Straub wants most is also the perfect way for Delta to become permanently a part of the picture.
“Sharply observant, tense, and totally hypnotic, *The Photographer* is the most addictive suspense novel I’ve read in years.”—Jennifer Hillier, award-winning author of *Jar of Hearts* and *Little Secrets*
Foreign sales: Czech Republic/Dobrovský, Russia/AST, UK/Hodder
FLIGHT by Kimi Cunningham Grant (Minotaur Books, September 2021)
Editor: Sarah Grill; Material: manuscript; Page count: 320
Comparison: *Disappearing Earth* by Julia Phillips
For eight years, Cooper and his young daughter, Finch, have lived in isolation in a remote cabin in the northern Appalachian woods. No electricity, no family, no connection to the outside world. And that’s exactly the way Cooper wants it, because he’s got a lot to hide. The only other person who knows they exist is Cooper’s old friend, Jake, who visits each winter to bring them food and supplies. But this year, Jake doesn’t show up—setting off an irreversible chain of events that reveals just how precarious their world really is. And when a mysterious stranger wanders into their woods and threatens to upend the only life Finch has ever known, Cooper is forced to decide whether to continue his life in hiding and protect his daughter, or come out of isolation and face the sins of his past.
I DON’T FORGIVE YOU by Aggie Blum Thompson (Forge Books, June 2021)
Editor: Kristin Sevick; Material: manuscript; Page count: 352
Comparison: Wendy Walker and Jessica Knoll
Like *The Perfect Mother* meets *The Secrets You Keep*, this is a debut thriller from a former police reporter about a woman trying to fit in with her new upscale neighbors when her past comes back to haunt her. Allie Ross is an accomplished photographer and “new mom” in her D.C. suburb, but when she is framed for a neighbor’s murder—and quickly learns that she has been hacked and someone is impersonating her online—her reputation both socially and professionally is at stake. As the killer closes in, Allie must reach back into a past she vowed to forget in order to learn the shocking truth of who is destroying her life.
“With vivid imagery and sharply drawn characters, this is a smart mystery that will keep readers guessing until the end.”—R. J. Jacobs, author of *Somewhere in the Dark*
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Donald Maass Agency)
HELLO TRANSCRIBER by Hannah Morrissey (Minotaur Books, September 2021)
Editor: Leslie Gelbman; Material: manuscript; Page count: 320
Comparison: Dervla McTiernan and Laura McHugh
She’ll do anything for a story. He’ll do whatever it takes to solve the case. Twenty-six-year-old Hazel Greenlee—abysmal failure of a writer on the brink of becoming an abysmal failure of a wife—is desperate for a way out of Black Harbor, Wisconsin’s most crime-ridden city. But, when her sensational typing skills earn her the role of night shift transcriber at the local police department, she discovers a deliciously dangerous world worth writing about. During her first week of wearing a headset and typing confidential reports, her drugged-out neighbor confesses to discarding the body of a nine-year-old boy. Suddenly, Hazel has a front row seat to the investigation and becomes captivated by the lead detective, Nikolai Kole, who is confident, criminally attractive, and just returned from a hush-hush suspension. As the investigation unravels, a rising body count points to a notorious drug dealer named Candy Man. Using recent events as fodder, Hazel is hopeful this new manuscript could be her ticket out of Black Harbor. She inserts herself into the investigation to gather eyewitness material—even though falling for Kole in the process means devastating her marriage, exposing her own ugly secrets, and landing herself right on the killer’s path. Hazel must identify Candy Man and the motive behind the murders, or she’ll never leave Black Harbor alive.
THE UNWILLING by John Hart (St. Martin’s Press, February 2021)
Editor: Peter Wolverton; Material: manuscript; Page count: 384
Comparison: Michael Connelly
From *New York Times* bestseller John Hart comes a new novel combining crime, suspense, and a searing glimpse into the human mind and soul. Gibby’s brother, Jason, came back from war misunderstood and hard, a decorated killer now freshly released from a three-year stint in prison. He won’t speak of the war or of his time behind bars, but he wants a relationship with the younger brother he hasn’t known for years. Determined to make that connection, he coaxes Gibby into a day at the lake: long hours of sunshine, whiskey, and older women. But what starts as a pleasant day turns ugly. And when one of the women winds up dead, suspicion turns to Jason. Determined to prove Jason’s innocence, Gibby dives into his brother’s hidden life, a dark world of heroin, guns, and motorcycle gangs. What he discovers there is a truth more bleak than he could have imagined—not just the identity of the killer and the reasons for the woman’s murder, but the reason Jason was framed, and why the most dangerous man alive wants him back in prison. This is crime fiction at its most raw, an exploration of family and the past, of prison and war and the indelible marks they leave.
“John Hart creates novels that are somehow raw, tender, brutal, and exquisite—all at the same time. Exceptional.”—C.J. Box, #1 *New York Times* bestselling author
Foreign sales: Czech Republic/Vysehrad, Japan/Hayakawa, Norway/Cappelen Damm
Previous titles’ foreign sales: China/Beijing Time, Croatia/24sata, Czech Republic/Vysehrad, Denmark/Hr. Ferdinand, France/Lattès, Germany/Bertelsmann, Hungary/General Press, Italy/Nutrimenti, Japan/Hayakawa, Korea/GU-FIC, Lithuania/UAB Metodika, Netherlands/Luitingh-Sijthoff, Norway/Font Forlag, Poland/Sonia Draga, Russia/Eksmo, Spain/Pamies, Taiwan/Spring International, Thailand/ClassAct, Turkey/Koridor, UK/John Murray, Vietnam/Alpha Books
Also available: *The King of Lies* (2006, rights handled by the agent), *Down River* (2007), *The Last Child* (2009), *Iron House* (2011), *Redemption Road* (2016), *The Hush* (2018)
THE GATEKEEPER by James Byrne (Minotaur Books, Future)
Editor: Keith Kahla; Material: manuscript due October; Page count: 320
Comparison: Gregg Hurwitz
Dez Limerick is a retired mercenary. In his past life he was a gatekeeper, someone who opens doors that others can’t; but he has put that life behind him. He is checking out sunny California when he finds himself in the wrong place at the right time, interrupting the kidnapping attempt of the daughter of a military equipment corporation’s CEO. As a result, Dez becomes involved in helping her uncover a plot buried deep within her own company—one that turns out to be bigger, more dangerous, and more personal at every turn. With a sharp narrative voice, action-packed and propulsive plot, great characters and a protagonist that rivals Lee Child’s Jack Reacher and Gregg Hurwitz’s Orphan X, *The Gatekeeper* introduces one of the best new thriller series in years.
THIEF OF SOULS by Brian Klingborg (Minotaur Books, May 2021)
Editor: Keith Kahla; Material: manuscript; Page count: 288
Comparison: Qiu Xiaolong
Inspector Lu Fei is a cop in a remote, northern Chinese town where the theft of a few chickens counts as a major crime. Then a young woman turns up murdered—her heart, lungs and liver removed. Lu Fei sets out to find her killer in a society where the rich and powerful are protected and every suspect seems untouchable. As he gets closer to the truth, his friend, Yanyan, goes missing. The Inspector is now in a race against time to capture the killer and save his friend. Lu’s investigation will lead him on a dangerous path through a treacherous political landscape, and bring him into conflict with an ancient culture where the living are forever shadowed by the dead.
“Engrossing and atmospheric, *Thief of Souls*, takes us through the dirty snow of a Chinese province in a hunt for a serial killer. Police investigator Lu Fei, quotes Confucius, understands the power of the past, and navigates corruption and back-handing among Chairman Mao’s descendants. An unmissable journey with a Confucian knight errant for the 21st century.”—Cara Black
Foreign sales: Germany/Goldmann, UK/Headline
A DISTANT GRAVE by Sarah Stewart Taylor (Minotaur Books, June 2021)
Editor: Kelley Ragland; Material: manuscript due October; Page count: 416
Comparison: Tana French
In the follow up to *The Mountains Wild*, a *Library Journal* and Amazon Book of the Month, Sarah Stewart Taylor’s heroine, Detective Maggie D’arcy, tackles another intricate case that bridges Long Island and Ireland. Maggie D’arcy and her teenage daughter, Lilly, are recovering from the events of last fall when another case grabs Maggie’s attention. The body of an Irish national turns up on a Long Island beach. With little to go on but the scars on his back, Maggie once again teams up to work alongside Dublin’s Gardai to find out how his dead body turned up in their quiet seaside town. With the lyrical prose, deeply drawn characters, and atmospheric setting that made *The Mountains Wild* one of 2020’s most anticipated summer reads, Sarah Stewart Taylor delivers another gripping mystery novel about family, survival, and the meaning of home.
“The atmospheric, intricately plotted story builds to a stunning, unforgettable conclusion.”—*Library Journal* (starred review) on *The Mountains Wild*
Also available: *The Mountains Wild* (2020)
FALLEN by Linda Castillo (Minotaur Books, July 2021)
Editor: Charles Spicer; Material: manuscript due October; Page count: 320
Comparison: Laura Lippman
In this next thrilling installment in the *New York Times* bestselling Kate Burkholder series, a young rebellious Amish woman left the Plain life, but the secrets she took with her will lead Kate Burkholder down a dark path to danger…and death.
“[A] fast-paced, suspense-building ride, showing the character development and sensitivity to the Amish culture that mark Castillo’s masterful crime fiction.”—*Booklist* (starred review) on *Outsider*
Previous titles’ foreign sales: Czech Republic/Moba, Denmark/Hr. Ferdinand, Germany/Fischer, Hungary/General Press, Italy/Piemme
Also available: *Sworn to Silence* (2009), *Pray for Silence* (2010), *Breaking Silence* (2011), *Gone Missing* (2012), *Her Last Breath* (2013), *The Dead Will Tell* (2014), *After the Storm* (2015), *Among the Wicked* (2016), *Down a Dark Road* (2017), *A Gathering of Secrets* (2018), *Shamed* (2019), *Outsider* (2020)
EVERY WAKING HOUR by Joanna Schaffhausen (Minotaur Books, January 2021)
Editor: Daniela Rapp; Material: manuscript; Page count: 336
Comparison: Karin Slaughter
In the fourth book in the heart-pounding Ellery Hathaway series, Ellery is finally attempting to have a normal life. She has a new job as a rookie Boston detective and a fledgling relationship. But when a twelve-year-old girl disappears on Ellery’s watch, the troubling case opens deep wounds that never fully healed. Chloe Lockhart walked away from a busy street fair and vanished into the crowd. Maybe she was fleeing the suffocating surveillance of her parents, or maybe the evil from her parents’ past finally caught up to her. Chloe, as Ellery learns, is not the first child Teresa Lockhart has lost. Now Ellery must untangle the labyrinth of secrets inside the Lockhart household before it is too late.
“Chilling…tight plotting and a few genuinely shocking twists propel this emotionally charged thriller all the way to the explosive finale. Old and new readers alike will be enthralled.”—*Publishers Weekly* on *All the Best Lies*
Previous titles’ foreign sales: Czech Republic/Metafora, Germany/DTV, UK/Titan
Also available: *The Vanishing Season* (2017), *No Mercy* (2019), *All the Best Lies* (2020)
GONE FOR GOOD by Joanna Schaffhausen (Minotaur Books, August 2021)
Editor: Daniela Rapp; Material: manuscript; Page count: 304
Comparison: Hank Phillippi Ryan
The first book in a new mystery series from this award-winning author. The Lovelorn Killer murdered seven women, ritually binding them and leaving them for dead before penning them gruesome love letters in the local papers. Then he disappeared, and after twenty years with no trace of him, many believe that he’s gone for good. Not Grace Harper. A grocery store manager by day, at night Grace uses her snooping skills as part of an amateur sleuth group. She believes the Lovelorn Killer is still living in the same area where he hunted before, and if she can figure out how he selected his victims, she will have the key to his identity. Detective Annalisa Vega lost someone she loved to the killer. Now she’s at a murder scene with the worst kind of déjà vu: Grace Harper lies bound and dead on the floor, surrounded by clues to the biggest murder case that Chicago homicide never solved. Annalisa has the chance to make it right and to heal her family, but first, she has to figure out what Grace knew—how to see a killer who may be standing right in front of you. This means tracing his steps back to her childhood, peering into dark corners she hadn’t acknowledged before, and learning that despite everything the killer took, she still has so much more to lose.
THE KEEPERS by Jeffrey B. Burton (Minotaur Books, June 2021)
Editor: Daniela Rapp; Material: manuscript; Page count: 288
Comparison: Alex Kava and David Rosenfelt
Mason “Mace” Reid lives on the outskirts of Chicago and specializes in human remains detection—that is, he trains dogs to hunt for dead bodies—and his prize pupil is a golden retriever named Vira. When Mace Reid and Vira are called in to search Washington Park at three o’clock in the morning, what they find has them running for their very lives. The trail of murder and mayhem Mace and CPD Officer Kippy Gimm have been following leads them to uncover treachery and corruption at the highest level, and their discoveries do not bode well for them nor for the Windy City itself.
“A wonder of a thriller, crammed to bursting with everything genre fans are pining for.”—Booklist (starred review) on *The Finders*
Also available: *The Finders* (2020)
THE HIDING PLACE by Paula Munier (Minotaur Books, March 2021)
Editor: Peter Wolverton; Material: manuscript; Page count: 336
Comparison: Julia Spencer-Fleming
Mercy and Elvis are back in *The Hiding Place*, the most enthralling entry yet in *USA Today* bestselling Paula Munier’s award-winning Mercy Carr mystery series. When the man who killed her grandfather breaks out of prison and comes after her grandmother, Mercy must unearth the long-buried scandals that threaten to tear her family apart. And she may have to do it without her beloved canine partner Elvis, if his former handler has his way.
“There’s so much to praise here: Munier’s deep knowledge of the culture of hunting (especially the bow-and-arrow variety); her brisk, incisive characterizations; the way she maintains a taut line of suspense throughout; and, best of all, her portrayals of wounded yet still courageous pairs of humans and dogs. A not-to-be-missed K-9 mystery.”—Booklist—Booklist on *Blind Search*
Also available: *A Borrowing of Bones* (2018), *Blind Search* (2019)
A PECULIAR COMBINATION by Ashley Weaver (Minotaur Books, May 2021)
Editor: Catherine Richards; Material: manuscript; Page count: 288
Comparison: Rhys Bowen and Deanna Raybourn
From Edgar-nominated author Ashley Weaver comes the first book in a new series set in England during World War II. Electra McDonnell has always known that the way she and her family earn their living is slightly outside of the law. Breaking into the homes of the rich and picking the locks on their safes may not be condoned by British law enforcement, but World War II is in full swing, Ellie’s cousins Colm and Toby are off fighting against Hitler, and Uncle Mick’s more honorable business as a locksmith can’t pay the bills any more. When a job goes wrong and Ellie and Uncle Mick are caught, she expects them to go straight to prison; instead they are delivered to a large townhouse where government official Major Ramsey is waiting with an offer: either Ellie agrees to help him break into a safe and retrieve blueprints that will be critical to the British war effort, before they can be delivered to a German spy, or he turns her over to the police. Ellie doesn’t care for the Major’s imperious manner, but she has no choice, and besides, she’s eager to do her bit for king and country. She may be a thief, but she’s no coward. When she and the Major break into the house in question, they find instead the purported German spy dead on the floor and the safe already open and empty. Soon, Ellie and Major Ramsey are forced to put aside their differences to unmask the double-agent, as they try to stop allied plans falling into German hands.
A ROGUE’S COMPANY by Allison Montclair (Minotaur Books, June 2021)
Editor: Keith Kahla; Material: manuscript; Page count: 288
Comparison: Susan Elia MacNeal and Jacqueline Winspear
In London, 1946, the Right Sort Marriage Bureau is getting on its feet and expanding. Miss Iris Sparks and Mrs. Gwendolyn Bainbridge are making a go of it. But business becomes personal when Lord Bainbridge—the widowed Gwen’s father-in-law recently returned from Africa—threatens to undo everything important to her. Then a new client shows up at the agency, one whom Sparks and Bainbridge begin to suspect really has a secret agenda, somehow involving the Bainbridge family. A murder and a subsequent kidnapping send Sparks to seek help from a dangerous quarter—and now their very survival is at stake.
“Montclair successfully combines the insightful characterizations of Jacqueline Winspear with the witty banter of Hammett’s Nick and Nora Charles. Fans of the British royal family will have fun.”—Publishers Weekly (starred review) on A Royal Affair
Previous title’s foreign sales: France/10|18, Japan/Tokyo Sogensha
Also available: The Right Sort of Man (2019), A Royal Affair (2020)
MURDER IN OLD BOMBAY by Nev March (Minotaur Books, November 2020)
Editor: Kelley Ragland; Material: manuscript; Page count: 400
Comparison: *The Widows of Malabar Hill* by Sujata Massey
With echoes of Sherlock Holmes, this winner of the Minotaur Books/Mystery Writers of America First Crime Novel Award is perfect for historical mystery fans. 1892 Bombay: Captain James Agnihotri lays in the hospital recovering from the war in Pakistan with little to read but newspapers. One case Jim cannot get out of his mind is being called the crime of the century. Two women fell from the university’s clock tower in broad daylight. Especially moved by one of the husband’s certainty that the victims—his wife and sister—did not commit suicide, as the trial determined. Jim puts his budding journalistic career on hold to act as the Parsee family’s personal investigator into what happened that terrible afternoon. Set against the backdrop of a vibrant colonial Bombay, Nev March’s debut brings the mystery and the charm of this dynamic historical age to life.
“March fills the story with finely developed characters, particularly Agnihotri, who proves a zealous investigator. She also presents an authentic view of India under British rule while exploring the challenges faced by a character of mixed race. The heartfelt ending leaves plenty of room for a sequel. Readers won’t be surprised this won the Minotaur Books/Mystery Writers of America First Crime Novel Award.”—Publishers Weekly
DANGER AT THE COVE by Hannah Dennison (Minotaur Books, August 2021)
Editor: Hannah O’Grady; Material: manuscript due October; Page count: 320
Comparison: M.C. Beaton
In this second book in a delightful new cozy series set on a small British island, renovations on Tregarrick Rock Hotel are coming along, and Evie Mead thinks they just might be done by opening day. Then one of her sister Margot’s old Hollywood friends, Louise, arrives unannounced—and expecting VIP treatment. Evie has half a mind to tell Louise to find other accommodations, but Margot believes that Louise might be just what they need. A marketing guru, Louise can help put the hotel on the map and give it the boost it needs. But when a member of the hotel staff is found dead, and then another murder follows, the sisters’ plans crumble before their eyes. Who would do such a thing—and why? In a rollicking adventure involving a shipwreck filled with buried treasure, a dashing and mysterious Australian named Randy, and old rivalries stretching back to far before Evie and Margot ever set foot on the island, it’s all hands on deck to find the killer—and save the hotel.
“A blend of all my favorite things: the Scilly Isles…the joys and trials of sisterhood, fun characters and of course Hannah Dennison’s witty prose…A complete delight.”—Rhys Bowen on *Death at High Tide*
Previous title’s foreign sales: France/City Editions
TRANSLATION RIGHTS ONLY (UK/Commonwealth with Dominick Abel Literary Agency)
THE STARLESS CROWN by James Rollins (Tor Books, August 2021)
Editor: William Hinton; Material: manuscript due October; Page count: 480
From the #1 *New York Times* bestselling author comes a major event in fantasy with the start of a four-book series, Moon Fall. Untold millennia ago the world ceased its turning. It left one side frozen, locked in eternal darkness; the other a blasted ruin, forever facing the sun. In order to survive, life evolved in strange and unpredictable ways, filling the harsh niches of this new landscape. People were forced to retreat to the only inhabitable region of the globe: to the band of twilight lands trapped between the burning brightness and frozen darkness. Now a young girl foretells a new apocalypse approaching, one that will end all life for all time, and she must gather an unlikely alliance of outcasts to join her cause to save their world.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Scovil Galen Ghosh)
THE BLACKTONGUE THIEF by Christopher Buehlman (Tor Books, May 2021)
Editor: Lindsey Hall; Material: manuscript; Page count: 416
Original, irreverent, and beautifully written, *The Blacktongue Thief* is the first in a new epic fantasy trilogy and will be Tor’s major fantasy launch of 2021. A traveler walks down a forest road alone. A thief waits by the roadside. But today, Kinch has chosen the wrong mark. Galva is a knight, a survivor of the brutal goblin wars, and patron of the goddess of death. She is searching for her missing queen, whom no one has seen since her city fell to giants. After Kinch’s attempt to rob Galva goes horribly wrong, his fate becomes locked to hers. Thief and knight must traverse lands where goblins hunger for kynd flesh, krakens hunt in dark waters, and the gods only laugh when you ask them for help.
“The Blacktongue Thief is a masterclass in voice and thoughtful world design, with a wonderful cast and a protagonist who grabs you instantly. Fans of Lynch’s *The Lies of Locke Lamora* will love this one.”—Django Wexler, author of *The Thousand Names*
Foreign sales: UK/Gollancz (three-book deal)
THE THOUSAND EYES by A. K. Larkwood (Tor Books, June 2021)
Editor: Lindsey Hall; Material: manuscript; Page count: 432
Perfect for fans of Jenn Lyons, Joe Abercrombie, and Ursula K. Le Guin this is the sequel to A. K. Larkwood’s stunning debut fantasy, *The Unspoken Name*. Shuthmili is the feared and powerful right hand of the God-Empress. With the empress’s elite army, The Thousand Eyes, they have conquered half the known worlds. But Csorwe is one of those Thousand, taken and enslaved against her will, and Shuthmili’s loyalty to the Empress is a lie. She wants only to free Csorwe and flee, but to do so, she’ll need the help of one of their most dangerous enemies—the wizard Belthandros Sethennai. In exchange for Sethennai’s help, Shuthmili must swear to help him overthrow the Empress. But while many are seeking to bring down the Empress—including the Unspoken One—they have all overlooked an even darker threat on the horizon.
“From its flawless first page to its bittersweet last, *The Unspoken Name* is unlike anything I’ve read before.”—Nicholas Eames, author of *Kings of the Wyld*
Foreign sales: Hungary/Agave, Italy/Mondadori, UK/Tor|Pan Macmillan
Previous title’s foreign sales: Germany/Tor|Fischer, Hungary/Agave, Italy/Mondadori, Russia/AST, Turkey/Epsilon, UK/Tor|Pan Macmillan
Also available: *The Unspoken Name* (2020)
RISE OF THE MAGES by Scott Drakeford (Tor Books, January 2022)
Editor: Jennifer Gunnels; Material: manuscript; Page count: 400
Scott Drakeford’s epic fantasy debut, *Rise of the Mages*, combines the personal vengeance of David Dalglish’s *Skyborn* with the compelling characters of Stephen Aryan’s *Battlemage*. Emrael Ire wants nothing more than to be a weapons master—but his final exam will be a bloody insurrection that enslaves his brother. In order to save him, Emrael must embrace not only his abilities as a warrior but also his place as last of the ancient Mage Kings—for the Fallen God has returned.
“This is old-school and new-school epic fantasy rolled into one. Drakeford has built a superbly crafted world infused with a myriad of well-rounded characters and plenty of action, magic, and mystery. *Rise of the Mages* is a fast-paced adventure that will satisfy any fantasy fan young or old.”—Brian Lee Durfee author of *The Forgetting Moon*
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Sanford J. Greenburger)
ASPECTS by John M. Ford (Tor Books, April 2022)
Editor: Beth Meacham; Material: manuscript; Page count: 352
John M. Ford was the kind of writer that made readers’ eyes light up and made other writers want to either worship him or assassinate him. He was a World Fantasy Award winner for his novel *The Dragon Waiting*, and his work was nominated numerous times for the Hugo and Nebula awards. Before dying suddenly in 2006, he was working on a novel—a long fantasy of magic, railroads, politics and abdicated kings, swords and sorcerous machine guns, divination and ancient empires. Now that legendary lost novel is here. Come enter the halls of Parliament with Varic, Coron of the Corvaric Coast. Come visit Strange House with the Archimage Birch. Explore the mountains of Lady Longlight’s Coronage of the Great Rogue Hills, alongside the Pallon Silvern, Armiger/Sorcerer. Explore Lystourel, capital city of the Republic of Lescoray and the world so complexly created in the pages of this novel, which includes an introduction from Neil Gaiman.
“A great writer who is really f*cking brilliant.”—Neil Gaiman
“I can’t wait to fall in love with [Ford]’s books all over again.”—Cory Doctorow
“Simply one of the finest writers the field has ever produced.”—Orson Scott Card
Foreign sales: UK/Gollancz (three-book deal)
Also available: *The Dragon Waiting* by John M. Ford (2020)
ISOLATE by L. E. Modesitt, Jr. (Tor Books, October 2021)
Editor: Jennifer Gunnels; Material: manuscript; Page count: 720
Long-awaited by his steadfast fans comes the first new fantasy series in a decade, the Grand Illusion, by L. E. Modesitt, Jr., bestselling author of *Saga of Recluce* and the *Imager Portfolio*. *Isolate* is a gaslamp political fantasy in the vein of Sanderson’s *Alloy of Law*. Steffan Dekkard is an isolate, one of the small percentage of people who are immune to the projections of empaths. As an isolate, he has been trained as a security specialist, and he and his security partner Avraal Ysella, a highly trained empath, are employed by Axel Obreduur, a senior Craft Minister and the de facto political strategist of his party. When a respected leader dies under mysterious circumstances, his political friendship with Obreduur throws Dekkard and Ysella’s employer under scrutiny—along with them—in a covert and deadly struggle for control of the government and economy. Steffan is about to understand that everything he believes is an illusion.
THE FREEDOM RACE by Lucinda Roy (Tor Books, July 2021)
Editor: Jennifer Gunnels; Material: manuscript; Page count: 416
With echoes of Colson Whitehead’s *The Underground Railroad* and Margaret Atwood’s *The Handmaid’s Tale*, Lucinda Roy’s first work of speculative fiction creates an alternate future of slavery that challenges the boundaries of race and cultural heritage. The Second Civil War severed the States United. In the Homestead Territories, the Necessary Reversal has reinstituted slavery. Worse, it’s made it a breeding program. Ji-ji Lottermule, a seedling on Planting 437, has one fragile hope to break free from the Homestead Territories in the annual Freedom Race that promises liberty in the neighboring non-slavery SuperStates. But Ji-Ji possesses something that can change the plight of her people and the very existence of the Territories. If only she knew what it was, and why so many people need her chained or dead.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Jean V. Naggar Literary)
NETTLE & BONE by T. Kingfisher (Tor Books, September 2021)
Editor: Lindsey Hall; Material: manuscript; Page count: 320
From the Hugo and Nebula Award-winning author comes a story of sisterhood and found-family, captivating with its delightful cast, incredible magics, and dark fairytale wisdom. After years of seeing her sister suffer at the hands of an abusive prince, Marra—the shy, convent-raised, third-born daughter—has finally realized that no one is coming to her rescue. No one, except for Marra herself. Seeking help from a powerful gravewitch, Marra is offered the tools to kill a prince—if she can complete three impossible tasks. But, as is the way in tales of princes, witches, and daughters, the impossible is only the beginning. On her quest, Marra is joined by the gravewitch, a reluctant fairy godmother, a strapping former knight, and a chicken possessed by a demon. Together, the five of them intend to be the hand that closes around the throat of the prince and frees Marra’s family and their kingdom from its tyrannous ruler at last.
“Nettle & Bone brings Kingfisher’s signature honesty and authenticity to a fairy tale setting—the result is refreshing, earnest but not naive, and deeply satisfying. I devoured it. This is one that’s going to stay with me for a long time.”—Sarah Gailey, author of *Magic for Liars*
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Cornerstone Literary Agency)
THE DEVIL’S DICTIONARY by Steven Kotler (St. Martin’s Press, July 2021)
Editor: Peter Wolverton; Material: manuscript due October; Page count: 320
In the tradition of William Gibson and Neal Stephenson, Steven Kolter’s follow up to *Last Tango in Cyberspace* is a science fiction thriller about the evolution of empathy. Hard to say when the human species fractured exactly. Harder to say when this new talent arrived. But Lion Zorn is the first of his kind—an empathy tracker, an emotional soothsayer that can spot cultural shifts and trends before they happen. In *The Devil’s Dictionary* Zorn is enmeshed with a group of crypto-currency fiends with a tendency toward eco-terrorism who have bought up a huge stretch of the American west to establish an unbroken tract of wild land meant to protect biodiversity and stave off the Sixth Great Extinction, but something’s rotten in Eden. Instead of saving existing species, exotic creatures unlike anything seen on Earth keep turning up. Called in to track down the origin of these exotics, Lion quickly finds himself entangled in a battle for the survival of our species.
“Combines the paranoia of Philip K. Dick with the social consciousness of Octavia Butler and the cagey forecasting of Robert J. Sawyer…A marvelously unique novel.”—San Francisco Book Review (four stars) on *Last Tango in Cyberspace*
Previous title’s foreign sales: China/China Machine Press
Also available: *Last Tango in Cyberspace* (2019)
MILLENNIUM ZERO by Justina Ireland (Tor Books, Future)
Editor: Miriam Weinberg; Material: manuscript; Page count: 288
From the brilliant mind of activist Justina Ireland comes a science fiction debut of corporate espionage and android rebellions. Hundreds of years ago androids called Tech’d broke free from the human Chaldean Empire and founded the Commonwealth. Refusing to be surpassed by their own creations, the humans have been trying to reclaim their “property” ever since. Up until now, the Commonwealth has managed to fend off their former oppressors, but the scales of victory tip to the Chaldean’s favor when the Prime Minister of the Commonwealth’s daughter and her girlfriend fall into their clutches. Imprisoned in a Chaldean research facility, Victoria and her girlfriend become test subjects of a new technology that could revert the Tech’d back to their former subservient selves. With the fate of her people at stake, Victoria escapes into the ancestral memories encoded into her DNA to find a way to fight the Chaldean’s reprogramming.
UK/COMMONWEALTH AND GERMAN RIGHTS ONLY (All other languages are with Donald Maass Literary Agency)
IMMUNITY INDEX by Sue Burke (Tor Books, May 2021)
Editor: Jennifer Gunnels; Material: manuscript; Page count: 240
Sue Burke, acclaimed author of *Semiosis* and *Interference*, gives readers a new near-future, hard SF novel. *Immunity Index* blends *Orphan Black* with *Contagion* in a terrifying outbreak scenario. In a United States facing food shortages, stark inequality, and a growing fascist government, three perfectly normal young women are about to find out that they share a great deal in common. Their creator, the gifted geneticist Peng, made them that way—before such things were outlawed. A seemingly harmless new virus makes its way through an unprotected population on the verge of rebellion, only to turn deadly. As the women fight to stay alive and help, Peng races to find a cure—and the cover up behind the virus.
THE LAST WATCH by J. S. Dewes (Tor Books, April 2021)
Editor: Jennifer Gunnels; Material: manuscript; Page count: 480
J. S. Dewes debuts with a fast paced, science fiction action adventure where *The Expanse* meets *The Black Company*—the grunts the military wanted to disappear have to save the universe, whether they want to or not. At the edge of the universe lies the Divide. Billions of light years from civilization, veteran war hero Adequin Rake commands the *Árgus*, a dreadnaught-turned-watchtower stationed there. She commands recruits and exiles society wants to forget. Everyone has a secret. When the Divide begins to collapse, destroying everything it touches, they can only assume they are the last watch who can inform anyone of the danger. But with no access to functioning comms or faster-than-light travel, Rake must lead a motley collection of surviving soldiers to find a way to escape the Divide and save humanity. Their secrets hold the key to saving the universe but could also destroy them.
“A scary edge-of-reality setup, cool martial-arts tattoos, interesting time anomalies, and OMG! The Universe is contracting!? Clear your schedule, because once you’ve gotten on this roller coaster, you’re not going to want to get off until you’ve ridden it to the end.”—Emily Devenport, author of *Medusa Uploaded*
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Fuse Literary)
CERTAIN DARK THINGS by Silvia Moreno-Garcia (Tor Nightfire, May 2021)
Editor: Kelly Lonesome; Material: manuscript; Page count: 352
From the *New York Times* bestselling author of *Mexican Gothic* comes a pulse-pounding neo-noir that reimagines vampire lore. Welcome to Mexico City, an oasis in a sea of vampires. Domingo, a lonely garbage-collecting street kid, is just trying to survive its heavily-policed streets when a jaded vampire on the run swoops into his life. Atl, the descendant of Aztec blood drinkers, is smart, beautiful, and dangerous. Domingo is mesmerized. Atl needs to quickly escape the city and the rival narco-vampire clan relentlessly pursuing her. Her plan doesn’t include Domingo, but little by little, Atl finds herself warming up to the scrappy young man and his undeniable charm. As the trail of corpses stretches behind her, local cops and crime bosses both start closing in. Vampires, humans, cops, and criminals collide in the dark streets of Mexico City. Do Atl and Domingo even stand a chance of making it out alive? Or will the city devour them all?
*First published in 2016, Certain Dark Things was a Locus Award Finalist, named one of NPR’s Best Books of the Year and was recently named one of LitReactor’s Best Horror Novels of the Last Decade… and now it’s back in print and available in paperback for the first time!*
“With its vibrant prose and stellar world building, *Certain Dark Things* is one of the best books I’ve read in years.”—V.E. Schwab, *New York Times* bestselling author
DARK STARS edited by John F. D. Taff (Tor Nightfire, October 2021)
Editor: Kelly Lonesome; Material: manuscript due January; Page count: 272
A tribute to horror’s longstanding short fiction legacy, featuring eleven terrifying novelettes from today’s most noteworthy authors, this collection features all original novelettes showcasing the top talent in the horror field today, including an introduction by bestselling author Josh Malerman (*Bird Box*). Including both established names and up-and-coming voices, *Dark Stars* breaks the mold between literary and commercial with acclaimed mainstream authors Stephen Graham Jones, Alma Katsu, and Caroline Kepnes, alongside established horror masters John Taff, Josh Malerman, and John Langan.
SLEWFOOT by Brom (Tor Nightfire, September 2021)
Editor: Kelly Lonesome; Material: manuscript due October; Page count: 320
Set in Colonial America, *Slewfoot* is a tale of magic and mystery, of triumph and terror, as only dark fantasist Brom can tell it. A spirited young Englishwoman, Abitha, arrives at a Puritan colony betrothed to a stranger—only to become quickly widowed when her husband dies under mysterious circumstances. All alone in this pious and patriarchal society, Abitha fights for what little freedom she can manage, while trying to stay true to herself and her past. Enter Slewfoot, a powerful spirit of antiquity, newly woken and trying to find his own role in the world. Healer or destroyer? Protector or predator? But as the shadows walk and villagers start dying, a new rumor is whispered: Witch. Both Abitha and Slewfoot must swiftly decide who they are and what they must do to survive in a world intent on hanging any who meddle in the dark arts.
