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ABOUT THE AUTHOR WATT KEY grew up in Alabama and lives there now with his wife and children. He was the oldest of seven children and spent much of his childhood outdoors, fishing and trapping with his siblings. As a child, he loved books and storytelling and began writing his own stories by the age of ten. Alabama Moon was his first published book, and he’s written four other young adult novels. His books have won many awards, including Time Magazine’s One of the 100 Best Young Adult Books of All Time and ALA’s Best Books for Young Adults for Alabama Moon. Visit Watt online at wattkey.com. ABOUT THE BOOKS Watt Key’s middle-grade books take place in Alabama and Mississippi. In each one, the main character faces issues of survival, belonging, dealing with evil, and finding his place in the world. While all students will enjoy these coming of age stories, they are particularly appealing to boys. ABOUT THE GUIDE This guide supports the use of Watt Key’s books as part of a standards-based curriculum. Specifically, it is designed to help students comprehend complex texts, ask questions, expand their vocabulary, participate in discussions, and cite specific evidence to support their oral or written interpretations of a text. The Common Core State Standards (CCSS) for English Language Arts and Literacy has identified these as descriptors of students who are college and career ready. Questions and activities are aligned to the four CCSS ELA strands: Reading, Writing, Speaking and Listening, and Language. These strands are all interconnected. Student discussion supports reading comprehension and effective written responses. Language skills and vocabulary support each of the strands. The guide provides an introduction to each book and CCSS-aligned questions and activities for during and after reading. The Extending Learning section at the end applies to all of Watt Key’s books and provides opportunities for students to make connections between them. The standards listed throughout the guide reflect the standards for grade 6, but activities can be applied to grades 5 through 8. There are many ways to use Watt Key’s books in your classroom. They are ideal for literature circles, partner reading, and independent reading. Students should use reading notebooks to respond to questions and activities and keep track of new vocabulary. They should always support their thinking and responses by citing specific evidence from the text. During discussions, they should listen respectfully to the ideas of others and modify their thinking if necessary. It is helpful to have discussion routines in place such as “turn and talk,” “think-pair-share,” or Socratic seminars. This guide is intended to support your classroom instruction. You are the expert on your students’ needs, so feel free to adapt it as needed for your classroom. We hope you and your students enjoy Watt Key’s exciting books! ABOUT THE BOOK Ten-year-old Moon lives with his father in a shelter deep in an Alabama forest. His father teaches Moon how to survive on his own and tells him that they have no need for other people. When his father dies, Moon is alone in the world. He decides to follow his father’s last instructions and go to Alaska to find other people who live like they do. But Moon doesn’t get very far and soon encounters problems in the outside world. He becomes property of the state and must use the skills he has to survive and adapt to a community that’s foreign to him. Along the way, he meets people who want to harm him and others who want to befriend him. And most troubling of all, he begins to doubt the things his father had taught him and wonders where he truly belongs. DISCUSSION QUESTIONS CHAPTERS 1 TO 15: 1. Why does Moon’s father choose to live in isolation? Does Moon share these feelings? 2. Why does Moon decide to set out for Alaska? Is this a realistic plan? Explain your answer. 3. Do you think Mr. Abroscotto and Mr. Wellington have Moon’s best interests at heart when they call in the authorities? Why or why not? 4. What words would you use to describe Constable Sanders? How does Sanders confirm Moon’s father’s ideas about the government? 5. How do the other boys treat Moon when he arrives at the Pinson boys’ home? Why do you think they act this way? CHAPTERS 16 TO 37: 1. What is Moon’s plan for breaking out of Pinson? Why do you think Kit and Hal choose to stay with Moon when the other boys decide to return to the school? 2. How does Moon help Kit and Hal to survive in the forest? What does Moon learn about his friends’ lives before they arrived at Pinson? 3. Why does Hal decide to return to civilization? What challenges do Moon and Kit face in the forest? 4. Why does Moon take Kit to the highway? What promise does he give Kit before he leaves him? 5. Why does Moon risk getting caught by Sanders to go see Mr. Abroscotto? Why does he think Mr. Abroscotto isn’t his friend? CHAPTERS 38 TO 51: 1. Why do you think Sanders hates Moon so much? How does Sanders turn public opinion against Moon? 2. Have Moon’s survival skills prepared him for dealing with the outside world? Explain your answer. 3. How does Moon’s first night in the Tuscaloosa jail represent the lowest point in his life? 4. How does Mr. Wellington convince the judge that Sanders is lying? How does Hal help Moon’s defense? 5. At the end of the story, Moon tells Uncle Mike, “I’m gonna be fine. You don’t need to worry about me.” Do you think he’s right? Explain your thinking. COMMON CORE ACTIVITIES Alabama Moon: Book and Movie Analysis After students have read the book, have them view the film version of Alabama Moon. Ask them to write a brief review comparing and contrasting the two versions and analyzing the techniques the author and filmmaker used to develop and enhance the plot, characterization, and setting. When completed have students post their reviews on a Watt Key classroom blog or bulletin board and respond to the entries of others. Written Response Remind students that a theme is the main idea or underlying meaning in a piece of fiction, expressing a view about life and how people behave, and that a text may have multiple themes. Then, with the class, generate a list of ideas that are explored in Alabama Moon, e.g., good vs. evil; isolation vs. the need for others; the individual vs. society; survival; and coming-of-age. Have students determine what they feel is the central theme of this novel and write an essay analyzing its development during the course of the story. Make sure they include a summary of the text in their analysis. CCSS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.2 Determine a theme or 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. CCSS.RL.6.7 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. CCSS.SL.6.1 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. CCSS.W.6.9a 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”). ABOUT THE BOOK In this companion book to Alabama Moon, fourteen-year-old Hal Mitchell is sent to live in the Hellenweiler Boys’ Home, a gritty juvenile facility where two gangs of boys have frequent violent altercations. Each gang wants Hal to join it, but Hal has made a promise to his father to stay out of trouble so that he can be released early. Hal struggles to stay in no-man’s-land but finds it harder and harder as the threats and attacks by gang members escalate. It becomes clear that the adults in charge are not interested in protecting Hal and are creating false reports about his behavior. With the grudging help of two other boys, Hal sets out to expose the corruption at the facility and to clear his name so he can return home to his father. This is a story about courage, justice, and second chances. DISCUSSION QUESTIONS CHAPTERS 1 TO 19: 1. Why does Hal feel the Hellenweiler Boys’ Home is like a prison? How does Superintendent Fraley describe Hellenweiler to Hal? How are both analogies accurate? 2. What do Hal and his father promise each other when Hal goes to Hellenweiler? Why is it hard for Hal to keep up his end of the bargain? 3. How do tensions build when Hal refuses to join either gang? What advice does he get from Paco? 4. What happens in the boiler room? How does this lead to the gang fight? 5. What do we learn about Hal’s background in Chapter 19? How has his past contributed to his ending up in Hellenweiler? CHAPTERS 20 TO 39: 1. What does Paco tell Hal about the adults who run Hellenweiler? Why do they encourage violence in the boys? 2. How do Mr. Fraley and the guards try to prevent Hal from going home? 3. How does Hal’s memory of being lost in the Talladega Forest give him the confidence to fight the injustice of his situation? What happens to destroy his confidence? 4. What is Hal’s plan for finding proof of the corruption at Hellenweiler? Why does Paco agree to help him? 5. How have their experiences at Hellenweiler changed Paco and Caboose? Do you think they will be able to rebuild their lives at the end? Why or why not? Setting Ask students to analyze how the setting of the book, the Hellenweiler Boys’ Home, influences plot and character development. When completed, have students post their entries on a Watt Key classroom blog or bulletin board and respond to the entries of others. Written Response After students have read Alabama Moon and Dirt Road Home have them respond to the following prompt: Hal struggles to survive in both Alabama Moon and Dirt Road Home. How are his struggles in each story similar and different? In which book does he face the greatest challenge? Ask students to provide evidence from each text to support their answer. CCSS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.3 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. CCSS.SL.6.1 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. CCSS.W.6.9a 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”). ABOUT THE BOOK Twelve-year-old Foster lives with his mother on Fourmile, their Alabama farm. Foster is still struggling with the death of his father the previous year and the knowledge that he and his mother will have to sell Fourmile and go live in Montgomery. To complicate matters, Foster’s mother is dating Dax Ganey, a man Foster knows is deceitful and bad for her. When a mysterious stranger, Gary, arrives at the farm, Foster bonds with him and looks up to him, unknowingly trying to fill his father’s place in his life. When Foster’s mother spurns Dax, he becomes a dangerous enemy to Foster, Gary, and her. Eventually, Foster must face both Dax and his fears and come to terms with a new life that does not include Fourmile. DISCUSSION QUESTIONS CHAPTERS 1 TO 22: 1. Why are Foster and his mother in danger of losing Fourmile? How does his mother’s boyfriend, Dax, add to Foster’s unhappiness? 2. How does Foster’s life change when Gary arrives at the farm? How is Gary a mysterious figure? 3. On page 78, Foster says, “Everybody was moving on while I was stopped.” What does he mean by this? 4. Why do you think Foster likes spending time with Gary? Why is Foster’s mother afraid of his getting too close? 5. Why does the picnic at the creek make Foster so happy? What happens that ruins the day for him? CHAPTERS 23 TO 45: 1. What positive things happen during Foster’s visit to Montgomery? What does Foster’s grandfather mean when he tells him he’ll be okay? 2. Why does Foster want to stay at Fourmile? How does Gary disappoint him? 3. How is Dax a threatening figure? How is he also a coward? 4. How do the decisions made by Foster’s mother, Gary, and Dax lead to the violent confrontation at the end of the novel? 5. How does the last chapter provide closure for the events of the story? Do you think it is good that Foster and Gary stop communicating with each other? Why or why not? COMMON CORE ACTIVITIES Literary Techniques Flashbacks and epilogues are literary devices authors use when crafting a narrative. Watt Key uses both in Fourmile. Have students, working in pairs, find examples of the use of these literary devices in the novel. Then ask them to write a brief explanation detailing how the flashbacks and the epilogue contribute to the narrative. Students should present their findings to the whole class during a class discussion. Written Response Have students respond to the following prompt: Why do you think the author called this book Fourmile? What is the significance of home in this novel? Justify your response with specific details from the text. CCSS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.2 Determine a theme or 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. CCSS.RL.6.3 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. CCSS.SL.6.1 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. CCSS.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.W.6.9a 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”). ABOUT THE BOOK Thirteen-year-old Cort lives on the Alabama coast with his father, an expert on hunting and a swamp guide. His father has taught Cort everything he knows and often takes him on hunting trips with clients. When a deadly hurricane hits the area, Cort, his friend Liza, and her little sister Francie are unexpectedly left to face the storm on their own. After Francie runs out looking for Cort’s dog, Cort and Liza set out searching for her. Through a series of catastrophic events, they find themselves isolated in the swamp, seeking high ground amid rising waters. To complicate matters, they are threatened by dangerous wild animals struggling to survive the storm, too. Cort must use all the skills his father has taught him to save their lives. DISCUSSION QUESTIONS CHAPTERS 1 TO 21: 1. What is Cort’s dad’s job? How does Cort help him with his work? 2. How does Cort feel about his mother? How does her leaving impact his life? 3. How is Cort’s friendship with Liza an important part of his life? 4. How do Cort and his dad prepare for the upcoming hurricane? What happens that leaves Cort, Liza, and Francie to face the storm on their own? 5. After the loss of the houseboat, where does Cort decide to take Liza and Francie to wait out the storm? What do you think he means when he says, “I had a bad feeling that we were going to be up against more than just rising water”? CHAPTERS 22 TO 46: 1. What dangers do Cort, Liza, and Francie face in the swamp? How do Cort and Liza work together to save their lives? 2. During his struggles, Cort sometimes has conversations with his father in his head, asking for help or telling him how angry he is. What causes these feelings? 3. How does the bear prove to be an unlikely ally for Cort and the girls? 4. Early in the story, Cort’s dad says about the swamp: “It’s a pretty place, but you pull back the curtain and it gets evil real quick.” How do Cort’s experiences in the storm confirm this? 5. How is Cort able to think more clearly about his life after his ordeal in the storm? What does he decide is important to him? COMMON CORE ACTIVITIES Research Project In his Author’s Note, Watt Key describes how this novel was an account of how he imagined things in the Mobile-Tensaw Delta during a hurricane. One of the locations in the book was the Bottle Creek Indian Mounds, where Cort takes the girls during the storm. Have students use print and online sources to do research on this archaeological site, including both geographical and historical information. Students should then make brief presentations of their reports to the class. Graphic Narrative In Terror at Bottle Creek, Watt Key creates many detailed descriptions of the setting and the events of Cort’s adventure. Discuss with students how these descriptions help the reader to visualize what is happening and make sense of the story. Explain that some authors use the graphic novel form when writing. Have students choose a chapter of the book they found particularly exciting and create a series of sequenced panels of the events in this chapter. They should include illustrations, speech balloons with dialogue from the story, and captions for their narration. Once completed these can be displayed in the classroom or compiled in a class book. CCSS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.3 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. CCSS.SL.6.1 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. CCSS.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.W.6.9a 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”). ABOUT THE BOOK Twelve-year-old Sam lives with his parents in the Mississippi bayou. His father, a policeman, gives Sam a new fishing boat. Instead of using it to fish, he decides to explore the forbidden swamps near his home. He unexpectedly finds a boy about his own age named Davey living in an abandoned fishing camp and decides to help him by bringing him food and supplies. He wants to be a friend to Davey, but becomes concerned about the boy’s evasive answers as to why he’s living by himself in the swamp. As Sam becomes more entangled in his efforts to help Davey, his lies to his parents grow. When Davey’s stepbrother and his friends arrive at the camp, both Sam and Davey find themselves in great danger. Sam has to summon all his courage to save himself and Davey and deal with the problems in his own life. DISCUSSION QUESTIONS CHAPTERS 1 TO 15: 1. What motivates Sam to take his new boat deep into the swamp? What does he find there? 2. Why is Sam avoiding his friend Grover? Why does his new friendship with Davey tug at Sam’s conscience? 3. Sam doesn’t think he will ever be as good as his father is. Why does he think this? 4. Why doesn’t Sam tell his dad and Officer Stockton about Davey? Do you think this is a good decision? 5. When Sam finds Davey after the storm, what does Davey finally tell him about why he won’t leave the swamp? CHAPTERS 16 TO 28: 1. How does the mystery surrounding Davey grow even after he has told Sam more about his background? What questions does Sam have about Davey’s life? 2. Why does Sam feel he is getting deeper and deeper into trouble? Is he following his mom’s advice about making good decisions? 3. How are Sam and Davey retreating from their lives at the camp? Why do they each feel the need for a new life? 4. Do things improve for Davey and Sam when Davey’s brother Slade returns to the camp? Why do you think Davey refuses to see Slade for what he is? 5. What advice does Sam’s father give him about being a man? How does this advice lead to Sam’s reconciling with Grover? CHAPTERS 29 TO 49: 1. How is the camp different when Sam returns to see how Davey is doing? What does Sam learn about Slade and his friends? 2. Why doesn’t Sam escape from the swamp with Jesse when he has the chance? Why does he feel he’s finally going to do the right thing? 3. How do Sam and Davey get out of the swamp? Why does Davey find it easier when he acknowledges the truth about his father and Slade? 4. How do Sam and Grover mend their friendship? 5. How does Davey choose a family to live with? What does Sam learn from Davey about life? COMMON CORE ACTIVITIES Title Discussion Watt Key chose to call his book Hideout. Have students reflect on the significance of this title. Ask them to consider the answers to each of the following questions: - Why did Sam, Davey, and Grover each feel the need to have a place to hide away from the world? What does a hideout represent to each of them? - Did their hideouts help them deal with the issues they were facing in their lives? Have students work on their own and take notes on each of these questions, then share them in a full class or small-group discussions. Encourage students to respond to each speaker’s argument and evaluate his/her reasoning. Written Analysis Have students write a brief analysis of how the characters in Hideout respond or change in reaction to the events in the story. Ask them to explain how this leads to the final resolution of the conflict. Encourage students to use specific details about the plot, characters, and setting to support their responses. CCSS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.2 Determine a theme or 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. CCSS.RL.6.3 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. CCSS.SL.6.1 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. CCSS.W.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.W.6.9a 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”). EXTENDING LEARNING Author Study After they have read Watt Key’s books, have students respond to the prompts listed below in their reading notebooks. Encourage them to cite specific evidence from the books to support their responses. Then have students share what they’ve written with classmates during full-class and small-group discussions. - Visit Watt Key’s website to learn about his life growing up in Alabama. How have his experiences influenced the books he writes, especially his plots and settings? - Watt Key chose to write his books using a first-person narrative. Describe how experiencing a story through the point of view of the main character affects our reading of the book. - A coming-of-age story is a genre of literature that focuses on the growth of the main character from child to adult. How is each of Watt Key’s books a coming-of-age story? Choose one book and explain the crisis the main character faces and the lessons he learns. Tell how this influences his transition from child to young adult. - Watt Key explores many themes in his books: surviving in hostile circumstances, good vs. evil, wilderness vs. civilization, outsider vs. belonging, isolation vs. the need for others, to name a few. Choose one of these themes and describe how it is developed in one or more of his books. - What role does the father-son relationship play in each of Watt Key’s books? - On Watt Key’s website, he lists his favorite books, including Where the Red Fern Grows by Wilson Rawls. Read this book or one of the others on the list and compare it with one of Watt Key’s books. What similarities and differences do you find in the themes, plots, characters, and settings? CCSS.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.2 Determine a theme or 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. CCSS.RL.6.3 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. CCSS.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.SL.6.1 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. CCSS.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Writing Workshop Watt Key’s books can be used as mentor texts during a unit on narrative writing. - When working with students on creating vivid settings in their writing, read aloud the description of Sam’s journey up the bayou in chapter 13 of Hideout. Ask students to explain how Watt Key described the setting in such a way that the reader can visualize it. Have students find other examples of vivid settings in his books and share them with the class. Have students revise a piece of their own writing to create a more descriptive setting. - When working with students on the use of dialogue in their writing, provide students with a copy of chapter 19 from Hideout. Have them highlight the lines of dialogue between Sam and Davey. Discuss with students how the dialogue is used to reveal information about the characters and to develop the plot. Encourage them to use dialogue in their own writing for these purposes. - When working with students on point of view, use the same chapter from Hideout to analyze how Sam’s first-person narrative provides information about how he is feeling and interacting with others. Have students create or revise a piece of their writing so that it is written in a first-person narrative. CCSS.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.W.6.5 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.) VOCABULARY DEVELOPMENT Tell students that Watt Key’s books may contain vocabulary that is unknown to them. Explain that some of these words can be categorized as academic vocabulary, words that appear often in books across different content areas. Examples of academic vocabulary in Watt Key’s books include: haul, enforced, attempted, periphery, ebbing, vastness, and stammer. Other words can be categorized as technical, or domain-specific, vocabulary. These words would be used in a specific subject area or in fictional narratives describing a particular activity or location. Examples of this type of vocabulary in Watt Key’s books include: delta, skiff, jon boat, gunnels, sloughs, and palmetto. During reading, have students keep track of new words they come across. They should write these words in their notebooks under the category academic vocabulary or technical vocabulary. Then have them use the context to write what they think the words mean, using a dictionary to confirm or discount their definitions. CCSS.L.6.4 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. CCSS.L.6.6 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. This guide was written by Barbara McLaughlin, M.Ed., M.A., literacy consultant and former Senior Program Director for Elementary ELA in the Boston Public Schools.	<urn:uuid:fe49b99c-9ea8-4367-8903-23b358b4d404>	CC-MAIN-2018-09	https://images.macmillan.com/folio-assets/teachers-guides/9781250143976TG.pdf	2018-02-22T01:02:02Z	crawl-data/CC-MAIN-2018-09/segments/1518891813832.23/warc/CC-MAIN-20180222002257-20180222022257-00795.warc.gz	651,174,659	6,514	eng_Latn	eng_Latn	0.998297	eng_Latn	0.998534	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2924, 5993, 9790, 13153, 16315, 19966, 23953, 27964, 30022 ]	[ 4.59375, 4.8125 ]	1	2
Our Environment Strategy, Greening the Hill: Our Community, Our Future, outlines our vision and plan to become a more environmentally sustainable community. Here are some key highlights from 2023: Planning for sustainable transportation Council approved the Transportation Master Plan, which will guide the future of the City’s walking, cycling, off-road trails and road networks to support growth. It also includes updated transportation and mobility policies to support how people get around the city. Taking advantage of grant funding Richmond Hill secured $3.18 million in funding from the Federal Active Transportation Fund for the David Dunlap Observatory Pedestrian/Cyclist Bridge and Recreation Trail project. The City also received nearly $465,000 in grant funding from various agencies to help offset the costs of projects that help restore and enhance our environment. Protecting our feathered friends Richmond Hill was recognized as a Bird Friendly City by Nature Canada for taking action to reduce threats to birds, restoring and enhancing their habitats and engaging the community in education, awareness, and citizen science to monitor and protect local bird populations. Did you know that Richmond Hill maintains more than $9.2 billion worth of assets? The City’s inaugural 2023 State of Infrastructure Report reveals that assets are in good condition for reliable community services, which includes 1,040 km of bicycle lanes, cycle tracks, sidewalks, walkways, multi-use paths and trails. It also includes 73,000+ street and park trees and 889 hectares of natural areas, valued at more than $233 million. A record-setting 12,000 volunteers picked up litter from 145 streets and pathways, and more than 100 parks and open spaces during Clean Up, Green Up Weeks. The City’s efforts were recognized by the Municipal Waste Association with a Silver Award for Promotion and Education in the Special Events category. The City launched an education campaign to promote home energy improvements that can reduce energy use and greenhouse gas emissions and save residents money. Richmond Hill held 8 educational webinars, released a home energy improvement survey, offered free personalized guidance from a home energy expert and provided energy efficiency education at community events. Community Stewardship Program - 1,615 Community volunteers - 9,204 Trees planted - 5.6 ha Area restored Healthy Yards Program - 1,305 Trees distributed - 3,760 Wildflowers distributed - 300 Rain barrels distributed - 285 Composters distributed Fill it up Water Trailer - 35 Events attended - 20,000 Reusable bottles filled Working together to protect, enhance and restore our local environment. RichmondHill.ca/Environment	216c7c65-3e22-4f8a-977e-3b566eabe376	CC-MAIN-2025-08	https://pub-richmondhill.escribemeetings.com/filestream.ashx?DocumentId=62138	2025-02-15T09:59:33+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951979.26/warc/CC-MAIN-20250215085341-20250215115341-00692.warc.gz	436,776,201	544	eng_Latn	eng_Latn	0.996428	eng_Latn	0.996493	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1206, 2760 ]	[ 2.234375 ]	1	0
BioMedical Admissions Test (BMAT) Section 2: Physics Topic P2 - Magnetism Properties of Magnets Permanent magnets have two poles - one at each end - a north pole and a south pole. Magnets exert forces on one another when they are placed within close vicinity: - Like poles repel each other (e.g. North poles repels North poles) - Unlike poles attract (e.g. North poles attract south poles) The strength of attraction or repulsion is stronger the closer the magnets get together. The poles of magnets can also attract magnetic materials such as iron, cobalt and nickel. To test if an object is a permanent magnet, it must be able to repel another permanent magnet (attraction only proves that it is a magnetic material). The north pole on a bar magnet is ‘north seeking pole’ i.e. is attracted to the geographical north pole. Therefore, the geographical north pole must be a ‘south seeking pole’. The same principle holds true for the magnetic south pole. Magnetic Fields A magnetic field is an area around a magnet upon which magnetic forces act on other magnets or magnetic materials. The magnetic field can be represented using magnetic field lines which: - Start on north poles and end on south poles or form closed loops - Cannot start or end in space - Cannot cross one another - Point in the direction of force that would be exerted on a free north pole (north to south) - Are closer together where the field is stronger. Magnetic field lines can be clearly depicted by sprinkling iron filings around a bar magnet where they form miniature bar magnets and align with the magnetic field. The field lines can be traced using a magnetic compass as the needle will point in the direction of the field at each point that it is placed on. Magnetic Materials Magnetic materials are materials that become affected by magnetic forces when placed in a magnetic field. Some magnetic materials gain and lose their magnetism more easily than others: - Soft magnetic materials are easily magnetised but also lose their magnetisation easily e.g. iron. - Hard magnetic materials are difficult to magnetise but once magnetised, they are difficult to demagnetise (increased time to demagnetise or require heating or striking the magnet to demagnetise) e.g. steel. Electromagnets Electromagnets usually consist of a coil wrapped around a soft iron core. Iron (softly magnetic) is used as it gains and loses its magnetism quickly, making it suited for electromagnets. - When an electric current flows through the coils, the core magnetises creating a combined magnetic effect from the current and the strongly magnetised iron core. - When the current is removed, the core quickly demagnetises causing the electromagnet to be turned off. - Using a hard magnetic material would mean the electromagnet would take longer to turn on and off. Inducing Magnetism When you place a pole of a bar magnet near an unmagnetised magnetic material, there is a force of attraction experienced (never repulsion). This means that the bar magnet has induced an opposite pole in the magnetic material i.e. holding a north pole near the magnetic material induces a south pole. Induced magnetism is used to make permanent magnets by placing a hard magnetic field in a strong magnetic field such as a solenoid. Electricity and Magnetism When current flows through a wire it creates a magnetic field in the surrounding area. - Reversing the direction of the current reverses the magnetic field - Increasing the current increases the magnetic field strength. The magnetic field is a result of moving charge carriers and not the wire itself. A beam of charged particles such as electrons or ions moving through a vacuum will also create a magnetic field. The magnetic field pattern around current a long straight current carrying wire: - Consists of concentric circles. - Circles get further apart (field strength decreases) further away from the wire. - Have a direction predicted by the right hand grip rule. When current carrying wire is wound into a tight coil, the magnetic field created by each part of the coil combines to form a strong field running through the cores centre. This produces the following pattern which can also be predicted by using the right hand grip rule at any point on the coil. A long coil, also known as a solenoid, consists of lots of narrow coils wound together. The resultant field is very uniform through the centre of the solenoid: - The field direction can be predicted by the right hand grip rule. - The field is comparable to a bar magnet with poles at each end of the solenoid. - Weak field at the sides of the solenoid and opposite in direction to the field inside the solenoid. - Field strength and direction is controlled by current. The poles can be identified by the direction the coils are wound. If you look at the end of the coils: - If the coils turn clockwise - that is the north pole - If the coils turn anti-clockwise - that is the south pole Magnetic Field Strength Magnetic field strength around a wire is dependent on: 1. The current - increasing current increases the magnetic field strength. 2. The distance from the wire - field strength decreases as you get further from the wire. 3. The surroundings of the wire - magnetic materials surrounding the wire can increase field strength. Iron is a ferromagnetic material so each iron atom creates a magnetic dipole (north and south pole). When these iron atoms are subjected to an external magnetic field, the atomic dipoles line up with this field which in turn creates a much stronger magnetic field. → This is why iron cores are often used in electromagnetic devices (motors, generators etc.) Electromagnets use solenoids to create a strong magnetic field whose strength is increased by: - Increasing the number of turns per unit length. - Using a soft iron core inside the coil. - Increasing the current in the coil. Permanent Magnets vs Electromagnets There are key similarities between permanent magnets and electromagnets such as the field shape but there are key differences too: 1. Electromagnets can be turned on or off whereas permanent magnets are always on. 2. Electromagnets field strength can be varied whereas a permanent magnet’s field strength is largely constant. 3. The polarity of an electromagnet can be reversed by reversing the current whereas a permanent magnet has a constant dipole. Permanent magnets are made by placing a hard magnetic material (iron alloy, neodymium) in a strong external magnetic field. - These magnets retain their strength for a long time but are weakened by impact and can be demagnetised by heating above their Curie temperature. Electromagnets can have different field strengths by changing the current or the number of coils. However, current can only be increased so much before the wire becomes too hot. This problem can be eliminated by using superconducting coils (zero resistance) which require a very low temperature to function. The Motor Effect When a current carrying wire is placed in a magnetic field, it experiences a force. This principle is called the motor effect. - This force is perpendicular to the direction of the current and the direction of the magnetic field. - If the current carrying wire is parallel to the magnetic field, no force is experienced by the wire. - If the current carrying wire is perpendicular to the magnetic field, then the force experienced is at a maximum. - This force occurs as the magnetic field created by the current carrying wire interacts with the magnetic field of the permanent magnet creating a force on both the wire and the magnet. Once again, it is the property of moving charge that creates a magnetic field so a beam of charged particles moving through a permanent magnetic field will also experience a force deflecting them. The direction of the force experienced can be predicted using Fleming’s left hand rule: 1. Middle = direction of the conventional current flow in the wire 2. Index Finger = direction of the magnetic field from the north pole to the south pole 3. Thumb = direction of the motor force Reversal of the current or magnetic field will result in reversal of the motor force. - However, reversing both of these parameters will not change the motor effect force. If the current and the magnetic field are not perpendicular, you then use the component of the magnetic field that is perpendicular to the current. The strength of the motor effect force is determined by: 1. Current: increasing the current increases the force. 2. Magnetic field: increasing the field strength increases the force. 3. Length of wire in the field: increasing the length of wire in the field increases the force. 4. Angle between current and magnetic field: greatest at 90 degrees and zero when parallel. These factors can be combined to create the following equation to determine the magnitude of the motor effect force: \[ F = BIL \] F is the motor effect force in Newtons (N) B is the magnetic field strength in Tesla (T) - 1T = 1N/m/A I is the current in Amperes (A) L is the length of wire perpendicular to the field in Metres (M) DC Motor The motor effect is used on the DC motor where the motor effect is used to create a turning effect on a current carrying coil arising from a pair of motor effect forces acting in opposite directions on either side of a coil: - A current carrying rectangular coil is placed in a permanent magnetic field. - The motor effect forces on either side of the coil can produce a turning effect. - The maximum force occurs when the coil is in the plane of the field and the current is perpendicular to the field. - The force is zero when the coil is perpendicular to the field and the current parallel to the field. In order for the coil to rotate in the same direction, the current must be reversed every time the coil passes the vertical. This is accomplished using a split ring commutator which rotates with the coil and connects to the DC power supply by two brushes and acts as a rotating switch. The commutator is made from brass or copper and with graphite brushes which are low friction but make good electrical contact (brushes need replacing when worn down). The turning effect of the coil is determined by: 1. Current in the coil: greater current creates a greater turning effect. 2. Size of the coil: the larger the area of the coil, the greater the turning effect. 3. Number of turns on the coil: the larger the number of turns, the greater the turning effect. 4. Angle of coil in field: maximum turning effect when the coil is in the plane of the field and zero when perpendicular to the field. 5. Winding the coil onto a soft iron core: this increases the magnetic field strength and increases the turning effect. 6. Magnetic field strength: a stronger magnetic field creates a greater turning effect. Electromagnetic Induction A voltage can be induced in a conductor by: - Passing a conductor across the lines of a magnetic field OR - The magnetic field line changes across the wire It does not matter whether the coil or the magnetic field moves, if one crosses the other a voltage is induced in the wire or coil. There is only an induced voltage when a change occurs (cutting across field lines or changing the field). Electromagnetic induction always results in an induced voltage but will only produce a current if there is a closed circuit. In order to generate a continuous voltage you need to continuously change the magnetic field. This can be done by: - Rotating the magnetic field continuously - Using an electromagnet connected to an alternating current (AC) supply These are the principles used to create transformers and generators. The magnitude of the induced voltage is directly proportional to: - the rate at which a wire cuts magnetic field lines. - the rate at which the magnetic field through a conductor (e.g. a coil) changes. The stronger the magnet used equates to more field lines being cut per unit of time so using a stronger magnet also results in a greater voltage being induced. If an electromagnet is used to generate a magnetic field, the induced voltage can be increased by: - Increasing the frequency of the AC supply. - Increasing the amplitude of the AC supply. - Increasing the number of coils on the electromagnet. An induced voltage always opposes the change that makes it in order to obey the principle of energy conservation. This means that the voltage induced will create a dipole in the coil that repels the magnetic field that created the voltage. You can use this rule to predict the current direction in your coil. The induced voltage direction can be reversed by: - Reversing the direction of cutting the magnetic field lines. - Decreasing magnetic field strength instead of increasing it. Alternating Current (AC) Generators A simple AC generator consists of a coil rotating in a magnetic field causing the coil to continuously cut the magnetic field and induce a voltage. The voltage being induced alternates as the coil rotates and cuts the magnetic field in the opposite direction. Therefore this generator produces an AC output. The amplitude of the output AC can be increased by: - Rotating the coil more rapidly - this also determines the output frequency. - Increasing the magnetic field strength. - Increasing the area of the coil in the magnetic field. - Increasing the number of turns of coil in the magnetic field. All of these factors increase the number of field lines being cut per unit time. The same effect can be accomplished either by moving a coil through a constant magnetic field or moving a magnetic field across a stationary coil. Generators are an important use of electromagnetic induction as they are able to transform mechanical energy (in rotating the coil) to an electrical output. The source of mechanical energy can be from: - Chemical/nuclear energy: Combustion of fossil fuels or nuclear fission heats water to produce high pressure steam which turns the generator. - Kinetic energy: Water flows through a water turbine or wind flows through a wind turbine to turn the generator. Transformers are another important use of electromagnetic induction as they can convert AC at one voltage to AC of a different voltage. This is useful as different voltages of electricity have different uses.	a55435b9-90ab-4685-bc23-a353d994f516	CC-MAIN-2024-51	https://pmt.physicsandmathstutor.com/download/Admissions/BMAT/Section-2-Physics/Notes/P2%20Magnetism.pdf	2024-12-09T22:32:36+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00410.warc.gz	419,556,142	3,000	eng_Latn	eng_Latn	0.906234	eng_Latn	0.997605	[ "ekk_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 75, 1607, 3320, 4321, 6462, 8601, 10742, 11905, 13946, 14626 ]	[ 3.28125 ]	1	0
IMPERVIOUS SURFACES How They Impact Fish, Wildlife and Waterfront Property Values Healthy lakes, rivers, and streams are the basis for creating fond memories of time spent near the water. Memories of a crisp fall morning of walleye fishing or of entertaining friends and family on the evening shoreline would never be made if our lakes and streams couldn’t support healthy fish or were covered in thick blankets of algae. The health of our lakes and streams is a direct reflection of our actions as landowners. When we develop waterfront lots, trees and native plants are replaced by impervious (hard) surfaces. Driveways, rooftops, and other hard surfaces decrease the ability of the shoreland area to serve its natural functions. Removing trees and native plants eliminates the food sources and shelter on which wildlife depend. Water can no longer soak into the ground, which increases stormwater runoff and carries pollutants to lakes and streams. Fish eggs die when they are covered in a blanket of silt from runoff and erosion. A decline in water quality often lowers property values and our enjoyment of lakes. Although the effects of one lot’s development may not result in a measurable change in the water quality of a lake or stream, the cumulative effects can be substantial. How do impervious surfaces IMPACT lakes and streams? This publication was developed for waterfront property owners and local officials to help answer this question. It does not discuss all of the potential impacts of impervious surfaces; rather, it primarily focuses on impacts to: 1. Waterfront property values 2. Fishing 3. Wildlife The decisions we make as individual landowners, whether small renovations or new development plans, have an additive effect on our waterbodies and the fish and wildlife that call these places home. For this reason, each and every property owner has a unique opportunity to help protect our lakes and streams. For how-to information about minimizing impervious surfaces and their impacts, take a look at the publications described on page 9. Every property owner has a unique opportunity to help protect our lakes and streams. What are impervious surfaces and how do they affect our waters? Virtually any form of shoreland development leads to more impervious surfaces. Impervious surfaces are hard, man-made surfaces such as roof tops, driveways, parking areas, and patios that change the fate of precipitation – instead of soaking into the ground and being naturally filtered, water runs downhill directly into our lakes and streams. Runoff from impervious surfaces washes pollutants such as sediments, nutrients, bacteria, car fluids and other chemicals into our lakes and streams. Runoff and the erosion it causes can be a serious problem for both the property owner and the lake. Gullies or large eroded channels are unsightly and may result in loss of property when soil is carried to the lake. SHORELAND ZONING is in place to protect our lakes and rivers. Wisconsin Administrative Code NR 115 provides minimum standards for shoreland zoning. Many counties have chosen to adopt more protective standards. See your county zoning office for more information. Figure 1: Impervious surfaces can cause a variety of negative impacts to lake and stream ecosystems. The orange ovals in this diagram illustrate the three areas of impact that are discussed in this publication and how they are intricately connected to the rest of the lake health. For a comprehensive overview of how impervious surfaces affect waterbodies, see Impacts of Impervious Cover on Aquatic Systems from the Center for Watershed Protection. 3 REASONS TO MINIMIZE IMPERVIOUS SURFACES 1 Waterfront Property Values We are drawn to shoreland properties for a variety of reasons. Some of us enjoy playing in the water on a hot afternoon in July, while others enjoy ice fishing during the frost-nipping cold of January. Often, people choose to purchase a waterfront property based on how they plan to enjoy the water – be it for enjoying the peaceful, natural setting or the abundant fishing, swimming, or boating opportunities. In fact, a UW-Extension survey found that enjoyment of peace and quiet, natural beauty, and hunting and fishing opportunities were the top three reasons people enjoyed lakes. Minimizing the presence of impervious surfaces in the shoreland area can help to ensure that many of these qualities we care about are preserved, helping to protect property investments. While many opinions exist over what the perfect shoreline looks like, most of us agree that clear water is desirable. Studies have found that the market value of a waterfront property can decrease if the lake has cloudy or murky water.$^1$ Water clarity can be influenced by the presence of impervious surfaces in two ways. First, runoff increases erosion resulting in more soil being washed into the water, making our lakes, streams and rivers cloudy. Second, runoff from impervious surfaces carries additional phosphorus to the water. An unfertilized waterfront lot that has 20% impervious surface carries six times more phosphorus to the lake than an undeveloped lot of the same size (see Figure 2). This additional phosphorus can fuel algae growth in our waters, which lowers water clarity and overall aesthetics. A recent study that tracked over 1,000 waterfront property sales in Minnesota found that when all other factors remained equal, properties on lakes with clearer water commanded significantly higher property prices.$^3$ A similar study conducted in Maine found that changes in water clarity of three feet can change lakefront property prices by as much as $200 per frontage foot.$^4$ This means that a three foot increase in water clarity could increase the property value by as much as $20,000 on a lot with 100 feet of water frontage. Perhaps more important, the amount for an identical decrease in water clarity would decrease property values by significantly more than $20,000.$^4$ Figure 2: The far left picture above indicates a half-acre undeveloped shoreland lot characterized by minimal runoff, phosphorus, and sediment inputs. The middle picture portrays a typical 1940’s shoreland development, with approximately 8% impervious surface coverage. The picture to the right has approximately 20% impervious surface coverage. Notice how sediment inputs drastically increase with impervious surface coverage.$^6$ --- Is gravel considered impervious? A common question is whether gravel driveways or walkways are considered impervious surfaces. Non-compacted gravel “mulch”, such as that used as landscaping material, is generally not considered impervious. On the other hand, gravel used for driveways, parking lots, or other high-use becomes compacted. After compaction, gravel driveways and parking areas will create runoff even during minor rain events. If gravel is used, it should be free of clay and other fine particles to help prevent compaction and “clogging” of spaces between gravel particles.$^5$ $ \frac{1}{2} $ inch or $ \frac{3}{4} $ inch “clear” crushed rock is a good choice for this application. “Clear” indicates that the gravel is virtually free of fine particles. --- Fishing gives us a chance to sit back, relax, and visit with friends and family while waiting for the familiar tug of an unseen fish on our fishing pole. Many of Wisconsin’s lakes and rivers are prime destinations for walleye, bass, musky, or crappie fishing – making this a popular pastime for many of us. Many of the fish that anglers pursue are sensitive to changes in their environment. Runoff from impervious surfaces that carries sediments, nutrients and other pollutants into lakes and streams leads to decreased populations of those fish we enjoy catching. This is largely because: - More nutrients result in less oxygen in the water, which fish need to survive. - More sediments and algae growth make it difficult for some predator species that hunt by sight to find their food. - More sediments cover spawning beds of fish such as smallmouth bass, walleye, and crappie, potentially inhibiting reproduction.$^7$ Streams are particularly sensitive to the effects of impervious surfaces because of increased potential for flooding during storm events and low water levels during dry periods. Fluctuating water levels can degrade fish and amphibian habitat.$^1$ Another significant impact to streams is warm runoff coming from hot pavement and rooftops during warmer months. This increases stream temperatures, putting stress on fish that require cold water, such as trout.$^8$ Figure 3 Increasing Impervious Surface in Watershed \| Fish found in streams when impervious surface in the watershed was: \| Less than 8% \| 8 - 12% \| Greater than 12% \| \|---------------------------------------------------------------\|-------------\|---------\|-----------------\| \| Iowa darter \| \| \| \| \| Black crappie \| \| \| \| \| Channel catfish \| \| \| \| \| Yellow perch \| \| \| \| \| Rock bass \| \| \| \| \| Horned pout chub \| \| \| \| \| Sand shiner \| \| \| \| \| Southern redbelly dace \| \| \| \| \| Golden shiner \| \| \| \| \| Northern pike \| \| \| \| \| Largemouth bass \| \| \| \| \| Bluntnose minnow \| \| \| \| \| Johnny darter \| \| \| \| \| Common shiner \| \| \| \| \| Creek chub \| \| \| \| \| Fathead minnow \| \| \| \| \| Green sunfish \| \| \| \| \| White sucker \| \| \| \| \| Brook stickleback \| \| \| \| Figure 3: The number of different stream fish species found in streams declines as the effects of impervious surfaces kill off more sensitive species.$^9$ Numerous studies on stream watersheds have shown that fish populations decline as impervious surface coverage increases. A study of 47 streams in southeastern Wisconsin found that when impervious surfaces covered more than 8-12% of a watershed – the land that drains to the stream – poor quality fish populations and habitat were a result.$^{10}$ In watersheds with impervious surface coverage even slightly above 12% researchers found that the overall number of fish species plummeted (see Figure 3). The same study also indicated that impervious surfaces immediately adjacent to the water, especially within the first 150 feet, had a significant impact on streams. What can you do to minimize the effects of impervious surfaces? For more information on particular topics, see numbered resources below: Minimize hard surfaces like rooftops and driveways on your property - Share driveways with neighbors where possible - Utilize narrow driveways - Minimize building footprints-build “up” instead of “out” - Remove unneeded hard surfaces, such as extra parking spots Utilize pervious materials where possible - Green roofs - Mulch walkways - Permeable pavers for walkways or driveways Capture or infiltrate runoff - Rain barrels - Gutters & downspouts - Rain gardens Control erosion during construction and after development Minimize fertilizer use - Have soil tested first; are fertilizers needed? - Minimize or eliminate use Maintain or restore shoreline plants to slow runoff and provide habitat - Maintain or restore at least a 35 foot wide shoreline buffer - Let nature re-establish the shoreline! --- Where to Access/Obtain These Excellent Resources: Controlling Runoff and Erosion from Your Waterfront Property: A Guide for Landowners. Available at: [www.burnettcounty.com/DocumentView.aspx?ID=119](http://www.burnettcounty.com/DocumentView.aspx?ID=119) Rain Gardens: A How-To Manual For Homeowners. DNR publication no. WT-776 2003, UW-Extension publication No. GWQ037. Available at: [http://learningstore.uwex.edu/assets/pdfs/GWQ037.pdf](http://learningstore.uwex.edu/assets/pdfs/GWQ037.pdf) Lakescaping for Wildlife and Water Quality. 176 pages, $19.95, available from the Minnesota Bookstore at 800-657-3757. Wisconsin DNR staff recommend this book as the best detailed planning guide for shoreland restoration projects. The Shoreland Stewardship Series: Protecting and Restoring Shorelands. Available at: [http://clean-water.uwex.edu/pubs/pdf/protect.pdf](http://clean-water.uwex.edu/pubs/pdf/protect.pdf) Erosion Control for Home Builders. UW-Extension publication No. GWQ001 and Wisconsin DNR No. WT-457-96. Available at: [www.bldgpermit.com/erosioncontrol.pdf](http://www.bldgpermit.com/erosioncontrol.pdf) The trend of more impervious surfaces leading to fewer fish species also holds true in lakes, though less is known about specific thresholds where fish begin to be impacted. A 2008 study of 164 Wisconsin lakes found that certain fish species tended to be less common in lakes surrounded by high levels of impervious surfaces than in lakes surrounded by minimal impervious surfaces. Some of these species included game fish, like smallmouth bass and rock bass, but also nongame species, such as blackchin shiners, blacknose shiners, and mottled sculpin.$^{11}$ Many of the smaller, nongame species serve as vital food sources for game fish such as walleye, smallmouth bass, and northern pike. Increased impervious surfaces, removal of aquatic vegetation, and installation of beaches all contribute to the destruction of near shore habitat for both larger fish and the smaller prey fish these predators depend on.$^{12}$ Fewer food options for game fish will likely lead to lower numbers of game species in the long run. Walleye Wisconsin is walleye country. Impervious surfaces can reduce walleye reproduction through soil erosion, which leads to sedimentation. Although impervious surfaces aren’t the only cause of sedimentation, when sediments cover spawning grounds, the spaces in between the rocks and gravel used as spawning grounds become blanketed with silt. This can quickly cause walleye eggs to die because of inadequate water flow and oxygen deprivation.$^{13,14}$ Adult walleyes are often able to cope under these conditions. Harming the success of eggs and embryos puts the survival of a healthy walleye population at risk.$^{15}$ Walleye typically spawn between mid-April and early May in Wisconsin when spring runoff is highest. Rock and gravel covered bottoms are their preferred spawning grounds due to the requirements of their sensitive eggs. Whether looking out the front window of a waterfront home or from the bow of a canoe, opportunities to observe shoreland wildlife are abundant. The shoreline is a busy place. Northern pike, bluegills, bass and other fish spawn in the shallow water along the shore. Loons, ducks, geese and other water birds nest along the banks. Wildlife such as frogs, otters and mink live there too. Shoreline areas – on land and into the shallow water – provide essential habitat for fish and wildlife that live in or near Wisconsin’s lakes and rivers. Overdeveloped shorelands can’t support the fish, wildlife and clean water that are so appealing to the people attracted to the shoreline.$^{16}$ Impervious surfaces can be thought of as biological deserts where animals cannot find food or shelter, making them easy prey. Disturbed open spaces increase wildlife mortality rates and decrease their chances of successfully raising young. Although it may seem obvious, the creation of impervious surfaces in the shoreland area removes essential habitat for numerous species. Driveways, cemented paths, buildings and other types of impervious surfaces make our shorelands less inviting to wildlife. These areas can be thought of as biological deserts where animals cannot find food or shelter, making them easy prey. Shoreland habitat fragmented by impervious surfaces, mowing, or brushing are generally avoided by wildlife. These disturbed open spaces increase wildlife mortality rates and decrease their chances of successfully raising young.$^{17}$ Habitat connectivity is key. Some animals like loons and frogs depend on habitat relatively close to the water. River otters, on the other hand, often choose denning sites in upland areas further from the water’s edge.$^{18}$ By minimizing how much of the shorelines we develop with impervious surfaces and maintaining habitat connectivity, we maximize the potential for seeing the unique wildlife that so intimately depend on natural shoreland habitats. In addition, the impact of impervious surfaces on wetlands can pose a risk to waterfowl. Wetlands provide critical breeding and feeding grounds for mallards as well as many other waterfowl species. Increased impervious surfaces can cause water level fluctuations in wetlands due to increased runoff volumes.$^{19}$ Rising water levels during the nesting season can make it difficult for ducklings to survive.$^{20}$ Mallard The familiar raspy “quack” of a mallard is a sound common to Wisconsin’s water bodies. When we see mallards dabbling in ponds with a following of ducklings, they are often in search of aquatic insects. During the first two weeks of a mallard duckling’s life, its diet is comprised almost exclusively of aquatic insects. The same dietary needs also hold true for many other species of ducks.$^{21}$ Research has shown that sedimentation tends to decrease aquatic insect densities.$^{22}$ Without an adequate food source, mallards will have to move elsewhere to raise their young. Photo by Mark Laspuek In place of impervious surfaces or manicured lawns, the maintenance or reestablishment of a shoreline vegetated buffer can have a positive impact on wildlife. The same types of plants that provide animals with cover often provide diverse food sources as well, especially for birds.\textsuperscript{25} Dead trees (standing or on the ground) provide homes and cover for species such as wood ducks and ruffed grouse. Wildlife depends on three “layers” of native vegetation along the shoreline for their habitat: trees, shrubs, and lower growing wildflowers and grasses. For an introduction to shoreland buffers, please see \textit{The Shoreland Stewardship Series: Protecting & Restoring Shorelands}, which is available at county UW-Extension offices and at: \url{clean-water.uwex.edu/pubs/pdf/protect.pdf}. For greater detail, see the publication \textit{Lakescaping for Wildlife and Water Quality} described on page 9. \textbf{Figure 4} \begin{center} \textbf{Loons on Lakes in Vilas, Oneida, Iron, Forest Counties} \end{center} \begin{center} \begin{tikzpicture} \begin{axis}[ ybar, bar width=10pt, xlabel={Water Clarity (July Secchi Disk Depth in feet)}, ylabel={Proportion of Lakes Occupied by Territorial loon Pairs}, xtick={1,2,3,4}, xticklabels={<5', 5-9.9', 10-19.9', >20'}, ytick={0,0.1,0.2,0.3,0.4,0.5,0.6,0.7,0.8}, ymin=0, ymax=0.8, title style={text width=10cm,align=center}, title={Loons on Lakes in Vilas, Oneida, Iron, Forest Counties}, nodes near coords, every node near coord/.append style={anchor=north east}, visualization depends on=\thisrow{my label} \as \label, nodes near coords align={vertical}, point meta=explicit symbolic, ] \addplot coordinates {(1,0.2) (2,0.5) (3,0.6) (4,0.8)}; \end{axis} \end{tikzpicture} \end{center} \textit{Figure 4}: Loon pairs are decreasingly common as water clarity in northern Wisconsin lakes degrades. Shoreland development in southern Wisconsin has caused the loon to avoid these bodies of water because of poor water quality and habitat degradation.\textsuperscript{24} \textbf{Common Loon} Common loons evoke a true sense of the Northwoods, famous for their primeval nighttime “laughter” heard echoing across lakes in Northern Wisconsin. Historically, loons have been pushed northward, in part due to the effects of shoreland development.\textsuperscript{25} Loons can be impacted by runoff from impervious surfaces through reduced water clarity. Loons search for fish from the water’s surface, making clear water key to finding food. Because of this, loon pairs appear to favor lakes with clearer water, as shown by Figure 4.\textsuperscript{24} Additionally, nest predators like raccoons have been found to be more common on highly developed lakes. A recent study found that raccoons often raid northern Wisconsin loon nests in search of eggs. This naturally decreases the success of loon nests.\textsuperscript{26} \begin{center} \includegraphics[width=\textwidth]{common_loon.jpg} \end{center} \textit{Photo by Michele Woodford} \textit{Common Loon} Loons nest near the water on either solid ground or floating vegetation and often construct nests out of needles, leaves, or other materials.\textsuperscript{25} It’s easy to see how vulnerable these nests can be to predators like raccoons. Conclusion An undeniable connection exists between the health of Wisconsin’s lakes and streams and the decisions we make about our shoreland properties. Each property is part of a bigger picture – a living waterfront of plants, wildlife, fish and people that are all interconnected. When we establish impervious surfaces on our properties, we decrease the ability of the shorelands to serve their natural functions. Specifically, removing trees and native plants eliminates unique habitat required by the shoreland wildlife we enjoy watching. Increased runoff carries pollutants to our lakes and streams. Fish spawning grounds become unproductive when they are blanketed in silt. Decreased water clarity can also affect us by lowering waterfront property values. On the other hand, when we leave shorelands in a more natural state, we all can enjoy healthy lakes and streams. Clean water allows our children to safely swim and play along our shorelines. Shoreland habitat and excellent water quality provide us with ample opportunities for memorable fishing trips and entertaining wildlife watching. Let’s all do our part to give future generations these same opportunities. REFERENCES: 1. Center for Watershed Protection. 2003. Impacts of impervious cover on aquatic systems. Watershed Protection Research Monograph No. 1. www.mckenziewaterquality.org/documents/ImpactsOfImperviousCover-CWPRReport.pdf 2. Korth, Robert, M. Dresen, and D. Snyder. 1994. Lake Tides survey. Wisconsin Lakes Program, University of Wisconsin Extension, Stevens Point. Volume 19 No. 2. www.uwsp.edu/cnr/uwex-lakes/laketides/vol19-2_summer1994/vol19-2.pdf 3. Krysel, Charles, Elizabeth Marsh Boyer, Charles Parson, and Patrick Welle. 2003. Lakeshore property values and water quality: evidence from property sales in the Mississippi Headwaters region. Mississippi Headwaters Board and Bemidji State University. www.friendscvsf.org/bsu_study.pdf 4. Michael, Holly, Kevin Boyle, and Roy Bouchard. 1996. Water quality affects property prices: a case study of selected Maine lakes. Maine Agricultural and Forest Experiment Station. University of Maine. Miscellaneous Report 398. www.umaine.edu/mafas/elec_pubs/miscrepts/mr398.pdf 5. Clemens, Cheryl. 2008. Controlling runoff and erosion from your waterfront property: a guide for landowners. Burnett County Land and Water Conservation Department. dnr.wi.gov/waterways/shoreland/RunoffGuide_LR_locked.unlocked[1].pdf 6. Panuska, John. Adapted from Wisconsin DNR memo, Nov. 6, 1994. 7. Wagner, Carmen, John Haack, and Robert Korth. 2003. Protecting and restoring shorelands, The shoreland stewardship series. Number 2. University of Wisconsin-Extension, Wisconsin Lakes Partnership, Wisconsin Department of Natural Resources, Wisconsin Association of Lakes, and the River Alliance of Wisconsin. WI DNR Publication No. WT-748 2003, UWEX Publication No. GWQ038. http://clean-water.uwex.edu/pubs/pdf/protect.pdf 8. Wang, Lizhu, John Lyons, and Paul Kanehl. 2003. Impact of urban land cover on trout streams in Wisconsin and Minnesota. Transactions of the American Fisheries Society. 132(5):825-839 9. Wang, Lizhu, John Lyons, P. Kanehl, Paul Kanehl, Roger Bannerman and Edward Emmons. 2000. Watershed urbanization and changes in fish communities in southeastern Wisconsin streams. Journal of the American Water Resources Association. 36(5):1173-1187. 10. Wang, Lizhu, John Lyons, and Paul Kanehl. 2001. Impacts of urbanization on stream habitat across multiple spatial scales. Environmental Management. 28(2):255-266. http://villaslandandwater.org/water_resources_pages/fisheries/wang_paper.pdf 11. Garrison, Paul, Martin Jennings, Alison Mikulyuk, John Lyons, Paul Rasmussen, Jennifer Hauxwell, David Wong, Jodi Brandt, and Gene Hatzenbeler. 2008. Implementation and interpretation of lakes assessment data for the Upper Midwest. Final report to the U.S. EPA. 12. Lyons, John. Personal Communication, March 6, 2012. 13. Kerr, S. J., B. W. Corbett, N. J. Hutchinson, D. Kinsman, J. H. Leach, D. Puddister, L. Stanfield, and N. Ward. 1997. Walleye habitat: a synthesis of current knowledge with guidelines for conservation. Percid Community Synthesis Walleye Habitat Working Group. www.mnr.gov.on.ca/std-prod/consume/groups/lr/@mnr/@letsfish/documents/document/226887.pdf 14. Becker, George C. 1983. Fishes of Wisconsin. University of Wisconsin Press. 1052 p. 15. Leis, Amy L. and Michael G. Fox. 1994. Effect of mine tailings on the in situ survival of walleye (stizostedionvitreum) eggs in a northern Ontario river. Ecoscience. 1(3):215-222. 16. State of Wisconsin Department of Natural Resources. 2000. The Water’s Edge: Helping Fish and Wildlife on Your Waterfront Property. Adapted from Minnesota DNR, Section of Fisheries publication: The Water’s Edge. DNR Publication No. FH-428 00. dnr.wi.gov/fish/pubs/thewateredgesedge.pdf 17. Volkert, William. 1997. General observations on bird and small mammal use of shorelines and riparian corridors in Wisconsin. Chapter from Effectiveness of shoreland zoning standards to meet statutory objectives: a literature review with policy implications, prepared by Thomas Bernthal. Wisconsin Department of Natural Resources Publication No. WT-505-97. dnr.wi.gov/waterways/shoreland/documents/WT50597.pdf 18. Erb, John, Brock McMillan, Daniel Martin, and Jessica Homyack. 2006. Site characteristics of river otter (Lontra canadensis) natal dens in Minnesota. The American Midland Naturalist. 156:109-117. http://filebox.vt.edu/users/gormant/Gorman.etal.2006a.pdf 19. Reinelt, Lorin, Richard Horner, and Amanda Azous. 1998. Impacts of urbanization on palustrine (depressional freshwater) wetlands-research and management in the Puget Sound region. Urban Ecosystems. 2:219-236. 20. US Environmental Protection Agency. 1993. Natural wetlands and urban stormwater: Potential impacts and management. Office of Wetlands, Oceans, and Watersheds, Washington, DC. http://water.epa.gov/type/wetlands/restore/upload/1998_01_29_wetlands_stormwat.pdf Grant no. X7-83254601. Wisconsin Department of Natural Resources, Bureau of Science Services and Aquatic Sciences Section. p. 45-48. 21. Cox, Robert R., Mark A. Hanson, Christianne C. Roy, Ned H. Euliss, Jr., Douglas H. Johnson, and Malcolm G. Butler. Mallard duckling growth and survival in relation to aquatic invertebrates. The Journal of Wildlife Management. 62(1):124-733. www.npwrc.usgs.gov/pdf/npwrc1022_aquaduck.pdf 22. Zweig, Leanna D. and Charles F. Rabeni. 2001. Biomonitoring for deposited sediment using benthic invertebrates: a test on 4 Missouri streams. Journal of North American Benthological Society. 20(4):643-657 23. Byford, James L. 1990. Assessing/evaluating/improving your potential for wildlife. Proceedings from the Conference on: Income Opportunities for the Private Landowner through Management of Natural Resources and Recreational Access. West Virginia Extension Service, Rural Development Publication No. 740:169-183. 24. Meyer, Michael W. 2006. Final Report: Evaluating the impact of multiple stressors on common loon population demographics-an integrated laboratory and field approach. Wisconsin Department of Natural Resources. EPA Grant Number R82-9085. 25. McIntyre, Judith W. 1988. The Common Loon: Spirit of Northern Lakes. Minneapolis, MN: University of Minnesota Press. 26. McCann, Nicholas, Daniel Haskell, and Michael Meyer. 2004. Capturing common loon nest predators on 35mm film. Passenger Pigeon. 66(4):351-361. http://images.library.wisc.edu/EcoNatRes/EFacs/PassPigeon/ppv66n04/reference/econatres_ppv66n04_mccann01.pdf Written by Lynn Marshall and Ross Dudzik – UW-Extension Center for Land Use Education. 2012. Graphic design by Amy B. Torrey, Environmental Resources Center, UW-Extension. Cover photo by Eric Engbreton and inside cover photo by Jesse Klaepmen Interior photography by Mark Lastnek, Eric Engbreton, Michelle Woodford, John Haack, Robert Korth, Jeffrey Strobel and Sarah Congdon Assistance and review from: Roger Bannerman, Tom Blake, Heidi Bunk, Paul Garrison, Heidi Kennedy, Gina LaLiberte, John Lyons, Mike Meyer, Carroll Schaal, Sean Strom and Mike Wernholz – Wisconsin Department of Natural Resources Paul McGinley and Nancy Turky – UW-Stevens Point Center for Watershed Science and Education Cheryl Clemens – Harmony Environmental Chad Cook and John Haack – UW-Extension Natural Resource Educators Patrick Goggin and Amy Kowalski – UW-Extension Lakes Tracy Hames – Wisconsin Wetlands Association Clay Herrick – Dunn County Zoning Amy Kelsey – Cooper Engineering Company, Inc. Kevin Kenow – U.S. Geological Survey Erica LeMoine – LoonWatch Jay Michels – Emmons & Olivier Resources, Inc. Terry Ochs – Dodge County Land Resources and Parks Steve Rannenberg – Douglas County Planning and Zoning Jeff Reed – Minnesota Department of Natural Resources Bret Shaw – UW-Madison Department of Life Sciences Communication Julie A. Schmelzer – Calumet County Resource Management Susan Teasik – Wisconsin Lakes CeCe Terky – Rusk County Zoning NEW LEAF PAPER® ENVIRONMENTAL BENEFITS STATEMENT Using post-consumer waste fiber vs. virgin fiber UW-Extension and the Wisconsin Department of Natural Resources saved the following resources by using Reincarnation Paper (FSC), made with 100% recycled fiber and 50% post-consumer waste, instead of virgin fiber. This paper is printed on a New Leaf Paper® printer and manufactured with electricity that is offset with Green-e® certified renewable energy certificates. \| Resources \| Water \| Energy \| Solid Waste \| Greenhouse Gases \| \|-----------------\|-----------\|-----------\|-------------\|------------------\| \| Trees \| 3428 gallons \| 2 Million BTUs \| 208 pounds \| 712 pounds \| Calculations based on research by Environmental Defense and other members of the Paper Task Force. www.newleafpaper.com Photo by John Haack	af974546-b393-4cdf-ab12-cf1b13ae2665	CC-MAIN-2023-06	https://www.co.winnebago.wi.us/sites/default/files/uploaded-files/more_impervious_surface_equals_less_fish.pdf	2023-02-01T22:22:53+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764499953.47/warc/CC-MAIN-20230201211725-20230202001725-00688.warc.gz	733,135,048	7,068	eng_Latn	eng_Latn	0.92125	eng_Latn	0.98697	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 82, 2156, 4310, 8175, 13908, 15787, 18835, 22169, 26064, 31195, 32045 ]	[ 2.671875, 1.1484375 ]	1	0