LONG TIME COMING: Reckoning with Race in America by Michael Eric Dyson (St. Martin’s Press, December 2020)
Editor: Elisabeth Dyssegaard; Material: manuscript; Page count: 240
From the *New York Times* bestselling author of *Tears We Cannot Stop*, comes a passionate call to America to finally reckon with race and start the journey to redemption. The night of May 25, 2020 changed America. George Floyd, a forty-three-year-old Black man, was killed during an arrest in Minneapolis when a white cop suffocated him. The video of that night’s events went viral, sparking the largest protests in the nation’s history and the sort of social unrest we have not seen since the 1960s. *Long Time Coming* grapples with the cultural and social forces that have shaped our nation in the brutal crucible of race. In five beautifully argued chapters—each addressed to a Black martyr from Breonna Taylor to Rev. Clementa Pinckney—Dyson traces the genealogy of anti-blackness from the slave ship to the street corner where Floyd lost his life and where America gained its will to confront the ugly truth of systemic racism. Ending with a poignant plea for hope, Dyson’s exciting new book points the way to social redemption. *Long Time Coming* is a necessary guide to help America finally reckon with race.
“Michael Eric Dyson’s *Long Time Coming: Reckoning with Race in America*, is a brilliant and fiercely eloquent work that traces the roots of racism from slavery and Jim Crow to police brutality and the plague of Black killings in our own day…a searing cry for racial justice from one of our nation’s greatest thinkers and most compelling prophets.”—Robin DiAngelo, bestselling author of *White Fragility: Why It’s So Hard for White People to Talk About Racism*
AFTERSHOCKS: Pandemic Politics and the End of the Old International Order by Colin Kahl and Thomas Wright (St. Martin’s Press, September 2021)
Editor: Pronoy Sarkar; Material: proposal (manuscript due December); Page count: 320
The COVID-19 crisis is the greatest shock to the world order since World War II. The crisis broke against a backdrop of rising nationalism, plummeting international cooperation, declining public trust in governments, and a mounting rebellion against the inequalities produced by globalization. America and the world will never be the same again. In *Aftershocks* Thomas Wright, a senior fellow at Brookings and contributing writer for *The Atlantic*, and Colin Kahl, Joe Biden’s former national security advisor and current senior fellow at Stanford University, present a big picture look at the geopolitical story of COVID-19: how it was allowed to happen, why the world largely failed to cope, the long-term impact on global order, and the way back for the world.
PREVENTABLE: The Inside Story of How Leadership Failures, Politics, and Selfishness Doomed the U.S. Coronavirus Response by Andy Slavitt (St. Martin’s Press, March 2021)
Editor: Tim Bartlett; Material: manuscript due October; Page count: 288
From one of the most influential voices in U.S. healthcare, former head of Obamacare Andy Slavitt, comes a newsbreaking, behind the scenes look at the U.S. Coronavirus crisis. Slavitt chronicles what he saw and how much could have been prevented in this unflinching investigation of the cultural, political, and economic drivers that led to unnecessary loss of life. With unparalleled access to the key players throughout the government, health care and business involved in fighting the virus, *Preventable* is written in the tradition of *The Big Short* and focuses on the people at the center of the political system, the health care system, patients and caregivers. The story that emerges is one of a country whose inequality, financial opportunism, political fractures and media hype lit the fuse and made it hard to extinguish. Andy Slavitt shows us how important it is to address these uncomfortable realities in order to solve the problems that will prevent us from being here again. And when we do, we will create a better country for everyone.
WHAT ARE CHILDREN FOR? by Anastasia Berg and Rachel Wiseman (St. Martin’s Press, June 2022)
Editor: Anna deVries; Material: proposal (manuscript due Summer 2021); Page count: 224
Across the country and around the world, young people in staggering numbers are choosing to delay starting families or forgo it altogether. Pointing to climate catastrophe, political unrest, and rising barriers to economic well-being, people wonder if this is a world that they want to bring children into. But is that the real reason for the seeming widespread ambivalence about starting a family? Or is there something else going on? In *What Are Children For?* two emerging cultural critics explore this phenomenon and show how we might overcome it. Drawing on literary and cultural history, philosophy and personal narrative, *What Are Children For?* offers both a decisive diagnosis of the growing contemporary reluctance towards having children, as well as an argument as to why having children and starting families—whether biological or otherwise—should be once again embraced as an integral part of a life well-lived. Written with the polemical courage of Atul Gawande’s *Being Mortal* and the accessibility of Jenny Odell’s *How to Do Nothing*, this book wrestles the subject of starting a family away from conservatives and those who oppose a woman’s right to choose, and argues that choosing to have a family means choosing to believe in a future and to invest in it.
Foreign sales: Netherlands/De Bezige Bij
PERSONAL EFFECTS: What Recovering the Dead Teaches Me About Caring for the Living by Robert A. Jensen (St. Martin’s Press, October 2021)
Editor: Michael Flamini; Material: manuscript due October; Page count: 288
We live in a world beset by crises for which we’re unprepared. As the head of one of the world’s leading disaster management companies, Robert Jensen is on the frontline when these crises erupt. He handles the dead, literally. He says that his real purpose, however, is to help the living manage their recovery and understand that their lives have changed forever. From 9/11, Hurricane Katrina, the 2004 South Asian tsunami and right up to the COVID-19 pandemic, Robert Jensen was one of the people leading the recovery and relief efforts. *Personal Effects* is the moving chronicle of his work and the great lessons he has learned. Giving a rare glimpse beyond the headlines and behind the yellow tape, this compelling and uplifting book shows readers that what goes on behind those barricades—when informed by effective leadership, meticulous coordination and a caring approach—can become a path through the worst the world can throw at us.
EMPIRE OF DATA: China’s Quest to Build the Ultimate Surveillance State by Josh Chin and Liza Lin (St. Martin’s Press, May 2021)
Editor: Tim Bartlett; Material: manuscript due November; Page count: 304
Looking to develop a state with the responsiveness of a democratic government without the messiness or the risk of losing power, China’s leaders believe that by collecting enough data and building the right algorithms they can predict and provide the services people want without having to give them a vote. With technologies torn from the pages of science fiction—facial-recognition cameras, iris scanners, DNA databases—China’s leaders are looking to solve social problems before they occur and quash online dissent before it spills out onto the streets. In *Empire of Data*, two journalists who have covered Chinese politics, society, and technology for *The Wall Street Journal* for over a decade reveal the methods and ideas underlying the creation of the surveillance state and illustrate what life is like for people living under its gaze. The book also casts an eye toward the future. Can the party overcome the technological and political barriers that stand in the way of this sprawling and complex fusion of digital surveillance, artificial intelligence and big data? And as the Chinese government starts selling its systems and ideas to authoritarian-minded leaders in other countries, what are the implications for a hyperconnected world at a time of crumbling faith in democratic systems?
BONES, BLOOD, BREATH: How Sickness Shapes Our World by Susan Wise Bauer (St. Martin’s Press, January 2022)
Editor: Elisabeth Dyssegaard; Material: manuscript due January; Page count: 352
Susan Wise Bauer, author of the History of the World series, provides a new lens through which to consider all of human history, arguing that our conception of bodily illness has shaped our culture, philosophies, religions, and ourselves.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Mackenzie Wolf Agency)
THE REAL VALKYRIE: The Hidden History of Viking Warrior Women by Nancy Marie Brown (St. Martin’s Press, August 2021)
Editor: Elisabeth Dyssegaard; Material: manuscript due October; Page count: 320
In 2017, DNA tests revealed to the collective shock of many scholars that a Viking warrior in a high-status grave in Birka, Sweden was actually a woman. For the anniversary of this discovery, and in the tradition of Stacy Schiff’s Cleopatra, Brown lays to rest the hoary myth that Viking society was ruled by men and celebrates the dramatic lives of female Viking warriors. Weaving together archaeology, history, and literature into a compelling narrative, The Real Valkyrie brings to vivid life the world of Valkyries and shield maidens, showing that Viking women had more power and agency than historians have imagined.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Tessler Literary Agency)
THE NINE: The True Story of a Band of Women Who Survived the Worst of Nazi Germany by Gwen Strauss (St. Martin’s Press, May 2021)
Editor: Elisabeth Dyssegaard; Material: manuscript; Page count: 320
This is the powerful, previously untold World War II story of nine female resistance fighters who banded together to survive the camps and ultimately escaped from a final death march across war-torn Germany back to Paris. The author’s great aunt, Helene Podliasky, and eight other women were all under thirty when they joined the resistance. They smuggled arms through Europe, harbored parachuting agents, coordinated communications between regional sectors, trekked escape routes to Spain and hid Jewish children in scattered apartments. They were arrested by French police, interrogated and tortured by the Gestapo. They were subjected to a series of French prisons and deported to Germany. The group formed along the way, meeting at different points, in prison, in transit, and at Ravensbrück. By the time they were enslaved at the labor camp in Leipzig, they were a close-knit group of friends. During the final days of the war, forced on a death march by the SS, the nine chose their moment and made a daring escape. Drawing on incredible research, this powerful, heart-stopping narrative is a moving tribute to the power of humanity and friendship in the darkest of times.
“I love this book. It delivers beauty, grace, horror, and suspense—an important work that also happens to be a hell of a read!”—Anthony Swofford, author of Jarhead
Foreign sales: Italy/Newton Compton, Netherlands/Boekerij, UK/Bonnier
VALOR: The Astonishing World War II Saga of a Man’s Defiance and Indomitable Spirit by Dan Hampton (St. Martin’s Press, Future)
Editor: Charles Spicer; Material: manuscript due October; Page count: 352
From bestselling author and retired U.S. Air Force pilot Dan Hampton comes a gripping story of survival. Lieutenant William Frederick “Bill” Harris was twenty-five-years-old when he was captured by Japanese forces during the Battle of Corregidor in May 1942. Shortly after, he escaped by swimming over eight hours through the shark-infested waters separating Corregidor Island from the Bataan Peninsula in the Philippines. But his journey did not end there. After joining a Filipino resistance group in Bataan, Bill procured a boat and attempted to sail to China, only to shipwreck on the southern coast of the Philippines. There, he made new plans to cross 2,000 hostile ocean miles to Australia, but after a series of misadventures, bad luck, and violent storms, Harris and his crew limped into a friendly fishing village only to be recaptured by the Japanese. For the next two years, Bill Harris was repeatedly starved, tortured, and nearly beaten to death, but he never gave up. Harris continued to make plans to escape until the Japanese surrender made that unnecessary. Liberated on August 30, 1945, he represented American POWs during the Japanese surrender in Tokyo Bay before flying home with his father. Based on never-before-seen resources, Hampton brings Harris’ story to vivid life, sharing a tale of indomitable spirit.
THE AMBASSADOR: Joseph P. Kennedy at the Court of St. James’s 1938-1940 by Susan Ronald (St. Martin’s Press, August 2021)
Editor: Charles Spicer; Material: manuscript; Page count: 416
In her newest book, acclaimed biographer Susan Ronald reveals the truth about Joseph P. Kennedy’s controversial tenure as Ambassador to Great Britain on the eve of World War II. Believing firmly that Fascism was the inevitable wave of the future, Kennedy consistently misrepresented official U.S. foreign policy internationally as well as direct instructions from FDR himself. The Americans were the first to disown him, and the British and the Nazis used Kennedy to their own ends. Through meticulous research and many newly available sources, Ronald confirms in impressive detail what has long been believed by many: that Kennedy was a Fascist sympathizer and an anti-Semite whose only loyalty was to his family’s advancement. She also reveals the ambitions of the Kennedy dynasty during this period abroad, as they sought to establish themselves as America’s first family. Thorough and utterly readable, *The Ambassador* explores a darker side of the Kennedy patriarch in an account sure to generate attention and controversy.
“Susan Ronald really delivers with *The Ambassador*…so steeped in intimate detail, it feels as if I were an eyewitness to each decisive victory and each crushing defeat.”—J. Randy Taraborrelli, bestselling author of *The Kennedy Heirs*
THE NEXT EVEREST: Surviving the Mountain’s Deadliest Day and Finding the Resilience to Climb Again by Jim Davidson (St. Martin’s Press, April 2021)
Editor: George Witte; Material: manuscript; Page count: 352
Publishing in connection with the 100th anniversary of the first Everest expedition, this is a thrilling and memorable book about the deadliest day in Mt. Everest’s history. On April 25, 2015, mountaineer Jim Davidson was climbing Mount Everest when a 7.8-magnitude earthquake released avalanches all around him and his team, destroying their only escape route and trapping them at nearly 20,000 feet. It was the largest earthquake in Nepal in eighty-one years and the deadliest day ever on Everest. Even after thirty-three years of climbing and serving as an expedition leader, Davidson wasn’t sure he would go back to Everest. But despite the risk and uncertainty, he returned in 2017 and finally achieved his dream of reaching the summit. *The Next Everest* shows the reader what it was like to live through the biggest disaster to ever hit the mountain. But this is more than a story about “conquering” the world’s highest peak; it is a reflective journey of discovering how embracing change, challenge, and uncertainty prepares a person to face their next “Everest” in life.
BEYOND THE SAND AND SEA: One Family’s Quest for a Country to Call Home by Ty McCormick (St. Martin’s Press, March 2021)
Editor: Michael Flamini; Material: manuscript; Page count: 224
From an award-winning journalist comes an epic and timeless story of a family in search of safety, security, and a place to call home. When Asad Hussein was growing up in a refugee camp in Dadaab, Kenya, nearly every aspect of life revolved around getting to America—a distant land where anything was possible. When Asad was nine, his older sister Maryan was resettled in Arizona, but Asad, his parents, and his other siblings were left behind. In the years they waited to join her, Asad found refuge in dog-eared novels at the library, many of them written by immigrants who had come to the United States from poor and war-torn countries. Maryan nourished his dreams of someday writing such novels, but it would be another fourteen years before he set foot in America. Meticulously reported, *Beyond the Sand and Sea* is the inspirational story of Asad and his family. A story of perseverance in the face of overwhelming adversity. A story of happenstance, of long odds and impossibly good luck, and of uncommon generosity. And the story of Asad, who not only made it to the United States to join Maryan, but won a scholarship to study literature at Princeton—the first person born in Dadaab ever admitted to the prestigious university.
“A heartwarming story of hope and perseverance, this beautiful book is also something more profound: an appeal to our shared humanity in a time of deep divisions.”—Walter Isaacson, bestselling author of *Steve Jobs* and *Einstein*
PROMISE THAT YOU WILL SING ABOUT ME: The Power and Poetry of Kendrick Lamar by Miles Marshall Lewis (St. Martin’s Press, May 2021)
Editor: Monique Patterson; Material: manuscript due October; Page count: 352
Kendrick Lamar is one of the most influential rappers, songwriters and record producers of his generation. Widely known for his incredible lyrics and powerful music, he is regarded as one of the greatest rappers of all time. *Promise That You Will Sing About Me* is a look into Lamar and his world, how he creates his lyrics and music, and how he has revolutionized the music industry from the inside.
*Fully designed with color and black and white photos and illustrations throughout.*
“*Promise That You Will Sing About Me* is a timely and poignant meditation on the remarkable artistry of our pioneering Pulitzer Prize-winning urban wunderkind.”—Michael Eric Dyson, author of the *New York Times* bestselling *Tears We Cannot Stop* and *Jay-Z*
ALL WE ARE SAYING: The Last Major Interview with John Lennon and Yoko Ono conducted by David Sheff (St. Martin’s Griffin, December 2020)
Editor: Elizabeth Beier; Material: manuscript; Page count: 288
Originally published in *Playboy* in 1981, and later published in book form by St. Martin’s Press in 2000, this is the last major interview with John Lennon and Yoko Ono. Over the course of the interview Sheff recorded twenty hours of tape, discussing everything from Lennon’s childhood to the Beatles. He got a rare and last glimpse of John and Yoko, one that seemed to look beyond the kitchen table to the future of the world, with startling premonitions of what was to come. Now, as the fortieth anniversary of John Lennon’s death approaches, *All We are Saying* will be re-released featuring an all new introduction by David Sheff, the #1 *New York Times* bestselling author of *Beautiful Boy*.
Foreign sales: Italy/Einaudi, Japan/Shinko Music, Taiwan/Sharp Point Publishing, UK/Pan Macmillan
Previous edition’s foreign sales: Brazil/Nova Frontiera, China/Folio Culture & Media, Denmark/EC Edition France/Autrement, Greece/Vakxikon.gr Editions, Russia/Gonzo, Slovakia/Eastone Books
SECRETS OF THE FORCE: The Complete, Uncensored, Unauthorized Oral History of Star Wars by Mark A. Altman and Edward Gross (St. Martin’s Press, July 2021)
Editor: Michael Homler; Material: manuscript due October; Page count: 496
From the bestselling authors of numerous popular oral histories, including *The Fifty Year Mission*, comes the first and only comprehensive oral history of the biggest pop culture franchise in the world, *Star Wars*. For the past four decades, no film saga has touched the world in the way that *Star Wars* has. In *Secrets of the Force*, Altman and Gross tell the entire story of this blockbuster franchise—from the birth of the original film through the latest sequels and the new television series—in a single exhaustive volume. Featuring the commentaries of hundreds of actors and filmmakers involved with and impacted by *Star Wars*, as well as writers, commentators, critics, executives, authors, film historians, toy experts, and many more, *Secrets of the Force*, is the ultimate book for the *Star Wars* fan.
“Breathtaking in scope and depth, this is a must-read for Star Trek lovers, as well as anyone who wants a better understanding of how television and film production works”—*Booklist* on *The Fifty Year Mission*
HOW TO SAVE A LIFE by Lynette Rice (St. Martin’s Press, November 2021)
Editor: Marc Resnick; Material: manuscript due October; Page count: 320
From *Entertainment Weekly* editor-at-large Lynette Rice comes an oral history of *Grey’s Anatomy* charting the life of the show from Shonda Rhimes’ first days as an untested show runner to its eventual milestone final season as one of television’s most popular and beloved programs.
THE SAFETY TRAP: A Security Expert’s Secrets for Staying Safe in a Dangerous World by Spencer Coursen (St. Martin’s Press, May 2021)
Editor: Marc Resnick; Material: manuscript; Page count: 368
From one of the world’s top security experts comes a guide to staying safe and alert that shows you are never in more danger than when you feel safe. Taking real-world lessons from his career protecting celebrities, business executives, and professional athletes, Coursen show readers how to protect themselves, their families, and those around them by being aware of realistic risks and—most importantly—being prepared for them.
“The Safety Trap is the best book on personal safety that I’ve read in the last decade.”—Vincent O’Neill, Chief, Headquarters Security International Monetary Fund, retired Secret Service agent and founding member of the elite Counter Assault Team
THE LIFE-CHANGING SCIENCE OF DETECTING BULLSHIT by John V. Petrocelli (St. Martin’s Press, July 2021)
Editor: Pronoy Sarkar; Material: manuscript due November; Page count: 320
Bullshit—that which results from communicating with little-to-no regard for truth, verifiable evidence, or existing knowledge—is an extremely undesirable social and communicative substance that can be found in almost every domain of life. Either through social media, real news, fake news, salespeople, or casual conversation with others, people are constantly bombarded with bullshit. Growing interest and concern has recently elevated bullshit and bullshitting to the status of technical, behavioral terms and its very own field of study. It turns out science has some important things to say about these issues, including when bullshitting is most likely to occur, its consequences, and what we can do about it. In *The Life-Changing Science of Detecting Bullshit* experimental social psychologist John V. Petrocelli explains how bullshit works, and how critical thinking skills can be used to successfully detect and prevent bullshit from wreaking havoc on your life and relationships.
ASK A PHILOSOPHER: Answers to Your Most Important—and Most Unexpected—Questions by Ian Olasov (Thomas Dunne Books, September 2020)
Editor: Kevin Reilly; Material: finished copies; Page count: 208
Based on real-life questions from Ian Olasov’s Ask a Philosopher series, this is a collection of answers to the philosophical questions on people’s minds—from the big to the personal to the ones you didn’t know you needed answered, such as: Are people innately good or bad? Is it okay to have a pet fish? Is color subjective? Should I give money to homeless people? *Ask a Philosopher* shows that there’s a way of making philosophy work for each of us and that philosophy can be both perfectly contiguous with everyday life and also utterly transporting. From questions that we all wrestle with in private to questions that you never thought to ask, *Ask a Philosopher* will get you thinking.
Foreign sales: Greece/Dioptra, Japan/Sunmark, Korea/Vision B&P, Taiwan/China Times, Turkey/Metropolis, UK/Octopus
NOBODY KNOWS WHAT THEY’RE DOING: The 10 Secrets All Artists Should Know by Lee Crutchley (St. Martin’s Essentials, February 2021)
Editor: Joel Fotinos; Material: manuscript; Page count: 128
From Lee Crutchley, author of *How to Be Happy (Or At Least Less Sad)*, comes an honest guide to the creative life for artists of all kinds. Skipping the platitudes, positive affirmations, and guarantees of success, this book doesn’t tell you to just Do What You Love; instead, it discusses the things nobody else is talking about—that, frankly, your work sucks (but that’s ok because everyone else’s does too), that making bad art is worth it, and so much more. In a world desperate for more authentic #content, *Nobody Knows What They’re Doing* is a breath of fresh air that reveals the truths hiding between the lines of Instagram-friendly aphorisms and behind the words of the most inspirational TED talks. An honest look at the reality of creativity and the joy and difficulty of creating good (and bad) art, this book belongs in the hands of every exhausted creative, every starry-eyed dreamer, and every artist who is trying to make their way in the world (and keep a roof over their head while they do it).
*Features two-color illustrations throughout.*
BE WHERE YOUR FEET ARE: Seven Principles to Keep You Present, Grounded, and Thriving by Scott O’Neil (St. Martin’s Essentials, June 2021)
Editor: Tim Bartlett; Material: manuscript due October; Page count: 240
When we’re moving too fast, we rarely see the wall coming. But it comes for all of us. The sudden loss of a much beloved friend, the excruciatingly long departure of a parent with Alzheimer’s. We grasp for lessons, for meaning, for learnings. The human spirit craves connection. Authenticity. Belonging. Touch. Gratitude. Purpose. We need to make our interactions count. If we are truly present, the world shares its hardest, most beautiful lessons with us. In *Be Where Your Feet Are*, CEO of the Philadelphia 76ers and New Jersey Devils Scott O’Neil offers his own story of grief and healing and shares his most valuable lessons on what keeps him grounded and able to thrive as a father, husband, coach, mentor, and leader. O’Neil also interviews some of sports and entertainment’s most renowned athletes and performers and the world’s most dynamic business leaders. Each story provides us with an opportunity to learn, and—if we choose—to change our lives, and the world, for the better.
NERVOUS ENERGY: Harness the Power of Your Anxiety by Dr. Chloe Carmichael (St. Martin’s Essentials, March 2021)
Editor: Daniela Rapp; Material: manuscript; Page count: 304
Do you sometimes go down “mental rabbit holes” because you overthink things? Have you ever found yourself eager to “take it to the next level” in your work or personal life but felt unsure of exactly where or how to begin? Do you have a good amount of mental energy, but sometimes find yourself spinning your wheels? In *Nervous Energy*, clinical psychologist Dr. Chloe Carmichael offers a straightforward toolbox of techniques designed to help people focus their mind to get what they want and leave the unwanted mental chatter behind. Carmichael helps capable adults move towards reaching their goals by increasing their focus on which steps to take as well as breaking free from old thought patterns that are no longer helpful. Using the *Nervous Energy* techniques will result in greater clarity, focus, energy and fulfillment in the areas that matter most.
“Dr. Chloe delivers countless concrete suggestions for people who want fast and simple tools to destress, manage emotions, and increase productivity. This book and its advice will absolutely change your life for the better!”—Dave Kerpen, *New York Times* bestselling author of *The Art of People*
THE NOW SERIES by Jesse Sands (St. Martin’s Essentials, November 2020)
Editor: Joel Fotinos; Material: manuscripts; Page count: 144
The NOW series offers pocket guides for better living. Focusing on timeless characteristics and practices that everyone strives for—happiness, mindfulness, simplicity, and abundance—these books offer readers simple steps to foster them in their daily lives. Beautifully packaged, with a clean, modern design and small trim size, these books are perfect for the gift market.
Foreign sales: Turkey/Eksik Parça
*Titles include:*
- ABUNDANCE NOW: 60 Ways to Experience True Abundance
- HAPPINESS NOW: 60 Ways to Experience Genuine Happiness
- MINDFULNESS NOW: 60 Ways to Experience Effortless Mindfulness
- SIMPLICITY NOW: 60 Ways to Experience Joyful Simplicity
WORKING BACKWARDS: Insights, Stories, and Secrets from Inside Amazon by Colin Bryar and Bill Carr (St. Martin’s Press, February 2021)
Editor: Tim Bartlett; Material: manuscript; Page count: 304
From two long-serving Amazon executives comes a book that reveals and codifies the principles and practices that drive the success of one of the most extraordinary companies the world has ever known. With keen analysis and in-the-room storytelling, the authors illuminate how Amazon’s fourteen leadership principles inform decision-making at all levels and reveal how the company’s culture has been defined since its founding by four characteristics—customer obsession, long-term thinking, the eagerness to invent, and operational excellence. Both a practical guidebook and a corporate narrative, *Working Backwards* is filled with the authors’ personal recollections of what “Being Amazonian” is really like and how it has affected their personal and professional lives. They demonstrate that success on Amazon’s scale is not achieved by the genius of any single leader, but rather through commitment to and execution of a set of well-defined, rigorously-executed principles and practices—shared here for the very first time.
“Colin and Bill have captured the essence of what it means at Amazon to start with the customer and work backwards. They both held important leadership roles at critical moments in the company’s history that they’ve translated into interesting stories and lessons for readers. I even plan to use it as a reference myself.”—Jeff Wilke, CEO, Worldwide Consumer, Amazon
Foreign sales: Arabic World/Arab Scientific Publishers, China/Beijing Xiron Books, Germany/Harper Collins, Italy/Vallardi, Japan/Diamond, Korea/Dasan, Netherlands/A.W.Bruna, Poland/Sine Qua Non, Russia/Eksmo, Taiwan/Commonwealth, Turkey/Kronik, UK/Pan Macmillan, Ukraine/Book Chef
JUST WORK: Get Sh*t Done, Fast & Fair by Kim Scott (St. Martin’s Press, March 2021)
Editor: Tim Bartlett; Material: manuscript; Page count: 320
From Kim Scott, author of the revolutionary *New York Times* bestseller *Radical Candor*, comes a new book to help us recognize, attack, and eliminate workplace injustice—and transform our careers and organizations in the process. We—all of us—consistently exclude, underestimate, and underutilize huge numbers of people in the workforce even as we include, overestimate, and promote others, often beyond their level of competence. Not only is this immoral and unjust, it’s bad for business. *Just Work* is the solution. Revealing a practical framework for both respecting everyone’s individuality and collaborating effectively, this is the essential guide leaders and their employees need to create more just workplaces and establish new norms of collaboration and respect.
*Radical Candor* has sold over 400,000 copies in the U.S. alone.
Foreign sales: UK/Pan Macmillan
Previous title’s foreign sales: Arabic World/Arab Cultural Center, Brazil/Alta Books, China/CITIC, Czech Republic/Ian Melvil, Estonia/As Aripaev, France/Pearson, French rights for Africa/Nouveaux Horizons, French rights for Canada/Sogides, Israel/Matar, Italy/Franco Angeli, Japan/Toyo Keizai, Korea/ChungRim, Poland/MT Biznes, Romania/Publica, Russia/Eksmo, Slovakia/Aktuell, Taiwan/Commonwealth, Thailand/Se-Ed, Turkey/Buzdagı, UK/Pan Macmillan, Vietnam/Nha Nam
Also available: *Radical Candor* (2017, Fully Revised and Updated edition, 2019)
BELIEVE IN PEOPLE: Bottom-Up Solutions for a Top-Down World by Charles Koch with Brian Hooks (St. Martin’s Press, November 2020)
Editor: George Witte; Material: manuscript; Page count: 320
From one of America’s most successful entrepreneurs come a surprising take on how you can help tackle the really big problems in society. Crumbling communities. One-size-fits-all education. Businesses that rig the economy. Public policy that stifles opportunity and emboldens the extremes. Today’s challenges call for nothing short of a paradigm shift—away from a top-down approach that sees people as problems to be managed, toward bottom-up solutions that empower everyone to realize their potential and foster a more inclusive society. Such a shift starts by asking: What would it mean to truly believe in people? In this book, businessman and philanthropist Charles Koch shares lessons from his sixty-year career to help readers apply the principles of empowerment in their lives, businesses, and society. Full of compelling examples of what works—including several first-person accounts from individuals whose lives have been transformed—Koch and Hooks’ refreshing approach promotes partnership instead of partisanship and speaks to people from different perspectives and all walks of life. They show that no injustice is too tough to overcome if you share a deep belief in people, are willing to unite with anyone to do right, and work to empower others from the bottom up.
“Forget everything you thought you knew about Charles Koch and read this book. Charles and Brian offer a clear path to success for anyone who wants to make a difference. An unrelenting picture of optimism that’s a roadmap for solving our country’s biggest problems.”—Mark Andreessen, Co-Founder and General Partner, Andreessen Horowitz
WANTING: The Power of Mimetic Desire in Everyday Life by Luke Burgis (St. Martin’s Press, June 2021)
Editor: Tim Bartlett; Material: manuscript; Page count: 272
From successful entrepreneur Luke Burgis comes a groundbreaking exploration of why we want what we want and a toolkit for freeing ourselves from chasing unfulfilling desires. Drawing on his experience as an entrepreneur, teacher, and student of classical philosophy and theology, Luke Burgis shows how to counteract the mimetic forces of the market by turning blind wanting into intentional wanting—not by trying to rid ourselves of desire, but by desiring differently. Intentional desire is what propels us to create a better world. Burgis shows how to achieve more independence from trends and bubbles, how to feel more in control of the things we want, and ultimately how to find more meaning in our work and life by grounding them in desires that will never fade away. Like Nassim Taleb’s *Black Swan* and Daniel Kahneman’s *Thinking, Fast and Slow*, *Wanting* will offer a new way to see the world, and thus should join these books as a perennial bestseller.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with Levine Greenberg Literary)
AMERICAN KLEPTOCRACY: How the U.S. Created the World’s Greatest Money Laundering Scheme in History by Casey Michel (St. Martin’s Press, Winter 2022)
Editor: Pronoy Sarkar; Material: proposal (manuscript due March 2021); Page count: 320
From investigative reporter and member of the Advisory Council for the Hudson Institute’s Kleptocracy Initiative Casey Michel, *American Kleptocracy* is an investigation into how America built and continues to profit from a complex offshore financial system that conceals and protects the world’s wealthiest people.
DIGITAL BODY LANGUAGE: How to Build Trust and Connection, No Matter the Distance by Erica Dhawan (St. Martin’s Press, May 2021)
Editor: Tim Bartlett; Material: manuscript due October; Page count: 288
From the author of *Get Big Things Done* comes a book that decodes digital body language and offers solutions to optimize workplace communication. The email reply that shows up a week later. The ambiguous text-message. The ellipsis that seemingly has no meaning. Is it any wonder workplace communication takes us so much time and effort to figure out and that we’ve lost our innate human capacity to build trust and connection with our colleagues?
In *Digital Body Language*, consultant and researcher Erica Dhawan sheds light on why the conversations we have at work are marked by misunderstanding, suspicion, and fear. The signals and cues of empathy we’ve traditionally relied on through body language have been subsumed by the latest technologies. Today, empathy relies less on what we say than on how we say it—and very few people understand the how, whether they’re emailing, texting, or using any of the numerous communications platforms workplaces rely on. In a world marked by swift, speedy exchanges, how can we re-learn how to establish genuine trust, support, and motivation? *Digital Body Language* is a guide to decoding the cues of digital communication that allow us to convey greater understanding and emotion on the job. Fluency is the basis for workplaces founded on trust. Dhawan takes readers across industries and investigates a wide array of exchanges—from large conferences and team meetings to daily emails, IMs, and conference calls—and offers insights and solutions to reinvigorate workplaces with clarity, engagement, and empathy.
COMING BACK: How to Win the Job You Want When You’ve Lost the Job You Need by Fawn Germer (St. Martin’s Press, January 2021)
Editor: George Witte; Material: manuscript; Page count: 304
Millions of mid- and late-career professionals are wondering why their careers are dying. Whether they’ve been fired, downsized, job-eliminated, or have left work voluntarily to raise children or care for loved ones, it takes twice as long to get re-hired and usually for far less money. Is it age discrimination? Absolutely. But it’s not that simple. In *Coming Back*, four-time Pulitzer-nominated investigative reporter Fawn Germer shows how you can save a career if still employed or get one back if cast out. One of the U.S.’s most popular leadership experts and a global motivational speaker, Germer has personally interviewed more than 300 CEOs, senior executives, professors, lawyers, organizational experts, industry leaders and professionals. The result is a tactical, tough-love call to action: to learn, re-tool, connect, grow, and get ready to work again.
“Staying relevant is critical to enduring professional success, as Fawn reinforces throughout her newest book *Coming Back*. Fawn effectively validates the unfortunate reality of age discrimination impacting millions of women and men struggling to find their fit in today’s market. Using the lens of personal accountability, Fawn provides sage advice to combat this situation by putting a face on the enemy so it can be recognized and through relevance tools tackled and even counteracted.”—Laurie Cooke, President & CEO, Healthcare Businesswomen’s Association
EVERYTHING IS SPIRITUAL: Who We Are and What We’re Doing Here by Rob Bell (St. Martin’s Essentials, September 2020)
Editor: Jennifer Enderlin; Material: finished copies; Page count: 320
From the #1 *New York Times* bestselling author of *Love Wins* comes a new book about how to live an authentic spiritual and creative life. A former pastor, Rob Bell is now a full-time author and public speaker who tours year-round speaking about spirituality and leadership. His podcast, called the RobCast, was named Best of 2015 by iTunes. It has consistently been one of the highest ranked podcasts in Religion & Spirituality and has had over twelve million downloads. Bell has been profiled in the *New Yorker*, toured with Oprah, and in 2011 *Time* magazine named him one of the 100 Most Influential People in the World. Now, in his new book, Rob Bell explores how ideas about creation, love, and connection shaped him and how they shape every one of us, too.
“Nobody else can take ancient teachings and modern science, and blend them together into wisdom that makes sense to me, and heals me. Rob’s unorthodox and bold thinking stirs my intellect, comforts my heart, and makes me believe that—within all the frightening chaos of the unknowable universe—I still have a sacred place. His work is a sacred gift to a troubled world.”—Elizabeth Gilbert, *New York Times* bestselling author of *Big Magic* and *City of Girls*
Foreign sales: Brazil/Faro, UK/Yellow Kite|Hodder
CHAKRA RITUALS: Awakening the Wild Woman Within by Cristi Christensen (St. Martin’s Essentials, May 2021)
Editor: Daniela Rapp; Material: manuscript due October; Page count: 224
Internationally renowned yoga instructor Cristi Christensen shows readers how to tap into the single most perfect system living inside of each of us—the seven Chakras. While Chakras have become trendy, sexy, cool, and very spiritual, few people today really know how to activate the Chakras’ powerful energy for deep transformation. Cristi Christensen aims to change that, and *Chakra Rituals* offers readers a multi-dimensional, practical and inspiring, structured seven-week step-by-step program. Each week, readers are instructed how to activate a different Chakra, and each weekday, they are led through a dynamic, easy, and motivating practice (altar building, breathing, meditation, vinyasa yoga flow, mudra, writing contemplation, and embodiment) which distills the esoteric concepts and makes them tangible, living experiences. A self-discovery and self-help guide with striking, full-color illustrations, *Chakra Rituals* employs the Chakras’ potential to open the pathways to a full, enlightened “aliveness.” Seasoned practitioners and newcomers alike are invited to flow with their emotions, claim their power, transform their lives, and align with the divine.