Piano Star: ask the editors This new series offers three books of specially commissioned pieces to put young pianists on the path to success. Find out more from our Piano Star editors and compilers David Blackwell and Aisling Greally. How can Piano Star help young pianists develop their technique and musicianship? David Blackwell (DB): The books are carefully written to progress step-by-step while introducing new technical features and aspects of musicianship. So Piano Star 1 gradually adds more notes and dynamics, moves from pieces with separate hands to simple hands-together, and introduces staccato, legato, simple hand shifts and other techniques. In this way, young pianists naturally develop their technique as they move through the books. Aisling Greally (AG): Technical elements are cleverly built into pieces right from the start. Incidental learning will take place and children may not even be aware that they are developing their technique. The duets, to be played with the teacher, help children develop a sense of performance. They realise how important it is to play in time and keep going despite the odd mishap. Moving through the series provides tangible evidence for teacher, pupil and parent of the learning journey from the early stages to Grade 1 level. And the more pieces a beginner learns to play well before taking a Grade 1 exam, the better! What makes a good beginner piano piece? DB: It needs to be written with a very clear understanding of the technical level of players at different stages, so that pianists recognise the notes and features of the piece and find them achievable. A piece might also focus on and practise a particular point of technique (such as staccato or hand-crossing) or an aspect of music notation (such as a compound time signature or new notes). Finally, and most importantly, it needs to be appealing to young players and ‘hook’ them in, so they want to learn to play the piece! So it might have an attractive tune or rhythm or a strong image a child can identify with or words that appeal to them. AG: A good piece builds on something the child already knows, so it feels familiar. At the same time, it needs to introduce something new, giving the child a sense of achievement. What makes a piece popular with young learners? DB: It needs to be catchy in some way – pieces with a good tune or a jazzy rhythm are always popular. Also, pieces that maybe sound harder than they actually are! We were fortunate in having some 20 leading educational composers to write pieces for us and as a consequence the books have a great range of styles and a wonderful variety of pieces – there’s something for everybody. Do your pupils have any favourite pieces from the books? AG: Piano Star offers moods and styles to suit all tastes, so children have no difficulty in picking favourites. Some of my pupils like the scary pieces best (Hiding in the Wardrobe, Haunted House). Others like pieces that make them laugh (My Best Sandwich, Wonkey Donkey, Squirmly Worms). Familiar tunes with a twist are very popular (Old MacDonald Had a Drum, Twinkle, Twinkle Little Bat). And Scarlet Lanterns is a beautiful and easy duet placed very near the beginning of Piano Star 1 – the teacher holds the pedal down throughout and children love the resulting impressive sound. Do you have any tips on how to get the most out of Piano Star? DB: The series offers a well-paced, structured programme and working through the books will give an excellent scheme of work. Equally, the books can be used alongside any tutor book, providing imaginative additional repertoire – both solos and duets – to enjoy. For pupils who have progressed a little further, the books provide valuable sight-reading practice. There’s also an opportunity to sing the pieces that have words – you could teach these pieces in this way – and the singing will build confidence for aural tests. The activities attached to some of the pieces can help young pianists develop musical understanding and skills. There are opportunities to be creative and suggestions for developing technique or understanding theory. Finally, Tim Budgen’s wonderful illustrations will fire the imagination and inspire players to learn the pieces! AG: I like to use Piano Star 1 in a similar way to a tutor book, so we start from the beginning and work through the pieces in order. Then I like students to dip into Piano Star 2 and 3 and choose pieces. Sometimes they do this at home by reading the titles and looking at the pictures, so they are already enthusiastic about a particular piece which has captured their imagination. My pupils have written lovely stories in response to the activity suggested for A Sad Story. This helps them understand that music can express emotions. For Scarlet Lanterns, they are invited to compose their own music using the notes of the pentatonic scale, used in the piece. To their surprise and delight they invariably produce a convincing piece of music themselves. What happened behind the scenes to make sure Piano Star is a really useful tool? DB: The series developed from discussions at ABRSM between the syllabus and publishing teams. The structure of the three-book series – a book at the very early stages, one at Prep Test level and one working up to Grade 1 – was set from the beginning, giving a strong, clear pathway for teachers and pupils. As editors, Aisling and I then brought our combined skills and experience to the project. Along the way ABRSM staff gave feedback on pieces, and the contents were reviewed by experienced piano teachers, a process which included trying out the pieces with young players. All this has resulted in a thoroughly tested and well-thought through collection. David Blackwell is a widely experienced editor, publisher and composer of educational, choral and church music. He was compiler of ABRSM’s Piano Mix books and co-writer of Fiddle, Viola and Cello Time with his wife, Kathy. Aisling Greally is an ABRSM theory consultant and examiner. She has an MA in Child Development and is a highly experienced piano teacher who has guided many pianists from age five to diploma. The three Piano Star books are available from music shops worldwide and from www.abrsm.org/pianostar.	725547ae-97b1-4360-97a9-492cbae57c17	CC-MAIN-2022-33	https://davidblackwellmusic.co.uk/wp-content/uploads/2017/03/Libretto-article.pdf	2022-08-12T21:23:17+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882571758.42/warc/CC-MAIN-20220812200804-20220812230804-00483.warc.gz	208,807,105	1,318	eng_Latn	eng_Latn	0.999182	eng_Latn	0.999209	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2601, 6325 ]	[ 3.453125 ]	1	0
Milford Family Resource Center Program Offerings Parents as Teachers Program A comprehensive parent education program for families with children ages birth to age five. Here are the various services we offer: Personal Visits PAT certified educators, trained in Child Development and home visiting, meet with each family privately currently virtually only. The parent educators help parents understand each stage of their child's development, offer practical tips on ways to encourage learning and promote strong parent-child relationships. Playgroups Weekly playgroups are designed to be fun and educational for both parents and children. Age-appropriate activities, effective parenting strategies, and the enhancement of healthy child development are reinforced. The playgroups are for families with infants to preschoolers and are currently held outside at Fannie Beach Community Center. Parent Seminars Here, parents find out they are not alone. We host informal discussion groups currently virtual for parents where they can gain new insights and share experiences, concerns and successes. Resource and Referral The FRC provides families with resource and referral services to support systems throughout the community. Families need not be enrolled to request support. Newsletters Our monthly newsletter provides developmental information for parents, safety tips, updates on activities in our community, and information on upcoming community and center events. Even when your children are beyond the playgroup age, you can stay in touch. Parenting is a lifelong education. Parent Warm Line Family Resource Center staff are available to help parents who call to ask questions about their child(ren) from birth to age five. Ages and Stages Questionnaire These questionnaires are designed for parents to complete at home while observing their children. The questionnaire focuses on four domains of development: Language, Fine and Gross Motor Development, Social Development, and Emotional Development. If you would like to participate in any of the services of the Family Resource Center, please feel welcome to call the FRC classroom at 203-783-3626 or email firstname.lastname@example.org to enroll. Humans are creatures of habit. Even when we welcome it, change takes more energy. So perhaps it’s not surprising that children often find it difficult to make transitions between activities, places and objects of attention. Being asked to stop one thing and start another is a very common trigger for problem behavior, especially for kids who have emotional or developmental challenges. “Transitions are hard for everybody,” says Dr. David Anderson, senior director of the ADHD and Behavior Disorders Center at the Child Mind Institute. “One of the reasons why transitions may be hard is that we’re often transitioning from a preferred activity – something we like doing – to something that we need to do.” What does trouble with transitions look like? Difficulty with transitions can manifest in a number of ways depending on the child and the setting. It can take the form of resistance, avoidance, distraction, negotiation or a full-blown meltdown. Some of these reactions are the result of kids being overwhelmed by their emotions. And some are what they’ve learned works to successfully delay or avoid the transition. A child told it’s time to leave the playground might throw a tantrum initially because he can’t manage his anger or frustration, but if he’s found that it has worked to delay leaving the park, he’s more likely to do it again. “It really depends on how the adults in his life have responded,” says Dr. Matthew Rouse, a clinical psychologist in the ADHD and Disruptive Behavior Disorders Center at the Child Mind Institute. Other kids may not tantrum but instead master the art of whining, distracting, or negotiating with the adults in their life. What’s behind transition problems? While transitions are triggers for lots of kids – what parent hasn’t gotten resistance from a child being asked to stop playing a video game and come to dinner? – they are particularly difficult for kids with emotional and developmental issues. And while the behaviors may be the same, experts point out that the reasons behind the behavior are different for kids with different challenges. Here we look at why children with ADHD, anxiety, autism and sensory processing issues, find transitions particularly difficult. ADHD For kids with ADHD, it all comes down to what they perceive as rewarding, says Dr. Rouse. While the disorder is described as an attention deficit, experts say it may be more useful to think about it as difficulty regulating attention – turning your attention to something you are expected to do, rather than something that you find rewarding. “Kids with ADHD have fewer neurons in their reward centers, or neurons that aren’t as active in the reward centers of their brains, so they find things throughout their day less rewarding,” he explains. When they do find something rewarding, they tend to hyper-focus on it, which explains why someone with ADHD seems all over the place but then can play video games for hours. Ask them to do something less rewarding (like putting away Legos), and you might hit resistance. Dr. Michael Rosenthal, a clinical neuropsychologist, adds that children with ADHD have a tougher time managing their emotions than other kids. “There’s also research that shows that the wiring in the brain centers that are involved in helping kids exercise control over their emotions are less developed, so you get bigger emotional displays from them compared to kids who don’t have ADHD.” Autism Although transitions can be similarly challenging for kids with autism, the reactions tend to be more extreme, and the issue is rooted in a different difficulty. “For kids with autism,” says Dr. Rosenthal, “the world is just an incredibly confusing and overwhelming place, so the need for sameness and predictability is adaptive,” or practical. It’s not simply that changing activities is upsetting, it’s that any deviation from the routine can feel like the rug is being pulled out from under them. Dr. Rosenthal refers to this as cognitive inflexibility, and says that it also explains why those on the autism spectrum have hyper-focused interests and tend to prefer doing the same things in the same order. “Any unexpected changes or transition for a kid with autism disrupts their equilibrium.” Sensory processing challenges Although sensory processing is not a diagnostic term like ADHD or autism, kids with either disorder–or no disorder–can have sensory processing issues, which can lead to problems with transitions. For kids who are easily overstimulated, the world feels confusing and seems to move too fast. They crave order, which helps them feel calm and in control. “When you change things up on them too quickly,” says Dr. Rosenthal, “then you see resistance or problem behaviors.” Kids with sensory issues are sometimes prone to dramatic meltdowns–emotional outbursts that they can’t control when they are overwhelmed by unexpected changes. (Continued on page 3) Anxiety For kids who suffer from anxiety, trouble with transitions might come from a place of fear. “It could be fear of the unknown, or fear of what’s going to happen when they’re put in a new situation,” notes Dr. Rosenthal. The problem is “usually some stimuli that’s connected to the transition, rather than the process of transitioning itself,” he adds. If they’ve had an upsetting experience in a particular setting, the prospect of a transition to that location itself could also trigger anxiety. If a child is terrified of dogs, being asked to leave for the home of someone with a dog could trigger a tantrum, or even make a child lash out in anger. Some kids with anxiety, especially those with obsessive-compulsive disorder (OCD), have an intense need to do things perfectly. If they are interrupted before they are able to do something exactly the right way—forming letters perfectly in a writing assignment, or lining things up or doing a series of things in a prescribed order—they can get very upset, leaving an adult not aware of the anxiety mystified. Understanding the triggers that make kids balk, or get upset at transitions is the first step to managing them better for both kids and adults. (from child mind institute NYC) Milford Public Library 2021 May Program Calendar May News at the Library! Spring flowers are blooming, and to help you get in the spirit, our Friends of the Library are offering their latest seasonal fundraiser, a "Garden Gram". Each Garden Gram includes a packet of seeds, a piece of chocolate, and a decorative handmade flower, nicely wrapped in a small burlap bag. To make it more special, you can add the new "Friends of the Milford Library" mug to your purchase. Grams are available for delivery to residential addresses in Milford. A special delivery is planned for Mother's Day weekend! Visit www.milfordlibrary.org to order! Beginning in May we will again be expanding our hours. We will now be open on Mondays, from 10-12, 2-5. Curbside pickup remains, by appointment, on Wednesdays. As outdoor weather beckons, be sure to check out the newest book at our StoryWalk in Eisenhower Park. The StoryWalk promotes exercise and literacy, while encouraging residents of all ages to spend time in nature. Try these fun activities to learn about animals and play pretend: Talk Together For your baby: What animals do you see outside? Name these different creatures for your baby: birds, squirrels, ducks, dogs, cats, rabbits. Which animal does your baby seem most interested in? Make each animal’s sounds. Which sound makes your baby giggle? For your toddler: Baby animals are a special part of spring—can you spot any in your neighborhood? Go on a “safari walk” with your toddler and ask her to tell you when she sees an animal. Does she know the animal’s name? The sound it makes? Does she know where it lives (nest, pond, trees, etc.)? Watch these animals with your child and talk about what you see. Read Together Read books that feature different kinds of animals. For babies, try: Whose Nose and Toes? by John Butler, Does a Kangaroo Have a Mother, Too? by Eric Carle, Good Night, Gorilla by Peggy Rathmann, Baby Animals by DK Publishing, and Country Animals, Farm Animals, and Pet Animals by Lucy Cousins. For older toddlers, good choices include Over in the Meadow by Ezra Jack Keats, Make Way for Ducklings by Robert McCloskey, Mrs. Brown Went to Town by Wong Herbert Yee, Cock-a-Doodle-Doo! Barnyard Hullabaloo by Giles Andreae, The Napping House by Audrey Wood, and I Love My Mama by Peter Kavanagh. Play Together For your baby: Babies are often captivated by watching animals outside or through the window. Stick with your baby and let him watch as long as he wants, though be very cautious about approaching animals you do not know. Teaching your child animal safety begins early. You can support your baby’s interest in animals by, for example, installing a bird feeder to encourage birds to visit. For an indoor activity, you can give your baby swatches of fake fur and feathers to touch (both available at craft stores). For your toddler: Cut pictures of animals out of magazines and glue them to sturdy cardboard. Make sure there are matches—2 pictures of horses, 2 pictures of sheep, etc. Lay these pictures out (face up) on the floor and see if your child can match the animals that are the same. Matching games build thinking skills in your toddler. You can also play “barnyard.” With your child, walk and “talk” like an animal—perhaps meow like a cat or “trot” and neigh like horse. Which animals does your child like to be? Turn a big cardboard box into a barn and see if your child would like to pretend to trot in and out. https://www.zerotothree.org My Mom is a Rainbow! Each color is needed to make a rainbow, each of her talents makes her my amazing Mom! She is Red Red represents her energy, vitality, perseverance and willingness to give of herself. She is Orange Orange stands for her thoughtfulness, consideration, persuasion and vibrancy. She is Yellow Yellow demonstrates her optimism, concentration, integrity and energy. She is Green Green represents her honesty, happiness, health and in tune with the earth. She is Blue Blue represents her love, faith, healing, loyalty, and inspiration. She is Purple Purple represents her leadership, greatness, and unselfish efforts. Alone, each color is striking, but when the colors come together, a larger more beautiful thing occurs. A RAINBOW is created within my MOM. YOU are my RAINBOW! I LOVE YOU MOM! @The Educators' Spin On It Have you been financially impacted by COVID-19? Are you struggling to pay your rent and utilities? Apply for UniteCT, a rental assistance program supporting CT residents who earn up to 80% of the HUD Area Median Income and their landlords. You may qualify for the opportunity to receive... - Missed electric outstanding payments - Missed rent or future rent payments To learn more and see if you qualify, visit: www.bit.ly/UniteCT	b2a95a0d-4398-4e41-a359-1714923a04a4	CC-MAIN-2021-43	http://kidscountofmilford.com/wp-content/uploads/2021/05/May-2021-Family-Resource-Center-Newsletter.pdf	2021-10-17T23:09:51+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585183.47/warc/CC-MAIN-20211017210244-20211018000244-00397.warc.gz	42,562,731	2,710	eng_Latn	eng_Latn	0.995526	eng_Latn	0.997924	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2200, 7134, 9393, 11924, 12778, 13215 ]	[ 2.671875 ]	1	0
YEAR 6: I can use non-fiction mostly appropriately selecting grammatical structures that show good awareness of the reader (e.g. modal verbs to suggest degrees of possibility or the passive voice in journalism. I can use fiction mostly appropriately selecting grammatical structures that show good awareness of the reader. (e.g short sentences for suspense or relative clauses to describe characters.) I can use fiction mostly appropriately selecting language that shows good awareness of the reader. (e.g. contractions during dialogue and storytelling language during Myths and Legends) I can use non-fiction mostly appropriately selecting language that shows good awareness of the reader. (e.g subject specific language or hyperbole in persuasive writing.) I can integrate dialogue into my narrative to advance the action. I can create atmosphere within a narrative (e.g suspense.) I can describe setting and character in a narrative. I can use verb tenses consistently and correctly throughout my writing. I can use a range of devices within and across paragraphs (e.g conjunctions, adverbials of time or place, pronouns, synonyms) to build cohesion I can use a range of punctuation mostly correctly (e.g inverted commas and other punctuation to indicate direct speech.) I can correctly spell most words from the Year 5/6 spelling list and use a dictionary to check spelling. I can choose parts of my writing to edit in order to improve the overall quality of a piece. I can maintain legibility and joined handwriting when writing at speed. YEAR 5: In non-fiction I can sometimes select language that shows good awareness of the reader (e.g subjective specific language or hyperbole in persuasive writing.) In non-fiction I can sometimes use grammatical structures that show good awareness of the reader (e.g modal verbs for persuasive writing for giving advice.) In fiction I can sometimes select grammatical structures that show good awareness of the reader (e.g short sentences for suspense or relative clauses to describe characters.) In fiction I can sometimes select language that shows good awareness of the reader (e.g contractions during dialogue and storytelling language during Myths and Legends). In fiction I can sometimes select language that shows good awareness of the reader (e.g contractions during dialogue and storytelling language during Myths and Legends). I can describe setting and characters within a narrative. I can write effective and correctly punctuated, dialogue. I can use verb tenses mostly correctly throughout my writing. I can group my non-fiction ideas into paragraphs with at least 3 or 4 sentences. I can use cohesive devices between paragraphs (e.g Although, If, When or However). I can mostly use commas correctly to separate clauses. I can put punctuation inside speech marks most of the time. With discussion, I can choose parts of my writing to edit in order to improve the overall quality of my work. YEAR 4 I can create clear characters through show not tell. I can create paragraphs to describe settings using well-chosen expanded noun phrases. I can use words that match my type of writing (e.g. story phrases, subject specific words). I can write in a range of genres and it is clear which genre I am using. I can use subordinate clauses to add detail all the way through my writing. I can group my writing into paragraphs around a theme. I can use fronted adverbials to link paragraphs together. In my non-fiction writing, I can organise my writing into an introduction, clear points and a conclusion. I can put commas after fronted adverbials. I can sometimes put punctuation inside speech marks. I can use commas in lists most of the time. I can improve a couple of sentences in a piece of work (changing words, word order, spelling, punctuation) YEAR 3 I can use adverbials to show time and place. I can describe characters using well-chosen expanded noun phrases. I can describe settings using well-chosen expanded noun phrases. I can create stories with simple plots that make sense. I can write clear non-fiction pieces. I can include some dialogue in stories. I can organise my story writing into paragraphs. I can use a new paragraph when my story changes location. I can spot my own mistakes in sentences and make simple additions and revisions (spelling, punctuation) to correct them. I can use speech marks to demarcate speech. I can use ? and ! most of the time. I can use capital letters for all proper nouns. YEAR 2 I can write simple and coherent recounts. I can write simple and coherent narratives. I can use co-ordination (and / but / or). I can use conjunctions for subordination (because / when / if / that). I can mostly use the same tense throughout a piece of writing. I can spell most high frequency and common exception words correctly. Make phonetically plausible attempts at unknown vocabulary. I can sometimes use question marks and exclamation marks correctly. I can demarcate most of my sentences correctly by using a full stop and a capital letter. I can check that my sentences make sense and can make simple additions and revisions to them. Letters and digits are the correct size and orientation with clear spaces between words. YEAR 1 I can write a string of at least 3 sentences that form a clear recount. I can write a string of at least 3 sentences that form a clear story. Some of my sentences start with different words so my writing does not just sound like a list. I can use "and" in some of my sentences. I can demarcate some sentences with full stops and capital letters. I can spell most "Tricky Words" up to Phase 5 (e.g some, come and here). I can make phonetically plausible attempts at most words using sounds up to Phase 5. My letters are clearly formed and there are spaces between my words. YEAR R (ELG 2020) I can write simple phrases and sentences that can be read by others. I can spell words by identifying sounds in them and representing the sounds with a letter or letters. I can write recognisable letters, most of which are correctly formed. GDS Strong awareness of the audience Pays attention to the craft of writing Applies reading experiences to writing Shows an original style or voice Able to imitate or experiment with different styles of writing Shows an awareness of more sophisticated language and literary features and consciously use them Applies skills independently and consistently across all work Shows high level of confidence and resilience Applies writing skills taught across a range of contexts/subjects Year1 Greater Depth Characteristics – within the Expected Standard \| Composition \| • Do their narratives show a clear sequence and awareness of the reader? \| \| • Does their writing reflect their experience of listening and reading? \| \| • Do they show a secure understanding of the concept of a sentence? \| \| • Do they use sentence punctuation accurately to guide the reader? \| \| • Do they show awareness of the reader - e.g., word choices reflect purpose and audience? \| \| • Have they moved on from ‘checking for sense’ (Y1) to ‘simple additions and revisions’ (Y2) to improve their writing for the reader? (No requirement to do this but a natural part of writing for a reader) \| \| Grammar and punctuation \| • Do they join some words and some sentences with ‘and’, without over-using? \| \| • Do they know when still to use single clause sentences? \| \| • Do they show consistent use of full stops and capital letters, including for proper nouns and the pronoun ‘I’? \| \| • If using question marks and exclamation marks, are these used selectively and appropriately? \| \| Spelling \| • Do they show accurate and consistent application of the spelling patterns, rules and words taught so far? \| \| • Are they using some further spelling patterns, gained through their reading? \| \| Handwriting \| • Do they show correct and fluent formation of letters, both capital and lower case? \| \| Greater Depth Characteristics – within the Expected Standard \| \|-------------------------------------------------------------\| \| Composition \| \| • Does their writing show a clear purpose and awareness of the reader? Is this maintained throughout each piece? \| \| • Does their writing reflect their experience of listening and reading? \| \| • Do they show a clear understanding of sentences and how to use different types of sentences to impact the reader? \| \| • Do their choices show an awareness of the reader – e.g., word choices reflect purpose and audience? \| \| • Do they use simple additions and revisions to improve their writing for the reader? \| \| Grammar and punctuation \| \| • Do they extend sentences with conjunctions where appropriate, but don’t over-use? \| \| • Do they select conjunctions to indicate the relationship between the clauses that they join? \| \| • Do they understand when still to use single clause sentences? \| \| • Do they use different sentence types appropriately for different text types? \| \| • Do they use past and progressive tenses to guide the reader through their piece? \| \| • Do they expand nouns well with appropriate and selective use of adjectives to add detail for the reader? \| \| • Do they show consistent use of full stops and capital letters, including for proper nouns? \| \| • Do they show selective and appropriate use of question marks and exclamation marks? \| \| • Do they consistently use commas for lists and apostrophes for contraction and singular possession? \| \| Spelling \| \| • Do they accurately and consistently apply spelling patterns, rules and words taught so far, including accurate application of alternative representations? \| \| • Are they using some further spelling patterns that they have noted through their reading? \| \| Handwriting \| \| • Do they show correct and fluent formation, sizing and spacing of letters, both capital and lower case? \| \| • Do they show evidence of diagonal joining strokes? \| \| Greater Depth Characteristics – within the Expected Standard \| \|-------------------------------------------------------------\| \| Composition \| \| • Do they adapt their writing appropriately for a range of different purposes and audiences, showing a clear purpose and awareness of the reader? Is this maintained throughout each piece? \| \| • Does their writing reflect their experience of listening to and reading a variety of texts and do they draw on their reading and experiences for ideas, vocabulary and grammar? \| \| • Do they use vocabulary and grammatical features appropriately, precisely and sparingly for effect, with the purpose and audience in mind? \| \| • Do they show a clear understanding of sentences and use a range of different sentence types and structures to impact the reader and to help their writing flow? \| \| • Do they use additions, revisions and corrections to improve their writing for the reader – impact, consistency, cohesion and clarity? \| \| Grammar and punctuation \| \| • Do they use different sentence forms (statements, commands, questions, exclamations) appropriately for the genre? (From KS1) \| \| • Do they use a range of coordinating and subordinating conjunctions so that the relationship between different clauses is indicated and the writing flows? (May use more than one in a sentence.) \| \| • (Y4) Do they use fronted adverbials precisely and sparingly to add appropriate detail for the reader? \| \| • Do they use a range of verb forms (including the present perfect) to guide the reader through the chronology of their piece and to maintain the flow and cohesion of the writing? \| \| • Do they use paragraphs effectively to organise the writing for the reader? \| \| • Do they use dialogue well and sparingly so that it adds something to the writing and is punctuated with inverted commas? \| \| • (Y4) Do they punctuate dialogue correctly with inverted commas and other speech punctuation? \| \| • (Y4) Do they use pronouns and nouns/synonyms precisely to avoid repetition and aid cohesion? \| \| • Do they expand nouns well with appropriate and selective use of modifying adjectives (Y4 - also nouns and preposition phrases) to add detail for the reader? \| \| • Do they show consistent, accurate and selective use of punctuation taught so far (Y4 - including commas after fronted adverbials and apostrophes for plural possession)? \| \| Spelling \| \| • Do they accurately and consistently apply spelling patterns, rules and words taught so far? \| \| • Are they using some further spelling patterns, noted through reading? \| \| Handwriting \| \| • Do they show correct and fluent formation, sizing, spacing and joining of letters? \| ## Greater Depth Characteristics – within the Expected Standard ### Composition - Do they adapt their writing appropriately for a range of different purposes and audiences, showing a clear purpose and awareness of the reader? Is this maintained throughout each piece? - Does their writing reflect their experience of listening and reading and do they draw independently on their reading and their experiences for ideas, vocabulary and grammar? - Do they independently plan how they will communicate effectively and appropriately to their reader, selecting the suitable form, tone, register etc.? Is this maintained throughout each piece? - Do they use vocabulary and grammatical features appropriately, precisely and sparingly for effect, always with the purpose and audience in mind? - Do they show a clear command of sentences and use an increasing range of different sentence types and structures to impact the reader and to help writing flow? - Do they use dialogue effectively and sparingly so that it conveys a character or moves the action on? - Do they use language and grammatical structures effectively to describe characters, settings and atmosphere? - Do they use additions, revisions and corrections to improve their writing for the reader – impact, consistency, cohesion, clarity? ### Grammar and punctuation - Do they use a range of sentence forms and structures appropriately and selectively to guide the reader and to help the writing to flow? - Do they use relative clauses precisely and sparingly to add appropriate detail for the reader? - Do they use modal verbs precisely and sparingly to add appropriate detail for the reader? - Do they use the range of verb forms taught (Y6 - including the passive form) to guide the reader through the chronology of the piece and to maintain the flow and cohesion of the writing? - Do they punctuate speech correctly with inverted commas and other speech punctuation? - Do they use cohesive devices and layout devices effectively to guide the reader and maintain the flow of the writing? (Y6 – a wider range) - (Y6) Do they show and understanding of formality in vocabulary and grammar and apply this effectively, maintaining it throughout a piece, with any shifts in formality being deliberate and purposeful? - Do they apply punctuation taught so far (including to indicate parenthesis, clarify meaning or avoid ambiguity) consistently, accurately and selectively? - (Y6) Do they show confident and appropriate use of: the semi-colon, colon and dash to mark clause boundaries; the colon and semi-colons to introduce and separate items in a list; bullet points to list information; hyphens to avoid ambiguity? ### Spelling - Do they accurately, consistently and fluently apply all taught spelling patterns, rules, strategies and words? - Do they proofread written work precisely to ensure accuracy? ### Handwriting - Do they show legible, fluent handwriting in all written work?	347ac100-a633-40bc-8df5-c9004e4df216	CC-MAIN-2022-33	https://www.curzonschool.co.uk/wp/wp-content/uploads/2022/07/Writing-skills-overview.pdf	2022-08-16T14:00:03+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882572304.13/warc/CC-MAIN-20220816120802-20220816150802-00222.warc.gz	641,286,018	3,120	eng_Latn	eng_Latn	0.998027	eng_Latn	0.998457	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	true	rolmOCR	[ 1556, 3368, 4528, 5869, 8182, 10328, 13167, 16115 ]	[ 3.828125 ]	1	0
Self-Measured Blood Pressure Program: Toolkit for Worksites KNOX COUNTY TENNESSEE HEALTH DEPARTMENT Self-Measured Blood Pressure Program: Toolkit for Worksites This toolkit was adapted from the American Heart Association, Check. Change. Control. Program, an evidence-based hypertension management program that utilizes blood pressure self-monitoring to empower individuals to take ownership of their cardiovascular health. This program has been adapted to an eight-week program for the workplace. Key Program Features Through this program you can: - Promote the well-being of employees by encouraging healthy blood pressure management with a “whole person” perspective, using principles of mindfulness, stress management, healthy eating, active living, and more. - Create a blood pressure tracking station made up of: - A small table and chair - A blood pressure monitoring device and cuff - Signage and instructions for proper measurement of blood pressure - Educational materials on heart healthy living - Provide participants with resources, such as: - Individual blood pressure tracking booklets for participants - Educational packets for participants - Email templates for the 8-week program with motivational messages, evidence-based health tips, and reminders to track blood pressure - Evaluate the program and collect success stories with a web-based survey # Table of Contents Introduction: Hypertension in the United States ................................................................. 5 Self-Measuring Blood Pressure ......................................................................................... 5 The Role of Employee Wellness in Heart Health Promotion ............................................. 6 Program Overview .............................................................................................................. 6 How to use this toolkit .................................................................................................... 6 Getting started .................................................................................................................. 7 Planning checklist ........................................................................................................ 8 Program timeline worksheet ....................................................................................... 9 Blood pressure station maintenance .......................................................................... 12 Participant packets ..................................................................................................... 12 Email templates .............................................................................................................. 13 Promotion Weeks 1 and 2 ......................................................................................... 14 Week 1 ................................................................................................................... 15 Week 2 ................................................................................................................... 16 Week 3 ................................................................................................................... 17 Week 4 ................................................................................................................... 18 Week 5 ................................................................................................................... 19 Week 6 ................................................................................................................... 20 Week 7 ................................................................................................................... 21 Week 8 ................................................................................................................... 22 Follow-up: Weeks 9 and 10 (Collecting surveys and success stories) ............... 23 References ......................................................................................................................... 24 Related Documents ........................................................................................................... 24 Introduction: Hypertension in the United States High blood pressure occurs when the force of blood flowing through vessels is consistently too high. Blood pressure is considered high when systolic pressure (the top number in a blood pressure measurement) is 130 millimeters of mercury or above, or the diastolic (bottom number) is 80 or above. If left untreated, high blood pressure can significantly increase an individual’s risk of having a heart attack, stroke, or other serious health issues. Cardiovascular disease, which includes heart disease, stroke, and other vascular diseases is the leading cause of death in the United States.$^1$ About one third of U.S. adults have been told by a health care provider that they have high blood pressure, and only 1 in 4 of those with high blood pressure have it under control through medication, lifestyle modifications, or a combination of the two.$^1$ In the state of Tennessee, 39% of adults have high blood pressure, which is higher than the average for the United States (32%).$^2$ Certain lifestyle factors increase a person’s risk of having cardiovascular disease and managing high blood pressure is a key component to reducing the risk. For optimal heart health, the American Heart Association recommends individuals stop smoking and avoid secondhand smoke, engage in physical activity, follow a healthy diet, monitor their blood pressure levels, and get their cholesterol levels checked. Having high blood pressure, diabetes, high cholesterol, and being overweight or obese can also increase the risk of cardiovascular disease, so proper management of these conditions is an important part of a heart healthy lifestyle. Self-Measuring Blood Pressure One blood pressure measurement is like a snapshot. It tells only what an individual’s blood pressure is at that moment. A record of readings taken over time provides a “time-lapse” picture of blood pressure that can help individuals partner with their physician to ensure that treatments to lower high blood pressure are working. Consistent self-measuring of blood pressure can also play an important role in individual goal setting. When an individual sees that their efforts toward living a healthier lifestyle are positively impacting their blood pressure levels, they may find boosted confidence and motivation to continue making healthy changes. Regularly measuring blood pressure outside a doctor's office can help identify accurate blood pressure numbers. It can also help identify: - “Masked hypertension,” which is when blood pressure gives a false normal reading at the doctor’s office - “White-coat hypertension,” which happens when blood pressure gives a falsely elevated reading during a doctor’s office visit due to stress or anxiety The Role of Employee Wellness in Heart Health Promotion Small lifestyle changes can make a big difference for individual health, and the workplace can play a key role in promoting these healthy changes. Employers can support their employees’ efforts toward a heart healthy lifestyle by offering employee wellness programs, educational initiatives, and self-measuring programs like the one outlined in this toolkit. Self-measuring blood pressure programs help empower individuals to make blood pressure control a priority. Here’s how employers can make a difference: - Offer a workplace blood pressure station to help employees identify high blood pressure and better understand their heart health. - Implement workplace policies that support heart health, like encouraging walking meetings or adopting a healthy vending machine policy for the workplace. - Create a culture of wellness by sharing healthy lifestyle tips, recipes, and outdoor activities to employees via email. - Encourage employees to take the driver’s seat in managing their heart health. Encourage them to ask questions to providers, set personal health goals, and develop plans toward a healthier lifestyle. Program Overview How to use this toolkit The purpose of this toolkit is to support worksites in implementing a blood pressure management program for the workplace. This toolkit will provide everything you need throughout the 8-week program: From planning all the way to collecting success stories after the program ends. Follow the program planning checklist and sample timeline on pages 8-9. Then personalize the email templates on pages 14-23, and share the promotional flyers and educational resources provided with this toolkit. Getting Started Planning Checklist ☐ Get company leadership on board ☐ Determine who will be on your implementation team ☐ Choose your kickoff date ☐ Set your enrollment goal: How many people do you want to reach? ☐ Secure incentives your worksite will provide (if applicable) ☐ Set up your blood pressure tracking station ☐ Promote the program via email and promotional flyer ☐ Recruit participants ☐ Put the plan into action: Start the program and send emails over 8-week duration ☐ Celebrate success: collect success stories and distribute awards (if applicable) Friendly Competition Add some friendly competition to keep people engaged. A few ideas are listed below, but don’t be afraid to make it your own. (Note: this is optional): - Put a sealed ticket box next to the blood pressure station. Each time someone takes their blood pressure, they write their name on a ticket and enter it into the box. Draw for a winner each week or at the end of the program. - For a more tech-savvy approach, create a short survey to include in your weekly emails. Participants enter the number of times they measured their blood pressure that week. The person with the highest number at the end of the program wins a prize! - Encourage participants to snap a picture of themselves doing healthy activities (walking, cooking healthy meals, meditating, yoga, checking/tracking their blood pressure). Share these in the company newsletter or program emails. For creative groups, make it a “meme challenge”! Planning Notes: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ \| Week \| Task \| Resources Needed \| \|----------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------------------\| \| Planning Phase \| • Determine program start date \| • Set up blood pressure station \| • Calibrate the blood pressure monitoring device \| • Table and chair \| \| • Blood pressure monitor and cuff \| \| • Signage and instructions for measuring blood pressure \| \| • Educational flyers \| \| Promotion Week 1 \| • Share promotional flyer \| • Send promotional message 1 \| • Email templates (included) \| \| • Promotional flyer (included) \| \| Promotion Week 2 \| • Send promotional message 2 \| \| \| Week 1 \| • Host program kickoff (Can be done virtually) \| • Give out participant packets and tracking booklets \| • Send week 1 email \| • Optional: Send participants a calendar reminder to track their blood pressure \| • Tracking booklets \| \| • Participant packets/folders with educational materials (digital packet included) \| \| • Optional: healthy refreshments for program kickoff \| \| Weeks 2 - 8 \| • Send weekly emails \| \| \| Follow Up: Week 9\| • Send follow-up email 1 \| • Survey link (included) \| \| • Awards or incentives (if applicable) \| \| Follow Up: Week 10\| • Send follow-up email 2 \| \| 1. Find just the right spot for your blood pressure station. All you need is a small table and chair in a somewhat quiet space. 2. Set up the blood pressure monitor according to manufacturer’s instructions. Calibrate the device to make sure it is working properly. Calibration should be performed on a quarterly basis to ensure that blood pressure readings are accurate. 3. Put up posters, flyers, and brochures related to heart health. Make sure to include 1) instruction on how to properly measure your blood pressure and 2) what to do if you have an unusually or critically high blood pressure reading. 4. Provide information about local programs for reducing blood pressure, including but not limited to weight loss, healthy eating, heart health, or healthy lifestyle programs. 5. Post a copy of the blood pressure categories and instructions for blood pressure measurement (see below and page 11). Physical copies are provided in your program kit for display at the blood pressure station. ### Blood Pressure Categories \| BLOOD PRESSURE CATEGORY \| SYSTOLIC mm Hg (upper number) \| DIASTOLIC mm Hg (lower number) \| \|------------------------------------------\|-------------------------------\|---------------------------------\| \| NORMAL \| LESS THAN 120 \| LESS THAN 80 \| \| ELEVATED \| 120-129 \| LESS THAN 80 \| \| HIGH BLOOD PRESSURE (HYPERTENSION) STAGE 1\| 130-139 \| 80-89 \| \| HIGH BLOOD PRESSURE (HYPERTENSION) STAGE 2\| 140 OR HIGHER \| 90 OR HIGHER \| \| HYPERTENSIVE CRISIS (consult your doctor immediately) \| HIGHER THAN 180 \| HIGHER THAN 120 \| heart.org/bplevels American Heart Association recommended blood pressure levels \| BLOOD PRESSURE CATEGORY \| SYSTOLIC mm Hg (upper number) \| DIASTOLIC mm Hg (lower number) \| \|------------------------------------------\|-------------------------------\|---------------------------------\| \| NORMAL \| LESS THAN 120 \| LESS THAN 80 \| \| ELEVATED \| 120-129 \| LESS THAN 80 \| \| HIGH BLOOD PRESSURE (HYPERTENSION) STAGE 1 \| 130-139 \| 80-89 \| \| HIGH BLOOD PRESSURE (HYPERTENSION) STAGE 2 \| 140 OR HIGHER \| 90 OR HIGHER \| \| HYPERTENSIVE CRISIS (consult your doctor immediately) \| HIGHER THAN 180 \| HIGHER THAN 120 \| * Wait a few minutes and take blood pressure again. If it’s still high, contact your doctor immediately. LEARN MORE AT HEART.ORG/HBP © Copyright 2018 American Heart Association, Inc., a 501(c)(3) not-for-profit. All rights reserved. Blood Pressure Station Maintenance Once you have received your blood pressure monitor and set up your blood pressure station, it’s important to do regular check-ins to clean the device and make sure everything is working correctly. The blood pressure monitor must be calibrated periodically to ensure that blood pressure readings are accurate. 1. Sanitization: Blood pressure cuffs should be cleaned with a damp cloth with neutral detergent and warm water at least once a week. Wipe down with sanitizing wipes between each use. Note: It may be a good idea to leave sanitizing wipes at the station for participants to clean with after each use. 2. Calibration: Most digital blood pressure cuffs have self-diagnostic programs that run when the unit is starting up. If it recognizes that it’s out of calibration, an alert or alarm sounds and asks you to run the calibration program. You can also run the calibration any time you want to check the unit’s accuracy. To test the accuracy, you can check your digital blood pressure cuff against a manometer of known accuracy using the steps listed below. 1. Turn on the digital blood pressure cuff. Follow the instructions and run the calibration program 2. When it’s finished, take a blood pressure reading 3. Then, take a blood pressure reading with a mercury sphygmomanometer of known accuracy 4. Record both numbers and take at least three readings each 5. Both aneroid and digital sphygmomanometers need to be regularly calibrated and checked against manometers of known accuracy. 3. General Maintenance: See device manual. Participant Packets Set participants up for success by giving them packets with the following information. Tip: Give these out at a program kickoff event! You can use this as an opportunity to show off your new blood pressure station, give people their participation packets, and show a video on how to properly measure blood pressure. Make it fun! Bring healthy refreshments if possible. What to give participants: - Blood pressure logbook - Blood Pressure Categories Chart - Educational Materials: - What is High Blood Pressure? - Blood Pressure Measurement Instructions - What Can I Do to Improve my Blood Pressure? - Life’s Simple 7 Checklist Email Templates & Lifestyle Tips by Week Hello, I’m excited to let you know that [Insert your company name] is now offering a wellness and blood pressure management program. Everyone is encouraged to sign up regardless of whether you have high blood pressure or not! This eight-week program focuses on simple changes you can make to improve your heart health and overall wellness, starting with a simple stop at a blood pressure monitoring station! In the meantime, stop by [insert blood pressure station location] to see our new blood pressure tracking station. Feel free to give it a try! Follow the posted instructions and find out what your blood pressure is today. [TIP: insert a picture of your blood pressure station here so that people know what they’re looking for.] Stay tuned for more information in the coming weeks. Reply to this email to sign up. Sincerely, [Your name, title] Hello, High blood pressure is sometimes called the “silent killer” because there are usually no symptoms. Knowing and managing your blood pressure is one of the best things you can do for your overall health. Why should you self-measure your blood pressure? [https://youtu.be/R_QqFytKUh0](https://youtu.be/R_QqFytKUh0) Join us on [Kickoff date, time, location or link to virtual event] to learn more about the program. When you sign up, you will get a blood pressure tracking booklet to keep track of your numbers, and a folder full of tips for healthy eating, active living, and measuring your own blood pressure. In the meantime, visit the Knox County Health Department’s website to see free classes on heart healthy living and diabetes management. [Link: https://knoxcounty.org/health/diabetes_management.php#ManageYourHeart ] [Include information about company-wide competition and any prizes/incentives if applicable]. There is still time to sign up. Reply to this email by [Insert date] if you want to participate. [Include a program sign-up link if appropriate]. Sincerely, [Your name, title] Program Implementation Week 1: Instructions for Accurately Measuring Blood Pressure Subject: Ready, Set, Track! Dear blood pressure trackers, Thank you for signing up for the blood pressure tracking program. Today marks day 1 of your blood pressure tracking! Before you start, make sure to watch this short video on how to accurately measure blood pressure. There are also instructions posted at the blood pressure station that can help. Watch the video: https://youtu.be/rAwliNWe1bl High blood pressure is mostly a symptomless condition, which is why it's called the "silent killer." The first step in managing your blood pressure is monitoring your blood pressure on a regular basis. Don't forget to track your first blood pressure reading by the end of the week. Feel free to log your blood pressure more than one time each week if you are curious about tracking the numbers. If you're an overachiever, try tracking twice a day! If you have any questions, please contact me at [Company wellness champion name and contact information]. For more information on blood pressure, go to: www.heart.org/hbp Sincerely, [Your name, title] Attachment: What Is High Blood Pressure Week 2: Lifestyle Strategies for High Blood Pressure Management Subject: Week 2 - Ready, Set, Keep Tracking! Dear blood pressure trackers, The first step in controlling blood pressure is knowing your numbers. By now, you’ve checked your blood pressure at least once (or maybe more!) and know what your numbers are. If you’re not sure what your numbers mean, review the chart in the attached documents. You can also find copies of this chart at the blood pressure station. Now it’s time to make a plan! If your blood pressure numbers fall in the “elevated” stage or higher, it is a good idea to make an appointment to see your doctor and discuss a plan of action. View the attachment called, “What Can I Do To Improve My BP?” Read about the small lifestyle changes that can add up and make a big difference for your heart health. Start making a difference today! Don’t forget to stop by the blood pressure station to track your blood pressure if you haven’t tracked it this week. If you have any questions, please contact me at [Contact information here]. Sincerely, [Your name, title] Attachment: Blood Pressure Categories Attachment: What can I do to improve my blood pressure Week 3: Low Sodium Diet Subject: Week 3 – Ready, set, keep tracking! Dear blood pressure trackers, Did you know that reducing your salt intake can lower your systolic blood pressure (the top number) by 5-6 points? That’s a big difference! See the attachment to read about the top sources of sodium in the typical American diet. Many people eat more than twice the recommended amount of sodium each day, which is 2,300 milligrams per day. Chances are, that includes you -- even if you rarely pick up the saltshaker! The worst part is that most of us don’t even realize how much salt we’re eating. But sure enough, salt is sneaking up on us, especially when we go out to restaurants or eat packaged and processed foods. The extra salt we’re eating can put us at risk for elevated blood pressure, which means an increased risk of heart disease and stroke. Watch this one-minute video to see for yourself: Sneaky Salt Video: https://www.youtube.com/watch?v=YR81aziXRfw Want to keep reading? Learn how to cut back on salt here. https://www.heart.org/en/healthy-living/healthy-eating/eat-smart/sodium/how-to-reduce-sodium Don’t forget to stop by the blood pressure Station if you haven’t tracked your blood pressure this week. If you have any questions, please contact me at [Contact information here]. Sincerely, [Your name, title] Attachment: The Salty Six Week 4: Making Swaps for Lower Salt Snacks Subject: Week 4 – Ready, set, keep tracking! Dear blood pressure trackers, Have you ever tried swapping out processed snacks for healthy, fresh fruits and vegetables? Try it this week! Every day is a new opportunity to make healthy choices. A healthy eating style is one of your best weapons in the fight against heart disease. Visit the link below to see the American Heart Association’s recommendations for healthy eating. While you’re there, pick out a recipe to try at home! www.heart.org/nutritioncenter Heard of the D.A.S.H. Diet? It stands for Dietary Approaches to Stop Hypertension. Healthy eating according to the D.A.S.H. Diet can lead to a reduction in blood pressure. Don’t forget to track your blood pressure by the end of the day if you haven’t tracked it this week. If you have any questions or problems checking your blood pressure, please contact me at [Contact information here]. Sincerely, [Your name, title] Attachment: Eat Smart for a Healthy Heart Week 5: Physical Activity Guidelines Subject: Week 5 – Ready, set, keep tracking! Dear blood pressure trackers, It’s time to get up and move! These days, people spend much of their time working. An unfortunate side effect is that we’re becoming less active and holding on to extra body weight. This is a huge problem because physical inactivity doubles the risk of heart disease. So, let’s get moving at work! Take a walk during your breaks and/or at lunch this week. Small changes can really add up, so start with just five minutes of activity today! Need help getting motivated? Here are some tips on getting started: [https://youtu.be/0i1ICNHaxhs](https://youtu.be/0i1ICNHaxhs) Want to keep reading? See what the American Heart Association recommends for getting enough physical activity: ([https://www.heart.org/en/healthy-living/fitness/fitness-basics/aha-recs-for-physical-activity-in-adults?utm_source=redirect_heartorg&utm_medium=referral&utm_campaign=301](https://www.heart.org/en/healthy-living/fitness/fitness-basics/aha-recs-for-physical-activity-in-adults?utm_source=redirect_heartorg&utm_medium=referral&utm_campaign=301)) Don’t forget to stop by the blood pressure station if you haven’t tracked your numbers this week. If you have any questions, please contact me at [contact information here]. Sincerely, [Your name, title] Attachment: Move Your Way: Physical Activity for Adults Week 6: Stress Management Subject: Week 6 – Ready, set, keep tracking! Dear blood pressure trackers, You have probably learned that stress can be experienced in many different ways. How much stress you experience and how you react to it can lead to a variety of health problems. This is why it’s important to know what you can do about it. Pay attention to what you do when you are stressed. Do you cope by eating more sugary snacks or sleep less than usual? Try to notice these less healthy coping strategies and replace them with healthier stress management strategies. Stressed at work? Try taking a mindfulness break with a short desk yoga routine like this one. You can do it with just your chair. [https://youtu.be/tAUf7aaJBWE](https://youtu.be/tAUf7aaJBWE) Want to keep reading? Here are 3 healthy ways to deal with stress. [https://www.heart.org/en/healthy-living/healthy-lifestyle/stress-management/3-tips-to-manage-stress](https://www.heart.org/en/healthy-living/healthy-lifestyle/stress-management/3-tips-to-manage-stress) Still need to track your blood pressure this week? Take a physical activity break and walk on down to the blood pressure station! If you have any questions, please contact me at [contact information here]. Sincerely, [Your name, title] Attachment: [4 Tips to Manage Stress](#) Dear blood pressure trackers, The benefits of maintaining a healthy weight go far beyond boosted energy and mood. For people who are overweight, just a small amount of weight loss can help reduce and/or prevent high blood pressure, reduce cholesterol, and can prevent Type 2 diabetes. These all benefit your heart health, too! Learning to balance healthy eating and physical activity can help you lose weight more easily and keep it off. Read more about the American Heart Association’s 5 Steps to Lose Weight and Keep It Off. [https://www.heart.org/en/healthy-living/healthy-eating/losing-weight/5-steps-to-lose-weight-and-keep-it-off](https://www.heart.org/en/healthy-living/healthy-eating/losing-weight/5-steps-to-lose-weight-and-keep-it-off) Living smoke free is also good for your heart! Learn about the risks of smoking and how you can kick the habit. [https://www.heart.org/en/healthy-living/healthy-lifestyle/quit-smoking-tobacco](https://www.heart.org/en/healthy-living/healthy-lifestyle/quit-smoking-tobacco) Still need to track your blood pressure? Take a physical activity break and walk on down to the blood pressure station! If you have any questions, please contact me at [Contact information here]. Sincerely, [Your name, title] Attachment: How to Manage Weight Week 8: Putting It All Together: Life’s Simple 7 Subject: Ready, Set, Track One Last Time! Dear blood pressure trackers, This is the last week of the blood pressure tracking program. By now, we hope you have learned important strategies for healthier living and are getting comfortable tracking your blood pressure numbers. Let’s put it all together and talk about the 7 most important factors for your heart health! We have learned about many of these throughout the program so far. Life’s Simple 7 is defined by the American Heart Association as the 7 risk factors that people can improve through lifestyle changes to help achieve ideal heart health. 1. Manage Blood Pressure 2. Control Cholesterol 3. Reduce Blood Sugar 4. Get Active 5. Eat Better 6. Lose Weight 7. Stop Smoking These measures have one unique thing in common: any person can make these changes. The steps are not expensive to take and even modest improvements to your health can make a big difference. Start with one or two changes from the list and track your success. This 7-step list focuses on a hope we all have: to live a long, productive healthy life. Want to keep reading? Click here: https://www.heart.org/en/healthy-living/healthy-lifestyle/my-life-check--lifes-simple-7 Still need to track your blood pressure this week? Take a physical activity break and walk on down to the blood pressure station! If you have any questions, please contact me at [Contact information here]. Sincerely, [Your name, title] Attachment: Life’s Simple 7 Follow-up Phase: Program Evaluation Reminder and Incentives Follow-up Email 1: Subject: That’s a Wrap! Dear blood pressure trackers, Thank you for joining us in tracking your blood pressure and using our new blood pressure station over the last eight weeks. We hope you’ve gained some helpful information and made healthy changes that you can stick to, like checking your blood pressure at our workplace station, getting more active, and eating more fruits and vegetables. To keep an eye on your numbers, you can keep tracking your blood pressure readings and other healthy choices you make in your booklet. To finish up the program, please take a moment to answer a few questions about your experience. We want to know what helped you better control your numbers! The answers to these questions are anonymous and won’t be connected to your name or identity in any way. (LINK TO SURVEY: https://forms.office.com/g/qJgpuQ1Ste ). [Include information about winners of any companywide competitions that were held, and prizes/incentives if applicable]. Hold on to those healthy habits you learned about during this program! Remember, when it comes to making healthy choices, a little can mean a lot! Sincerely, [Name, title] Follow-up Email 2: Subject: Survey Reminder Dear blood pressure trackers, If you haven’t taken the blood pressure program survey, please take a moment to answer a few questions about your experience. We want to know what helped you better control your numbers! The answers to these questions are anonymous and won’t be connected to your name or identity in any way. (Link to survey: https://forms.office.com/g/qJgpuQ1Ste ). Remember, when it comes to making healthy choices, a little can mean a lot! Sincerely, Your name, title] References 1. BRFSS Prevalence & Trends Data: Explore by Location \| DPH \| CDC. Accessed April 23, 2021. https://www.cdc.gov/brfss/brfssprevalence/index.html 2. Facts About Hypertension \| cdc.gov. Accessed April 23, 2021. https://www.cdc.gov/bloodpressure/facts.htm Related Documents Files and attachments needed to implement this program are provided electronically in separate files. See a description of each file below. - Folder A: Promotional Flyer - Folder B: Digital Participant Packet - Folder C: Email Attachments - Folder D: Sample blood pressure station setup	2c39d195-e494-4abd-b745-6706fbf361e1	CC-MAIN-2022-27	https://www.etwellness.org/wp-content/uploads/2022/04/Blood-Pressure-Toolkit-FINAL-VERSION-1.pdf	2022-06-29T13:43:28+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103639050.36/warc/CC-MAIN-20220629115352-20220629145352-00488.warc.gz	818,823,370	6,314	eng_Latn	eng_Latn	0.904228	eng_Latn	0.995763	[ "eng_Latn", "eng_Latn", "eng_Latn", "gmh_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 100, 500, 1389, 4370, 7140, 8858, 8875, 10719, 13218, 15057, 16144, 18429, 18471, 20434, 21618, 22806, 24170, 25194, 26601, 27922, 29208, 30735, 32500, 33076 ]	[ 2.109375, 1.609375 ]	2	0