OWN YOUR DESTINY: A Cosmic Guide to Living Your Best Life by Aliza Kelly (St. Martin’s Essentials, September 2021)
Editor: Eileen Rothschild; Material: manuscript due October; Page count: 320
From renowned celebrity astrologer, author, TV personality, and *Cosmopolitan* magazine’s in-house astrologer comes a soulful self-help book with astrology at its core. While there are a lot of astrology books that analyze sun signs, *Own Your Destiny* is unique. This is a self-help book that seeks to answer big, recurring human questions through an astrological lens—questions that go beyond dating to negotiating your self-worth, beyond career success to cultivating an abundance-based mentality. With a modern, playful voice, and a highly-connected author, this book of cosmic wisdom will invigorate star-seekers everywhere.
UK/COMMONWEALTH RIGHTS ONLY (Translation rights are with UTA)
THE MOON BOOK: Lunar Magic to Change Your Life by Sarah Faith Gottesdiener (St. Martin’s Essentials, November 2020)
Editor: Daniela Rapp; Material: manuscript; Page count: 320
From a successful self-published author with an established following comes a guide to conscious living through the moon and her phases, incorporating intersectional feminist theory, wellness rituals, spellwork, and witchcraft for the modern seeker. Sarah Faith Gottesdiener is the leader of a movement that reminds us of our connection to the moon, how it guides our rhythms, our sleep, our energy, and our emotions. In her self-published Many Moons Workbooks and Lunar Journals, as well as her sold-out classes, Gottesdiener has guided over 50,000 readers to a deeper relationship with the moon, and through it, with themselves. Now, in this informative and comprehensive guide, Gottesdiener provides a framework on how to utilize the entire lunar cycle holistically while offering ways for the reader to develop a personal relationship with their own cycles—energetic, personal, and emotional—through the lens of the moon’s phases.
“Sarah is a dedicated witch, a reverent observer of the Moon, and a talented teacher of its cycles. This book is written from a place that is informed by decades of practice, study, and experience. It is packed full of practical magic.”—Chani Nicholas, New York Times bestselling author of You Were Born For This
Foreign sales: Brazil/Rocco, France/Trédaniel
THE JOY OF HEX: Modern Spells Without All the Bullsh*t by Nina Kahn (St. Martin’s Castle Point, December 2020)
Editor: Castle Point; Material: early .pdf; Page count: 192
Wicca is back with a vengeance, and this sweary, edgy guide to magic spells cuts out the woo-woo in favor of the yasss queen. With simple spells for all occasions, The Joy of Hex introduces Generation Z to the delights of witchcraft without having to invest in a cauldron or wear a pointy hat. The perfect book for #witchesofinstagram and a fun introduction to a popular subject, with attractive two-color interior pages and sturdy paper-over-board packaging, this will be an appealing impulse buy or gift for the basic witch in your life.
THE COMPLETE BOOK OF ASTROLOGY: An Easy-to-Use Guide to Astrology That Takes You Beyond Your Sun Sign and Helps You Gain Insight into Your Personality and Potential by Ada Aubin and June Rifkin (St. Martin’s Essentials, Winter 2022)
Editor: Keith Kahla; Material: manuscript due October; Page count: 224
Originally published in 1998, this is a revised and updated edition of this concise, easy-to-use guide that introduces and explores sun signs, as well as ascendants, planets, houses, aspects, transits, and other advanced concepts that educate and enlighten. Professional astrologer Ada Aubin provides readers the knowledge and tools they need to gain a deeper understanding of themselves and those around them. An instructive and inspiring guidebook to the most widely practiced of the ancient arts.
ASTROLOGY FOR LIFE: The Ultimate Guide to Finding Wisdom in the Stars
by Nina Kahn (St. Martin’s Castle Point, October 2020)
Editor: Castle Point; Material: early .pdf; Page count: 320
Graduate from daily horoscopes and dive into a deeper understanding of astrology with this user-friendly, tell-all guide to the cosmos. *Astrology for Life* spills the tea on our celestial neighbors: the Sun, Moon, and planets (plus all twelve zodiac signs) so you can get to know their quirky personalities and use their energies to your advantage every day. Learn your way around a birth chart and get the lowdown on nodes, aspects, degrees, decans, Moon signs, rising signs, retrogrades, eclipses, and more! Most importantly, discover how to use planetary transits to step up your career game, find love, take better care of yourself, crush your goals, and live your most magical life. With *Astrology for Life*, you can satisfy your cosmic curiosity and make your journey through life even more wondrous and fulfilling!
WHAT’S YOUR F*CKING SIGN?: Sweary Astrology for You and Me by Amelia Wood (St. Martin’s Castle Point, October 2020)
Editor: Castle Point; Material: early .pdf; Page count: 176
Your astrological makeup is no f*cking joke. Take this opportunity to better relate to your managers, coworkers, love interests, friends, and family and know why they do all the sh*t they do. If you have ever wondered why your Aries boss is such a hard-ass, been convinced that a Virgo in your life sleeps with a label maker under their pillow, or tried to get your Capricorn friend to lighten the f*ck up, just look to the stars. Full of sun-sign-specific details about all twelve members of the zodiac, you can discover all the right ways to attract, befriend, love, and otherwise handle the people in your life based on their cosmic DNA. When your Pisces friend is emoting, show them a little love! When that Aquarius in your social feed is on their soapbox, have a listen! And when your Leo lover wants the spotlight, know they’ll give you plenty of warmth from that glow, too. Embrace all the incredible ways astrology is there to guide you through your batsh*t interactions, curious crossroads, and sweetest moments with each and every sign.
CUTE LITTLE LENORMAND: Easy, Intuitive Fortune Telling with a 36 Card Lenormand Deck by Sara Lyons (St. Martin’s Essentials, October 2020)
Editor: Gwen Hawkes; Material: .pdf; Page count: 208 plus 36 card deck
In the tradition of Tarot, Lenormand is a simple, intuitive form of cartomancy that has its roots in eighteenth century France. This colorful, modern take on a classic divination deck is designed to spark inspiration, offer clarity, and even hint at what the future might hold. With a touch of whimsy and a generous splash of pink, author and illustrator Sara M. Lyons has given this historical card deck a contemporary makeover with bright, updated illustrations and inclusive language that invites everyone to see themselves in the cards. *Cute Little Lenormand* includes a comprehensive guidebook along with a complete thirty-six card Lenormand deck, so you can start working with the cards right away!
“Sara Lyons’ *Cute Little Lenormand* is small but mighty, packed full of punch! Easy to use, straightforward, and adorable, the *Cute Little Lenormand* would be a great addition to anybody seeking more guidance and inner wisdom for their self-care rituals.”—Grace Duong, creator of the Mystic Mondays Tarot deck
MANIFESTING by Kris Ferraro (St. Martin’s Essentials, August 2021)
Editor: Joel Fotinos; Material: manuscript due October; Page count: 256
How often have you been frustrated by the fact that your life doesn’t look the way you imagined? Whether it’s too little money, a struggling relationship, or a dead-end job, it can seem as if nothing works out the way you hope it would. *Manifesting* is the solution. Too often we walk through life in a state of lack, choosing to focus our attention on our deficiencies and allowing our minds, bodies, and spirits to swirl with discontent, frustration, and negativity. But when our focus and attention is sunk in darkness that is all we experience in our lives. *Manifesting* offers a transformative new approach. Simple changes to your mindset, attitude, and intention can change this state of lack to one of abundance. With real, actionable steps, exercises, and wisdom, teacher and practitioner Kris Ferraro guides readers to envision and create the lives they’ve always dreamed of.
THE KINGDOM: A Channeled Text by Paul Selig (St. Martin’s Essentials, August 2021)
Editor: Joel Fotinos; Material: manuscript due October; Page count: 288
The third book in the transformational *Beyond the Known* series, *The Kingdom* is a stunning and powerful conclusion to the trilogy. Paul Selig’s profound gift is to channel the unfiltered wisdom of The Guides—higher beings who exist beyond the borders of traditional human understanding—and share it with the world. *The Kingdom* is a transcription of Paul’s channeled messages, direct from the Guides in their complete and unedited form. With beautiful language and profound wisdom, The Guides have shared an awe-inspiring glimpse into minds apart and above our own. The first two books of the series urged readers to step beyond their own understanding and enter into the transformational work this knowledge demands. Now, in this final book of the trilogy, this process of growth and transformation finds its ultimate completion and fulfillment as readers choose to dwell in a world transformed by a new understanding.
Previous titles’ foreign sales: French World/Ariane, Russia/AST
Also available: *Realization* (2019), *Alchemy* (2020)
MAKING CONTACT: Preparing for the New Realities of Extraterrestrial Existence by Alan Steinfeld (St. Martin’s Essentials, May 2021)
Editor: Joel Fotinos; Material: manuscript; Page count: 304
A collection of insight and wisdom from top Alien experts to help prepare for the inevitable moment when human society comes into contact with the extraterrestrial. The public arrival of extraterrestrials will change the world as we know it—from how we conceive of ourselves as humans and our role in the galaxy to the way we structure our nations and treat our planet. From practical measures to ensure the safety of yourself and your loved ones, to essays pondering the larger cultural and personal implications of an alien presence, *Making Contact* considers every facet of the coming shift. Editor Alan Steinfeld has gathered contributions from today’s leading thinkers in the alien community, including Linda Moulton How, JJ and Desiree Hurtak, along with a never-before-published essay from legendary Harvard Medical school professor John Mack. Alien contact is coming, and it is coming very soon. *Making Contact* is the essential handbook to prepare yourself and those you love for this thrilling new chapter in history.
FAST BURN!: Melt the Fat, Drop the Pounds by Ian K. Smith, M.D. (St. Martin’s Press, April 2021)
Material: manuscript; Page count: 304
From the #1 New York Times bestselling author comes a motivational diet plan to blast fat—and keep it off. Offering readers two tracks to follow over two months, the genius of Fast Burn! is the ability to either choose one of the two tracks or to toggle back and forth. Fast Burn! taps into diet confusion so the body—and the dieter—is always on its toes and doesn’t adjust or become bored or complacent. Supported by recipes as well as Ian’s great diet coach’s motivational voice, Fast Burn! is easy to follow to achieve results.
Previous title, Mind Over Weight, foreign sales: Russia/Eksmo
HERBAL REVOLUTION: Recipes and Products to Radically Heal Your Body and Improve Mental Clarity by Kathi Langelier (Page Street Publishing, December 2020)
Material: early .pdf; Page count: 176
Bring your life more in tune with nature with this innovative information and sixty recipes that highlight the unique ways herbs support our bodies and minds. With more than twenty years of experience in herbal medicine, Kathi built Herbal Revolution, a renowned brand of herbal products, and now readers can join the revolution with her unique, award-winning formulations for teas, tinctures and elixirs, foods, snacks and skin care products. Soak up the calming energy of the herbs in Goodnight Moon tea. Or create a mindful ritual by taking a daily dose of Maine Mushroom and Roots Double-Extracted Elixir to support vitality in the body. Heal a bruise or sore muscle by gently massaging it with St. John’s Wort Oil blended with goldenrod, ginger, turmeric and lavender. This is where mindfulness meets herbal medicine. And with Kathi’s guidance, readers will find a healthier life inspired by plants and the healing they offer.
EAT RIGHT FOR YOUR CHAKRA TYPE: Tap Your Individual Energy System for Health, Healing, and a Harmonious Weight by Cyndi Dale and Dana Childs (St. Martin’s Essentials, August 2021)
Material: manuscript due October; Page count: 320
From two authors who are renowned in the fields of intuition and energy healing comes a revolutionary approach that customizes health assessments based on the chakras—the ancient system that modern-day yogis exalt and the ancients across all cultures and periods embraced as the secret to enlightenment. The authors’ accessible and straightforward approach helps readers make eating and lifestyle choices that synchronize with their “real selves.” After taking the “Chakra Type Quiz,” readers will learn which foods and supplements, exercises, and movements mesh to enable their individual bodies’ peak performance. With additional tips and thoughts on meditation and spiritual practices, sleep protocols, stress busters and relaxation practices, and self-care rituals and activities, Eat Right for Your Chakra Type is a health-and-life changer.
4-INGREDIENT SMOOTHIES + JUICES: 100 Easy, Nutritious Recipes for Lifelong Health by Dee Dine (Page Street Publishing, January 2021)
Material: early .pdf; Page count: 192
Boost your health the easy way with these simple, few-ingredient smoothies and juices that can be made in minutes for a delicious vitamin- and nutrient-rich meal, snack or pick-me-up any time of day. These drink recipes are all only four ingredients or less and don’t require a fancy blender or juicer—just add a couple ingredients to an everyday kitchen blender and blend for a delicious healthy choice. And, with one hundred recipes to choose from, you’ll never run out of exciting new options to try!
Start your morning right with a Pineapple Tumeric Smoothie, a Microgreens Melon Juice or a Papaya Apricot Smoothie. Get your greens in with a Zucchini Key Lime Smoothie or tasty Spinach Carrot Juice. You can even indulge in a Mocha Peanut Butter dessert shake made with natural sweeteners and wholesome ingredients for a sneakily healthy way to satisfy your sweet tooth. These smoothies and juices contain ingredients that help manage your weight, boost your energy and immunity, decrease stress, deepen sleep, balance your hormones, sneak an extra serving of protein or veggies into your diet, and more. They’re also all dairy-, gluten- and refined-sugar free, so everyone can add a nutritious sip to their day.
ZEN AS F*CK FOR YOU & ME: A Journal for Ditching the Small Stuff and Loving the Sh*t Out of Your Relationship by Monica Sweeney (St. Martin’s Castle Point, January 2021)
Material: early .pdf due October; Page count: 128
The next entry in the #1 bestselling guided journal Zen as F*ck series helps you celebrate the love and ignore the bullsh*t in your relationship! Every relationship has its high points and also moments where you want to strangle the sh*t out of each other. Zen as F*ck for You & Me helps you hold on to the warm, fuzzy moments and let go of the rest so you can live blissfully happily ever after, or at least as close to it as possible.
The first book in the Zen as F*ck series has over 400,000 copies in print and is the #1 bestselling book in Amazon’s Journal Writing category!
Previous titles’ foreign sales: Brazil/Sextante, Czech Republic/Albatros, Italy/Mondadori, Poland/Kobiece, Portugal/Nascente, Russia/Eksmo, Slovenia/Mladinska Knjiga
Also available: Zen as F*ck (2018), Let That Sh*t Go (2018), Find Your F*cking Happy (2019), Zen as F*ck at Work (2020), You Are My F*cking Sunshine (2020)
F*CK THIS SH*T: A Gratitude Journal for the Exhausted, Stressed, and Sweary by Caitlin Peterson (St. Martin’s Castle Point, September 2020)
Material: finished copies; Page count: 128
A full-color guided journal for when you just can’t, this is the place to unload your stress when you just don’t feel like being grateful, choosing joy, or being mindful. Vent those feelings in the journal that understands! With zero pressure to be positive, optimistic, or even hopeful, this journal allows you to wallow in your anger, sadness, or despair while it gently and subtly helps you realize that everything will actually be okay.
CRUSH AND COLOR: TWENTIETH CENTURY FOXES: Colorful Fantasies with Old-School Heartthrobs by Maurizio Campidelli (St. Martin’s Castle Point, January 2021)
Material: early .pdf due October; Page count: 80
The latest addition to the popular Crush and Color series features your favorite movie stars from a simpler time like Tom Cruise, Harrison Ford, Patrick Swayze, George Clooney, Richard Gere, and many more! These hot and wild celebs will populate your dreams with images of them as the perfect boyfriends all while you enjoy some meditative, relaxing coloring.
*The Crush and Color series will continue in 2021 with more famous heartthrobs!*
Previous titles’ foreign sales: Hungary/Maxim
Also available: *Crush and Color: Jason Momoa* (2020), *Crush and Color: Keanu Reeves* (2020), *Crush and Color: Idris Elba* (2020)
HAPPINESS HABITS: A Journal for Building Small, Easy Habits for Mindfulness, Happiness, and Success by Eva Olsen (St. Martin’s Castle Point, January 2021)
Material: early .pdf due October; Page count: 160
Mindfulness and gratitude meet motivation and success with this guided journal to encourage simple micro-habits that don’t feel like an intimidating lifestyle overhaul. On each page are bits of inspiration and motivation to create easy routines, whether it’s waking up five minutes earlier to stretch or jotting down a few new ideas after stepping out of the shower. Each small addition paves the way for a little bit more over time, yielding higher feelings of achievement and a happier outlook. Track progress, gain confidence, and build a positive, more empowered mindset.
YOUR HOUSEPLANT’S FIRST YEAR: The Care and Feeding of Your First Grown by Deborah L. Martin; illustrated by Yu Kito Lee (St. Martin’s Castle Point, April 2021)
Material: early .pdf due November; Page count: 224
Houseplants have exploded in popularity as millennials create Instagram-fueled plant collections and young people, particularly in urban areas, are treating their homes like indoor gardens. And while houseplant books may be abundant, *Your Houseplant’s First Year* takes a fun editorial approach, treating your new plant like a newborn and the book like a parents’ baby book, which makes it unique in the market. It also serves as a beginner’s guide to houseplants as it shows readers how to grow and care for different varieties. With original full-color illustrations and a tongue-in-cheek sensibility, this package makes for a great gift.
GOUACHE IN 4 EASY STEPS: A Beginner’s Guide to Creating Beautiful Paintings in No Time by Anna Koliadych (Page Street Publishing, March 2021)
Material: early .pdf due October; Page count: 192
In her bestselling *15-Minute Watercolor Masterpieces*, Anna Koliadych made watercolor approachable, fun and easier than ever—and now she’s doing the same with the latest painting trend, gouache. A marriage between acrylics and watercolor, gouache is the next big thing in the art world. It’s easier to control than watercolor and allows for richer pigments and easy fixes, making it a great option for beginners. Anna shows you just how magical gouache can be—and each of her fifty projects can be completed in just four easy-to-follow steps. Divided into chapters on beautiful landscapes, colorful flowers and plants, cute animals and more, readers will have a big variety of projects to choose from. And each step is accompanied by an image, making it even easier for readers to follow along.
Previous title’s foreign sales: Germany/Michael Fischer, Spain/Anaya, Taiwan/Morningstar
Also available: *15-Minute Watercolor Masterpieces* (2019)
NO-FAIL WATERCOLOR: The Ultimate Beginner’s Guide to Painting with Confidence by Mako (Page Street Publishing, December 2020)
Material: early .pdf; Page count: 168
With over two million subscribers on YouTube, Mako is one of the most popular online watercolor teachers. Working primarily with beginners, she knows exactly what new painters struggle with and how to build their confidence. Divided into chapters on techniques like glazing, wet on dry, wet on wet, and how to make your watercolor more magical, Mako’s special tips and tricks show readers how to master each one. In addition, each chapter begins with a tutorial and practice space for each technique, as well as mini tutorials on common mistakes like how to get the right texture with your paintbrush or how to keep your paint from looking blotchy. The book also includes projects like beautiful snowy landscapes, galaxies, and more, so readers can put all of their knowledge into a beautiful completed piece of art. Every tutorial and project is easy, approachable, and can be completed in just a few easy steps.
EASY HOMEMADE POTTERY: Make Your Own Stylish Decor Using Polymer and Air-Dry Clay by Francesca Stone (Page Street Publishing, December 2020)
Material: early .pdf; Page count: 176
You’ll be amazed by what you can create with polymer and air-dry clay at home and without a wheel or kiln. These affordable, easy-to-find clays present endless possibilities for artisan-quality home decor and gifts. Francesca Stone, creator of the decor blog Fall For DIY, presents simple, step-by-step techniques for shaping and decorating clay with just a few household tools. All final pieces can be air-dried or baked in a standard home oven, and featuring a gorgeous, modern palette of natural colors, these projects are deceptively easy and effortlessly chic. For example, personalize your home with practical and beautiful items like the Terra-Cotta Jewelry Dish, Hanging Herb Garden Planter and Salt-and-Pepper Pinch Pot. Get creative with color and geometric shapes in home accents such as the Color-Block Photo Holder and Abstract Floral Block Platter. This book is the perfect primer to start making beautiful clay pieces at home and get that handmade ceramic look without the expenses and challenges of traditional pottery.
YA AND CHILDREN’S BOOKS
ST. MARTIN’S PUBLISHING GROUP
WEDNESDAY BOOKS
CASTLE POINT BOOKS
TOR TEEN
STARSCAPE
FLATIRON BOOKS
NEW YORK
PAGE STREET PUBLISHING CO.
PAGE STREET KIDS
| Category | Page |
|---------------------------------|------|
| YA CONTEMPORARY FICTION | 69 |
| YA FANTASY | 76 |
| YA ANTHOLOGY | 79 |
| MIDDLE GRADE | 79 |
| NON-FICTION | 80 |
| JOURNALS AND ACTIVITY BOOKS | 81 |
| PICTURE BOOKS | 84 |
| NON-FICTION PICTURE BOOKS | 89 |
OFF THE RECORD by Sophie Gonzales and Cale Dietrich (Wednesday Books, September 2021)
Editor: Sylvan Creekmore; Material: manuscript due December; Page count: 320
Eighteen-year-olds Ruben Montez and Zach Stenerson are two members of the boy-band Saturday, one of the biggest acts in America. Along with their bandmates, Angel Phan and Jon Braxton, the four are teen heartbreakers in front of the cameras and best friends backstage. But privately, cracks are starting to form: their once-easy rapport is straining under the pressures of fame, and Ruben confides in Zach that he’s feeling smothered by their management’s pressure to stay in the closet. On a whirlwind tour through Europe, with both an unrelenting schedule and minimal supervision, Ruben and Zach come to rely on each other more and more, and their already close friendship evolves into a romance. But when they decide they’re ready to tell their fans and live freely, Zach and Ruben start to truly realize that they will never have the support of their management. How can they hold tight to each other when the whole world seems to want to come between them?
HANI AND ISHU’S GUIDE TO FAKE DATING by Adiba Jaigirdar (Page Street Publishing, May 2021)
Editor: Lauren Knowles; Material: manuscript; Page count: 352
Everyone likes Hani Kahn—she’s easy going and one of the most popular girls at school. But when she comes out to her friends as bisexual, they invalidate her identity, saying she can’t be bi if she’s only dated guys. Panicked, Hani blurts out that she’s in a relationship…with a girl her friends absolutely hate—Ishita Dey. Ishita is the complete opposite of Hani. She’s an academic overachiever who hopes that becoming head girl will set her on the right track for college. But Ishita agrees to help Hani, if Hani will help her become more popular so that she stands a chance of being elected head girl. Despite their mutually beneficial pact, they start developing real feelings for each other. But relationships are complicated, and some people will do anything to stop two Bengali girls from achieving happily ever after.
“Debut author Jaigirdar seamlessly weaves issues of racism and homophobia into a fast-moving plot peopled with richly drawn characters. Impossible to put down.”—Kirkus (starred review) on The Henna Wars
Also available: The Henna Wars (2020)
FAKING REALITY by Sara Fujimura (Tor Teen, July 2021)
Editor: Susan Chang; Material: manuscript due September; Page count: 320
Dakota McDonald swore after “The Great Homecoming Disaster” that she’d never allow her romantic life to be a plot line in her parents’ HGTV reality show again. But when the restaurant run by the family of her best friend (and secret crush), Leo, is on the line, Dakota might end up eating her own words. Leo Matsuda dreams of escaping his small town Arizona life and the suffocating demands of working in his family’s restaurant, but the closer he gets to his goal—thanks to the help of his best friend (and secret crush), Dakota—the more reasons there are for him to stay. With shades of My Big Fat Greek Wedding and Kara McDowell’s Just for Clicks, Faking Reality is perfect for readers looking for feel-good YA romance with diverse characters.
“A rich, emotionally layered story…Wonderful.”—NPR on Every Reason We Shouldn’t
Previous title’s foreign sales: Korea/DanielStone
Also available: Every Reason We Shouldn’t (2020)
PERFECT ON PAPER by Sophie Gonzales (Wednesday Books, March 2021)
Editor: Sylvan Creekmore; Material: manuscript; Page count: 352
Her advice, spot on. Her love life, way off. Darcy Phillips can give you the solution to any of your relationship woes—for a fee; uses her power for good—most of the time; really cannot stand Alexander Brougham; has maybe not the best judgement when it comes to her best friend, Brooke—who is in love with someone else; does not appreciate being blackmailed. However, when Brougham catches her in the act of collecting letters from locker 89—out of which she’s been running her questionably legal, anonymous relationship advice service—that’s exactly what happens. In exchange for keeping her secret, Darcy begrudgingly agrees to become his personal dating coach—at a generous hourly rate, at least. The goal? To help him win his ex-girlfriend back. Darcy has a good reason to keep her identity secret. If word gets out that she’s behind the locker, some things she’s not proud of will come to light, and there’s a good chance Brooke will never speak to her again. Okay, so all she has to do is help an entitled, bratty, (annoyingly hot) guy win over a girl who’s already fallen for him once? What could go wrong?
“Didn’t know it was possible to pack a book with this much charm, humor, sincerity, and wisdom, but then again, it’s Sophie Gonzales. Perfect on Paper is perfectly wonderful.”—Becky Albertalli, New York Times bestselling author of Simon vs. the Homo Sapiens Agenda
Foreign sales: Germany/cbj, UK/Hodder
Previous title’s foreign sales: France/Pocket Jeunesse, Germany/cbj, Russia/AST, Turkey/Yabanci, UK/Hodder
Also available: Only Mostly Devastated (2020)
YOU HAVE A MATCH by Emma Lord (Wednesday Books, January 2021)
Editor: Alexandra Schulster; Material: manuscript; Page count: 320
From the beloved author of Tweet Cute comes a novel of lost friendships, found family, and all the ways in which we keep coming back to each other. When Abby signs up for a DNA service, it’s mainly to give her friend, Leo, a nudge. After all, she knows who she is already: Avid photographer. Injury-prone tree climber. Best friend to Leo and Connie…although ever since the B.E.I. (Big Embarrassing Incident) with Leo, things have been awkward on that front. But she doesn’t know she’s a younger sister. When the DNA service reveals Abby has a secret sister, shimmery-haired Instagram star Savannah Tully, it’s hard to believe they’re from the same planet, never mind the same parents—especially considering Savannah, queen of green smoothies, is only a year and a half older than Abby herself. The logical course of action? Meet up at summer camp (obviously) and figure out why Abby’s parents gave Savvy up for adoption. But there are complications: Savvy is a rigid rule-follower and total narc. Leo is also at the camp as a chef, putting Abby’s growing feelings for him on full blast. And her parents have a secret that threatens to unravel everything. But part of family is showing up, leaning in, and learning to fit all your awkward pieces together. Because sometimes, the hardest things can also be the best ones.
“Filled with humor, heart, and a dose of social media reality…debut author Lord packs a punch in this adorably fun novel.”—School Library Journal on Tweet Cute
Previous title’s foreign sales: Hungary/Könyvmolyképző, Italy/Piemme, Romania/Storia, Russia/AST, Turkey/Epsilon
Also available: Tweet Cute (2020)
LUCKY GIRL by Jamie Pacton (Page Street Publishing, May 2021)
Editor: Lauren Knowles; Material: manuscript; Page count: 240
In Jamie Pacton’s hilarious and poignant sophomore novel, a teen wins the lottery jackpot and suspicion and jealousy spread through her small town before she can claim her prize. 28,643,129. That’s how many dollars seventeen-year-old Fortuna Jane Belleweather just won in the lotto jackpot. It’s also how many reasons she has for not coming forward to claim her prize. If she reveals her win before she turns eighteen, Jane’s hoarder mother will get the money. The last thing her mom needs is millions of dollars to buy more stuff. But Jane’s birthday is a month away, and it’s hard to keep $28 million secret for long in her tiny Wisconsin town. After Jane’s best friend Bran declares on the news that he’ll be the one to find the lucky winner, he drags Jane into his schemes. In the meantime, everyone in town has big ideas about what they’d do with the money and strong opinions on why no one has claimed the prize. Suspicion and jealousy turns neighbor against neighbor and a hunt commences to find the lucky winner. As things in town get ugly, Jane begins to wonder: Could this much money actually be a bad thing?
“Jamie Pacton’s pitch-perfect debut novel has nerves of steel beneath its mischievous exterior… A fantastic blend of frankness, feminism and pure fun, *The Life and Medieval Times of Kit Sweetly* will appeal to anyone who has ever felt called to do more than is expected of them.”—BookPage
Also available: *The Life and Medieval Times of Kit Sweetly* (2020)
NEVER SAW YOU COMING by Erin Hahn (Wednesday Books, September 2021)
Editor: Vicki Lame; Material: manuscript; Page count: 320
*Tell Me Three Things* by Julie Buxbaum meets *Saved!* in Erin Hahn’s next delightful contemporary about forgiveness and first love. Raised by conservative parents, eighteen-year-old homeschool-graduate, Meg Hennessey just found out her entire childhood was a lie. Instead of taking a gap year before college to find herself, she ends up traveling north to meet what’s left of the family she never knew existed. While there, she meets Micah Allen, a former Pastor’s kid whose dad ended up in prison, leaving Micah with his own complicated relationship with the church. The clock is ticking on Pastor Allen’s probation hearing, and Micah, now nineteen, feels the pressure to forgive even when he can’t possibly forget. As Meg and Micah grow closer, they are confronted with the heavy flutterings of first love and all the complications it brings. Together, they must navigate the sweetness of finding your soulmate and the sometimes-painful process of cutting ties with childhood beliefs as they build toward something truer and straight from the heart.
“The slow unfolding of this love story will be relished by teens who favor swooning romances…A character-driven story of first love and family drama replete with its own soundtrack.”—Kirkus on *More Than Maybe*
Previous title’s foreign sales: Spain/Libros de Seda
Also available: *You’d Be Mine* (2019), *More Than Maybe* (2020)
TROUBLE GIRLS by Julia Lynn Rubin (Wednesday Books, June 2021)
Editor: Sylvan Creekmore; Material: manuscript; Page count: 272
In this queer, modern reimagining of *Thelma & Louise*, two best friends go on the run after stabbing a would-be rapist in a journey that grows darker and deadlier with each new disastrous decision they make. When Trixie picks up her best friend, Lux, for their first solo weekend getaway, she’s just looking to escape for a little while, to forget the despair of being trapped in her dead-end rustbelt town and the daunting responsibility of caring for her ailing mother. But a single moment of violence will forever change the course of the girls’ lives as they become wanted fugitives. Trying to stay ahead of the cops and a hellscape of media attention, the girls encounter an unforgiving landscape, rapidly diminishing supplies, and bad choices at every turn. As they are transformed by the media into the face of a #metoo movement they didn’t ask to lead and the road before them runs out, Trixie and Lux realize that they can only rely on each other and that the love they find together is the one thing that truly makes them free.
“*Trouble Girls* cuts in more ways than one: The prose is knife sharp, the characters’ edges honed through wonderfully interwoven backstory, and the plot draws blood with Rubin’s refusal to look away from the truth.”—Ashley Schumacher, author of *Amelia Unabridged*
THE BALLAD OF DINAH CALDWELL by Kate Brauning (Page Street Publishing, October 2021)
Editor: Lauren Knowles; Material: manuscript; Page count: 400
When seventeen-year-old Dinah finds her mother dead on her family’s farm in the Ozarks with wealthy rancher Gabriel Gates standing over her, her life narrows to a single point: kill Gabriel Gates. But Gates is hard to get to, and once he puts a ten-thousand-dollar reward on Dinah’s head, everyone in the starving county wants a piece of her. Homeless and alone in the woods, all she has is Johnny, the moonshining bootlegger at home in the caves. He begs her to leave the mountains, to start over with a new life. But Dinah is hell-bent on sparking a county revolution. She’ll lose her life to see this killer dead. *True Grit* meets *Sadie* by Courtney Summers in this #ownvoices near-future revenge thriller that tackles capitalism, queerness, and revolution.
UK/COMMONWEALTH ONLY (Translation rights are with JABberwocky Literary Agency)
TO BREAK A COVENANT by Alison Ames (Page Street Publishing, June 2021)
Editor: Lauren Knowles; Material: manuscript; Page count: 320
Debut voice Alison Ames delivers a chilling, feminist thriller, perfect for fans of *Wilder Girls* and *Sawkill Girls*. Moon Basin has been haunted for as long as anyone can remember. It started when an explosion in the mine killed sixteen people. The disaster made it impossible to live in town with underground fires spewing ash into the sky. But life in New Basin is just as fraught. The ex-mining town relies on its haunted reputation to bring in tourists, but there’s more truth to the rumors than most are willing to admit, and the mine still has a hold on everyone who lives there. Clem and Nina form a perfect loop—best friends forever, and perhaps something more. Their circle opens up for a strange girl named Lisey with a knack for training crows, and Piper, whose father is fascinated with the mine in a way that’s anything but ordinary. Then people start experiencing strange phenomena—sleepwalking, night terrors, voices that only they can hear. And no matter how many vans of ghost hunters roll through town, nobody can get to the bottom of what’s really going on. Which is why the girls decide to enter the mine themselves.
UK/COMMONWEALTH ONLY (Translation rights are with The Deborah Harris Agency)
THE LOST GIRLS by Sonia Hartl (Page Street Publishing, September 2021)
Editor: Lauren Knowles; Material: manuscript; Page count: 400
When Ezra Irving turned Holly Liddell into a vampire in 1987, he promised her eternal love. But thirty-four years later, Ezra has left her, her hair will be crimped for the rest of immortality, and the only job she can get as a forever-sixteen-year-old is the midnight shift at Taco Bell. But Holly’s afterlife takes an interesting turn when she meets Rose McKay and Ida Ripley. Having also been turned and discarded by Ezra—Rose in 1954, and Ida, his ex-fiancée, in 1921—they want to help her and need her help in return with their plan to kill Ezra before he turns another girl. Though Holly is hurt and angry with Ezra for tossing her aside, she’s reluctant to kill her ex—until Holly meets Parker Kincaid, the new girl Ezra has set his sights on, and feels a quick and nerve-wracking attraction to her. Laced with dark humor and queer love, Sonia Hartl’s next on-the-pulse contemporary is John Tucker Must Die with a feminist girl gang of vampires.
“[A] gentle and respectful treatment of the very real hardships and humanity behind the all-consuming race for clicks…A touching and very human perspective on internet infamy: Click on this one.”—Kirkus on Not Your #LoveStory
Previous title’s foreign sales: Estonia/Heli, Romania/Booklet
Also available: Have a Little Faith in Me (2019), Not Your #LoveStory (2020)
WHERE IT ALL LANDS by Jennie Wexler (Wednesday Books, July 2021)
Editor: Alexandra Sehulster; Material: manuscript; Page count: 336
Stevie Rosenstein has never made a true friend or fallen in love. Moved from city to city by her father’s unrelenting job, it’s too hard to care for someone. But she’ll soon learn to trust, to love. Twice. Drew and Shane have been best friends through everything. The painful death of Shane’s dad. The bitter separation of Drew’s parents. Through sleepaway camps and family heartache, basketball games and profound loss, they’ve always been there for each other. When Stevie meets Drew and Shane, life should go on as normal. But the universe has other plans. Told in dual timelines, this debuts delivers a heartbreaking and hopeful story of how our choices define us and how no matter the road, love can find its way.
“A moving story about loss and love…this debut novel by Jennie Wexler is refreshing and deep. For fans of Sarah Dessen and Rainbow Rowell this novel is heartfelt and honest with a touch of mystery.”—Paige McKenzie New York Times bestselling author of The Haunting of Sunshine Girl
UK/COMMONWEALTH ONLY (Translation rights are with CAA)
THE TRAGEDY OF DANE RILEY by Kat Spears (Wednesday Books, June 2021)
Editor: Sara Goodman; Material: manuscript; Page count: 320
Returning with her first book in almost five years, critically-acclaimed author of Sway and Breakaway Kat Spears introduces Dane Riley whose grasp on reality is slipping, and he’s not sure that he cares. While his mother has moved on after his father’s death, Dane desperately misses the man who made Dane feel okay to be himself. He can’t stand his mother’s boyfriend or the boyfriend’s son. Then there’s the girl next door: Dane can’t quite define their relationship, and he doesn’t know if he’s got the courage to leave the friend zone. An emotional and heartfelt novel about mental health and dealing with grief and growing up, The Tragedy of Dane Riley is the story of a teenager finding the strength he needs to make life worth living.
“Spears showcases a talent for creating believably flawed characters seeking connection in the aftermath of tragedy.”—Publishers Weekly (starred review) on Breakaway
UK/COMMONWEALTH ONLY (Translation rights are with the Irene Goodman Literary Agency)
TONIGHT WE RULE THE WORLD by Zack Smedley (Page Street Publishing, September 2021)
Editor: Lauren Knowles; Material: manuscript due October; Page count: 320
From the author of *Deposing Nathan*, a 2020 Lambda Literary Award finalist for Bisexual Fiction, comes *Speak* for boys, a raw and moving story about abusive teen relationships, masculinity, sexual agency, and identity. For years, all of Owen Turner’s words stayed inside his head—until he met Lily, the girl who helped him come out as bi and settle into his Autism Spectrum Disorder diagnosis. But everything unravels when someone reports Owen’s biggest secret to the school: that he was sexually assaulted at a class event. No one knows it happened to Owen, and he’s afraid of what will happen if his name gets out. His classmates might call him a word he can’t stand—"victim." His father, a tough-as-nails military vet, might resort to extreme methods to hunt down the name of who did it. And when Lily finds out, she might take their relationship to a dark, dangerous place to keep Owen quiet. Then, Owen’s fears all come true. And it’ll take everything he’s got to escape the explosion intact.
“A layered, complex depiction of questioning (bi)sexuality…A heartbreaking case worth revisiting again and again.”—Kirkus (starred review) on *Deposing Nathan*
Also available: *Deposing Nathan* (2019)
PIECES OF ME by Kate McLaughlin (Wednesday Books, September 2021)
Editor: Vicki Lame; Material: manuscript due October; Page count: 320
When eighteen-year-old Dylan wakes up, she’s in an apartment she doesn’t recognize. The other people there seem to know her, but she doesn’t know them—not even the pretty, chiseled boy who tells her his name is Connor. When she borrows Connor’s phone to call home, she realizes she’s been missing for three days. Dylan has lost time before, but never like this. Soon after, Dylan is diagnosed with Dissociative Identity Disorder, and must grapple not only with the many people currently crammed inside her head, but that a secret from her past so terrible she’s blocked it out has put them there. Her only distraction is a budding new relationship with Connor. But as she gets closer to finding out the truth, Dylan wonders: will it heal her or fracture her further? Kate McLaughlin’s *Pieces of Me* is a raw but hopeful look at a girl finding strength in not being alone.
“This story of resilience and recovery is gritty and heavy but ultimately hopeful…A gut-punch story with an uplifting ending.”—Kirkus on *What Unbreakable Looks Like*
THE LAST SECRET YOU’LL EVER KEEP by Laurie Faria Stolarz (Wednesday Books, March 2021)
Editor: Tiffany Shelton; Material: manuscript; Page count: 336
Six months…Since my escape. Since no one believed I was taken to begin with—from my own bed, after a party, when no one else was home…Six months of trying to find answers and being told instead that I made the whole incident up. One month…Since I logged on to the Jane Anonymous site for the first time and found a community of survivors who listen without judgment. A month of chatting with a survivor whose story eerily mirrors my own: a girl who’s been receiving triggering clues, just like me, and who could help me find the answers I’m searching for. Three days…Since she mysteriously disappeared, and I’m forced to ask the questions: will my chance to find out what happened to me vanish with her? And will I be next?
“Stolarz ups the psychological ante…Powerfully graphic.”—Kirkus (starred review) on *Jane Anonymous*
Previous title’s foreign sales: Russia/Eksmo, Turkey/Yabanci
Also available: *Jane Anonymous* (2020)
PAYBACK by Kristen Simmons (Tor Teen, February 2021)
Editor: Alison Fisher; Material: manuscript; Page count: 352
The unpredictable truth will be revealed in this conclusion to Kristen Simmons’ Edgar-and Anthony-nominated thriller series set at Vale Hall, a school for con artists. Brynn Hilder has conned a lot of people. From the spoiled rich kids of Sikawa City to her mom’s loser ex-boyfriend, from a motorcycle gang to a senator’s son. And thanks to Vale Hall and its director, Dr. David Odin, she’s found a family of hustlers just like her. Together, Brynn and her friends have overcome doubt, deceit, and betrayal to unearth the truth—a truth even a group of professional scammers couldn’t have predicted. And now they must tackle the biggest con artist of them all: the man who brought them all together.
“This twisty, fast-paced sequel will leave readers hungering for more.”—Kirkus on Scammed
Also available: The Deceivers (2019), Scammed (2020)
THE DEVIL MAKES THREE by Tori Bovalino (Page Street Publishing, August 2021)
Editor: Lauren Knowles; Material: manuscript; Page count: 350
When Tess and Eliot stumble upon an ancient book hidden in a secret tunnel beneath the school library, they accidentally release a devil from his book-bound prison, and he’ll stop at nothing to stay free. He’ll manipulate all the ink in the library books to do his bidding, he’ll murder in the stacks, and he’ll bleed into every inch of Tess’s life until his freedom is permanent. Forced to work together, Tess and Eliot have to find a way to re-trap the devil before he kills everyone they know and love, including, increasingly, each other. And compared to what the devil has in store for them, school stress suddenly doesn’t seem so bad after all. Part mystery/thriller and part gothic horror, this genre-blending debut is sure to keep readers on the edge of their seats.
UK/COMMONWEALTH ONLY (Translation rights are with TriadaUS Literary Agency)
DNA by Marit Weisenberg (Flatiron Books, December 2021)
Editor: Sarah Barley; Material: manuscript due November; Page count: 320
Seventeen-year-old Poppy Winslow doesn’t know why her family has been on the run her entire life. Her beautiful, caring, mysterious parents won’t tell Poppy and her younger sister why they won’t disclose their true identities or why they move every few years. Poppy’s family is everything to her, but with each passing year, her curiosity has only grown, and she is beginning to wonder how she can have her own future when staying with her parents means giving up a normal life. When the family lands in San Francisco, Poppy comes across a DNA testing kit at school and seizes the chance to try and find out more about her family’s history. But she may not be ready for the shocking truth of her parents’ real identities or the fallout from her actions as the net tightens around the Winslow family. And now she must ask herself: how much of herself does she owe her family? And is it a betrayal to find her own place in the world? Exploring themes of identity and privacy, love and loyalty, and the bittersweet truth that growing up means growing apart, this is an exciting new thriller.
“The Insomniacs kept me up all night. I could not put it down! A deeply beautiful story of yearning, heartache, trauma, and love. There’s also a boy, a mystery, and one of the most engaging narrative voices I’ve read in a very long time.”—Jennifer Niven, #1 New York Times bestselling author of All the Bright Places
UK/COMMONWEALTH ONLY (Translation rights are with Levine Greenberg Rostan Agency)
Also available: The Insomniacs (2020)
YA FANTASY
SPELLS TROUBLE by P.C. and Kristin Cast (Wednesday Books, May 2021)
Editor: Monique Patterson; Material: manuscript; Page count: 320
#1 New York Times bestselling authors P.C. and Kristin Cast bring their unique talents to a new fantasy trilogy, the Sisters of Salem, introducing twin witches: Hunter and Mercy Goode, direct descendants of Sarah Goode, the founder of their town and the first protector of Goodeville. As their ancestors have done before them, it is now time for Hunter and Mercy to learn what it means to be the Gatekeepers of Goodeville—the protectors of the Gates to different underworlds, ancient portals between their world and worlds where mythology rules and nightmare is a reality. But when their mother becomes the first victim in a string of murders, the sisters are forced into action and uncover much more than the perpetrator: the sealed Gates are opening. Ancient mythological monsters are free and infecting the quiet town of Goodeville. Will Hunter and Mercy accept their destiny as Gatekeepers and battle to rid their world of creatures without one of them paying the ultimate price?
Foreign sales: Turkey/Epsilon (three-book deal)
THE SPLENDOR by Breeana Shields (Page Street Publishing, September 2021)
Editor: Lauren Knowles; Material: manuscript due September; Page count: 400
The Splendor isn’t just a glamorous hotel, it’s a magical experience that gives its guests the fantasy fulfillment of their dreams. But The Splendor didn’t make Juliette’s dreams come true. It ruined her life. After a stay, Juliette’s sister, Clare, returns from the hotel changed. Her connection to Juliette—the special bond they once shared—has vanished. In a moment of hurt and frustration, Juliette steals their meager savings and visits The Splendor herself. At first, she’s taken in by the lush and sumptuous hotel, but as she delves more deeply, she grows more and more uneasy; every time she gets close to discovering something real, she seems to hit a wall. Henri, an illusionist who lives and works at the hotel, is supposed to provide Juliette with the same Signature Experience he gives all the guests—one tailored fantasy that will make her stay unforgettable. But as he gets to know her, he realizes how difficult it will be to make her dreams come true: he’s the cause of her heartache.
“A satisfying and thrilling conclusion...A twisty plot examining fate and the power of forgiveness in a dark, magical world.”—Kirkus on The Bone Thief
Previous titles’ foreign sales: Russia/Eksmo
Also available: The Bone Charmer (2019), The Bone Thief (2020)
THE PUPPETMASTER’S APPRENTICE by Lisa DeSelm (Page Street Publishing, October 2020)
Editor: Lauren Knowles; Material: finished copies; Page count: 352
Impressed by the work of the puppetmaster and his apprentice, Tavia’s ruler, The Margrave, has ordered dozens of life-size marionette soldiers to be sent to Wolfspire Hall. When the puppetmaster’s health suffers, Pirouette, his daughter and protégée, is left to build in his stead. But there is something far more twisted brewing at Wolfspire—the Margrave’s son wants Pirouette to create an assassin. And he wants her to give it life. With Tavia teetering on the brink of war and her father dying in the dungeons, Pirouette has no choice but to accept. Racing against the rise of the next blue moon—the magic that will bring her creations to life—she can’t help but wonder, is she making a masterpiece...or a monster?
“Laden with atmosphere and written in gorgeous prose, this stunning debut novel is a dark fairy tale about creating life, becoming human, and longing for connection, reminiscent of Pinocchio and Frankenstein. This author is one to watch.”—Booklist (starred review)
A NEON DARKNESS by Lauren Shippen (Tor Teen, September 2020)
Editor: Alison Fisher; Material: finished copies; Page count: 256
In the second Bright Sessions standalone story, Lauren Shippen reveals the origin story of anti-hero Damien. Eighteen-year-old Robert always gets what he wants. But the power of persuasion is as potent a curse as it is a blessing. Robert is alone until a group of strangers who can do impossible things—produce flames without flint, conduct electricity with their hands, and see visions of the past—welcome him. They call themselves Unusuals and they give Robert a new name too: Damien. Finally, finally he belongs. As long as he can keep his power under control. But control is a sacrifice he might not be willing to make.
The third standalone novel is set for September 2021 and follows Rose, a nineteen-year-old queer girl discovering she has the power to enter other people’s minds through their dreams.
“Shippen combines an exciting plot with diverse characters...This may be the best Bright Sessions content yet as well as an excellent starting point for those unfamiliar with this world. A creative and compelling read.”—Kirkus
Also available: The Infinite Noise (2019)
WITHIN THESE WICKED WALLS by Lauren Blackwood (Wednesday Books, November 2021)
Editor: Tiffany Shelton; Material: manuscript due November; Page count: 352
In Lauren Blackwood’s debut, an Ethiopian-inspired Jane Eyre retelling, Andromeda is a debtera—an exorcist hired to cleanse households of the Evil Eye. Jobs are hard to come by, so when her resume is pulled by a young, eccentric heir named Magnus Rorschach, she takes it without question. Never mind that her employer is rude and demanding, that the contract comes with a number of outlandish rules…and that almost a dozen debtera have quit before her. But when Andi discovers the body of a house servant, she realizes a terrible secret: Magnus is possessed by a hyena demon who kills all who cross it. Even worse? Andromeda was thrown out of her mentorship before learning how to cleanse it. Death is the most likely outcome if she stays, and the reason every debtera before her quit. But leaving Magnus to live out his curse alone isn’t an option. Because—heaven help her—she’s already fallen in love with him.
UK/COMMONWEALTH ONLY (Translation rights are with TriadaUS Literary Agency)
BRIGHT RUINED THINGS by Samantha Cohoe (Wednesday Books, October 2021)
Editor: Jennie Conway; Material: manuscript due September; Page count: 320
The only life eighteen-year-old Mae has ever known is with the wealthy Prosper family who control the magic on the island they call home and the spirits who inhabit it. Mae longs for magic of her own and to have a real place among the Prospers with her best friend, Coco, and her crush, Miles. And with tonight being First Night—when high-society returns to celebrate the island’s magic—Mae finally has the chance to go after what she’s always wanted. But when the spirits start inexplicably dying, Mae begins to realize that things aren’t what they seem. And Ivo, the reclusive, mysterious heir to the Prosper magic, may hold all the answers—including a secret about Mae’s past. In this dazzling retelling of The Tempest, Samantha Cohoe brings a glittering 1920s world to life. Set over the course of one climatic day, Bright Ruined Things mixes magic and an atmospheric setting into a fantastically immersive world with characters you won’t be able to forget.
“Sharply written with a crackling, compassionately determined heroine, A Golden Fury is a vivid ride through eighteenth century Europe with darkness and dread creeping at its corners. Utterly enchanting.”—Emily A. Duncan, New York Times bestselling author of Wicked Saints
UK/COMMONWEALTH ONLY (Translation rights are with Dunham Literary)
Also available: A Golden Fury (2020)
GOBLIN KING by Kara Barbieri (Wednesday Books, November 2020)
Editor: Eileen Rothschild; Material: manuscript; Page count: 320
The Hunt is over but the War has just begun. Against all odds, Janneke has survived the Hunt for the Stag and now holds the mantle, while Soren, now her equal in every way, has become the new Erlking. Janneke’s powers as the new Stag have brought along haunting visions of a world thrown into chaos, and the ghost of Lydian taunts her with the riddles he spoke of when he was alive. When Janneke discovers the truth of Lydian and his madness, she’s forced to see her tormentor in a different light for the first time. The world they know is dying, and Lydian may have been the only person with the key to saving it.
“Janneke’s epic journey to overcome past horrors and seize her rightful place in the world is packed with equally gripping action and emotion. Readers will flock to this compelling debut.”—Booklist (starred review) on White Stag
Foreign sales: Russia/Eksmo
Previous title’s foreign sales: Germany/Heyne, Russia/Eksmo
Also available: White Stag (2019)
FORESTBORN by Elayne Audrey Becker (Tor Teen, August 2021)
Editor: Lindsey Hall; Material: manuscript due September; Page count: 352
Rora is a shifter, as magical as all those born in the wilderness—and as feared. She uses her abilities to spy for the king, traveling under different guises and listening for signs of trouble. When a magical illness surfaces across the kingdom, Rora uncovers a devastating truth: Finley, the young prince and her best friend, has caught it, too. His only hope is stardust, the rarest of magical elements, found deep in the wilderness where Rora grew up—and to which she swore never to return. But for her only friend, Rora will face her past and brave the dark, magical wood, journeying with her brother and the obstinate, older prince who insists on coming. Together, they must survive sentient forests and creatures unknown, battling an ever-changing landscape while escaping human pursuers who want them dead. With illness gripping the kingdom and war on the horizon, Finley’s life is not the only one that hangs in the balance. Forestborn marks the launch of a new commercial fantasy series with a timeless feel for readers of Melissa Albert and Emily Duncan.
UK/COMMONWEALTH ONLY (Translation rights are with ICM)
THE ENDLESS SKIES by Shannon Price (Tor Teen, August 2021)
Editor: Rachel Bass; Material: manuscript due October; Page count: 352
A breakout standalone epic fantasy about shapeshifting warriors perfect for fans of Adrienne Young and Wonder Woman, from the acclaimed author of A Thousand Fires. Sixteen-year-old Rowan is about to become one of the famed Leonodai Warriors—the elite magical fighters who protect the floating city Heliana from the world of Men. Until disaster strikes the city’s children. Against orders from the king, Rowan sets out on her own and tracks down one of the Warrior teams—only to find herself face-to-face with both the man she loves and the one who holds the dark secrets of their past. With time running out and Men on their tail, Rowan must risk everything to save her beloved city.
“Price manages to write a story not only action-packed and intense, but that also dives deep into serious subjects…a fantastic read. Recommended for teens who enjoy urban coming-of-age stories.”—School Library Journal on A Thousand Fires
UK/COMMONWEALTH ONLY (Translation rights are with the Laura Dail Agency)
Also available: A Thousand Fires (2019)
THAT WAY MADNESS LIES: Fifteen of Shakespeare’s Most Notable Works Reimagined edited by Dahlia Adler (Flatiron Books, March 2021)
Editor: Sarah Barley; Material: manuscript; Page count: 320
West Side Story. 10 Things I Hate About You. Kiss Me, Kate. Contemporary audiences have always craved reimaginings of Shakespeare’s most beloved works. Now, some of today’s best writers for teens take on the Bard in these fifteen whip-smart and original retellings! Contributors include Dahlia Adler (reimagining The Merchant of Venice), Kayla Ancrum (The Taming of the Shrew), Lily Anderson (All’s Well That Ends Well), Melissa Bashardoust (A Winter’s Tale), Patrice Caldwell (Hamlet), Amy Rose Capetta and Cori McCarthy (Much Ado About Nothing), Brittany Cavallaro (Sonnet 147), Joy McCullough (King Lear), Anna-Marie McLemore (Midsummer Night’s Dream), Samantha Mabry (Macbeth), Tochi Onyebuchi (Coriolanus), Mark Oshiro (Twelfth Night), Lindsay Smith (Julius Caesar), Kiersten White (Romeo and Juliet), and Emily Wibberley and Austin Siegemund-Broka (The Tempest).
“A superb collection of young adult short stories inspired by Edgar Allan Poe’s work…The volume is divided between the new stories and Poe’s originals, which makes for a delightful reading experience. Adler’s anthology brims over with fierce delight and uncanny invention; the stories here vary in their effect nearly as much as Poe’s do…And if you haven’t read Poe before, His Hideous Heart works equally well as an introduction, a tribute and a loving critique. Welcome.”—The New York Times Book Review
Previous title’s foreign sales: Russia/AST
Also available: His Hideous Heart: Thirteen of Edgar Allan Poe’s Most Unsettling Tales Reimagined (2019)
MIDDLE GRADE
THE CLONE CATASTROPHE by David Lubar (Starscape, April 2021)
Editor: Susan Chang; Material: manuscript; Page count: 240; Ages: 9-11
Nicholas, Jeef, and Henrietta the gerbil are back in another laugh-out-loud intergalactic adventure in this rollicking sequel to Emperor of the Universe. Before Nicholas V. Landrew can enjoy more than a few weeks in his new role as emperor of the universe, his world begins to fall apart. His mortal enemies, the Craborzi, have cloned him and are using these copies to produce an intergalactic reality show called The Abominable Emperor—killing a clone in every episode! Even worse, his parents want him to take out the garbage!
“This madcap journey, an homage to Douglas Adams…features all the random probability, unlikely heroes, and intergalactic viral videos that readers could want. Lubar’s quick-moving satire…still [centers] Nicholas’s experience as he realizes that the universe is much larger than he ever imagined. Fans of Dav Pilkey, Jon Scieszka, and Tom Angleberger will race to read this smart and silly space adventure.”—School Library Journal on Emperor of the Universe
Also available: Emperor of the Universe (2019)
CAN’T STOP WON’T STOP (Young Adult Edition): A History of the Hip Hop Generation by Jeff Chang with Dave “Davey D” Cook (Wednesday Books, March 2021)
Editor: Monique Patterson; Material: manuscript; Page count: 320
The American Book Award winner from 2005, now rewritten for a young adult audience, this is the story of hip-hop, still one of the most dominant and influential cultures that gives a new voice to the younger generation and defines their worldview. Providing a provocative look into the new world that the hip-hop generation has created, and based on original interviews with DJs, b-boys, rappers, activists, and gang members, with unforgettable portraits of many of hip-hop’s forebears, founders, mavericks, and present day icons, *Can’t Stop Won’t Stop* chronicles the epic events, ideas and the music that marked the hip-hop generation’s rise.
“This is a book that should be on the shelves of every high school and college library, an engaging and entertaining full-blown excursion into American inner-city culture’s rapid proliferation into every nook and cranny of culture at large.”—Los Angeles Weekly on the original, adult edition
Original edition’s active foreign sales: France/Allia, Japan/Rittor Music, Korea/Eumhaksekye, Spain/Caja Negra, UK/Random House
WHEN THEY CALL YOU A TERRORIST (Young Adult Edition): A Story of Black Lives Matter and the Power to Change the World by Patrisse Khan-Cullors and asha bandele (Wednesday Books, September 2020)
Editor: Monique Patterson; Material: finished copies; Page count: 272
A movement that started with a hashtag—#BlackLivesMatter—on Twitter spread across the nation and then across the world. From one of the co-founders of the Black Lives Matter movement comes a poetic memoir and reflection on humanity. Necessary and timely, Patrisse Cullors’ story asks us to remember that protest in the interest of the most vulnerable comes from love. Leaders of the Black Lives Matter movement have been called terrorists, a threat to America. But in truth, they are loving women whose life experiences have led them to seek justice for those victimized by the powerful. Now, the *New York Times* bestseller is adapted for the YA audience with new material and reader questions plus photos, journal notes, lyrics, doodles, and more!
“Questions for readers at the end of each chapter will prompt discussion and awakening and even inspire action. A gripping, much-needed memoir about a Black woman, a movement, and people fighting for freedom denied.”—Kirkus
Original edition’s active foreign sales: Germany/KiWi, Italy/Ottotipi, Japan/Seidosha, Spain/Capitán Swing, UK/Canongate
WILD TONGUES CAN’T BE TAMED edited by Saraciea Fennell (Flatiron Books, September 2021)
Editor: Sarah Barley; Material: manuscript due November; Page count: 336
Curated and edited by Saraciea Fennell, founder of the Bronx Book Festival, this is a collection of essays addressing different myths and stereotypes about the Latinx community. This anthology will question, examine, and unravel how others perceive Latinx people and how Latinx people perceive themselves and will ultimately redefine what it means to be Latinx today; it’s sure to inspire hope and to provide both a window into the lives of others and a mirror for Latinx teens to see themselves reflected. Contributors include: Elizabeth Acevedo, Cristina Arreola, Zakiya N. Jamal, Carmen Maria Machado, Janel Martinez, Meg Medina, Mark Oshiro, Adam Silvera, and Ibi Zoboi.
SMART, STRONG, AND BRAVE: A Coloring Book for Girls by Kimma Parish (Castle Point Books, November 2020)
Material: early .pdf; Page count: 80; Ages: 6-12
Young girls struggle with self-esteem more than ever thanks to constant social media bombardment and Instagram culture. This coloring book, with all-new, hand-drawn illustrations, offers a reinforcing message along with fun art to color, appealing to parents who want to encourage screen-free activities and to instill the values of confidence and strength in their young girls.
THE SMART UNICORN ACTIVITY BOOK: Magical Fun, Games, and Puzzles! by Glenda Horne (Castle Point Books, October 2020)
Material: finished copies; Page count: 112; Ages: 4-8
Discover a dazzling realm of magical unicorns who love puzzles and activities as much as you! In *The Smart Unicorn Activity Book*, you can color, play, think, create, puzzle, and imagine great things alongside amazing unicorns. Color unicorn art, connect the dots across a rainbow, solve word puzzles and counting games, and make beautiful crafts that will bring your unicorn friendships to life. Never miss a moment to play, think, have fun, and experience the magic of unicorns with this colorful activity book.
*This series will continue with The Rainbow Unicorn Book and The Mermaid Fun Activity Book in 2021!*
Also available: *The Magical Unicorn Activity Book* (2020)
DRAW YOUR OWN COMIC BOOK: HEROES AND VILLAINS: Battle-Ready Comic Pages, Story Starters to Boost Your Imagination, and Colorful Stickers to Give Your Story Zing! by Clark Banner (Castle Point Books, October 2020)
Material: finished copies; Page count: 104; Ages: 8-12
Battle heroes and villains in your very own comic book adventure! Become the author and illustrator of an action-packed tale with kid-friendly planners, helpful tips, and creative story starters to spark your imagination. Have fun filling the pages with incredible scenes of danger, adventure, and—of course—epic showdowns between good and evil. Don’t forget to add stickers with colorful sound effects to take your story to the next level!
*Draw Your Own Unicorn Storybook, with pages to bring magical adventures to life, is coming in January 2021!*
Also available: *Draw Your Own Comic Book* (2020)
GROSS SCIENCE EXPERIMENTS: 60 Smelly, Scary, Silly Tests to Disgust Your Friends and Family by Emma Vanstone (Page Street Publishing, October 2020)
Material: finished copies; Page count: 160; Ages: 6-12
From squirming insects to smelly human bodies, there’s so much to explore with these excitingly icky experiments. Learn about everything from food, bugs, germs and poop to all the weird and wonderful things you’re made of. Taste and tear through a variety of edible models of skin, blood and scabs. Rip open fake stomachs, create blood baths and test your own body to see just how gross human beings can get. Don’t stop there, though! Get your friends and family involved, and give them bath bombs full of bugs or see how long it takes them to detect different smells from across the room. There are so many ways to disgust and amuse those around you, from smelly cow burps and slimy frogspawn to homemade poo launchers and experiments that explode with fizzy juices. No matter which experiment you choose, you’ll have fun being gross.
“Kids love anything gooey, stinky, mushy and nasty and that’s why this is a phenomenal science book for children! Not only does it contain weirdly wonderful science projects featuring children’s favorite topics, it also teaches kids about how their body works.”—Ana Dziengel, founder of Babble Dabble Do and author of STEAM Play & Learn
Previous title’s foreign sales: China/Hunan Science and Technology, Russia/Philipok & Co.
Also available: This Is Rocket Science: An Activity Guide (2018), Snackable Science Experiments (2019)
EXCITING SENSORY BINS FOR CURIOUS KIDS: 60 Easy Creative Play Projects that Boost Brain Development, Calm Anxiety and Build Fine Motor Skills by Mandisa Watts (Page Street Publishing, October 2020)
Material: finished copies; Page count: 168; Ages: 1-4
Engage your child in hours of play with Mandisa Watts’s colorful collection of sensory bin activities that aid with memory formation, language development, problem-solving skills and more. Perfect for toddlers from eighteen months to three years old and beyond, each bin makes use of materials you already have at home and helps reignite your kids’ interest in toys long forgotten. Boring afternoons are made exciting with awesome animal-based bins like Salty Shark Bay or Yarn Farm. Pretend play bins like Birthday Cake Sensory Play or Bubble Tea Party encourage creativity and imagination. And your kids will have so much fun they won’t even know they’re getting smarter with STEAM activities like Sink or Float Soup, Magnetic Letter Hunt or Ice Cream Scoop and Count. With setup instructions, details on how to guide your child through each activity, suggestions for what to talk about with your child as they play and other useful tips, Mandisa gives you all the information you need for creative sensory activities your kids are bound to love.
“These imaginative sensory bins will make you explore the world from your child’s eyes as they engage in fun age-appropriate themes. This book breaks down each activity’s setup with helpful tips, so you can focus on playing and learning with your kids.”—Agnes Hsu, creator of hello, Wonderful and author of My Color Is Rainbow
Select Backlist:
FEARLESS: The Confidence Journal for Girls by Jennifer Calvert (Castle Point Books, August 2019)
With inspiring prompts and encouraging quotations, this journal brings out the fierce in every girl and serves as a helpful reminder that a woman’s true value is in her heart and her head, not in her mirror.
Foreign sales: Germany/Schneiderbuch, Turkey/Orman
MOM & ME: A Journal for Mothers and Daughters by Ruby Oaks (Castle Point Books, April 2020)
With hundreds of creative prompts and a fun design, this journal gives mothers and daughters a new, low-pressure way to connect and deepen their bond through back-and-forth journaling.
LEARN TO READ THE EASY WAY: 60 Exciting Phonics-Based Activities for Kids by Heather McAvan (Page Street Publishing, June 2020)
Perfect for publishers interested in a bilingual edition, these sixty simple, phonic-based activities help children ages four though seven learn English in a varied approach that combines tactile and visual methods for a truly interactive experience.
100 EASY STEAM ACTIVITIES: Awesome Hands-On Projects for Aspiring Artists and Engineers by Andrea Scalzo Yi (Page Street Publishing, December 2019)
With these activities, teaching children the basic tenants of science, technology, engineering, art and math is easier—and more fun—than ever. Using just a few everyday objects, each experiment or activity teaches kids about one or more of the STEAM principles.
Foreign sales: China/Hunan Science and Technology
101 KIDS ACTIVITIES THAT ARE THE OOEY, GOOEY-EST EVER: Nonstop Fun with DIY Slimes, Doughs and Moldables by Jamie Harrington, Brittanie Pyper, and Holly Homer (Page Street Publishing, December 2018)
Slimy, mashable, gooey crafts for kids come together in this ultimate guide to all things oozy and fun for children.
Foreign sales: Japan/O’Reilly, Russia/Philipok & Co., Taiwan/Han Shian Culture Publishing
INCREDIBLE LEGO CREATIONS FROM SPACE WITH BRICKS YOU ALREADY HAVE by Sarah Dees (Page Street Publishing, November 2019)
In the fourth in Sarah Dees’ popular LEGO series, she presents a new collection of projects that focuses on creations in space, including ideas from the bestselling Star Wars sets and toys.
Previous titles’ foreign sales: China/Posts & Telecommunications Press, Germany/Schwager & Steinlein, Netherlands/WPG Kindermedia, Russia/Eksmo
Also available: Awesome LEGO Creations with Bricks You Already Have (2016), Epic LEGO Adventures with Bricks You Already Have (2017), Genius LEGO Inventions with Bricks You Already Have (2018)
IMAGINE A WOLF by Lucky Platt (Page Street Kids, January 2021)
Material: early .pdf; Page count: 40
Why does everyone always picture the same wolf when they close their eyes? You know, the one with the big scary teeth and the huffing and puffing. I’m not that wolf, but no one ever closes their eyes and imagines a big good wolf. In this timely spin on a classic fable, debut author-illustrator Lucky Platt encourages readers to take a closer look at how labels can obscure the true character underneath.
Foreign sales: Korea/HB Books
VENETIAN LULLABY by Judith L. Roth; illustrated by Kendra Binney (Page Street Kids, January 2021)
Material: early .pdf; Page count: 32
The sounds of lapping water and dipping oars ease readers into the famous canals of Venice, Italy. With mother as gondolier and father singing his calming song to baby, a family floats serenely through this one-of-a-kind historic city, past features as unusual as stone winged lions and golden masks and as comfortably familiar as babbling neighbors and drying laundry. The baby drifts deeper and deeper into Venice’s maze and—finally—sweet sleep. Children cuddling on parents’ laps anywhere in the world will be blissfully transported to wondrous Venice before nap- or bedtime by this dreamy lullaby and its peaceful pastel illustrations.
AMADOU’S ZOO by Rebecca Walsh (Page Street Kids, September 2020)
Material: finished copies; Page count: 32
Amadou has waited…and waited…and WAITED for his class trip to the zoo. But when they arrive, his teacher would rather talk about rules and facts. So, Amadou eagerly explores the zoo in his own special way—by allowing his imagination to lead. As more and more classmates follow him into his irresistible world of adventure, the sepia-toned zoo fills with vibrant color. Only one question remains—will Amadou’s teacher follow, too? At once an ode to childlike wonder and patient teachers, *Amadou’s Zoo* encourages the child and adult reader alike to find connections with the world around them. Based on her own observations at the Ménagerie in Paris, Rebecca Walsh has delicately captured the feel of both an old-fashioned zoo and the modern, diverse class trip taking place within it.
“At this book’s opening, Walsh illustrates only Amadou in color, and everything and everyone else in sepia and white. As Amadou’s animal fantasies take over, the color spreads, first to two other students and eventually to all of the characters and all of the page…An exuberant and wondrous testimony to the power of one little brown boy’s imagination.”—*Kirkus* (starred review)
THE OWL WHO ASKS WHY by Michelle Garcia Andersen; illustrated by Ayesha Rubio (Page Street Kids, February 2021)
Material: early .pdf; Page count: 32
Little Owl and Little Wolf have so many questions for their parents. “Why can’t we move our eyes?” “When will I no longer be a pup?” But owls don’t ask “Why?” They ask “Whooo?” And wolves don’t ask “When?” They ask “Hoooww?” Mom and Dad say it’s silly to even consider asking those sorts of questions. Feeling teased and misunderstood, Little Owl and Little Wolf decide to run away from home for good. After straying too far from the path, the pair discovers that they’re lost in the forest and begin to wonder if they’ve made the right decision by leaving the pack. Little Owl and Little Wolf realize that the only way to make it back to their families is to not be afraid to ask the right questions, their own way. This heartwarming tale of friendship will remind young readers that by staying true to yourself and embracing what makes you unique good things come to you.
PRINCESSES CAN FIX IT! by Tracy Marchini; illustrated by Julia Christians (Page Street Kids, May 2021)
Material: early .pdf; Page count: 32
The castle is crawling with wayward alligators, and the clueless king doesn’t know how to fix it. Lila, Margaret, and Harriet have lots of ideas, but their father won’t listen! According to him, the Princesses should be focusing on *proper* pursuits like drawing, jewelry, and music. When the three girls start falling asleep during the day, the King sends the Prince to investigate. What he discovers is that the three princesses are gathering at night to use their knowledge of the six simple machines to invent an ingenious alligator removal contraption in their secret workshop. This STEAM-focused take on the classic fairy tale *The Twelve Dancing Princesses* includes fun illustrations bursting with hilarious detail (and alligators), zany characters, and three inspiring princesses who know that they have what takes to save the day.
THE POISONED APPLE: A Fractured Fairy Tale by Anne Lambelet (Page Street Kids, October 2020)
Material: finished copies; Page count: 32
Sometimes bad decisions come back to bite you…The princess is too sweet, too kind—but the witch knows just how to handle a princess like that. One bite from a poisoned apple should do it! Once the apple is in the hands of the princess, the plan is in motion. But when the kindhearted princess gives the apple *away*, the witch watches as her plot spirals out of control. Can she get the apple back before it’s too late? What goes around comes around in this darkly humorous fairy tale, sure to keep readers on the edge of their seats and howling with laughter.
“The story’s laughs come from watching catastrophe befall the evildoer as the innocent victim observes serenely from a safe place. Repetition moves the tale briskly along, and a highlighted refrain in scary-looking letters anticipates readaloud choruses.”