DROWNING AND CHILDREN WITH AUTISM At some ages, children with autism are 5 to 14 times more likely to drown in contrast to children without autism. Tragically, two young children with autism have drowned in a little over two years in Palm Beach County. Age and gender are factors (boys are at greater risk) as well as degree of cognitive impairment. Please read this information carefully, share it with all family members and everyone who helps care for your child so that everyone can be alert and take action to protect their children. Jack Scott, Ph.D. Executive Director FAU Center for Autism & Related Disabilities “Protect your children from the dangers of the water. We support water safety education in memory of Kaitlin 2003-2008.” Created by: Task Force on Water Safety for Children with Autism Spectrum Disorders (ASD) and Related Disabilities Facts on Drowning - According to the American Red Cross, it takes as little as a four-inch opening for a child to escape. - It takes as little as two inches of water and less than 20 seconds for a child to drown. What should parents & caregivers of children with autism spectrum disorders do? - Educate yourself about drowning prevention issues. - Create a plan in case your special needs child wanders away. - Share your plan with your family, neighbors & emergency personnel and tell them about your child’s special needs. - Get swim lessons for your child & water safety instruction, including CPR, for all of your family members & caregivers. Children with autism are fascinated by water... Parents must take action to keep their children with special needs safe from drowning Practice the ABC’s of drowning prevention: - Adult Supervision - Barriers - Classes on water safety education, swim lessons and CPR Adult Supervision is the most important prevention measure. Even for children who can swim, it is critical to have watchful eyes 100% of the time. Barriers such as fencing, help protect children but they are not enough. In order to ensure our children’s safety, additional barriers such as pool, door & window alarms as well as self-locking and self-latching gates are often necessary. Child anti-drowning alarms can also serve as a barrier. Classes for water safety are available. Swimming lessons can begin as young as 6 months of age. The American Red Cross offers CPR courses that can be a true lifesaver. See our resource list for contact information on water safety classes, swim and CPR lessons. Children who wander are at higher risk for drowning. Project Lifesaver of Palm Beach County helps families obtain electronic tracking bracelets to speed recovery for a child who wanders. See the resource list for their contact information. If you have a child with autism spectrum disorder you need to have a Crisis Plan Be sure to develop a crisis plan before it is needed. For full information about preparing a crisis plan for your special needs child and an “Autism Emergency Contact Form”, go to www.autismriskmanagement.com.	a9577385-502d-4a31-8748-41fd508d0ca7	CC-MAIN-2021-25	https://www.fau.edu/education/centersandprograms/card/documents/drowningbrochuredraft.pdf	2021-06-21T22:24:34+00:00	crawl-data/CC-MAIN-2021-25/segments/1623488504838.98/warc/CC-MAIN-20210621212241-20210622002241-00301.warc.gz	647,632,606	613	eng_Latn	eng_Latn	0.997779	eng_Latn	0.997821	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 860, 3021 ]	[ 2.796875 ]	2	0
THE NATIONAL FOOTBALL CURRICULUM “THE ROADMAP TO INTERNATIONAL SUCCESS” HAN BERGER, NATIONAL TECHNICAL DIRECTOR AN OFFICIAL FFA PUBLICATION Australia's football team has been a source of national pride and joy for many years, with their success in international competitions such as the FIFA World Cup and the AFC Asian Cup. The team's players have become household names in Australia, with their performances inspiring fans across the country. The Australian national team has faced its fair share of challenges over the years, but they have always managed to come back stronger and more determined than ever before. Their resilience and determination have made them one of the most beloved teams in the world. As we look towards the future, we can only hope that the Australian national team will continue to inspire and entertain fans around the globe. With their talent, skill, and passion, there is no doubt that they will go on to achieve even greater things in the years to come. Contents Foreword by the Chief Executive Officer, FFA ........................................... A Preface by the National Technical Director, FFA ................................. B CHAPTERS: 1. Fundamental Transformation ......................................................... 1 2. The National Football Curriculum Vision and Philosophy ........................................................................ 5 “The Australian way” FFA’s playing philosophy .................................................................. 5 FFA’s coaching philosophy .............................................................. 20 FFA’s vision to bring the Curriculum to life ..................................... 24 3. Youth Development ........................................................................ 25 “The Building Blocks methodology” Each Building Block explained in detail U/6-U/9: The Discovery Phase ....................................................... 29 learning football by playing football U/10-U/13: The Skill Acquisition Phase .......................................... 31 learning the functional game skills U/14-U/17: The Game Training Phase ............................................ 35 learning how to play as a team 17 and above: The Performance Phase ......................................... 43 learning how to win as a team Small Sided Football ........................................................................ 47 rationale and formats 11 v 11 ......................................................................................... 55 the best against the best 4. Coach Education ............................................................................. 63 “The Coaching Expertise Model” 5. Model Sessions ............................................................................... 83 Discovery Phase Model Sessions .................................................... 85 Skill Acquisition Phase Model Sessions .......................................... 127 Game Training Phase Model Sessions ............................................ 189 Performance Phase Model Sessions .............................................. 267 How should Australians play football? What skills and style best suit our nation and our hundreds of thousands of players? These are fundamental questions that should engage the minds of everyone involved in the game from the professional tier to the grassroots. The FFA National Football Curriculum not only provides answers, but explains the philosophy behind how we should play and illustrates practical steps that bring the thinking to life in training and matches. The first version of the National Curriculum in 2009 was a breakthrough in setting out a broad agenda, but this second version is presented in a way that will resonate in schools, clubs, academies and elite development pathways, in fact anywhere football is played. I’m delighted to formally publish the National Curriculum and I commend the FFA Technical Director Han Berger and his coach education team for the meticulous approach to this work. Having this Football Curriculum available for all the coaches across the nation is a key part of FFA’s Strategic Plan to make football the biggest and most popular game in Australia. I look forward to seeing the football that will flow as this curriculum influences our next generation of players. David Gallop Chief Executive Officer, FFA David Gallop Chief Executive Officer, FFA I am proud to present the second edition of the FFA National Football Curriculum (NFC), with the sub-title “The Roadmap to International Success.” Although there have been many positive developments since the introduction of the first NFC in 2009, the understanding of it in the broader football community can still be much improved especially at grassroots level. The first edition mainly explained the philosophical starting points but lacked detailed explanation and practical examples. This new version explains the mental and physical characteristics of children and young adults during the various developmental stages and how these stages are linked. It also contains Model Sessions for every phase and explains how to organise sessions and plan 6-week training cycles for a season. The Curriculum is a practical guide for coaches and players of every age, gender or level as well as their parents. The National Football Curriculum intends to deliver an Australian playing and coaching philosophy based on analysis of top football and scientific research, taking the specific circumstances and characteristics of Australian football into consideration. So, it is not someone’s opinion or a copy of another country’s curriculum. It is aimed at a fundamental transformation of the way football is played and coached in Australia, especially at youth level, in order to develop future generations of players and teams that will enable Australia to maintain a leading position in world football, particularly within the Asian Football Confederation. I hope this new version of the National Football Curriculum will create a better understanding of what high quality youth coaching is about and therefore help to dramatically raise the standard of our game at grassroots level. After all, only a strong and broad foundation will create quality at the top. Many challenges still lay ahead but if we all work together in the interest of our great game, we can overcome any roadblocks and hurdles and make Australia truly a World Leader of the World Game. I’d like to especially thank my colleague Kelly Cross for his contribution to the realisation of this Curriculum. My thanks are also due to Ange Postecoglou, Ben Coburn and Dr. Donna O’Connor for their peer reviews of this book. Han Berger The preface mentioned the necessity of a Fundamental Transformation, but why is it necessary to change the way we play (and coach) football? After all, in the not too distant past Australian football produced many great players who played in the top leagues of Europe, while the Socceroos qualified for the World Cups in 2006, 2010 and 2014 and the Matildas were crowned Asian Champions in 2010. The players and coaches involved have brought football to where we are now in the FIFA Rankings: about 40th in men’s football and 10th in women’s. This is a great achievement in a country where historically football has not been the number one sport. But for some reason Australia has not produced the same number of top players in recent years and fewer Australians are starters at clubs in the European top leagues. There are many theories and opinions about the cause of this, but what is not in doubt is that top football has developed physically - but especially technically - to a breathtaking level over the last 10-15 years. The modern game at the highest level is a fast, high intensity, possession-based game where ‘special’ players with match-winning qualities make the difference. Another reality is that the changing dynamics of the football landscape force us to adjust in order to stay competitive with the rest in the world. What worked for us 20 years ago, doesn’t necessarily work anymore. Today, for example, more players go overseas at ever younger ages. Also, the introduction of the A-League forced us to revise the AIS program where the career of many of the ‘golden generation’ started. Since the AIS program is aimed at Australia’s best young players, and in order to avoid competition with the A-League clubs for the same players, we had to significantly lower the age of the AIS program from Young Socceroos age (U/19-20) to Joeys age (U/16-17). The responsibility for the development of the 17-21 year old players rests now with the A-League clubs through the National Youth League teams. The connection between the programs of State and Territory Member Federations that underpin the National programs also required reviewing and adjustment. The government-run State Institutes of Sport have in recent years moved away from the football programs to primarily focus on ‘Olympic’ sports. In order to safeguard this important layer of the talented player pathway, FFA and the Member Federations have taken over the ownership of these National Training Centre programs. Every Member Federation now has an identical Football Department structure with a Technical Director and coaches for the male and female National Training Centre (NTC) and Skill Acquisition (SAP) programs. These programs as well as the National Youth Teams and AIS have already been applying this Curriculum over the last couple of years. At these levels the positive effect is already becoming visible, especially in the brand of football these teams are playing and the type of players that are being developed. There have also been encouraging signs in the A-League. Ange Postecoglou, one of Australia’s top coaches, has seen evidence of ‘footprints in our football landscape’ and ‘an impact at A-League level’, especially reflected in the success of Brisbane Roar’s high possession, technical brand of football. Where the change hasn’t yet fully happened and the National Football Curriculum still has to make a real impact is at the level underpinning these elite programs. The National Football Curriculum is therefore primarily aimed at the thousands of children and youngsters who are playing football at grassroots level as well as their coaches and parents. It is at this level that a fundamental change in mentality and approach must take place and the National Football Curriculum should have its biggest impact. Consider the field research study (2011) by Chris Sulley of Europe’s most renowned youth academies (Bayern Munich, Ajax, Barcelona, the French National training centre at Clairefontaine, and others). Sulley states: “All the organisations focused on development above and beyond winning on match day” Apparently the best in the world share the same point of view. Doubters should also read the book ‘Coaching Outside the Box’ by Mairs and Shaw. ‘Winning at all costs’, which is often the traditional Australian way, has a number of very negative side effects for youth development. If winning is made too important in youth football, coaches automatically tend to select physically and mentally more developed children. These so-called early developers are usually children born early in the year, for being 10-11 months older usually makes a big difference at a young age. This phenomenon is universally known as the Relative Age Effect (RAE) and results in overlooking large numbers of kids who may potentially be more talented than the early developers. Another negative factor is that an unhealthy level of psychological pressure at a young age suffocates creativity and initiative. The result is that you develop reactive instead of proactive behaviour: out of fear of being criticised when making a mistake, children start looking at the coach for solutions instead of trying to solve football problems themselves. Finally, fitness is made far too important in youth football because many coaches think that is what is going to make their team win. Interestingly, analysis shows that fitness was not a decisive factor at the 2010 FIFA World Cup. The fittest teams were not the most successful, but rather the technically best teams containing the ‘special’ players had the greatest success! More importantly, by having young players running laps around the park and doing push-ups and sit-ups, we waste a lot of very valuable football training time. By the age of 12-13 the basic skills and right techniques need to already be imprinted. After that age you can only catch up and patch up to mask or modify bad habits and technical deficiencies. So skill and technical development should be our focus, especially given the fact that in Australia we only play football 6 months of the year while in most of the world football is played year round! A good example of that approach is Japan which started their football development plan 20 years ago with the results only now starting to become visible. Sir Trevor Brooking puts it this way in his foreword of the English FA’s new Technical Guide for Young Player Development. “Developing young players who are capable of excelling on the international stage is not an issue which will change in the short-term and it is crucial that a long-term development mindset is adopted” However, we have to realise that only a consistent and structured long term approach will deliver the necessary changes and improvements. FFA’s Football Vision and Philosophy is not just one individual’s preference or opinion. It is based upon extensive analysis of (top) football and scientific research, taking the Australian circumstances and characteristics into account. In this chapter we explain the rationale of: - FFA’s playing philosophy - FFA’s coaching philosophy - FFA’s vision on how to bring the theory to life. FFA’s playing philosophy Although football is a very difficult game for players to master, the essence of the game can be very simply expressed: ‘Two teams of 11 players try, within the rules of the game, to win by scoring at least one goal more than the opponent’. In other words, the purpose of the game is trying to score goals when we have the ball and prevent the opponent from scoring when they have the ball. Any game of football, regardless of formation or playing style, can be divided into 4 phases: 1. Ball Possession (BP): this is the phase when our team has the ball and we are attacking; 2. Ball Possession Opponent (BPO): this is the phase when the opponent has the ball and we are defending; 3. Transition to defence (BP>BPO): this is the phase when we lose the ball and must switch from attacking to defending; 4. Transition to attack (BPO>BP): this is the phase when we win the ball back and switch from defending to attacking. We call these phases the ‘four main moments’. ‘Proactive’ or ‘reactive’? There are many successful playing styles in world football. Some teams take defending as their starting point. Their first priority is not to concede goals and their playing style and team organisation is attuned to that. They allow the opponent to have a lot of possession and defend as a compact unit in their own half. When the opponent loses the ball in these tight areas, they try to strike on the counter attack. We call this a reactive playing style and some teams have been and still are very successful playing the game this way. Other teams take attacking as the starting point and their first priority is to score goals. Their playing style and team organisation is attuned to putting the opponent under so much pressure that they will make defensive mistakes and concede goals. These teams take the defensive risks of this playing style for granted, counting on the fact that they will always score more goals than they will concede. This proactive playing style is generally more attractive but also more difficult to apply successfully. Between these two extremes there exist of course also many successful ‘hybrids’. In defining FFA’s Football Philosophy and Playing Style we looked closely at the Australian mentality and psyche, both in general life and in sport. It’s obvious that a proactive playing style corresponds best with the Australian mentality: the fighting spirit of Australian teams and athletes is renowned all over the world and Australians always want to ‘go for it’. ‘After the World Cup in 2006, we decided to concentrate more on ball possession and on initiating play. We set out to change our footballing culture and to move away from reactive play’ Joachim Löw, National Team Head Coach, Germany ‘Possession-based’ or ‘Direct Play’? A proactive playing style can be applied in various ways. - One extreme is the possession-based style of football made famous by FC Barcelona. - The other extreme is ‘direct play’, which involves playing long passes from the back to the front, thereby taking the shortest route to the opponent’s goal. This version of ‘proactive football’ is the traditional approach to the game in Australia, perhaps because of the influence of the other Australian football codes. \| Possession-based \| Direct Play \| \|------------------\|-------------\| \| Dominating the game by controlling possession \| Putting the opponent under pressure by aiming long passes towards the strikers as quickly and as often as possible \| \| Patient build-up \| Aerial and physical power to create scoring opportunities \| \| Break down compact defences with individual skill and creative combination play \| ‘Long ball – second ball’ approach \| Having expressed Australia’s natural preference for ‘proactive’ rather than ‘reactive’ football, we then had to decide which end of the above ‘proactive spectrum’ would be the wisest choice for our national technical direction: ‘possession-based’ or ‘direct play’? In itself, there is nothing wrong with the more physical ‘direct play’ style of football, as historically some teams and countries have had a certain amount of success with it, but is it the right playing style for us to adopt if our aim is to challenge the best in the world? The English FA adopted a ‘Direct Play’ approach in the 80s and 90s, based on some statistics that showed most goals were scored following moves of 3 passes or less. If that was true, it was argued, then why bother with patient build-up and controlled possession? Why not simply launch continuous long passes towards the strikers, hope for the ‘second ball’, and then score in 3 passes or less? This approach led to some short-term success for teams who adopted it (Wimbledon, Norway, Republic of Ireland) but did not lead to any real success for England at international level; in fact, one might suggest that the opposite has occurred. Many have questioned the validity of the ‘3-pass rule’, as the data didn’t distinguish between three-pass moves resulting from long passes and those from winning the ball in the opposition half, set plays, etc. Obviously, many set plays or quick regains that led to 3-pass goals may have been gained after a multi-pass phase of possession. It was also apparent from the data that at the higher levels of football, moves involving a higher number of passes are more successful. The English have long since abandoned their ‘Direct Play’ policy, and those responsible for it have been accused of ‘poisoning the well’ of English football. To gain further information on ‘possession-based’ versus ‘direct play’, we took a close look at the best in the world, using FIFA’s analysis of the 2010 World Cup, and the UEFA Technical Report on the Euro 2012 tournament. FIFA’s expert analysis of the top three teams in South Africa in 2010 (Spain, Holland and Germany) was as follows: \| Spain (1st) \| Holland (2nd) \| Germany (3rd) \| \|-------------------------------------------------\|--------------------------------------\|--------------------------------------\| \| Patient build-up play from the back through the midfield \| Patient build-up play from the back through the midfield \| Patient build-up play from the back through the midfield \| \| Excellent passing game \| Excellent passing game \| Excellent passing game - Good options for the player in possession \| \| Influential individual players (INIESTA, XAVI, VILLA) \| Influential individual players (SNEIJDER, ROBBEN) \| Influential individual players (SCHWEINSTEIGER, OEZIL, MUELLER) \| \| Comfortable in possession when under pressure \| Disciplined, well-organised defence \| Disciplined, well-organised defence \| \| Disciplined, well-organised defence \| Dangerous at set pieces \| Dangerous at set pieces \| \| Immediate pressure after losing possession \| Winning mentality \| Winning mentality \| \| Winning mentality \| Good links between the team lines \| Excellent team spirit \| \| Good links between the team lines \| Width of the pitch used well - wingers attack the goal, are able to cut in, good 1 v 1 situations \| Width of the pitch used well - wingers attack the goal, are able to cut in, good 1 v 1 situations \| \| Width of the pitch used well - wingers attack the goal, are able to cut in, good 1 v 1 situations \| Midfield pressing \| Rapid transition from defence to attack \| \| \| Immediate pressure after losing possession \| Effective use of full-backs \| There are several striking similarities between these three successful teams at the 2010 World Cup, but in terms of answering our questions about ‘possession-based’ football or ‘direct play’, the answer is clear. All three employed a ‘patient build-up from the back through the midfield’ and an ‘excellent passing game’, and no mention of long forward passing can be found. So direct play does not appear to be the way to gain success. The UEFA report on Euro 2012 also states that the ‘trend towards possession-based football is undeniable’, especially in comparison with Euro 2008. \| Euro 2008 \| Euro 2012 \| \|-----------\|-----------\| \| Highest no. of passes in one game \| Highest no. of passes in one game \| \| Spain \| 510 \| Spain \| 929 (almost double the record in 2008) \| \| Highest Team average, passes per game, was Spain with 450 \| Every team except Ireland averaged more than 450 passes per game (which was the tournament high in 2008) \| Detailed data shows also that ‘the trend is away from a long-passing game’ (a ‘long pass’ is defined as one of 30 metres or more; a ‘medium pass’ is between 10 and 30 metres and ‘short passes’ are those which cover less than 10 metres). - Long passes by the finalists throughout the tournament: Spain 8%; Italy 11% - Most long passes: Ukraine (equal bottom of their group) 18%; Republic of Ireland (bottom of group, 0 points) 19% The only teams that were described in ‘direct play’ terms were: - Republic of Ireland (bottom of their group): ‘Frequent use of long passes’ - Ukraine (equal bottom of their group): ‘Attacks sometimes based on direct passes to Shevchenko’ - Sweden (equal bottom of their group): ‘Blend of direct passing and combination play’ (The Czech Republic who lost their quarter-final to Portugal, are described as employing ‘regular use of direct, back-to-front passes to lone striker Baroš’, however, they were also analysed as having ‘a possession game’, ‘clever combinations’ and ‘fluent, incisive middle-to-front passing’) The evidence from Euro 2012 seems to add more weight to choosing the ‘possession’ end rather than the ‘direct’ one. ‘Direct play’, based on frequent long forward passes, does not appear to be a policy of the top-performing nations. The analysis of these major tournaments in 2010 and 2012 clearly shows that with a direct playing style it is very difficult, if not impossible, to be successful in modern top football, and that the most successful nations can be categorised as preferring the ‘possession’ end of the spectrum. Barcelona, one of the world’s leading club teams, appear to be the extreme in ‘possession-based football’, consistently averaging around 68% possession in the Champions League. Spain, however, averaged 54% when they won Euro 2008, with only 48% in the Final; they averaged 59% at Euro 2012, and in the Final had 47% in the first half but thanks to Italy being a man down finished with a marginal 52%-48% advantage. What is important to stress here is that we should not start an ‘obsession with possession’: the crucial point is this: Possession alone is not the key It is foolish to believe that all you need to do in order to win football matches is end up with a higher percentage of possession than your opponent. We are all aware of matches in which the winning team’s possession statistics are inferior to those of their beaten opponents. At Euro 2012, Russia and Holland averaged 56% of the possession in their three games, but went home after the Group Stage. England, despite only 36% (25% during extra-time) against Italy, could have won the quarter-final shootout. Possession is not an end in itself: it is a means to an end. What is the point in keeping possession in your own half for minutes on end, if there is no end product? The only statistic that matters is the scoreline! What appears to be the difference with the really successful teams is how possession leads to scoring chances. The Euro 2012 report puts it this way: ‘As in the UEFA Champions League, the challenge was to translate possession and inter-passing into a positive attacking game’ When one looks closely at the statistics from Euro 2012, one finds an interesting point: a key difference between the top teams and those eliminated in the Group Stage is the number of passes made in the attacking third of the pitch (and successful completion of those passes). Spain, Italy and Germany had 50% more passes in the attacking third on average than those eliminated. Spain averaged 217 passes in the attacking third (80% successful), Germany 200 (80% successful) and Italy 135 (70% successful). In comparison, Ireland averaged 90 passes in the attacking third, with around 54% success. These ‘successful passes in the attacking third’ figures also translate to the real measure of effective football: shots on goal and shots on target: Spain, Italy and Germany = >25% more shots on goal on average than those eliminated. Spain, Italy and Germany = almost 60% more shots on target on average than those eliminated. Recent data from the English Premier League supports this evidence. ‘SUCCESSFUL PENALTY AREA ENTRIES’ - The Top 4 EPL teams were approximately 40% better than the teams placed 9th-20th ‘TOTAL TEAM SHOTS’ - The Top 8 EPL teams were approximately 25% better than the teams placed 9th-20th (a reflection of significantly higher ‘successful penalty area entries’) ‘TOTAL TEAM SHOTS ON TARGET’ - The Top 8 EPL teams were approximately 40% better on average than the teams placed 9th-20th (a reflection of the two points above) The evidence therefore leads us to believe that the ‘possession-based’ end of the spectrum is the wisest choice. However, the emphasis must be on EFFECTIVE possession. Individual Skill and Combination Play In modern football, more and more teams are able to defend effectively, and most have the ability to form a ‘defensive block’ of eight or more players in a compact unit. Therefore, successful teams have had to develop exceptional ability in breaking down these defences. A key factor in defeating the ‘block’ is creativity. Teams need to have skilful individuals who can ‘pick the lock’ and find a way through the tight defences. The top four teams at the 2010 World Cup all had more than one of these special ‘match winning’ players: \| Match-winning Players – FIFA World Cup 2010 \| \|---------------------------------------------\| \| Spain \| Xavi, Iniesta, Villa \| \| Holland \| Sneijder, Robben, Van Persie \| \| Germany \| Oezil, Mueller, Schweinsteiger \| \| Uruguay \| Forlán, Suarez, Cavani \| As well as creative individuals, teams also need quick and clever combination play. This involves two or more players working together to produce unpredictable inter-passing and mobility in order to penetrate the ‘block’. These individual and combination qualities are also key points in UEFA’s analysis of the top four teams at Euro 2012. They are also mentioned in the reports on Croatia, Czech Republic, England, France, Holland, Russia and Sweden. Australia must work to develop more players like these in order to improve performance. Counterattacking What can also be deduced from World Cup 2010 and Euro 2012, is that top teams need to have the ability to launch quick counterattacks. One can also observe the potent use of counterattacking in successful club teams such as Real Madrid. However, UEFA point out the ‘declining effectiveness of the counter’: in Euro 2008, 46% of the open play goals were from counters, but in Euro 2012 only 25% of goals from open play were derived from counters. This decline is also observed in the UEFA Champions League, where the percentage steadily fell to 27% in the 2011/12 season. The evidence suggests that the ability to counterattack quickly and successfully is a ‘weapon’ that successful teams have at their disposal. Even ‘possession-based’ teams will look for the opportunity to do so when their opponent is disorganised or slow in transition. We must ensure that this ‘weapon’ is also developed. The danger of overstressing ‘possession and more possession’ is that players may not look for counterattacking opportunities, and if they do, may not be equipped to exploit them. Mental Strength In the UEFA report on Euro 2012, reference is made to a theory that ‘teams can be measured by their reactions to adversity.’ Asked to name the factors that can make a difference in a contest between evenly-matched teams, Gérard Houllier responded: ‘Heart, commitment and mental resilience.’ Croatia’s coach, Slaven Bilić, echoed this opinion. ‘We are not as strong mentally as teams like Germany or Italy. We need to improve this and we are working hard to do that.’ It is well-documented that Australia has always possessed this ‘never-say-die’ quality. Indeed, our National Team players themselves, in ‘The Way of the Socceroos’, singled it out as a major strength of Australian football. Whereas countries like Croatia apparently need to develop this attribute, it seems to be an in-built component in Australia. Therefore, we must ensure that we maintain this valuable asset of our players. However, it should be stressed that ‘mental strength’ alone will not make us a world leader. It is a quality that supports good football, but it doesn’t replace it. Houllier’s words above define this ‘X Factor’ as something that will give an extra edge to one team, not as the only ingredient required for success. UEFA’s analysis of the teams at Euro 2012 gives special mention of mental strengths when describing Poland and The Republic of Ireland. POLAND: ‘Strong team ethic, fighting spirit and character’ IRELAND: ‘Energetic and highly competitive; mentally strong; never-say-die attitude’ Both these teams, however, finished at the bottom of their respective groups, highlighting the fact that these qualities alone are not sufficient to bring success. Here, it is interesting to look at some of the main points of the analysis of Ireland at Euro 2012. FIFA’s analysis of Australia at the 2010 World Cup consisted solely of the following points: \| Ireland Euro 2012 (last place) \| Australia FIFA World Cup, 2010 (21st place) \| \|--------------------------------\|---------------------------------------------\| \| Defence well equipped to deal with long balls and high crosses \| Deep defensive block \| \| Frequent use of long passes \| Attacks using the width \| \| Good ‘second ball’ mentality \| Immediate pressure after losing possession \| \| Emphasis on quick deliveries to classic twin strikers \| Strong, hard-working players \| \| Heroic defending: blocks, interceptions, tackles \| Determination \| \| Energetic and highly competitive; mentally strong; never-say-die attitude \| \| Clearly, we too are noted for our physical and mental qualities and must never lose this strength. It is also clear, however, that we must work to ensure that future analysis of Australia at major tournaments also includes more prominent mention of technical strengths and that our key statistics reveal a more successful attacking threat. Approach to Defending FFA’s philosophy is that it is preferable to be in possession of the ball as that will allow us to dictate what happens in the game. Obviously, if we have the ball then the opponent cannot score. Logically, therefore, when we lose possession our objective is to get it back as soon as possible. This does not necessarily mean that we must continuously press the opponent high up the field and close to their goal. However, it does mean that we should defend in an intelligent manner, finding the best way to win the ball back according to the situation. At Euro 2012, UEFA’s Technical Report states that the priority for most of the teams was to transition quickly into defensive positions. At the same time, though, their intention was to put pressure on the ball carrier. It was noted, however, that whenever it was possible many teams would engage in collective high pressing, based not only on pressurising the ball carrier, but by using additional players to cut off the short-passing options. In this way, they were able to restrict the game within small areas, with the players on the far side pushing across towards the ball to complete a back-to-front and side-to-side squeezing operation. This ability to high press was closely linked to an attacking philosophy: those teams who were prepared to push a larger number of players forward to join in the attack were the ones who had players in place to immediately exert high pressure and win the ball back quickly. By contrast, teams with a more ‘direct play’ approach, using long passes from back third to front third, were less able to utilize a high-pressing game. Spain, the Champions, often used the high-pressing practices of FC Barcelona, but like many of the teams at UEFA EURO 2012 did not attempt to sustain this high-intensity pressure for long periods. The FIFA Technical Report from the 2010 World Cup also identified a trend towards ‘early pressing’. A link was suggested between this quick pressure and limiting opponents’ ability to counterattack. There is no evidence from the last World Cup and most recent European Championship that ‘retreat defence’ is a tool used by leading football nations. In other words, top teams do not seem to react to loss of possession by ignoring the ball carrier and immediately retreating to defensive positions deep in their own half to wait for the opponent. FFA’s philosophical preference, then, for a ‘proactive’ style of defending seems to be matched by trends at the top level of the game, while also fitting perfectly with Australia’s traditional competitiveness and winning mentality. Summary of key points: • ‘Proactive’ rather than ‘reactive’ • ‘Possession-based’ rather than ‘direct play’ • ‘Effective possession’ is the key • Creative combination play is required to break down defences • Unpredictable individuals are the match winners • Ability to counterattack quickly • Commitment and mental resilience • Proactive defending The challenge now is to define a successful ‘modern’ Australian playing style, which incorporates the analysis of the world’s top teams and top-level football, while maintaining Australia’s unique strengths. We clearly have to make realistic changes and adjustments to our traditional playing style while preserving our own identity. It’s not realistic to try and make Australia play like Spain, Brazil or anyone else. National Playing Style Statement FFA’s Football Philosophy can therefore be summarised in the following statement of a national playing style: A proactive brand of football, based on effective possession with the cutting edge provided by creative individuals. Defensively the key components are quick transition and intelligent collective pressing. The Playing Style is underpinned by a strong ‘team mentality’, capitalising on Australia’s traditional strengths. This means we must focus on developing teams and players that are able to execute this playing style and we therefore looked at the main prerequisites. To be able to do that, all players, including the goalkeeper, must be technically proficient and all players must understand and be able to execute quality positioning play. What is also important in breaking down compact defences, as well as combination play and individual skill, is stretching the opponent’s defence and using the width of the pitch. The FIFA analysis mentions this as a characteristic of all of the top 3 teams of the 2010 World Cup. All three had creative and fast wingers, which is one reason why we have a preference for a 1-4-3-3 formation. Another reason is that pressing an opponent’s defence is easier with three attackers who are spread across the width of the pitch rather than with two. A high-intensity playing style like this is only possible if all players are able and willing to consistently execute the team and individual tasks during the whole game. Whether players are able to do that depends on their football-specific fitness while their willingness to do that depends on discipline and perseverance: traditional Australian characteristics. In Chapter 3 we will explain when and how to develop the main elements of our preferred playing style through the Building Blocks methodology. To explain further, a characteristic of possession-based football is to dominate and therefore control a game by retaining the ball. Effective possession means that keeping possession should not become an aim in itself but that it should be a means to getting the ball and our players into goalscoring positions in a controlled manner (as opposed to ‘trust to luck’). Effective possession should also lead to a higher number of successful entries into the attacking third, more shots on goal and more shots on target. Further lessons from the 2010 World Cup Clear Attacking Strategy FIFA reports that ‘the most successful teams had a clear attacking strategy’. We believe that the processes that have been put in place in Australia as a result of the National Football Curriculum will provide our National Teams with this attribute. A ‘clear attacking strategy’ is much easier to achieve when you have a clear philosophy on football and the vision to make it happen. We look forward to the day when football experts look at our teams and easily recognise the ‘Australian style’ and our specific brand of attacking football. Solid Youth Development Work A link was observed between those countries who have been very proactive and successful in Youth Development, and the countries who performed well in South Africa. Australia aims to enhance and extend its Youth Development programs and educate more Youth coaches in order to achieve similar success at senior national team level. One can already see how Japan have demonstrated the value of such a policy. What does the future look like? ‘The football of the past we must respect; the football of today we must study; the football of the future we must anticipate’ In projects such as this National Football Curriculum, the first two of the above should not pose too many problems. However, the third one is not so easy. We have used an evidence-based approach to identify trends and patterns in current top-class football. But where is the evidence of the future? Of course, it doesn’t exist. Therefore, FFA plans to constantly monitor world football, regularly review the journey we have set out upon, and where necessary re-adjust the compass. We feel, though, that football in the future will always require technical players who make clever and creative decisions quickly, which is our stated focus in Youth Development. We also feel that the Australian culture will not shift away from the proactive, never-say-die, winners mentality, and therefore the fundamental philosophy is well-positioned. Perhaps one could say that a true ‘proactive’ nation will be one of those that actually shapes the future rather than react to what others are doing: because if you are always trying to copy others, you will always be at least one step behind. So, we’ve outlined FFA’s specific philosophy on how football should be played, but FFA also has a specific philosophy on how football should be coached. In Chapter 4 (Coach Education) FFA’s coaching philosophy is explained in detail, but the essence of FFA’s coaching philosophy is this: Traditionally, it has been accepted that football has four main components (Technical, Tactical, Physical and Mental). Based on this, coaches and coach educators have tended to distinguish these four elements and develop them separately. We call this the ‘isolated approach’. However in doing this, the holistic process of perceiving (a football situation), deciding (how to act) and executing (the acting itself) is being separated. Football is a game of constantly quick-changing situations. Not one situation is the same as the one before or after. The complexity of football situations is determined by what we call the ‘football-specific resistances’. This means that I have to do ‘something’ with the ball (which requires ‘technique’) but that ‘something’ depends on football-specific resistances such as: how much time do I have; how much space do I have; in what direction must I go; where are my team-mates; where are the opponents and what do they do; etc. The football-specific resistances activate the holistic PERCEPTION-DECISION-EXECUTION chain. In the traditional isolated approach, the focus is often only on the EXECUTION link of the chain. ISOLATED APPROACH Here is a visual to explain this point: In this example dribbling/running with the ball is being practised but there is no real football context since most of the game specific resistances (space; time; direction; team-mates; opponents) are missing. From the chain PERCEPTION-DECISION-EXECUTION only the execution part is being practised. This player will probably get very skilful at ‘dribbling through cones’ but the question we have to ask ourselves is: “How much does this drill help the player to get better at running with the ball in a real game, or are there better ways to achieve that goal?” Scientific research shows that the most educationally effective way to develop football players is to leave the PERCEPTION-DECISION-EXECUTION chain as much as possible intact. This is FFA’s philosophy on coaching football and we call this the holistic approach. The rationale and detail of FFA’s coaching philosophy is further explained in chapter 4. Another important aspect of the holistic approach is that we believe it’s not only the most educationally effective way, but also the most time effective way. This fact is very important since we play football only 6 months of the year in Australia! In most of the world football is played year round. In many cases also the quality and frequency of practice is higher. This means that we have to be very conscious in deciding what we do with our precious practice time. We cannot afford to waste one minute of valuable training time on non-football-specific practice. How else will we ever be able to become good enough to challenge the best in the world? 2. Vision & Philosophy Holistic vs Isolated approach Rest of the world: year round quality football Australia: 6 months other sports Wasted time? 6 months football ‘Wasted Time’ is time spent on non-football-specific activities, such as isolated technique training or isolated fitness training. Because of this, the season of 6 months may only be 4 months of actual football! In Australia there is an especially strong tendency to regard fitness training as something exclusive and therefore separate ('isolate') it from football training. But by doing that we again lose valuable time of which we are short as it is! Of course you need to be fit to be able to perform optimally but it is perfectly possible to get fit for football by playing football. Football-specific fitness and conditioning are therefore also a part of FFA's holistic coaching philosophy. All the generally accepted physiological training principles are being applied through the Football Conditioning Methodology that is part of this Curriculum: the players acquire high football-specific fitness levels without wasting valuable football training time! Bringing the curriculum to life So, we have now outlined and explained FFA's football and coaching philosophies. The next question is: "how can we bring the theory to life?" In the vision of FFA, Coach Education and Youth Development are the primary strategic spearheads to realise the Curriculum's objectives. Why Youth Development? Well, youth development in Australia is presently inconsistent in both quality and approach due to factors such as the diversity and self interest of clubs; coaches; agents; private academies; schools; etc. The quality of youth coaching is generally still very poor and the competition structures are of insufficient duration and quality. If we are serious about one day challenging the best of the world, we have to make considerable changes and improvements in our approach to youth development. What specifically needs to be done, and how, is explained in Chapter 3: The Building Blocks. Why Coach Education? The reason why Coach Education is the other strategic spearhead in bringing the Curriculum to life is obvious. The only way to really bring about change and improvement is to better educate coaches, especially the ones that work with youth players. Better coaching will inevitably lead to better football. That's why we have developed the FFA Coaching Expertise Model and re-structured all of the FFA coaching courses. However, it is important to understand that this is a long term process and will take a couple of generations of coaches going through the new coach education pathways before the effect will become visible. The FFA coaching philosophy and the Coaching Expertise Model are explained in detail in Chapter 4. 3. The Building Blocks 4 Training Building Blocks - Performance Phase - Game Training Phase - Skill Acquisition Phase - Discovery Phase 2 Playing Building Blocks - 11 v 11 - Small-sided Football The National Football Curriculum distinguishes 6 Building Blocks: 4 training Building Blocks and 2 playing Building Blocks. The FFA Building Blocks Methodology is the framework that provides practical guidelines for coaches working at all levels of youth development in order to help them in answering questions such as: - What are the mental and physical characteristics of players in the various development stages? - What type of practices are best suited for specific age groups and why? - How long should a session go for and how often should I train? - How do I plan and design my sessions? - What are points of interest when I coach my team during games? With the aim to: - Develop technically proficient players - Develop tactically aware, proactive players - Transform the physical and direct style of youth football in Australia to a successful style based upon technique and creativity To instil a lifelong passion and love for football in young players To create a real ‘football culture’ in Australia The result of this approach must be future generations of players with the skills and habits to make Australia a successful contender on the World stage, both in men’s and women’s football. Does the Building Blocks methodology guarantee we will develop the next Lionel Messi in Australia? Unfortunately the answer is no, but this structured approach will certainly increase the chance. There is no magic formula for developing special players but recent scientific research (Coyle; Ericsson, Gladwell; Syed et al) does provide some very interesting insights: 1. Talent is not ‘innate’. Messi (or any other outstanding performer in sports, science or art) didn’t receive or inherit special ‘genes’ from birth 2. Every world class performer has a history of many years of deep practice that started at a young age 3. A condition for many years of deep practice is intrinsic and sustained motivation, a characteristic all top performers share. No top performer has ever circumvented these rules! This doesn’t mean however that geniuses do not exist. The top teachers and coaches Daniel Coyle interviewed for his book “The Talent Code” pegged the genius rate (Messi!) at about one per decade. Let us take a closer look at these insights. If talent is not innate and excellence is the result of many years of sustained deep practice does that mean that anyone can become a top level player? Theoretically yes, although it’s not that simple. Many people may have heard of the so-called “Rule of 10,000 hours”. This rule, introduced by the Swedish scientist Anders Ericsson, basically states that it takes 10,000 hours (or 10 years) of practice to reach a level of excellence in sports, science, art or any other field. It is apparent that the quality of that practice is vital although, interestingly, research conducted by UK professor Mark Williams shows that time invested in non-organised practice, such as playing with mates in the park or juggling a ball in the back yard, is at least as important. 3. The Building Blocks Coaching Quality of practice is clearly contingent on the importance of good coaching. Good coaching means purposeful practice and quality feedback. Purposeful practice is always aimed at progress: after all, only by working at what you can’t do will you turn into the expert you want to become. And quality feedback is the rocket fuel that propels learning. Without it, no amount of practice is going to get you there because “if you don’t know what you are doing wrong you can never know what you are doing right”. Good coaches are therefore able to design practice so that feedback is embedded in the exercise, leading to automatic adjustment. A good way of visualising what ‘purposeful practice’ means is to picture something ‘just beyond the player’s reach’ or ‘just outside someone’s comfort zone’, so there is a challenge but not one that is too difficult. Motivation Intrinsic motivation means that the player has developed a true passion for football and the motivation to become the best they can be comes from deep inside. The chance of developing a passion for football is of course greater when you grow up in an environment with a real football culture, where you have role models and more and better opportunities. That is why developing a real football culture is so crucial for Australia. It’s also important to realise that it is impossible to ‘impose’ motivation. Pushy parents or coaches will achieve nothing (or the opposite of what they are looking for) if it isn’t the player’s own choice. However if the motivation is intrinsic, the effect is very powerful. One of the differences between good performers and the very best is that top performers are able to “push themselves harder for longer” because their motivation level is higher. Intrinsic motivation by itself however is still not enough, for only sustained motivation leads to excellence. A prerequisite for sustained motivation is what Professor Carol Dweck calls a ‘growth mindset’, which basically means that mistakes are embraced and deficiencies confronted (“I can master this, I just have to practice harder”) This mindset sees a setback as a motivational factor. The opposite is called a ‘fixed mindset’; for those people, failure is a de-motivator (“I will never be able to do this, I just don’t have the talent”) Here, it is also worthwhile highlighting the fact that coaches also have fixed or growth mindsets, which can affect their own development as well as that of their players. A growth mindset is a characteristic shared by most top performers How can a coach or parent stimulate the development of a growth mindset in players? - Praise effort, not ‘talent’ - Emphasise that abilities can be transformed through application - Emphasise that challenges are learning opportunities instead of threats “Failure is a great opportunity for improvement” To bring all of the above to life, FFA has developed the Building Blocks Methodology, outlining the logical and progressive steps necessary to achieve our long term goals. Key points: - Football is a very complex game and takes at least ten years to master - A step-by-step, phased approach is required, taking into account the age of the player - The logical approach we have adopted in the Building Blocks can be summarised like this: - simplified situations before complex ones - individual skills before team tactics - football development before physical preparation - The age groups stated are guidelines not absolute rules; girls and boys develop at different rates, and players of the same age may be at different developmental stages - Each Building Block has a clear, distinguishable focus, but the player’s development should be viewed as a gradual, ongoing process towards game mastery - It is an holistic approach, rather than a series of four isolated stages/concepts. For example, although the focus in the Skill Acquisition Phase is on individual skill development, the player’s tactical insight is being developed at the same time, but using the ‘hidden learning’ approach. The coach uses training exercises which involve as many of the game-specific resistances (team-mates, opponents, direction, goals, etc) as possible, so that game awareness is automatically developed, rather than trying to ‘coach tactics’. Equally, technical development doesn’t stop at the end of the Skill Acquisition Phase; it continues throughout the Game Training and Performance Phases, although it is now not the main focus. Development of tactical insight doesn’t suddenly begin in the Game Training phase; it is developed during the Skill Acquisition phase in smaller, simpler situations. Here, the players are introduced to the fundamental individual and team tasks that form the foundation of decision-making in the 11 v 11 game. Let’s now have a closer look at each individual Building Block. 3. The Discovery Phase - Discovering one’s (im)possibilities through trial & error - Natural development: ‘learn FOOTBALL by playing football’ - No ‘coaching’ but organising fun football exercises - Replicating the ‘street/park football’ environment of the past - Emphasis on building a love of the game The Discovery Phase (U/6-U/9) Regarding the first Building Block, the points made earlier concerning the development of excellence don’t really apply yet and fortunately things are still quite simple. What are the characteristics of children in this age bracket? - They are still ‘clumsy’ (lack fine motor skills), because they are still developing their coordination - They have a short span of attention and are quickly and easily distracted - They are ‘self-centred’ and not yet able to really work together (so do not ask them to perform team play, it is impossible for them!) - They play or participate for fun with short bursts of energy and enthusiasm - They are unable to handle a lot of information (instructions; feedback) What does this mean for training sessions with children this age? Just let them play a lot of varied fun football related games! In the ‘good old days’ as a kid you learned to play football in the street or the park. There were no coaches involved who made you run laps or do stretches and push-ups. When you were with just one mate you played a 1 v 1 game, when there were 8 of you, you played 4 v 4. There were no referees either, you made your own rules and every problem got solved. You just played, every free minute of the day. Funny as it may seem, this was (and still is) the best possible way to develop a basic skill level, understanding and passion for football. In third World countries the old saying “the game is the teacher” still applies and is one of the reasons why we find so many creative and technically good players from Africa and South America in the European top leagues. But in our developed society children do not play sports in the streets and parks that much anymore. They watch television, surf the internet, play computer games, chat on Twitter and Facebook as well as having to study. As parents we now send our children to a club or academy to learn to play football and, despite all good intentions, here we make the mistake of ‘coaching’ children this age. The first and most important step when ‘coaching’ the youngest kids is to take the word ‘coach’ out of your mind. Your most important job is to recreate that street football environment, be an organiser of fun football-related practices and……let them play! This approach, where they can ‘discover’ how the game works in a natural way, is the right one for the Discovery Phase. You’ll find the Discovery Phase Model Sessions on page 85. In the Skill Acquisition Phase the coach must focus exclusively on providing a solid foundation of technical skill. If the player does not gain this skill foundation during this phase it will be very difficult to make it up later. No amount of fitness or competitive spirit will ever compensate for deficiencies in functional game skills. The Skill Acquisition Phase (U/10-U/13) The characteristics of children this age are: - They are highly motivated and enthusiastic - They are competitive, like challenges and want to show they’re the best - They are well balanced and coordinated - They are very adaptive to learning motor skills - Although still self-centred, they start to learn how to work together - They are sensitive to criticism and failure (praise is important) - They are physically and mentally ready for a more structured approach to training As mentioned above, in the period before entering the growth spurt that goes hand in hand with puberty, children are well balanced and coordinated. This makes them very adaptive to developing motor skills (techniques) especially since this is one of the brain’s key development periods. The Japanese call this phase of ‘turbo charged’ technical development the ‘Golden Age of motor learning’. In no other development phase in life will motor learning happen faster than here. As a logical consequence of the above, it makes sense that we make optimal use of this period to lay a sustainable technical foundation. TECHNICAL SKILLS MUST BE DEVELOPED NOW (if we miss out here it will hamper us for the rest of our playing career). Hopefully it now makes perfect sense why we call this phase the ‘Skill Acquisition Phase’. The focus during this period is on the development of the ‘functional game skills’. These are the technical skills you need to perform effectively during a game. The word ‘functional’ emphasises the difference to ‘un-functional’ tricks, which may be fun to see and do but useless during the game. The 4 Core Skills: The FFA Skill Acquisition training program focuses upon developing four core skills when in possession of the ball. 1. Striking the ball - This includes all forms of striking the ball such as short/long passing; shooting and crossing 2. First touch - Controlling the ball with all allowed body parts 3. 