—Publishers Weekly
Also available: *Maria the Matador* (2019), *Dogs and Their People* (2019), *The Traveler’s Gift* (with Danielle Davison, 2019)
THE LITTLE BLUE COTTAGE by Kelly Jordan; illustrated by Jessica Courtney-Tickle (Page Street Kids, May 2020)
Material: finished copies; Page count: 32
The little blue cottage waits each year for summer to arrive—and with it, the girl. Through sunny days and stormy weather, the cottage and the girl keep each other company and wile away the long days and nights together. Until one year, and then another, the cottage is left waiting and empty season after season. In this heartfelt story about change, Kelly Jordan’s lilting text and Jessica Courtney-Tickle’s lush art captures the essence of cherishing a favorite place.
“Like a cottage quilt, rhythmic stanzas and vintage-style illustrations are stitched together with memories and love….A story of a girl, a cottage, and a family tradition that begs to be visited again and again.”—Kirkus (starred review)
Foreign sales: Taiwan/Magic Box for Kids
BESS THE BARN STANDS TALL by Elizabeth Gilbert Bedia; illustrated by Katie Hickey (Page Street Kids, September 2020)
Material: finished copies; Page count: 32
Beam by beam and board by board, Bess the barn is built by able hands to keep the farm’s animals safe and sound. Through many seasons and celebrations, that’s just what she does, until she starts to sag…and creak…and slump. Then along comes a new farmer and a shiny new barn. When a mean storm arrives not far behind, both barns are put to a dangerous test—can old Bess weather this threat to the farm? Bess opens her doors wide, welcoming all to celebrate the year-round ups and downs of farm life and to admire the enduring strength and importance of something made to last.
“There’s a marvelous mix of peppy text and bone-deep comfort at work within the language of this story… [and] visual treasures abound in the corners of the art… Seasons come and seasons go, but cozy concepts like barns on farms will never ever die.”—Kirkus
WHERE BONE? by Kitty Moss (Page Street Kids, September 2020)
Material: finished copies; Page count: 32
Balthazar’s Bone is his favorite toy in the world, so when he wakes up and realizes it is missing he starts to freak out! He searches everywhere around the house, from the garden (no Bone) to the kitchen (no Bone!), and even in the bathroom (still no Bone!) While he tries to calm himself with deep meditative breaths and creative yoga poses, he continues to get more and more worked up, leaving bigger and bigger messes in his wake. Where, oh where is Bone? Parents and kids will appreciate the idea of deep breaths and quiet moments as a great way to calm yourself—even if Balthazar himself isn’t all that successful. Laugh out loud as this lovable, lively dog breaks a bathroom and rides a tidal wave down the stairs, tracks mud all over furniture, and interrogates other animals to eventually find his best friend, Bone, in the place he least expects.
“Sparky… [readers] will be very happy to go along for the ride.”—Publishers Weekly
IT’S SHOWTIME!: A Pepper and Frannie Story by Catherine Lazar Odell (Page Street Kids, July 2020)
Material: finished copies; Page count: 32
Frannie loves to have an audience. Pepper prefers to perform when no one is around. But they both love a good show. When they decide to stage a performance themselves, Pepper is content to work behind the scenes as Frannie prepares an epic, extravagant spectacle: it will have lights, and action, and drama! She’s just forgetting one thing…to practice her song. When Frannie’s lack of preparation leaves her stuck in front of a crowd, can anything save her act? Luckily Pepper knows just how to help. The show must go on! Utterly charming, energetic illustrations and simple, funny text highlight the power of celebrating each other’s strengths and working as a team in this return of the lovable pair.
“Exuberant, extroverted Frannie and shy, pragmatic Pepper are back! A charming, colorful celebration of the unique contributions we each bring to our friendships. Encore!”—Kirkus
Also available: Pepper and Frannie (2019)
IF YOU EVER MEET A SKELETON by Rebecca Evans; illustrated by Katrin Dreiling (Page Street Kids, July 2021)
Material: early .pdf; Page count: 32
Skeletons might seem frightening, but if you look closer, there’s nothing much to fear. They can’t run fast, they’re terrible at hide-and-seek, and they’re scared of everything. When a group of trick-or-treaters runs into an actual skeleton on an enchanted Halloween night, they do whatever they can to get away. But what does the skeleton really want? What if they’re just looking for a friend? With distinctive, quirky illustrations and humorous rhyming text, this book invites you to find out whether this bag of bones is a trick or a treat!
MY HAIR IS MAGIC! by M. L. Marroquin; illustrated by Tonya Engel (Page Street Kids, October 2020)
Material: finished copies; Page count: 32
This little girl knows her hair is great just as it is. When people ask, “Why is your hair so BIG?” she answers, “Why isn’t yours?” Her hair is soft; it protects her; it’s both gentle and fierce. While some might worry about how it’s different and try to contain it, she gives it the freedom to be so extraordinary that it almost has a life of its own. Told in bold verse and vivid, fantastical illustrations, these critical questions will ring familiar, and the proud, confident answers show that what really matters is how readers see themselves.
“If hair could talk, this little brown-skinned girl’s exuberant Afro would have a lot to say…Engel’s rich, sometimes surreal illustrations abound with textures and colors—deep purples, royal blues, sunny yellows—that embody the protagonist’s unique personality…An excellent addition to a growing genre. This uplifting, body-positive story will empower kids with highly textured hair to take pride in every inch of it.”—Kirkus (starred review)
Select Backlist:
NUMENIA AND THE HURRICANE: Inspired by a True Migration Story by Fiona Halliday (Page Street Kids, January 2020)
Inspired by a remarkable true story, this book brings a brave little shorebird to life through poetic language and vividly expressive art.
“Readers of a variety of ages will appreciate this educational, beautifully designed homage to the many creatures who are affected by climate change around the world.”—School Library Journal (starred review)
GRAMA’S HUG by Amy Nielander (Page Street Kids, January 2020)
This picture book explores the importance of treasuring even the smallest moments with people you love with heartwarming illustrations, expressive characters, and delightful touches of whimsy.
“Nielander creates a lovely story focused on a girl in STEM and the family who supports her… Heartwarming and encouraging for both children and adults.”—Kirkus
A WHALE OF A MISTAKE by Ioana Hobai (Page Street Kids, March 2020)
Through clever wordplay and atmospheric art, this fantastical story shows that with a little time, perspective, and reflection, you can learn and move on from mistakes, no matter the size.
“Significantly, Hobai’s depiction, rather than focusing on correcting or avoiding mistakes, emphasizes managing anxiety and worry through acceptance and resilience…For readers who value gentle, motivational picture books.”—Booklist
LLOYD FINDS HIS WHALESONG by Sylaar Amann (Page Street Kids, June 2020)
This inspiring and whimsical tale about celebrating your differences and finding your voice is complemented by bright and endearing illustrations that sparkle with quiet magic.
“Many young readers are sure to find a connection to Lloyd, especially those who are struggling to find their own voices. Back matter includes information about whales, how they communicate, and noise pollution.”—Booklist
DUSK EXPLORERS by Lindsay Leslie; illustrated by Ellen Rooney (Page Street Kids, June 2020)
This ode to the timeless magic of summer evenings spent outside will remind kids of the fun and friends that wait just outside their doors.
“This awesome, visually rich story will captivate adults who once played outside until the street lights came on as well as their kids, who will now want to.”—Kirkus (starred review)
SATURDAYS ARE FOR STELLA by Candy Wellins; illustrated by Charlie Eve Ryan (Page Street Kids, August 2020)
When George loses his Grandma Stella, Saturdays just aren’t the same…until a new Stella helps him celebrate her memory.
“This lovely story uses repetition and charming detail to celebrate life’s cycles and family connections that never end…A beautiful story of remembering the departed by passing on traditions.”—Kirkus (starred review)
NON-FICTION PICTURE BOOKS
CHASE THE MOON, TINY TURTLE: A Hatchling’s Daring Race to the Sea by Kelly Jordan; illustrated by Sally Walker (Page Street Kids, March 2021)
Material: early .pdf; Page count: 32
Young readers will witness a rare and extraordinary natural event as a baby loggerhead hatches from its shell. With nothing but the light of the moon to act as a guide, readers will follow the newborn turtles’ harrowing attempts to outpace a series of predators on their march toward the glistening shore. After only narrowly avoiding hungry crabs, owls, and foxes, the turtle rides ocean waves to a calm clearing. Following a moment of peace in the still ocean water, the turtle joins the rest of its pack on a dive into the moonlit sea to continue the voyage home. Told with a beautiful, lyrical rhyming sequence, this book introduces readers to the birth cycle of a loggerhead sea turtle. Through the newborn turtle’s eyes, both kids and adults will marvel at the majestic, and sometimes dangerous, seaside landscape from a perspective rarely seen before.
FLIBBERTIGIBBETY WORDS: Young Shakespeare Chases Inspiration by Donna Guthrie; illustrated by Åsa Gilland (Page Street Kids, September 2020)
Material: finished copies; Page count: 40
With quotes and sly references to the famous works of William Shakespeare and the words he invented, this adventurous ode to language will delight readers young and old. It all starts one morning when words fly into William’s window. He wants to catch them, but they are flibbertigibbety and quick and slip right through his fingers. Soon whole lines of verse are leading him on a wild goose chase as they tumble, dip, flip and skip all through town, past a host of colorful characters the observant reader may find as familiar as the quotes. William remains persistent, and with time and the proper tools he finds a way to keep the words with him.
“A comic introduction to the plays and words of Shakespeare that’s lighthearted and sure to please…This cheeky, kid-friendly tale is full of creativity and humor and will work for many age groups on many levels—and it answers the age-old question of where authors find ideas (and words).”—Kirkus (starred review)
BLUE RIDGE BABIES 1, 2, 3: A Counting Book by Laura Sperry Gardner; illustrated by Stephanie Fizer Coleman (Page Street Kids, March 2021)
Material: early .pdf; Page count: 32
Explore the Blue Ridge Mountains, a part of the Appalachian range that teems with fascinating plant and wildlife, through the memorable frame of the engaging folk song “Over in the Meadow.” Amongst budding dogwood trees, crooked creeks, mountains fading to heaven, and other stunning settings, animal mothers and their young all play a part in the great wide wilderness. Count the babies on every page: one fawn hides while two bear cubs forage, three cardinal fledglings fly and four owlets hoot, all the way up to ten salamander efts and one last expansive view of a unique American region. This traditional tune made new and paired with gorgeous, lushly illustrated creatures and environments will have kids counting, singing, and totally awed by the natural world.
JONAS HANWAY’S SCURRILOUS, SCANDALOUS, SHOCKINGLY SENSATIONAL UMBRELLA by Josh Crute; illustrated by Eileen Ryan Ewen (Page Street Kids, May 2020)
Material: finished copies; Page count: 40
Sometimes in London it drizzles. Sometimes it mizzles. Other times it pelts and showers and spits. And Jonas Hanway hates getting wet. How can he go about his day as a proper London gentleman when his shoes are soggy, his coat is always collecting puddles, and his wig looks like a wet cat? Fed up with damp and dreary London, Jonas sails far away to places where the sun always shines. But what he sees when he gets there is....scandalous! Shocking! Sensational! Perhaps also...quite genius? Now all Jonas has to do is convince the rest of London that they need an umbrella, too. All about the real gentleman who introduced umbrellas to 1750’s London society, this is the perfect story of persistence, problem-solving, and how good ideas hold (off) water.
“This deceptively simple historical selection lightly touches on originality, innovation, xenophobia, and cultural sharing and change while explaining how perception and reality can conflict...Both a bubbly historical account of umbrellas and a lighthearted tale of embracing change.”—Kirkus
Foreign sales: Japan/Mitsumura Educational Co.
LOTTE’S MAGICAL PAPER PUPPETS: The Woman Behind the First Animated Feature Film by Brooke Hartman; illustrated by Kathryn Carr (Page Street Kids, October 2020)
Material: finished copies; Page count: 40
Lotte thinks the cinema is magic. But Lotte doesn’t just want to watch the magic: she wants to make it. Before Walt Disney made history with Snow White, Lotte Reiniger created what is considered one of the first feature-length animated films: *The Adventures of Prince Achmed*. With the outset of World War II, Lotte had to leave her home in Germany, fleeing from place to place for years. But she never stopped creating. Through a love of fairy tales, a strong creative vision, and her uniquely expressive paper puppets, Lotte brought new possibilities to the world of film. Written in gorgeous lyrical prose, and illustrated with striking papercut illustrations that evoke Lotte’s classic silhouette creations, this captivating picture book will introduce readers to the life and art of an unsung creative trailblazer.
I AM THE WIND by Michael Karg, illustrated by Sophie Diao (Page Street Kids, November 2020)
Material: pdf; Page count: 32
Join the wind as it swings, swirls, and soars on its remarkable journey around the globe. *I whoosh over tundra, yodel over Everest, skim westward on whitecaps!* With dynamic text and atmospheric illustrations, this book invites you to celebrate the world all around us through the unique perspective of the wind. Journey through the frozen forests and bayou bogs, wonder at the northern lights, and meet unique animals like wolverines and olinguitos along the way. *I am the wind and I am everywhere!* | 73ed1a6d-cf9c-4265-a971-129ef3279f2a | CC-MAIN-2022-40 | http://agenceelianebenisti.com/wp-content/uploads/2020/09/SMP-Frankfurt-2020_SMPG-Flatiron-Celadon_9.10.20.pdf | 2022-09-24T20:20:57+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030333455.97/warc/CC-MAIN-20220924182740-20220924212740-00199.warc.gz | 1,801,366 | 61,190 | eng_Latn | eng_Latn | 0.957962 | eng_Latn | 0.996184 | [
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On December 7, 1941, Japan attacked the American naval base at Pearl Harbor, thrusting the United States into World War II just days later. For the next four years the United States and Japan fought for control of the Pacific Islands. Some of the most important battles of the war took place on islands whose names have become synonymous with the Pacific Theater—Guam, Guadalcanal, Corregidor, Midway. But few are aware that some of the fiercest fighting took place in Alaska’s Aleutian Islands, a chain of rugged volcanic islands curving 1,200 miles west from the tip of the Alaska Peninsula. United States forces encountered Japanese soldiers and fought hand-to-hand for control of the island of Attu for over two weeks in May of 1943. Save Our History: Alaska’s Bloodiest Battle recounts the story of this intense chapter in World War II history.
The Battle of Attu ended with an American victory, but both sides lost many soldiers to combat and disease. Today, some of the only physical artifacts that remain to document the battles on the Aleutian Islands are the rusting and decaying weapons and Quonset huts dotting the landscape. The memories and recollections of the surviving men who spent some of the most difficult days on those islands also offer a powerful addition to the historical record on the Battle of Attu and other conflicts in the Aleutian Islands. This documentary will introduce students both to the concept of historic preservation and a little-known but crucial chapter in the history of World War II. Students will explore the role of the Pacific Theater in World War II, reflect upon the role of first-person testimony in history, and gain a new understanding of the diversity of experiences among soldiers who fought in World War II.
**CURRICULUM LINKS:**
Save Our History®: Alaska’s Bloodiest Battles would be useful for History, American Culture, Politics, Geography and Current Events courses. It is appropriate for middle school and high school students. Teachers should watch this program before showing it to students to make sure it is appropriate for their age group.
**VOCABULARY:**
Using a dictionary (www.merriam-webster.com) or an encyclopedia, students should define or explain the significance of the following terms:
- Archipelago
- Coup
- Dissipate
- Indigenous
- Nemesis
- Projectile
- Quonset huts
- Recoil
- Reconnaissance
- Turret
DISCUSSION QUESTIONS:
1. When was the Battle of Attu? What were the major challenges faced by U.S. and Japanese forces in this battle?
2. What was the outcome of the Battle of Attu, and how do you think it affected the power balance during World War II?
3. Today, historical artifacts from World War II remain scattered on the Aleutian Islands. What are historical artifacts? How can artifacts preserve and “tell” history?
4. Many of the primary resources historians use to write history are first hand accounts. What are first hand accounts? How do you think these stories affect your understanding of the Battle of Attu?
5. What are Quonset huts? Why did the United States Armed Forces use them during World War II? What was their advantage?
6. While the Aleutian Islands may have been battlefields to the soldiers and sailors of these armies, they were home to the Aleuts. What happened to those who lived on the Aleutian Islands during these battles? Do you think this was a fair policy?
7. What do you think life was like on the Aleutian Islands before the World War II battles took place there? Do you think the major powers had any responsibility after World War II to make amends to the islanders displaced by these conflicts?
8. Discuss the dangers pilots faced when flying in the Aleutian Islands. What were the particular risks soldiers faced in the battles described in this documentary?
9. Today most wars are fought from a distance, but in the Battle of Attu the American and Japanese soldiers fought in hand-to-hand combat. Discuss the evolution of military tactics and technology since this battle.
10. What is significance of the Battle of the Aleutians in the broader context of World War II? Why do you think this story has not been widely recorded in the history of the war taught today?
ACTIVITIES:
1. **Mapping the Islands.** The Aleutian Islands are a chain of rugged volcanic islands about 1,200 miles west of Alaska. Ask students to create a map illustrating the chain of these islands and show the points where the Battle of Attu took place. Then, ask students to discuss the location and strategic significance of these islands in the context of WWII.
2. **Reporting and Recording.** Ask students to review what they have learned about the Battle of Attu from watching this documentary. Then, ask them to supplement their knowledge through further research online or at the library. Ask students to write a short newspaper article about the battle and its significance in the larger context of WWII. These articles can be framed as if they were reporters transmitting the news immediately afterward, or could be historical articles that describe the events in retrospect.
3. **A Forgotten Front.** While the history of WWII has been well-documented in some respects, there are still many important chapters in the war that are under-examined. The Battle of Attu is among the phases in the war that are unknown to many students and to the general public. In a short essay of 2-3 pages, ask students to write about this question: What was the significance of the WWII battles in the Aleutian Islands, and how does knowledge of these battles add to your understanding of the struggle to control the Pacific during the war?
4. **Preserving the Past.** This documentary highlights the many artifacts from the World War II era that are still in the Aleutian Islands. While some of these artifacts have been preserved, others have not been restored or maintained for many years. Ask students to write a letter to a friend or to a newspaper arguing for the importance of preserving artifacts from this conflict. Working in small groups, students may also want to draw up a design for a museum or exhibition plan about the Battle of Attu.
ADDITIONAL RESOURCES:
FURTHER READING:
Mazer, Harry and Tristan Elwell. *Heroes Don’t Run: A Novel of the Pacific War*. (Simon & Schuster Children’s Publishing, 2005)
Mitchell, Robert J. et al. *The Capture of Attu: A World War II Battle as Told by the Men Who Fought There*. (University of Nebraska Press, 2000)
Myers, Walter Dean. *The Journal of Scott Pendleton - A World War II Soldier, Normandy, France, 1944*. (Scholastic, Inc., 1999)
Perras, Galen Roger. *Stepping Stones to Nowhere: The Aleutian Islands, Alaska, and American Military Strategy, 1867-1945*. (U.S. Naval Institute Press, 2003)
WEB LINKS:
Learn more about the Battle of the Aleutian Islands on History.com:
[history.com/topics/battle-of-the-aleutian-islands](http://history.com/topics/battle-of-the-aleutian-islands)
Additional background on the Aleutian Islands:
[history.army.mil/brochures/aleut/aleut.htm](http://history.army.mil/brochures/aleut/aleut.htm)
World War II in The Aleutians: A Brief History:
[hlswilliwaw.com/aleutians/Aleutians/html/aleutians-wwii.htm](http://hlswilliwaw.com/aleutians/Aleutians/html/aleutians-wwii.htm)
United States Navy Combat Narrative: The Aleutians Campaign:
[ibiblio.org/hyperwar/USN/USN-CN-Aleutians.html](http://ibiblio.org/hyperwar/USN/USN-CN-Aleutians.html)
Note to Educators: A companion to this documentary and study guide is available online at [history.com/classroom](http://history.com/classroom). History teacher Paul LaRue of Washington High School in Washington Court House, Ohio, has created a lesson entitled “Half-Hour History” based on this program. This lesson includes special handouts, primary sources, and student responses to the documentary and course assignments. Educators can log on to download and print the complete lesson. | cf4b8eaf-7161-4a08-b6d1-f9200029fb61 | CC-MAIN-2022-40 | https://cropper.watch.aetnd.com/cdn.watch.aetnd.com/sites/2/2017/03/Alaska.pdf | 2022-10-04T18:47:00+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337524.47/warc/CC-MAIN-20221004184523-20221004214523-00564.warc.gz | 218,320,585 | 1,771 | eng_Latn | eng_Latn | 0.910542 | eng_Latn | 0.993281 | [
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Use this discussion guide to get students started on historical research projects.
**Objective**
Students will synthesize research from multiple online sources and use critical-thinking skills to create a presentation about the impact of WWII on future U.S. presidents who served.
**Time**
60–120 minutes
**Materials**
- Student Research Guide
- Organize Your Research activity sheet
- Computers and internet access
- *Presidents at War* documentary series on HISTORY (optional)
Note: The TV series *Presidents at War* is rated TV-14. Review the episodes yourself before showing them to your students.
---
### INTRODUCTION
1. Tell students about the outbreak of WWII and America’s entry into the war following the Pearl Harbor attack in 1941. Nearly 16 million Americans served during the war, whether they were drafted or they enlisted voluntarily. (See WWII Cheat Sheet on the next page for quick facts and key dates.)
2. Explain that among those who served were eight future U.S. presidents: Dwight D. Eisenhower, John F. Kennedy, Lyndon Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, Ronald Reagan, and George H.W. Bush. Though they were from different backgrounds and experienced WWII in different ways, their service had a lasting effect on each of them, instilling skills they brought with them to the White House and influencing their strategy with domestic issues, war, and diplomacy. (Examples: Kennedy and the Cuban Missile Crisis; Nixon opening relations with China.)
3. Invite students to brainstorm what the word *leadership* means. What are some of the qualities of a leader? (Examples: ability to solve problems, thrive in the face of ambiguity, motivate people, learn from failure, consider a range of opinions in order to make decisions, etc.) Guide students to give examples of people they think are good leaders and why.
---
### RESEARCH PROJECT
1. Explain that students will be doing a research project about the U.S. presidents who served during WWII. They will choose from one of four topics, answer guiding questions based on their research, and present their findings to the class.
2. Review the difference between primary and secondary sources. Provide examples of where they can find reliable sources to help them answer their research questions. (Examples: presidential libraries, online presidential sites like the Miller Center, and government agencies and organizations, including the National Archives, Library of Congress, and Department of Defense sites.)
3. Distribute the Student Research Guide. Explain that the guide includes resource links they can use as a jumping-off point, but that they should look for additional reliable sources as they work.
4. Have students work individually or in pairs on their research topic. Hand out the Organize Your Research activity sheet. Students should investigate sources, use critical-reasoning skills to decide which ones are credible, gather facts, answer the guiding questions, and create a presentation.
---
### FINAL ACTIVITY
When your students are finished with their research, they will share what they’ve learned with the class via a creative oral or multimedia presentation. Here are some options:
- Make a short video presentation.
- Record a brief podcast interview.
- Write a report in the form of a WWII news article, slide presentation, or blog post.
- Present research to the class as a historical reenactment or a mock press conference.
- Write a first-person narrative, from a president’s perspective, on what he would think about an event happening today.
- Alternatively, you can have students present findings in a short written report; they should include a list of sources at the end of their document.
WWII Cheat Sheet
A quick refresher on important war dates, plus some key facts about the presidents who served.
**Dwight D. Eisenhower**
Served in WWII 1941–1945
34th President 1953–1961
bit.ly/EisenhowerInfo
- Named Commanding General of the European Theater in 1942.
- Oversaw planning and implementation of invasion of Normandy that began on D-Day, June 6, 1944.
- Led the Allied advance across Europe that culminated in Germany’s surrender in May of 1945.
- Elected to the U.S. House of Representatives in 1946, successfully capitalizing on his reputation as a young war hero.
**Lyndon B. Johnson**
Served in WWII 1941–1942
36th President 1963–1969
bit.ly/LBJInfo
- Was a member of Congress representing Texas when he reported for active duty three days after the Pearl Harbor attack in December 1941.
- Worked as an observer on South Pacific bomber missions; avoided disaster when he accidentally missed boarding a plane that crashed on a mission.
- He served for just six months until FDR recalled all members of Congress to Washington, DC.
**Richard Nixon**
Served in WWII 1942–1945
37th President 1969–1974
bit.ly/NixonInfo
- Already a successful California lawyer, he enlisted in the U.S. Navy in 1942 (despite his pacifist Quaker upbringing).
- Served in the Pacific at an aviation base; supervised logistics, prepared flight plans and manifests, and oversaw aircraft cargo.
- Returned to the U.S. and served in the Navy’s Bureau of Aeronautics; released from active duty in March 1946. Ran for Congress later that year.
**Gerald Ford**
Served in WWII 1942–1945
38th President 1974–1977
bit.ly/GeraldFordInfo
- His background as a college football player and athletic trainer made him a good candidate for the U.S. Navy’s V-5 aviation cadet program in 1942.
- He requested sea duty and was assigned to a light aircraft carrier in the Pacific.
- His ship was heavily damaged by a fire during a typhoon in 1944, and he narrowly avoided being thrown overboard.
**Jimmy Carter**
Served in WWII 1943–1945
39th President 1977–1981
bit.ly/CarterInfo
- Received an appointment to the U.S. Naval Academy in 1943.
- Although considered an active duty midshipman during the war, Carter did not see combat.
- Flew more than 58 missions and earned the Distinguished Flying Cross.
**Ronald Reagan**
Served in WWII 1942–1945
40th President 1981–1989
bit.ly/ReaganInfo
- A well-known Hollywood actor, he was excluded from overseas duty because he had poor eyesight.
- Served in the Army Air Force’s First Motion Picture Unit in Los Angeles, which produced 400 training films.
- Was one of the public faces of the war, selling War Drive Loans to raise funds and appearing at public speaking events.
**George H.W. Bush**
Served in WWII 1942–1945
41st President 1989–1993
bit.ly/BushInfo
- Delayed going to college and joined the U.S. Navy as an aviator on his 18th birthday; he was one of the youngest Naval aviators at the time.
- Was an officer on the light carrier USS San Jacinto.
- In September 1944, the plane he was flying was hit by enemy anti-aircraft fire during a bombing run over Chichi Jima, causing his engine to catch fire and his plane to go down.
- Flew more than 58 missions and earned the Distinguished Flying Cross.
**IMPORTANT WWII DATES**
- **September 1, 1939**: WWII begins with Nazi Germany’s invasion of Poland.
- **April–May 1940**: Germany invades Norway, Denmark, Belgium, Netherlands, Luxembourg, and France.
- **July 1940**: Germany begins bombing raids against Great Britain.
- **December 7, 1941**: Japanese attack on Pearl Harbor. The next day, the U.S. declares war on Japan. Later that month, Italy and Germany declare war on the U.S.
- **June 6, 1944**: D-Day invasion of Normandy (Operation Overlord).
- **October 26, 1944**: Allied victory at the Battle of Leyte Gulf in the Philippines.
- **May 7, 1945**: Germany surrenders to the Allies, ending World War II in Europe.
- **August 6, 1945**: United States drops atomic bomb on the Japanese city of Hiroshima. Three days later, the U.S. drops a second bomb on Nagasaki.
- **September 2, 1945**: Japan formally surrenders to the Allies, ending WWII.
Eight future U.S. presidents were among the 16 million Americans who served during World War II. Their experiences serving in the armed forces changed how they viewed themselves and the world around them. Their service also instilled the leadership and organizational skills that they brought with them to the White House. Choose one of the research topics below, and use the resource links to explore the events of WWII and the impact the war had on these future presidents. Be sure to look for additional primary and secondary resources as you do your research.
**Topic 1: Presidential Leadership**
**Your Mission** Choose two of the presidents who served in WWII, and compare and contrast their wartime and presidential experiences.
**Guiding Questions**
- How were their experiences in WWII different? How were they similar?
- Describe two examples of how your chosen presidents demonstrated leadership skills while in the military, and two examples of how they displayed leadership during their presidencies.
- How did their wartime service influence the decisions they made while in office?
- What makes a president a good leader (and, if relevant, what makes a president a bad leader)?
**Resources**
- bit.ly/LeadershipResource1
- bit.ly/LeadershipResource2
- bit.ly/LeadershipResource3
---
**Topic 2: Wartime Propaganda**
**Your Mission** Explore how Ronald Reagan’s WWII role was different than that of other future presidents.
**Guiding Questions**
- What role did propaganda play in WWII and what different kinds of propaganda were created?
- How did Reagan’s position as a Hollywood actor help him become the “face of the war” in wartime propaganda films produced by the military?
- How did Reagan’s wartime service and background as an actor influence his use of media as president? Why was he known as the Great Communicator?
- Compare and contrast how war propaganda has changed and evolved since WWII and provide some recent examples.
**Resources**
- bit.ly/PropagandaResource1
- bit.ly/PropagandaResource2
- bit.ly/PropagandaResource3
Your Mission Analyze how each president’s wartime experience colored his view of diplomacy, providing an example for each.
Guiding Questions
- How did their wartime experience change the way these future presidents viewed the world?
- Did it make them more likely to use diplomacy as a tool, or less likely?
- Why did they react differently to the events of the Cold War, including the Korean and Vietnam Wars?
- What lessons and skills from WWII did they use while president to deal with Cold War crises, Communism, and the Soviet Union?
Resources
- bit.ly/ColdWarResource1
- bit.ly/ColdWarResource2
- bit.ly/ColdWarResource3
RELIABLE SOURCES FAQ
Historians consult both primary and secondary sources when they do research. Before you get started, consult these questions and guidelines for finding reliable sources.
What are primary sources? Official documents, scholarly journals, oral histories, and first person accounts.
What are secondary sources? These include textbooks, magazine and newspaper articles, encyclopedias, videos, and interactive media including websites.
What websites have reliable historical info? Good places to start include the National Archives, Library of Congress, Presidential Studies Quarterly, and the presidential materials collection at the Miller Center. Governmental and educational resources, including the U.S. Department of Defense, National Park Service, and U.S. Department of State, also contain a wealth of information on this topic.
What about presidential libraries? They are also excellent research sources. The National Archives manages the presidential library system, including sites for all presidents featured in this series. (Go to archives.gov and type the president’s name plus “library” into the search bar.)
What if I’m not sure? For each resource you use, be sure to evaluate the material’s reliability and accuracy, noting who created the resource, when and why it was produced, who its intended audience is, and what point the resource is trying to make. (As a general rule, websites ending in .gov and .org are trustworthy.)
Organize Your Research
Ready to sharpen the focus of your research topic? Keep track of your thoughts and the useful sources you find in a digital document or on a separate sheet.
My Topic
Gather Info
- Start by building timelines and learning more basic facts about the presidents you’re researching, both during WWII and their time in office as president.
- Read the Guiding Questions posed in your chosen research topic, which will help direct and focus your research.
- Use a combination of primary and secondary sources. Keep track of primary and secondary sources you want to investigate and sources you’ve found that are credible. Jot them down in a two-column chart.
Build an Argument
- As you gather data and background information, write down answers to the questions included in your research topic.
- Keep a running list of key points you’d like to make in your presentation.
Create a Presentation
- Write down the type of presentation you’ll be creating (video, historical reenactment, newspaper article, etc.).
- Make a checklist of any special equipment or props that you’ll need. | 0a5b81b9-277c-4f9a-b968-c39c3d10ff5f | CC-MAIN-2022-40 | https://cropper.watch.aetnd.com/cdn.watch.aetnd.com/sites/2/2019/02/PresidentsAtWar.pdf | 2022-10-05T22:29:51+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337668.62/warc/CC-MAIN-20221005203530-20221005233530-00550.warc.gz | 222,462,249 | 2,835 | eng_Latn | eng_Latn | 0.995353 | eng_Latn | 0.996477 | [
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Family business philanthropy
Creating lasting impact through values and legacy
Planting seeds in soil is a simple and rewarding activity that can be done by anyone, regardless of their gardening experience. Here’s how to plant seeds:
1. **Choose the Right Seeds**: Select seeds that are appropriate for your climate and growing conditions. Consider the type of plant you want to grow, its size, and whether it requires direct sunlight or partial shade.
2. **Prepare the Soil**: Ensure the soil is well-draining and rich in nutrients. You can improve the soil quality by adding compost or organic matter. Make sure the soil is moist but not waterlogged.
3. **Create a Bed**: Prepare a bed or container where you will plant the seeds. If planting outdoors, choose a spot that receives the right amount of sunlight. Indoors, use a pot or container with drainage holes.
4. **Sow the Seeds**: Depending on the seed type, follow the specific instructions provided on the seed packet. Generally, you can sow seeds directly into the soil or start them indoors in small pots. For direct sowing,轻轻撒播种子，确保它们均匀分布。对于室内种植，使用育苗盘或小盆栽种。
5. **Water and Care**: After planting, keep the soil consistently moist until the seeds germinate. Once the plants start to grow, continue to provide adequate water and nutrients. Monitor the plants for signs of pests or diseases and take appropriate action.
6. **Harvest**: When the plants are mature, harvest the produce according to the instructions on the seed packet. This could be fruits, vegetables, or flowers.
By following these steps, you can successfully plant seeds and enjoy the satisfaction of growing your own plants from scratch. Remember, patience is key, as the growth process can vary depending on the type of plant and environmental conditions.
Family business philanthropy operates at the intersection of family, business and society and is of crucial importance to social goods such as education, health and humanitarian aid around the world. For instance, corporations and foundations in the US, many which are family-owned, donate over US$67 billion per year. In the UK, the top 100 family businesses and foundations contribute £908 million per year to societal causes and in Germany, family foundations donate around €490 million every year to philanthropic projects.\(^1\)
Past studies have revealed that philanthropic activities can be motivated by moral interests (e.g., altruism), as well as strategic interests (e.g., marketing and branding). However, we knew less about what drove families to engage in philanthropy or how family business philanthropy was managed and evaluated. For practitioners, the following five questions regarding family business philanthropy are particularly relevant and had been little explored before our study:
- What form of philanthropy do family business owners pursue?
- What drives family business philanthropy?
- How is family business philanthropy organized?
- Does the government support family business philanthropy?
- How is family business philanthropy evaluated?
These were the high-level questions that we put to respondents as part of a large-scale international survey of family business owners and managers, which encompasses 525 responses from 21 countries. The survey was dedicated exclusively to family business philanthropy and was conducted by EY in collaboration with the Center for Family Business at the University of St. Gallen between January and February 2016.
The study sheds new light on those central themes in order to enhance our understanding of the increasingly important field of family business philanthropy and its global contribution to society. We believe that this report provides unique and novel insights into family business philanthropy, which are valuable for family businesses as well as those who advise them.
Yours sincerely,
---
\(^1\) Feliu and Botero, 2016; National Philanthropic Trust, 2013; Pharoah, Jenkins, and Goddard, 2014.
Family business philanthropy plays a vital role in alleviating social and environmental problems around the world. Our study analyzes family business philanthropy as an increasingly important global phenomenon. The results of the study can be highlighted in five summary findings.
1 **Family businesses apply a portfolio approach to philanthropy**
We found that families use several philanthropic vehicles at the same time, applying a portfolio investment approach. In particular, family businesses are developing a strong interest in social impact investing. This indicates a trend toward effective giving, and reflects the current situation of global markets. The focus on effectiveness is also reflected in the levels of families’ personal involvement in directing philanthropic activities as well as in their approach toward evaluation.