1 v 1 - All moves, feints and accelerations to get past and away from an opponent 4. Running with the ball - At speed (with a lot of space) or ‘dribbling’ (in tight areas), this includes techniques for protecting the ball and changing direction. These four core skills cover 95% of the actions of any outfield player when in possession of the ball during a game of football. The other 5% consists of actions such as heading and throw-ins. Of course we can also distinguish defensive skills such as various tackling techniques and it goes without saying that the defensive 1 v 1 skills are equally important and must be properly developed too. We made the practical choice to develop the defensive skills as part of the 1 v 1 practices. Although the emphasis is on the attacking skills, we are not ignoring the defensive ones. So, in the 1 v 1 Model Sessions, coaches will find the box below with coaching tips for the defender as well the attacker. If heading is practised during the Skill Acquisition Phase we advise the use of so-called super light balls (specially devised for youth football). As we’ve explained earlier it takes many hours of practicing and lots of repetition to properly develop the four core skills with both feet and ‘automate’ the techniques. Automate means that we’ve practised the techniques so often that we can execute them without having to consciously concentrate on the execution. We can compare this process with learning to drive a car: in the beginning we have to consciously think of every act in the process, we even tend to look where the pedals are. But after some time we drive from A to B while having a conversation, thinking deeply about something or making a (hands free) phone call. We arrive at our destination totally unaware of the driving acts we have executed on the way: driving a car has become an automatism. The same principle applies for mastering the core skills: many hours of purposeful practice will eventually lead to automatism and we execute the skill ‘unconsciously’. When this happens we will, as a consequence, have more time for scanning our options and making decisions. With top level players the ball is ‘glued’ to their feet while they look around and check the options. The principle of thousands of hours of practice leading to automatism applies to everything, from playing a violin to playing golf or football. Football however differs from golf because the technical skills must be executed under constant pressure of football-specific resistances (opponents; space; time; direction), in ever-changing situations. Scientific research (Daniel Coyle, ‘The Talent Code’; et al.) shows that in football the most educationally effective way is to develop technical skills (execution) and perception skills (decision-making) simultaneously. This ‘holistic approach’ is one of the essences of the FFA Coaching Philosophy which is explained in depth in chapter 4. So, herein lies the huge challenge for anyone working with players in this important age bracket: your primary role is that of a ‘skills teacher’ focused on individual technical development as opposed to being a ‘team coach’. Your mission is to ‘automate’ the core skills through lots of repetition, but at the same time avoid ‘drill’ practices, where there may be repetition but no decision-making. It’s not easy to get this right! You’ll find the Skill Acquisition Phase Model Sessions on page 127. Preparing players for senior football by teaching them to apply the functional game skills in a team setting using 1-4-3-3 as the preferred formation. Developing tactical awareness, perception and decision-making through a game-related approach to training. The Game Training Phase (U/14-U/17) The most important aspect of this age bracket is the fact that these players are in (or entering into) the puberty phase which is a phase of radical mental and physical changes. Huge changes in the hormonal system cause confusion while the physical changes can also unsettle the youngsters. Physically they may sometimes suddenly look like adults but mentally they often are still children, something that may also confuse coaches. Another aspect for coaches to consider is that in general, girls enter the puberty phase slightly earlier than boys. The main mental characteristics of the puberty phase are: - Sudden mood changes - Resistance against authority - Impulsiveness (first acting then thinking) - Accelerated intellectual development - Identity search which leads to a desire to be part of a group The main physical characteristic of the puberty phase is a sudden acceleration in growth. One of the consequences of this growth spurt may be a temporary decrease of coordination and strength. Because suddenly the bones start growing fast and the muscles and ligaments as well as the nervous system need time to adjust to the new proportions, players may look ‘clumsy’. Players are also prone to overuse injuries like Osgood-Schlatter disease during this phase. It goes without saying that it’s of the ultimate importance that coaches working with players this age have knowledge and understanding of all these aspects to be able to guide youngsters through this critical development phase in a well-considered way. Whereas the purpose of the Skill Acquisition Phase is to acquire the core skills, the Game Training Phase is about learning how to apply them in a functional way. In the Game Training Phase the focus shifts towards learning to play as a team and developing an understanding of the team tasks during the main moments (attacking; defending; transitioning), as well as the specific tasks that go with the individual team positions. To be able to properly develop the team tasks and the individual player tasks we need the context of a playing formation. After all, team tasks and player tasks may differ depending on the playing formation. Of course there are many successful styles and formations in football but FFA considers 1-4-3-3 the most appropriate formation to develop an understanding of team play in young players. Our opinion is supported by another very interesting quote from the Chris Sulley research on Europe’s most successful academies: “There was a clear emphasis on a possession based philosophy and most employed a 4-3-3 model with an explicit attempt to pass the ball through the units. There was a tangible difference in the type of work delivered to the players from what is typically delivered at EPL academies. Early age players typically participated in random and variable practices that involved decision-making tactically. The consistent Talent ID criteria was centred around the player’s ability to handle the ball, make good decisions and speed, as opposed to the notions of power, size and strength that still dominate the English youth system”. Why? • In the 1-4-3-3 formation there are 3 lines with a balanced spread of players over the pitch ('triangles' of players). As explained earlier, this is one of the basic conditions for successful positioning play or to put it more simply: this creates a range of other, more 'logical', options for youth players. Instead of just kicking the ball forward, players almost 'automatically' start making combinations; • The 1-4-3-3 formation stimulates the development of creative attacking players; more specifically the 3 attackers and the attacking midfielder(s) • Defensively 1-4-3-3 also has an advantage since pressurising an opponent's defence line (proactive defending!) is easier to do with 3 attackers as it requires less running and is tactically less complicated • For youth players, the positions and the attached player tasks are logical, recognizable and easy to comprehend. Moreover, every position has a specific number which makes learning to play as a team easier. The goalkeeper is of course a special position in any playing system or formation. First and foremost it’s the goalkeeper’s task to keep the opponent from scoring in any possible way within the rules of the game. Some goalkeepers do that by making spectacular saves, others are great at organizing their defence and anticipating situations. Top keepers possess all these qualities as well as the physical and mental characteristics required. A condition for our preferred playing style is that goalkeepers must be able to play with their feet as a prerequisite for possession-based football and the goalkeeper is an indispensable link for that. As a consequence of defending high up the park, there will regularly be a big space behind our defence. This requires a goalkeeper to be able to play as a ‘sweeper’ which is another characteristic specific to the playing style. Full-backs in modern high-level football must be very versatile. Defensively sometimes they have a direct opponent (winger) which requires strong defensive 1 v 1 skills. Sometimes they have no direct opponent so they have to defend ‘positionally’ which requires awareness and tactical insight. The role of modern full-backs in playing out and especially in attacking wing play has become vitally important. When playing out, it’s often the full-backs that can receive the ball from the goalkeeper because they do not have a direct opponent and are therefore unmarked. In attack, more often than not it’s the overlapping full-backs that provide the decisive crosses and assists. Especially in possession of the ball it’s favourable if #2 is right footed and #5 is left footed. 3. Game Training Phase Competence profile - Centre-backs #3 & #4 Just like the full-backs, modern centre-backs also need to be more versatile than before. Of course a centre-back still needs to be defensively strong and good in the air. But today’s centre-backs also need to be tactically aware and know what to do when the opponent plays with one striker or with two, when to close down and mark an opponent and when to drop off and give cover. In ball possession, a good cross-field pass to the wingers is still an important asset for any centre-back. But modern centre-backs should also be able to move into the midfield with the ball at their feet and create a numerical advantage. It’s also important for a centre-back to have leadership skills and to coach and organise the team. Centre-backs usually have all the other outfield players in front of them which gives them an ideal view of the game. Playing out is much easier if #3 is right-footed and #4 left-footed. Competence profile - Midfielders #6 & #8 The right (#6) and left (#8) midfielders are the ‘engine room’ of the team. Their task is to stay centrally and support the back four during BPO as well as feed and support the attack in BP. It’s important they can ‘read’ the game (meaning they are tactically aware) and have a good passing range. Defensively they must assist the defence by creating a block with the centre-backs and screen the passing lines to the opponent’s central striker(s). In BP they must be the link players that receive the ball from the defenders and deliver it to the attackers without turning it over unnecessarily. One of the two should always join in to support the attack while the other one stays behind the ball to keep the defensive balance. If #6 is right footed and #8 left footed it’s easier to quickly change the point of attack which increases the chance of successful attacking play. Competence profile - Attacking Midfielder #10 In the 1-4-3-3 formation the role of the #10 is of vital importance for successful attacking play. The #10 must be a versatile, creative player that can combine, dribble and take on opponents. A good #10 recognises the right moments to play a killer pass and has the ability to score goals. The #10 tries to get on the ball in the space between the opponent’s back four and midfield (‘playing between the lines’). Although the attacking contribution of #10 is vitally important, it’s a midfield position (not a 2nd striker). Defensively the attacking midfielder should therefore connect with #6 and #8 to form a compact unit that presses the opponent in the central midfield area. --- Competence profile - Wingers #7 & #11 The task of the right winger (#7) and left winger (#11) is to stretch the opponent’s defence and, together with the full-backs, create openings in the wide areas. Although wingers can (should) also cut inside, it’s important to do this at the right moment which means not too early and not all the time. Their starting position should always be high and wide. A moment when they should always come inside is when a cross is delivered into the penalty area from the opposite wing. Wingers must have good attacking 1 v 1 skills, be able to run with the ball at speed and to deliver good crosses. Creative combination skills as well as goalscoring abilities are also important attributes. Defensively the wingers play an important role in pressuring the opponent’s back four and, together with the full-back, protect and defend their designated wing. Traditionally the central striker or centre forward is the ‘target man’ that plays as high as possible. This is still the most common interpretation although there are also variations. Of course the primary task of the central striker is to score goals. That means #9 must have a good shot with both feet and be a good header of the ball. The #9 must also have a keen spatial awareness and excellent timing. Other important skills are creative combination play, the ability to keep the ball under pressure from an opponent and the ability to take on defenders. Defending in modern football starts with the attackers. The central striker in particular has an important role in determining when and where to start pressuring the opponent’s back four. You’ll find the Game Training Phase Model Sessions on page 189. RETURN TO NATIONAL CURRICULUM CONTENTS PAGE Preparing teams for a competition environment where winning becomes the main aim Training to focus on solving football problems, based on match analysis FOOTBALL CONDITIONING becomes a key part of the program The Performance Phase (17 years and older) The Performance Phase starts when the puberty phase has ended and the growth spurt has come to a standstill. Generally this happens around the age of 16, but differs from individual to individual and, as stated before, girls generally reach this point earlier than boys. Girls and boys diverge in their physical abilities as they enter puberty and move through adolescence. Higher levels of the hormone Testosterone allow boys to add muscle and even without much effort on their part, get stronger. In turn, they become less flexible. Girls, as their levels of the hormone Estrogen increase, tend to add fat rather than muscle. They must train rigorously to get significantly stronger. Estrogen also makes girls’ ligaments lax which makes them more flexible than boys but also more prone to certain injuries such as ACL (Anterior Cruciate Ligament) rupture. Core Stability strength training is therefore an important training element in the Performance phase, especially for girls. However, it’s unnecessary to do that in a gym since Core Stability programs can perfectly be done on the pitch as part of the warm-up. This way we avoid losing valuable football training time. At this stage of development, the young adults are ready for high performance training. Coordination is back, the mental balance has been restored and the energy systems of the body are now effectively ‘trainable’. This is the moment that football-specific conditioning can start. At an earlier age so-called ‘conditioning’ is mostly pointless and generally a waste of time (or even dangerous if conducted inexpertly). This is also the moment that winning really starts to matter. That’s why the purpose of the Performance Phase is: Learning how to perform/win as a team So in the Performance Phase, the coach is very much focused on getting results. Training, therefore, is centred on fixing specific problems with the team’s tactical performance. You’ll find the Performance Phase Model Sessions on page 267. 3. Performance Phase RETURN TO NATIONAL CURRICULUM CONTENTS PAGE The last two Building Blocks are the Playing Building Blocks, Small Sided Football and 11 v 11. - U/6-U/7: 4 v 4 (no goalkeepers) - U/8-U/9: 7 v 7 (6 outfield players and a goalkeeper) - U/10-U/11: 9 v 9 (8 outfield players and a goalkeeper) - From U/12: 11 v 11 - Emphasis on fun, freedom of expression and ‘learning by playing’ instead of ‘winning at all costs’ - The game is for the players, the role of coaches and parents is to help, teach, stimulate and praise them so they enjoy playing. Small Sided Football A former colleague of mine once came up with this perfect analogy while discussing the rationale of Small Sided Football with someone who disagreed with the concept: “So then, would you also throw your 3 year old daughter into the deep end of an Olympic Pool to teach her how to swim?” The motives behind the concept of Small Sided Football (SSF) are numerous and make perfect sense for any right-thinking person: - For kids aged 5-12 the distances they have to cover on a full pitch are way too big. They are unable to run or pass over big distances and they will be exhausted in no time. - An 11 v 11 game is far too complex for young kids: there are too many rules, options and choices to be made and as a result the success rate will be very low. - The number of ball contacts in a game involving 22 kids and one ball on a big pitch will be very limited so they do not develop and it’s not much fun. As a result of the above mentioned points the motivation to play our beautiful game will soon be gone and the kids will turn their interests to other activities! The biggest mistake you can make as a coach is to consider children to be little adults. We have hopefully made this clear by describing the mental and physical development stages throughout the various Building Blocks. By gradually increasing the number of players as well as the pitch sizes the children learn to play the game in a progressive, logical and stimulating way. In his book “The Talent Code”, researcher Daniel Coyle describes why futsal (which is Small Sided Football!!) is the secret behind the success of Brazilian football. In futsal players touch the ball on average 6 times per minute more often than in 11 v 11. In addition to this, because of the limited space, quickness of decision-making as well as accuracy improves dramatically. Coyle calls futsal ‘turbo charged football learning’. ### Small Sided Football Formats \| Playing Format \| Under 6 & 7 \| Under 8 & 9 \| Under 10 & 11 \| \|----------------\|-------------\|-------------\|---------------\| \| NUMBERS \| 4 v 4 \| 7 v 7 \| 9 v 9 \| \| FIELD SIZE \| Length: 30m Width: 20m \| ¼ Full Size Pitch Length: 40m - 50m Width: 30m - 40m \| ½ Full Size Pitch Length: 60m - 70m Width: 40m - 50m \| \| FIELD MARKINGS \| Markers or line markings \| Markers or line markings \| Markers or line markings \| \| PENALTY AREA \| Nil \| 5m depth x 12m width \| 5m depth x 12m width \| \| GOAL SIZE \| Width: 1.5m - 2.0m Height: 0.9m - 1.0m \| Width: 2.5m - 3.0m Height: 1.8m - 2.0m \| Width: 4.5m - 5.0m Height: 1.8m - 2.0m \| \| GOAL TYPE \| Markers, Poles, Goals \| Markers, Poles, Goals \| Markers, Poles, Goals \| \| BALL SIZE \| Size 3 \| Size 3 \| Size 4 \| \| GOALKEEPER \| No \| Yes \| Yes \| \| PLAYING TIME \| 2 x 15 minutes \| 2 x 20 minutes \| 2 x 25 minutes \| \| HALF TIME BREAK \| 5 minutes \| 5 minutes \| 7.5 minutes \| \| REFEREE \| Game Leader \| Instructing Referee \| Instructing Referee \| U/6-7 Teams of 4 players (no goalkeepers). Coaching tips: No ‘coaching’ only stimulating and praising ‘Natural’ development through just playing and discovering one’s (im)possibilities through trial & error. Emphasis on fun and building a love of the game. The best coach is not the one who shouts instructions the whole game, however unfortunately many parents seem to feel that’s what good coaches are supposed to do. • In 4 v 4 football, the ‘coach’ should not worry about ‘tactics’ other than encouraging the kids to try and score when they have the ball and win it back when the other team has the ball in order to prevent them from scoring • Aim for equal playing time. U/8-9 Teams of 7 players (one goalkeeper and 6 outfield players) Coaching tips: • The players now begin to understand what the game’s purpose is (winning by scoring more goals than the opponent) • There will still be a lot of individual play but the players start to understand that they have to work together in order to be successful • A basic ‘feeling’ for team play, direction and dealing with an opponent starts to develop • Preference and talent for a specific position starts to show; you can start working on a basic organisation (1 in goal; 3 at the back; 3 up front) and a basic understanding of some team tasks (how to defend and attack as a team) • The coach should still let every player play in every position regularly. One week they want to be goalie, next time the centre forward. Let them! • Bigger goals with goalkeepers automatically appeal to aiming and shooting: give them all plenty of opportunities to shoot (or be the goalkeeper). • In 7 v 7 football, the coach should still not be too concerned with ‘tactics’. The focus in training is on the individual player, so in the weekend game the players should have the opportunity to apply their skills in a game setting. The coach organises the players into two lines of three with a Goalkeeper behind. The players just need simple tasks so they do not become confused or overwhelmed with information (Examples: ‘You three try to defend more than you attack’ ‘you three try to attack more than you defend’ ‘let’s see if we can always have one of our players pushed right up in the middle of the pitch’ ‘when the opponent has the ball, can we get one of our team near every one of their players on the goal side’, etc) • At half-time, the coach should rotate players around to experience different aspects of the game (e.g. the three defenders become the three attackers) • Aim for equal playing time U/10-11 Coaching tips: • The understanding of working together as a team develops more and more • The awareness of the individual roles in relation to teamwork is also developing as well as the understanding for acting without the ball both in defence and attack • With 8 outfield players a tighter and more strict task allocation and use of space is required • Preference/ability for specific positions becomes more and more clear • At this age the kids are very competitive and clever and very quickly develop their motor skills • All the above means that the coach can raise the bar on all these aspects but: - Avoid an information ‘overkill’ - Keep it simple (speak their language) - It’s their game, it’s not about the coach • In 9 v 9, the coach organises the players into three lines with a goalkeeper behind, preferably in a 1-3-2-3 formation as a guide for team shape • The coach is still not too concerned with tactics or obsessed with results • The players still just need simple tasks on match day • The players should still be regularly rotated, either at half-time or from game to game • Avoid playing the best players in central positions, and ‘hiding’ the weaker players out wide • Aim for equal playing time U/11 • With the U/11’s it is FFA’s preference to play box to box and narrow the field approximately 5m each side. Playing in the length of the pitch is a totally new experience with a different perception and more complexity. As a last step towards the real, full pitch game this format offers the ideal link. RETURN TO NATIONAL CURRICULUM CONTENTS PAGE 3. 11 v 11 - From U/12 at the earliest - The weekly game is a vital developmental element for young players - The game is the frame of reference that tells us if we are improving - Only in a regular, year-round competition environment can game cleverness, game hardness and game experience be developed - The game is for players (not for the coach) In the opinion of FFA, the full 11 v 11 game should be played from U/12 at the earliest. Worldwide, many experts are of the opinion that even this is too early and it’s better to wait till after the growth spurt. There is general consensus though on the fact that a weekly game is a vital element for the development of young players because the game is the frame of reference that tells us if we are improving. Only in a regular, year-round competition environment can players develop game cleverness, game hardness and game experience. In youth football the development of the INDIVIDUAL should come first NOT the team result, something many coaches (and parents) often seem to forget. In order to develop players to the maximum of their potential, they need to continuously be challenged to raise their individual bar. Therefore each player should train and play at a level that is most appropriate for his/her actual development stage. If the level of resistance is too low and it’s too easy, players do not develop. If the level of resistance is too high and it’s too difficult, they do not develop either. This is why the best must train with the best and play against the best. This also explains why quality competitions are such a vital element of the development pathway. In order to improve the competition structures as well as the structure and quality of club youth academies in Australia, FFA has introduced the Talented Player Pathway Three Pillar Structure. The Three Pillar Structure is aimed at drastically raising the quality, accessibility and clarity of the Talented Player Pathway in Australia. The Three Pillar Structure is a work in progress though and still contains gaps. Therefore FFA together with the Member Federations have taken ownership of parts of the National Talented Player Pathway whereas in most countries in the world youth development is undertaken by the (professional) clubs. On the next pages you will find an explanation of the Three Pillar Structure of the male Elite Player Pathway. The Female Elite Player Pathway Re-Structure together with the National Competitions Review for Women’s Football is still in progress and accordingly is not available for inclusion in this publication. Although the starting points are identical, there will be certain differences in the pathway structure for girls and women. 3. The Three Pillar Structure PILLAR 1 “The Elite” - U22 - U20 - U19 - U18 - U17 - U16 - U15 - U14 - U13 - U12 FFA - Socceroos - Olyroos - Young Socceroos - Joeys - AIS Scouting / Talent ID NTC Challenge (U/15-16) U/13-14 National Youth Championships PILLAR 2 “Best of the Best” - A-League / FFA / Member Federations - A-League - NYL - NTC - Skilleroos - Skill Acquisition Programs Scouting / Talent ID PILLAR 3 “The Best” National Premier League - First Team - U20 Team - U19 Team (optional) - U18 Team - U17 Team (optional) - U16 Team - U15 Team (optional) - U14 Team - U13 Team (optional) - U12 Team Pillar 1: The Elite The first pillar consists of the men’s National Team programs which are the specific responsibility of FFA (AIS/Joey’s, Young Socceroos, Olyroos and Socceroos). The male national team pathway starts with the AIS program. This is a 2 year full time program at the Australian Institute of Sport (AIS) in Canberra for the best Australian U/16-17 boys. The players for this top level program of international standards are primarily recruited from the underpinning State and Territory National Training Centre (NTC) programs. The AIS team participates in the National Youth League (NYL) and ideally the AIS squad is the same group of players that form the Australian U/17 team (the ‘Joey’s). This program prepares the players for the AFC U/16 Championships and the U/17 World Cup (subject to qualification) that are held every 2 years. Graduates from the AIS program generally continue their playing career with National Youth League (NYL) or A-League clubs or are being contracted by overseas clubs. The next national representative team are the Young Socceroos for U/19-20 year old players. The Young Socceroos program is a ‘camp based’ program, since the majority of players are contracted NYL or A-League players or playing for overseas clubs. It is a 2 year program comprising of the U/19 AFC Qualifiers and Championships, the latter being the qualification tournament for the U/20 World Cup held every 2 years. The Olyroos program is for U/22-23 year old players. Every two years they participate in the U/22 AFC Qualifiers and Championships, and every 4 years these Championships are the qualification tournament for the Olympic Games. The last and most important step in the pathway is of course the Socceroos. The majority of Australia’s top senior players are playing for overseas clubs, several of them in European top leagues. But recently more players from the A-League are being selected for the Socceroos which underlines the increasing quality of our domestic competition. Every 4 years the Socceroos must qualify for the FIFA World Cup. Every 4 years the AFC also organises the Asian Championships (usually the year after the World Cup). For both events there is a staged qualification process for countries that are members of the Asian Football Confederation (AFC). Pillar 2: The Best of the Best The second pillar consists of the combined FFA/Member Federations programs, the National Youth League (NYL) teams and the A-League clubs. The Skill Acquisition Programs (SAP) are programs aiming for talented boys aged U/14 and under, with the emphasis on developing the functional game skills as explained earlier in this chapter (the Skill Acquisition Phase). There is at least one SAP program in every State and Territory and the so-called ‘Skilleroos’ squads (U/13-14) form the pinnacle of these programs. There are yearly U/13 and 14 National Youth Championships to identify the most talented players in these age brackets. The SAP is the first level of the National Talented Player Pathway for every boy that dreams of one day wearing the ‘Green and Gold’. Graduates from the SAP programs enter the National Training Centre (NTC) programs aimed at talented U/15-16 boys in every State and Territory. The focus of these programs is on developing an understanding of the team tasks and individual player tasks as explained earlier in this chapter (the Game Training Phase). There is a yearly ‘NTC challenge’ to identify the most talented U/15-16 year old players for the AIS program that leads into the National U/17 team, the ‘Joeys’. The National Youth League (NYL) teams of the A-League clubs should form the next step for NTC graduates to continue their playing career at elite level. Reality, however, shows that this step is often too big since many NYL teams are made up of 18-21 year olds and senior first team players. Ideally we should bridge the current U16-U18 gap in Pillar 2 (light blue box in the diagram). FFA, together with the Member Federations and the A-League clubs are currently discussing possible solutions. FFA’s preferred solution is the so-called ‘integrated pathway’. This means fusing together the FFA/Member Federation programs with the local A-League clubs. Pillar 2 will then consist of the A-League and NYL teams underpinned by U/12-18 ‘academies’ thus creating another important building block in Australia’s Talented Player Pathway. The current SAP and NTC program structure would then need revising and restructuring and appropriate solutions need to be in place for States and Territories that do not have an A-League club. It’s worth mentioning that some A-League clubs, such as Newcastle Jets, in conjunction with FFA and their Member Federation, have already established academies in line with this philosophy. Pillar 3: The Best The third pillar is being created as a result of the National Competitions Review (NCR) and will create a competition for Elite Clubs at the highest level below the A-League in every State and Territory across Australia. The name of these competitions is ‘The National Premier League’ (NPL). These ‘Elite’ clubs are selected and identified through an Elite Club Licensing Program that is being phased in from 2013 onwards. The purpose is to drastically raise the quality and quantity of youth development by improving and standardising the structure of these clubs. To obtain a license for the National Premier League, clubs must (amongst many others) meet criteria regarding: - Teams: NPL clubs must have teams in all age groups from first grade to U/12’s; - Youth development: NPL clubs must have a long-term youth development mindset. Through the introduction of a points system an NPL club can only raise a competitive first team by filling it predominantly with young, self developed players; - Coaching: To guarantee the quality of coaching all NPL clubs must appoint a Technical Director and appropriately accredited coaches for all age group teams. The Technical Director must ensure that the National Football Curriculum is implemented; - Finance: It will be mandatory for NPL clubs to publicise their registration fee structure in order to put a halt to the culture of using youth players and their parents as the source of income to fund the first grade. Other criteria will focus on governance, facilities, organisational structure, membership protection, medical provisions, reporting structure and so on. A final important objective of the National Competitions Review will be a gradual extension of the youth season to 10 months (including competitions and training), which will bring Australia more into line with world’s best practice. Whilst access to facilities outside of the winter period will be an obstacle, FFA will work with Member Federations to establish strategies which will provide greater access to football facilities. The three pillar structure will not only drastically increase the quality of youth development but at the same time create far more opportunities for talented players. The expectation is justifiable that the majority of Australia’s talented players will be gathered in these three pillars with the opportunity to switch from one pillar to another at any stage of their development. A late developer can be identified in the third pillar at any stage of his development and be transferred to Pillar Two (or even One). If on the other hand the pathway for a player in Pillar Two stops, the player has the opportunity to continue his playing career on a quality level in Pillar Three. Through this three pillar structure the pathways will be much clearer for both players and their parents. FFA recognises that State and Territory based clubs have long played an important role in developing talented young players, and that they will play an increasingly important role in youth development in the future. Assessing current Socceroos and A-League club squads, the vast majority of players are known to have risen through these clubs. With the implementation of the Elite Club Licensing program it is expected that many more young players of an even higher technical quality will be produced by the NPL club system. For this reason, FFA will officially recognise these accredited elite clubs as part of the Elite Player Pathway. In the new three pillars pathway structure, the “best of the best” will continue to be selected for State/Territory or National programs (e.g. Skilleroos; NTC; AIS), where players will be exposed to year-round football in an elite or professional environment, ideally at no cost. RETURN TO NATIONAL CURRICULUM CONTENTS PAGE For too long, there was no clear direction for football in Australia and the result was an obvious lack of progress towards a defined objective. This applied equally to both Youth Development and Coach Education, which have now been identified as the two strategic spearheads to drive this country to its long-term goal. The National Football Curriculum has set the road map and one of the major benefits of the Curriculum and its philosophy is that we now have clarity on the way forward. We have realised that football isn’t ‘just football’; there are many styles and brands of football but we now know how we want to play. We can now talk about ‘our football’, which can be defined and visualized, and not settle for ‘any football’. We are now able to say ‘any old football isn’t good enough’. That provides a solid platform for Youth Development, because we can logically define the types of players required to play the way we want to play. It has also provided the platform for Coach Education because, since we now know the football we want to play and we know the players required, we can logically define the kind of coaches we need to produce these players and playing style. As a consequence, we can now define ‘The Australian way of Coaching’. We are able to say ‘any old coaching isn’t good enough’; there are many methods of coaching football, but we now know how we need to coach. The FFA Coaching Expertise Model This has been developed, as is outlined in the diagram, to fill the final step in the logical process of developing football teams and football players. The National Football Curriculum answers the questions ‘What is Football?’ and ‘What should Football in Australia look like? The Coaching Expertise Model answers the questions ‘What is Football Coaching?’ and ‘What should Football Coaching in Australia look like?’ The Construction of the FFA Coaching Expertise Model: In the middle are the three main areas of competency (the ‘pillars’) the coach must develop. ‘The Match’ is at the centre of the whole model in line with FFA’s philosophical direction, as it is the focus of everything a coach does: it all begins and ends with the game of football. That also explains why the central pillar is green and looks like a football field. Match-day competencies are a vital part of the coach’s ‘toolbox’. To the left is ‘Training’. There are specific competencies required to be an effective coach on the training field, and they all relate to the whole context of the model. Put simply, the coach’s work on the training field is only effective if it leads to improved performance on the field when The Match is played. At the right-hand side of the model is ‘Management’. Since the coach, regardless of the level at which he/she works, is constantly interacting with others (communicating, leading, etc), he/she needs to develop competencies which will improve the success of these processes. Football Knowledge The bottom of the model contains the foundation supporting the three pillars: A broad knowledge of the game of football is absolutely essential for the professional coach and, of course, desirable for those working at community level. Football Knowledge can be developed in many ways, including playing, coaching, analysing and discussing football. The process of gaining Football Knowledge is never-ending. Vision and Philosophy At the top is the overarching ‘compass’ that guides the coach. The almost infinite breadth of football knowledge available can lead to a lack of clear direction; there are so many different ways of playing football, such a huge variety of training exercises and so many examples of coaching methods. That is why ‘Vision and Philosophy’ overarches the whole model; the coach is aware of all the football that is ‘out there’, but based on their own experience and preference, must develop a strong personal Philosophy on Football and a clear Vision on how they want their team to play. As a solid Vision and Philosophy is best developed after many years of experience, FFA’s C and B Licence courses are conducted with FFA’s Vision and Philosophy as the cornerstone. We believe that the model is a strong one as it has sturdy pillars supported by a firm base, and is securely held together at the top. These qualities are also intended to give the model a timeless structure that, we believe, might only ever need adjustments in the details that define the elements: we firmly believe that the elements themselves are constants. ‘It is a good model if it is elegant and there are few arbitrary or adjustable elements.’ Stephen Hawking Overview of the five elements \| FOOTBALL KNOWLEDGE \| COURSE-DRIVEN \| 1. WHAT IS FOOTBALL? \| \|--------------------\|---------------\|----------------------\| \| \| SELF-DRIVEN \| 1. FOOTBALL EXPERIENCE \| \| \| \| 2. FOOTBALL STUDY \| \| VISION AND PHILOSOPHY \| PHILOSOPHY \| 1. OPINIONS ON FOOTBALL \| \|-----------------------\|------------\|-------------------------\| \| \| \| 2. BELIEFS ON FOOTBALL \| \| VISION \| 1. TEAM MODEL (VERBAL) \| \|--------\|------------------------\| \| \| 2. TEAM MODEL (VISUAL) \| \| \| 3. TEAMBUILDING \| \| THE MATCH \| PERFORMANCE \| FOCUS \| \|-----------\|-------------\|-------\| \| \| \| 1. POST-TRAINING \| \| \| \| 2. PRE-MATCH \| \| THE MATCH \| PERFORMANCE \| FOCUS \| \|-----------\|-------------\|-------\| \| \| \| 1. FIRST HALF \| \| \| \| 2. HALF-TIME \| \| \| \| 3. SECOND HALF\| \| THE MATCH \| PERFORMANCE \| FOCUS \| \|-----------\|-------------\|-------\| \| \| \| 1. POST-MATCH \| \| \| \| 2. PRE-TRAINING \| \| TRAINING \| PLAN \| \|----------\|------\| \| \| 1. DEFINE \| \| \| 2. DESIGN \| \| PREPARE \| \|---------\| \| 1. PEOPLE \| \| 2. EQUIPMENT \| \| 3. ENVIRONMENT \| \| CONDUCT \| \|---------\| \| 1. FOUNDATION \| \| 2. ANIMATION \| \| 3. CONCLUSION \| \| EVALUATE \| \|----------\| \| 1. OBJECTIVE ACHIEVED? \| \| 2. PROBLEM SOLVED? \| \| 3. NEXT STEPS \| \| MANAGEMENT \| MANAGE SELF \| \|-----------\|-------------\| \| \| 1. KNOW YOURSELF \| \| \| 2. DEVELOP YOURSELF \| \| MANAGE OTHERS \| \|---------------\| \| 1. KNOW OTHERS \| \| 2. DEVELOP OTHERS \| As outlined on the previous pages, the Coaching Expertise Model provides a framework for visualising the role of the coach and therefore provides an answer to our first question: ‘What is Football Coaching?’ We now need to answer the second question: ‘What should Football Coaching in Australia look like?’ In other words, how is the National Football Curriculum implemented via the Coaching Expertise Model? How will we address the identified weaknesses of coaching in Australia (planning sessions properly, conducting sessions effectively)? The Curriculum clearly states our philosophy: that we believe a ‘Holistic’ approach to coaching football is the best choice. Our belief is supported by analysis and scientific research. Analysis of Football leads to the following conclusions: - Football is a team game in which two teams try to win the game by scoring one more goal than the other - Therefore, scoring and preventing goals are the main objectives for the team - The team has a number of main Team Tasks in attacking, defending and transitioning to achieve these objectives - The player has a range of general and position-specific tasks to perform in order to assist the team in the accomplishment of the team tasks - The player executes a range of individual ‘Player Actions’ to successfully perform his/her tasks Therefore, at its most basic level, football is all about ‘Player Actions’ – the things a player does. A player’s actions are easy to see (and hear, in the case of communication) and analyse, but we must also look at what makes a player do what he/she does. The answer lies in the brain. Based on the Objectives and Tasks of football outlined above, the player Perceives what is happening in the game, processes the information, Decides what should be done, and then Executes the action. The three stages of Perception, Decision and Execution can be quite clearly distinguished, but are so closely inter-dependent that they cannot be separated. The ‘Holistic’ v ‘Isolated’ debate Just like there are many different philosophies on how to play football, there are also different philosophies on what is the most effective way to coach football. Many coaches, and indeed countries, still hold the belief that football must be broken down into its many small components and that these components should then be practised in isolation until the techniques are deeply ingrained: we call this the ‘Isolated’ approach. Supporters of the isolated approach believe that the best way of improving a player’s ability in, for example, ‘passing with the inside of the foot’ is to take ‘passing with the inside of the foot’ out of its natural game context and practice it in pairs or in lines; their reasoning is that this isolated training provides the opportunity for ‘repetition’. However, this type of practice removes the realism required for proper learning, as there are no longer ‘game-specific resistances’ such as opponents: it may look a bit like football, but it isn’t really football. In terms of Perception-Decision-Execution, isolated training only touches on the Execution; by removing the Perception and Decision, it is Execution without relevance. Research has shown that this type of ‘drills-based’ practice (i.e. repetition without decision-making) is not the most educationally effective way to teach football. Players may learn to ‘perform’ the techniques, but do not learn how to ‘apply’ them in the game. This makes sense if you think about this a little longer: A player who looks great performing a prescribed technique on the training pitch but does not recognise when to use it during the game has the same problem as the player who sees the right moment to use it but lacks the technique to execute it. In order to reach a level of excellence in football, one needs thousands of hours of purposeful practice. Purposeful practice for football is practice that develops the players’ technical and perception/decision-making skills, as well as the required football fitness, in conjunction with each other instead of developing the individual components in isolation. We call this the Holistic approach to coaching. The isolated approach is successful, and perhaps necessary, for specific sports, such as golf and gymnastics. However football demands the holistic approach as by its very nature, it is an incredibly complex game, with unpredictable situations where the player is regularly required to rapidly select from a wide range of possible options and execute them under pressure. Daniel Coyle, in his much-acclaimed book ‘The Talent Code’, explains the difference in the brain processes involved in, on the one hand, activities like golf and violin-playing, compared to activities like football. ‘Skills like football are flexible-circuit skills, meaning they require us to grow vast ivy-vine circuits that we can flick through to navigate an ever-changing set of obstacles. Playing violin, golf, gymnastics and figure-skating, on the other hand, are consistent-circuit skills, depending utterly on a solid foundation of technique that enables us to reliably re-create the fundamentals of an ideal performance.’ Example - Two ways of teaching a child to solve a 60-piece jigsaw puzzle Method One (Isolated Approach): Lesson 1: Take one piece out of the box, close the lid, and take that piece to the child. Ask her to keep looking at the piece until she is totally familiar with it. Then take that piece away and put it back in the box. Lesson 2: Take another jigsaw piece out, close the lid, and take the second piece to the child. Again, ask her to keep looking at the piece until she is totally familiar with it. Lessons 3-60: Repeat the process until she is familiar with all the separate jigsaw pieces. Lesson 61: Finally, empty the whole box of pieces on the child’s desk, and take the box away. Ask the child to arrange all the pieces into a rectangular picture. Method Two (Holistic Approach): Lesson 1: Put the jigsaw pieces together according to the picture on the front of the box. Take the complete jigsaw to the child’s desk and ask her to familiarize herself with the whole picture. Lesson 2: Take the complete jigsaw to the child’s desk and ask her to familiarize herself with the whole picture, focusing mainly on one quarter of it. Lesson 3: Take the complete jigsaw to the child’s desk and ask her to familiarize herself with the whole picture, focusing mainly on a second quarter of it. Lesson 4: Take the complete jigsaw to the child’s desk and ask her to familiarize herself with the whole picture, focusing mainly on a third quarter of it. Lesson 5: Take the complete jigsaw to the child’s desk and ask her to familiarize herself with the whole picture, focusing mainly on the final quarter of it. Lesson 6: Take the jigsaw apart, put the pieces on the child’s desk and ask her to put it back together. Which child do you think would finish the jigsaw quickest? It is feasible that the 6 lessons of the ‘holistic’ approach would be more successful than 60 lessons of ‘isolated’ because the child has always been presented with the ‘big picture’. Therefore the child can see the links and make the connections between the pieces much more quickly and efficiently. Here lies another problem with the ‘isolated’ approach: there are so many elements to the game of football, that the coach can end up with a list of, say, 60 separate elements to work on. If the coach then proceeds to address them all individually in an isolated way, the whole training program becomes totally removed from the real context of football. To compound the problem, by the time you work on the 60th ‘jigsaw piece’, the players have forgotten what the first piece looks like! Repetition is of course important in developing players, but we must strive for: repetition of football-specific situations with a focus on a particular aspect. The players must always be playing football by ‘perceiving-deciding-executing’, and the relevance to the ‘big picture’ must always be apparent. The coach makes this happen by designing training exercises with game-specific resistances, by manipulating things like: - The number of opponents - The number of team-mates - The size and position of the goals/targets - The size of the space to work in - The objective of the exercise These are all usually absent in isolated training. However, this is not to say that there is absolutely no place for isolated training. In specific circumstances, for a specific player, when the coach has exhausted all holistic means to improve the player, the only remaining solution is to work individually on ‘technique’. Isolated exercises should be the last resort for certain players, when necessary, not the fundamental basis of training for all players. It is FFA’s belief that this kind of isolated, remedial work is best utilised as ‘homework’: in fact, all players should clock up a large number of hours mastering the ball at home, for example, using a wall to help develop passing and receiving technique, or trying out 1 v 1 moves in the back yard. So, how is the National Football Curriculum’s ‘holistic’ approach implemented via the Coaching Expertise Model? In short, we holistically teach coaches to holistically teach players. In the same way that some countries prefer to break football up into little pieces and teach the isolated way, many countries choose to do the same with coach education. The Coach’s role is broken up into a large number of distinct elements and these are covered in isolation. The same problem occurs: the true context is lost and the relevance is not always apparent. Teaching separate, isolated parts of the coach’s role may look a bit like Coach Education, but it isn’t really Coach Education. Every element and module of FFA’s Advanced Pathway courses is put into context, in relation to the Coaching Expertise Model. The Model itself is a holistic representation of the competencies and knowledge required to become an expert coach. We adopt the same approach to teaching coaches as we do to teaching players – they both need to see the whole picture, giving everything a clear context and relevance. In terms of teaching players, there are two main ways in which the holistic approach is implemented: 1. Training Session Content: Clear guidelines are provided to assist coaches to design game-related and football-specific exercises which maximize learning and lead to the development of the kind of players we need. 2. Coach Intervention: FFA has developed a clear process by which the coach can plan and conduct training sessions that use a task-based approach to give players real learning opportunities; fundamentally, we believe that if the players are challenged to solve problems at training, there is a greater likelihood that they will be able to solve problems in the game. Our approach also aims to drastically reduce the amount of time players have traditionally spent standing still in training, while coaches give one long-winded speech after another. When conducting training sessions, it is important for the coach to remember ‘it’s all about the players’. The focus should be on helping the players to improve. Unfortunately, for a number of reasons, the most common method employed by coaches in Australia is to constantly stop the training session to give long-winded speeches to the players. We have even observed this happening in the warm-up stage and in the ‘training game’ at the end of a training session. All coaches are well-meaning, keen to help their players, but the fact is that this approach is misguided and simply doesn’t work. Players learn by ‘doing’ and the coach must guide and facilitate this learning process. Coaches have to learn when to stop the players, how long for and how often. They must also learn what to say and how to say it in order to achieve the best possible outcome. Stopping the players too often, and talking for too long are not only non-educational, but they also frustrate the players and take away their enjoyment of training. Perhaps more worryingly, they take away valuable training time, compounding the problems caused by too much isolated training. In terms of educating coaches, the Coaching Expertise Model provides the framework, which is clearly visualised and easily articulated ‘The Coach uses the competencies of TRAINING, MATCH and MANAGEMENT to develop players and teams according to a clear VISION AND PHILOSOPHY, and the whole process is supported by a broad FOOTBALL KNOWLEDGE’ So, we have defined what coaches need to learn and how best to educate them. Coaching Courses One of the identified weaknesses of Coach Education in the past was that there was only one stream of courses available, whether you were coaching a social team of amateurs once a week or Head Coach of a State Premier League team. The courses were also far too short to deliver enough long-term learning or produce enough elite Australian coaches. It was clear that two pathways were required, especially when one accepts that players can generally be divided into two streams: those that play for Participation, and those considered Performance players. Therefore, the Two Pathway system was introduced in 2007: 1. The Community Pathway 2. The Advanced Pathway Community Pathway courses are specifically designed for the coaches who look after Participation players: the courses are short, easily-accessible and low-cost. Because of the nature of the coach and the player in the Community context, these courses focus almost exclusively on the ‘Training’ pillar of the Coaching Expertise Model. Advanced Pathway courses are specifically designed for the coaches who work with Performance players: the courses are longer and much more intensive. The course fees reflect the length and quality of the training program delivered. Because of the nature of the coach and the player in the Advanced context, these courses progressively develop all the elements of the Coaching Expertise Model. Graduates from the Advanced Pathway are the pool of coaches that are to be considered for full and part-time employment as football coaches. A key culture shift has had to occur as the Advanced Pathway has been introduced; we have had to accept that, in the same way that it takes a long time and a lot of effort to become a professional football player, it also takes a long time and a lot of effort to become a professional football coach. The Two Pathways and their relationship to the Building Blocks: \| Community Courses \| Building Block \| Advanced Courses \| \|-------------------\|---------------\|------------------\| \| SENIOR CERTIFICATE \| PERFORMANCE PHASE \| SENIOR C, B, A AND PROFESSIONAL DIPLOMA \| \| GAME TRAINING CERTIFICATE \| GAME TRAINING PHASE \| YOUTH C LICENCE \| \| SKILL TRAINING CERTIFICATE \| SKILL ACQUISITION PHASE \| \| \| GRASSROOTS CERTIFICATE \| DISCOVERY PHASE \| N/A \| Note: - The Youth C Licence was introduced in 2013 - The Community Pathway is being revised as above and will also be rolled out in early 2014. Community Pathway Diagram - GRASSROOTS FOOTBALL CERTIFICATE - 3hr practical course - no assessment - Starting Point: For coaches of 5-9 year olds - SKILL TRAINING CERTIFICATE - 14hr practical course - no assessment - Starting Point: For coaches of 9-13 year olds - GAME TRAINING CERTIFICATE - 14hr practical course - no assessment - Starting Point: For coaches of 13-17 year olds - SENIOR COACHING CERTIFICATE - 14hr practical course - no assessment - Starting Point: For coaches of 17+ year olds - GOALKEEPING CERTIFICATE - 7hr practical course - no assessment - GOALKEEPING LICENCE - 7hr practical course - includes assessment - GOALKEEPING DIPLOMA - 14hr practical course - includes assessment - FUTSAL CERTIFICATE - 3.5hr practical course - no assessment - FUTSAL LICENCE - 8.5hr practical course - includes assessment HORIZONTAL ENTRY POINTS VERTICAL ENTRY POINTS Advanced Pathway Diagram AFC and FFA FFA’s Advanced Pathway courses are approved by AFC. Since Australia has its own National Football Curriculum, we naturally need to deliver our own specific courses rather than the generic AFC courses, and AFC has recognised this (Australia and Japan are the only two of AFC’s 46 member associations to have this right). Minimum Coach Accreditation Requirements FFA has established a set of guidelines outlining the preferred level of accreditation required to hold certain coaching positions. This is necessary to ensure quality control and to reinforce the key messages that must continue to be delivered if we are to achieve our long-term goals. The A-League, W-League, National Teams and key coaching positions in the state federations have been our major concern to date. \| Team / Program \| Position \| Minimum Accreditation \| \|----------------------\|--------------\|------------------------------------------------------------\| \| SOCCEROOS \| Head Coach \| Professional Diploma \| \| \| Assistant Coach \| Professional Diploma \| \| \| GK Coach \| Level 2 GK Licence (Level 3 by January 1, 2015) \| \| OLYROOS U23 \| Head Coach \| Professional Diploma \| \| \| Assistant Coach \| A Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015) \| \| YOUNG SOCCEROOS U20 \| Head Coach \| Professional Diploma \| \| \| Assistant Coach \| A Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015) \| \| JOEYS U17 \| Head Coach \| Professional Diploma \| \| \| Assistant Coach \| A Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015) \| \| MATILDAS \| Head Coach \| Professional Diploma \| \| \| Assistant Coach \| A Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015) \| \| Team / Program \| Position \| Minimum Accreditation \| \|---------------------\|-------------------\|---------------------------------------------------------------------------------------\| \| YOUNG MATILDAS \| Head Coach \| A Licence \| \| \| Assistant Coach \| Male coaches: A Licence. Female coaches: B Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015) \| \| WOMEN’S U17 \| Head Coach \| A Licence \| \| \| Assistant Coach \| Male coaches: B Licence. Female coaches: C Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015) \| \| A-LEAGUE \| Head Coach \| A Licence (Professional Diploma by start of 2015/16 season) \| \| \| Assistant Coach \| A Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by start of 2014/15 season; Level 3 by start of 2015/16 season) \| \| \| Conditioning Coach\| FFA Football Conditioning Licence by start of 2015/16 season \| \| W-LEAGUE \| Head Coach \| Male coaches: A Licence. Female coaches: B Licence (A Licence by start of 2015/16 season) \| \| \| Assistant Coach \| Male coaches: B Licence. Female coaches: C Licence (B Licence by start of 2015/16 season) \| \| \| GK Coach \| Must hold at least a Community GK accreditation (Level 1 GK Licence by 2014/15 season) \| \| NATIONAL YOUTH LEAGUE\| Head Coach \| A Licence \| \| \| Assistant Coach \| B Licence \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by start of 2014/15 season) \| \| AIS PROGRAM \| Head Coach \| Professional Diploma \| \| \| Assistant Coach \| B Licence (A Licence by January 1, 2014) \| \| \| GK Coach \| Level 1 GK Licence (Level 2 by January 1, 2015; Level 3 by January 1, 2017) \| \| Team / Program \| Position \| Minimum Accreditation \| \|--------------------------------\|----------------\|----------------------------------------------------------------------------------------\| \| NTC PROGRAM (MALE) \| Head Coach \| A Licence \| \| \| Assistant Coach\| B Licence \| \| \| GK Coach \| Level 1 GK Licence by January 1, 2015 (Level 2 by January 1, 2017) \| \| NTC PROGRAM (FEMALE) \| Head Coach \| Male coaches: A Licence. Female coaches: B Licence (A Licence by January 1, 2016) \| \| \| Assistant Coach \| Male coaches: B Licence. Female coaches: C Licence (B Licence by January 1, 2016) \| \| \| GK Coach \| Level 1 GK Licence by January 1, 2015 (Level 2 by January 1, 2017) \| \| STATE TECHNICAL DIRECTOR \| \| A Licence \| \| STATE TEAMS (U13/14 NATIONALS) \| \| B Licence or Youth C Licence (Youth C Licence only from January 1, 2015) \| \| AFC FUTSAL COMPETITIONS \| Head Coach \| Level 1 Futsal Licence \| \| \| Assistant Coach \| Level 1 Futsal Licence \| (NB: FFA Accreditation is preferred to equivalent accreditation from other National associations for all the above positions) \| Position \| Accreditation \| \|-------------------------------------------------------------------------\|----------------------------------------------------\| \| ALL NATIONAL TEAM HEAD COACH POSITIONS (MALE AND FEMALE TEAMS) \| Professional Diploma \| \| ALL NATIONAL TEAM ASSISTANT COACH POSITIONS (MALE TEAMS) \| Professional Diploma \| \| A-LEAGUE HEAD COACH AND ASSISTANT COACHES \| Professional Diploma \| \| W-LEAGUE HEAD COACH \| Professional Diploma (male), A Licence (female) \| \| ALL AIS POSITIONS \| Professional Diploma \| \| NYL HEAD COACH \| Professional Diploma \| \| NTC HEAD COACH (MALE AND FEMALE PROGRAMS) \| Professional Diploma (male), A Licence (female) \| \| GOALKEEPER COACH POSITIONS \| Equivalent accreditation to that outlined above for Australian coaches \| \| CONDITIONING COACH POSITIONS \| CV and proof of accreditation must be submitted to FFA for prior approval \| \| ALL OTHER POSITIONS \| A Licence \| NPL Coach Accreditation All NPL clubs are expected to work towards the following guidelines to further spread the effect of the National Football Curriculum message and bring quality control several steps further. All references are to Advanced Pathway Accreditation unless prefixed with ‘Community’. ‘New’ Licences are those commenced in 2010 or later. \| Requirement \| Mandatory / Flexible \| 2013 \| 2014 \| 2015 \| 2016 \| \|------------------------------\|----------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------\| \| TECHNICAL DIRECTOR \| Mandatory \| B Licence AND must have attended a State Coaching Conference during the previous 12 months. \| ‘New’ A Licence (or an ‘old’ A Licence and an FFA Curriculum Refresher Certificate) AND must have attended a Youth C Licence \| \| FIRST TEAM HEAD COACH \| Mandatory \| B Licence AND must have attended a State Coaching Conference during the previous 12 months. \| ‘New’ A Licence (or an ‘old’ A-Licence and an FFA Curriculum Refresher Certificate) \| \| FIRST TEAM ASSISTANT COACH \| Mandatory \| C Licence AND must have attended a State Coaching Conference during the previous 12 months. \| ‘New’ B Licence (or an ‘old’ B Licence and an FFA Curriculum Refresher Certificate) \| \| U20, U19 COACH \| Mandatory \| C Licence \| ‘New’ B Licence (or an ‘old’ B Licence and an FFA Curriculum Refresher Certificate) \| \| U20, U19 ASSISTANT COACH \| Mandatory \| Community Senior Certificate \| Senior C Licence (or an ‘old’ C Licence and an FFA Curriculum Refresher Certificate) \| \| U18, U17 COACH \| Mandatory \| Community Senior Certificate \| Senior C Licence (or an ‘old’ C Licence and an FFA Curriculum Refresher Certificate) \| \| U18, U17 ASSISTANT COACH \| Flexible \| Community Youth Certificate or Community Senior Certificate \| Community Senior Certificate \| \| U16, U15, U14 COACH \| Mandatory \| Community Youth Certificate \| Youth C Licence \| ## NPL Coach Accreditation \| Requirement \| Mandatory / Flexible \| 2013 \| 2014 \| 2015 \| 2016 \| \|------------------------------------\|----------------------\|-------------------------------------------\|-------------------------------------------\|-------------------------------------------\|-------------------------------------------\| \| U16, U15, U14 ASSISTANT COACH \| Flexible \| Community Youth Certificate \| \| Community Game Training Certificate \| \| \| U13, U12 COACH \| Mandatory \| Community Youth Certificate \| \| Youth C Licence \| \| \| U13, U12 ASSISTANT COACH \| Flexible \| Community Youth Certificate \| \| Community Skill Training Certificate \| \| \| FIRST TEAM GK COACH \| Mandatory \| Community Goalkeeper Certificate \| Community Goalkeeper License \| Community Goalkeeper Diploma \| Level 1 Goalkeeping Licence \| \| ALL OTHER GK COACHES \| Flexible \| Community Goalkeeper Certificate \| \| Community Goalkeeper License \| Community Goalkeeper Diploma \| 5. Model Sessions Discovery Phase Model Sessions ................................................................. 85 Skill Acquisition Phase Model Sessions .................................................. 127 Game Training Phase Model Sessions ..................................................... 189 Performance Phase Model Sessions ......................................................... 267 Introduction to the Model Sessions Training pitches in Australia are unfortunately often full of hurdles and ladders instead of balls and goals during youth training sessions. This isn’t really helpful if we want to develop better FOOTBALL players. The Model Sessions contained in this Curriculum elaborate our national philosophy and are designed to help you train your players the right way. Please note that a ‘one session fits all’ approach obviously doesn’t work; the exercises in these sessions should be modified/extended/simplified according to the needs of your players. We have also developed a useful checklist for evaluating your training sessions: ‘The youth training checklist’ 1. Is football being played? 2. Is football being learned (and therefore taught)? 3. Is football being experienced (and enjoyed)? 4. Do the players understand the football purpose of the exercise? 5. Do the players recognise the relation to the real game of football? 6. Are the players challenged to improve as a football player? Coaches should avoid: - Too long waiting in lines - Non-stimulating or over-complicated exercises - Intensity too high or too low - Coach intervening too much and talking for too long Number of players in the Model Sessions Since coaches are faced with a range of squad sizes, and different numbers of players at training, it was decided that it would not be suitable for us to decide on a fixed number of players for the Model Sessions. Instead, a variety of exercises with differing numbers of players have been presented, allowing coaches to modify and adjust them as they see fit, depending on how many players they are working with. The main purpose of the sessions presented is to convey FFA’s basic coaching philosophy. Numbering System used In Game Training Phase and Performance Phase Model Sessions, players are given shirt numbers to reflect the 1-4-3-3 positions and their corresponding numbers. Sometimes ‘shadow’ numbers are used, to indicate 2 players of the same position within an exercise (e.g. #10 and #20 who both play the number 10 position). The following table explains the shadow numbers: \| Team numbers \| Shadow numbers \| \|--------------\|----------------\| \| 1 \| 22 \| \| 2 \| 12 \| \| 3 \| 13 \| \| 4 \| 14 \| \| 5 \| 15 \| \| 6 \| 16 \| \| 7 \| 17 \| \| 8 \| 18 \| \| 9 \| 19 \| \| 10 \| 20 \| \| 11 \| 21 \| Key for diagrams: - Players - Coach - Running with the ball - Running without the ball - Passing the ball - Lofted pass Discovery Phase Model Sessions RETURN TO MODEL SESSIONS CONTENTS PAGE RETURN TO NATIONAL CURRICULUM CONTENTS PAGE 3. The Discovery Phase Model Sessions Here are some useful tips to help you perform the important role of 'kids coach': - Two weekly training sessions of 45 minutes and one game during the weekend is a maximum safe workload for U/6’s and U/7’s - For U/8’s and U/9’s the length of the sessions can be increased to 60 minutes - Plan your sessions in advance - Arrive early and set up the area - Give clear, short instructions - Demonstrate quickly and efficiently - Keep the session flowing - Vary the activities but keep it simple - Be enthusiastic and give lots of praise - Encourage after mistakes - Be patient - Have fun (both the kids and you!) - Keep everyone active, avoid having kids standing around Session planning A training session for kids this age consists of 3 components: The Beginning, The Middle and The End. The purpose of The Beginning (better known as the warm-up) is to get the kids in the right frame of mind and activate their bodies. It’s unnecessary to run laps around the field and do stretches to achieve that; all sorts of relays and tagging games with and without the ball are much better (more specific, more fun) and also help develop the children’s basic coordination. The Middle is the section of the training session where we conduct fun football exercises such as dribbling, passing, shooting, etc. The last part (The End) is allocated for playing all sorts of Small-Sided Games. This leads to the following session timeline: 1. Welcome (5 minutes) 2. The Beginning (10 minutes) 3. The Middle (15 minutes) 4. The End (20 minutes) 5. Wrap up (5 minutes) Cycle Planning In this section you will find an example of a 6 week cycle and 12 Model Sessions for the Discovery Phase. This 6 week cycle is based on the assumption that the weekly training sessions are on Tuesdays and Thursdays with the weekly game on Saturday. If your team trains only once a week, or on different days, you can of course adjust this schedule accordingly. For the next 6 week cycle(s) the coach can: - Repeat the sessions in the same order 1-12 - Repeat them in a random order - Combine the various session components of the 12 Model Sessions differently (i.e. The Beginning of session 1; The Middle of session 2 and The End of session 3; etc.) - Attend the FFA Grassroots Football Certificate course, and use the accompanying resource ‘Football for Kids’ to gain more ideas for session content Model Session 1 Beginning: Relays Explanation for relays - Each player starts with a ball, dribbles around the marker (as shown in diagrams 1 and 2) and returns to the start - Upon returning to the starting point, the next player starts the same pattern with their own ball Guidelines for relays - Avoid long queues - Keep players as active as possible (don’t keep them waiting in line for too long) - Give the group a quick break for a drink when necessary - All relays in this section can be performed with and without the ball (the preference is to always use the ball, but it is fine to take the ball out of the relays early in the session) - The more skill your players acquire, the more the ball should be used and the greater the challenges can be - If there are more than six players, make another lane of cones and keep it to two players in a line (this avoids long queues) Diagram 2 Middle: Feather the Nest Mark out a triangle with sides 10m–12m long. Three teams of two players are positioned at each corner with a cluster of balls in the middle of the triangle. The object of the game is to gather as many balls as possible for the corner or ‘nest’ within a set time period. One player from each team runs to the middle of the triangle to get a ball and dribbles it to their corner, or nest, and leaves it there. Their team-mate then does the same. When all the balls in the middle of the triangle are gone, players can take them from someone else’s nest. Players are NOT allowed to stop others from taking balls from their nest – no blocking, defending, tackling, etc. No hands! Feet only. End: 3 v 3 (or 4 v 4, 5 v 5) Training Game Length: 20m–25m Width: 14m–18m Goal: 2m–3m • “Just let them play” • You can play with or without goalkeepers • Short games – 3 to 5 mins in length (with regular drink breaks) Model Session 2 Beginning: Stuck-in-the-mud Mark out a $10m \times 14m$ area. Five players try to avoid one player who carries a ball in their hands. The ball-carrier attempts to tag the runners by touching them with the ball (make sure the ball is not thrown and that players aim for the trunk). If a player is tagged, they are ‘stuck in the mud’, and stand with their legs wide apart until a team-mate frees them by crawling through their legs. Each ball-carrier has 30 seconds to tag as many players as possible. After 30 seconds, change the ball-carrier. Progression: - Ball-carrier dribbles the ball around the field and tags the players with their hand while keeping the ball close to them (if this progression proves difficult for them, make the field smaller) Middle: Robin Hood Two teams of three split up as shown in the diagram opposite. Each team starts with an equal number of balls in their ‘safe’. When the game begins, each team can start stealing balls from their opponent’s ‘safe’ – there is one ‘thief’ who takes a ball and passes it across the first ‘moat’ to their team-mate; they then pass it across the second ‘moat’, to their team’s ‘collector’, who puts it in the team’s ‘safe’. Meanwhile, their opponents are doing the same with their balls! After a set time period (e.g. two minutes), see which team has the most balls in their ‘safe’. The team that passes and controls the balls best will have the most balls in their ‘safe’ and will therefore be the winners. You can’t use your hands – feet only! End: Pass to score Length: 15m–20m Width: 15m Goal: none (make 4 or 5 gates of 1m–2m width inside the area) - To score a goal, pass the ball through any of the gates to a team-mate - This game encourages passing Model Session 3 Beginning: Relay Explanation for relay - Each player starts with a ball, and dribbles around the first marker in a full circle (as shown in diagram) then dribbles around the second marker, and then returns to the start. - Upon returning to the starting point, the next player starts the same pattern with their own ball. Middle: Empty it! Fill it! Mark out a 14m × 14m square. Players in two teams dribble balls inside the square. Outside the square, each team has two lines marked: one for their balls and one for themselves. On the call ‘empty it!’ the teams compete to be the first to empty the square. On the call ‘fill it!’ the teams compete to be the first to get all their balls and themselves back in the square. End: 4-Goal football Length: 20m Width: 15m Goal: 2 goals (2m wide) on each end-line • There are no goalkeepers • Goals can be scored in either of your opponents goals • This game encourages shooting and scoring Model Session 4 Beginning: Me and my shadow Players get into pairs; one is designated as ‘leader’ and the other as ‘follower’. The ‘leader’ moves around the field, changing speed and direction frequently, and perhaps adding a variation here and there, such as a jump or a ground touch. The ‘follower’ then copies everything the ‘leader’ does. Change roles regularly and also change partners regularly. Progression: - The leader (only) has a ball - The leader and the follower both have balls - The follower has a ball (this is a difficult progression so instruct ‘leader’ to jog at medium speed around the area, with occasional random changes of direction) Middle: 1 v 1 Mini Games Make three small areas about 10m x 7m. Players play 1 v 1 on each mini-field and score by dribbling the ball over the opponents’ line. Think of safety when setting up; avoid scenarios where players could dribble into each other by allowing buffer zones. Keep rotating so opponents are changed regularly. Rotation also allows a period of rest, so control how long rotation takes depending on how fatigued the players seem. You could also give some brief hints to the whole group in order to give them a rest. Games should be no longer than 1 minute maximum. If enough cones are available, progress to a small goal on each end-line for players to score in. You will also need a good supply of spare balls, as they tend to go everywhere when shooting is introduced. End: Line football 3 v 3 (or 4 v 4, 5 v 5) Length: 20m Width: 15m Goal: none - Usual rules, but method of scoring is to dribble the ball across the opponents' end line - This game encourages dribbling and 1 v 1 skills Model Session 5 Beginning: Relay Explanation for relay - Each player starts with a ball, and dribbles around the first marker and then cuts the ball, changing direction to the left (as shown in diagram 1). Then dribbles around the second marker, and repeats the same pattern (but cuts right this time) on the way back. - Upon returning to the starting point, the next player starts the same pattern with their own ball. - Variation - instead of all players beginning at the one point, they could be split up at either end. - Player 1 now dribbles around the first marker and then passes the ball to player 2 (as shown in diagram 2), who repeats the same movement and passes to player 3. Middle: Round em’ up Five players dribble their balls inside a 10m x 14m area. On your call ‘round ’em up!’ the sixth player tries to ‘round up’ all five balls, by kicking them out of the square. Allow 30 seconds for players to ‘round up’ as many balls as possible. Take turns so each player has a go at rounding up the balls. End: 3 v 3 (or 4 v 4, 5 v 5) Training Game Length: 20m Width: 15m Gate: 2m–3m - In this game players can score by passing/shooting the ball through either side of the gate, from in front or behind - “Just let them play” - You can play with or without goalkeepers - Short games - 3 to 5 mins in length (with regular drink breaks) Model Session 6 Beginning: Double Trouble Two players without a ball link hands and move around the area trying to kick other players’ balls out. The other players dribble their balls around the area, trying to avoid having their ball kicked out. There are two options for this game: - Change the chasing pair when everyone is out (when a player’s ball is kicked out, they fetch it then remain outside until that game is over) - Change the chasing pair after a set time period by setting the challenge: ‘How many balls can you kick out in 30 seconds?’ (When a player’s ball is kicked out, they fetch it and come back into the area as soon as possible, continuing to dribble and to avoid losing their ball) Middle: Pairs through the gates Mark out an area about 7m x 10m and set up four small gates – two cones about two metres apart. The players run around the area in pairs with a ball between them and pass it through the gates to each other until they have performed a successful pass through each gate. The winning pair is the first to pass through every gate and wait outside the area. Before moving to the next activity, have a competition to see which pair (one at a time) can pass through the most gates in 20 seconds. End: Short and wide Length: 15m Width: 25m Goal: 2 goals (2m wide) on each end-line - This game develops awareness of space Model Session 7 Beginning: Figure 8 Relay Explanation for relay - Each player starts with a ball, and dribbles around the first marker and then the second marker in a figure 8 type direction (as shown in the diagram) - Upon returning to the starting point, the next player starts the same pattern with their own ball Progressions - Players to use their right foot only - Players to use their left foot only - Players to use the inside of their foot only - Players to use the outside of their foot only - Each group to use one ball only, where the ball is exchanged at each end upon completing the figure 8 Middle: Colour code This activity should be arranged in a square 15m x 15m and requires at least three cones of two or more colours placed randomly inside the square. Players dribble their balls round the outside perimeter of the area. Call out a colour and the kids must dribble into the square, around the cone of that colour, and back outside the square. The winner is the first one back outside with their foot on their ball. Remind players to keep their heads up and watch out for possible collisions. Variations: - Round all cones of that colour - Players to use their right foot only - Players to use their left foot only - Players to use the inside of their foot only - Players to use the outside of their foot only There are more possible variations, limited only by the number and colour of your cones, and your imagination! End: Dribble to score 3 v 3 (or 4 v 4, 5 v 5) Length: 15m–20m Width: 15m Goal: none (make 4 or 5 gates of 1m–2m width inside the area) - To score a goal, dribble the ball through any one of the gates - This game encourages dribbling - Players cannot score in the same gate consecutively Model Session 8 Beginning: Dribblers and Collectors Two players without a ball link hands and move around the area trying to kick other players’ balls out. They are the ‘collectors’. When a player’s ball is kicked out, they immediately join the ‘collectors’, so that there are now three players with hands linked chasing the others (then four and five) until everyone is out. Then two new ‘collectors’ start chasing. Middle: 1 v 1 Mini Games Make three small areas about 10m wide x 7m-8m long (field is short and wide). Two gates 2m wide placed on each byline, approximately 1m away from each corner marker. Players play 1 v 1 on each mini-field and score by dribbling the ball through one of the gates. Think of safety when setting up; avoid scenarios where players could dribble into each other by allowing buffer zones. Keep rotating so opponents are changed regularly. Rotation also allows a period of rest, so control how long rotation takes depending on how fatigued the players seem. You could also give some brief hints to the whole group in order to give them a rest. End: Line football 3 v 3 (or 4 v 4, 5 v 5) - Field dimension is short and wide Length: 15m - 20m Width: 20m - 25m Goal: none - Usual rules, but method of scoring is to dribble the ball across the opponents' end line - This game encourages dribbling and 1 v 1 skills Progression: - Add 2 scoring zones behind each byline (as shown in the diagram) - To score, players must dribble the ball over the byline, but also stop the ball in the scoring zone Model Session 9 Beginning: Relay Explanation for relay - Each group starts with 1 ball - Player 1 dribbles the ball to marker 1, and leaves it there. Then runs around the marker and tags player 2 at the starting point - Player 2 runs to the ball, collects it from marker 1, dribbles it to marker 2 and leaves it there, then runs around the marker and tags player 3 at the starting point - Player 3 runs to the ball, collects it from marker 2, dribbles with it around marker 3 and brings it back to the starting point - Change the player numbers regularly Progressions - Players to use their right foot only - Players to use their left foot only Middle: Beehive Six players with a ball each dribble around an area about 7m × 10m. They attempt to kick the other players’ balls out of the area while keeping their own ball under control. The players must be careful – while they are kicking someone’s ball out, someone else might kick theirs out! If their ball is kicked out, the player must leave the area immediately without kicking any other balls out. The player can fetch their own ball and wait until there is a winner and the game starts again. End: 3 v 3 (or 4 v 4, 5 v 5) Training Game – focus on shooting - Field dimension is short and wide - Length: 15m - Width: 15m - 20m - Goal: 3 goals on each byline (as shown in diagram) - This game encourages shooting as often as possible Model Session 10 Beginning: Catch the Tails One or more players are ‘hunters’. They chase the other players and try to remove their ‘tails’. If a player’s ‘tail’ is taken, they become a ‘hunter’. (Bibs tucked into shorts can function as ‘tails’). Progression: - The ‘hunter’ dribbles their ball while trying to remove the ‘tails’ - Players with ‘tails’ dribble their balls while trying to avoid the ‘hunter’ Middle: Simon Says Players dribble freely around the area with a ball each. Give the kids various tasks and challenges, which they must do ONLY if you say ‘Simon says’ at the start of the sentence. Therefore, sometimes you use ‘Simon says’ and sometimes you don’t – see who’s listening! The players must avoid touching anyone else’s ball, and must not let anyone else touch their own ball. Possible tasks: - STOP! (Means stop dead with your foot on your ball) - TURN! (Quickly go the other way with your ball) - OUT! (Run outside the square and put your foot on your ball) - CHANGE! (Leave your ball and find another one to dribble; who is the last one dribbling a new ball?) - LEFT! (Dribble around the area touching the ball only with your left foot) - RIGHT! (Dribble around the area touching the ball only with your right foot) - Use your imagination! Use instructions like ‘Simon says sit next to your ball’ or ‘Simon says get a drink from your bag’, to give the players a rest when needed. End: 2 v 2 (or 3 v 3, 4 v 4) end zone football Length: 20m Width: 15m Goal: create an end zone (a square 2m x 2m) behind the centre of each byline - To score the players must pass the ball to their own player in the end zone who must stop/control the ball in the area - There are no goalkeepers - Rotate players in the end zone every 1-2 minutes Model Session 11 Beginning: Relay Explanation for relay - Each player starts with a ball. Player 1 dribbles their ball through the middle gate and then around the far cone and back through the middle gate again on the way back. - Upon returning to the starting point, player 2 commences the same pattern. - Twelve cones are required. - Vary the width of the gates to increase/decrease difficulty. Middle: Pass and Move This activity requires two players with a ball and four players without. The players with the balls start by dribbling, while the other players move freely around the area. When the ball carriers see another player ready to receive the ball, they pass to them, then move to another part of the area. When a player receives the ball, they dribble until they can see another player who is ready to receive the ball. They then pass the ball to that player and move. Players are constantly moving, either looking to receive one of the two balls, or looking to pass to one of the players without a ball. Progression: - Three players with a ball and three without This activity helps develop vision and communication and introduces the concept of passing the ball to a team-mate, which is often difficult to grasp for a naturally self-centred under-seven! Passing will begin to be more evident from under-eights upwards. End: 4 sided football 3 v 3 (or 4 v 4, 5 v 5) Length: 20m Width: 20m Gates: 4 gates of 1m–2m wide inside the area (as shown in the diagram) - Players can score by passing the ball through any one of the 4 gates (and from either side) to one of their team-mates - This game encourages passing and supporting Model Session 12 Beginning: Dribble Tag In an area about $10m \times 14m$, players dribble their balls around. A ‘chaser’ is nominated and they try to tag the other players while keeping control of their own ball. The other players avoid him or her while keeping control of their balls. If you are the tagger you must carry a bib so everyone knows who the chaser is. Middle: Hit the target Make three small areas about 10m x 7m. To score, players must hit the target to get points. Targets may include 3 tall cones, water bottles, balls, empty plastic bottles etc. Players will receive 1 point for every target which is knocked over or hit (like ten pin bowling). End: Triangular goal football 3 v 3 (or 4 v 4, 5 v 5) Length: 20m Width: 15m Goal: triangular goal, 2m-3m per side, 2m-3m inside the field • To score players must shoot or pass through any one of the 3 sides of the triangle of their designated goal • This game encourages passing and shooting from different angles RETURN TO MODEL SESSIONS CONTENTS PAGE RETURN TO NATIONAL CURRICULUM CONTENTS PAGE 5. Skill Acquisition Phase Model Sessions RETURN TO MODEL SESSIONS CONTENTS PAGE RETURN TO NATIONAL CURRICULUM CONTENTS PAGE Model Sessions At this age the children are ready for a more structured approach to training. In every session the focus is on one of the core skills, from the beginning until the end of the session (“theme based sessions”). The Skill Acquisition Phase sessions consist of 3 components: 1. Skill introduction, this is the warm-up as well as an introduction to the designated core skill for this session. This is the only part of the session where drill-type exercises should be used, but the creative coach can include elements of decision-making. - Flow, no ‘stop-start coaching’. 2. Skill training, this is the part of the session where conscious teaching and learning of the designated core skill takes place. - Lots of repetition in game realistic scenarios! - Task-based coaching - Effective feedback - Use of questioning (ask players ‘why did you choose that option?’, ‘where do you think there might be more space?’, etc) 3. Skill game, a game where as much as possible all the elements of the real game are present but organised in a way that the designated core skill has to be used regularly. - Skill games are preferably small sided games to stimulate the number of repetitions/touches! - The players play, the coach observes if learning has taken place. It is also advisable to ‘wrap-up’ the session at the end, summarising the main points of the session to enhance learning. Since the Skill Games are games in which all the Game Specific Resistances are present (team-mates; opponents; goals; direction; etc) they also provide an ideal opportunity to gradually establish the basic principles of the team tasks during the main moments of the game (e.g. ‘make the field small’ when defending; ‘try to face forward’ when attacking). In other words: the emphasis in the Skill Acquisition Phase is on Skill Development but this can/should not be separated from developing insight/game understanding at the same time. If this approach is applied properly, it will provide a seamless transition into the Game Training Phase. This principle also relates to the concept of Small Sided Football and appropriate coach behaviour (refer to chapter 3): During the Skill Acquisition Phase, 2-3 sessions of 60-75 minutes plus a game is a safe weekly workload, with the following session planning guidelines: - Welcome: 5 minutes - Skill Introduction: 15-20 minutes - Skill Training: 25-30 minutes - Skill Game: 20-25 minutes - Wrap up: 5 minutes On the next pages you will find three consecutive 6 week cycles (18 weeks program) and 12 Skill Acquisition Phase Model Sessions, 3 for each core skill with increasing difficulty. The 6 week cycles are based on the assumption that the weekly training sessions are on Tuesdays and Thursdays with a game on Saturday. During the first cycle, Model Session 1 of each core skill is repeated every two weeks. Each time we repeat the Model Session we try to make a step-up (make the session more challenging) but only if the players are ready for it. During the second cycle, Model Session 2 of each core skill is repeated every two weeks and during the third cycle Model Session 3 of each core skill: \| Skill Acquisition Phase CYCLE 1 \| Tuesday \| Thursday \| Saturday \| \|---------------------------------\|---------\|----------\|----------\| \| WEEK 1 \| First touch MODEL SESSION 1 \| Striking the ball MODEL SESSION 1 \| GAME \| \| WEEK 2 \| Running with the ball MODEL SESSION 1 \| 1 v 1 MODEL SESSION 1 \| GAME \| \| WEEK 3 \| First touch MODEL SESSION 1 Step up (if possible) \| Striking the ball MODEL SESSION 1 Step up (if possible) \| GAME \| \| WEEK 4 \| Running with the ball MODEL SESSION 1 Step up (if possible) \| 1 v 1 MODEL SESSION 1 Step up (if possible) \| GAME \| \| WEEK 5 \| First touch MODEL SESSION 1 Step up (if possible) \| Striking the ball MODEL SESSION 1 Step up (if possible) \| GAME \| \| WEEK 6 \| Running with the ball MODEL SESSION 1 Step up (if possible) \| 1 v 1 MODEL SESSION 1 Step up (if possible) \| GAME \| \| Skill Acquisition Phase CYCLE 2 \| Tuesday \| Thursday \| Saturday \| \|---------------------------------\|---------\|----------\|----------\| \| WEEK 1 \| First touch MODEL SESSION 2 \| Striking the ball MODEL SESSION 2 \| GAME \| \| WEEK 2 \| Running with the ball MODEL SESSION 2 \| 1 v 1 MODEL SESSION 2 \| GAME \| \| WEEK 3 \| First touch MODEL SESSION 2 Step up (if possible) \| Striking the ball MODEL SESSION 2 Step up (if possible) \| GAME \| \| WEEK 4 \| Running with the ball MODEL SESSION 2 Step up (if possible) \| 1 v 1 MODEL SESSION 2 Step up (if possible) \| GAME \| \| WEEK 5 \| First touch MODEL SESSION 2 Step up (if possible) \| Striking the ball MODEL SESSION 2 Step up (if possible) \| GAME \| \| WEEK 6 \| Running with the ball MODEL SESSION 2 Step up (if possible) \| 1 v 1 MODEL SESSION 2 Step up (if possible) \| GAME \| \| Skill Acquisition Phase CYCLE 3 \| Tuesday \| Thursday \| Saturday \| \|---------------------------------\|---------\|----------\|----------\| \| WEEK 1 \| First touch MODEL SESSION 3 \| Striking the ball MODEL SESSION 3 \| GAME \| \| WEEK 2 \| Running with the ball MODEL SESSION 3 \| 1 v 1 MODEL SESSION 3 \| GAME \| \| WEEK 3 \| First touch MODEL SESSION 3 Step up (if possible) \| Striking the ball MODEL SESSION 3 Step up (if possible) \| GAME \| \| WEEK 4 \| Running with the ball MODEL SESSION 3 Step up (if possible) \| 1 v 1 MODEL SESSION 3 Step up (if possible) \| GAME \| \| WEEK 5 \| First touch MODEL SESSION 3 Step up (if possible) \| Striking the ball MODEL SESSION 3 Step up (if possible) \| GAME \| \| WEEK 6 \| Running with the ball MODEL SESSION 3 Step up (if possible) \| 1 v 1 MODEL SESSION 3 Step up (if possible) \| GAME \| With 3 sessions per week our advice is to limit the duration of the sessions to 60 minutes and rest the players the day before as well as the day after the game. So, with a game on Saturday, we recommend a training session on Monday, Tuesday and Thursday. Factors to consider: - Performance of the players in previous training sessions - Performance of the players in matches (NB: matches should only be assessed in terms of core skill performance, not ‘team tactics’. That way, training and matches are closely and logically linked) Observation may lead you to conclude that one core skill appears to be especially deficient in most of the players, while another is generally strong. Possible Cycle Planning changes: - Replace the stronger skill with the weaker one every second rotation - Move to a 5-session rotation in which each skill is focused on once, except for the weaker one which appears twice The best advice for a coach working with players in this age group would be to attend the FFA Youth C Licence course. This will give coaches a much better understanding of the why’s and how’s of session planning and season planning, while developing their ability to design their own practices. Important: - When the kids start playing 11 v 11 while they are still in the Skill Acquisition Phase, (U12/13) there is a common tendency for coaches to become totally obsessed with results, and forget that the players are still in the skill acquisition phase. This has a very negative effect on training session content as well as Match Day behaviour. Training must remain focused on skill development; it is poor practice and detrimental to the players to sacrifice critical skill training time in order to conduct unnecessary ‘tactical’ coaching. Match Day is when the coach can start developing the players insight and understanding of the basic team and player tasks. This involves reinforcement and elaboration of the basic tasks introduced at training during Skill Games ('Get between the lines', 'Can you face forward?' 'Look for the killer pass', 'Make the field big', etc) It is also disadvantageous for young players’ development to specialize for a specific team position too early; let them experience the various positions and aim for specialisation during the Game Training phase (the rationale for this is excellently explained in the book ‘Coaching Outside the Box’ by Mairs and Shaw). First touch Model Session 1 1. Skill introduction Players in fours (fives is also fine, and is a way of reducing intensity, if required) with one ball between them. 2 pairs facing each other 5m-7m apart. The yellow player starts by passing the ball to the orange player and following their pass at speed. The orange player uses their first touch to move the ball away from the yellow player, and with the second touch passes to the blue player. The orange player follows their pass and jogs to the back of the opposite line. In example A, the orange player has moved the ball to the right because the yellow player approached him/her slightly to his/her left side. In example B, the yellow player has moved the ball to the left because the blue player approached him/her to his/her right. The coach can also direct the passer to follow the pass by running directly at the receiver. Therefore the receiver has the option of going left or right, ideally the receiver will fake to move the ball in one direction, and then with his/her first touch move the ball the other way. Concluding Competition: Which group can complete 10 passes first? 2. Skill training component: Positioning Games with two touches as a mandatory requirement (i.e. first touch = control the ball, second touch = pass the ball). Disallowing a direct pass forces the players to have a good first touch in order to move the ball away from the defender(s) and keep possession! Which positioning game to use depends on the level of the players and ranges from 4 v 1 (easiest), 3 v 1, 5 v 2 and 4 v 2 (most difficult). The grid size also depends on the level and capabilities of the players with 15m x 15m as a starting point (15m x 20m for the 5 v 2). The coach can make the exercise more challenging for the players by simply decreasing the space or easier by making the grids bigger. First touch Model Session 1 Possible Coaches Remarks: - “Move to support as the ball moves” - “Make angles (do not stand in the corners)” - “Keep your body open to the field” - “Move the ball with your first touch away from the defender(s)” - “Use body feints to disguise your intention” Competition: which defender(s) forces most mistakes in 1 minute First touch Model Session 1 3. Skill Game: 5 v 5 with the restriction that with every ball contact each player must take two touches. Disallowing direct play forces the players to have a good first touch in order to move the ball away from the defender(s) and keep possession! The coach can make the game more challenging by simply decreasing the space or more easy by making the field bigger or creating a numerical advantage for the team in possession of the ball by adding a ‘joker’. First touch Model Session 2 1. Skill introduction - In and around the centre circle 3 groups of 4 (or more) players with different colour bibs are positioned as follows: a. The orange players outside the centre circle with a ball each b. The blue players outside the centre circle without a ball c. The yellow players inside the centre circle without a ball - The yellow group moves around the circle calling for the ball and moving it with their first touch to pass it with their second touch to a player outside the circle who does not have a ball (anticipation, communication and awareness) - Change roles after 1-2 min - Only use left/right foot - Only use inside/outside foot - Serve out of hands to thigh/chest - After passing the ball servers follow their pass to (passively) pressure the receiver on their 1st touch First touch Model Session 2 Possible Coaches Remarks: • “Know beforehand to whom you are going to play the ball” • “Try to use 2 touches only, the 1st touch to receive the ball and the 2nd touch to pass it” • “Do not just move the ball side-ways, try to make a full turn sometimes” Concluding game: • 8 v 4 in centre circle, mandatory 2 touches to emphasise a quality 1st touch. • Blue and orange try to keep possession with yellow defending • Always position 1 or 2 ‘link’ players centrally • How long does it take for yellow to make 5 or 10 interceptions? Now blue defends and then orange • Who is the winner? First touch Model Session 2 2. Skill training component Positioning game 4 v 4 with 4 ‘wall’ players (8 v 4) in a 20m x 30m grid (depending on player’s ability). Mandatory 2 touches for all players including the ‘walls’ who must keep the ball moving (i.e. not allowed to stop the ball with their 1st touch). This simple restraint sees to it that each 1st touch must be perfect every time the player receives the ball. Possible Coaches Remarks: • “Move the ball with your 1st touch away from the defender(s)” • “Use body feints to disguise your intention” • “Make an angle when asking for the ball” • “Try to position yourself in such a way that you can see as much of the grid as possible” • “Scan your options before receiving the ball” • “Walls: help the players in the grid by coaching them” Step up • Reduce grid size Step down: • Increase grid size or go back to an easier positioning game (4 v 1; 3 v 1 or 4 v 2) 3. Skill game - 4 v 4 with 4 walls (8 v 4) in a 20m x 30m grid with two 2m goals and a 5m-7m scoring zone at each end (see diagram) Game rules: - Mandatory 2 touches for every player (MUST touch the ball twice) - Walls not allowed to stop the ball or play to each other - Inside the scoring zone one touch finishes are allowed if the ball comes from the wall player between the goals - Change teams every 2-3 minutes or after a goal is scored First touch Model Session 3 1. Skill introduction Players in threes, positioned as shown. Both players at the sides with a ball; the player in the middle stands in a 2m x 2m grid without ball. The exercise starts with a player on one side passing the ball to the player in the grid. They must move the ball with their first touch side-ways out of the grid and pass it back with their second touch. Then they receive the next ball from the player at the opposite side, etc. (see variation 1) Rotate positions after 10 repetitions. Use various techniques i.e. right/left foot only; inside/outside foot only. In variation 2, the central player receives the ball, turns in the grid (one touch) and passes to the player at the opposite side with their 2nd touch. This player receives the ball and passes it back again to the player in the grid, etc. (so here we temporarily use one ball only!). Again: left and right; inside and outside foot. In variation 3, the outside players follow their pass, sprinting to the left or right cone of the grid. The player in the middle must now move the ball out of the grid in the opposite direction with their 1st touch and dribble the ball to the empty cone. The new middle player now receives the ball from the other end and the pattern is repeated. Concluding competition: Use one of the 1st touch techniques for a relay: “which group has concluded 10 perfect repetitions by all 3 players first” “OK, one more time and now ….(other technique).” First touch Model Session 3 2. Skill training component - Positioning game 4 v 4 + 2 ‘rescue’ players (6 v 4) in a 30m x 30m grid - The ‘rescue’ players of both teams are positioned opposite each other (as shown in diagram) - Mandatory 2 touches for all players, including the ‘rescue’ players (this simple restraint sees to it that each 1st touch must be good!) - If someone passes to a rescue player, both players (passer and ‘rescue’ player) must immediately swap positions Possible Coaches Remarks: “Move the ball with your 1st touch away from the defender(s)” “use body feints to disguise your intention” “make an angle when asking for the ball” “try to position yourself in a way that you can see as much of the grid as possible” “scan your options before receiving the ball” “rescue players: help the players in the grid by coaching them” Step up: - Reduce grid size - Game: one point for every successful interchange passer-rescue player (NB the rescue player must continue possession) Step down: - Increase grid size - Use a ‘joker’ or an easier positioning game First touch Model Session 3 3. Skill game 4 v 4 in a grid of approximately 35m x 35m with five 3m gates positioned as shown. The team in possession scores a goal when one of their players passes the ball to a team-mate through one of the gates. Mandatory 2 touches for all players If the defending team wins the ball, the roles change without stopping the game. “Which teams scores most?” Step up: - The attacking team must make an effort to score within 30 seconds, otherwise the possession goes to the opponent - Decrease the goal size Step down: - Increase the goal size - Add another goal - Introduce a ‘joker’ Striking the ball Model Session 1 (short passing) 1. Skill introduction In a grid of approximately 20m x 20m (dependent on group size) half of the players position themselves outside the grid without a ball and the other half with a ball inside. The players inside the grid dribble freely until they can pass to a ‘free’ player on the outside who then passes the ball back to the same player (see diagram A). Change roles every two minutes, players must use left / right foot on coaches call i.e. 2 min left foot only; then 2 min right foot only. Possible Coaches Remarks: • “Only pass the ball when the passing line is ‘open’ and make sure someone else is not passing to that player at the same time” • “Pass the ball precise and with the right speed” • “Look where you run when asking for the ball back and make an angle for the return pass” Striking the ball Model Session 1 (short passing) - Next the players form pairs with one ball and position themselves at the edge of the grid, 3m on either side of the line (see diagram B) - The players move towards each other while playing one touch passes until they have reduced the distance to 1m-2m. Then they move backwards again continuing to pass until they have reached their starting position - Right foot only - Left foot only - Right-left alternately This exercise challenges the players to work on the ‘weight’ and accuracy of their pass using both feet over varying distances Concluding tagging game - All players go into the same grid we used for the previous exercises. Half of them have a ball at their feet, the others are without ball. - One player is appointed ‘tagger’ and carries a bib in their hand. - The tagger can only tag a player without ball. If the tagger succeeds in tagging a player without ball, both swap roles. - The players with ball can help their team-mates without ball by passing a ball to them when they are being chased by the tagger. - Any balls that roll out of the grid may not be fetched back, so the passes need to be accurate. Variations to make easier or more difficult: - 2 or more taggers - More (or less) players with a ball Striking the ball Model Session 1 (short passing) 2. Skill training component - Positioning games Depending on the ability of your players, choose any of the 3 ‘basic’ positioning games i.e. 4 v 1; 3 v 1 and 4 v 2. All have similar objectives but with varying degrees of resistance and complexity. See diagrams on the right: A. 4 v 1 (grid size 10m x 10m – 15m x 15m) B. 3 v 1 (depending on the level of the players) Possible Coaches Remarks: “The player on the ball must always have a player to their left and right that they can play to” “But do not stand in the corners, your angle is much smaller if you do that” With 3 v 1 this means that “you have to move each time the ball moves” (see diagram B) “Position yourself in a way that you can see the whole grid” (“with your back to the line”) “Play the ball to the proper foot of your team-mate (i.e. away from the defender) and with the proper speed and precision” Please note that 3 v 1 asks for a lot of running and is therefore quite exhausting for players this age. Use regular drink breaks to allow for recovery. Striking the ball Model Session 1 (short passing) 4 v 2 (diagram C) grid size 12m x 12m – 15m x 15m depending on level of players Possible Coaches Remarks specifically for 4 v 2: “Now the player on the ball must always have a player to their left, right and in between that they can pass to” “Especially look to pass through the 2 defenders, that’s the most important pass! We call that the killer pass” Step up: Make the grid smaller Step down: Make the grid bigger Striking the ball Model Session 1 (short passing) 3. Skill game - 4 v 4 with 4 neutral players (walls) on a pitch of approximately 20m x 30m - 4 small goals placed as shown (2m wide) - The team in possession of the ball can use the wall players (8 v 4) - Rotate teams after 3 min or after each score: scorers stay on - Depending on level of the players: 2-3 touches max in order to get an emphasis on passing Possible progressions: - Wall players must play the ball direct - Goals count as double if scored by a so-called 3rd man combination (see diagram) Striking the ball Model Session 2 (the ‘killer’ pass) 1. Skill introduction 6 players are positioned as shown, distance between the cones 7m-8m. The passing exercise starts with player #1 at cone A passing the ball to the feet of the player at cone B (who moves away with a dummy run as if getting away from an imaginary defender, then checks back to the ball to receive it). B bounces back to A1 who plays the killer pass to the first player at cone C. C1 moves the ball (1st touch) and passes to the player at cone D (2nd touch) and the same pattern is repeated. All players involved move to the next cone after completing their action/pass (from cone A to B; B to C; C to D and D to A). Every 2-3 minutes: change the direction (use other foot). Variation for advanced players • 2 balls, starting with A1 and C1 at the same time Possible Coaches Remarks: “More accuracy, play the ball to your mate’s right/left foot” “Play the ball with more speed” “Communicate, time your action” Striking the ball Model Session 2 (the ‘killer’ pass) Concluding Competition: positioning game 4 v 2 “Count how often you can play a successful killer pass (between the defenders)” Every 2 minutes change of defenders and start again. 2. Skill training component 3 v 1 killer pass positioning game with 9 players. Organisation Two grids of about 12m x 12m (A & C) separated by a grid of 12m x 5m (B). Three teams of 3 players with different colour bibs, one team in each grid as shown. The coach is positioned with the balls centrally, next to grid B. The coach starts the game with a pass to a yellow player in grid A. At that moment one orange player from grid B sprints into grid A to defend/win the ball: 3 v 1 in grid A. Yellow must now look for the right moment to play a killer pass through grid B (with the two remaining orange defenders) to a blue player in grid C. Then immediately another orange player sprints into grid C to defend while the defender from grid A returns to grid B. If a defender wins the ball in grid A/C or the defenders intercept the killer pass in grid B, they change grids with the team that lost the ball. Step up or down: - Make the grids bigger/smaller - Free or limited touches (2-3) in 3 v 1 - Killer pass: only on the ground or lofted pass allowed as well - Make easier: 6 players (2 per grid: 2 v 1) or harder: 12 players (4 per grid: 4 v 2). Striking the ball Model Session 2 (the ‘killer’ pass) 3. Skill game 5 v 5 (include goalkeepers) + 2 ‘neutral’ players on a 40m x 50m pitch with big goals, divided in two grids (A & B) by a 5m ‘killer pass zone’ (see diagram). 2 defenders + goalkeeper and 2 attackers in each half as well as a ‘neutral’ player (‘joker’). All players must stay in their designated grids. The game starts in grid B with yellow + the joker playing 4 v 2 against the 2 oranges. They must try to play a ‘killer pass’ through/across the middle zone to a yellow player or the joker in grid A. If the orange players intercept the ball they can score immediately. The yellow players + joker in grid A try to score against the 2 orange defenders + goalkeeper (3 v 3). If they score the game starts again in grid B. If they lose the ball to orange, the game continues/re-starts in grid A with orange + joker playing 4 v 2 against the 2 yellow players. Players to change roles/grids every 3-5 minutes. Possible Coaches Remarks: “Focus on properly playing 4 v 2 first” “look for the right moment to play the killer pass” “the right moment is when you are facing forward and make eye contact with the player(s) you want to pass to” Step up: • 2 touches only in 4 v 2 • No jokers: 2 v 2 (or 3 v 3) + goalkeepers Step down: • 2 jokers per grid • Make grids A & B bigger 1. Skill introduction • 6 orange players are positioned approximately 5m outside of the centre circle with a ball each and act as ‘goalkeepers’ • 6 yellow players are inside without a ball, in a smaller (7m-8m diameter) circle shaped by 6 cones • They receive a rolled ball off a ‘goalkeeper’ and with a controlled instep drive, shoot it back into the goalkeeper’s hands • After going back around the next cone they receive a ball from the next ‘goalkeeper’ • Change roles and direction every 2 minutes • “When we move in the direction of the clock, only use your right foot” • “When we move the other way around, only use left” • “Now goalkeepers: throw the ball and players: volley it back in the goalkeeper’s hands before it hits the ground” • “It’s about accuracy, not power” • “Now a half-volley” Striking the ball Model Session 3 (shooting) 1. Skill introduction - Concluding Competition • “For every proper shot which the goalkeeper catches during one full round you earn a point” • “Now change roles” • “Count your points, who wins individually?” • “And which group wins when you add up all individual points” • “Now we do it again but in the opposite direction with our other foot” • “Now only proper volleys count” • Etc Striking the ball Model Session 3 (shooting) 2. Skill training component Organisation One group focuses on right foot shooting, the other on left foot. Change groups regularly. #1 passes to #2 and runs to apply pressure; #2 moves the ball with the first touch to prepare for a shot from the edge of the penalty area. #1 then joins the shooting line (behind #6); #2 fetches the ball and joins the serving line (behind #5). The same pattern takes place in the left foot group simultaneously. The angle/distance from #1 to #2 is manipulated by the coach to ensure #2 can shoot with the second touch without being tackled and without having to beat #1. Step up/step down - Increase the angle and/or distance from #1 to #2 to give #2 more or less time (less or more chance of #1 applying real pressure) - With younger players, the coach may move the cones closer towards the goals so the shots are from shorter distance (ensure safety of players by not moving too close to the GK) Striking the ball Model Session 3 (shooting) Variations: • #1 passes the ball square (along the edge of the penalty area) so #2 can run and shoot with the first touch • #1 starts on a cone to the side of #2 and plays the ball in front of him; the coach selects the distances to encourage first-time shooting under pressure from a chasing defender 3. Skill game 3 v 3 ‘shooting game’ in a grid of approximately 20m x 20m divided by a halfway line. In each half there is a goalkeeper + 2 outfield players from one team and 1 outfield player from the other team (see diagram), all players must stay in their own grid. Plenty of balls in/next to the goals. The game starts with a 3 v 1 game in one grid. A team can only score by: 1. Shooting from their own half 2. A finish by the lone striker from a ball rebounding back from the goalkeeper; a defender or the post/bar Rotate the players regularly. Possible Coaches Remarks: “As soon as the line to the goal is open: SHOOT” “move the ball quickly to open the line to the goal” “don’t just boot it, precision is more important” Step up: - Limit the time or number of passes to take a shot - Make the grids smaller Step down: - Make the grids bigger Striking the ball Model Session 3 (shooting) Here is another option (with the emphasis on awareness and shooting precision): Field markings: End zones 7m long, penalty box width. Middle zone 20m long, penalty box width. 4 v 4 in the middle grid between the red cones. Players score by shooting in one of the three goals (3m-5m wide). The goalkeepers try to defend all 3 goals. The outfield players are not allowed to enter the ‘goalkeeper zones’. If not enough shooting takes place: add 1 or 2 ‘jokers’. Running with the ball Model Session 1 1. Skill introduction All players running with a ball freely in a grid of approximately 30m x 30m to warm up. First 2-3 minutes: “low speed/intensity”, “use both feet”. Next 2-3 minutes: “accelerate when you see a free space in front of you; now only use your right/left foot”. Now split the players into 4 groups and number them 1 to 4 placing them on all 4 sides. When the coach calls a number, these players run with the ball as quickly as they can across the area and back (opposite group will need to move back to give the others room to turn!). Now 2 groups at the same time: “take care; vision; if necessary slow down and then accelerate again”. Look out for collisions! Running with the ball Model Session 1 Concluding Competition Relay, Grid: 30m x 20m; 4 small goals and a 5m-7m shooting line at each end. Two equal teams (orange and yellow) positioned as shown in a 30m x 20m grid; each player with a ball; On the coach’s signal the first player from each team start running with the ball to the opposite goal. When they enter the shooting zone they pass/shoot the ball into the empty goal. As soon as the ball passes the goal line the next player can start running with the ball in the opposite direction. If the ball DOES NOT go into the goal the player who took the shot MUST go and touch the player waiting to run with the ball before they can start. Which team can complete one full sequence first? • Use right foot only • Use left foot only • Each player runs twice (first time right foot, second time with left) 2. Skill training component - A grid of 30m x 20m; 4 small goals and a 5m–7m shooting line at each end - Evenly split teams positioned as shown - Minimum 4, maximum 8 players per grid; if the group is bigger then make two grids - The exercise starts with the first player of the yellow team running with the ball to the opposite side and shooting the ball into the goal. They can only shoot once they have crossed the line into the shooting zone - As soon as the yellow player shoots at goal, the first orange player starts running with the ball to the opposite side - As soon as the yellow player has had their shot at goal, they turn and chase the orange player to try and catch up with them and prevent them from scoring - Count the goals! Which team scores the most goals?. Running with the ball Model Session 1 Possible Coaches Remarks: “Push the ball forward every 3-4 steps” “run as fast as you can but keep the ball under control” “If the defender catches up with you, this is what you can do” (demonstrate!) • Feint to turn and accelerate again • Feint to stop and accelerate again • Cut off the defenders line by crossing in front of them • Take on the defender 1 v 1 if they manage to get in front of you (scoring in both goals is allowed!) Step up: • Narrow the distance between the two goals on the byline Step down: • The chaser just races against the runner to beat him to the shooting line. If the chaser reaches the shooting line first, the runner cannot shoot and score anymore 3. Skill game 4 v 4 line football Grid size approximately 30m wide by 20m long (pitch shape is short but wide) Explanation of the game: 4 v 4 small sided game; to score a goal a player must run with the ball across the opponent’s by-line (see diagram A). Possible Coaches Remarks: “Spread out; use the width of the grid” “We must have a centre forward and 2 wingers” “run with the ball whenever you see space in front of you” “don’t be afraid to take on opponents” “when a defender is chasing you use the feints you learned earlier” Running with the ball Model Session 1 Assess how the game goes: do all players run with the ball regularly and are goals being scored? If the answer is no, make it easier: - Make the pitch wider - Add a neutral player ("joker") who always plays with the team that has the ball (numerical advantage of 1 player; see diagram B) - If still too difficult: bigger numerical advantage (2 jokers) If too easy: - Make the field more narrow - Scoring zones rather than the whole line Running with the ball Model Session 2 1. Skill introduction In a 30m x 30m grid the players are divided into pairs with a ball each (for safety reasons the grid should be rather too big than too small!). One player dribbles in front, the other follows at short distance (change task of leader-follower regularly). In the beginning the speed is low and steady. The coach asks the players to “scan” the field and be careful to not run into each other. Next the coach instructs the players to gradually add the following variations: - Accelerations (“when a space opens up in front of you”) - Changes of direction and turns - Stop-starts - Feint stops followed by an acceleration - Feint turns followed by an acceleration - Etc Running with the ball Model Session 2 Concluding tagging game (using the same 30m x 30m grid) The players line up with a ball each and facing the sideline (backs to each other). Distance between the players is 3m-4m and is marked out with cones. When the coach calls “ORANGE” the orange players run with ball to the sideline chased (without ball) by the yellow players who try to tag them before they’ve reached the line. Depending on outcome the runner or chaser earns a point and we line up again. When the coach calls “YELLOW” the reverse happens. Since safety is extremely important, the players must only run in a straight line (stay in their own ‘lane’). Running with the ball Model Session 2 2. Skill training component Organisation: Outside the penalty box another grid of the same size has been marked out. Two teams (orange and yellow) are divided in 4 groups of equal numbers (A;B;C and D) and positioned as shown in the diagram. Groups orange A and D have a ball each, groups yellow C and B line up between the cones on the byline of the grid. The exercise starts with the first player of group A passing the ball to the first player of group B (pass between the cones and with speed). Player B controls the ball and runs with it at speed toward the goal. Player A follows their pass, overlaps and then chases player B who tries to finish (the shot can only be taken from inside the penalty box). After the action has ended, the yellow player goes with the ball to position A; the orange player goes to position B. Now it’s group D and C’s turn. Groups change sides regularly (use of other foot!). “Who scores most?” Possible Coaches Remarks: - “Push the ball forward every 3-4 steps” - “Run as fast as you can but keep the ball under control” - “If the defender catches up with you, this is what you can do:” (demonstrate) - Feint to turn and accelerate again - Feint to stop and accelerate again - Cut off the defenders line by crossing in front - Take on the defender 1 v 1 if they get in front 3. Skill game 4 v 4 in a grid of approximately 35m x 35m. There are five gates of 3m positioned as shown. The team in possession scores a goal when one of their players runs with the ball through one of the gates. If the defending team wins the ball, the roles change without stopping the game. “Which teams scores most?” Step up: - The attacking team must make an effort within 30 seconds, otherwise the possession goes to the opponent - Decrease the gate size Step down: - Increase the gate size - Add another gate - Introduce a ‘joker’ Running with the ball Model Session 3 1. Skill introduction A grid of approximately 30m x 30m has 4 small 5m x 5m grids in all 4 corners. The players are divided into 4 groups of 3 players and positioned in the corner grids with a ball each as shown. The 3 players in the corners wear different colour bibs or are numbered 1-3. On the coaches signal all players of the same group (all orange or #1’s) run with the ball to the next corner followed by the next group, again after the coaches signal. When everyone is back in the grid where they started; we start again but now in the other direction using the other foot only. In the beginning the speed is low and should be raised gradually. Next we add the following variations (both with right as well as with left foot): • Accelerations • Stop-starts • Feint stops followed by an acceleration • Feint turns followed by an acceleration Running with the ball Model Session 3 Concluding tagging game Use the set-up from the previous exercise. One player with a ball in every corner grid; the rest of the players with a ball in the centre grid. There are one or two ‘taggers’ without a ball who try to tag the players with the ball. The players that get tagged, leave the grid and wait outside. A player can ‘escape’ the tagger by running with the ball into a corner grid but then the player that stands there must immediately leave the grid. “How long does it take the taggers to tag all the players?” After everyone has had a turn as taggers: “Who are the winners?” (i.e. fastest time) Running with the ball Model Session 3 2. Skill training component Organisation: 15m outside the penalty box, two lines of cones are placed as shown in the diagram. The players in pairs with one ball and positioned in grids A;B;C and D as shown. The pairs pass the ball back and forward to each other while waiting for their turn. The exercise starts with the pair in grid A when, at the coach’s whistle, player #2 passes the ball past #1 in the direction of the goal. Player #1 turns and runs with the ball towards the goal and tries to score (inside the box). Player #2 gives chase and tries to stop #1 from finishing. As soon as the action ends, pair A return to their grid and pair B starts; etc. after every turn #1 and #2 change positions. Regularly change the composition of the pairs as well. Possible Coaches Remarks: - “Push the ball forward every 3-4 steps” - “Run as fast as you can but keep the ball under control” - “If the defender catches up with you, this is what you can do:” (demonstrate!) - Feint to turn and accelerate again - Feint to stop and accelerate again - Cut off the defenders line by crossing in front of him - Take on the defender 1 v 1 if they get in front Step up: - Reduce the distance between the two lines of cones (4m-3m-2m) Step down: - Increase the distance between the two lines of cones (6m-7m-8m) 3. Skill game 4 v 4 + 4 ‘walls’ (8 v 4) on a long and narrow pitch with big goals and goalkeepers (as shown). All players choose (or get assigned) a direct opponent and can only take the ball from that opponent. The team in possession can use the wall players to combine with (walls: 1 or 2 touches only). The offside rule applies. Change of teams when a goal is scored or after 2-3 minutes. Variations: • 1 or 2 small goals without goalkeepers • No goals but ‘line-football’ Step up: • Teams can only use the walls in their own half • Narrow the pitch Step down: • Widen the pitch 1 v 1 Model Session 1 1. Skill introduction 4 markers placed 12-15m opposite of each other with 4 markers centrally in a diamond 1m-1.5m apart (see diagram). Max. 2 players with ball line up at the markers. On the coaches call two players opposite each other start dribbling to the other side. In the middle they perform a prescribed or free feint to go around the right side of the markers and accelerate to the opposite marker. After 2 minutes: now go around the left side of the markers. Progression: • Speed up tempo (maintain proper execution) • Take out the markers (perception and communication) 1 v 1 Model Session 1 Concluding tagging game: All players move with a ball inside a 15m x 15m grid while 1 or 2 “taggers” (holding a bib in their hands) chase the other players and try to “tag” them. All players (taggers and runners) MUST keep their ball under control at all times. A player who is tagged or loses control over the ball or runs out of the grid must change roles with the tagger. The same rules apply for the tagger(s): they cannot tag someone unless they have the ball under control. To make it easier/more difficult (for taggers): • More/less taggers • Smaller/bigger grid 1 v 1 Model Session 1 2. Skill training component: In a grid of approximately 20m x 30m two small goals are placed on each byline with markers on the corners and on the sideline at 5m from the corners to mark the ‘scoring zone’. Two teams of 6 players maximum line up behind the markers on the sideline as shown. The coach is positioned with the balls between the two goals on one side of the pitch. On a signal from the coach orange #1 and yellow #1 sprint around the corner marker and the nearest goal. The coach serves in favor of the orange player who take on the yellow player at maximum speed. The attacker can finish in either of the 2 goals but must finish from INSIDE the 5m ‘scoring zone’. If the defender wins the ball they can score in one of the opposite goals (one attempt max. each). When the action has ended the players line up on the opposite side. The coach can manipulate the 1 v 1 through the angle with which they serve the ball. Possible Coaches Remarks: \| ATTACKER \| DEFENDER \| \|-----------------------------------------------\|-----------------------------------------------\| \| “Go at the defender with speed” \| “Show the attacker one way” \| \| “Use a feint to put the defender off balance”\| “Bend your knees and stand on your toes so you’re able to change direction quickly” \| \| “Threaten to go to one side then suddenly attack the other” \| “The best moment to commit is when the attacker takes a heavy touch or slows down” \| 1 v 1 Model Session 1 3. Skill game 3 v 3 on a pitch (20m wide x 40m long) with big goals and goalkeepers. Placed on the halfway line are 3 equal sized ‘gates’ as shown in the diagram. Each player (orange or yellow) must defend their ‘own’ designated gate when the opponent has the ball (i.e. player #1 defends gate 1, player #2 defends gate 2 etc). The orange goalkeeper starts the game with all outfield players of both teams in grid A. The orange team combines till one orange player beats their opponent 1 v 1 and moves through one of the gates into grid B and tries to score. If orange scores the game starts again in grid A. If yellow wins the ball in grid A they can immediately score. If yellow scores, the game restarts in grid B with possession for yellow. If the yellow goalkeeper wins the ball in grid B, the game restarts in grid B with possession for the yellow team. Step up: - The attacking team must make a 1 v 1 effort within 30 seconds otherwise the possession goes to the opponent - Narrow the pitch (smaller gates) Step down: - Introduce a ‘joker’ - Widen the pitch (bigger gates) 1 v 1 Model Session 2 1. Skill introduction - Set up the organisation as shown in the diagram. Grids A and C 20m x 10m, grid B 20m x 15m, with two 2m goals on each byline. - All players dribble with a ball in grid B - Avoid collisions (balls and players) - Make feints (free choice) - Accelerate after a feint into grid A or C Progression: - Number all players 1-4. On the call of a specific number these players (i.e. all #1’s) feint and accelerate out of grid B and finish in separate goals (awareness; communication and decision-making!), then get their ball and return to grid. 1 v 1 Model Session 2 Concluding Game: ‘Cross the canal’ to free zone on other side. One group (yellow) position themselves in grid B and are the ‘defenders’. All other players with a ball each in grid A. On the coaches signal they must all dribble to grid C. The defenders must eliminate runners by kicking the runners balls out of grid B. When a defender kicks your ball out of the grid, you have to get it and start to juggle on the side until a new game starts. “Who wins?” (fastest time by defenders or last runner standing). 1 v 1 Model Session 2 2. Skill training component Organisation: Outside the penalty box is a 15m x 15m grid with 6 cones placed as shown in the diagram. Two teams (orange and yellow) are divided into 2 groups of equal numbers and positioned as shown. Groups orange A and yellow C have a ball each. The exercise starts with A1 passing the ball to B1. A1 then runs around the central cone to receive the ball back from B1. At the moment A1 starts their run around the cone, D1 also starts to run around the opposite central cone. A1 must now try to beat D1 in a 1 v 1 to enter the penalty box and finish on goal. D1 can only defend in the grid and is not allowed to enter the penalty box. The action stops when A1 has finished on goal; D1 captures the ball from A1 or the ball goes out of the grid. After the action has finished the players involved move as follows: - A1 to group B (bring back the ball) - B1 to group A (bring ball from A1) - D1 goes back to group D (line up at the back) - Next sequence is C1 passing to D2 with B2 defending “Which team can score the most?” 1 v 1 Model Session 2 Step down: ‘Passive’ defending by the defenders Step up: 2 v 1 (‘overlapping’ player) After passing to A1, B1 now ‘overlaps’ A1 to make it 2 v 1 (see diagram). Possible Coaches Remarks: \| ATTACKER \| DEFENDER \| \|-----------------------------------------------\|--------------------------------------------------------------------------\| \| “Go at the defender with speed” \| “Show the attacker one way” \| \| “Use a feint to put the defender off balance” \| “Bend your knees and stand on your toes so you’re able to change direction quickly” \| \| “Threaten to pass to the overlapping player but accelerate past the defender instead” \| “The best moment to commit is when the attacker takes a heavy touch or slows down” \| ‘Don’t forget to coach the defenders’ 1 v 1 Model Session 2 3. Skill game Organisation: A grid of 40m x 30m (depending on ability) divided in 2 grids of 20m x 30m by a halfway line of 4 cones (see diagram). Two small (2m) goals on each byline and a 5m-7m shooting line at each end. Two teams of 4 players each. The game starts in grid A with the orange team in possession and one yellow defender (4 v 1). The 3 other yellow players position themselves as shown (one between the goals and the other 2 at the shooting line cones). The orange team must get a player running with the ball across the halfway line into grid B and score in one of the goals (inside the scoring zone). At the moment the orange player crosses the halfway line one of the yellow players enters the grid to attack the orange player (1 v 1). Which defender commits depends on the ‘gate’ through which the attacker enters grid B (see diagram). - If orange scores: restart in grid A - If the yellow defender captures the ball in grid B: restart in grid B with yellow in possession - If the defender wins the ball in the 4 v 1, they can score immediately in 1 of the 2 goals (from any distance) 1 v 1 Model Session 2 Variations: No goals but the attacker must run with the ball across the byline Step up: - The attacking team must cross over the halfway line within 15 seconds otherwise the possession goes to the opponent - Decrease the grid size Step down: - Increase the grid size 1 v 1 Model Session 3 1. Skill introduction Positioned inside a large grid of approximately 40m x 40m are a number of 5m x 5m x 5m triangular grids. The players are split into 2 groups (orange and yellow) of equal numbers, orange with ball and yellow without. The number of triangular grids equals the number of players per group. Of the group without the ball, each player must stand inside a triangular grid (see diagram). The orange players dribble around the area and ‘attack’ the triangles from any possible side. Only one player can attack a triangle at the same time (awareness; communication). The yellow players have to ‘defend’ the borders of their triangles (passively at the beginning). Change roles of groups regularly. 