Two-thirds of all respondents indicated that their wealth is to some extent dedicated to social impact investing. On average, family businesses globally invest 3.1% of their wealth in social impact, with the Middle East, Europe and Asia leading this trend.
2 **Family businesses have a holistic perspective, centered on the founder’s values**
Family business philanthropy is driven by a holistic view, as a unifying means of expressing the family’s ethical values and beliefs. The expression of family values develops over time into a strong instrument to bring the family together. It seems to be a common pattern that founder values and transgenerational motivations play a very important role in driving family business philanthropy.
The founder’s value system has a lasting effect on the character of each family business’s philanthropy, as has the owners’ desire to pass the business on to the next generation and to perpetuate the family’s legacy.
3 **Philanthropy is organized through both family and business**
We can only obtain a complete picture of how family business philanthropy is organized by exploring its two dimensions – the family and the business. Around two-thirds of family business owners organize their philanthropy through a family-specific vehicle, such as a family foundation, trust or office. However, 50% of our respondents state that philanthropy is also organized directly through the family business. The people involved in managing the family’s philanthropy tend also to be active in the business, notably as CEO of the business (40%) or as board members (40%). Only 15% of our respondents state that family members who are not active in the business are involved in family philanthropy.
4 **Governmental support is a decisive factor in family business philanthropy**
Family businesses’ governance and their control of philanthropy are adjusted to their operating conditions and reflect regional and country differences. Families reflect on their cultural, political and jurisdictional environment and choose appropriate vehicles for their philanthropic initiatives.
In countries where owners perceive that the laws promote tax benefits for giving, family businesses are more likely to engage in philanthropy. The perception of governmental support for philanthropy varies greatly between countries. Whereas the vast majority of respondents in Germany and France believe that they receive tax relief for their philanthropic giving, only a third of family business owners in Australia say the same.
Surprisingly, perceptions of the tax and regulatory environment are primarily driven by the notion that conditions for social impact investing are either better than or similar to traditional philanthropy, despite the fact only
one country – the UK – has introduced legislation that is specifically applicable to social impact investing.
5 Family businesses are keen on effective solutions
Families’ personal involvement in evaluating philanthropic progress is indicative of their overall interest in effective giving. The owners of smaller and larger family businesses believe that personal oversight contributes to effectiveness, while for medium-sized family business, professional mechanisms such as the family office reduce personal involvement.
Family businesses often believe that philanthropy can only make a beneficial social or environmental impact if it is effective – and if that effectiveness is carefully measured and evaluated.
“Family business philanthropy is increasingly regarded as a social investment, with a clear value base and a desire to perpetuate those values through the generations.”
# Table of contents
01 Family businesses apply a portfolio approach to philanthropy ................................................................. 6
02 Family businesses have a holistic perspective, centered on the founder’s values ........................................... 12
03 Philanthropy is organized through both family and business ........................................................................ 22
04 Governmental support is a decisive factor in family business philanthropy .................................................. 28
05 Families are united in their search for effective solutions ............................................................................... 34
06 Conclusions ....................................................................................................................................................... 40
07 References ....................................................................................................................................................... 43
08 About the authors ............................................................................................................................................. 44
09 EY Family Business Services ............................................................................................................................ 46
## Survey demographics
21 countries
What do we mean by family business philanthropy?
Family business philanthropy can be defined as the business’s, or owning family’s, voluntary donations of resources (i.e., money, knowledge, time and effort) to support social or environmental causes.
There are two major forms of philanthropy. Traditional philanthropy is a way of giving back to the community, which can be done through financial donations to charitable projects – often organized by non-profit organizations like UNICEF or the Red Cross – or through providing a service to communities, such as donating time and goods to support a local project. Social impact investing involves investments made into companies, organizations or funds with the intention of generating a social or environmental impact alongside a financial return. Such investment constitutes a new form of philanthropy that has recently become very popular.
In addition to these two main forms of philanthropy, there is the concept of corporate social responsibility (CSR). This refers to the socially responsible core business functions of the company and has developed rapidly over the last decade. Activities undertaken as part of a business CSR strategy can be seen as additional forms of philanthropy.
**Firm size**
- 33% more than 5,000 employees
- 67% between 500 and 5,000 employees
525 responses from the largest family businesses in each country
**Generation**
- First generation: 19%
- Second generation: 39%
- Third generation: 30%
- Fourth generation and beyond: 12%
Family businesses apply a portfolio approach to philanthropy
When we asked what form of philanthropy family businesses pursue, we found that the majority use several philanthropic vehicles at the same time, applying a portfolio investment approach. In particular, family businesses are developing a surprisingly strong interest in social impact investing. This indicates a trend toward effective giving and reflects the current situation of global markets.
Providing services to the community is the most common form of family business philanthropy
In figure 1 we see that providing services to the community is the most prevalent form of family business philanthropy, followed by monetary contributions to charities and then social impact investing. Interestingly, small and medium-sized family businesses (with 500 employees or fewer) engage significantly less in all forms of philanthropy when compared to larger family businesses. This finding is surprising because small and medium-sized family businesses are often believed to be highly engaged in their local communities, and they should therefore score higher on service to community as a category of philanthropy.
Figure 1 also shows that more than a third of all family business owners indicate that they are highly engaged in social impact investing, with the proportion up to 47% for large family businesses. As it becomes clearer that the problems facing society cannot be effectively addressed by government aid and charity alone, the concept of social impact investing – making investments that intentionally target specific social objectives along with a financial return – has become an attractive option to those who want “to do good while doing well”.
Social impact investing is a popular new form of family business philanthropy …
As figure 2 shows, more than two-thirds of all respondents indicated that their wealth is to some extent dedicated to social impact investing. On average, family businesses globally invest 3.1% of their wealth in social impact, with the Middle East, Europe and Asia leading this trend. Given that social impact investing is still in its infancy – although clearly growing rapidly – this result is a surprisingly positive one.
What percentage of the family’s wealth is dedicated to social impact investing?
Percentage of family wealth invested in social impact
Figure 2: Investment in social impact by region
… but is there a perceived trade-off between social impact investing and traditional forms of philanthropy?
Figure 3 shows that 76% of family business owners feel that there is some degree of trade-off between social impact investing and traditional philanthropy. This trade-off might arise because many projects supported by traditional forms of philanthropy do not generate a financial return for the family and therefore would not be suited to social impact investing. This implies that many family business owners seem to be torn between engaging in traditional forms of giving, for instance through charitable contributions, and the new form of social impact investing.
Is there a trade-off between social impact investing and traditional philanthropy?
Figure 3: Perceived trade-off between impact investing and traditional forms of philanthropy
Supporting a philanthropic project should also provide a financial return
We find that the perceived importance of a financial return varies greatly from country to country, as shown in figure 4. On average, family business owners in Switzerland, China and Italy mostly disagree that a philanthropic project should also provide a financial return. In contrast, family business owners in Japan, France and South Korea place significantly more emphasis on the financial return of philanthropy.
How important is a financial return on philanthropic projects?
| Country | Score |
|-------------|-------|
| Japan | 4.00 |
| France | 3.83 |
| South Korea | 3.71 |
| Belgium | 3.48 |
| Turkey | 3.44 |
| Canada | 3.43 |
| Australia | 3.40 |
| India | 3.39 |
| USA | 3.35 |
| Brazil | 3.33 |
| UK | 3.29 |
| Indonesia | 3.26 |
| Average | 3.17 |
| Netherlands | 3.13 |
| Mexico | 3.04 |
| GCC | 3.04 |
| Russia | 2.90 |
| Spain | 2.67 |
| Germany | 2.54 |
| Italy | 2.48 |
| China | 2.27 |
| Switzerland | 2.16 |
2: "I mostly disagree"; 3: "I partly agree"; 4: "I mostly agree"
Figure 4: Wish for financial return of philanthropy projects by country
The impact continuum
It is interesting where social impact investing is positioned in the recent report by the G8 Social Investment Taskforce in 2014. It sits in the middle of an impact continuum between philanthropic organizations on one side and – on the other – investors committed to taking into account social, environmental and governance factors when allocating capital to businesses.
Source: Impact investment: the invisible heart of markets, G8 Social impact investment taskforce, 2014
Main findings
- On average, 44% of family business owners indicate that they actively engage in social impact investing.
- There are regional differences – social impact investing is least common in South America and most prevalent in Europe, Asia and the Middle East.
- The majority of all respondents (76%) perceive a trade-off between social impact investing and traditional philanthropy.
- Small and medium-sized businesses engage less in all major forms of philanthropy compared with larger family businesses.
- The wish to generate a financial return from family business philanthropy is country-specific, with Switzerland scoring lowest and Japan scoring highest. However, on average the respondents do expect some level of financial return on their philanthropic projects.
Questions for social impact investors
01 How do we experience the potential trade-off between traditional forms of giving and social impact investing?
02 How do we resolve this trade-off and create a coherent, long-term strategy for family business philanthropy?
03 What role should a financial return play in this strategy?
04 Do we have competent advisors who can help us increase our engagement in social impact investing?
Questions for small and medium-sized family businesses
01 How can we, as a small or medium-sized business, increase our philanthropic engagement?
02 Which form of philanthropy and which charitable causes best fit our business and family culture?
03 Can we strengthen our ties to the local community by dedicating time and goods to local philanthropic projects?
04 Have we explored social impact investing as a new “device” in the philanthropic landscape?
“Social impact investments are those that intentionally target specific social objectives along with a financial return and measure the achievement of both.”
The G8 social impact investment taskforce
Family business philanthropy is driven by a holistic view, as a unifying means of expressing the family’s ethical values and beliefs. The expression of family values over time develops into a strong instrument to bring the family together. It seems to be a common pattern that founder values and transgenerational motivations play a very important role in family business philanthropy.
There is a positive relationship between transgenerational intentions and family business
Transgenerational intentions are defined as the owners’ wish to pass on the business within the family. Figure 5 shows that there is a positive relationship between transgenerational intentions and family business philanthropy.
Our findings indicate that family business owners with strong transgenerational intentions are particularly concerned for the well-being of future generations and are therefore more motivated to address long-term social and environmental issues by engaging in philanthropy. Such engagement also helps to create a positive family legacy that is likely to encourage next-generation family members to take over the business.
Figure 5: Do transgenerational intentions drive philanthropy?
Philanthropy helps to engage the next generation
As a second step, it is also vital to understand what most strongly influences the transgenerational intentions of family businesses, which ultimately result in family business philanthropy. Our case study on the Wates Group’s philanthropy (page 26) highlights how members of several branches and generations of the family are encouraged to identify suitable recipients of support and funding.
In this context, figure 6 shows that transgenerational intentions are not automatically present and equally strong in every family business. However, the number of family members active in the top management of the business overall enhances the business’s long-term, transgenerational focus. Accordingly, where no family member is active in the management of the business only half of the respondents (50%) agree that philanthropic projects should help to engage the next generation. This number increases to 74% where four to five family members occupy managerial positions and decreases slightly to 71% in the case where more than five family members are active in the top management of the business.
These insights are interesting because one existing study indicated that family involvement in management in combination with high family ownership can have a negative effect on family business philanthropy (Campopiano, De Massis, Chirico, 2014). What we highlight here is that family involvement in management overall increases the wish to engage the next generation in philanthropic projects, which should have a positive effect on family business philanthropy.
**Do transgenerational intentions drive family firm philanthropy?**
*Figure 6: Wish to involve next generation family members, by numbers of family members in top management positions in the family firm*
In 2015, EY and Kennesaw State University conducted a survey among the world’s largest family businesses, *Staying power: how do family businesses create lasting success?*
The survey revealed that:
- 81% of the world’s largest family businesses practice philanthropy.
- Giving is almost equally split between charitable donations and service to the community.
- 47% of family businesses have a family foundation.
- 37% plan to increase their philanthropic contributions in 2015 and 62% plan to give at the same level.
What these businesses know is that philanthropy is a key element in keeping the bonds of the family strong through generations. A focus on philanthropy tangibly demonstrates the family’s core values and allows family members who aren’t directly involved in the business to make meaningful contributions.
In a family business, there’s a tricky balancing act between business and family objectives. Not all family members are interested in joining the business, but it’s important to keep them feeling connected. Philanthropy is one way to express the family’s core values – it demonstrates that the business cares about the long-term future of the world. In philanthropic endeavors, everyone can contribute and everyone’s welcome.
Philanthropy also helps engage the younger generations of the family. Making money often isn’t a driver for them. Instead, they’re interested in fairness, work-life balance and not being forced into their parents’ mold. Philanthropy creates a good platform for them to contribute to the business without any pressure to compromise their ideals. It can also be a training ground for their entrepreneurship.
Family foundations are a great way for family businesses to be philanthropic. They create space for family members to come together that are separate from the business itself. The Rockefeller Foundation is an excellent example. Eileen Rockefeller – who joined us at the EY Global Family Business Summit in Monaco last year – said that her family’s foundation is the way the Rockefellers, who made their wealth more than 100 years ago, can give back collaboratively.
She and the Rockefeller Foundation are leading proponents of Philanthropy 2.0 – also known as social impact investing. This is investment made both to generate financial return and to make a social or environmental impact. It offers mutual benefit for investors and companies without turning into a business model. More money is pooled to make a bigger difference in the places it’s most needed. And, unlike traditional philanthropy, the impact can be closely measured and monitored, ensuring transparency and accountability.
To recap: why philanthropy? Because it defines family goals and values. Philanthropy creates room for engagement on family members’ own terms – working together toward a joint family goal. It promotes family cohesion, encouraging family members to become more responsible shareholders and even to take active positions in governance. And the best way for family businesses to practice philanthropy is through family foundations and social impact investing.
For more information about this study, visit ey.com/stayingpower.
Source: EY Family Business Center of Excellence, 2016
The founder’s social and environmental motives drive family business philanthropy
Next to the wish to engage future generations, many family business owners pay particular attention to the past and cherish the business’s heritage. In this context, we explored the extent to which the business’s founder pursued a social or environmental mission. Figure 7 shows that the social and environmental motives of the business’s founder have a direct and positive impact on family business philanthropy today.
As in the case of transgenerational intentions, it seems that legacy motives, this time directed to the past, are very important for family business philanthropy. Family businesses are interested in philanthropy because it provides a vehicle to learn about and build on what the family business’s founder achieved in the past and to perpetuate the family legacy. While previous studies have often argued for such a legacy motive (Eichenberger and Johnson, 2013; Prince, File, and Gillespie, 1993), empirical studies remain scarce.
There is a definite correlation and mathematical relationship: “The stronger the transgenerational intentions within the business family, the stronger the scope of philanthropic engagement will be.”
Figure 7: How social and environmental motives of the founder drive philanthropy?
The founder’s values strongly influence future generations
Interestingly, figure 8 shows that the founder’s effect on family business philanthropy is stronger the more removed the current family generation is from the founder. Accordingly, 89% of family members of the sixth generation agree that philanthropic projects should be in line with the founder’s values, compared to only 62% of family members in the first generation. This provides additional evidence that the legacy motive is particularly important to many family businesses and becomes stronger over time. However, we also see that the role of the founder decreases temporarily in the third generation of family ownership before rising again in the fourth and subsequent generations. This finding might be explained by the fact that many family businesses in the third generation struggle to establish what the family legacy is and how it should be perpetuated.
Do the values of the founder drive family firm philanthropy?
Figure 8: Wish to act according to the founder’s values, by generation of family members active in the firm
Geographical proximity influences family business philanthropy
Next to legacy motives, family businesses are often more embedded in their local environment compared to non-family businesses, because many owning families live and participate in their own community. We find that this embeddedness impacts family business philanthropy: 61% of our respondents prefer to support projects in their local communities instead of supporting the most important causes irrespective of location. This insight supports previous studies revealing that family business owners want to leave a mark on the communities in which they live and operate and one way of doing so is by engaging in philanthropy (Litz and Stewart, 2000, Breeze 2009). This is certainly the case with UK-based family business, Wates Group Ltd. Its approach to philanthropy is described in a case study in this report and includes funding a wide range of local community projects.
However, we also see in figure 9 that the importance of geographical proximity varies between countries. In Italy, this wish to give back to the local community is particularly prevalent, with only 4% of respondents indicating that they support the most pressing issues irrespective of location. However, in other countries such as Russia more emphasis is given to the severity of the cause (65%) rather than location.
How important is geographical proximity for your philanthropic activities?
| Country | Local Community (%) | Most Important Causes (%) |
|-------------|---------------------|---------------------------|
| Italy | 96 | 4 |
| Brazil | 86 | 14 |
| Indonesia | 80 | 20 |
| Turkey | 79 | 21 |
| Mexico | 76 | 24 |
| USA | 75 | 25 |
| South Korea | 68 | 32 |
| UK | 64 | 36 |
| Japan | 64 | 36 |
| India | 63 | 38 |
| Average | 61.8 | 38.2 |
| Canada | 57 | 43 |
| Netherlands | 56 | 44 |
| France | 54 | 46 |
| GCC | 52 | 48 |
| China | 50 | 50 |
| Switzerland | 48 | 52 |
| Germany | 48 | 52 |
| Australia | 48 | 52 |
| Belgium | 44 | 56 |
| Spain | 42 | 58 |
| Russia | 35 | 65 |
- We prefer to support projects in our local community (average 61.8%)
- We prefer to support the most important causes, irrespective of location (average 38.2%)
Figure 9: Role of geographical proximity for family firm philanthropy
Family business branding increases involvement in philanthropy
Many family businesses draw on their family ownership for marketing and public relations purposes and is referred to as “family branding”. Figure 10 shows that family businesses that rely on family branding are also more likely to communicate their philanthropic engagement.
A family business branding increases the visibility of the owning family. As a consequence, family businesses are more motivated to be involved in and communicate philanthropic projects, because these projects help family business owners to be seen as a positive influence on the community and society. This positive perception can increase the reputation of the family business as well. Indeed, past studies have indicated that family businesses tend to have a better reputation than non-family businesses (Deephouse and Jaskiewicz, 2013).
Does family firm branding drive family firm philanthropy?
Do you refer to your philanthropic giving in your corporate communications?
Figure 10: Relationship between family branding and philanthropy for corporate communication purposes
Main findings
- The wish to transfer the family to the next generation (transgenerational intention) has a positive impact on family business philanthropy.
- Family businesses are believed to be different from non-family businesses because their owners often pursue certain family-specific, non-financial goals, such as the wish to pass on the business to the next generation and to perpetuate the family legacy.
- The founder’s value system has a lasting effect on family business philanthropy. Overall, the importance of the founder’s values increases through the generations of family business ownership, although there is a temporary drop in the third generation.
- The majority of family business owners prefer to support local philanthropic projects, even if they perceive more distant causes to be more important. This preference is, however, country-specific, with Italy scoring highest and Russia lowest.
- Family businesses that rely on a family branding are also more likely to communicate the family business’s philanthropic efforts.
Questions for legacy builders
01 What legacy and values do we want to pass on to future generations and how can philanthropy help us in this regard?
02 How well do we know the founder’s values and to what extent is the family business influenced by those values? How do these values relate to our current philanthropic engagement?
03 Do we prefer to support philanthropic activities in our local community and, if so, why? What are the barriers to support more distant but perhaps more pressing issues? How could we overcome those barriers?
04 Do we refer to our philanthropy for strategic communication purposes? How could the communication of philanthropy foster our branding as a family business? What reputational advantages would be associated with such a favorable family business branding?
The relay baton is passed from one hand to another, symbolizing the transfer of responsibility and the continuation of the journey.
Philanthropy is organized through both family and business
Previous reports and academic research have either studied philanthropy at the business level, by assessing the philanthropic spending of family businesses, or at the family level (e.g., by exploring donations by family foundations). However, a complete picture of how family business philanthropy is organized can only be obtained by exploring both dimensions – the family and the business.
Family business philanthropy is organized through business and family
Figure 11 shows how family business philanthropy is organized. Family owners and managers were able to choose multiple options, because family business philanthropy is often organized in several ways (as in our Wates Group case study). More than two-thirds of the respondents indicate that they make use of a dedicated vehicle to pursue philanthropy, with 40% having a family foundation or trust and 30% operating through a family office. Half of the respondents (50%) also indicate that philanthropy is organized directly through the family business and only 21% state that family members do not coordinate their philanthropic projects but instead pursue separate philanthropic engagements.
Figure 11: How do you engage in philanthropy?
Active family business members manage the family’s philanthropic activities
Interestingly, although only half of the respondents indicate that the family’s philanthropic activities are organized directly through the business, the family’s activities seem nevertheless to be managed by people who are active in the business. Accordingly, as figure 12 shows, only 15% of respondents indicate that family members not active in the business are involved in managing the family’s philanthropic activities. Similarly, only 16% indicate that non-family experts and advisors play a significant role. By contrast, in more than 40% of cases the CEO of the business is actively involved in running the family’s philanthropic activities. Again, 40% indicate that board members of the business manage the family’s philanthropic engagement and 25% state that other family members active in the business are involved.
Who is involved in managing the family foundation or the family’s philanthropy activities?
Figure 12: Involvement in the family’s philanthropic activities
Business philanthropy is independent of the business’s CSR approach
Whereas philanthropy is a way of giving back to the community through financial donations and non-cash contributions, CSR refers to the socially responsible core business functions of the company. Accordingly, it is important to understand the intersection of those two forms of citizenship behavior. Is family business philanthropy mainly targeted at further improving issues also addressed through the business’s wider CSR engagement (e.g., environmental pollution in the business’s environment) or does it occur separately from the business’s CSR activities (e.g., by supporting education projects in a developing country)?
Figure 13 shows that the alignment of philanthropy and CSR is dependent on the norms and culture prevailing in different countries. Whereas in the US almost two-thirds of respondents indicate that philanthropy and CSR occur largely independently of each other, the large majority of respondents in Indonesia and Italy indicate that philanthropy is closely linked to their CSR approach.
How well are philanthropic and CSR projects integrated?
| Country | Percentage |
|---------------|------------|
| USA | 63% |
| Brazil | 54% |
| France | 53% |
| Turkey | 52% |
| Netherlands | 52% |
| UK | 50% |
| Australia | 50% |
| India | 48% |
| China | 48% |
| Canada | 43% |
| Japan | 43% |
| Mexico | 42% |
| Switzerland | 41% |
| Average | 40% |
| Germany | 36% |
| Belgium | 33% |
| GCC | 32% |
| Spain | 31% |
| South Korea | 29% |
| Russia | 22% |
| Italy | 16% |
| Indonesia | 14% |
Figure 13: Integration of firm philanthropy and corporate social responsibility (CSR)
Wates – linking CSR and philanthropy
Wates Group Ltd, a UK construction business, has developed a coherent and robust philanthropic program strongly linked to its business efforts. A family business run by members of the fourth generation of the Wates family, the company and its owners are well-known advocates of stakeholder values. A big part of its stakeholders’ concerns is the range of communities Wates operates in, and this helps to define its philanthropic ambitions.
Wates – the structure of philanthropy
The mechanics of all the Wates philanthropic efforts are overseen by the Wates Family Charities, which employs a team of professionals to oversee the award process and coordinate the investment side of the Trust and the Foundation. The Wates Family Office, which was set up recently, also plays a role in the award process, and meets with representatives of the Trust, Wates Group, and the Family Charities group to assess new applications and develop policy proposals.
Wates splits its philanthropic efforts into its corporate side, which is led by Wates Giving, and the family side, which is led by the Wates Foundation. Tim Wates, Chairman of Wates Giving, the corporate foundation, says the company’s philanthropic efforts are part of the company’s overall commitment to CSR. “Wates Giving is a natural extension of the family’s corporate responsibility, the ethos and values that we exercise as owners of a thriving commercial business. We believe it is a way in which we can demonstrate our belief that business has a philanthropic role to play in the community, that shareholders should be engaged stewards of a family enterprise which blends wealth creation with social responsibility.”
Wates Giving
Created in 2008, Wates Giving is run and funded by the Wates Family Enterprise Trust from a proportion of Wates Group profits each year. That contribution is expected to be around £1.1m in 2016, according to Tim Wates.
Since it was set up, Wates Giving has invested over £8m in more than 800 local initiatives, which are directed at five themes: education, employment and training, social enterprise, sustainability, and community building.
All proposals for Wates Giving awards come from Wates employees or the Wates family, which further links the initiatives of the business with the company and the family’s philanthropic efforts. Employees are encouraged to back good causes and can apply for awards to support specific initiatives they have come up with. These awards have funded a host of appeals like the Japanese tsunami appeal and the Royal Marines Charitable Trust. Wates Giving has supported and funded numerous community and health projects, and education initiatives, and sports and arts ventures. Although Wates Giving can sign big cheques, it also is involved in many smaller projects with a value of less than £1,000.
The Wates Foundation – a vehicle for family engagement
Beyond Wates Giving, the Wates family also has a foundation, which is independent of the Wates group of companies, although it drives its funding from the profits of these companies. The Wates Foundation was set up by the second generation—brothers Norman, Ronald and Allan—in 1966. When it was established, its mission was arguably well ahead of its time: “to harness the generosity of the Founders to the enthusiasm and knowledge of the Wates family and present Trustees to improve for the public benefit the quality of life of the deprived, disadvantaged and excluded in the community in which we live.”
It is now run by each one of the three family branches of the brothers’ descendants. Over its 50 years the Foundation has made grants of more than £100 million. Recent awards have includes funds for the Mayday Trust, which supports people through difficult life transitions, the Dulwich Picture Gallery’s ‘Make Sense’ initiative, a social and artistic hub for older people, and the Utulivu Women’s Group.
The Foundation encourages Wates family members to seek out charities to support, often from within their own community. This, says Tim Wates, results in greater family engagement with the supported charity. Generally, a Wates family member will lead a grant assessment visit and often return for a follow up visit as the grant progresses.
Tim Wates with Dolly Parton’s Imagination Library proudly supported by Wates Giving, this innovative literacy programme provides a free book each month to every child in the Luton borough, from birth until the age of five.
Main findings
- Around two-thirds of family business owners organize their philanthropy through a family-specific vehicle, such as a family foundation, trust or office. However, 50% of our respondents state that philanthropy is also organized directly through the family business.
- The people involved in managing the family’s philanthropy tend also to be active in the business, notably as CEO (40%) or as board members (40%). Only 15% of our respondents state that family members not active in the business are involved in family philanthropy.
- The alignment of family business philanthropy and the business’s CSR activities is dependent on the country of origin. In the US, for example, these two forms of citizenship behavior are the least aligned whereas in Indonesia they seem to be much more integrated.
Questions for the effective alignment of family and business philanthropy
01 How do we currently organize our philanthropic efforts – through the family business or through a family-specific vehicle such as a foundation, or both? What are the benefits and disadvantages of the different ways of organizing philanthropy?
02 How significant is the overlap in personnel between people in charge of family philanthropy and people in charge of the family business? How often do those two groups meet? What synergies, if any, could result from a tighter interaction? How can the business benefit from the family’s philanthropic activities and vice versa?
03 Do we prefer to support philanthropic projects that relate to the core business function of our business or do we want to support philanthropic causes independently of our business? What are the benefits and drawbacks associated with aligning the philanthropic and CSR activities of our business?
Governmental support is a decisive factor in family business philanthropy.
Family businesses’ governance and control of philanthropy are adjusted to their operating conditions and reflect regional and national differences. Their philanthropic portfolio’s composition will vary according to the framework of cultural, political and jurisdictional conditions within which the family lives. Families reflect on their tax and regulatory environment and choose appropriate vehicles for their philanthropic initiatives.
The perception of governmental support for philanthropy varies from country to country
Figure 14 shows that the perception of government support for philanthropy varies substantially. In Germany and France more than 90% of all respondents believe that they receive tax relief for philanthropic giving. By contrast, only a third of respondents in Australia consider that philanthropy is supported by the government through tax relief.
**Can your family or your firm get tax relief for donations?**
| Country | Percentage |
|-------------|------------|
| Germany | 92% |
| France | 90% |
| Brazil | 84% |
| USA | 80% |
| South Korea | 80% |
| Switzerland | 73% |
| Italy | 72% |
| Belgium | 71% |
| Japan | 67% |
| Average | 61% |
| Mexico | 60% |
| Spain | 59% |
| UK | 58% |
| Netherlands | 58% |
| Turkey | 56% |
| Russia | 45% |
| India | 43% |
| China | 41% |
| Canada | 39% |
| Indonesia | 39% |
| GCC | 38% |
| Australia | 33% |
*Figure 14: Tax relief for charitable donations by country*
A previous EY survey\(^2\) found that while the majority of the jurisdictions reviewed do not set a legal limit on the value of charitable donations, most do set limits on the tax relief available for those donations. Most countries (e.g., Austria, New Zealand, Spain, Switzerland and Turkey) limit the amount that can be deducted according to the donor’s annual taxable income or revenue. Some jurisdictions have maximum amounts for deduction (e.g., the Netherlands), while others have carry-forward provisions that allow donors to distribute a donation over several years for tax purposes (e.g., Australia, Korea and India).
---
\(^2\) *Global Giving – Private trends and public challenges*, November 2015, EY
Governmental support does not differ for social impact investing – though some respondents believe it does
Interestingly, governmental support for social impact investing is on average perceived as better (28%) or similar (62%) compared to traditional forms of giving. However, this perception again varies among countries. Figure 15 shows that, in India, 55% of respondents indicate that the tax relief for social impact investing is more advantageous than that for traditional philanthropy while 45% perceive it as similar. In contrast, family owners and managers in the Netherlands perceive the support for social impact investing to be worse (32%) rather than better (18%) when compared to traditional philanthropy.
How does the tax relief for social impact investing compare to that of traditional philanthropy?
Figure 15: Comparison of tax relief for impact investing compared to traditional forms of philanthropy
The EY Global Giving report 2015 also found that, while the overwhelming majority of jurisdictions recognized social impact investing as an exciting new topic that is increasingly under discussion, most have yet to react to this trend by changing their tax or regulatory rules to accommodate it. So far, the UK is the only country that has introduced specific legislation: as part of the 2014 Finance Act, the Government implemented Social Investment Tax Relief, which offers a range of income and capital gains tax reliefs to individuals who invest in qualifying social enterprises. In most other EU countries, regulation of social impact investing is still based on very rudimentary provisions for charities, which can be rather restrictive with regard to the charitable status of the receiving organization. New legislation to facilitate social impact investing is in the early lawmaking process in several countries, including Austria, New Zealand, Spain and South Africa. In many jurisdictions, the regulatory environment enables donors to make social impact investments via charitable organizations (e.g., Austria and South Africa), charities with limited liability subsidiaries (the Netherlands), private foundations (e.g., Australia, Sweden and Switzerland) and “hybrid” organizations (the US).
Society’s needs are increasing at a time when governments’ ability to meet them is decreasing. Charitable giving from family businesses is needed more than ever, but many hurdles remain. It is therefore critical that policymakers, civil society organizations, and socially-minded individuals and companies work together to identify and address those challenges and create the momentum needed to take philanthropy to the next level. The time for enlightened policymaking is now.
The framework for tackling challenging social issues used to be relatively straightforward. Governments used their legislative powers to raise and allocate public funds to help those most in need, while philanthropists and charitable organizations donated or raised private funds. In the 21st century, however, the scale and complexity of social and environmental challenges have become so overwhelming that innovative thinking and new sources of funding are required. Family business philanthropy can be at the cutting edge of these changes.
But governments need to do their part and create tax and regulatory regimes that are fully conducive to charitable giving. Tax is not, of course, a driving factor behind giving for the majority of donors but it is an important consideration where marginal income tax rates exceed 50%. Not only do the tax and regulatory rules governing charitable giving vary dramatically from country to country but they are also experiencing a high degree of change.
A recent EY survey\(^3\) of issues related to charitable giving found that the countries involved offer a diverse array of philanthropic environments, particularly regarding tax relief granted to foreign donations, the ability of foreign entities to qualify as a charity in another country, and the ability to donate through social impact investing.
Of particular note is that tax relief for cross-border giving isn’t always available. In the EU, some progress is being made by the European Commission and Member States to implement the non-discrimination principle vis-à-vis the tax treatment of cross-border philanthropy in Europe, as set out in three key judgments of the European Court of Justice.
---
\(^3\) EY’s survey was conducted in August and September 2015. The countries surveyed were: Austria, Australia, Brazil, Canada, Finland, France, Germany, Greater China, Italy, India, Japan, Korea, Luxembourg, Malta, Netherlands, New Zealand, Pakistan, Portugal, Russia, Spain, South Africa, Sweden, Switzerland, Turkey, United Arab Emirates, United Kingdom, and United States.
Main findings
- In most countries, taxation seems to be viewed as a key factor for both philanthropy and social impact investing. In countries where laws promote tax benefits for giving, family businesses are more likely to engage in philanthropy.
- Perceived governmental support for philanthropy varies greatly between countries. Whereas the vast majority of respondents in Germany and France believe that they receive tax relief for their philanthropic giving, only a third of family business owners in Australia feel the same.
- Interestingly, the majority of family business owners perceive governmental support for social impact investing as better than (28%) or similar to (62%) the support for traditional philanthropy. However, there are large country-specific differences.
- We have observed that there is often a gap between a family business’s perception of its government’s policy on social impact investing, for example, and the reality of the situation.
Questions for legacy builders
01 Do we really know the tax laws in our country with regard to philanthropy? Have we optimized tax relief relative to our giving?
02 Do international tax differences affect our giving and, if so, how?
03 Do we make use of the tax relief related to social impact investing? Have we informed ourselves whether the tax laws for social impact investing differ from those for traditional philanthropy?
“Charitable giving from family businesses is needed more than ever, but many hurdles remain.”
Marnix Van Rij,
Global Head of Private Client Services, EY
Many families care about the effectiveness of their philanthropy.
Family business philanthropy is characterized by a clear value base and transgenerational motivations. Families’ personal involvement in evaluating philanthropic progress is indicative of this overall interest in effectiveness. It is principally the owners of the small and larger family businesses who believe in, and can devote time to, personal oversight; for medium-sized family businesses, professional mechanisms such as the family office reduce this personal involvement. Whatever their size, businesses tend to believe that philanthropy can only make a beneficial social or environmental impact on society if it is effective – and if that effectiveness is carefully measured and evaluated.
The family personally oversees the progress of philanthropic projects
On average, 56% of all family business owners mostly or strongly agree that they personally oversee the progress and effectiveness of their philanthropic projects. Figure 16 shows that this familial supervision is related to business size. Accordingly, small family business owners (100 employees or fewer) are the most likely to oversee their projects personally (67%). However, small family businesses are then followed by very large family businesses (5,000 employees or more), where 58% of the owning families personally oversee their own philanthropy. Interestingly, this familial supervision is lower for businesses in the middle of those two extremes, forming a U-shaped relationship between business size and family control of philanthropic effectiveness.
This finding indicates that many owners of small family businesses do not delegate the evaluation of philanthropy to a third party. As the family business grows, operational complexity increases and the evaluation of philanthropic projects is often outsourced to non-family specialists. However, when family businesses become very large, family owners are often less involved in day-to-day business operations and more likely to take on a supervisory role, which increases the family control over philanthropic projects.
Does the family oversee its philanthropic projects?