1 v 1 Model Session 3 Player Actions/Tasks to encourage: “Make feints” (free choice or prescribed) “Now only use your weaker foot” “Now increase the tempo but avoid collisions” (“heads up”) “Defenders, gradually raise the resistance” “Defenders now full resistance, try to stop the attackers entering your grid” Concluding Game: Each player individually counts the number of times they are able to beat a defender and dribble through their triangle. “You have 2 minutes” “What is the group’s total?” “OK, now change roles and see if your group can beat that number” 1 v 1 Model Session 3 2. Skill training component - A grid of approximately 15m x 15m with a halfway line and three gates of 5m at each byline. - Two groups (yellow and orange) of 4 players positioned opposite one another in the middle gate (see diagram A). - Yellow group with a ball each; orange without a ball. - #1 yellow passes to #1 orange and immediately sprints to the halfway line (yellow must start defending on or over the halfway line, waiting in own half is not allowed). - Orange #1 receives the ball and takes on yellow #1 at speed, trying to get past them and score by dribbling through the left or right gate. - The action stops when orange scores or yellow wins the ball. - Orange #1 now takes the ball and joins the yellow line while yellow #1 joins the orange line. - After everyone’s had a turn, the oranges now become the defenders and yellow the attackers. - “Count the number of goals: who scored most?” 1 v 1 Model Session 3 Possible Coaches Remarks: \| ATTACKER \| DEFENDER \| \|-----------------------------------------------\|--------------------------------------------------------------------------\| \| “Go at the defender with speed” \| “Show the attacker one way” \| \| “Use a feint to put the defender off balance” \| “Bend your knees and stand on your toes so you’re able to change direction quickly” \| \| “Threaten to pass to the overlapping player but accelerate past the defender instead” \| “The best moment to commit is when the attacker takes a heavy touch or slows down” \| ‘Don’t forget to coach the defenders’ Progression: - Defenders can score too when they win the ball - 2 v 1 - 2 v 2 2 v 1 organisation (see diagram B): - Pairs of yellow and orange players - #1 yellow passes to #1 orange and engage in 1 v 1 - #2 orange first runs around one of the corner cones before entering the grid to make it 2 v 1 - #2 yellow skips a turn and jogs around the grid to join the orange line 1 v 1 Model Session 3 3. Skill game 4 v 4 in a grid of approximately 35m x 35m. There are four gates of 5m-7m positioned as shown, each protected by a defender (gates should be too wide rather than too narrow). The team in possession of the ball scores a goal when one of their players can beat a defender and run with the ball through one of the gates (from either side). If the defending team wins the ball, the roles change without stopping the game. “Which team scores most?” Step up: • The attacking team must make a 1 v 1 effort within 15-30 seconds, otherwise the possession goes to the opponent • Decrease the gate size Step down: • Increase the gate size • Introduce a ‘joker’ Game Training Phase Model Sessions RETURN TO MODEL SESSIONS CONTENTS PAGE RETURN TO NATIONAL CURRICULUM CONTENTS PAGE Model Sessions Similar to the sessions of the Skill Acquisition Phase, the sessions of the Game Training Phase are also ‘themes based’. During the Skill Acquisition Phase the ‘theme’ of a session focuses on one of the four ‘Core Skills’ (first touch; running with the ball; 1 v 1; striking the ball). In the Game Training Phase the ‘theme’ of a session focuses on one of the ‘Main Moments’ and the Team Tasks (as well as the individual player tasks) within that ‘Main Moment’. To arrange the Game Training Phase Model Sessions more practically, we have subdivided the Main Moments into ‘trainable’ themes. These themes are: 1. In possession of the ball (BP): - Playing out from the back - Midfield play - Attacking 2. When the opponent is in possession of the ball (BPO): - Disturbing/pressuring - Defending/recapturing the ball 3. Transitioning (BP>BPO and BPO>BP) - Team and player actions when we lose the ball - Team and player actions when we win the ball Since Game Training Phase sessions should strive for game realistic scenarios, the practices must include game specific resistances such as opponents, team-mates, direction, rules and appropriate dimensions. As a consequence, in Game Training Phase sessions often all three Main Moments take place continuously, but the focus is on one of them. Game Training Phase sessions consist of 4 components: 1. Warm Up: Starting points for the Warm Up are: - Preferably with ball (e.g. passing practices); - If possible ‘theme related’ including a level of decision-making; Avoid warm-ups that are more like conditioning sessions! 2. Positioning games: The main conditions for quality positioning play are: - Maximal use of space in order to create more time on the ball (stretching the opponent) - Triangles (no players in straight lines) - Support play to create options for the player on the ball - Anticipation and communication (verbal and non-verbal). These basic principles form the foundation for proactive possession based football and this explains the importance of the positioning games in training practices. Through positioning games young players: - Learn to always create at least 3 options for the player on the ball (through proper positioning) - Improve their decision-making (by learning to choose the right option) - Increase their handling speed (less space and time forces quicker thinking and acting) - Improve their technique (passing and first touch are essential technical skills) - Learn to communicate both verbally (e.g. calling for the ball) and non-verbally (e.g. through ball speed and ball direction). This is the reason why positioning games are on the menu of every Game Training Phase and Performance Phase session. 3. The Game Training Component: This is the part of the session where conscious teaching and learning of the designated Team Task takes place. For a proper Game Training practice the coach must therefore: - Create the proper scenario (organize the practice in such a way that the focus is on the designated Team Task); - Organize the practice in the right area of the field (where this particular situation takes place during the real game) and with the appropriate dimensions; - Create the proper level of resistance (too easy = no development; too difficult = no success); - Make effective interventions and provide quality (specific) feedback; - Ask smart questions to develop player understanding and enhance learning. 4. Training Game: This is the traditional game at the end of a session. In our approach however it should not just be a ‘free’ game. The definition of a Training Game in the context of a Game Training Phase session is: A game at the end of the session that contains all the elements of the real game but with rules and restraints that see to it that the designated Team Task is emphasised. During a Training Game the players are playing and the coach is observing if learning has taken place (little or no stop-start coaching but preferably coaching ‘on the run’). Clearly, quality coaching is not as easy as it may look! As explained earlier, the coach must be mindful of the Growth Spurt. Players going through this stage of maturation will have varying energy levels and are injury-prone. Proper managing of training loads to avoid over-training is essential. Therefore we consider 3 sessions of 75-90 minutes and one game a maximum safe weekly work load, with the following session planning guidelines: - Welcome/explanation: 5 minutes - Warm Up: 15-20 minutes - Positioning Games: 20 minutes - Game Training component: 25-30 minutes - Training Game: 20-25 minutes - Warm Down/wrap up 5-10 minutes On the next pages you will find 12 Game Training Phase Model Sessions and two examples of how you can implement the sessions in 6-week cycles. The 6-week cycles are based on the assumption that the weekly training sessions are on Tuesdays and Thursdays with the weekly game on Saturday. \| Game Training Phase CYCLE 1 \| Tuesday \| Thursday \| Saturday \| \|-----------------------------\|---------\|----------\|----------\| \| WEEK 1 \| Playing out from the back MODEL SESSION 1 \| Midfield play MODEL SESSION 1 \| GAME \| \| WEEK 2 \| Attacking MODEL SESSION 1 \| Disturbing/pressuring MODEL SESSION 1 \| GAME \| \| WEEK 3 \| Defending/recapturing MODEL SESSION 1 \| Transitioning MODEL SESSION 1 \| GAME \| \| WEEK 4 \| Playing out from the back MODEL SESSION 2 \| Midfield play MODEL SESSION 2 \| GAME \| \| WEEK 5 \| Attacking MODEL SESSION 2 \| Disturbing/pressuring MODEL SESSION 2 \| GAME \| \| WEEK 6 \| Defending/recapturing MODEL SESSION 2 \| Transitioning MODEL SESSION 2 \| GAME \| In this cycle the ‘trainable themes’ appear in a sequential order. As a consequence, more time is allocated to the main moment Ball Possession (3 consecutive sessions) compared to Ball Possession Opponent (2 consecutive sessions) and Transitioning (1 session). The same sequence is continued in the next cycle with Model Sessions 3. When the coach has exhausted the 12 Model Sessions then repeat them using the ‘step up’ options outlined in the Model Sessions (but only if the players are ready!) Here is another option: \| Game Training Phase CYCLE 1 \| Tuesday \| Thursday \| Saturday \| \|-----------------------------\|---------\|----------\|----------\| \| WEEK 1 (BP) \| Playing out from the back MODEL SESSION 1 \| Midfield play MODEL SESSION 1 \| GAME \| \| WEEK 2 (BPO) \| Disturbing/pressuring MODEL SESSION 1 \| Defending/recapturing MODEL SESSION 1 \| GAME \| \| WEEK 3 (TR) \| Transitioning (BP > BPO) MODEL SESSION 1 \| Transitioning (BPO > BP) MODEL SESSION 2 \| GAME \| \| WEEK 4 (BP) \| Attacking MODEL SESSION 1 \| Playing out from the back MODEL SESSION 2 \| GAME \| \| WEEK 5 (BPO) \| Disturbing/pressuring MODEL SESSION 2 \| Defending/recapturing MODEL SESSION 2 \| GAME \| \| WEEK 6 (TR) \| Transitioning (BP > BPO) MODEL SESSION 1 \| Transitioning (BPO > BP) MODEL SESSION 2 \| GAME \| Creative coaches who understand the methodology will be able to design 6-week cycles and a season plan that suits their team best. Maybe your team has to improve in possession of the ball and are already sufficiently proficient defensively and in transition. You could then choose to spend a whole 6-week cycle focused on Ball Possession. When you have 3 sessions per week, our advice is to limit the duration of the sessions to 75 minutes and rest the players the day before as well as the day after the game. If the game is on Saturday this would mean training on Mondays, Tuesdays and Thursdays. 4 sessions per week would only be acceptable in a first class environment, such as a National Training Centre program, where there is a full-time, professional coach and qualified support staff. Player welfare is paramount. In the wrong setting, 4 sessions per week could be harmful. The best advice for a coach in this age-group would be to attend the FFA Youth C Licence course. This will provide you with more ideas and insight on session, cycle and season planning and developing your team. In this example, every week the focus is on one Main Moment. In week one the focus is on Ball Possession, in week two on Ball Possession Opponent and week three on Transitioning. Playing out from the back Model Session 1 1. Warm-up: passing exercise - Players in game positions #2; 3/4; 5; 6; 7; 8; 9/10; 11 as shown in diagram A - If the number of players allows/requires: a similar organisation on the other half of the pitch - Players #3 & #4 as well as the goalkeeper(s) at the starting position - The players pass the ball around in a ‘logical’ sequence (1-8) Possible Coaches Remarks: - “Follow your pass to the next position” - “Pass precision and ball speed” - “Now we go in the opposite direction” (to the right) - “Gradually increase your running speed” Playing out from the back Model Session 1 • “Here is another variation” (see diagram B) • “Now just improvise but use a logical order and every player must touch the ball” Progression: • A 2nd ball can be introduced when the first ball reaches the #9 position. Playing out from the back Model Session 1 2. Positioning game: 7 v 4 - 2 grids of approximately 30m x 30m (A & C) separated by a grid of 10m x 30m (B) - 2 groups of 4 outfield players - Yellow consisting of the players #2-3-4-5 - Orange consisting of the players #7-8-10-11 - #9 and #6 are neutral players who always play with the team in possession; #9 in grid B; #6 in the grid where the positioning game takes place (see diagram) - 2 goalkeepers positioned on each back line - Players #3-4-6 as much as possible in their game positions with #2 and #5 positioned on the edge of the grid - #1 yellow starts the game and yellow must try to get the ball to #9 but only #3; 4 or 6 can pass to #9 - If yellow succeeds: start again with #1 yellow - If orange wins the ball in grid A, they must try to pass to #9 in grid B or their goalkeeper at the far end. All players then cross over to grid B where the game restarts with orange in possession and yellow defending Playing out from the back Model Session 1 Now the orange team in prescribed positions (see diagram) Steps up or down: - Make grids bigger/smaller - Free/limited touches - Stop-start change of grids/flying change of grids - #9 must pass the ball back in to the hands of #1 Remark: - Position the grids in ‘game realistic’ areas of the field (see diagram) 3. Game training component: Yellow defence (#1-2-3-4-5) playing out from the back against orange attack (#7-9-11) • Goalkeeper (yellow #1) starts by serving the ball to one of the defenders • The objective for the yellow defenders (#2, #3, #4, #5) is to dribble the ball through one of the three gates (see yellow lines in diagram A) • Yellow team can also use #6, 8 and 10 as bouncers (see blue lines in diagram A) • If orange wins the ball, attack the goal and try to score (one attempt only) if orange loses the ball, the action has ended • Every restart is from yellow goalkeeper Progression (see diagram B): • Yellow #6 comes in as a player to help the yellow achieve their objective • Yellow #10 joins the orange team as a direct opponent of yellow #6 in the field • This leaves yellow #8 as the only ‘bouncer’ Playing out from the back Model Session 1 4. Training Game: 5 v 5 + goalkeeper - Yellow defends the big goal; orange defends the three gates on the halfway line - Orange: try to score in big goal - Yellow: try to score in one of the gates - Offside rule applies - Maintain the organisation/formation Playing out from the back Model Session 2 1. Warm-up: passing exercise - Players in game positions as shown in diagram A - The passing sequence starts with the two goalkeepers (can be simultaneous): one to the right side; the other to the left side - The players pass the ball in a ‘logical’ order (1-7) while staying in their positions - “Pass precision and ball speed” - “Now follow your pass to the next position” (NB: #10 goes to position #3/4) - “Gradually increase your running speed” Playing out from the back Model Session 2 • “Here is another variation” (see diagram B) • “Now just improvise but use a logical order and every player must touch the ball” 2. Positioning game: 5 v 4 + 2 (7 v 4) - A grid of approximately 40m wide x 30m long - 2 groups of 4 outfield players (orange + yellow) - Yellow consisting of the players #2-3-4-5 - Orange consisting of the players #7-9-10-11 - #6 is a neutral player who always plays with the team in possession - The 2 goalkeepers are neutral players who always play with the team in possession and are positioned just behind each back line - The players as far as the game allows in ‘logical’ positions - Yellow #1 starts the game for the yellow team, who must try to pass the ball to orange #1 on the opposite side (see diagram) - If they succeed, orange #1 must now pass the ball across the grid back to yellow #1 on the opposite side, who must catch the ball and start again - If orange wins the ball, they must try to pass the ball to orange #1 who restarts the game with orange in possession and yellow defending Playing out from the back Model Session 2 Steps up or down: - Make grid bigger/smaller - Free/limited touches - Free/minimum number of passes before you can pass to #1 - 1 point for every successful pass from goalkeeper to goalkeeper Remark: - Position the grids in ‘game realistic’ areas of the field (see diagram on the right) Playing out from the back Model Session 2 3. Game training component: - Two teams of 8 players each consisting of a full defence line (#1-2-3-4-5) and attack line (#7-9-11) - 2 grids approximately the width of a full pitch and 45m long as shown in diagram A - In both grids the defenders of one team play against the attackers of the other team - The goalkeepers start by serving the ball to one of the defenders (enough balls next to both goals) - “Get the ball to the ‘free’ player who must run with the ball across the end line” - If the attackers win the ball, attack the goal and try to score (one attempt only). If the defenders win the ball back, the action has ended - Every restart from the goalkeeper Playing out from the back Model Session 2 Progression: - Now we ‘connect’ both grids (see diagram B) - Yellow starts playing out from the back and tries to get one defender across to the other grid - They can now also use the yellow attackers in the other grid as bouncers (offside applies) - One orange defender waits next to the goal - So yellow has a numerical advantage (4 v 3) and tries to score - If the yellow team loses the ball in their defensive grid, orange can try to score (1 attempt only) - If yellow loses the ball in the attacking grid, orange play back to their goalkeeper and the action has ended Playing out from the back Model Session 2 - Now the orange defender (#3), who was waiting next to the goal, comes on to the pitch and the yellow defender (#3) that had joined the attack steps out and jogs back to wait next to the goal. - The same action starts again but now with orange playing out and attacking while the yellow team defends (see diagram C). - The next step up would be to decrease the size of the grids, with portable goals on the edge of each box and narrowing the pitch 5m each side. The halfway line now divides the attacking and defensive halves. Playing out from the back Model Session 2 4. Training Game: 8 v 8 - Formation of both teams 1–4–3 - All players can move across the whole field - Normal rules, offside applies - Pitch size depends on player’s ability (see diagram D) Midfield play Model Session 1 1. Warm-up: passing exercise (see diagram A) - Players in game positions as shown - At least 2 players in positions #3/#4, #10 and #9 - #6 checks off and asks for the ball; #3 passes to #6 and coaches “turn” (1) - #6 receives & turns (2) and passes to #9 (3) - #9 bounces the ball to supporting #10 (4) - #10 turns away (5) and dribbles to the starting position of #3 (6) - All players move to the next position (“follow your ball”) - Now the same via the left side starting with #4 passing to #8 Midfield play Model Session 1 Variation 1 (see diagram B) - #8 checks off and asks for the ball; #4 passes to #8 and coaches “man on” (1) - #8 bounces the ball back to #4 (2) - #4 passes to #9 (3) who bounces to the supporting #10 (4) - #10 receives and turns (5) and dribbles to the starting position of #3 (6) - Player rotations are as follows: #4 then goes to where #8 was, #8 goes to #9, #9 to #10, and #10 ends up at the beginning where the sequence was started Variation 2 - Choice of two options for #6 and #8 depending on whether number 3 and 4 say “turn” or “man on” - Early cue from #3 and #4 is now essential Coaching points of attention: - Pass precision and pass direction (to proper foot; proper ball speed) - Tuning of actions - Anticipation & movement without ball - Verbal and non-verbal communication 2. Positioning game: 6 v 3 - Grid of approximately 30m x 30m (dependent on level of players) - 3 groups of 3; one group consisting of the midfield players #6-8-10 - 6 players (orange and blue) keep possession against 3 defenders (yellow) - Always one ‘link’ player in the centre (preferably a midfielder) - Provide 4 options (left; right; central and far) for the player on the ball through proper positioning - When the group of 6 loses possession, the whole team of the player that turned over the ball must now defend Steps up or down: - Make grid bigger/smaller - Free/limited touches - Stop-start change of defenders - ‘Flying’ change of defenders 3. Game training component: - Starting situation: 3 grids (A;B;C) players must stay in their designated area - Every attack starts with a pass from orange #3 in grid A to one of the midfielders - Orange midfielders #6-8-10 play in grid B against 2 opponents (3 v 2) and can use orange #9 in grid C as a ‘bouncer’ - When one of the midfield players is free on the ball facing forward, they try to pass through one of the gates in grid C - When the yellow midfielders #16 or #18 win the ball, they try to pass through one of the gates in grid A Progression 1: - Add another yellow player in grid B (3 v 3) - 3 v 3 in grid B. #3 orange is now allowed to dribble into grid B and create a numerical advantage (4 v 3) Midfield play Model Session 1 Progression 2: - Remove the gates from grid C - Add a yellow defender (#13 yellow) in grid C against #9 orange. - One player from grid B can now enter into grid C to create a 2 v 1 situation - Finish on goal against a goalkeeper Progression 3: - Place the gates in grid A on back line - Add #4 orange and #19 yellow in grid A (2 v 1) - Every new action starts with the coach now serving the ball to orange #3 or #4 (see diagram) - If yellow recaptures the ball in grid A or B, #19 can score through the gates Progression 4: - Narrow the grids (width of the box) 4. Training game - 7 v 7 (6 v 6 with goalkeepers): - Field long and narrow to emphasise midfield play through central axis - Both teams in a 1 (GK)-2-3-1 formation - Offside rule applies - Coaching ‘on the run’ Midfield play Model Session 2 1. Warm-up: passing exercise - Cones and players positioned as shown in diagram A. - If the number of players allows/requires: 2 players per position or a similar organisation on the other half of the pitch - At least 2 players at the starting position and 2 at the central cone - The players pass the ball around in a ‘logical’ sequence (1-6) - Players follow their pass to the next position - Now go the other way around and players #6 and #8 adjust accordingly Possible Coaches Remarks: - “Pass precision and ball speed” - “Check off before asking/receiving the ball” - “Now we go in the opposite direction” - “Gradually increase your running speed” Midfield play Model Session 2 • “Here is another variation” (see diagram B) • Player rotations are now as follows: #3 goes to #8, #8 to #9, #9 to #6 and #6 back to #1 (then recommence) • #10 and #20 stay in the middle • “Now just improvise but use a logical order and every player must touch the ball” Remark: • Position the exercise in a ‘realistic’ area of the field Midfield play Model Session 2 2. Positioning game: 3 v 3 + 2 (5 v 3) - A grid of approximately 30m x 25m, positioned in ‘game realistic’ area of the field (see diagram C) - Two groups of 3 outfield players - One team consisting of the midfield players #6-8 and #10 (yellow in diagram) - #3 and #9 are neutral players, positioned on each back line - The players, as far as the game allows, in ‘logical’ positions - #3 starts the game for yellow who must try to pass the ball on the ground to #9 on the opposite side - #9 must now pass the ball back across the grid to #3, who starts again - If orange wins the ball, they must try to pass to #9 who restarts the game with orange in possession and yellow defending - If the pass across the grid is intercepted (or #3 is not able to properly control it), the game restarts with #9 and possession for orange Steps up or down: - Make grids bigger/smaller - Free/limited touches - Free/minimum number of passes before you can play to #3 or #9 - 1 point for every completed sequence 3. Game training component: - Position a second 25m-50m grid adjacent to the one of the positioning game, as shown in diagram D. - Inside this grid are the defenders #2; 3; 4 and 5 of the yellow team. - Goalkeeper #1 serves them a ball and they combine amongst each other till there is a good situation to pass to one of the midfielders in the adjacent grid. - The midfielders try to pass into one of the two small goals, using #9 as a bouncer. - If the orange team intercepts the ball, they try to pass the ball into the hands of #1. - After every successful/unsuccessful attempt: #1 restarts again. - Next step is to introduce 1 or more opponent(s) in the grid of the defenders. This organisation is aimed at practicing midfield play in relation to building-up. Midfield play Model Session 2 - We can also apply the same principle to practice midfield play in relation to attacking by placing the adjacent grid at the opposite end of the midfield grid (see diagram E). - The midfielders must create/use the right opportunity to pass to one of the 3 attackers in the adjacent grid, who must try to score against 1, 2 or 3 defenders. Progression: - One midfielder can join the attack (with or without the ball) 4. Training game - 8 v 8, normal rules apply (diagram F) - Formation yellow: 1-4-3-1 - Formation orange: 1-2-3-3 - If our training aim is to improve midfield play in relation to building-up we focus on the execution of the yellow team - If our training aim is to improve midfield play in relation to attacking we focus on the execution of the orange team Attacking Model Session 1 (central areas) 1. Warm-up: passing exercise (diagram A) - Players in game positions as shown in diagram A - At least 2 players on positions #3, #4 and #10 (also possible on the other positions) - #6 checks off and asks for the ball; #3 passes to #6 and coaches “turn” (1) - #6 receives and turns (2) followed by a pass to #9 (3) - #9 bounces with ‘3rd man’ #10 (4) who shoots at goal (5) - Players move to the next positions: #3 to #6; #6 to #10; #10 to #9; #9 jogs back to position #3 - At the beginning the shot must be aimed towards the hands of the goalkeeper who rolls the ball back to #9, who dribbles it back to the starting position (6). - Now repeat the same with #4 passing to #8, etc - Gradually increase the shooting power (it’s still warming-up!) Attacking Model Session 1 (central areas) - Introduce a variation (see diagram B) - Give #9 the option to bounce with #10 (4a/5a) or turn away and finish themselves (4b/5b) Coaches focus points - Pass precision and pass direction (to proper foot; proper ball speed) - Tuning of actions - Anticipation & movement without ball - Verbal and non-verbal communication Attacking Model Session 1 (central areas) 2. Positioning game: 5 v 4 - A grid of approximately 30m x 30m (dependent on level of players) - 2 groups of 4 outfield players; one group consisting of the players #6-8-9-10 - 2 goalkeepers positioned behind each back line - 5 (yellow) keep possession against 4 (orange) - Players as much as possible in their game positions, with #10 in the middle (see diagram) - Provide 4 options (left; right; central and far) for the player on the ball through proper positioning - When orange wins the ball, they must try to pass to their goalkeeper, the game continues with orange in possession and yellow defending - If a yellow player passes the ball out of the grid, the coach immediately serves a new ball to the orange goalkeeper Attacking Model Session 1 (central areas) Steps up or down: - Make grid bigger/smaller - Free/limited touches Remark: - Position the grid in a ‘game realistic’ area of the field (see diagram on the right) Attacking Model Session 1 (central areas) 3. Game training component: - Starting situation: two grids A & B with the players positioned as shown in diagram on the right - The players must stay in their designated areas - An attack starts with a pass from #3 to one of the yellow midfield players #6-8-10 - They play in grid A against 2 orange opponents (3 v 2) and must try to get one player into grid B - In grid B stands yellow striker #9 and one orange defender - The yellow midfielders can dribble into grid B (when free) or use #9 as a bouncer - In grid B yellow must utilise the 2 v 1 numerical advantage and score - Offside applies in grid B - When the defenders win the ball in grid A, they can score in two small goals (one counter attack only, then restart) Progression: - Add 3rd orange player in grid A, #3 yellow now either passes or dribbles with ball into grid A to create a 4 v 3 situation Attacking Model Session 1 (central areas) 4. Training game: 5 v 5 + goalkeeper - Yellow team attacks the big goal, orange can score in the small goals - Normal rules, including offside - Yellow team in 1(DF)-3(MF)-1(FW) formation - Orange team in GK-2(DF)-3(MF) formation - Coaching ‘on the run’ Attacking Model Session 2 (wide areas) 1. Warm-up: passing exercise - Players in their game positions (see diagram) - Right side players (yellow) and left side players (orange) opposite of one another but not interfering with each other - Minimum 2 players in the positions #3 & #4 - In case of bigger numbers: set up a similar organisation on the other wing - Yellow works from top down; orange from bottom up (#7 yellow passes to #4 orange who starts the same combination in the opposite direction till #11 orange passes the ball again to yellow #3) - All players follow their pass to the next position but only on their own team - i.e. After pass 5 to orange #4, yellow #7 goes to the position of yellow #3 (same for orange #11: to position #4). - Start with prescribed pattern (as shown) - Introduce a 2nd (3rd?) pattern Progression: - Now yellow passes with passive resistance of orange; choose the right option depending on the defensive positioning of the opposing players (this option is for advanced players only) Attacking Model Session 2 (wide areas) 2. Positioning game: 7 v 4 - 2 grids of approximately 30m x 30m (A & C) separated by a grid of 5m x 30m (B) - 2 groups of 4 outfield players - Yellow consisting of the players #2-3-6-7 - Orange consisting of the players #4-5-8-11 - #9 and #10 are neutral players who always play with the team in possession; one in grid B the other in the grid where the positioning game takes place (see diagram) - 2 goalkeepers positioned on each back line - #7 (yellow) keep possession against #4 (orange) - Players as much as possible in their game positions (especially the team in BP) - Provide 4 options (left; right; central and far) for the player on the ball through proper positioning - When orange wins the ball in grid A, they must try to pass to #9 in grid B or their goalkeeper at the far end - If they succeed, all players cross over to grid C where the game continues with orange in possession and yellow defending - If a yellow player passes the ball out of the grid, the coach immediately serves a new ball to the orange goalkeeper and the game restarts in grid C with possession for orange Attacking Model Session 2 (wide areas) Steps up or down: - Make grids bigger/smaller - Free/limited touches - Stop-start change of grids - ‘Flying’ change of grids Remark: - Position the grids in ‘game realistic’ areas of the field (see diagram on the right) 3. Game training component: - Three grids A, B and C as shown in diagram on the right - In grid A, #11 yellow and an orange defender (#12); #5 yellow is positioned outside the grid with plenty of balls - In grid B, #9 & #10 yellow and an orange defender (#3) plus a goalkeeper - In grid C, #7 yellow and an orange defender (#15) with yellow #2 outside the grid - #2 & #5 yellow alternately serve a ball to respectively #7 & #11 - #2-7 and #5-11 must beat the orange defenders in their respective grids through effective wing play and deliver a cross to #9 & #10 in grid B who try to finish 2 v 1 - The defenders in grids A & C cannot defend beyond the red dotted line Wing play options: - The winger beats the defender 1 v 1 (situation 1) - The winger plays a wall pass with #9 or #10 (situation 2) Attacking Model Session 2 (wide areas) More wing play options: - The full-back overlaps the winger to create a 2 v 1 (situation 3) - The winger bounces with the full-back and becomes the 3rd man via a combination with #9 or #10 (situation 4) The option selected by the attacking player often depends on the action of the defender. The coach may need to help the players develop their awareness and insight to select the most effective option. Communication between the players is essential. Also pay attention to the positioning and finishing of #9 & #10 Attacking Model Session 2 (wide areas) 4. Training game: 5 v 5 + goalkeepers - The field is positioned in a wide area of the full pitch (see diagram) - Pitch length: box to box (70m) - Pitch width: central axis to sideline (35m), divided by the halfway line - Two portable goals (or poles) placed as shown (balls next to the goals) - The coach with balls on the halfway line - Offside rule applies! - Players in their usual ‘game positions’ - In this particular game, it means that the right side of the team (#2-3-6-7) + striker #9 plays against the left side of the team (#4-5-8-11) + central midfielder #10. It is essential that the coach maintains realistic positions relative to a full field game (this explains the positions of the goals) - #9 and #10 to change teams halfway through the game - By setting the game up this way, wing play will automatically be emphasised Disturbing and Pressuring Model Session 1 1. Warm-up: passing exercise - Players #2; 3; 4; 5; 6 & 8 yellow and #7; 9; 10 & 11 orange position themselves as shown in diagram A. - At least two players at the starting position (yellow #3). - At the coach’s signal, #3 starts the passing drill as shown (1-6) with the yellow players following their pass to the next position/cone. - As the ball moves the orange attackers must move as a unit too, keeping their relative distances the same. - After pass 1 they must be in the positions indicated by the dotted arrows in diagram A. - Orange #7 must be in a position where they can pressure both #4 and #8 yellow when the ball is on the opposite side (e.g. with yellow #2). - Every new pass all four orange players shift and adjust their positions. Disturbing and Pressuring Model Session 1 - At pass 4 the positions of the orange players are as shown in diagram B. Progression: - Increase passing and running speed - Sudden change of pass direction on coach’s call (#3 yellow to #4; #4 to #5 etc) - Introduce a second passing sequence - Free instead of prescribed passing sequence Remark: - Rotate the four attackers regularly with another group of attackers Disturbing and Pressuring Model Session 1 2. Positioning game: 7 v 4 - A grid of approximately 40m x 40m - 2 teams, orange and yellow - Yellow consisting of the outfield players #2-3-4-5-6 and the goalkeepers #1 and #22. Orange consisting of the players #7-9-10-11 - Goalkeeper #1 in the goal; #22 positioned on the opposite back line (see diagram on the right) - Players as much as possible in their game positions - #1 yellow starts the game and yellow must try to pass the ball on the ground to #22 - #22 must pass the ball back to #1 who must catch the ball inside the 6 yard box - If they succeed, #1 starts again (1 point for yellow) - If orange wins the ball they try to score (2 or 3 points for a goal) - If #1 yellow doesn’t catch the ball inside the 6 yard box, the coach immediately serves a ball to orange Steps up or down: - Make the grid bigger/smaller - Free/limited touches for the yellow outfield players - Free/limited touches (1/2) for yellow #22 Disturbing and Pressuring Model Session 1 3. Game training component: 5 v 3 - A grid of approximately 50m x 50m divided by a halfway line (see diagram A) - Yellow defence (#1-2-3-4-5) playing out from the back, orange attack (#7-9-11) must disrupt and pressure yellow’s possession - Goalkeeper (yellow #1) starts every action by serving the ball to #2-3-4 or #5 - The defenders combine till one player can run with the ball across the back line - The orange team must prevent this and try to win the ball - If orange wins the ball “attack the goal and try to score” (one attempt only). If orange loses the ball the action has ended - The offside rule applies Possible Coaches Remarks: - “Work as a unit, keeping your relative distances short” - “Press the player with the ball” - “Mark/pressure the players closest to the ball and leave the ones which are the furthest away free” - “You must stay in your positions and keep your formation” Step up/down (for orange!) - Make the pitch wider/narrower - Free/limited touches (2/3) for yellow - Free/limited time for yellow to get the ball across the back line Remark: - Yellow is not allowed to go back once the ball has crossed the halfway line of the grid Disturbing and Pressuring Model Session 1 Progression: - When the ball has crossed the halfway line of the grid, yellow can now score by passing through one of the two gate(s) positioned on the back line. Option 1 (diagram B): - Two 5m gates on the wings: this invites yellow to play out using their full-backs. The coach focuses on coaching orange how to prevent/disrupt this. Option 2 (diagram C): - One central 5m-7m gate (diagram C): this invites yellow to play out using their central defenders. The coach focuses on coaching orange how to prevent/disrupt this. Disturbing and Pressuring Model Session 1 4. Training Game: 6 v 6 + goalkeepers (see diagram) - Orange is the team the coach focuses on with regards to disrupting/pressuring. It consists of a GK and the MF’s #6, 8 and 10 and the FW’s #7, #9, and #11 (formation 1-3-3) - Yellow consists of a GK and the DF’s #2, 3, 4 and 5 plus a holding MF #16 and the FW #19 (formation 1-4-1-1) - It is important that the coach sees to it that the formations stay intact - Offside rule applies Variation: - Orange defends two small goals in wide areas instead of the big goal Disturbing and Pressuring Model Session 2 1. Warm-up: passing exercise - Two groups of 8 players position themselves in a grid of approximately 35m x 50m as shown in diagram on the right. - Yellow #3 starts the passing exercise. - Yellow players pass the ball in a prescribed order as shown (1-8). - Although the players stay in their positions, they must not be ‘static’ but check off and anticipate; etc. - The orange players ‘pressure’ the ball as a unit without intercepting the ball or disrupting the passing sequence. Progression: - To the left and to the right. - Change the role of the yellow and orange team. - Include intervals with dynamic stretches. - Increase the passing and ball speed. - Introduce a second passing sequence. - Free instead of prescribed passing sequence. 2. Positioning game: 8 v 8 + goalkeepers - Use the grid from the passing exercise - 2 goalkeepers on each back line in a 10m x 10m grid - The GK starts the game for yellow team who must try to pass the ball into the hands of the GK on the opposite side - Orange must prevent this by pressuring the ball - Change of roles if orange wins the ball Steps up or down: - Make the grid(s) bigger/smaller - Free/limited touches - 1 point for every successful pass into the hands of the goalkeeper Disturbing and Pressuring Model Session 2 3. Game training component: - A grid of 50m (length) x 60m (width), with two 5m gates on one byline and 10m x 10m box on the other byline (as shown in the diagram) - Yellow team consists of the DF’s #2, 3, 4 and 5, MF’s #16, 18 and 20, and FW #19 (formation 4-3-1) - Orange team consists of FW’s #11, 9 and 7, MF’s #10, 8 and 6 and DF’s #13 & 14 (formation 2-3-3) - The coach starts by serving the ball to one of the yellow defenders - The yellow team must try to pass the ball into the hands of the goalkeeper who is standing on the opposite side in the 10m x 10m box - The orange team must prevent this by collective, coordinated pressure - Offside rule applies - If orange wins the ball they try to score in one of the two goals (one attempt only). If the defenders win the ball back the action has ended - Every restart from the coach Possible Coaches Remarks: - “Immediately press the player with the ball” - “Do not allow time and space to pass to the goalkeeper” - “Mark/pressure the opponents close to the ball” - “Work as a unit and keep your relative distances short” Step up/Step down: - Free/limited touches for yellow - Free/minimum number of passes before yellow can play to #1 4. Training Game (Option 1): - Continuing from the game training exercise on the previous page: - Yellow team gets 1 point for every successful pass into the hands of the goalkeeper - Orange gets 2 points for every pass through one of the two gates Disturbing and Pressuring Model Session 2 4. Training Game (Option 2): - 8 v 8 + goalkeepers on ¾ of a full pitch (box to box) divided by the halfway line - The coach’s focus is on the orange team with regards to disrupting/pressuring the yellow team’s ability to play out from the back - The orange team must pressure yellow as early as possible and try to win the ball back in the yellow team’s half. Every time they succeed in winning possession in the opposition half they will receive one bonus point - The offside rule applies Defending/recapturing Model Session 1 (zone defending) 1. Warm-up: - Two grids (A and B) are positioned as shown in the diagram - Grid A is 10m -15m long and pitch wide. Grid B is approximately 20m long and also pitch wide - Grids A and B are divided by a line of 3 x 2 cones of different colours positioned across the width of the pitch - The position of the cones must be exactly as shown in the diagram 1. Blue cones; width of the penalty box 2. Red and yellow cones; sideline-central axis - Four yellow defenders #2, 3, 4 and 5 position themselves in grid A, spread between the blue cones at an equal distance - Five (or more) orange players are positioned in grid B, spread across the width of the pitch - At the coaches signal, the orange players start passing the ball in a random order/direction - As the ball moves, the yellow defenders must move as a unit too, keeping their relative distances the same - When the ball goes to #7 orange, they must all be between the yellow cones - When the ball goes to #9 orange, they must all be between the blue cones - When the ball goes to #11 orange, they must all be between the red cones - When the ball is played backwards (to #6 or #8), they must also move slightly forward Points of attention for Orange: - High ball speed - Accurate passing - Quick change of direction Change defenders regularly. Defending/recapturing Model Session 1 (zone defending) 2. Positioning game: - 2 grids of approximately 15m wide and 10m long (A & C) separated by a grid of 15m x 5m (B) - 3 groups of 4 outfield players in each grid - Yellow, consisting of the defenders #2-3-4-5, in grid B - The coach starts the game by passing the ball to an orange player in grid A - One yellow defender (who is closest) sprints into grid A and chases the ball (4 v 1) - Orange combines and must try to pass through grid B to a blue player in grid C (ground pass only!) - The 3 yellow defenders in grid B must work as a unit and adjust their positions depending on the position of the ball Steps up or down: - Make grids wider/narrower (if too easy/difficult for the defenders) - Make grids A & C shorter/longer (if too easy/difficult for the attackers) - Free/limited touches for the attackers Remark: - Encourage attackers to play the killer pass into the opposite zone as often as possible Defending/recapturing Model Session 1 (zone defending) 3. Game training component: 7 v 5 Organisation: 1/2 of a full pitch - Yellow team consists of (#1-2-3-4-5) defends zonally against orange team (#1-6-7-8-9-10 & 11) - The orange must try to score by beating yellow’s zonal defensive line through combination play; individual actions and/or runs off the ball - They can use #1 to change the point of attack - Yellow must stop them by moving as a unit in the direction of the ball (“ball-oriented defending”) and pressuring the ball carrier - The offside rule applies Possible Coaches Remarks (with focus on yellow): - “Keep your relative distances” - “Cover each other” - “Press the ball if you can get close to it” - “Drop as a unit if you see orange is going to play a ball behind the defensive line” - “Move up if the attackers play the ball backwards” - “Communicate and coach each other” Defending/recapturing Model Session 1 (zone defending) - If yellow wins the ball: try to pass it into the hands of the orange goalkeeper who must stand in the front half of the centre circle (one attempt only: if yellow loses the ball the action has ended) - Every restart from the orange goalkeeper Step down: (too difficult for the defenders) - Narrow the pitch - Limited touches for the attackers Progression: - 8 v 6/9 v 7 Defending/recapturing Model Session 1 (zone defending) 4. Training game: 6 v 6 Organisation: 1/2 of a full pitch - Formation yellow: 1-4-1 - Formation orange: 1-2-3 - The orange goalkeeper has a dual role ('joker') - Offside rule applies - The orange team must score in the goal defended by yellow #1 - The yellow team scores by passing into the hands of the orange goalkeeper who must catch the ball inside the front half of the centre circle The coach must focus on the zonal defending of the yellow team If it turns out to be easier for yellow to score than it is for the orange team: - Limit the number of touches for yellow Defending/recapturing Model Session 2 (long ball - 2nd ball) 1. Warm-up: passing exercise A - Players in the positions as shown in diagram A - Three or more players at the starting position (a) and two players at the next position (b). At least one player at the other positions (c & d) - The players pass the ball in the order 1-4 and move to the next position (a-b-c-d) - The player who receives pass 4 dribbles back to the starting position (5) - Alternate from left to right Possible Coaches Remarks: - “Pass precision and ball speed” - “Gradually increase your running speed” Progression: - The next step is moving back the players/cones of positions (c) (see diagram B) - Pass 3 now becomes a lofted pass that player (c) must head or volley to player (d) Defending/recapturing Model Session 2 (long ball - 2nd ball) 2. Positioning game: 4 v 2 with 12 players Organisation (see diagram): - 3 adjacent squares (A-B-C) of 15m x 15m/20m x 20m (depending on player’s ability) - 3 groups of 4 players with different colour bibs position themselves in one of the grids - The coach with sufficient balls next to grid B - The coach starts the game with a pass to the orange team in grid C (or blue in A) - At that moment players #1 and 2 from the yellow team in grid B immediately start defending in grid C: 4 v 2 - Orange must try to play a pass across grid B to the blue team in grid A. Then yellow players #3 and 4 start defending in grid A and yellow #1 and 2 go back to grid B - If the orange or blue team makes a mistake (lose possession or a pass out of the grid) they must change with yellow and defend If too easy or difficult: - Bigger/smaller grids - Free/limited touches - 3 v 1 (9 players); 2 v 1 (6 players) Defending/recapturing Model Session 2 (long ball - 2nd ball) 3. Game training component: Organisation: - A 50m x 50m pitch divided by a ‘halfway line’ - Two teams of 6 outfield players plus a goalkeeper each - Plenty of balls on the edge of the far end of the centre circle - The yellow team consists of the defenders (#1-2-3-4-5) plus the midfielders (#6-8) - The orange team is made up of the attackers (#7-9 & 11) and midfielders (#10-16-18) - The orange goalkeeper has a ‘dual’ role - Orange #1 starts the exercise with a long aerial pass to the attackers (the pass must go across the ‘halfway line’) - Orange tries to win possession (1st and 2nd ball) and score. - Yellow must defend their goal and, when they win the ball, pass it into the hands of the orange goalkeeper who must stand in the back half of the centre circle (one attempt only: if yellow loses the ball the action has ended, and orange #1 restarts) - Offside rule applies The coaching focuses on the yellow team: - Marking/duelling (1st ball) - Positioning/timing (2nd ball) - Communication (covering/offside) - Transitioning (BPO>BP) Defending/recapturing Model Session 2 (long ball - 2nd ball) 4. Training game: 8 v 8 Organisation: - A pitch of approximately 70m x 50m with two big goals and divided by a halfway line (see diagram) - Two teams of 7 outfield players plus a goalkeeper - Orange consists of GK #22, DF #14, MF’s #16-18-20 and FW’s #7-9-11 (formation 1-1-3-3) - Yellow consists of GK #1, DF’s #2-3-4-5, MF’s #6-8-10 (formation 1-4-3) - Offside rule applies Special rule: - Every time the orange GK #22 gets the ball (also in open play), they must start with a long ball to the strikers (across the halfway line) - For the rest it’s a normal 8 v 8 game, but the coaching focuses on defending the long ball and 2nd ball by the yellow team Transitioning Model Session 1 (BP>BPO) 1. Warm-up: passing exercise - 4 cones placed in a 15m x 15m square - 6 players divided in 3 pairs (different colours) and positioned as shown in the diagram - Players pass the ball in sequence (1-4). Players only run to their opposite side (as indicated by the dotted lines) after passing - Change direction regularly (pass in opposite directions) - “Precision and ball speed” Transitioning Model Session 1 (BP>BPO) - Next step: 4 players perform the passing drill while 2 players (one pair) defend passively (see diagram B). - The players now stay in the same position. - On the coach’s call (colour) the pair that are ‘defenders’ change with the pair that’s been called by the coach: - ‘Flying’ change over; no/minimal stop. Possible Coaches Remarks: - “Immediately focus on your new task” - “Know where you have to pass” - “Which pair makes the least mistakes” Progression (advanced only): - Regularly change the direction on the run (orientation) - Players run to opposite cone after passing - Faster change of defenders Are the players able to transition and adjust immediately? Transitioning Model Session 1 (BP>BPO) 2. Positioning game 4 v 2 with 8 players - 8 players divided in two groups of four (yellow and orange) - Two adjacent squares of 10m x 10m/15m x 15m (dependent on ability of players) - 4 (orange) v 2 (yellow) in one grid; 2 yellow waiting with a ball at the end of the adjacent grid (situation A) - As soon as orange makes a mistake (interception yellow or ball out of grid) the game moves to the adjacent grid (situation B) using the ball that the two spare players have - Orange #3 & #4 can immediately pressure yellow #1 & #2; this forces yellow #3 & #4 to also make a quick transition to BP - If orange makes a mistake everyone goes back to their initial starting positions in situation A - #3 & #4 (of both teams) are the ‘shifting’ defenders; swap with #1 & #2 (of both teams) every two minutes Transitioning Model Session 1 (BP>BPO) 3. Game training component: Transitioning BP > BPO for attackers (yellow) and BPO > BP for defenders (orange) - 6 attackers/midfielders (yellow) against 6 defenders/midfielders + goalkeeper (orange) on one half of a full pitch, everyone in their usual ‘game positions’ - The blue goalkeeper on the halfway line has a dual role of playing for both teams in BP - The ‘neutral’ goalkeeper starts an attack for yellow by playing to one of the yellow players. As long as the yellow team is in possession, the goalkeeper can stay involved as an outfield player but positioned in/around the centre circle (see diagram) - Yellow tries to build a successful attack and score in the goal defended by the orange goalkeeper Transitioning Model Session 1 (BP>BPO) - When orange wins the ball, they must immediately open up, move into proper BP positions and try to pass into the hands of the neutral goalkeeper who must catch the ball inside the centre circle. - The yellow team must try to avoid this by quick transitioning and pressing the ball (see diagram). - After every sequence (attack yellow; counter attack orange) there is a new restart from the neutral goalkeeper. - The coaching focuses on the speed of transitioning from both teams but yellow in particular (BP>BPO). 4. Training game - The same organisation but now as a non-stop game with ‘coaching on the run’. - 3 points for every goal scored by yellow; 1 point for every time orange succeeds in passing the ball into the hands of the neutral goalkeeper. - Offside rule applies. If too easy for orange: - Limited touches (2-3) only for orange. - Decrease the area where the neutral goalkeeper can catch the ball (i.e. only the back half of the centre circle). Transitioning Model Session 2 (BPO>BP) 1. Warm-up: passing exercise - Cones positioned as shown in diagram. Distance between the cones 5m-10m depending on ability. - 9 players divided in 3 groups of three (different colours). - Each group with a ball, 3-5 min random passing and moving in the area between the cones. - Next they perform the passing drill shown in the diagram. - Players move to the next cone after each pass. - Change direction regularly (to left/right). Transitioning Model Session 2 (BPO>BP) Progression: - 6 players perform the passing drill without following their ball, while 3 players (one group) defend passively (yellow in diagram B) - On the coach’s call (colour) the group that are defenders change with the group that’s been called by the coach: - ‘Flying’ change over; no/minimal stop Possible Coaches Remarks: - “Immediately focus on your new task” - “Know where you have to pass” - “Which group makes the least mistakes” Progression (advanced only): - Regularly change the pass direction on the run (orientation) - Change defenders roles at random intervals Are the players able to transition and adjust immediately? 2. Positioning game: 6 v 3 - 9 players divided in three groups of 3 - A grid of 30m x 30m (dependent on ability of players) - Orange and blue (6) keep possession while yellow (3) tries to win the ball (diagram A) - 6 v 3 always requires a ‘link’ player in the centre (orange #10 in diagram as an example) - As soon as an orange or blue player makes a mistake (interception by yellow defender or ball out of grid) the defenders swap roles with the team of the player that made the mistake (blue in diagram A) Transitioning Model Session 2 (BPO>BP) - Blue must immediately start defending which forces yellow to also make a quick transition to BP (see diagram B) - Play in series of 3-4 minutes Step down (too difficult) - Allow a stop to change roles when the 6 players in BP make a mistake and gradually reduce the duration of the stop - Make the grid bigger Step up (too easy) - Reduce the size of the grid - Limit the number of touches (2-3) 3. Game training component: 3 v 1 with 9 players - Emphasis on quick transitioning Organisation: - Two grids of about 12m x 12m (A & C) separated by a grid of 12m x 5m (B) - Three teams of 3 players with different colour bibs, one team in each grid as shown - The coach is positioned with the balls centrally, next to grid B Transitioning Model Session 2 (BPO>BP) Exercise development: - The coach starts the game with a pass to a yellow player in grid A. - At that moment one orange player from grid B sprints into grid A to defend: 3 v 1 in grid A. - Yellow must now look for the right moment to play a killer pass through grid B (with the two remaining orange defenders) to a blue player in grid C. - Then immediately another orange player sprints into grid C to defend while the defender from grid A returns to grid B. - If: - either team in BP passes the ball out of the grid, - the defender wins the ball, or - the defenders in grid B intercept the killer pass then the team that lost possession immediately changes grids/roles with the defending team (emphasis on transitioning). Step up or down: - Make easier: 6 players (2 per grid: 2 v 1), or more difficult: 12 players (4 per grid: 4 v 2). - Make the grids bigger/smaller. - Limited (2/3) or free touches. - Killer pass: only on the ground or lofted pass allowed as well. 4. Training game ‘Transitioning game’ 6 v 6 + 1 goalkeeper (smaller/bigger teams: adjust pitch size) - Pitch 40m x 40m divided in two equal halves (see diagram on the right) - A ‘neutral’ goalkeeper in the goal with plenty of balls next to the goal - Two 5m -7m ‘gates’ on the back line - The coach with plenty of balls on the halfway line between the gates - The coach serves a ball to the yellow team who try to score in the goal with the goalkeeper Transitioning Model Session 2 (BPO>BP) - If orange wins the ball they must pass the ball through one of the gates. - If yellow scores, the score is 1-0 and the coach restarts the game by serving the next ball to yellow. - If orange passes the ball through one of the gates, the score remains 0-0 but the teams change sides on the run with the coach immediately serving a ball to orange (transitioning). - Now orange attacks the goal and defends the 2 gates (players must get back in their proper positions ASAP). If too difficult (not enough transitioning happening): - Make the gates wider If too easy: - Make the gates narrower - Limited touches (2/3) for one team or both FFA National Football Curriculum - The roadmap to international success \| Chapter 5 \| Page 266 Performance Phase Model Sessions RETURN TO MODEL SESSIONS CONTENTS PAGE RETURN TO NATIONAL CURRICULUM CONTENTS PAGE The Football Periodisation Model is based on the principle that it’s totally possible to get your players fit for playing football by playing football. This aligns perfectly with our vision that a holistic approach to coaching is not only the most educationally effective way but also the most time effective way. If done in the proper way, football training automatically becomes conditioning and therefore it’s unnecessary and unwise to separate fitness training from football training. In the Football Periodisation Model there are three types of conditioning games: - The big games (8 v 8 or 9 v 9 or 10 v 10 or 11 v 11) - The medium games (5 v 5 or 6 v 6 or 7 v 7) - The small games (3 v 3 or 4 v 4) Put simply, if these games are conducted in the right way, they develop the qualities of aerobic capacity and aerobic power specific to football players. However, a real understanding of this conditioning method, including football sprints, can only be gained by attending FFA’s Advanced Coaching Courses. Model Sessions The concept of rotating through pre-determined themes, which serves us well in the Skill Acquisition and Game Training phases, will not apply now. However, the basic structure of the ideal training session is almost identical to those in the Game Training phase: - Welcome/explanation: 5 minutes - Warm Up: 15-20 minutes - Positioning Games: 20 minutes - Game Training component: 25-30 minutes - Training Game: 20-25 minutes - Warm Down/wrap up 5-10 minutes The differences are: 1. The session themes are based largely on recent match performance, with a view to improvement in the next match. - This requires from a coach the ability to properly analyse a game, define the ‘football problems’ and design sessions to improve the team’s ability to solve these football problems. 2. The Training Game can now be used as a Football Conditioning game. - Football Conditioning Games are part of the Football Periodisation Model, developed by exercise physiologist Raymond Verheijen, which has been adopted by FFA. Regarding the 6-week cycles in the Performance Phase the following points are essential: - The session with the Football Conditioning Games must always be planned for the beginning of the week to avoid players still being fatigued on the day of the next game. - We consider 4 sessions of 75-90 minutes and one game a maximum safe weekly workload for the Performance Phase (Advanced level only). - The planning and progression of the Football Conditioning Games requires expert knowledge of the Football Periodisation Model. It is dangerous to experiment with Football Conditioning without having the necessary knowledge. - To give coaches a basic grasp of the concepts, we provide three sample Performance Phase sessions, based on hypothetical ‘football problems’ that a team might have. Each sample session shows how the Training Game can be changed to a Conditioning Game (one ‘big’, one ‘medium’ and one ‘small’ game), gaining a football fitness benefit while still working on the team’s ‘football problem’. Click on the links below to go to specific sections within the Performance Phase Model Sessions: - [Model Session 1 - Football Conditioning (Big games)](#) - [Model Session 2 - Football Conditioning (Middle games)](#) - [Model Session 3 - Football Conditioning (Small games)](#) Performance Phase – Model Session 1 Football Conditioning (Big games) Football problem: “Our team struggles with playing out from the back. Too often we play a senseless ball forward that is easily intercepted by the opponent. The players do not recognise the right moments to play a forward pass or see the solutions too late. They are also hesitant to break the line and create a numerical advantage by moving forward with the ball at their feet”. 1. Warm-up: passing exercise - Players in game positions as shown in diagram A - The passing sequence starts with the two goalkeepers (can be simultaneous): one to the right side; the other to the left side - The players pass the ball in a ‘logical’ order (1-7) while staying in their positions - “Pass precision and ball speed” - “Now follow your pass to the next position” (NB: #10 goes to position #3/4) - “Gradually increase your running speed” Performance Phase – Model Session 1 Football Conditioning (Big games) • “Here is another variation” (see diagram B) • “Now just improvise but use a logical order and every player must touch the ball” 2. Positioning game: 5 v 4 + 2 (7 v 4) - A grid of approximately 40m wide x 30m long - 2 groups of 4 outfield players (orange + yellow) - Yellow consisting of the players #2-3-4-5 - Orange consisting of the players #7-9-10-11 - #6 is a neutral player who always plays with the team in possession - The 2 goalkeepers are neutral players who always play with the team in possession and are positioned just behind each back line - The players as far as the game allows in ‘logical’ positions - Yellow #1 starts the game for the yellow team, who must try to pass the ball to orange #1 on the opposite side (see diagram) - If they succeed, orange #1 must now pass the ball across the grid back to yellow #1 on the opposite side, who must catch the ball and start again - If orange wins the ball, they must try to pass the ball to orange #1 who restarts the game with orange in possession and yellow defending Performance Phase – Model Session 1 Football Conditioning (Big games) Steps up or down: • Make grid bigger/smaller • Free/limited touches • Free/minimum number of passes before you can pass to #1 • 1 point for every successful pass from goalkeeper to goalkeeper Remark: • Position the grids in ‘game realistic’ areas of the field (see diagram on the right) Performance Phase – Model Session 1 Football Conditioning (Big games) 3. Game training component: - Two teams of 8 players each consisting of a full defence line (#1-2-3-4-5) and attack line (#7-9-11) - 2 grids approximately the width of a full pitch and 45m long as shown in diagram A - In both grids the defenders of one team play against the attackers of the other team - The goalkeepers start by serving the ball to one of the defenders (enough balls next to both goals) - “Get the ball to the ‘free’ player who must run with the ball across the end line” - If the attackers win the ball, attack the goal and try to score (one attempt only). If the defenders win the ball back, the action has ended - Every restart from the goalkeeper Performance Phase – Model Session 1 Football Conditioning (Big games) Progression: - Now we ‘connect’ both grids (see diagram B) - Yellow starts playing out from the back and tries to get one defender across to the other grid - They can now also use the yellow attackers in the other grid as bouncers (offside applies) - One orange defender waits next to the goal - So yellow has a numerical advantage (4 v 3) and tries to score - If the yellow team loses the ball in their defensive grid, orange can try to score (1 attempt only) - If yellow loses the ball in the attacking grid, orange play back to their goalkeeper and the action has ended Performance Phase – Model Session 1 Football Conditioning (Big games) - Now the orange defender (#3), who was waiting next to the goal, comes on to the pitch and the yellow defender (#3) that had joined the attack steps out and jogs back to wait next to the goal. - The same action starts again but now with orange playing out and attacking while the yellow team defends (see diagram C). - The next step up would be to decrease the size of the grids, with portable goals on the edge of each box and narrowing the pitch 5m each side. The halfway line now divides the attacking and defensive halves. 4. Conditioning Game: 8 v 8 (7 v 7 + goalkeepers, see diagram D) - Formation of both teams 1-4-3 - All players can move across the whole field - Normal rules, offside applies - Pitch size depends on player’s ability (see diagram D) Since it's a conditioning game the intensity must be high. Therefore there are no stops for throw-ins; corners; free kicks or goal kicks. The goalkeeper of the team that should have had the throw-in, corner or free kick immediately serves a new ball (within 3 seconds otherwise the coach serves a ball to the other team). Play 2 games of 10 minutes with two minutes rest between the games Performance Phase – Model Session 2 Football Conditioning (Middle games) Football problem: “Our team is not very effective when we attack in wide areas. The wingers, in combination with the full-backs, too often make wrong choices. The awareness and decision-making of our wingers and the cooperation with the full-backs must improve to make our wing play more effective”. 1. Warm-up: passing exercise - Players in their game positions (see diagram) - Right side players (yellow) and left side players (orange) opposite of one another but not interfering with each other - Minimum 2 players in the positions #3 & #4 - In case of bigger numbers: set up a similar organisation on the other wing - Yellow works from top down; orange from bottom up (#7 yellow passes to #4 orange who starts the same combination in the opposite direction till #11 orange passes the ball again to yellow #3) - All players follow their pass to the next position but only on their own team Performance Phase – Model Session 2 Football Conditioning (Middle games) • i.e. After pass 5 to orange #4, yellow #7 goes to the position of yellow #3 (same for orange #11: to position #4). • Start with prescribed pattern (as shown) • Introduce a 2nd (3rd?) pattern Progression: • Now yellow passes with passive resistance of orange; choose the right option depending on the defensive positioning of the opposing players (this option is for advanced players only) 2. Positioning game: 7 v 4 - 2 grids of approximately 30m x 30m (A & C) separated by a grid of 5m x 30m (B) - 2 groups of 4 outfield players - Yellow consisting of the players #2-3-6-7 - Orange consisting of the players #4-5-8-11 - #9 and #10 are neutral players who always play with the team in possession; one in grid B the other in the grid where the positioning game takes place (see diagram) - 2 goalkeepers positioned on each back line - #7 (yellow) keep possession against #4 (orange) - Players as much as possible in their game positions (especially the team in BP) - Provide 4 options (left; right; central and far) for the player on the ball through proper positioning - When orange wins the ball in grid A, they must try to pass to #9 in grid B or their goalkeeper at the far end - If they succeed, all players cross over to grid C where the game continues with orange in possession and yellow defending - If a yellow player passes the ball out of the grid, the coach immediately serves a new ball to the orange goalkeeper and the game restarts in grid C with possession for orange Performance Phase – Model Session 2 Football Conditioning (Middle games) Steps up or down: - Make grids bigger/smaller - Free/limited touches - Stop-start change of grids - ‘Flying’ change of grids Remark: - Position the grids in ‘game realistic’ areas of the field (see diagram on the right) Performance Phase – Model Session 2 Football Conditioning (Middle games) 3. Game training component: - Three grids A, B and C as shown in diagram on the right - In grid A, #11 yellow and an orange defender (#12); #5 yellow is positioned outside the grid with plenty of balls - In grid B, #9 & #10 yellow and an orange defender (#3) plus a goalkeeper - In grid C, #7 yellow and an orange defender (#15) with yellow #2 outside the grid - #2 & #5 yellow alternately serve a ball to respectively #7 & #11 - #2-7 and #5-11 must beat the orange defenders in their respective grids through effective wing play and deliver a cross to #9 & #10 in grid B who try to finish 2 v 1 - The defenders in grids A & C cannot defend beyond the red dotted line Wing play options: - The winger beats the defender 1 v 1 (situation 1) - The winger plays a wall pass with #9 or #10 (situation 2) Performance Phase – Model Session 2 Football Conditioning (Middle games) More wing play options: - The full-back overlaps the winger to create a 2 v 1 (situation 3) - The winger bounces with the full-back and becomes the 3rd man via a combination with #9 or #10 (situation 4) The option selected by the attacking player often depends on the action of the defender. The coach may need to help the players develop their awareness and insight to select the most effective option. Communication between the players is essential. Also pay attention to the positioning and finishing of #9 & #10 Performance Phase – Model Session 2 Football Conditioning (Middle games) 4. Conditioning game: 5 v 5 + goalkeepers - The field is positioned in a wide area of the full pitch (see diagram) - Pitch length: box to box (70m) - Pitch width: central axis to sideline (35m), divided by the halfway line - Two portable goals (or poles) placed as shown (balls next to the goals) - The coach with balls on the halfway line - Offside rule applies! - Players in their usual ‘game positions’ - In this particular game, it means that the right side of the team (#2-3-6-7) + striker #9 plays against the left side of the team (#4-5-8-11) + central midfielder #10. It is essential that the coach maintains realistic positions relative to a full field game (this explains the positions of the goals) - #9 and #10 to change teams halfway through the game - By setting the game up this way, wing play will automatically be emphasised Since it’s a conditioning game the intensity must be high. Therefore there are no stops for throw-ins; corners; free kicks or goal kicks. The goalkeeper of the team that should have had the throw-in, corner or free kick immediately serves a new ball (within 3 seconds otherwise the coach serves a ball to the other team) Play four games of 4 minutes with 2 minutes rest between the games Performance Phase – Model Session 3 Football Conditioning (Small games) Football problem: “Our team is not good at regaining the ball from the opponent. Our players are generally too passive and give their opponents too much time and space to receive, pass, shoot or run with the ball. We must improve our ability to defend more aggressively as a team as well as individually”. 