Figure 16: Family supervision of philanthropic activities, by firm size
Family business philanthropy is evaluated through both qualitative and quantitative measures
We find that 51% of family business owners use quantitative measures to evaluate their projects’ effectiveness, for instance by conducting surveys among beneficiaries. Slightly more family business owners (56%) rely on qualitative measures, for example by demanding reports from grantees. Interestingly, figure 17 shows that relying on quantitative and qualitative measures is not an either or decision. Instead, family business owners who evaluate their projects on a qualitative basis are more likely to rely on quantitative measures as well in evaluating their philanthropic effectiveness. Accordingly, 88% of family business owners who rely strongly on qualitative evaluation also assess the effectiveness of their giving quantitatively.
Do you evaluate the effectiveness of your giving though quantitative measures?
Figure 17: Relationship between a qualitative and quantitative evaluation of philanthropy
Family business owners need to improve their evaluation of philanthropic projects
Overall, 59% of family owners mostly or strongly agree that they wish to enhance their ability to evaluate philanthropic projects. However, this wish also varies substantially between countries. The majority of family business owners in Italy, Spain and Germany are satisfied with their current evaluation of philanthropy whereas the vast majority of family business owners in Japan (86%), Indonesia (81%), Belgium (71%) and the Netherlands (71%) would like to improve the evaluation of their philanthropic engagement.
Are family business owners satisfied with the evaluation of their philanthropic projects?
| Country | Percentage |
|-------------|------------|
| Japan | 86% |
| Indonesia | 81% |
| Belgium | 71% |
| Netherlands | 71% |
| France | 67% |
| India | 63% |
| GCC | 60% |
| Mexico | 60% |
| Average | 60% |
| USA | 59% |
| Russia | 59% |
| UK | 58% |
| Switzerland | 58% |
| South Korea | 58% |
| China | 58% |
| Brazil | 57% |
| Canada | 55% |
| Australia | 52% |
| Turkey | 52% |
| Germany | 48% |
| Spain | 48% |
| Italy | 42% |
Figure 18: Family business owners’ wish to enhance the evaluation of philanthropic projects, per country
“We support these groups and individuals in the same way we support any company. These efforts have become a very important part of what we are at Ferd and what we stand for.”
Johan H. Andresen,
Chairman of the Board, Ferd AS with the initiative Ferd Social Entrepreneurs. The company focuses on giving children new opportunities through education and empowerment.
Main findings
- On average, 56% of all family business owners personally oversee the progress and effectiveness of their philanthropic projects. Very small and very large family businesses exert more family control than mid-sized family businesses.
- Family business owners who evaluate their projects on a qualitative basis are more likely to rely on quantitative measures too (e.g., statistical survey data) to evaluate their philanthropic effectiveness.
- Overall, 59% of owner managers wish to enhance their ability to evaluate philanthropic projects. This wish is particularly strong in Japan, Indonesia, Belgium and the Netherlands.
Questions for effective giving
01 Who from our family personally oversees the effectiveness of our philanthropy? Do we want to increase the family’s personal evaluation of philanthropic projects or should we delegate this responsibility to external advisors and experts?
02 How do we measure the effectiveness of our giving? Do we demand qualitative or quantitative evidence from our beneficiaries? Who evaluates this evidence and what are the consequences that such an evaluation brings about?
03 Are we satisfied with our ability to enhance the effectiveness of our giving? If not, where are we lacking in expertise? Could external advisors enhance our ability to evaluate the social, environmental and economic dimensions of philanthropic projects?
“Children are the future, and they need our help”
Regine Sixt,
Senior Executive Vice President of Sixt, founded her own children’s aid organization, Regine Sixt Children’s Aid Foundation “Drying Little Tears.” Today, the foundation has realized over 85 projects in 65 countries and is the official CSR program of the Sixt group.
Family business philanthropy plays a vital role in alleviating social and environmental problems around the world. This study has shed much-needed light on family business philanthropy as an increasingly important global phenomenon:
It has identified family-specific drivers to engage in philanthropy and explored how family business owners react to the rising trend of social impact investing. Moreover, it has assessed the relationship between traditional philanthropy and CSR in family businesses and explored how closely family philanthropy is integrated in the family business. Finally, it has compared governmental support for family business philanthropy across countries and provided insights into how family business owners experience and deal with the difficulty of philanthropy evaluation.
We hope that our insights advance understanding of family business philanthropy and provide practical implications for family business owners around the globe. The results of the study can be highlighted in five arguments.
**Family business owners have a holistic perspective of their investments**
This perspective is, in turn, deeply rooted in the values and beliefs held by the family. Transgenerational motivations are a strong driver for a holistic perspective, and the philanthropic expression of family values over time develops into a strong instrument to unite the family. The overall approach toward traditional philanthropy, social impact investing and CSR is therefore reflected in a whole portfolio of different vehicles which family businesses and their owners use at the same time. We could argue that,
for family business philanthropy just as for corporate strategy, “form follows function”. While the preferred form of philanthropic involvement varies with family business size, a strong preference for community-based engagement prevails among all philanthropic activities, followed by monetary contributions to charities and, at some distance, by social impact investing.
When looking at the alignment of CSR and philanthropy in a country with a high degree of transparency, such as the US, most respondents strongly agree with the independence of philanthropy from CSR in case a conflict of interest arises. Family values are seen as integrating family business and philanthropy activities and this applies across all political and jurisdictional environments.
**Social impact investing is on the rise**
In the current situation of global markets, family businesses already show a surprisingly strong interest in social impact investing. More than two-thirds of our respondents indicate that their wealth is to some extent dedicated to social impact investing. Its role is smallest in South America and highest in the Middle East. In the Middle East a small proportion of family business owners (3%) even indicated that they are very active in social impact investing and invest more than 10% of their wealth in that way. This intense interest in social impact investing as an alternative to traditional philanthropy can be interpreted in line with the first concluding observation: families choose the most effective and promising vehicles to live their family values. The menu of choices is no longer limited to local giving and family business foundations – it offers a prospect of effective social problem solving though investment vehicles.
**Families reflected on their cultural and political environment and chose appropriate vehicles**
It seems to be a common pattern that the founder’s values and transgenerational motivations play a very important role in family business philanthropy. Therefore, we cannot identify a single global strategy for family business philanthropy but should rather think of it as a portfolio whose composition varies according to its context.
Surprisingly, perceptions of the tax and regulatory environment are primarily driven by the notion that conditions for social impact investing compared to traditional philanthropy are either better, the same or similar, while only one country (the UK) has introduced specific legislation applicable to social impact investing. It seems that perceptions are dominated by the tax law frameworks in general and the notion that social impact investing suffers from disadvantages is most developed in a country like the Netherlands where the field of social impact investing has grown particularly strong in recent years. It may be that the more critical views of Dutch respondents are a consequence of their greater exposure to, and experience of, this form of investment than is the case elsewhere. In most other countries, the tax environment seems to be viewed as key in the same way for both traditional philanthropy and social impact investing.
Families, however, seem to be united in their search for effective solutions. About 70% of all families include family office driven initiatives and a family foundation in their portfolio of activities, which represents a clear interest in moving beyond individual charitable giving. Their personal involvement in evaluating philanthropic progress is indicative of this overall interest in effectiveness, but in its distribution it also shows that owners of small family businesses believe most strongly in personal oversight. For the medium-sized family businesses, professional mechanisms such as the family office reduce this personal involvement, which only increases again for the very largest family businesses.
Evaluation in qualitative terms is frequently complemented by quantitative approaches
This indicates that the interest in evaluation may be more a matter of principle and less of a preferred approach. Those who start evaluating also develop a drive toward the full range of instruments. While in all countries but three (Germany, Italy and Spain), a majority of respondents believe in a need for enhanced evaluation abilities, this interest in enhancing evaluation is most pronounced in Japan and Indonesia. The relatively low level of interest in the three European countries invites speculation about whether this is influenced by the century-old tradition of religious giving that still supports some of the largest philanthropic organizations in these countries.
In summary
Family business philanthropy is driven by a holistic view of expressing family values. Governance and control of philanthropy are adjusted to framework conditions and reflect regional and country differences. Nevertheless, a generally strong interest in social impact investing indicates a trend toward effectiveness, which is also reflected in the levels of personal involvement in governing philanthropic activities as well as in the approach to evaluation. Family business philanthropy is increasingly regarded as a social investment – not unlike the corporate investment by the families – but with a clear value base and transgenerational motivations in mind.
References
B. Breeze, *Natural philanthropists: Findings of the family business philanthropy and social responsibility inquiry* (Institute for Family Business, 2009), accessed via www.fasb.org https://www4.dcu.ie/sites/default/files/centre_for_family_business/natural-philanthropists.pdf
G. Campopiano, G.A. De Massis and F. Chirico, *Business philanthropy in small- and medium-sized family businesses: The effects of family involvement in ownership and management* (Family Business Review, 27, 244-258. 2014).
D.L. Deephouse and P. Jaskiewicz, *Do Family Businesses Have Better Reputations Than Non-Family Businesses? An Integration of Socioemotional Wealth and Social Identity Theories* (Journal of Management Studies, 50(3): 337-360.
E. Eichenberger and J. Johnson, *Philanthropy – What it provides to families in business* (Tharawat Magazine, 2013), accessed via http://www.wise.net/press/Tharawat%20magazine%20-Wise%20Article%20(English).pdf
Global giving: private trends and public challenges, EY, 2015.
N. Feliu and I. Botero, *Philanthropy in Family Enterprises: A Review of Literature* (Family Business Review, 29, 121-141, 2016).
R.A. Litz and A.C. Stewart, *Charity begins at home: Family businesses and patterns of community involvement* (Nonprofit Voluntary Sector Quarterly, 29, 131-148, 2000).
Charitable giving statistics, National Philanthropic Trust, 2013, accessed via http://www.nptrust.org/philanthropic-resources/charitable-giving-statistics/
C. Pharoah, R. Jenkins and K. Goddard, K2014). *Giving trends: top 300 foundations, 2014 report.* (Association of Charitable Foundations, 2014), accessed via http://www.acf.org.uk/uploadedFiles/Foundation_Giving_Trends_2014.pdf
R.A. Prince, K.M, File and J. E. Gillespie, *Philanthropic styles* (Nonprofit Management & Leadership, 3, 255-268, 1993).
Dr. Melanie Richards
Melanie Richards is a postdoctoral researcher at the Center for Family Business at the University of St. Gallen. She held a 12 month visiting position at Cass Business School, City University London. Prior to her academic career she worked as management consultant for PwC in London. Her research has been published in internationally renowned academic journals such as Entrepreneurship Theory & Practice and Journal of Product Innovation Management.
Prof. Dr. Thomas Zellweger
Thomas Zellweger holds the family business chair at the University of St. Gallen. He held visiting positions at Babson College, USA, University of British Columbia, Canada, and at the University of Witten/Herdecke, Germany. His research has been published in leading academic journals such as the Academy of Management Journal, Strategic Management Journal and Organization Science, among others. Thomas serves as a board member of family firms and advises family firm owners on governance and strategic questions.
Peter Englisch
Global Leader
Family Business Center of Excellence, EY
Alongside his extensive experience as an assurance and business advisory partner for national and international companies, Peter has served family-owned business clients for more than 20 years. As EY Global Family Business Leader, he is responsible for coordinating EY partners leading family business and family office services in more than 90 countries.
Peter founded the EY NextGen Academy – a global program for young successors in family businesses – based on his experience and insights gained through supporting subject-matter professionals and family businesses with their succession and growth strategies. He regularly authors publications about family business and middle-market companies, in addition to leading annual and other market surveys in conjunction with the Center for Family Business at the University of St. Gallen.
Prof. Dr. Bernhard Lorentz
Former Chairman, Mercator Foundation
Visiting Scholar, Stanford University’s Center for Philanthropy and Civil Society and Partner at EY
Professor Dr. Bernhard Lorentz, PhD, is Government and Public Sector Leader for Germany, Switzerland and Austria. He has 20 years of leadership experience in the government and public sector, nonprofit organizations and the media and telecommunications industry. As Chairman of the Mercator Foundation, he helped to launch think tanks and schools in the fields of energy, climate, culture, migration and education. He also has served as Founding Executive Director at the Hertie School of Governance and headed the Hertie Foundation’s Berlin office.
Bernhard has been awarded a number of fellowships, and he has published papers on public-private partnerships, strategic philanthropy, third-sector management and strategy, as well as climate change, energy policy, migration and research and education policy. He serves on various boards of public, academic and philanthropic institutions.
About the Center for Family Business at the University of St. Gallen (CFB-HSG)
The Center for Family Business at the University of St. Gallen is committed to providing family-owned businesses with long-term support. To this end, the Center has established itself as an internationally active expert in family-owned businesses in the areas of research and outreach programs. The Center’s work involves initiating, managing, promoting and running training and transfer programs, research projects and executive courses.
For more information please visit www.cfb.unisg.ch
See also the Global Family Business Index on http://familybusinessindex.com/
A boy holding soil and a seedling in his hands.
Family businesses are characterized by their unique combination of dynastic will, family ownership and professional management. This combination produces a dynamic that offers competitive advantages, but it also harbors potential risks. Managing this complexity is a balancing act between the strategic issues related to the family and those connected to the business. It also means steering the business successfully between the forces at work in the marketplace and within the family. Today, 80% of the world’s top 500 family businesses rely on our know-how and experience to help them chart the right course to deal effectively with the challenges and opportunities presented as their business moves forward into the future and on to the next generation.
Growth DNA Model for family business
We know that each family business is unique, yet successful family businesses also have much in common. Understanding these success factors and taking advantage of our knowledge underpin what we call the “Growth DNA Model for family business.” Our bespoke model supports both the personal and company performance agenda of family business leaders, and aims to help you succeed for generations. We know that an aligned family and business strategy secures both your family’s and your company’s values on a long-term basis, and it also forms the foundation for planning ownership and management succession.
Family business philanthropy: creating lasting impact through values and legacy
Next-generation planning
- Succession planning
- Future management governance
- Inheritance and estate transfer tax
- Transferring entrepreneurship
- Conflict
Effective tax management
- Personal tax
- Corporate tax
- Tax controversy
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- Family trust management
Family governance
- Contingency management
- Family charters
- Non-family executive appointments
- Organizational design
- Mergers, collaborations and acquisitions
Managing capital
- Capital agenda and cash management
- Family bank functions
- Portfolio optimization
- Cash flow forecasting
- Acquisitions and divestitures
Balancing risk
- Balancing risk and opportunity
- Having a proactive risk attitude and appetite
- Decision-making
- Protecting your assets
Sustaining growth and profitability
- Long-term objectives
- Enhance your market reach
- Fulfilling customer needs efficiently
Culture and responsibility
- Sustainability
- Corporate and social responsibility
- Stakeholder management and sustainability reporting
- Corporate culture
- Foundation management
Managing and retaining talent
- Bringing outsiders into the family circle
- Attracting and retaining non-family talent
- Motivating through incentives
- Managing managers
- Building your employee brand
- Mobilizing your workforce
EY leading practice
Our services tailored to family businesses are the result of our understanding of the difficulties of balancing the concerns of the family and the intricacies of the business and what it takes to address the dual challenge of securing the long-term success of the company and managing the risks of growth.
Family Governance Services
Our tailored consultancy package supports entrepreneurial families to manage themselves systematically and successfully.
Succession planning
Our integrated service line offering explores what makes a successful succession journey, the key elements of a good plan and how we can help you at every step of the way.
Thanks to experience and insight, we have developed a range of customized approaches and services to address all of your key needs as a family business. Trusting us as your advisor means putting yourself in the hands of more than 100 years of experience helping family businesses succeed for generations.
Family Office Services
Our broad and integrated approach helps family offices structure their wealth and preserve it for future generations.
Family Philanthropy Services
Our Family Philanthropy Services can show you how to use your existing resources for maximum effect and how your social commitment can benefit you as a family business, while benefiting society as a whole.
The EY Global Family Business Center of Excellence
Insights – Inspiration – Education – Connections
We designed the center to bring together our market leading advisors from across our global network to share knowledge and insights that will address family business challenges and provide a seamless service for globally based family-led businesses, wherever they operate in the world.
Our approach includes providing insights to the family business community through thought leadership and academic-led studies, inspiring them by sharing their stories and lessons learned, educating the next generations about the values of entrepreneurship and legacy, and connecting family business owners to support peer-to-peer learning.
---
**Insights**
We are committed to bringing you the latest thinking about family business, with regular publication of proprietary reports and thought leadership. We collaborate with the most prestigious academic institutions to advance our understanding of family businesses to develop the best approaches.
- **Coming home or breaking free?**
This document offers a closer look at the succession intentions of next-generation family business members.
- **Staying power: how do family businesses create lasting success?**
This report is based on 2014 survey data gathered from the world’s largest family businesses.
---
**Connections**
- **EY Global Family Business Summit**
The global Family Business Summit is a gathering of 300 of the most entrepreneurial business families in the world. The Summit takes place during the EY World Entrepreneur Of The Year™ event in Monaco.
- **EY Family Business Roundtables**
We host a series of private roundtables specifically designed for family business leaders to come together in a relaxed and private environment to discuss some of the most pressing issues currently affecting family businesses.
- **EY Strategic Growth Forum™**
EY’s Growing Beyond: Strategic Growth Forum events represent an opportunity for top CEOs, entrepreneurs, family businesses and government leaders, investors and advisors from around the world to share their experiences with on innovation, transactions, growth and what’s shaping the future of the global economy.
- **EY Growth Navigator™**
The EY Growth Navigator™ is an interactive tool that can enable you and your leadership team to assess your company’s capability to sustain growth. The tool contains the collective knowledge we’ve gained from the most successful high-growth companies and entrepreneurs around the world.
---
**Inspiration**
- **Family Business Award of Excellence**
The Family Business Award of Excellence recognizes leaders of outstanding entrepreneurial families. The award was introduced as part of the EY Entrepreneur Of The Year™ Program as a new category in 2012, first as a pilot, and now it is run successfully in the Entrepreneur Of The Year Program in more than 25 countries.
- **Family Business Yearbook**
The Family Business Yearbook is designed to celebrate excellence in family businesses, to present some of our latest thinking on the issues facing today’s family firms and to provide a glimpse of what is going on inside some of the world’s greatest family businesses.
---
**Education**
- **EY NextGen Academy**
The EY NextGen Academy is our unique and exclusive, one-week training event designed for young successors in family businesses. The program combines knowledge from leading international executive business schools with practical experience and advice from EY. To find out more information, visit ey-nextgen.com.
---
To access the Center and find your local contact, visit ey.com/familybusiness.
Follow us on twitter @EY_Familybiz
Read our Family Business blog Familybusinessblog.ey.com
The Family Business Center of Excellence brings together advisors from the EY global network to share knowledge and insight to address family business challenges and provide seamless service for internationally based, family-owned companies. Wherever you are based or whatever your needs, there is someone ready to help you to succeed for generations.
Visit ey.com/familybusiness for more information about our Family Business Center of Excellence. Follow us on Twitter: @EY_FamilyBiz, #EYFambiz.
**Contact**
**Guadalupe Castañeda**
Mexico & Central America Growth Markets Leader
email@example.com
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About EY
EY is a global leader in assurance, tax, transaction and advisory services. The insights and quality services we deliver help build trust and confidence in the capital markets and in economies the world over. We develop outstanding leaders who team to deliver on our promises to all of our stakeholders. In so doing, we play a critical role in building a better working world for our people, for our clients and for our communities.
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Today, I made a DIFFERENCE!
A coloring book about local government — your community of cities, towns, and counties!
About ICMA
ICMA, the International City/County Management Association, advances professional local government management worldwide through leadership, management, innovation, and ethics. Through expansive partnerships with local governments, federal agencies, nonprofits, and philanthropic funders, the organization gathers information on topics such as sustainability, health care, aging communities, economic development, cybersecurity, and performance measurement and management data on a variety of local government services—all of which support related training, education, and technical assistance.
ICMA provides support, publications, data and information, peer and results-oriented assistance, and training and professional development to more than 12,000 city, town, and county experts and other individuals and organizations throughout the world.
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© 2020, International City/County Management Association
Today, I made a DIFFERENCE!
A coloring book about local government—your community of cities, towns, and counties!
# Table of Contents
- Introduction ........................................................................................................ 1
- Fire Services ....................................................................................................... 2
- Public Libraries .................................................................................................. 3
- Police Services ................................................................................................... 4
- 911 Operator Dispatch ......................................................................................... 5
- Emergency Medical Support ............................................................................... 6
- Public Safety and Planning ................................................................................ 7
- Parks and Recreation .......................................................................................... 8
- Community and Economic Development .......................................................... 9
- Public Parks and Greenspaces ............................................................................ 10
- Solid Waste ........................................................................................................ 11
- Public Health ...................................................................................................... 12
- Public Engagement ............................................................................................. 13
- Social Services ................................................................................................... 14
- Drinking Water Services ...................................................................................... 15
- Wastewater Services .......................................................................................... 16
- Civil Engineering ................................................................................................. 17
- Streets and Public Works .................................................................................... 18
- Capital Projects .................................................................................................. 19
- Budget and Finance ............................................................................................ 20
- Public Safety and Lifeguards ............................................................................. 21
- Local Government Management .......................................................................... 22
- Local Elected Officials ........................................................................................ 23
- Share Your Own! ................................................................................................. 24
- Did You Know? ................................................................................................... 26
Introduction
Today...I made a difference! The inspiration for this coloring book are the millions of men and women who work each day to make our communities great places to live, work, and play. The thousands of city, town, and county staff that work to improve our infrastructure (streets, bridges, and light rail), our safety (police, fire, and medical professionals), our health (clean water, public and mental health, and waste and recycling pickup), recreation (parks, pools, and libraries), our volunteers, our elected officials (council members, mayors, and commissioners), and the professionals that manage the budget and administration.
Another goal of this coloring book is to raise awareness of the public spirit that inspires your neighbors to work for the betterment of the community. Our national government gets a lot of attention every day, but the level of government that impacts you most, and every day, is your local government.
Local government employees work hard each and every day to make a difference – for you!
Marc A. Ott
Executive Director, ICMA
Firefighters are ready day and night to help keep you safe. They will risk their lives to save you if you are ever in a fire. Do you know any other people who help keep you safe?
Libraries have a lot of fun activities for people like story times, crafts, and sing-alongs. They also have lots of books, movies, and music you can check out for free! Have you ever been to the library? What did you do there?
Police officers keep us safe from anyone who might try to hurt us. They can also help us if we are lost or scared. Have you ever met a police officer? Did you know how to contact them for help?
Today, I helped someone to safety.
Our 9-1-1 operators answer all calls for help. If you ever see a fire, if someone in your home is badly injured, or if someone is hurting you, pick up a phone and call 9-1-1. The person who answers will send police, firefighters, and an ambulance if you are in trouble. Do you know how to call 9-1-1 from a phone if there is an emergency?
Emergency medical technicians (EMTs) respond to 9-1-1 calls when someone is hurt or seriously injured. They can help you where you are, and if your injuries are bad, they will take you to a hospital in the ambulance. Have you ever seen or heard an ambulance? Why do you think they have flashing lights and sirens?
Crossing guards help make sure it’s safe to cross busy streets. Street signs and traffic lights tell cars and people where they can turn and when they can go or if they must stop. You should never cross a busy road unless there is a crossing guard or a street signal to let you know it is safe. How do you know when it is safe to cross a busy street?
Your local government makes all kinds of parks, pools, sports fields, gyms, and places for kids to play. Do you like fishing, hiking, swimming or playing sports? Do you have a local community park that lets you do those things?
Local governments work to decide where schools, businesses, parks, roads and houses can be built. They also find ways to protect the environment and keep the community beautiful. What is something you would build or change to make your community better?
Many communities have open park spaces with walking paths to let people explore native trees, plants, and flowers like this rose garden. Have you ever gone on a hike? What kinds of plants, animals, and insects did you see?
Your local government helps keep neighborhoods, businesses, and parks clean by making sure litter, trash, and recycling is removed. This is an important job, and you can help by always putting your garbage in the right place. Do you know what material to put in recycling and what to put in the trash?
Local governments can help people get doctor checkups, food, and exercise they need to help them stay healthy. Have you ever been to the school nurse? What did the nurse do to see if you were OK?
Local governments are here to meet the needs of the people in our community. They hold meetings, elections, and online forums so people can speak up and be heard. What are some of the ways you are able to speak to your teacher when you want to be heard?
Social workers and guidance counselors are people who listen to others and help them when they are having a hard time in school, at home, or at work. Have you ever had a problem that made you sad or scared? Who did you go to for help?
Have you ever wondered where the water in your house comes from? Your local government builds treatment plants, storage tanks, and underground pipelines to get water to your home, and scientists test the water to ensure it is safe. Your local government makes sure you have water whenever you need it! Why is water so important for people?
Do you know where water goes after we use a sink, bath, or toilet? In most communities, wastewater goes through a separate system from clean water, and goes to a special treatment plant. At the plant the waste is removed from the water so it can go back into the environment without making anyone sick. Remember, never to put anything in the toilet or down the drain that isn’t supposed to go there. Why do you think some things shouldn’t be put down the drain or flushed away?
Look around your city or town. Every home, every building, every bridge, tunnel or road that was built in your community had to be designed, built, or inspected by engineers and construction experts working for your local government to make certain the structures are safe and will last for years to come. What are some of the coolest structures built in your community?
Today, I helped clear the way for my community to get back on the road.
If you live in an area that gets a lot of snow, you’ve probably seen big trucks on the road preparing for a storm or plowing the snow off the roads and treating the pavement to keep them safe for people to drive. How do you clear the snow from the driveway, sidewalks, and steps of your house?
Today, I helped open a park for 100 kids.
Your local government has elected leaders who try to give the community the types of parks, roads, playgrounds, pools, and libraries the people want. After listening to residents, the elected leaders ask local government employees to build what they ask for. What would you like to have in your community that isn’t there today?
All the programs, facilities, and services your local government offers costs money; that money comes from taxes and fees. Your elected leaders make choices on what to do now, and what to do later with the money they receive. This is called “budgeting.” The city, county, and town staff prepare the budget so elected leaders can make the best decisions for the community to make it a great place to live, work, and play. What community programs do you think are most important for people who make the budget?
If your local government has a public pool or beach, they have lifeguards to protect swimmers of all ages. Some lifeguards also teach swimming classes. It’s a very important job, and one of the many ways your city, town, or county is caring for residents and visitors. What are things you should do when you are at the pool so that you stay safe?
Managing a local government is a big job. Local government managers listen to their staff and give guidance to the professionals throughout local government—librarians, public safety workers, park and recreation employees, engineers, and scientists—to provide the type of community residents are proud of. It’s a big job with a lot of different team members. Who is the person like your local government manager who gives direction sports? What about in a choir or orchestra?
Citizens elect other residents to decide what they want from local government. These elected officials solve problems, listen to residents, and determine the community goals. Local government managers serve the elected body by providing insights from their professional experience and education so they can make the best decisions for the community. Who represents you and your family in your local government?
Draw your own local government or other local government helper here! Share your colored pages with us using @ICMA and #icma on social media.
Draw your own local government or other local government helper here! Share your colored pages with us using @ICMA and #icma on social media.
There are more than 38,000 cities, towns, and counties in the United States? There are large cities with skyscrapers and urban parks, and small towns with historic buildings and summer arts festivals. People you know live in the center of town, just outside of town, or outside of town. But there’s a local government looking out for everyone.
What kind of community is yours?
**Form of Government**
More than half of the towns, counties, and cities in the United States have a city, town, or county manager.
In some larger communities, your elected city or county officials work full time, but sometimes they only work part time and have different full-time jobs. Because they don’t work full time, they can’t spend as much time on the local government’s needs as they would like. These communities often have a manager (sometimes called administrator), hired by the entire council, and they work in what is called a “council-manager” government. The manager oversees the operations of the government and meets regularly with the council.
**Economic Development**
What is economic development? This is a part of your local government’s work that you don’t see directly, or right away. The city or county teams in economic development work on projects or help with goals that help create new jobs in the community and keep jobs that exist. This helps the community pay for new programs and services through taxes. The local government staff work for community and neighborhood development organizations, area chambers of commerce, and other business groups that may be government-run, private, or a mix of both.
**Finance and Budgeting**
Local government finance teams are critical, as in any organization, for making sure the organization can operate. They prepare the city, county, or town budget, ensure staff are paid wages, process payments to the organization, and pay bills owed by the local government. They also make sure all of the government’s funds are accounted for, so they have money when they need money.
If that’s not enough to do, they also do things like help the government borrow money when they need to build something big with their public works team. Big projects like bridges cost a lot of money, so they borrow all the money at the beginning and pay it off over many years—the lifespan of the bridge. This is called issuing a government bond. There are so many things that go into operating a local government!
Libraries
There are lots of libraries in the United States. There are more than 9,000 public libraries you can visit (those operated by cities, towns, and counties). There are almost 100,000 school libraries (wow!) and other types of libraries, operated by universities and colleges, private organizations, and other levels of government.
You can do more than just borrow books, though. Many libraries help communities get better by offering classes people can take to learn new skills.
This is different than the mayor. In other communities, the mayor may be the full-time manager and is elected by the community. This is called a “mayor-council” government.
Park and Recreation
Public recreation and parks are some of the more visible services that local government offers to residents and visitors. Using our local parks is a great way to keep us healthy and help to build community. When you think of parks, what are some of the things you think of? Like the images in this coloring book, you might think of gardens with paths you can walk along; there might be a pond, fountain, or spray-ground. The recreation and parks staff oversee swimming pools, indoor and outdoor basketball courts, a skateboard park, trails, sports fields, or even a lake where you can rent or bring your own boats.
It’s more than just the fields and parks though—spring, summer, and fall recreation programs also help keep kids and families fit and active. Your city, county, or town might offer a summer little league, trail walking groups, exercise classes for kids and adults, or even coordinate a poetry night or music festival.
All kinds of activities to bring the community together and promote health and wellness!
Planning
A lot of people make plans, but in local government, planning is its own career! Planners make sure that the community is arranged in a way that makes sense. Planning involves a lot of work with other people in the local government, and in the community. Planners work with engineers, health and finance experts, architects, landscape designers, and builders to create a plan. The planner sees the whole picture, even a picture of the community that is changing over time, to create the plan vision that helps the community. Sometimes planners have to think about how a community is growing and plan for the future…do we need bigger roads, more roads, how much water? It’s a lot to think about…and plan for!
Public Health and Social Work
Your local government helps the community stay healthy in a lot of different ways. It’s different from the way your family doctor helps you. There are many different kinds of professionals that work for public health departments: social workers help people and families that may be struggling with school, money, or housing challenges; there are scientists that help find out where a sickness started when a lot of people in a community have the same illness; they help promote programs for exercise by working with the recreation teams; they can even help people quit smoking.
Your community does a lot to keep you, your family, and the whole community healthy, thanks to the public health workers. Pretty amazing!
**Public Safety**
There are more than 1,050,000 local firefighters in the United States. That’s a whole lot of firefighters! But some firefighters (373,000 or 35%) are ‘career’ firefighters, meaning they work full time for their community fire department. The rest (682,000 or 65%) are volunteer firefighters—meaning they work other jobs but help and are paid when they are needed. All of those firefighters work in almost 30,000 fire departments nationwide.
There are more than 12,000 local police departments in the United States, and more than 3,000 sheriff offices. Then numbers can go up or down every year, but about 670,000 police officers work in U.S. local governments. When you add the support staff who also work for the local police, there are more than 1,000,000 people in the United States involved in local police work.
There are almost 250,000 emergency medical technicians (EMTs) working in our public safety system. Most EMTs work in their jobs full time, but there are some volunteer EMTs.
When you call 9-1-1, there are almost 9,000 different offices—in cities, towns, and counties—nationally that help answer those calls. And we make about 240 million calls to 9-1-1 in the United States each year. That’s a lot of calls! About 95,000 9-1-1 operators answer these calls each day.
That’s a lot of public safety!
**Public Works and Civil Engineering**
We benefit from public works every day, but we don’t often think about it or how it came to be there. Public works are generally the structures we see around us every day that are too big or complicated for a private company to build alone. Like bridges, water towers, treatment plants, streets and highways, underground trains like a metro or subway, or a water reservoir. The local government staff that do this work have titles like public works director, civil engineer, or fleet manager. It’s another big job, and requires a lot of coordination with different governments to build safe projects that last a long time. The engineers and public works teams are ready for almost anything—from removing snow, or fallen trees, to building bridges, roads, and parks structures.
**Waste and Recycling**
In 2015, U.S. residents generated approximately 262 million tons of solid waste (trash). All of that was collected by your local government directly or by a company hired by your local government.
About half of that went into a landfill—a waste site outside of town to collect trash.
About one-quarter, or 25%, (68 million tons) was recycled, and the rest was composted (beneficially decomposed) or burned to create power.
Your local government might also collect special waste that shouldn’t be thrown out with regular trash, like old computers, certain light bulbs, or paint and chemicals. This is called hazardous waste and needs special disposal.
There are more than 2,000 landfills in the United States that collect all the trash we generate from our communities. Everything we can compost or recycle won’t go into one of those landfills!
**Water and Wastewater**
Water and wastewater systems are public works, but they’re unique and offer a special service. There are more than 150,000 public water systems in the United States. Many cities and towns have their own systems, or they might share. In some cases, they are operated by the county, or might even be their own special local government. Some people live in areas that are not connected to the local government water system and might have a private well or buy from a water company.
Water systems are designed to bring safe, clean drinking water to your home, and take away your wastewater from toilets, sinks, washers, and baths. There are lots of separate pipes underground that bring this water to you and take it away. Water is taken from lakes, reservoirs, or rivers, then it is treated and delivered to community homes and businesses. It is also tested to make sure it’s safe to drink.
Sometimes, water is stored in big water towers, tanks, or reservoirs to make sure we have enough when lots of people need it at the same time. Think about how much water you use getting ready for school. And all your friends, and teachers. So when people are using water, they often use it at the same times of day. But then there are times when we aren’t using it at all. That’s a lot to plan for!
For references and additional resources to explore, please visit icma.org/makeadifference.
Don’t forget to visit your own town, county, or city web page for more information about the services they provide to make your community a great place to live, work, and play!
Share your colored pages with us using @ICMA and #icma on social media.
Thank you for taking this journey in public service with us!
CREDITS
Art: Ed Luterio
Staff Development: Rob Carty and Christa Rainwater
Design: Kirie Samuels
ABOUT ICMA
ICMA advances professional local government worldwide. Its mission is to create excellence in local governance by developing and advancing professional management of local government. ICMA, the International City/County Management Association, provides member support; publications, data, and information; peer and results-oriented assistance; and training and professional development to more than 12,000 city, town, and county experts and other individuals and organizations throughout the world. The management decisions made by ICMA’s members affect 185 million individuals living in thousands of communities, from small villages and towns to large metropolitan areas. | 32b0279f-b6c7-4d5b-900e-18d7c756df26 | CC-MAIN-2021-21 | https://icma.org/sites/default/files/ICMA%20Coloring%20Book-Today%20I%20Made%20a%20Difference_05-2020.pdf | 2021-05-06T19:32:17+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988759.29/warc/CC-MAIN-20210506175146-20210506205146-00169.warc.gz | 331,103,762 | 4,576 | eng_Latn | eng_Latn | 0.951457 | eng_Latn | 0.998842 | [
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So You Think It’s Been a Wet Winter? The Great California Flood of 1862
In the summer and fall of 1861, every rancher and farmer in California was on his knees praying for rain and a wet winter.
After nearly two decades of drought, rivers were sluggish, muddy, trickles, while creeks and streams were long dried up and wells had become dusty, dry holes.
Livestock and people were moved into the high Sierras in search of moisture, even from the dew, or a few green plants to graze.
The deer and other wild game had disappeared, moving on to more hospitable surroundings along with many ex-Californians. Everyone hoped the coming winter would bring relief in the form of life giving rain.
Well, you’ve probably heard the old saying “Be careful what you pray for”, and in this instance no truer words were ever spoken. When it began to rain in November of 1861, people rejoiced in the streets! Finally an end to the long suffering and a renewal of the land. At the start of winter, things were looking up. But…it just wouldn’t stop!
From the end of November through the middle of January, the rains became torrential and non-stop.
Sonora reported 69 consecutive days and nights with rain so intense that it was “almost sufficient to drown a man standing in it with his hat off”. These were warm storms – today called “Atmospheric Rivers” – that came on the heels of early December storms that dumped 10-15 feet of snow in the Sierras. The warming spell and unusually heavy rain storms created a massive volume of runoff turning any waterway into a dangerous, destructive, raging torrent.
The roaring waters took out nearly every bridge or ferry in California, Oregon, Washington, Utah Territory (including Nevada), and Arizona stranding thousands.
Typical flood damaged bridge.
An ocean filled the Central Valley from the Coast Range to our foothills and 300 miles long to a depth of 30 feet.
The entire city of Sacramento was under at least 10 feet of water forcing the legislature to be moved to San Francisco.
Locally, a raging Sutter Creek completely destroyed and removed sawmills, roads, houses, and mining operations of those too close. Several Chinese and Mexican mining settlements were completely obliterated with no survivors. The town of Mokelumne City, located along the Mokelumne River, was erased entirely, never to be rebuilt.
Towns such as Mokelumne Hill and Volcano were clobbered by mudslides, damaging or destroying nearly every building in town.
This catastrophic flooding stopped all communication by inundating telegraph poles. Nearly 1/3 of all buildings in the State were destroyed with one home in eight destroyed and another three out of eight damaged. An estimated 4,000 people were officially reported drowned, but the real toll was thought to be at least double that. Approximately 250,000 cattle drowned with sheep and pigs at another 100,000.
An untold number of chickens perished, driving egg prices to $3 a dozen, which would be about $80 today. Food was in short supply for months. In some parts, the water didn’t recede until June, leaving a gigantic mess to clean up and rebuild. After the greatest gold rush of all time, California was left bankrupt.
Today, most places that were inundated in 1862 have rebuilt and stand in the same spot – including Sacramento, Stockton, etc. Levees have been raised, but sediment over the years has raised the river bottoms too.
Old Sacramento today still fronts on the river, but 10 feet higher. Note: The brown columns in front of the door were cast in our own Knight Foundry.
The great flood of 1862 was not a one time “won’t ever happen again” event. A period of record snow pack and lingering warm rains… anybody have a rowboat for sale?
Do you know someone who would like to receive our monthly newsletter? Send contact information to firstname.lastname@example.org to be added to our distribution list.
The Historic Sutter Creek Grammar School is rich in Gold Rush history. This beautiful building is California’s second oldest two-story brick schoolhouse. The Sutter Creek Community Benefit Foundation has restored the first and second floor making it a wonderful rental for any occasion. There are four rooms within the Historic Grammar School that can be rented.
Contact the City of Sutter Creek for information on rates and availability - (209) 267-5647 ext. 230 or email email@example.com
Whether it’s a love of our heritage, a special connection to our town’s diverse, deeply rooted cultures, or a desire to improve your community, every donor’s passion for Sutter Creek is unique. A donation to Sutter Creek Community Benefit Foundation is the perfect way to fund your passion and watch it prosper. By connecting people who care with causes that matter, we help ensure a stronger, healthier tomorrow. We provide a simple, powerful and highly personal approach to giving.
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Lab F: HeartBeats (SysTick & WKT Timers)
Introduction
Single Sentence Overview
You will learn how to deal with timer hardware and time-sensitive events called Interrupts.\(^1\)
Overview of Lab E
This three-part lab is designed to introduce the student to timers on a microcontroller. The three parts are:
1. Make a Heartbeat signal on an LED using a blocking delay.
2. Make a heartbeat signal on an LED using a non-blocking delay courtesy of the SysTick ISR.
3. Make a pair of non-blocking heartbeat signals on two LEDs using two separate timers, SysTick and WKT.
On the LPC802 board you will use
1. Two LEDs connected to GPIO 12 and GPIO 17 (PIOO_12 and PIOO_17)
2. The SysTick timer (SysTick)
3. The Wakeup Timer (WKT)
LPC 804
If you are using the LPC804 (OM40001 board), you will use the capacitive touch add-on board and the LEDs located there. Use the LEDs connected to GPIO 18 (PIOO_18) and GPIO 18 (PIOO_20). You will be using the same two timers, configured the same way as on the LPC802.
Learning Outcomes
At the end of this lab the student will be able to
1. Set up a hardware timer and to compare it to the use of manual, blocking delays.
2. Set up an interrupt service routine tied to a particular hardware timer
3. Set up a pair on interrupt service routines tied to two different hardware timers.
---
\(^1\) This document is based on “Lab 3” written by James Andrew Smith for the PIC16F1619 and taught at INSA Strasbourg in Strasbourg, France.
Success Criteria
The student will demonstrate working timer solutions through the use of flashing LEDs and manual timers like a wrist watch, a stop watch, online timing page, or a cell phone clock.
Prerequisites
- Attending 3215 classes covering interrupts and timers, specifically about
- the system timer (SysTick), as well as
- the Wakeup Timer (WKT)
- finishing the previous two labs
- Lab D (GPIO)
- Lab E (buttons and interrupts)
Note that the use of C++ solutions, specifically using C++14, are considered equivalent for students who choose to use them but are not required.
Grading Rubric
- **Part 1:**
- 0 if the demonstration does not work or is not attempted.
- 1 if the first demonstration partially works.
- 2 if the first demonstration fully works.
- **Part 2:**
- 0 if the demonstration does not work or is not attempted.
- 1 if the second demonstration partially works.
- 2 if the second demonstration fully works.
- **Part 2:**
- 0 if the demonstration does not work or is not attempted.
- 3 if the double timer demonstration partially works.
- 6 if the double timer demonstration fully works.
More Resources and Information
- The LPC802
- OM40000 User Manual
- The LPC802 (chip) user manual & data sheet
- The LPC804
- OM40001 board schematic
- The LPC804 (chip) user manual & data sheet
Note that you can use *either* the C11 or the C++14 compilers in MCUXpresso for these exercises.
Background
Two of the most useful components inside your microcontroller are the “timer” and the “interruption” mechanisms. We will effectively use “SysTick” like an alarm clock that can set off an alarm signal on a regular basis. We will let this alarm to interrupt the usual operation in the main loop of the microcontroller and to flash an LED with the same frequency as the timer alarms.
It is possible to use other timers on the LPC802, as well as other sources of data to interrupt the LPC802’s functioning. However, SysTick is one of the most straight-forward ways to learn about both timer operations and interrupt mechanisms.
In Problem 2 of this lab you will contrast the creation of a “heartbeat” signal that uses a simple approximate delay versus a better “heartbeat” that combines the use of a Timer and an Interrupt Service Routine.
In Problem 3 of this lab you’ll create two parallel heartbeats: one with the SysTick and one with the Wakeup Timer.
Timers
When you need to know time, with a watch or cell phone, you either look at the display on demand or you set an alarm to warn you at a pre-arranged time. SysTick on the LPC802 works the same way. You can either request to know its time or you can have it set off an alarm at a regular interval. We will use SysTick’s “overflow alarm” setting here. The 24-bit counter inside SysTick counts down from a very large number, down to 0 at a specific frequency. When it reaches 0 it sets off an alarm that can make an Interrupt Service Request and then starts counting again. The frequency at which these alarms go off is set by specifying a source clock and then, optionally, setting a prescale value to reduce the frequency.
It’s important to point out that the System Clock (FRO), by default out of reset, is internal to the chip and is set to 12 MHz. You can adjust the FRO to be up to 15 MHz or down to 9 MHz, depending on your application. However, for this lab, 12 MHz is fine.
There are multiple timers on the LPC802, including the SysTick and the Wakeup Timer. You’ll use the SysTick in Problem 2. You’ll use both the SysTick and WKT in Problem 3. The block diagrams and signal progression charts are shown for both, below.
Note that we call these devices both Timers and Counters. That’s because these devices count the progression of time. The count value found inside them represent units of time. What unit? It depends on the clocking signal that feeds the Timer/Counter. If the clocking signal is high frequency then the change in count inside the Timer/Counter will be a proportionally small amount of time. If the frequency feeding the Timer/Counter is slow then the changes in Timer/Counter count values will be greater in absolute values of time.
**Interrupt like an Alarm Clock**
It is important to be able to stop a task on the microcontroller when something more important needs to be dealt with. This is referred to as an “interrupt.” The interruption can be caused by internal events (like a timer alarm) or external events (like an emergency button press in a factory). When an interrupt occurs on the LPC802, the microcontroller stops what it was doing and goes to a special, pre-defined memory location to find instructions on how to proceed. It is your job to write the “interrupt service routine” (ISR) that this process engages. In the case of this lab you will be looking at how the SysTick can make a request for an interrupt. This is similar to how an alarm clock can be set up to tell you when it’s time to wake up in the morning.
A note about weird symbols and words (repeat from LabE)
There are all kinds of weird symbols and words that need to be used when programming a microcontroller like the LPC802. It’s intimidating. Anyone that tells you otherwise is either a liar or has forgotten what it was like when they first got started.
There are a few technical things to try to get accustomed to:
1. Memory names. Things like GPIO->NOT refer to modules inside the microcontroller. In this case it’s the NOT register of the General Purpose Input/Output module. We put numbers inside of the NOT register using symbols like = (“equal”), |= (“or-equal”) and &= (“and-equal”)
a. The ISO646 header file provides written word equivalents to these logic operators. You can use those if you find them helpful. See the table below for examples.
2. The numbers that are placed in the registered are defined in different ways:
a. As a decimal (base ten) number (i.e. 64)
b. As a binary (base two) number (i.e. 0b01000000)
c. As a hexadecimal (base 16) number (i.e. 0x40)
d. As a bit-shifted value (i.e. 1<<7 or 1UL<<7)
e. As a predefined value (i.e. MY_VALUE where a header file contains #define MYVALUE (64))
3. The predefined values are found in either LPC802.h or LPC804.h
a. Some pre-defined values are “masks”
i. They can be used directly as numeric values
b. Some pre-defined values are “bit-shift” values
i. They are used with the << operator to typically change a single value in a memory register
c. You’re not expected to memorize these names or their numeric values
d. You ARE expected to be able to look them up in the header file or in the data sheet.
The table below is an attempt to show you different ways we assign and manipulate numeric values to have an effect on registers in memory.
| Major Bitwise Logic Operation | Generic form (Replace myvar or mybit with your own variable name, register and n with the bit number) | Explanation of Example | Typical (explicit) | Typical (compact with shifting) | "Alt ISO646" (explicit) | "Alt ISO646" (compact with shifting) |
|-------------------------------|-------------------------------------------------------------------------------------------------|------------------------|---------------------|---------------------------------|--------------------------|--------------------------------------|
| Set: Assign a bit to 1 | Or | myvar |= (1 << n); | Make Bit 6 a "1"; | myvar = myvar | 0b01000000; | myvar |= (1 << 6); | myvar = myvar bitor 0b01000000; | myvar or_eq (1<<3); |
| Clear: Assign a bit to 0 | And, Complement | myvar &= ~(1 << n); | Make Bit 5 a "0"; | myvar = myvar & 0b11011111; | myvar &= ~(1 << 5); | myvar = myvar bizard 0b11011111; | myvar and_eq compl(1<<5); |
| Toggle: Invert a bit | Xor | myvar ^= (1<<n); | Change Bit 4 to its opposite. | myvar = myvar ^ 0b01000000; | myvar ^= (1 << 4); | myvar xor_eq 0b00100000; | myvar xor_eq (1UL << 5); |
| Examine status of a bit | And | mybit = (number >> n) & 1; | What is the value of bit 5? | - | mybit = (myvar >> 5) & 1; | - | bit = (myvar >> 5) & band 1; |
1. Standard bitwise operations are explained here: https://en.wikipedia.org/wiki/Bitwise_operations_in_C
2. The alternate operator spelling is common in modern C++. To use the alternate operator spelling in C make sure to use #include <iso646.h> in your code.
Figure 3 We often use bitwise logical operations in C and C++ when dealing with register manipulation. This table outlines a few different ways that we can do it, using explicit binary values, bit-shifting and special operations from the iso646.h library.
Stimulate\(^2\)
Delays are easy to create on your LPC802. The easiest ones use loops and are referred to as “blocking.” Why is a blocking loop a bad idea? Refer to [https://bit.ly/2OKCtBf](https://bit.ly/2OKCtBf) for discussion using Arduinos.
Explore
Does your microcontroller IDE (compiler) come with a built-in command for a manual, blocking delay? If not, look up what Microchip’s XC8 compiler (used with PIC16 and PIC18 chips) has.
---
\(^2\) Stimulate and Explore sections inspired by Fred Cady’s course material for NXP/Freescale’s 9s12 processor. Thanks Fred!
Problem 2: The Timing of a Heartbeat (SysTick)
Single Sentence Overview
Create a visible “all is working” heartbeat on the microcontroller board that works independently of the main function.
Background
Two of the most useful components inside your microcontroller are the “timer” and the “interruption” mechanisms. We will effectively use “SysTick” like an alarm clock that can set off an alarm signal on a regular basis. We will let this alarm to interrupt the usual operation in the main loop of the microcontroller and to flash an LED with the same frequency as the timer alarms.
It is possible to use other timers on the LPC802, as well as other sources of data to interrupt the LPC802’s functioning. However, SysTick is one of the most straight-forward ways to learn about both timer operations and interrupt mechanisms.
In Problem 2 of this lab you will contrast the creation of a “heartbeat” signal that uses a simple approximate delay versus a better “heartbeat” that combines the use of a Timer and an Interrupt Service Routine.
Use the notes from class to write up the routine for setting up the SysTick, for establishing an interrupt service routine and for connecting that to an LED.
Demonstrate to the lab instructor or teaching assistant that you’ve got the SysTick-based heartbeat working.
| LPC 804 | If you are using the LPC804 (OM40001 board), you will use LED on the capacitive touch add-on board connected to GPIO 18 (PIO0_18). |
Problem 3: Run the SysTick LED heartbeat at 1 Hz and the WKT LED heartbeat at 2 Hz
Now it’s time to combine things. The reason? Because, often, you want to run tasks in parallel or near-parallel on a microcontroller. This is another step in that direction.
Initialise both the SysTick and WKT timers so that they are interrupt enabled. Use the lower power oscillator as your source on the WKT and use the FRO as your source on SysTick. Use the following LEDs:
| | LPC802 | Note for LPC802 | LPC804 | Note for LPC804 |
|----------------------|------------|------------------------------------------------------|------------|------------------------------------------------------|
| SysTick Heartbeat at 1 Hz | PIOO_17 | Red circle of LEDs on left side of OM4000 board | PIOO_20 | D1 LED on Capacitive Touch peripheral board |
| WKT Heartbeat at 3 Hz | PIOO_12 | Pair of green LEDs on left side of the OM4000 board. | PIOO_18 | D2 LED on Capacitive peripheral board |
Figure 5 To indicate functioning of the microcontroller’s timers you should output to LEDs. PIOO_12 and PIOO_17 connect to LEDs on the left hand side of the board.
Initialize the two timers, as well as the GPIO pins that connect to the LEDs. Timer initialization and GPIO setup have been discussed in class. Note that you will need to have two separate interrupt service routines, one for the interruption signals from SysTick and another one for interruption signals generated by the Wakeup Timer (WKT).
Demonstrate these two LEDs flashing using non-blocking interrupt service routines tied to the SysTick and Wakeup Timers to the teaching assistants.
Explore
Reflect on the following questions. Discuss them with your lab partner in the lab or in a coffee shop.
1. By default, we use the timers to drive the LED on half the time and off half the time. This is referred to as “Fifty Percent Duty Cycle” on a “Pulse Width Modulated” signal. How would you make the LED associated with the WKT interrupt service routine run the LED on 10% of the time and off 90% of the time (i.e. 10% duty cycle PWM)? How about 75% duty cycle?
2. In the event that the System Timer and the Wakeup Timer generate Interrupt Service Routines at the same, which one has the higher priority? What happens in the Wakeup Timer is servicing its ISR and the SysTick interrupt request is detected? What happens in reverse case?
Part 4: Wrap-up
Reflection on Learning
In order to get an LED or other digital output device to react to the alarms generated by timers we need to have the processor stop what it was doing and then service the interrupt request. That takes time. It’s a small amount of time, but it can be significant in certain situations. Imagine if the ISR wasn’t required and the timer could access the microcontroller’s pins directly without the need to use a GPIO register. Maybe, in a future lab, we’ll cover something like that… maybe… imagine the possibilities!
Communication – Reporting
There is no report. Read the grading rubric at the beginning of this document. Make sure that you demonstrate your working programs as discussed before leaving the lab.
Appendix
The LPC802 board (OM40000) and pinout description
The LPC804 board (OM40001) and pinout description
A note about using the LPC804 board.
Some of you are using the LPC804. For those of you using the LPC804, in this lab you’ll need to add the “capacitive touch” application board to the LPC804 (OM40001) main board. It mounts on top, using the Arduino-style headers.
Most of the code examples given for the LPC802 will also work for the ‘804. Just keep in mind that you have to
1. Select the LPC804/OM40001 SDK when starting a project
2. Include the “LPC804.h” header file, and
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February is one of the most important months in the school year. By this time, teachers have taught expectations and routines. They have reviewed the necessary skills from previous learning. Now, it is time to learn a great many new and exciting things. For the important learning to happen in the most effective way, we need our students to be at school every day. They should have enough rest to use their energy during important learning. That is why it is crucial for kids to have enough sleep at night. This is where we ask parents to help us by making sure our students go to bed early and get at least 8-10 hours of sleep. We appreciate your help in this important matter.
Parent teacher conferences are coming up in February. This year we hold them on February 10 and February 15. It is always wonderful to connect with our parents and to share about their students’ strengths and areas for growth. Having clear and consistent communication is very important in our attempts to achieve success for each student. Please make every attempt to connect with your child’s teacher during our winter conferences. We need your support.
During the winter season, children spend much time indoors because of the cold temperatures and shortened daytime. Many children’s favorite activity has become screen time, but researchers noticed that technology habits impact their ability to learn. Studies show that when children have screen time limited to less than 2 hours a day, they perform better on cognitive tests. Here are some suggestions for a healthy screen diet for children:
- Decide on what you want to do before getting on technology
- Talk to children about the impact of technology use
- Create screen-free spaces and times
- Put your phone away while having a conversation with your child (These suggestions are from Mindful Schools).
Reminders
Breakfast begins at 7:30 am. Serving breakfast stops at 8 am. Please bring your child before 8 am for breakfast, so he/she can eat. Morning supervision starts at 7:50 am.
Please do not drop students off before 7:30 am. There are no adults in the building before this time. Please help us to keep our students safe.
Students will not have school on February 11 and February 14. Please make arrangements accordingly.
Assessments
Fourth graders will be taking a national assessment called NAEP on February 24. Representatives from NDE will be coming to administer this test. Please make sure your students receive enough sleep and have a good breakfast before this important day.
Our EL students will be taking their important assessment called ELPA during the month of February. Ms. Neuhart will be sharing more information with parents.
Classroom Guidance with Mrs. Simmons
What is my child learning in Guidance?
Classroom guidance lessons will focus on understanding others’ perspectives and showing care and concern for each other. These skills help our students show empathy, which is the ability to recognize and understand the thoughts and feelings of another person. Understanding similarities and differences between their own feelings and other people’s feelings also helps children develop empathy. Empathy makes it possible for us to show kindness and compassion to others. One of our school rules is, “Practice Compassion”. As adults, it is important for us to model these skills when we interact with our children. I encourage parents to notice when their children are showing compassion at home and praise them for their efforts.
Kindly,
Mrs. Simmons – Longfellow School Counselor
Restaurant Day
Taco John's, February 7
Restaurant night is a monthly activity organized by the Longfellow Parent Teacher Organization (PTO). During the event, part of the income generated is donated back to Longfellow!
On February 7, Taco John's has agreed to partner with Longfellow to help raise funds. The hours are from 5:00pm-8:00pm for our fundraiser.
Popcorn! February 25th
Popcorn sales will continue on February 25. Our PTO has partnered with Russ's and helps organize this event as we raise additional funds for Longfellow, one quarter at a time! Students can buy a bag of popcorn by giving their teacher 25 cents and a completed form with their name. Letters and forms will go out in February 16th's Wednesday folders. Please return the forms with money before February 23rd.
Year Book (PTO)
Hi, Longfellow Family! I am looking for photos for the Longfellow Yearbook and I need your help! Throughout the year I will be collecting images that could be used for the yearbook that will come out in the spring. Any photos you have from the first day of school or other school/classroom events throughout this year would be great to have. You can email them to me at firstname.lastname@example.org or submit them to our Longfellow PTO Facebook page.
Thanks so much for your help!
-Jenni Welsch, yearbook coordinator/PTO member
The next PTO meeting is March 1 at 6:30pm in the Longfellow Library.
Longfellow students and staff will participate in the celebration of school counseling. A flyer will be coming home on Wednesday, February 2, with activities for each day. Please help us make this week special for our students and our counselor, Mrs. Simmons.
Note from the Nurse
Longfellow students had an opportunity to be screened by the dental hygiene students from CCC. Forms with screening information will be coming home with students very soon. Please let us know if you have any questions.
Every Wednesday students will be dismissed at 2:30 pm. Please make arrangements to have students picked up on time, as teachers will be participating in collaborative meetings.
Breakfast starts at 7:30 am. Students should enter the building through door number 5 (south side on playground). Lunch and breakfast are free for students this school year. We still request that you fill out free and reduced lunch forms, as there are other benefits that families might experience by submitting this form. The form was mailed to families by the district office. If you need a new form, please call or stop by our office. Our phone number is 402-461-7584.
We ask that you bring your child to school on time. Every morning students line up at their “paws” on the playground. Staff members will begin morning supervision at 7:50 am. Please do not bring your students directly into the building.
Please provide a doctor’s note every time your child stays at home sick.
A student handbook is available online or can be printed. Parents may request a paper copy. It is important to review this handbook with your child, so he/she is aware of school policies. Parents and students will sign the acknowledgement receipt that was sent in the mail to every student. If we haven’t received a signed receipt, we will continue sending a form in your student’s Wednesday folder. Please take time to read the handbook and sign the receipt with your student and return it to school.
Teachers will communicate with parents via communication apps, such as ClassDoJo or Remind. Principal’s emails are sent to parents once a week. If you would like to receive important updates from school, please sign up for these emails by going to our website. The school newsletter is sent once a month. Our website will also help you stay informed about important events and information at Longfellow Elementary and Hastings Public Schools.
Parents are encouraged to take students out for lunch, instead of having lunch with them at school.
Parking is limited around Longfellow School. Please consider parking a block or two away and walk toward our building. We want to make sure that our children, staff, parents and community members feel safe at the drop off and pick up times. Please do not park in the parking lot of the dental office across from Longfellow School or in the parking lot of Mary Lanning Hospital.
Celebrating the Month in Stories: A February Reading Challenge for Kids
☐ For Black History Month, read a Coretta Scott King Award-winning book. (Named for Martin Luther King Jr.’s wife, this award is given to the most distinguished children’s and teen’s books about the African American experience. You can find a list of all the winners since 1970 at ala.org.)
☐ Find a book that rhymes and read it aloud. Using a silly voice is encouraged.
☐ Reread a favorite picture book and write or draw a valentine to one of its characters.
☐ Celebrate Presidents’ Day (the third Monday of February each year) by reading a book about a U.S. president.
☐ Close your eyes and run your hands along a shelf in the library. Choose any book at random and read it.
☐ Read the first book in a series you’ve never tried.
☐ Ask a Librarian: What’s a book you fell in love with as a kid (or a kids’ book you’ve read lately) that you think I should read?
☐ Read a book with a delicious food in the title.
☐ Read a book about an athlete. (If you’re really into winter sports, tack on a book about one of your favorites!)
☐ Read a book under the covers. Any time of day will do, but we recommend using a flashlight!
| Date | Entree | Vegetables | Fruit | Milk |
|--------|------------------------------------------------------------------------|-------------------------------------------------|--------------------------------------------|-------------------------------------------|
| 01 | * Chef Salad with Roasted Flatbread | Zesty Black Beans | Fruit and Veggie Bar | 1% Unflavored Milk |
| | * Beefy Taco in a Bag | | | Chocolate Skim Milk |
| | * Oven-Roasted Hot Dog | | | Skim Unflavored Milk |
| | | | | Strawberry Skim Milk |
| 02 | * Turkey & Cheese Deli Round | Golden Corn | Fruit and Veggie Bar | 1% Unflavored Milk |
| | * Home-style Spaghetti | | | Chocolate Skim Milk |
| | * Crispy Chicken Sandwich | | | Skim Unflavored Milk |
| | | | | Strawberry Skim Milk |
| 03 | * Ham & Cheese Snackable | Cheese Pizza | Fresh Veg of the Day | 1% Unflavored Milk |
| | * Pizza Hut Pizza at Alcott, Hawthorne, Lincoln | | | Chocolate Skim Milk |
| | | | | Skim Unflavored Milk |
| | | | | Strawberry Skim Milk |
| 04 | * Ham & Cheese Snackable | | | 1% Unflavored Milk |
| | * Cheese Pizza | | | Chocolate Skim Milk |
| | | | | Skim Unflavored Milk |
| | | | | Strawberry Skim Milk |
| 07 | * Nacho Snackable | | | 1% Unflavored Milk |
| | * French Toast Sticks with Eggs | | | Chocolate Skim Milk |
| | * Cheeseburger | | | Skim Unflavored Milk |
| | * Hash Brown Triangle | | | Strawberry Skim Milk |
| | | | | |
| 08 | * Ham & Cheese Deli Round | | | 1% Unflavored Milk |
| | * Traditional Beefy Lasagna with Breadstick | | | Chocolate Skim Milk |
| | * Mini Corn Dogs | | | Skim Unflavored Milk |
| | | | | Strawberry Skim Milk |
| 09 | * Turkey & Cheese Deli Round | | | 1% Unflavored Milk |
| | * Italian Dunkers with Marinara Dipping Sauce | | | Chocolate Skim Milk |
| | * Breaded Steak Fries with Dinner Roll | | | Skim Unflavored Milk |
| | | | | Strawberry Skim Milk |
| 10 | Misc. | | | No School |
| 14 | * Ham & Cheese Deli Round | | | |
| | * Soft Shell Beefy Tacos | | | |
| | * Fish Nuggets with Dinner Roll | | | |
| | | | | |
| 15 | * Falita Salad with Tortilla Chips | | | |
| | * Creamy Macaroni & Cheese with Dinner Roll | | | |
| | * Oven-Roasted Hot Dog | | | |
| | | | | |
| 16 | * Turkey & Cheese Deli Round | | | |
| | * Mega Meatball with Dinner Roll | | | |
| | * Baked Pork Fritter | | | |
| | | | | |
| 17 | * Ham & Cheese Snackable | | | |
| | * Pizza Hut Pizza at Longfellow & Watson | | | |
| | * Cheese Pizza | | | |
| | * Tostada Cheese Sandwich with Creamy Tomato Soup | | | |
| | | | | |
| 21 | * Turkey & Cheese Snackable | | | |
| | * Chili Cheese Fritos | | | |
| | * Crispy Chicken Sandwich | | | |
| | | | | |
| 22 | * Asian Salad with Roasted Flatbread | | | |
| | * Chicken Ranch Pasta with Dinner Roll | | | |
| | * Corn Dog | | | |
| | | | | |
| 23 | * Turkey & Cheese Deli Round | | | |
| | * Home-style Tater Hotdish with Dinner Roll | | | |
| | * Chicken Nuggets | | | |
| | | | | |
| 24 | * Nacho Snackable | | | |
| | * Pepperoni Pizza | | | |
| | * Pizza Hut Pizza at Alcott, Hawthorne, Lincoln | | | |
| | * Ram & Pasta Hotdish with Dinner Roll | | | |
| | | | | |
| 28 | * Pizza Snackable | | | |
| | * Pancakes & Sausage | | | |
| | * Original Beef Goulash | | | |
| | | | | |
Breakfast and lunch menus can be found on our Longfellow page.
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TRAINING PRESENTATION ON
Combating Stigma Related to COVID-19 to Assist Counsellors
Presentation structure
1. What is stigma and discrimination
2. Who are at risk of stigmatisation during COVID outbreak
3. Other groups and communities facing risk of stigma
4. Key drivers
5. Effects of stigma on managing COVID-19
6. GoI’s efforts to address stigma and discrimination
7. Role of counsellors in addressing COVID-19 stigma
8. Messages effective in dealing with stigma
What is stigma and discrimination
Social stigma is the negative association between a person/group of people who share certain characteristics and a specific disease.
Involves any kind of bias, prejudice or discrimination against a person or a community based on a perceived link with a disease like novel Coronavirus (nCoV) or COVID-19.
Leads to discrimination, stereotyping, social isolation and separate treatment of people/communities who are affected.
Current COVID-19 outbreak has provoked social stigma and discriminatory behaviours. Stories of stigma and discrimination against people affected by COVID-19, health workers and essential service providers are being reported from across the country.
People worst hit by stigma include:
- People who have contracted the infection, their families/friends and anyone in contact with them
- Communities and people who are stereotyped
- Ethnic or minority communities
- Women, sex workers, migrant labours and LGBT communities since they are mainly seen as powerless and hence fall easy prey to being oppressed
- Service providers like FLWs (Healthcare and sanitation workers, NGO workers, police personnel)
HIV is one of the most stigmatised public health concern.
HIV infection is a lifelong condition. Nearly 86% of HIV transmission occur through the sexual route.
Stigma stems from a society that is judgemental about sex and sexual practices.
COVID-19 due to simple transmission is incremental on their health burden and aggravated stigmatisation of PLHIV.
**THEY MAY FACE**
- Heightened risk of severe physical health illness
- Adverse effect on emotional and social well-being
- Obstruction in the delivery of effective healthcare and access to HIV treatment
Key drivers of stigma during COVID-19
COVID-19 is a new virus and we are still learning… there are many unknowns.
Fear and anxiety of unknown primarily leads people to stigmatise in outbreak situations.
Information overload and myths.
Therefore, the focus should be on reducing fear, through more awareness.
Effects of stigma on managing COVID-19
Effects of stigma are debilitating, medically, socially and emotionally. It results in:
- Concealing symptoms, hesitancy in seeking medical care and adoption of protective behavior making outbreak management more difficult
- This is particularly problematic for PLHIV who may not be able to access antiretroviral therapy (ART) and counselling services
- Loss of status and negative impact on those with the disease, their caregivers, family, friends and communities
- Increased sense of emotional isolation, feeling of guilt and anxiety
- Lack of self-esteem and confidence
- Ostracization of healthcare workers and others involved in COVID-19 management
- Worsening of pre-existing psychiatric illness such as depression
Government of India is committed to fight stigma through its initiatives.
- A National Campaign to address stigma and discrimination related to COVID-19 has been launched
- Supporting development of strategy documents and guidelines for programme planners and implementers
- The Epidemic Diseases Act 1897 amended to make any form of violence against or harassment of healthcare workers punishable by levying hefty fines and non-bailable punishments
- Training and capacity building materials for service providers, caregivers and parents
Role of counsellors in addressing COVID-19 stigma
Counsellors responding to distress calls have a critical role in dealing with stigma. They can:
- Offer words of encouragement
- Promote kindness, solidarity, compassion
- Allay anxiety and create awareness
- Provide guidance on supportive interventions (e.g. refer to mental health helplines, share information on videos/resources available on MoHFW’s website)
- Choose words carefully while referring to those affected by COVID
- Avoid using words like COVID-19 cases, victims, transmitters and suspects
- Share key messages to prevent stigma
Messages effective in dealing with stigma
**MESSAGE 1**
Focus on the facts based on scientific evidence and latest official health advice
- Wash your hands frequently with soap and water after sneezing and coughing, touching surfaces, before and after meal
- Cover your mouth with handkerchief/tissue while coughing and sneezing, wash used handkerchief thoroughly and dispose of tissue in a covered bin immediately after use
- Avoid touching your eyes, nose and mouth
- Use mask while stepping out
- Maintain at least 1 meter distance in market places, medical stores, hospitals, etc.
- Avoid participating in large gatherings
- Self monitor your health and contact a doctor immediately if you have cough, fever or breathing difficulty
- If you have these signs/symptoms please call State helpline number or Ministry of Health and Family Welfare’s 24X7 helpline at 011-23978046
Messages effective in dealing with stigma
**MESSAGE 2**
Focus on positives
- Emphasise the effectiveness of prevention and treatment measures like social distancing, hand washing, respiratory etiquette
- 80% of COVID-19 patients have mild symptoms and can be cured with supportive care and treatment
- Share examples or stories where people affected with COVID are recovering....with supportive treatment.
- Focus on early reporting, testing and treatment, in case of symptoms. Guide for next steps and assure necessary infrastructure and services are available to support
**MESSAGE 3**
Anyone who does not take due precautions is at risk and can get infected. Do not label any persons, community or area for spread of COVID-19 as it will not help fight corona
Messages effective in dealing with stigma
**MESSAGE 4**
- **Dispel myths**
- COVID-19 IS NOT transmitted through houseflies
- Adding pepper to your soup or other meals DOES NOT prevent or cure COVID-19
- Exposing yourself to the sun or to temperatures higher than 25°C degrees DOES NOT prevent nor cure COVID-19
- Spraying or introducing bleach or another disinfectant into your body WILL NOT protect you against COVID-19 and can be dangerous
- Currently no licensed drug is there for the treatment or prevention of COVID-19
- Drinking methanol, ethanol or bleach DOES NOT prevent or cure COVID-19 and can be extremely dangerous
**MESSAGE 5**
- **Focus on what people can do to support each other like**
- Taking care of each other especially the elderly and those with co-morbidities
- Follow compassion, empathy, care, comfort towards such people
Messages effective in dealing with stigma
**MESSAGE 6**
Appreciate frontline providers
Appreciate and celebrate the efforts of frontline providers (Doctors, nurses, paramedics sanitation and other essential workers) who are protecting our communities from COVID 19.
Inform that health workers are being extensively trained to respond using all precautions.
**MESSAGE 7**
Be a good listener when responding to those in stress and share
All available psychosocial resources and helplines - Mental health and Psychosocial support (NIMHANS-080 4611 0007) and Child Support (1098)
Encourage PLHIV to continue ART and access counselling services
Motivate them to engage in simple daily physical activities
#TogetherAgainstCOVID19 | f4024723-4a29-4ee7-8adf-1e6ed3680d53 | CC-MAIN-2022-49 | https://prachicp.com/S-AND-D/assets/training_presentation_s_d_counsellors_08072020.pdf | 2022-11-28T07:12:48+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710488.2/warc/CC-MAIN-20221128070816-20221128100816-00419.warc.gz | 511,875,568 | 1,556 | eng_Latn | eng_Latn | 0.97732 | eng_Latn | 0.994874 | [
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