1. Warm-up: passing exercise - Two groups of 6 players position themselves in a grid of approximately 40m x 40m as shown in diagram - The yellow players move freely in the grid while passing a ball in an un-prescribed order - The yellow players must actively ask for the ball, check off, anticipate, etc - The orange players ‘pressure’ the ball without intercepting it or disrupting the passing sequence Progression: - Change the role of the yellow and orange team regularly - Dynamic stretches possible in the intervals - Increase the passing and running speed - Introduce a 2nd (3rd) ball Performance Phase – Model Session 3 Football Conditioning (Small games) 2. Positioning game: 6 v 6 - Use the grid from the passing exercise - One team keeps possession of the ball while the other team tries to win it back - Series of 3-4 minutes max with 2 minutes rest in between Steps up or down: - Make the grid bigger/smaller - Free/limited touches - Zonal marking/man-marking Performance Phase – Model Session 3 Football Conditioning (Small games) 3. Game training component: duel 1 v 1 Organisation: Outside the penalty box is a 15m x 15m grid with 6 cones placed as shown in the diagram. Two teams (orange and yellow) are divided into 2 groups of equal numbers and positioned as shown. Groups orange A and yellow C have a ball each. The exercise starts with A1 passing the ball to B1. A1 then runs around the central cone to receive the ball back from B1. At the moment A1 starts their run around the cone, D1 also starts to run around the opposite central cone. A1 must now try to beat D1 in a 1 v 1 to enter the penalty box and finish on goal. D1 can only defend in the grid and is not allowed to enter the penalty box. The action stops when A1 has finished on goal; D1 captures the ball from A1 or the ball goes out of the grid. After the action has finished the players involved move as follows: - A1 to group B (bring back the ball) - B1 to group A (bring ball from A1) - D1 goes back to group D (line up at the back) - Next sequence is C1 passing to D2 with B2 defending “Which team can score the most?” Performance Phase – Model Session 3 Football Conditioning (Small games) Remember the coaching must focus on the defenders: “Make contact and force the attacker to one side” “Use feint attacks to slow the attacker down” “Attack the ball aggressively when the opponent loses control of the ball or stops” 4. Conditioning game: 3 v 3 games + goalkeepers - A field of approximately 30m x 25m with two big goals and plenty of balls next to the goals - The coach with balls on the sideline - The team in possession must keep a diamond shape to make combination play possible - The attackers can score from any position on the pitch, therefore the defenders must mark closely and defend aggressively everywhere Since it's a conditioning game the intensity must be high. Therefore there are no stops for throw-ins, corners, free kicks or goal kicks. The goalkeeper of the team that should have had the throw-in, corner or free kick immediately serves a new ball (within 3 seconds otherwise the coach serves a ball to the other team) Play 12 games of 1 minute with 3 minutes rest between the games and a longer (6 minutes) break after the 6th repetition The rest periods must be a so-called ‘active rest’. This is a low intensity activity like juggling individually or as a group. This can be done while another group of players is working (see diagram). RETURN TO MODEL SESSIONS CONTENTS PAGE RETURN TO NATIONAL CURRICULUM CONTENTS PAGE References - Chris Sulley: ‘Youth Development - Best Practice in European Professional Football’, Leaders in Performance - ‘The Future Game – The Football Association Technical Guide For Young Player Development’, The Football Association - 2010 FIFA World Cup South Africa – Technical Report and Statistics - UEFA Euro 2012 Poland-Ukraine – Technical report - Daniel Coyle – ‘The Talent Code’ - Malcolm Gladwell – ‘Outliers’ - Mathew Syed – ‘Bounce’ - Anders Ericsson – ‘The Road to Excellence’ - Geoff Colvin – ‘Talent is Overrated’ - Professor Carol Dweck – ‘Mindset – The New Psychology of Success’ - EPL statistics – Data of 2012/13 season, as at February, 2013 (Prozone) - Paul S.A. Mairs & Richard E. Shaw – ‘Coaching Outside the Box: Changing the Mindset in Youth Soccer’ Acknowledgements - Alfred Galustian – former Technical Skills Consultant to FFA - Raymond Verheijen - provider of Football Conditioning expertise to FFA - Professor A. 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All rights reserved. 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Child car seats: Securing your precious cargo Your child’s safety is a priority. Using a child car seat correctly means you’re taking one of the best steps to protect your child in a crash. Knowing which car seat to use at each stage of your child’s development can be confusing. The most important thing to remember is to not rush your child from one car seat stage to the next. Children should remain in their current car seat stage, whether it’s a rear-facing, forward-facing or booster seat, until they reach its weight or height limit. This information can be found in the car seat manual or on the car seat itself. Provincial law requires placing children in the appropriate car seat until they’re at least 145 cm (4’ 9”), 36 kg (80 lb.) or nine years old. Stage 1 Rear-facing car seats Use a rear-facing seat until your child reaches the maximum weight or height limit of the car seat. Car seats are now available to keep children rear-facing up to 20 kg (45 lb). Keep your child rear-facing as long as possible. Don’t switch too soon as your child’s head and neck are still developing. Rear-facing seats are the safest place for your child to be because they distribute the impact of a collision along the back of the car seat, which protects your child’s fragile head and neck. It’s comfortable for your child to sit with their legs bent or crossed. Installation The safest position for a car seat is the vehicle’s rear middle seat. If you have more than one child, place the youngest in the middle as their smaller bodies aren’t strong enough to withstand the impact of a crash. - Use a seatbelt or Universal Anchorage System (UAS) to install the seat. Don’t use both. - Check the tension where the UAS or seatbelt is routed through the car seat. You shouldn’t be able to move it more than 2.5 cm (one inch) in any direction. - At least 80 per cent of the infant car seat must be in contact with the vehicle seat. - Check the level indicators to ensure the infant car seat is at a 45 degree angle. Check the fit - The harness straps should be in the slot that’s level with or below your child’s shoulders and fit snugly so you can fit only one finger between your baby’s collarbone and the straps. The straps should lay flat. - The straps should be at or below the shoulders to prevent your baby from sliding out of the car seat. - The chest clip should be at armpit level. Stage 2 Forward-facing child car seats Once your child reaches the weight or height limit of their rear-facing seat, they can move into a forward-facing seat. Look for a forward-facing seat that will meet the weight and height requirements of your child for as long as possible. Some seats are made for children up to 30 kg (65 lb.). The harness straps in a forward-facing seat are designed so the impact is taken where your child’s body is strongest – the shoulders and chest, and then directed down to the hips. Installation - The safest position for a car seat is the vehicle’s rear middle seat. If you have more than one child, place the youngest in the middle as their smaller bodies aren’t strong enough to withstand the impact of a crash. - The tether strap must always be used to secure the top of the car seat to the vehicle. - Use a seatbelt or UAS to install the seat. Don’t use both. - Check the tension where the seatbelt or UAS is routed through the car seat. You shouldn’t be able to move the car seat more than 2.5 cm (one inch) in any direction. Check the fit - The harness straps should be in the slot that is level with or above your child’s shoulders and fit snugly so that you can fit only one finger between your child’s chest and the straps. The straps should lay flat. - The middle of your child’s ears shouldn’t come past the top of the seat. - The chest clip should be at armpit level. Stage 3 Booster seats Once your child reaches the weight or height limit of their forward-facing seat, they can move into a booster seat. Manitoba law requires children to remain in booster seats until they’re at least 145 cm (4’ 9”), 36 kg (80 lb.) or nine years old. Without a booster seat, a seatbelt rides too high on a child’s stomach and neck and can cause serious injuries. Research shows that booster seats compared to seatbelts alone protect children from serious injury by up to 45 per cent.* How to choose a booster seat If your vehicle doesn’t have a head restraint, choose one of the following: - A high-back booster seat that provides head and neck support. Some models convert from a forward-facing seat with a harness to a high-back booster seat. - An adjustable booster seat that provides adjustable head and neck support as your child grows. If your vehicle has a head restraint, choose one of the following: - a fixed high-back booster seat - a height-adjustable high-back booster seat - a simple/backless booster seat Installation - The safest position for a car seat is the vehicle’s rear middle seat. If you have more than one child, place the youngest in the middle as their smaller bodies are not strong enough to withstand the impact of a crash. - Keep an empty booster seat buckled up to prevent it from moving and hitting you in a sudden stop or crash. Check the fit - The shoulder strap should fit over the shoulder and across your child’s chest. - The lap belt should sit snug on their hips. - The middle of your child’s ears shouldn’t come past the top of the vehicle’s head restraint. The head restraint ensures your child has adequate head and neck protection in a collision. - The bend of your child’s knees should be in line with the vehicle seat. - Never use just a lap belt to secure a child in a booster seat. Always use a shoulder and lap belt. - Never allow your child to place the shoulder belt under their arm or behind their back as this can cause serious injury. * Source: National Highway Traffic Safety Administration, 2010. Stage 4 Seatbelts For your child’s safety, Manitoba law requires children to remain in booster seats until they’re at least 145 cm (4’ 9”), 36 kg (80 lb.) or nine years old. It’s important not to rush to using a seatbelt alone because it’s not designed for a child – the shoulder strap rides too high and could cause serious injuries. Check the fit - Sitting up straight, the seatbelt should fit across your child’s shoulder and chest and sit low across the hips. - The middle of your child’s ears shouldn’t come past the top of the vehicle’s head restraint. Adjust the head restraint to ensure your child has adequate head and neck protection in a collision. - The bend of your child’s knees should be in line with the vehicle seat. - Never allow your child to place the shoulder belt under their arm or behind their back as this can cause serious injury. Important tips about car seats - Check the expiry date before purchasing. An expired car seat may not protect your child because over time the plastic may crack, reducing its ability to withstand a crash. Most seats are stamped with the expiry date on the back or bottom of the seat. If you can’t find the date, contact the car seat manufacturer. - Buy your car seat in Canada to ensure it meets Canada’s Motor Vehicle Safety Standards. Car seats purchased online may not meet Canadian Safety Standards. Look for the National Safety mark (pictured). - Check if the car seat has been recalled on Transport Canada’s website at tc.gc.ca. - Child car seats and booster seats are exempt from provincial sales tax. Quick reference guide Use this chart to find out which car seat is best for your child. 1. Rear-facing child car seat Use a rear-facing car seat from birth until your child reaches the maximum weight or height limit listed on their car seat. Some seats are made for children up to 20 kg (45 lb.). Keep your child rear-facing as long as possible. Don’t switch too soon as your child’s head and neck are still developing. 2. Forward-facing child car seat Use a forward-facing car seat until your child reaches the maximum weight or height limit listed on their car seat. Some seats are made for children up to 30 kg (65 lb.). 3. Booster seat Use a booster seat once your child reaches the maximum weight or height limit listed on their car seat. Provincial law requires placing children in the appropriate car seat until they’re at least 145 cm (4’ 9”), 36 kg (80 lb.) or nine years old. 4. Seatbelt Use a seatbelt only when your child is more than 145 cm (4’ 9”), 36 kg (80 lb.) or nine years old. Children should sit in the back seat until they are at least 13 years of age. Multi-stage seats can extend the use of a car seat and can provide the safety your child needs at each stage of their development. Proper placement and installation are important Unfortunately, approximately half of child car seats and booster seats are used incorrectly. Always refer to your car seat and vehicle owner’s manuals. Source: National Highway Traffic Safety Administration, 2015 For more information about child car seats please call: In Winnipeg: 204-985-8737 Outside Winnipeg: 1-888-767-7640 mpi.mb.ca This document was printed on Forest Stewardship Council® (FSC®) certified paper, an international certification and labelling system dedicated to promoting responsible management of the world’s forests. For more information about our environmentally responsible practices, visit mpi.mb.ca. 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April Showers Bring May Flowers: Weather Sayings and their meanings. Centuries ago, weather forecasting would be based upon human experience and very little on scientific data, where people would often rely on their own observations as an indication for what the weather will bring. To aid with this task of predicting the weather, sailors, farmers and novice meteorologists would invent sayings from such observations to act as helpful guides. Since then, these sayings can still be found in our daily lives today, with many still accurate indicators of the behavior of weather. See below some of these age-old sayings and whether there is any science behind them. April showers bring May flowers This rhyme was originally a short poem. The meaning behind ‘April showers bring May flowers’ is said to be a reminder that even the most unpleasant occurrences, in this case the heavy rains of April, can bring about positive outcomes – flowers in May. In the UK, ‘April showers’ is known as the heavy downpours during the month of April, mostly caused by the position of the jet stream. In early spring, the jet stream begins to travel northwards, making way for large depressions to bring strong winds and rain in from the Atlantic. Red sky at night shepherd’s delight ‘Red sky at night, shepherd’s delight. Red sky in the morning, shepherd’s warning’ first emerged in the bible in the Gospel of Matthew. Sometimes used at sunrise or sunset to signal the changing sky, this old weather saying was initially known among shepherds to help prepare them for the next day’s weather. ‘Red sky at night, shepherd’s delight’ can usually be proven true, as a red sky at night generally means high pressure is travelling in from the west, indicating that fair weather is on the way. While ‘red sky in the morning, shepherds warning’ suggests high pressure weather systems have already moved east, meaning the good weather has passed and likely making way for a damp and blustery low pressure system. St Swithun’s day According to tradition, the story behind this day begins with St Swithun, the Bishop of Winchester in the Anglo-Saxon era. Before St Swithun died, he initially requested to be buried outside to be subject to the feet of people passing by and the raindrops pouring down from on high. However more than a century later on July 15, his corpse was transferred to a shrine indoors, where heavy showers suddenly broke out that were said to be caused by the saint’s anger at being moved. This rainfall carried on from that day for as long as 40 days and nights, leading to a folklore myth that whatever the weather is like on July 15, will be how will continue for the next 40 days and nights following. Whether there is much scientific truth in this myth, is down to the jet stream. The position of the jet stream after the summer solstice determines the season’s weather. If the jet stream is in a southern position then a more unsettled summer is likely. But if the jet stream is in a north facing location, the weather will most likely be brighter and drier during summer. However since records began there hasn’t been any occurrence of rain for that extended period of time. When the wind is out of the East, tis never good for man nor beast Considering the variety of air masses that impact UK weather, this proverb bares some truth. Air mass that travels in from the north-east flows from the polar continental, where record low temperatures in the UK have been observed from this certain air mass. Originating from areas including Russia and eastern regions of Europe, this air mass affects Britain with icy cold gusts mostly throughout winter, with some warm and dry winds coming in during summer. However it is during winter the country faces such bitter winds the most - between November and April. Rain before seven, fine by eleven This saying refers to our weather systems, which tend to change quite quickly and pass through the country with a westerly flow from the Atlantic. Although this can often indicate a low pressure system might have passed by morning, this isn’t always the case and rain can, and regularly does, linger for longer than just a morning. As much as this saying can sometimes be true, it should not be classed as reliable. When halo rings Moon or Sun, rain's approaching on the run Haloes are often referred to as the bright rings that appear around the sun or the moon, which according to this saying, suggests rainfall is approaching. The haloes we see around the moon and sun are caused by the formation of ice crystals in high clouds. These ice crystals then go on to refract light from the sun or moon and as the ice crystals travel lower in the sky, the likelihood of precipitation becomes higher. Particularly during summer months, these rings of light can signal incoming storms. Mackerel sky and mare’s tails make tall ships carry low sails This proverb originates from when various cloud formations were used to indicate whether the sails on boats and ships needed to be lowered or not. Otherwise referred to as simply ‘mackerel sky’, the phrase is linked to altocumulus clouds. While ‘mare’s tail’ makes reference to cirrus clouds. Both clouds are known to often develop prior to the instance of a storm – which would lead to sailors lowering their ships’ sails. When there is a specific level of moisture in the air, altocumulus clouds form, providing an indication that rainfall is drawing closer. The expression ‘mackerel sky’ derives from the clouds resemblance to the scales of the fish. HE WAS AN EASTER EGG. GOOD NIGHT, GARFIELD! GOOD NIGHT, POOKY! WHAT ARE YOU DOING? ‘NIGHT, OOPIE’ TUCKING IN THE LEFTOVERS? I SURE LIKE CHARLIE BROWN’S LITTLE SISTER... SOMEHOW I FEEL THAT SHE AND I HAVE SOMETHING IN COMMON... I JUST CAN’T FIGURE OUT WHAT IT IS, THOUGH... SHE’S THE ONLY OTHER ONE AROUND HERE WHO KNOWS HOW TO WALK ON FOUR FEET! THAT’S IT! “Somewhere, there’s a little league game that won’t go into extra innings.” WORKING ON TAXES, HUH? YES. ANYTHING I CAN DO TO HELP? JUST GIVE ME SOME PEACE AND QUIET. ZOE! IT WAS DAD’S IDEA. Phytochemicals and Cancer Phytochemicals are naturally occurring chemicals in plants and can be found in a variety of fruits, vegetables, grains and beans. Phytochemicals have many health benefits on the body, particularly in acting as an antioxidant. Benefits of phytochemicals include: - Boosting the immune system. - Reducing inflammation that stimulates cancer growth. - Preventing substances we eat, drink, and breathe from becoming carcinogens. - Slowing the growth of cancer cells. - Reducing oxidative damage to cells that can initiate the growth of cancer. Types of Phytochemicals Carotenoids include beta-carotene, lycopene and lutein. These are found in red, orange and green fruits and vegetables. Carotenoids act as an antioxidant in the body and may work to inhibit cancer cell growth. They can also help to boost your immune system, vision, skin and bone health. Examples of foods that contain carotenoids include broccoli, kale, carrots, sweet potatoes, spinach, collard greens, winter squash, apricots, oranges and cantaloupe. Lutein is a type of carotenoid that is found naturally in the macula of our eyes. Foods high in lutein may help to reduce the risk of chronic eye diseases, including macular degeneration and cataracts. Examples of good sources of lutein include spinach, kale, turnips, collard greens, broccoli, eggs and avocados. Flavonoids are another type of phytochemical that work as an antioxidant in the body. They may help to stop inflammation and tumor growth. Foods high in flavonoids include apples, citrus fruits, berries, soybeans, soy products (tofu, soy milk, edamame), coffee and tea. Resveratrol has the potential to reduce inflammation that can contribute to certain types of cancer and heart disease. Resveratrol can be found in red and purple grapes, blueberries, cranberries, peanuts, green tea and red wine. What You Can Do Aim for a diet that is high in fruits and vegetables. This is a great way to ensure you are getting a lot of phytochemicals, but also a wide variety of nutrients! Choose bright-colored fruits and vegetables, which often have a higher nutritional value and are the best sources of phytochemicals. Try something new! There are so many fresh fruits and vegetables out there! Try produce you may not have previously liked – your pallet may have changed over time. Make a goal to try something new each week. Get creative with your cooking methods and seasonings! Lightly steam or roast your vegetables. Most phytochemicals do not do well under high temperatures. Season with olive oil, fresh lemon, garlic, and any fresh or dried herbs. Article is from Aging Partners Having the Tough Conversation with Aging Parents Talking with a loved one about their current needs and long-term care isn't easy. A successful conversation depends upon the relationship we have with the individual, as well as their mental, emotional and physical condition. It's easy to put off serious discussions to avoid conflict or awkward conversations. However, not taking the time to understand your loved one's wishes and establish a mutually agreed upon plan may result in more conflict, heartache and suffering for all involved. Tips for Talking with Elders about Senior Care Needs - Share Your Own Feelings Be honest and open about how you see the current situation evolving and about your own capabilities and needs, especially in terms of your ability to provide care. - Emphasize Your Role as an Advocate Let your loved ones know that you want to make sure to carry out their wishes as much as possible, and that they can depend on you to act in their best interest. Make it clear that you are not trying to bulldoze your way into their lives and reorganize familiar routines or make all the decisions about their future care. - Listen to Concerns Don't brush off any anxieties your loved ones may expressed. Instead, try making a written list of concerns that will need to be addressed when making plans for care. - Discuss How Emergencies Should Be Handled Don't wait until it's too late to figure out where key financial records, insurance policies and health information is stored. It's also a good idea to discuss the circumstances under which your loved ones would like you to become their Power of Attorney. To the extent possible, have an open and honest discussion about their wishes, abilities and options. While the thought of such dialogue may be uncomfortable, you will be in a better position to make decisions later when your loved one may not be able to do so. Article is from APlaceforMom.com Why are the new Medicare cards important? - Medicare is removing Social Security Numbers from Medicare cards to prevent fraud, fight identity theft, and keep taxpayer dollars safe. When can I expect my new Medicare card? - Cards will be mailed between April 2018—April 2019. - Once you receive your new card, shred your old card. What do I need to do to get my new Medicare Card? - Nothing! Your new Medicare Card will be mailed to you automatically. What if I get a call about the new cards? - Hang up! If you receive calls, mailings or emails asking for information or payment to receive your new card, this is a scam! DO NOT RESPOND! Report any fraudulent calls or mailings to Nebraska SHIIP at 1-800-234-7119. Information is from Nebraska SHIIP Glaucoma in Seniors Glaucoma is a cluster of diseases that can damage the eye’s optic nerve and result in irreversible vision loss and ultimately can cause total blindness. It is one of the leading causes of legal blindness in the US and probably the most preventable cause of vision loss. Glaucoma tends to run in families and most often occurs in people over the age of 60. As baby boomers age, we can anticipate more and more cases of glaucoma in seniors. Anyone can get glaucoma, but for reasons that are not fully understood, it is more common in people of African-American and Mexican-American ancestry. In addition to family history, other risk factors include nearsightedness (myopia), previous eye injury, low blood pressure, diabetes and long exposure to cortisone, a steroid hormone. Our eyes contain fluid which maintains a constant pressure within the eyeball. When the valve that regulates this liquid, and thus the pressure, malfunctions, the optic nerve becomes damaged by the increased pressure in the eye. This process is painless and gradual, and vision usually seems normal as it’s happening. COMMON TYPES OF GLAUCOMA IN SENIORS There are several types of glaucoma: - Isopen-angle Glaucoma: The most common type of glaucoma, this results in a slow, painless loss of peripheral vision. Approximately 1% of all Americans have this type. - Withopen-angle Glaucoma: With this type, one’s field of vision slowly, imperceptibly narrows as peripheral vision deteriorates. Vision damaged this way is often compared to looking through a tunnel, but it is actually more akin to looking at the world through a paper towel tube. - Low-tension or normal Tension Glaucoma: This type is more challenging to detect because the intraocular pressure is within normal parameters. It is thought to be related to impaired blood flow to the optic nerve. - Fromangle-closure Glaucoma: If intraocular pressure becomes too high, the iris is forced against part of the eye and blocks drainage. When the drainage becomes completely blocked, it will result in an acute glaucoma attack, which can lead to vision loss very quickly. RARE TYPES OF GLAUCOMA There are also several rare types of glaucoma that can affect seniors: - Pigmentary Glaucoma: This most often affects nearsighted people and men more than women. It might begin even in the early twenties or thirties and is particularly threatening to vision over a lifetime. - Trauma-related Glaucoma: This can be caused by any serious blow to the eye, chemical burn, or penetrating injury. DETECTING GLAUCOMA IN SENIORS Only a full vision exam, including tonometry, a visual field exam, visual acuity assessment and a dilated eye exam can determine if one has any of these types of glaucoma. Tonometry measures the ocular pressure by determining the resistance of your cornea to indentation, usually by directing a quick, painless puff of air at the eye. A visual field exam tests the full field of vision by asking if you can see a series of objects or flashes of light in various locations, for example on a computer screen. The visual acuity exam starts with the familiar eye chart with the tumbling E’s. Continued on pages 14-15 Exercise of the Month — Balance Walk 1. Raise arms to sides, shoulder height. 2. Choose a spot ahead of you and focus on it to keep you steady as you walk. 3. Walk in a straight line with one foot in front of the other. 4. As you walk, lift your back leg. Pause for 1 second before stepping forward. 5. Repeat for 20 steps, alternating legs. TIP: As you progress, try looking from side to side as you walk, but skip this step if you have inner ear problems. Good balance helps you walk safely and avoid tripping and falling over objects in your way. Recipe of the Month Easter Deviled Eggs Ingredients: - 12 eggs - 1/2 cup mayonnaise - 2 tbsp. sweet pickle relish - 4 tsp mustard - Salt and pepper, to taste - Food coloring Directions: 1. Place eggs in a pan and cover with cold water. 2. Bring to a boil, cover and turn off heat. 3. Allow to sit for 9 minutes. 4. Fill with cold water to stop cooking 5. Remove shells 6. Slice eggs in half lengthwise 7. Remove yolks and place in a bowl 8. Fill bowls with 1 cup cold water and 6 drops of food coloring 9. Divide cooked egg white halves evenly between the different colors 10. Allow whites to sit for 15 minutes or until desired color is reached 11. Place colored egg whites on paper towels to dry. 12. Mash yolks with a fork and stir in mayonnaise, pickle relish, and mustard. 13. Salt and pepper to taste. 14. Mix until consistency is smooth and creamy 15. Transfer mixture to zippered bag or piping bag and clip the corner for piping. 16. Pipe mixture into cooked egg whites and refrigerate until ready to serve. Spring Fever April March May Baseball Nesting Planting Birds Puddles Rain Blossoms Planting Puddles Buds Rain Robin Daffodils Rain Robin Easter Seeds Showers Flowers Showers Sunshine Gardening Tulip Winds Green Tulip Winds Growing Kite Marbles Riddle of the Month What do you call a pig in the dirt?? Answer the riddle correctly by the 15th of the month at Saline County Aging Services and get entered into a drawing to win a prize at the end of the month! Please include your phone number with your answer! The Grimacing Gardener Across: 1. Overuse can lead to runoff that damages surface waters 2. Small pits on tubers indicate this disease (2 words) 5. Noisy unwanted reptile 7. Too much or too little of this is a common problem 10. Plant with edible, tart stalks but poisonous leaves 11. Overuse of this class of weed killer can injure plants 13. Fungus that infects corn plants 14. Shield-shaped insect that gives off an unpleasant odor when crushed (2 words) 15. Insect-eating underground dwellers 18. Used to suppress weeds, but too much can cause rot 19. This type of soil drains slowly and can cause root damage 21. Showy springtime problem 22. Rash-causing weed (2 words) Down: 1. Disease that causes scorched-looking new leaves 3. A thick type of unwanted grass 4. Type of caterpillar that cuts off seedlings just above the ground 6. Animal that grazes, leaving damaged woody plants, roses, fruits, and vegetables 8. Prickly plant or shrub 9. Winged annoyance, especially around fresh fruit (2 words) 12. Ugly nocturnal insect that feeds on tender new growth 14. Type of soil that often does not retain water or nutrients 15. Umbrella-shaped fungi 16. Nocturnal animal that loves sweet corn and strawberries 17. Non-native plant type that spreads on its own 20. Prolific insect that sucks the sap from stems and leaves Happy Spring everyone! Katie & Laura Due to staff changes, we will only be doing Full Circle events every other month, until further notice. Check the May edition of our Newsletter to see what we have planned for the next one! Hope to see you all in May! PLEASE PLEASE PLEASE....Call to make an appointment if you are needing one of the staff members’ attention for any matter. Due to staff changes we can not guarantee that we will be in the office or have time at the moment you come in. Thank you so much for your understanding! Interested in coming to one of our foot clinics? We have clinics in Dorchester, Crete, Friend and Wilber. Call Laura at 402.821.3330 to make an appointment near you! INCOME TAX FILING ASSISTANCE There are several programs that offer free income tax filing assistance in Beatrice, York, Lincoln, Tecumseh, and Marysville. We have a list of the sites, dates, and times. If you need help filing your income tax, please call us (402.821.3330). Have you moved? Do you have a new phone number? How about a new Emergency Contact? If any of this information changes please let us know so we can still get ahold of you! DON’T FORGET HOMESTEAD EXEMPTION DEADLINE Homestead Exemption (HE) is a property tax relief program for homeowners who occupy their residence or mobile home and up to one acre of land surrounding it. Exemption applications need to be filed every year. Filing deadline is June 30th. If you have questions or need assistance filing for HE, call the County Assessor’s office (402-821-2588). The following volunteers can help you fill out your HE forms, but please call ahead for an appointment: - Saline County Aging Services, Wilber, (402-821-3330), - Georgene Eggebraaten, Crete, (402-826-3829), - Anita Meyer, Friend, (402-947-2301). The dilated eye exam is where drops are put in the eyes to dilate (widen) the pupils so that the physician can examine the retina and optic nerve. The drops may cause blurring of vision for several hours, although most people are still able to drive afterwards. The American Academy of Ophthalmology recommends a full eye exam for everyone under 40 every five to ten years; after the age of 40 every two to four years, and annually after the age of 55. Full exams are recommended annually for those over 50 with a family history of glaucoma. GLAUCOMA PREVENTION It is unclear what can prevent glaucoma in seniors. However, a 2007 study in the journal of the American Academy of Ophthalmology found a decrease of intraocular pressure (IOP) in rats on a diet enriched in omega-3 fatty acids and an increase in IOP in rats fed an omega-3 fatty acid deficient diet. Researchers had noted that traditional Western diets are low in omega-3 fatty acids while omega-3 fatty acids are quite high in the fish-rich Japanese diet. IOP increases with age in Western populations, while it actually decreases with age in Japan. Studies on humans at the present time are limited. Wild salmon, tuna, herring, mackerel, anchovies, and sardines are good natural sources of omega-3 fatty acids. Fish oil supplements are also high in omega-3 fatty acids. The single most important thing one can do to prevent vision loss from glaucoma is to have regularly scheduled full eye exams. GLAUCOMA TREATMENT There is no cure for glaucoma. All types of glaucoma are controlled with medications (usually eye drops, but can be oral as well) and surgery. Several of the more commonly prescribed medications include: - Alpha-adrenergic agonists - Beta blockers - Carbonic anhydrase inhibitors It is essential that the medication be taken exactly as prescribed and that the annual exam includes a medication review. Some drugs stop working over time or may have negative interactions with other prescriptions. Only a physician can appropriately monitor glaucoma and glaucoma medications. Often an older person will need help with eye drops because of a tremor or fine motor control issues. Special devices can help make the application of drops easier. Check out the Community Services for the Blind catalogue with the "eye drop guide" (www.sightconnection.com). Memory problems increase the risk of missing medications dramatically. Remember, vision lost from glaucoma is lost forever; it is irreversible. A family member or trained aide must assist a memory-impaired person with glaucoma medication every day. Based on recent reviews by the National Eye Institute and the Institute of Medicine, a task force on complementary therapies found no scientific evidence that proved increased benefits of marijuana use to treat glaucoma compared to the wide variety of prescription medications available. While marijuana does indeed lower intraocular pressure, a person would need to smoke a marijuana cigarette eight to ten times a day. Medical marijuana is still illegal in most of the US. Laser surgery is another treatment option for glaucoma in seniors. Using a laser, part of the anterior chamber is changed to make it easier for the fluid to exit the eye. Usually the patient will also continue to take glaucoma medications and monitor intraocular pressure with an annual exam. LOW VISION REHABILITATION Because vision lost to glaucoma cannot be restored, it is imperative for people with glaucoma-related vision loss to understand and utilize low vision rehabilitation. New training and technology can help make the most of remaining vision. Many community organizations and agencies offer information about low vision counseling, vision and technology training, support groups, and other special services for people with visual impairments. An excellent initial contact to find low vision rehabilitation in your area is the national senior information helpline: 1-800-766-1116 or www.eldercare.gov. A physician may say to someone with glaucoma who has experienced permanent vision loss, "You're legally blind, and there's nothing I can do." This is devastating news to anyone, and the person hears, "there's nothing I can do" and thinks that there's nothing more to be done. However, what the doctor should say is, "there's no way I can restore your lost sight, but experts in low vision can help you make the most of the vision you still have." Legally blind is specifically defined as 20/200 in the best eye with the best corrective lenses. For example, with my lovely new bifocals, I have 20/20 vision. A sign that I can read 200 feet away, a legally blind person with 20/200 vision would need to walk up to the sign until 20 feet away to be able to read it with his or her best glasses. Most people who are thought of as blind have some functional vision. For people with total blindness, mobility training, instruction in activities of daily living, and social services are also widely available. \| Date \| Activity \| \|------\|-------------------------------------------------------------------------\| \| 1 \| Happy Easter! \| \| 2 \| \| \| 3 \| Foot Clinic<br>Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:30-3:30 \| \| 4 \| Foot Clinic<br>Lunch 12:00 p.m. \| \| 5 \| Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:00-3:00 \| \| 6 \| Caramel Popcorn Day! \| \| 7 \| No Housework Day! \| \| 8 \| Zoo Lovers Day \| \| 9 \| \| \| 10 \| Foot Clinic<br>Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:30-3:30 \| \| 11 \| Foot Clinic<br>Lunch 12:00 p.m. \| \| 12 \| Foot Clinic<br>Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:00-3:00 \| \| 13 \| Potluck & Grocery BINGO \| \| 14 \| Dolphin Day \| \| 15 \| TAX DAY \| \| 16 \| Work Day 1:30-3:30 \| \| 17 \| Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:00-3:00 \| \| 18 \| Lunch 12:00 p.m. \| \| 19 \| Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:00-3:00 \| \| 20 \| Cheese Fries Day! \| \| 21 \| \| \| 22 \| Happy Earth Day \| \| 23 \| Picnic Day \| \| 24 \| Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:00-3:00<br>Senior Dinner \| \| 25 \| Lunch 12:00 p.m. \| \| 26 \| Tai Chi 9-10<br>Quilting 1-5<br>Tai Chi 930-1030<br>Tai Chi 2:00-3:00<br>Senior Dinner \| \| 27 \| Senior Luncheon-Friend Christian Assembly \| \| 28 \| Blueberry Pie Day! \| \| 29 \| \| \| 30 \| Ice Cream @ Quick Shop 3:30 \| Key: Crete Dorchester Wilber Friend DeWitt All foot clinics are by appointment only. Interested in a foot clinic appointment for Wilber, Crete or Friend? Call us at 402.821.3330. For DeWitt call Bev Plihal at 402.683.6475 or 402.520.0873. DeWitt Senior Center Meal Schedule For meal reservations, call Bev at 683-6475 or 520-0873 WEDNESDAY, April 4th Program—Patio Planting by Nicole of Gage Co. Ext. Menu—Salmon Loaf, Baked Potato, Green Beans, Fruit & Milk WEDNESDAY, April 11th Program—DeWitt Village Happenings by Clerk Erin Reimer Menu—Ham, Sweet Potatoes, Broccoli, Fruit & Milk WEDNESDAY, April 18th Program—Coming to America Menu—Grilled Chicken, Scalloped Potatoes, Mixed Vegetables, Fruit & Milk WEDNESDAY, April 25th Program—How Did Your Family Get to Nebraska? Menu—Meatloaf, Mashed Potatoes, Carrots, Fruit & Milk Celebrate Birthdays, Soft Pretzals We Have a Winner! Ed Hudecek of Wilber received a $5 gift card to Subway! Get your answers in by the 15th for this month’s riddle so you can be the next winner! The answer to March’s riddle was TEAPOT. Happy Birthday! A special wish to all of the April birthdays out there from Saline County Aging Services! Interested in Home Delivered Meals?? For DeWitt call: 402.683.6475 For Wilber & the rest of Saline County call: 402.821.3330 Community Supper: Join community members of all ages and walks of life at the First Evangelical Lutheran Church in Wilber every Monday at 5:30 p.m. for a meal and fellowship. No cost, open to everyone regardless of age. Senior Citizens Dinner: Come to the noon dinner on Thursday, April 26, 2018, in the Wilber Care Center’s Activity Room. Please RSVP by April 20th to one of the following numbers: 821-2014, 821-2271 or 821-3259. Farmers’ Market Coupons Saline County Aging Services is now taking names of those interested in applying for Farmers’ Market Coupons through the Seniors Farmers’ Market Nutrition Program (SFMNP). The SFMNP strives to improve the diet of participants, thereby promoting good health to help them maintain their independence. The Farmers’ Market Coupons will be provided to qualified Saline County residents. To qualify, Saline County residents must: - be 60 years of age or older, - meet income guidelines, - AND attend a mandatory but brief nutrition presentation. - Be prepared to show proof of age and income. At this time, Coupons will still be given out on a first come, first served basis, unless demand is greater than our supply. (Please note: We only receive a limited amount!) Saline County Aging Services should have coupons available in June. One set will be issued per qualified household. A set consists of sixteen coupons, with a face value of $3.00. (One set is valued at $48.00) These coupons can be redeemed for locally grown food from any SFMNP vendor, for any locally grown raw or fresh fruits, vegetables, herbs and pure, unprocessed honey. If you have any questions or would like to apply for the coupons please call Saline County Aging Services at 402-821-3330 or 1-800-778-3309. Do you want the Saline County Aging Services Newsletter sent to your door? Cut this slip out, fill the information in below, and mail it to Saline County Aging Services – PO Box 812 – Wilber, NE 68465 or bring it into our office at 109 W. 3rd Street in Wilber or call us at 402-821-3330. Name: Mailing Address: If you would rather have it sent via email, please provide your email address, printing carefully. Spring* SEASON OF THE COLORS BEE HAPPY! LIST of 2018 HOLIDAYS that SCAS WILL BE CLOSED Saline County Aging Services will be closed in observance of the following County holidays. If in doubt, please call 402-821-3330. Jan. 1 New Year’s Day Jan. 15 Martin Luther King Day Feb. 19 Presidents’ Day Apr. 27 Arbor Day May 28 Memorial Day July 4 Independence Day Sept. 3 Labor Day Oct. 8 Columbus Day Nov. 12 Veterans’ Day Nov. 22 Thanksgiving Nov. 23 Day after Thanksgiving Dec. 25 Christmas Day Saline County Aging Services is dedicated to providing programming to all Saline County individuals over 60 and their caregivers. 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MAPE Focus on Teaching Thinking and ICT MAPE NEWMAN COLLEGE with MAPE NEWMAN COLLEGE WIRELESS NETWORK Technique Tip: Quick and Quiet WIRELESS CONCERNS ON THE WEB WIRELESS CONCERNS ON THE WEB ## Contents \| Section 1 ICT, Talk and Thinking \| Page \| \|----------------------------------\|------\| \| Pack overview map \| 2 \| \| Introduction by Steve Higgins and Nick Packard \| 3 \| \| Overview by Rupert Wegerif \| 1 \| \| Kate's Choice by Rupert Wegerif \| 3 \| \| Using 'Odd One Out' to Developing Thinking with ICT by Carrie Hoskinson and Michelle Frank \| 5 \| \| Branching Stories for Early Years with PowerPoint by Leon Cych \| CD \| \| Databases for Deductive Thinking by Nick Packard \| 7 \| \| Logical Thinking with the Zoombinis by Steve Higgins and Nick Packard \| CD \| \| A Review of Zoombinis Mountain Rescue by Nick Packard \| 8 \| \| Using Zoombinis Mountain Rescue to Develop Children's Thinking Skills by Carrie Hoskinson and Michelle Frank \| 10 \| \| Section 2 Visual and Creative Thinking \| Page \| \|----------------------------------------\|------\| \| Overview by Steve Higgins \| 1 \| \| Thinking Skills, Geography and ICT by Helen Burrell \| 2 \| \| Making Links: Developing Children's Thinking Skills Using ICT by Kerry Rich and Rachel Briggs \| 5 \| \| Using Writing Frames to Develop Thinking by Steve Higgins \| 7 \| \| Section 3 Thinking through the Web \| Page \| \|----------------------------------------\|------\| \| Overview by Steve Higgins \| 1 \| \| Newswise by Steve Williams \| 2 \| \| Thinking about Effective Computer Software, On-Line Content and Games for Teaching and Learning by Lyn Dawes \| 4 \| \| Thinking Through Art by Ian Patience \| 7 \| CD Help MAPE: ICT and Thinking Skills Pack Map Contents page Overview map Introduction ICT and Thinking Skills (Steve Higgins and Nick Packard) Section 1 ICT, talk and thinking (Overview by Rupert Wegerif) 'From Thinking Skills to Thinking Classrooms' (on CD) Branching stories for Early Years (on CD) Powerpoint files (CD) Kate's Choice (CD) Using 'Odd One Out' to develop thinking Crooks! databases for deductive reasoning Zoombinis Mountain Rescue Logical thinking with the Zoombinis (on CD) Zoombinis guides (CD) Sample files (CD) Kidspiration demo CD) 'Crooks' database (CD) Section 2 Visual and Creative Thinking (Overview by Steve Higgins) Thinking and writing frames Inspiration demo (CD) Thinking Skills, Geography and ICT Making links: Developing Children's thinking skills Section 3 Thinking through the web (Overview by Steve Higgins) Newwise Thinking through art Getting started with the CD Thinking about effective content Writing frame examples (CD) Bronzino site (CD) Web links (CD) Introduction Steve Higgins (firstname.lastname@example.org) Nick Packard (email@example.com) The inclusion of thinking skills in each of the subjects of the National Curriculum 2000 was a welcome step. It acknowledges that in an age when access to information is easier through computers, databases and the internet it is vital that learners are given the skills to think through the appropriateness and quality of this information. A curriculum that includes teaching thinking is also about developing children’s understanding of what they are learning rather than focusing on their entitlement to receive or have delivered to them a particular body of knowledge. Teaching thinking also has another, more ambitious, aim. It seeks to enable children to become more effective learners and to develop responsibility for and self-regulation of their own learning through explicit discussion and review of how they have learned particular content. Teaching thinking is not new. The idea that thinking is central to learning has a long history, some would argue its pedigree goes back to Socrates in ancient Greece! There has however been increasing interest in teaching thinking in recent years, culminating in the UK in Carol McGuinness’ report for the DfEE and the inclusion of thinking skills in the National Curriculum. There are a wide range of published schemes, materials and approaches often developed by charismatic individuals. It is also not without its critics. Some argue that it is not possible to teaching thinking skills unless they are taught in a specific context, and that the details of this context then prevent the thinking becoming more generally applied. Teaching Thinking and ‘Thinking for Learning’ in the North-East of England In the North-East of England we have taken a more pragmatic approach. The Thinking Skills Research Centre at Newcastle University began by examining what happened in classrooms when thinking skills programs and approaches were used. There was clearly something of interest in that teachers talked positively about the programs or materials and pupils seemed to be more engaged and involved in thinking skills lessons. One of the challenges in using published programs is that teachers need to find time in an overcrowded curriculum to fit them in or ‘bolt on’ the thinking skills lessons to what is taught already. At the same time we developed a range of thinking strategies with teachers that could be integrated or infused into everyday lessons that seemed to help to create some space in classrooms for talking and thinking about both the content of lessons and the process of learning. Since then, and with the support of enthusiastic teachers and schools across the North East and the support some of the LEAs in the North East, particularly Northumberland and Sunderland, literally hundreds of schools have become involved in using both the ‘bolt-on’ programs and the ‘infusion’ approach using teaching thinking strategies. Thinking for Learning, as it has developed in the region, is about supporting teachers in developing pupils’ thinking and understanding of what they are learning. Some principles of teaching thinking emerged from our work that seem to apply whatever approach is taken. Clear purpose The purposes of tasks are made explicit and these aims are understood by pupils. This helps to provide pupils with specific goals that they can achieve and can reflect on. It is about helping pupils to understand not just what they have to do, but why they are doing it. Articulation Pupils talk about their work and are encouraged to describe and articulate their thinking. This has several benefits. From the teacher’s point of view, you get a chance to see how pupils are thinking as they explain their reasoning. This is an opportunity to address any misconceptions or develop their thinking. For the pupils, talking is usually seen as ‘easy’, but they get the chance to change their minds in the light of what others say. Mediation The teacher intervenes to discuss the learning that is taking place (and perhaps involves pupils in this through modelling and collaborative work). In this way the teacher ‘mediates’ the learning. This includes whole class explanation and discussion as well as direct teaching. Connecting Learning The teacher and pupils make connections both within the tasks, between tasks and with their wider experience. This is sometimes described as ‘bridging’ of learning by the teacher or ‘transfer’ of learning for pupils. Evaluation Pupils evaluate their own performance. Only once the purposes of tasks are meaningfully understood, can pupils start to evaluate how successful they have been and then identify why they were successful or unsuccessful. Metacognition The teacher and pupils discuss and evaluate the learning that has taken place. This supports pupils in seeing themselves as successful learners and able to learn rather than just accepting that they are either good at it or not. It also helps to develop an understanding of learning strategies, styles or approaches that may help them in future learning. ICT and teaching thinking Compared with teaching thinking, ICT is (relatively) new. It offers a range of ways that can help teachers and learners in the classroom and school. It is possible to develop resources and present information in engaging ways to learners, whether this is by desk-top publishing materials, developing a PowerPoint presentation or web-based resources with video clips and contextual help. From this perspective, ICT is a powerful tool for teachers to help with the preparation and delivery of lessons. Computers are also a tool for learners. They can provide an effective focus for discussion and help to structure pupils talking, thinking and reasoning. Neil Mercer, Rupert Wegerif and a team at the Open University have shown just how effective this approach can be (see Section 1 of the Focus pack for more details). Specific software can also support children’s thinking, whether this is in a game environment, such as those involving the Zoombinis, or in concept or mind mapping software (Section 2). Other ICT based activities can be given a thinking skills emphasis, if the principles above are used to guide the process. Children can develop their own presentation, or use information taken from the internet as a focus to developing their thinking (Section 3). The examples in this pack are intended to offer some ideas about the way that thinking skills and the use of ICT can be developed together. It is inevitably only a partial view, but one which we hope will provide a flavour of the exciting work happening in schools. We were fortunate in the North-East in that five local LEAs, Newcastle University and a locally based company, Knowledge Management Software formed a consortium to deliver NOF training. The consortium, GridREF 2000, was unusual in that the prime focus was to provide face-to-face training for primary schools. Its success locally enabled the development of a thinking skills version of the training which was adopted by some of the LEAs involved and which has supported a number of teachers in developing thinking skills strategies supported by ICT. Some challenges We also need to add a health warning here. It is hard, particularly at first, to focus on making the thinking explicit and developing specific skills and knowledge required by the curriculum. This is where some of the published thinking skills programs or teaching thinking strategies can help, as they guide you through the first stages of the process in trying something new in the classroom! In our experience it is twice as hard to do thinking skills work in the ICT room! The pressure is on to make the best use of the time allocated for the computers. In teaching in this context it is usually necessary to focus on some aspects of either ICT skills or the particular piece of software being used. It is hard to leave time at the end of the session for effective review and discussion. It may be easier to do this back in the classroom, either just after the activity, or just before the next session. Getting the balance right between individual practice and skills development and paired or small group discussion is a real challenge. Again the pressure is on for children to develop individual skills in the ICT room. If you have your computers in the classroom it is no easier. By the time everyone has done the activity, it is no longer fresh in the minds of those who did it first. We are convinced, however, of the importance of such review and discussion. It is vital to provide feedback to you as the teacher about how the children’s understanding of what they are doing is developing. It is also important for the children to make the connections with what they have done and their wider learning. Without this part of the process the lessons may well be enjoyable, but they will not help to develop children’s learning beyond the separate activities that they undertake. Further information Carol McGuinness’ (1999) report for the Department for Education and Employment has proved to be a significant step in making thinking skills more explicit in the curriculum. It is entitled From Thinking Skills to Thinking Classrooms: a review and evaluation of approaches for developing pupils’ thinking (London: DfEE Research Report RR115 (ISBN 1 84185 013 6)). It is (or was) available on the web at: [http://www.dfee.gov.uk/research/report/115.html](http://www.dfee.gov.uk/research/report/115.html). A copy is included on the CD. A database of National Curriculum thinking skills objectives that can be searched is located at [http://www.nc.uk.net/LACcs_thinkskill.html](http://www.nc.uk.net/LACcs_thinkskill.html). Section 1: ICT, Talk and Thinking Overview Rupert Wegerif$^1$ The Open University (firstname.lastname@example.org) Talking and thinking Research based at the Open University has explored the potential for teaching thinking through teaching talking. Working closely with primary teachers, we have produced a series of ‘Talk Lessons’ in which classes establish ground-rules for collaboration such as listening with respect, responding to challenges with reasons, encouraging partners to give their views and trying to reach agreement. While these activities are concerned with improving the quality of children’s working relationships the main focus is on developing their use of language as a tool for reasoning and constructing knowledge. The Talk Lessons encourage teachers to create a ‘community of enquiry’ in their classrooms in which children are guided in their use of language as a tool for both individual reasoning and collaborative problem-solving. The theory behind this, from the Russian psychologist Vygotsky, is that children learn to think individually through first reasoning with others in dialogues. The idea is that individual reasoning begins as a kind of conversation with oneself that is an ‘internalised’ version of conversations children first have with others around them. Evaluations of this approach to teaching thinking skills have shown that: a) teachers can help children understand how to communicate together effectively and increase their use of talk for reasoning; b) the increased use of explicit, reasoned discussion improves children’s ability to solve problems together working in small groups c) the increased use of explicit, reasoned discussion also improves children’s individual scores on a standard test of reasoning (Raven’s Progressive Matrices test). Teaching talk To teach the children how to talk together more effectively we came up with a list of ground rules to support collaborative learning and devised a set of lessons to teach these. Some of these lessons have now been published (see the further information section at the end). The ground rules we sought to promote were: - All relevant information is shared openly. - Each group member should be actively encouraged to contribute to the discussion. - Everyone should listen to others attentively. - Each suggestion should be carefully considered. - Group members are asked to provide reasons for ideas and opinions. - Constructive challenges to ideas are accepted and a response is expected. - Alternatives are discussed before a decision is taken. - The group works together with the purpose of reaching agreement. - The group, not the individual, takes responsibility for decisions made, for success achieved or for problems that may occur. In a key early lesson in this series, after the children have had some experience of group work, the teacher leads the class to agree upon one set of rules for talking together. These emergent ground rules are written down by one of the children on the board as they are produced. The teacher goes through each rule to ensure all the children understand it. Some of the rules the children propose may be inappropriate for the group work setting they are being asked to consider (like ‘don’t talk unless you have your hand up’). The teacher explains why these are not suitable for inclusion; and of course he or she has to lead them towards agreeing a set of rules which are suitable for generating effective talk. Surprisingly often, however, children do offer many rules that match the ground rules that we are looking for. The $^1$Writing on behalf of an Open University based research team including Lyn Dawes, Neil Mercer and Claire Sams. teacher concludes this discussion with the production of a final set of ‘class ground rules for talk’. This list of ground-rules is then displayed prominently on the wall of the classroom. The succeeding talk lessons are designed to enable the children to practice and evaluate these rules, in activities related to a range of curriculum topics. The role of computers Teaching children how to talk together and reason together is all very well in itself but how does this relate to teaching the curriculum? We have found that computer-based activities are an effective way of infusing thinking skills into subject area teaching and learning. This is because, with the right teacher input and software design group work around computers can turn reasoning skills into learning outcomes. The computer has a special role to play here. Computers can initiate, resource and frame a discussion as a teacher can, but unlike teachers they are never judgmental and have infinite patience. Once children had gone through our ‘Talk Lessons’ we found that when the computer prompted them with a challenge or a question they were able to sit back from the screen and discuss the issue together before reaching a shared decision about what response to make. In this way they construct their own understandings together but in a way that is directed towards curriculum goals by the computer software. Software for collaborative learning Our research analysing at video-tapes of pairs and small groups of children working around computers has given us some clues as to what software features help to establish and sustain effective talk: - Challenges and problems which have meaning for the children, and which provide a range of alternative choices that are worth discussing. Such challenges should engage the children with the content of the software rather than its interface. - A clear purpose or task which is made evident to the group and which is kept in focus throughout. - On-screen talk prompts which ask the group to talk together, remind them to reach agreement and ask for opinions and reasons. - Resources for discussion, including information on which decisions can be based, and opportunities to review decisions in the light of new information. - No features which encourage individuals to take turns, beat the clock or establish competitive ways of working. - Multi-choice answers to minimise typing (unless the children have been taught keyboarding skills which is really a very good idea!) We have used these guidelines to design software. We have also used them as a basis for selecting software that can be used to support collaborative learning. Working with ICT The software alone does not define an educational activity. The way that teachers set up the activity and integrate it with the rest of their teaching is crucial. Our research found that the ‘Talk Lessons’ described earlier made a big difference to the quality of collaborative learning around computers. They gave the children guidelines for working together. We suggest a three-part structure to lessons, with the teacher setting up issues and aims at the beginning and then returning to these in a whole group plenary session at the end after group work by the children. We find that this is a good way of integrating work with computers into the curriculum. The aim of group discussion needs to be made explicit in the aims for each lesson, and the plenary session is crucial for ensuring that children feel that they have achieved the lesson aims. Through this process they become aware that their talk together at the computer can make an important contribution to their learning. Kate’s Choice (available from www.thinking-together.org.uk and included on the CD which accompanies this Focus pack) is an example of software designed by us to promote talking, learning and thinking within a curriculum area – that of PHSE and Citizenship. We have also been working with software in Maths and Science and had very good results. The PHSE and Citizenship curriculum emphasises the importance of discussion and of considering the perspective of others in reaching moral decisions. The aim of the Kate’s Choice software is to encourage reflection about moral issues through stimulating exploratory talk about the conflict between personal morality (loyalty to a friend) and social morality (stealing is a crime). All the design principles given above were applied. There were potentially complex problems embedded in a narrative structure; decisions taken by the group made a real difference to the outcome of the story. This was achieved by using an interactive story in which different choices led to different consequences for the characters. Arguments for use in discussion are displayed on the screen when choices need to be made. Typing is kept to an absolute minimum. The story is that Kate’s friend Robert tells her a secret after first asking her to promise not to tell anyone else. His secret is that he has stolen some chocolates from Mrs Cook’s shop but he says he has stolen them as a present for his mother who is in hospital. Kate then has to decide whether she tells her parents or not. If she does not tell she comes under pressure from various people and is even accused of stealing the chocolates herself. If she does tell on Robert the police are called in and things do not look good for him. At the point where we join them (Figure 1), a group of children who have done the Talk Lessons described earlier were asked by the computer software to reflect on the decisions they had made and, all the different opinions of the different characters in the story were made available through icons of their heads which could be clicked on. Figure 1. Did Kate do the right thing? --- 1 Writing on behalf of an Open University based research team including Lyn Dawes, Neil Mercer and Claire Sams. Transcript extract of children talking around Kate’s Choice: [Computer initiation: ‘Did Kate do the right thing? Click on these people to find out what they think. Do you agree with any of them? Do you disagree? Talk together and decide’.] Kath [Clicks on Rob’s mum and then reads the screen text shown in Figure 1] ‘I don’t think Kate did the right thing, Robert is a good boy. He only took the chocolates to be kind to me’. Alan No I don’t agree. Kath I don’t agree with that – Alan That’s just wrong. Kath Robert’s Mum should be on Mrs. Cook’s side really. Alan Yeah. She should be more strict. John Next round. Kate’s Mother. [Clicks on Kate’s mum] Alan OK [reads from screen] ‘Kate did the right thing to tell. She should not lie to me or hide things from me. I am her Mother’. Kath Alright John – you go first this time John I think that’s alright actually, because if you don’t tell her, and her mother finds out she’s going to get really done because she ain’t told her mum. Kath Yeah, then Kate’s Mum will go round to Rob’s Mum’s house and say ‘You did this and you did that and your son is a bad influence to my daughter.’ Alan ‘Cos he stole Kath But that’s wrong as well. I know Kate should have told her Mum – and that’s what she did, but if Kate didn’t tell her Mum, then Rob’s Mum would sort of fall out with Kate’s Mum because I think Rob’s Mum and Kate’s Mum are friends so I think Kate’s Mum is right. I agree with Kate’s Mum. Alan Yes. I think about Kate’s Mum – and it’s also good for Kate, because she’ll have a really guilty conscience and she’ll feel really upset inside. And she’ll- Kath And it will all start to bubble up inside her and she’ll just have to tell somebody. Alan And Rob, I think if he doesn’t get told now what’s right and what’s wrong, when he gets older he’s going to get into a lot more trouble than just a box of chocolates. Kath Yes – in older life there’s no second chances. He’d better start learning. We can see from the transcript that this very simple software interface, with a prompt, some resources to explore and then a choice of two responses, has provoked real thinking that is directed, by the program itself, towards realising curriculum aims. Talking around the computer gives the children a chance to practice the general talking and thinking skills that they have learnt in order to learn something together within the curriculum. Here they take up a position in relation to a range of opinions and so practice and develop their own moral voice. In this short extract they are seen to take moral responsibility for decisions using their own reasoning as a basis for criticising one adult’s opinion while supporting that of another. Further information Dawes, L., Mercer, N. and Wegerif, R. (2000) Thinking Together: A programme of activities for developing thinking skills at KS2. Questions Publishing. Mercer, N. (2000) Words and Minds: How we use language to think together. London: Routledge. Wegerif, R., and Scrimshaw, P. (Eds.). (1997). Computers and Talk in the Primary Classroom. Clevedon: Multi-Lingual Matters. http://www.thinkingtogether.org.uk Using ‘Odd One Out’ in Developing Thinking with ICT Carrie Hoskinson and Michelle Frank Langley First School, North Tyneside (email@example.com) We undertook the work described in this case study during a Spring term. We work in a First School teaching a Year 2 and Year 4 classes. The key focus for the work was to evaluate the use of ICT to further develop children’s thinking. We looked at the comparisons between Key Stages to see how the children developed their thinking skills and whether ICT was an effective tool to support this. Aims Our aim was to create a range of ‘odd one out’ activities on the computer to develop children’s thinking in Science, Literacy and Numeracy. The thinking skills strategy is based on ideas in Thinking Through Primary Teaching, though we were keen to see how the ideas could be adapted for use with computers. We decided to use Microsoft’s Publisher as the children were reasonably familiar with the program. We created a series of templates together so that we could incorporate some differentiation and progression from KS1 to KS2. Science activities The templates consisted of some pictures of a range of animals for the children to choose and discuss the similarities and differences between them. There was space provided on the template for the children to write their reasoning behind their particular choices. The children needed to choose the odd one out in a series of pictures then type in their reasons for this choice. As a secondary focus the children were asked to develop this idea further and type their reasons why the other pictures were similar. To develop the children’s thinking between KS1 and KS2, the Year 4 template included more animals and opportunities for the children to really extend their understanding of the variety of animals and the differences and similarities between characteristics, behaviour, habitat, prey and young. Literacy activities Again the templates were created by us collaboratively to ensure there was some progression and continuity in the thinking skills required. The activities were based around the National Literacy Strategy’s Framework for Teaching, particularly some aspects of word level work and included a range of different spellings for the children to discuss which could be the odd one out. For the children in Year 2 the spellings required the children to look at blends, letter patterns, rhyme, initial and final sounds and vowel diagraphs. In Year 4, the templates used had the potential for the children to discriminate between word types including verbs and adjectives and included a focus on alliterative vocabulary. The children used similar techniques to find initially the odd one out and justify their choice and then discuss how the others in the set might be similar. Numeracy activities The templates were created to fit with the units to be covered in the National Numeracy Strategy’s Framework for Teaching Mathematics and the focus year groups. The ‘Odd One Out’ template asked the children to choose and justify their reasons for selecting the odd one out and the similarities between the other numbers in the set. Impact We found that children in both KS1 and KS2 easily responded to this approach undertaking odd one out activities at the computer and using the templates to record their ideas. They could extend their particular knowledge in each of the subjects that we used and were able to justify their thinking. All of the children regardless of their current level of attainment were able to participate successfully in these activities. After a couple of sessions the children became extremely motivated and enthusiastic and enjoyed the fact that there was no specific set answer with a right or wrong solution. They were able to discuss their answers in groups. This certainly helped develop their speaking and listening skills, as they needed to justify clearly to the rest of the group their choices and their reasoning. All children were able to offer some ideas varying from basic visual differences to more extensive and challenging comparisons and differences. Debating, challenging of ideas, reaching a compromise, listening to others, justifying choices were all observed in the working groups. All children were aware that any one choice was as good as another as long as their justifications clearly explained their choices. The children worked in small groups, on the computer, and individually. The children needed to be supported in the early stages as we discussed with them the requirements of the task and techniques they could use to decide upon their choices and justifications. For some children their discussion and justifications proved fairly challenging but with support and praise the children soon became more familiar with this way of working. They enjoyed working in collaborative groups. This pupil-led debate proved an excellent extension of their understanding in the area of the scientific vocabulary and knowledge of the variety of life: a subject covered in Year 2 and in greater depth in Year 4. The children were also able to use appropriate vocabulary and could discuss properties of numbers, spelling patterns and other aspects of science. In the number ‘Odd One Out’ activities the children’s level of understanding could be assessed from the responses that they gave. The children’s choices were very varied. Some chose basic differences such as number of digits to more complex properties or reasons involving calculation differences (one example for a reason was that one of the numbers was the only one whose digits didn’t add up to 8). The older children were then asked to devise their own ‘Odd One Out’ activities. This task proved very successful in giving the children the opportunity to extend their own thinking about the properties of numbers. They needed careful planning and justification that the numbers could be similar in some way but so that there could be several choices for an odd one out too. Their justifications were not only an excellent method of achieving collaborative work and extending their thinking, but it promoted assessment strategies to let us evaluate each individual’s knowledge and understanding of the specific curriculum areas. The activities developed the children’s interpersonal skills; promoting an enquiring mind and capacity to think rationally and to analyse their own solutions. The pupils were developing criteria and were valuing each other’s ideas while developing confidence in their own judgements. From our standpoint as teachers these collaborative (and in some cases individual) thinking skills activities were a fantastic way of providing a stimulus for discussion which generated debate through extending and assessing the pupil’s knowledge of the subject. Incorporating thinking skills into the curriculum as a means of infusion rather than stand-alone thinking activities can offer all children access to the curriculum and the opportunity to achieve success. We think that these activities have allowed the children in both key stages to have access to and to develop their own strategies for thinking, promoting awareness and control of their own thinking (metacognition). Was ICT the best medium to support these thinking skills activities? The main aspect of ICT which we used initially in creating the templates was the ability to make changes quickly and easily to develop a series of tasks. These templates were attractive to the pupils, bright, colourful, and easily amended and changed when we needed to differentiate for specific groups. A further benefit was that the same activities could be used with the children in our classes with special educational needs by selecting examples which suited their abilities in terms of the choices we provided. This aspect highlighted for us the benefits of ‘Provisionality’ in using ICT as a medium (one of the functions of using ICT from the NOF outcomes). Also the templates could easily be created using clip art and sound (where required for children with reading difficulties) and images could be imported from photographs from the Internet (exemplifying ‘Capacity and Range’). The templates were created in advance which meant that the children could not alter the originals but could only make changes and add their ideas by typing in the areas specified. The use of ICT supported creating a document that can be arranged, changed, saved and printed to create a paper based resource easily and efficiently. The activities would have worked extremely well with a digital projector and software like Microsoft’s PowerPoint to use as a starter or plenary to a lesson in any subject. Further information Higgins, S. (2001) Thinking Through Primary Teaching Cambridge: Chris Kington Publishing ISBN 1 899857397 Databases for deductive reasoning Nick Packard North Tyneside LEA Contained on the CD that accompanies this pack is a database activity called Crooks! You may have come across a similar idea on the MAPE website, called Whodunnit?. The idea is simple enough, a list of potential suspects has been compiled in a database, including information about physical attributes, background, legal history and so on. Would-be detectives are then presented with a series of crimes and they have to use the information contained within the database to identify likely suspects. This particular pack contains a runtime database (‘runtime’ simply means that you don’t need a database application to run it as it is self-contained and you can copy it onto as many computers as you like!) and a series of printable resources: - some for the pupils, such as crime notes, a brief introduction to the activity and some information about searching the database, - some for teachers, such as brief lesson notes and some background information about the activity, how to set it up and so on. There is also file called ‘My Solution’ and it is here that the Crooks! activity and other related activities such as Whodunnit? diverge. The intended purpose for most similar database activities is to ‘find the right answer’. In the Whodunnit? database each crime is completed by a message saying ‘You have found the culprit…. Next case’. Sometimes the right answer can be found by accident (what some people call the ‘lucky keys’ approach) or by exploiting the thing that computers are good at, trying roughly the same thing over and over with just a few minor changes to the criteria… good ICT, but not such good thinking skills. With Crooks! a report is completed, highlighting what the detective thinks is information pertinent to the case. In other words, a justification for the conclusion they have reached. This is important because this activity is designed to focus on the deductive reasoning used in reaching a conclusion and this is the end product of this particular activity. By changing the emphasis from the right answer to the reason, pupils have to be more thorough in formulating their conclusions and have to focus on making their thinking overt. Talking, thinking and justifying I used this activity with mixed ability Year 5 pupils over a period of about three one-hour lessons. Initially, as you might expect, the class were very keen on getting the right answer and became quite competitive. At this point it became important to make sure that my responses to their work were clear and consistent. I refused to answer the question, ‘Is it…?’, instead deflecting the question by asking for a justification, ‘Tell me why you think it is…’. Some of the class picked this up quickly and it was interesting to note that the content of their own discussions with their working partners changed significantly. They became far more reflective and began to try to refine their own search criteria and thinking. In short, they began to think critically about the information they were presenting and became more interested in their ability to justify their responses (I used a technique to make sure that all members of a working group were involved in this. I’m sure it has a fancy name, but I don’t know what it is called. I made it clear that I was interested in a group response, but wanted a response to be presented by just one member of the team and I would pick a person at random, well, as random as a teacher’s choice ever gets!). It will come as no surprise that others within the groups I worked with did not manage to make the leap from ‘answer’ to ‘response’, though almost all made some progress towards this idea and almost all managed to change their approach to the task in the light of the responses I gave. Though it was never a planned element of the activity, the fact that the clues to the crimes become increasingly obscure did help some make this leap. As multiple potential answers seem to apply to simple searches pupils were forced to refine their searches and this often involved detailed debate about criteria to be used. Other times further searching did not help and what was required was careful and reflective reading of case notes in order to make (sometimes extremely tenuous) links. Extending the activity is relatively easy. I allowed pupils to design their own case notes and try them out on their friends. This might seem like an easy link to make, but it is worth noting what this extension activity revealed. Pupils who focused on answers tended to give clues with only one ‘correct’ response and as such their challenges were easily met. Pupils who managed to grasp the purpose of the task a little better spent a lot more time reading notes about the suspects and using clues that had potentially ambiguous meanings or multiple matches. Finding the ‘right’ answer to these questions contained the same pitfalls as in the original activities, conflicting responses, which extended the thinking and debate. Again, this pushed those obsessed with getting it right to review their approach as well as acting as a fair assessment of progress made. Bridging and transfer This activity was ‘stand-alone’ in the sense that it was a single unit of work for ICT and I was working with pupils who were not in my class. It developed some basic ICT skills such as simple searching, some knowledge, such as the purpose of databases and some concepts relating to the nature and accuracy of information. We spent some time reflecting on these issues in the plenary for each lesson. However, because this unit was not related to other curriculum contexts, it did lose some of its impact. Bridging skills and concepts into ‘real’ situations is important and I regret slightly that this work was effectively divorced from reality, both in terms of the ICT skills it developed and in terms of the critical thinking it demanded. That’s not to say that it wasn’t worthwhile, however. I still get emails (three years on) from pupils using the resources with other teachers asking ‘Was it…?’. But I still don’t say! Full notes for the use of the software and activities are included on the CD. They are in Word format, so can be edited but, whether adapted or not, they should not be sold. Have fun! --- A Review of Zoombinis Mountain Rescue Nick Packard Anyone who has ever spoken to me about ICT stands a good chance of having been bored to death about The Logical Journey of the Zoombinis. It has to be my all-time favourite piece of software. If you’ve come across it, I’m sure that you’ll understand that someone (such as me) with a mildly obsessive nature could easily find that it’s two o’clock in the morning and they’re still staring manically at their computer screen and muttering bizarre noises such as ‘frnarharheehar’ under their breath, clicking away and groaning ‘I knew that would happen’ as the little piece of on-screen blutak they’ve placed on a rickety bridge plummets into the virtual abyss! For those of you who haven’t come across the first Zoombinis adventure the above will paint a strange picture I’m sure, but the point is fairly straightforward. The Logical (or Mathematical) Journey of the Zoombinis is the most compelling puzzle (or series of puzzles) you’re ever likely to encounter. An account describing classroom use of the program can be found on the CD. Inevitably, I was one particularly excited individual as I approached the TAG stand at this year’s BETT Exhibition to ask to be shown the new Zoombinis adventure (after a 7-year wait), Zoombinis Mountain Rescue. It should be noted at this point that I’ve been using the original Zoombinis adventure with Primary age pupils for almost 4 years so not only do I know how to play the game, but I’ve also spent a significant part of my life trying to help children explain how they think the puzzles work, what strategies they might employ to help them progress, what they expect to happen next, whether it’s appropriate to take a guess or whether they might be able to learn something from what happened before and so on. I know the puzzles about as well as any (theoretical) grown-up has any right to, and I’ve spent hours in debate with other (theoretical) grown-ups discussing the best strategy for tackling the Di-dimensional Hotel when the going is Very-Very-Hard, or the genius behind the development of the puzzles. This is how the conversation went: ‘I want to see the new Zoombinis program, what’s it like?’ ‘It’s good, it’s much harder’ [Oh joy!] ‘What do you mean, it’s much harder?’ ‘Well the puzzles are more difficult’ [Hmm.] ‘What do you mean, more difficult?’… The thing is, whether the puzzle is difficult or not is irrelevant. The point isn’t to make the puzzle... harder, the point is to make you think, to make you employ new or different problem-solving strategies and to discuss your ideas and your thinking with others, to try out your ideas and refine your thinking for the next time and to engage you in the process by giving you the motivation to solve the problem, no matter what. Here, difficulty isn’t an appropriate benchmark… but perhaps I was being too harsh. The outcome of my discussions with some of the TAG team was that I got a brief introduction to the program and the scenario, which was a familiar one: to help 16 Zoombinis to solve a series of puzzles in order to bring about a desired outcome, that the puzzles are based largely around the attributes of the Zoombinis themselves and involve matching these attributes or finding and creating patterns with them, that the format was familiar but the presentation was much more up-to-date and visually appealing and that on-screen support was incorporated into the package. I also got a promise of a couple of evaluation copies… probably the highlight of the show for me! They arrived. My plan was simple, I intended to have a bit of a play and then see what was missing and develop it! In the original program the only down-side was that a great deal of time could be wasted trying to find out what it was you were supposed to do. The clues were all there, but they could be tricky to interpret and in a school context you want to help pupils get on. I developed a guidebook for pupils for the Logical Journey, which was intended to ensure that progress could be made and that a few prompts for developing strategies or recording discoveries were offered. (A copy of the updated guide is available on the CD that accompanies this pack). This sort of guide was not necessary for the new software as this level of support was provided as part of the package. Instead I decided to produce a guide for teachers that would help them prepare for the use of the software with their pupils by providing an overview of each puzzle, how it progressed and how it could be cracked. This might spoil the fun for the teachers, but there is no point pretending that you can use this software effectively with pupils unless you understand each puzzle pretty well. Therefore the intention is to make sure that a teacher can ask the right questions and steer pupils in appropriate directions when useful, but reduce the number of sleepless nights invested in this process. So, that’s what I did. And in the process, I got to grips with the new puzzle. (This guide is also included on the CD that accompanies this pack). So, was I impressed? Well, I have to say that it was a bit of an anti-climax, to be honest. Why? That’s a little tricky. The individual issues were determined by the individual puzzles. Some were simple re-workings of puzzles in the original, some were new, but lacked the originality of those in the Logical Journey and some just completely missed the point, really. And the point is a simple one. Some of the puzzles are too easy to crack. If you can spot the pattern then you can solve the puzzle every time, without difficulty. Being able to find an answer isn’t the same as having to develop a strategy. Developing a strategy is about trying out ideas, reflecting on the outcome of these experiments, refining those ideas, discussing your thoughts with others and justifying your proposals. You know, good thinking skills stuff! Is Zoombinis Mountain Rescue good? Well, from my point of view the answer is a definite, ‘Yes’. Is it a worthy successor to the Logical (and Mathematical) Journey? Here I have to admit that it suffers from exactly the same problem as the standard Hollywood style sequel – it’s great, but it fails to be original enough to be acclaimed on its own merits. Without doubt it will engage pupils and will provide many opportunities for excellent ‘Thinking Skills’ development. It still leaves most similar simulation software wanting and if you can find the time and opportunity, will give you a whole new insight into the way your pupils think, collaborate and learn. It’s worth a whirl, but if you haven’t tried the original yet you’ll have to decide whether you want the best first, or last! Zoombinis Mountain Rescue was developed by The Learning Company and can be purchased from TAG Learning. The guide provides a good overview of the purpose of the software, so I haven’t tried to repeat that here. The following article is a case study of the use of Zoombinis Mountain Rescue with children in Years 2 and 4 and includes some ideas about how it can be used to ensure that the potential of the software is exploited and that the pupils understand the point. Oh yes, and that they have fun too; it is all too easy to forget that isn’t it! Using Zoombinis Mountain Rescue to develop children’s thinking skills Carrie Hoskinson and Michelle Frank Langley First School, North Tyneside Introduction The work described here took place during the Spring and Summer terms with our Year 2 and Year 4 classes. The key focus was to investigate the effectiveness of Zoombinis Mountain Rescue in developing children’s thinking skills. This program was primarily used for collaborative problem solving in both key stages. Zoombinis: Mountain Rescue is an adventure program produced by The Learning Company. The user has to help sixteen Zoombinis through a series of puzzles in order to rescue creatures called Boolies and help them get back to their home in Booliewood. In an already overloaded curriculum why did we think that the children needed to develop their thinking skills? It is our belief that children need to be able to deal with a range of complex situations throughout their learning and their lives. They need to be equipped with a range of skills to enable them to judge, analyse and think critically in order to participate fully within the society in which they live. The program seemed to offer a motivating environment where we could try to cover some of these demanding skills. Approach In both year groups, this program was introduced to children as a whole class using an overhead projector in an ICT suite. This created a good forum for initial discussion and justification. Children were immediately intrigued by the attractive nature of the program and the adventure story which complimented the graphics on screen. These were key motivating factors in stimulating children’s interest and curiosity. Both classes were shown the main map showing the whole journey that they needed to take and the puzzles they would encounter on their challenge to reach Booliewood. Children were introduced to the games by selecting a puzzle from the practice mode option. In Year 2 we focused upon the following puzzles: Turtle Hurdle, Pipes of Paloo, Chez Norf and Snowboard Gulch, as these games seemed to be more appropriate for this specific year group. By comparison, in Year 4 all puzzles were attempted with the children. Selecting games in this way in practice mode allowed a real focus on one particular puzzle as well as an opportunity for the children to evaluate and refine their thinking about the game itself and the strategies to be used. This option also allowed children who had failed on a puzzle to keep enough Zoombinis and progress to the next challenge and succeed later on. Children really benefited from the whole class introduction to these games as this gave children the opportunity to think beyond ‘where do I click and go now?’ For both year groups, we found that plenty of practice was needed before the children could tackle the problems on a higher level that needed them to use more advanced thinking skills. The Teacher’s Pack (there is a copy on the CD) really enabled the teachers to achieve quick familiarity with the game, to understand how the puzzles work and how to manage the program. This allowed us to concentrate more readily upon the educational features of the program rather than being preoccupied with technicalities, which can be extremely time consuming. In Year 2, children worked as a whole class, progressing to working in small groups of 2 or 3 on the games mentioned previously. In Year 4, this program was used as a stimulus to develop thinking skills with - children working in pairs - small groups - whole class In these situations, children were given the opportunity to share, question and discuss a problem through a stimulating medium. Children not only learnt to think for themselves but also how to learn from the thinking of others. The discussion with a partner or with a group was invaluable in deepening the children’s understanding of the puzzles and refining their thinking. Children were very much encouraged to complete the tasks in their own way. To learn from their mistakes and to develop and readjust their ideas. Children were not afraid to take risks and to challenge thinking. Valuable time was spent reflecting upon the puzzles both at the start, during and at the end of a game. The program was suitable for all abilities, given its depth in puzzles and differentiation in terms of level of difficulty. All children in the Year 4 class worked with a partner on the Green level – ‘not so easy.’ This proved a suitable level of difficulty to develop the thinking skills of the children. More able children did try various games on the Yellow level ‘Oh so hard’ but with the exception of Chez Norf and Aqua Cube these proved to be a little too demanding. Competition between individuals and groups became evident as children’s familiarity with the game developed. Children would frequently compare their best stage reached on the journey and would use this as a target to try and beat on their next game. This proved motivating as children could foresee a real opportunity for success. Children were asked to reflect upon their favourite games as well as which puzzles they perceived to be the easiest and the most difficult. These questions were used as the basis for discussion and helped children to come to a shared understanding of the game and of themselves as players. Some of their responses follow: ‘My favourite game is Beetle Bug Alley because it takes a lot of hard work to figure it out but it’s a fun game too.’ ‘I like Zoombinis because you learn a lot about problem solving while you are excited and having fun too. I don’t have a favourite game. They are all brilliant.’ ‘I like Aqua Cube best because it is quite complicated and you have to really think carefully about which direction the ball will move.’ This program proved successful in encouraging children to approach the puzzles with an open mind and involved them in critical thinking, risk taking and problem solving. Children were able to find a variety of solutions to a problem through: - Critical thinking: children would examine, clarify and evaluate an idea - Decision Making and Problem Solving: linking ideas, organising information and looking at problems from different perspectives - Creative thinking: creating new ideas The main skill that children developed in this collaborative working was effective communication. Children really had to develop their ability to explain and justify their thinking to someone else, even if that someone else disagreed with their logic. This was the main aspect that children found most difficult. How would they come to a compromise in solving the puzzle when there were two or more opposing ideas? Children had to understand the importance of using the most appropriate vocabulary as well as being really clear in their explanations. They had to learn to listen to and respect others ideas. This program definitely offered a cooperative dimension, and a real medium in which to develop moral understanding and practise social skills. The Year 4 class devised and agreed the following strategies for solving the puzzles on this program: - Work with a partner - Discuss possible strategies - Try things out - Use what happens to readjust your thinking - Be logical in your thinking - Think ahead - Identify any patterns - Take a risk - Make connections and comparisons While working on this program, a number of important elements of thinking were observed by the children. These included: - Questioning: Children were continually asking questions to provide a focus for their enquiry - Reasoning: Children had to be logical to support their argument and judgement. - Defining: Children clarified their ideas by making connections and comparisons - Speculating: Children generated ideas and alternative ways of thinking - Expanding of ideas: Children extended their lines of thought to solve more complex problems - Summarising: Children abstracted key points from a number of ideas Conclusion We think that the main benefit of this adventure simulation is that it involves practising a number of skills, developing concepts and strategies for problem solving in an enjoyable game environment. This program definitely generated enthusiasm, excitement and put real fun into the children’s learning. Its compelling and interactive nature had a significant impact in motivating children’s interest and activity. A key aim of the work going on at Langley is to develop children’s thinking skills throughout the school, and this program added variety to what was being taught and learned in other thinking skills approaches. We very much feel that this is not a game to be played passively: it requires co-operation with others to be played most effectively. If children are puzzling out together how to tackle a problem this has the advantage of co-operative learning, learning from and discussing with each other, sharing a challenge and more often succeeding together than if they had worked on it alone. It is difficult to say that playing this game will automatically improve thinking and reasoning skills, but from our own investigation in using this program there has been a definite improvement in children’s verbal reasoning abilities and their participation in a variety of group problem-solving activities. A whole-school approach to promoting and developing thinking skills is needed if there are to be real and lasting benefits to children’s thinking and learning. Section 2: Visual and Creative Thinking Overview Steve Higgins (firstname.lastname@example.org) ICT is a powerful tool that can help a user or learner to visualise relationships that are difficult to explore in other ways. Interpreting data in a table by representing it as a graph or chart can help to make the information more meaningful. Using PowerPoint to ‘build’ a diagram on a slide in a presentation helps to get children to focus on the relevant features of the diagram as they are introduced. ICT can also help with visualisation of processes or supporting the development of mental pictures or models of situations. In science, a diagram of the life cycle of a butterfly can help to reinforce the cyclical nature of the process. An animation of the circulation of blood around the body, or cutaway sections of a human showing the skin, then the muscles, the internal organs and then the skeleton can powerfully support or scaffold an understanding of the structure of the body. One of the features on some of Multimaps’ aerial photos is a dynamic overlay of a street map, making it possible to see the links between the features on the photograph and the more abstract representation of the street plan. ICT can enable virtual experiments to be undertaken or modelled where either it will take too long or is too complex or dangerous to do practically. In addition it is possible to experiment with variables in an ICT based model to develop understanding both of the particular experiment, but also the concept of a variable, without having to re-run a practical experiment several times. The provisional nature of information on computers is also a powerful feature. Being able to make changes to a picture or piece of writing easily is a real incentive to improve, adapt and develop ideas (provided you learn the difference between the ‘Save’ and ‘Save As…’ commands!). This can support children’s creativity as they try out, save and compare different versions. One area where the power of these visual relationships and the provisionality of ICT can be combined is in concept mapping and mind-mapping. These are related thinking skills strategies. They are both visual ways of organising ideas and can be supported very effectively using ICT. The CD contains some demos of commercially available software designed to create mind-maps and concept maps. Mind-mapping In mind mapping the idea is to create a picture or diagram of an idea or theme by writing down the words and recording the links between the ideas as branches. It is clearly related to brainstorming, though it can also be used as a technique to take notes, summarise or revise ideas or topics. The main difference from brainstorming is that the ideas are not written in a list, or as a series of unrelated ideas anywhere on the page. A typical mind-map may well look like a tree or river with lots of branches and sub-branches. To create a mind-map, the idea is to start with a key theme or idea and write down the sub-ideas or themes, then work down each of these sub ideas to note down further related ideas, creating new branches as you go. Where a mind-map is used to take notes, the diagram structure or ‘map’ keeps track of the developing themes in a talk or the reading matter that is being summarised. Concept mapping With concept mapping the idea is that the relationships between ideas are explored more precisely. The links between ideas are labelled. A typical concept map will look more like a web with the relationship between ideas made explicit. Concept mapping purists would argue that such labels should be grammatically correct so that such maps can be ‘read’ along the connecting lines. Concept mapping has been used in many areas of the curriculum, but particularly in science where it is often used as an assessment tool, or pre and post teaching to try to identify the development of understanding. The depth of links and the connections between ideas on the map can all be used to assess understanding. Concept or mind mapping software, such as Inspiration, really comes into its own when you need to revise or update a map (there is a demo version on the CD). You can also usually generate lots of ideas to create a branching structure of ideas easily (such as in Inspiration’s ‘Rapid Fire’ mode). Another major advantage of using computer software specially designed for concept mapping is that when you move ideas around you keep the links, unlike in a desk-top publishing environment. In addition some of the software lets you see your mind-map or concept map in different ways, such as a writing or outline view. These can even be exported to other programs, such as Word or PowerPoint, to develop writing or a presentation on a subject. Using Mind Maps and Concept maps in the classroom These techniques can be used in many ways. Although we have made a distinction between the two approaches, in practical terms they are closely related. Mind-mapping a theme is often a good way to get started on a concept map. With younger children they will need some introduction and practice in using the techniques. To get them started it is often better to use partially completed concept maps and ask them to add ideas or to label links. Once they are familiar with what is expected, the maps can be used to discuss their understanding of the ideas on the map. The examples which follow show how these techniques can be adapted for use in primary classrooms. --- Thinking Skills, ICT and Geography Unit 10 – A Village in India Helen Burrell High Spen Primary School, Gateshead (email@example.com) The challenge for this mixed year 3/4 class with a wide range of ability was to look at the similarities and differences between our own village and Chembakolli in India. We began by looking at maps. The class were used to looking at maps of High Spen and the Year 4 pupils had studied the history of the village and changes in it over time. In order to get them to focus on the physical aspects of Chembakolli and its relative location within India we began by playing what the children have called ‘the 5-second game’; a thinking skills strategy also known as ‘Maps from Memory’ where children collaborate to reconstruct a map by taking it in turns to see the complete map a few seconds at a time (for more information about this strategy see David Leat’s Thinking Through Geography). In mixed ability groups they took it in turns to look at a completed map which was held by the teacher. They had just 5 seconds to study the map and then return to their group and fill in a blank copy. The important elements of this task are that the groups work out a strategy. At this stage they were beginning to talk about which parts of the map they need to focus on saying things like ‘we’ve got the fields, you look at the rivers.’ Exchanges like this show that they had begun to work together and had devised strategies for completing the task. This collaborative work is a favourite of the children and over the year they have become much better at focussing on different areas and planning what to look for. As all of the words were unfamiliar the spellings were imaginative! However the landscape and the main geographical features were shown more accurately. Using this approach helps to develop co-operative and discursive skills but it also a very useful tool for making children look carefully at the features of a map. By working together children noticed features they may have otherwise missed and the opportunity for using geographical language then occurred in the discussion afterwards. For example one group found all of the landscape features but another group focused more on habitation. Collaborative group work like this is a feature of the approaches recommended by Alistair Smith. In Accelerated Learning in Practice he talks about building a sense of success in the classroom by ‘using co-operative learning techniques to build team skills’ Once they had a grasp of the location and the region we looked at the map of the village using the large screen. We pulled up a map of High Spen beside it and as a class began comparing the two. Different children came out and pointed to aspects such as churches and temples. The children were in their already established ICT pairs/threes in the ICT suite and as we discussed they began making notes on the similarities and differences we were finding. To prepare for the next session I took the notes that certain groups had made and put them into Kidspiration (Inspiration, Inc) with each idea in its own text box. As a class we looked at these on the large screen and a discussion arose as to how we could present the information. As the children had already worked with Kidspiration and were familiar with using concept maps in most subjects, they had some very good ideas as to how concept maps could help to sort the information. They were keen to show that there were many links between information and eager to explain how it could be presented. Just by presenting information in text boxes as separate statements generated a high level of discussion. Children were able to point at boxes and explain why certain statements fitted together. An interactive whiteboard would have been a bonus here to allow children to join statements themselves either in colours or by manipulating the boxes. We used a large sheet of white paper pinned to the wall the computer was projecting on and coloured markers. Children were able to justify their choices with reasons such as: ‘These are all buildings so we could group them and link them together, then these two are for leisure so they could link.’ We decided that two concept maps needed to be created, one for each village, then we could compare and put explanations in the text part of the program. We had already established pairs who worked well together on the computers, usually a poorer reader with a better one. Using the frame on the screen as a guide they began creating their own concept maps. Starting with High Spen seemed logical, as they didn’t have to refer to the map very maps the children would join everything to the central idea and there would be no thought in their attempts to link ideas. This activity took place half way through the year and the maps show that children have begun to make links between ideas and concepts and discussion showed that they could justify and explain their links clearly. (If children are required to justify and explain their maps a ‘pole bridging’ improvement is made which means that the children are reinforcing their own learning and building upon it.) The children also used photographs to enhance their maps and spent a long time deciding which pictures often to check ideas. Discussion between Year 3 and Year 4 pupils began on whether we should include things that used to be in the village. The Year 4 children had looked at the history of the village in depth and they knew there used to be a cinema and more shops. This led to a discussion on our knowledge of the history of Chembakolli. Could we justify taking our previous knowledge of High Spen into account? We decided that we could only use the knowledge we had gained from looking at the maps we had in front of us. This level of discussion came from the links the children had been making and their ability, through other thinking skills strategies, to question and reason at quite a high level. One of the benefits of working with concept maps is that they require children to make links between ideas and to find reasons and justifications for these links. When we first began using concept maps the children produced were suitable for which aspect of the maps. Some even insisted on using the digital camera to take pictures of our school to use as a comparison. This pair decided just to compare school life and their maps were complex but informative. The concept maps that the children produced were informative and focused their thinking on the similarities and differences between the two villages. We use concept mapping like this at the beginning and end of most topics and the children are keen to see their own knowledge expand in a logical way. The benefits of concept mapping can be seen in most topic areas; children extend logical ideas and begin to think carefully about groupings and links. This activity in particular raised the skills and knowledge of the children in Geography. They were motivated to learn about life in Chembakolli from looking at the map and from seeing their own words on the large screen ready to be turned into a useful tool. (They are keen to see themselves as facilitators of their own learning and love the idea that what they produce will help not only themselves, but others, to learn.) By adopting this thinking skills strategy the children not only became much more focused on the similarities and differences between themselves and children in Chembakolli but they were motivated to find out more. As a teacher I couldn’t ask for more than for the children to be motivated, keen learners and the feedback from the children during our weekly ‘what I have achieved’ sessions proved that they too are proud and pleased with what they have accomplished. Further information Leat, D. (1998) Thinking Through Geography. Cambridge: Chris Kington Publishing, ISBN 1-899857-42-7. Smith, A. (1998) Accelerated Learning in Practice. Stafford: Network Educational Press (http://www.alite.co.uk/). Smith, A., Call, C. and Batton, J. (1999) The ALPS approach: Accelerated Learning in Primary Schools (revised edition). Stafford: Network Educational Press Ltd, ISBN 1-855390-56-6. Kidspiration (Inspiration Software, Inc. www.inspiration.com). --- Making Links: Developing Children’s Thinking Skills using ICT Kerry Rich and Rachel Briggs Monkhouse Primary School, North Tyneside (firstname.lastname@example.org; email@example.com) Introduction The work described in this section looks at the effectiveness of using ICT in developing children’s reasoning and creative thinking skills. The particular focus of this activity was to develop information-processing, reasoning, creative thinking and evaluation skills. The activity was undertaken using the visual learning software Kidspiration (Inspiration, Inc.). Kidspiration enables pupils to envisage their working ideas, revealing patterns and interrelationships with pictures, text and links. The activities As pressure upon the curriculum mounts, teachers are obliged to deliver the core areas of the curriculum, with key emphasis on reading and writing skills. Less time can then be devoted to developing the children’s thinking, speaking and listening skills. This is a key issue at our school, and we have heightened its profile by making it one of our whole school curriculum targets. The aims of our project were to develop the children’s use of exploratory talk (see Section 1) through working in small groups, and making explicit connections between ideas using visual prompts. The children were to engage critically but constructively with each other’s ideas, and statements and suggestions sought and offered for consideration. The project was undertaken with a mixed ability Year 4 class, who are familiar with a variety of thinking skills activities. Rules were discussed before the lesson to ensure they were aware that all ideas should be considered, as there were likely to be no clear right or wrong answers. We were influenced by the work of the Open University research and used their guidelines for talk rules (Section 1, p. 1) explicitly. The activities were carried out in the computer suite, where the children worked in groups of three. They were encouraged to make connections between twelve objects on screen, and to use the mapping tools in Kidspiration to create visual links to organise their ideas. The software enables the children to move between the visual diagrams to a writing view where the children can expand upon their ideas and give reasons for their links. Children were already familiar with the format of the software and had previously used its tools to create an explanation text to illustrate the life cycle of a duck. To lead the children into the lesson and to encourage the children to think creatively, the teacher led a range of short thinking games such as Odd One Out (from Thinking Through Primary Teaching) and Consequences (from Top Ten Thinking Tactics). The children were reminded of the talk rules and then given thirty minutes to discuss and make the relevant links between objects on screen. Groups were able to print out their work, giving them instant access to the ideas to be used in a whole class debate. This really got the children engaged in conversation, finding reasons why their links are justified and seeing how other children have linked the objects together for different reasons. The children also came up with more analytical and creative reasoning such as: ‘The clock and the egg-box are linked because the clock has twelve numbers on it, and the egg-box has twelve eggs in it’. Outcomes To bring the work to a conclusion, the children were brought together to share their reasons for the links they had made. They were encouraged to challenge and counter-challenge each other, as long as they could justify their reasons and offer alternative hypotheses. The work did engage the children in exploratory and creative talk, and provided an enjoyable level of challenge. Ideas were considered by all members of the class, and reasons given to support their views. Claim: ‘The calculator and the phone are linked because they’ve both got buttons’. Counter-challenge: ‘But what about the clock, the phone and the calculator as they all have numbers?’ Further information Dawes, L., Mercer, N. and Wegerif, R. (2000) Thinking Together: A Programme of Activities for Developing Thinking Skills at KS2. Birmingham: Questions Publishing (see also their web site http://www.thinkingtogether.org.uk/). Fisher, R. (1997) Games for Thinking. Oxford: Nash Pollock. Higgins, S. (2001) Thinking Through Primary Teaching. Cambridge: Chris Kington Publishing, ISBN 1 899857 39 7. Lake, M. and Needham, M. (1993) Top Ten Thinking Tactics. Birmingham: Questions Publishing Company. Kidspiration (Inspiration Software, Inc. www.inspiration.com). Writing frames and thinking skills Steve Higgins Newcastle University Writing frames support children’s writing in many ways: - writing frames can help pupils by asking them to select, and think about what they have learnt. By encouraging pupils to re-order information and demonstrate their understanding rather than just copying out text all pupils can be helped to achieve some success at writing, a vital ingredient in improving self-esteem and motivation. - writing frames help some pupils by preventing them from being presented with a blank sheet of paper – a particularly daunting experience for those for whom sustained writing is difficult. - writing frames give pupils an overview of the writing task. Before the introduction of the National Literacy Strategy, writing in primary schools had traditionally concentrated on narrative – writing frames can extend the genres of writing that pupils are introduced to and which they learn to master. - supported ‘scaffolded’ activity (i.e. pupils’ use of writing frames which is treated as a draft, writing on a computer can be easily edited and improved); - independent activity: the genre and its language features are added to pupils’ writing repertoire; - debriefing/plenary discussion of how writing frames help make the process of writing explicit It is important that writing frames are always used within appropriate curriculum work rather than in isolated study skills lessons. In other words, the use of a writing frame should arise from the pupils having a purpose for undertaking some writing and an appropriate frame introduced if needed. They can be used simply as a way to support explicit teaching of writing in different subjects. This works by breaking down the writing process into stages where the frame maintains the cohesiveness of the text and pupils can concentrate on the content and coherence of the text. Pupils see that there are separate small chunks to complete, this makes the task more manageable. The ‘teaching thinking’ slant on writing frames is then to make the mastery of this process explicit, to discuss how the writing frame has supported the teaching and learning so that the pupils see that writing is something that you learn, rather than something that you are just ‘good at’. Writing frames can be used across the curriculum. There are three examples of writing frames on the CD designed for use on screen (with drop-down forms) as well as a range of writing frames to print out (using text boxes). These have been provided by GridREF 2000, a North-East based NOF provider. Two teacher activities from their training materials for primary teachers are also included. The first is a guide to creating writing frames using Word 2000 (TableFrames.doc); the second is a guide to using drop-down forms (DropDown.doc) to make these frames easy to use on a computer. For further information about the theory and practice of using writing frames see ‘Writing Non-Fiction’ (Chapter 4) in Extending Literacy by Maureen Lewis and David Wray, (1995) Routledge. Comparative Report Writing (historical) \| Name \| Title \| Date \| \|------\|-------\|------\| A comparison between and Help words Sentence starters - Modern day - Nowadays - Today - In times - Many years ago - In (date) - They both - They are alike - They are different - If we compare Possible links - although - but - whilst - in contrast - however - whereas - but then Possible endings - In conclusion - Finally - In comparing - We can see - Having looked at Conclusion Section 3: Thinking Through and With the Web Overview Steve Higgins (firstname.lastname@example.org) The internet is a radically new medium which offers a wide range of ways that can support teaching thinking. In this introduction I’d like to draw a distinction between three different perspectives on internet use. Thinking through, thinking with and thinking about the www. Steve Williams describes ‘Newswise’, an internet resource aimed at primary and secondary pupils which offers access to appropriate texts for discussion, a forum for exchanging ideas and support for teachers in developing strategies to help engage their pupils in different aspects of the stories and texts. This exemplifies (for me) thinking through the WWW where the internet is used effectively as a medium for exchanging news stories (accessed by teachers and pupils) and exchanging ideas about those stories. It would be difficult to provide such information and exchange information as effectively using other forms of communication. Thinking with the internet is where the internet itself is the tool (rather than just the medium of communication). The benefits of using html with hotspots and links to create non-linear texts or pictures and diagrams that can be explored to support teaching and learning. Ian Patience’s innovative exploration of a painting by Agnolo Bronzino is an example of how teachers can develop such interactive learning resources (though it should be noted that this painting was used with Year 8 pupils as part of the PSHE curriculum and the content of the painting and the issues it raises need to be handled sensitively with pupils even of this age group). A wealth of teaching resources can be developed and shared using the particular features that the environment of the internet offers. The interactive relationship with information is being exploited in other ways too. The search engine Kartoo offers visual results and shows the results of its metasearch with sites being interconnected by keywords (http://kartoo.com). This starts to blur the boundaries of some of the distinctions that we have used in this Focus pack. Thinking about the internet is where pupils (and teachers) reflect on the internet itself. The information it can provide, in terms of capacity and range (to use terminology from the NOF outcomes) and in terms of evaluating its purpose and quality. Lyn Dawes’ article highlights a number of issues in this area and suggests some principles for effective educational use of web content and computer games. Thinking Through the Web: Newswise Steve Williams Editor: Teaching Thinking Magazine (email@example.com) Newswise is an online educational resource based on topical news stories. It is designed to improve the literacy and thinking skills of children and young people aged between 8 and 18. It can also be used to encourage thoughtful discussion and provide an online forum where children can go to follow up ideas with help from experienced teachers. Newswise can be used in the literacy hour or for subject lessons such as English, PSHE and Citizenship. It is also a valuable resource for teaching English as a foreign language. It is quite a task for a teacher to read newspapers, select articles and then prepare and present them to the class. It also seems a waste of time for many teachers to be following a similar procedure up and down the country. Resource files are available to teachers for this purpose, but they inevitably lack immediacy of appeal, being published some time after the currency of the topic. They also, in our view, lack the richness and depth that a reflective approach to such topics can provide. We feel that young people need to think beyond factual stories to be aware of the assumptions, contexts and concepts that lie behind them. We feel there is a demand for having a ‘live’ current affairs topic tailored to classroom needs. We also think that Newswise Internet and online discussion projects should be used to encourage and develop dialogue away from the computer. Too many computer programs try to replace live discussion with tricks and tests. If such discussion is to be effective at the computer, children will need to learn to collaborate and listen to each other effectively. Newswise has a similar format for each edition so that teachers can plan a series of lessons in advance. Also included are a series of structured activities to develop different skills. These include: Headlines Literacy lessons require children to predict from headlines. This is not so easy because a single headline may focus on only one angle of the story. As an alternative, Newswise provides a collection of possible headlines, each with a different angle. This exercise encourages learners to identify the main idea of the story and choose language that expresses it, to work out their own opinions and develop sensitivity to the language and intentions of the writer. Bare bones The purpose of this section is to check that everyone understands the basic plot of the story – the ‘bones’ of the argument – by completing selected sentences correctly. But it can be used for much more than this and can help develop understanding of chronological sequences, awareness of fact and opinion and the relationship between grammar and logical structure of sentences through activities such as classifying the conjunctions (until, when, where, because) according to their meanings like addition (and), opposition (but), time sequence (when, until) or reason (because). Reporter’s deadline This task encourages learners to attempt a summary of the story. Summaries are difficult so learners are offered the support of a popular underlining technique that is useful in many situations where notemaking, summarising, or rewriting are required. Hotlines This activity puts students in the imaginary position of interviewing a significant person in the story. It helps learners to create questions in context. Explanations are given as part of the activity. It is important to give learners the opportunity to decide on questions for the interviewer’s clipboard together, in small groups or as a whole class. This encourages the giving of reasons and lessens the possibility of repetition if a ‘live’ role-play is attempted. Such a role-play, often called ‘hot-seating’, sets up the teacher or an able student to answer questions in the role of the interviewee. Think before you vote Voting is a way of collecting yes and no answers from a group of people to find the most popular choices. However, votes are often taken with little prior thought. This activity delays the voting process so some thinking can happen even though a full-scale discussion is not required. Both the delaying techniques used in this activity can be used in other contexts. Key sentences, key questions Literacy lessons often require children to pick out ‘key sentences’ that convey information in news stories. But what counts as information? It could be a fact, a guess or an opinion. And what counts as a key sentence? Is a key sentence one that contributes to the bare bones of a story or one that points to the most important issues? A key sentence might also be one that stimulates the most questions and prompts us to think deepest. This activity tries to combine some of these approaches to picking out key sentences. Hidden Gold News stories not only contain facts and opinions, they provide a gateway to all kinds of important ideas, values and assumptions. We believe strongly that children will be more likely to gain from reading news stories if scope is given for them to explore some of these concepts in depth. If discussion is followed by writing, this kind of space for exploration will be well rewarded with higher quality work. In each of the Hidden Gold activities we pick out some key concepts from the story and provide a set of starter questions. These questions can be used in two ways: 1. Read the questions as a preparation for what might emerge from a classroom enquiry where learners choose their own questions. 2. Ask the learner to chose from the questions as a ‘menu’, though it is also open to the teacher to pick out any ideas that might link well with other curriculum work. Some whole class discussion, guided by the teacher should be attempted. Children need models of how to discuss well. In particular they should be shown how to recognise generalisations and make distinctions. It is hoped that children as well as teachers may soon appreciate that plain ideas become ‘gold’ often by virtue of the creative thought that is produced in a group thinking together – what we designate a ‘community of enquiry’. Classroom use The materials can be used in at least three ways: 1. Read the story through with a group and then choose some of the activities for them to work through. In this way, Newswise can be fitted into a variety of lessons to meet curriculum demands. 2. Use Newswise to stimulate extended classroom enquiry and discussion. 3. Combine the previous two. Use the activities provided but also try one or two extended discussion sessions where learners choose their own questions and explore them. Good classroom discussion stems from questions that learners find interesting. There should be no impulsion to move quickly from question to question in an attempt to finish an activity. A discussion is generally the better for going more deeply into a question than just skimming over the surface – though this may very well demand more patient and careful thought than people habitually give to tricky questions. Students should be encouraged, therefore, to find and reflect upon the assumptions behind the questions, including the assumption that the key concepts have the same meanings for everyone. In looking deeper, they might, curiously, find themselves looking wider. At least, they should be encouraged to ground their reasoning in examples, and to use comparisons to help them establish generalisations or to draw distinctions. Further information http://www.dialogueworks.co.uk/ Thinking about Effective Computer Software, On-line Content and Games for Teaching and Learning Dr Lyn Dawes DeMontfort University (formerly Education Officer: Software at BECTA) (firstname.lastname@example.org) What is educationally effective content? With any type of software or on-line content, educational effectiveness is heavily dependent on the context of use. So, for example, the Science Museum on-line resources can be used to support learning of specific science vocabulary and concepts within a course of study, or can be used more casually to provide supplementary information for pupils. Either is a valid use of the material, but the discernible outcomes for learners may be very different. The teacher’s structuring and framing of a pupil activity based on and around content strongly influences learning outcomes, as does the pupil’s perception of the purpose of the activity. There are some features of on-line content which can be specified as of the utmost importance. Getting these key aspects right is crucial if the resource is to be of use in education. These features can be identified as criteria for evaluation of content by teachers; and they are also likely to be useful as criteria for design by developers. (http://www.becta.org.uk/technology/software/curriculum/evaluation1.html) Some criteria for evaluation of on-line resources for education - Does the content make its educational purpose explicit? - Is the content accurate, up to date, free from bias and presented in appropriate vocabulary, reasonably comprehensive, objective, and contextually relevant for the learner? - Or, if these first two criteria are not met, can pupils identify the purpose, bias or failings? - Is the interface clear and intuitive, with well-organised material and good navigation? - Can the resource enhance collaborative learning? - Is the learner provided with feedback which checks for understanding and provides support? Interactivity and collaborative learning Definitions of interactivity abound as the word evolves and makes its way into common vocabulary. The term ‘interactivity’ is currently used to describe anything in which an action has an immediately discernible effect. In software for education, meaningful interactivity is what is required. One of the main reasons why computers have enormous potential for education is that they offer real opportunities for meaningful interactivity. That is, computers can allow learners to engage with content in ways which promote learning. ‘Interactivity’ is often used to describe superficial engagement with the computer interface or with meaningless, albeit harmless, activity. A useful metaphor for the best sort of interactivity is that of a conversation between the computer and the learner. The conversation is a turn-taking dialogue of listening (input) thinking (processing) and speaking (output), as illustrated in the diagram opposite. Interactivity as conversation has the potential to promote learning. The ‘conversation’ works best if all three operations are well done, by both participants. So, software designed for group work should be able to accept input, process it and provide output which promotes conversation, with no loss of quality at any stage. At the same time, software can support the learner or group who have the purpose of making meaning from the content. A good ‘conversation’ is therefore one in which concepts are generated and formulated, ideas understood and information assimilated, memorised and contextualised. So, effective software can provide the learner with simultaneous access to content and to the ideas of others, which is one reason why the integration of ICT into classrooms has created such interest and enthusiasm within the teaching profession and society generally. In classroom settings, two ways that computers can be used are: 1. The individual learner interacts with the computer. 2. Pairs or groups of learners talk about their interaction with the computer. Some of the best software will not only interact with the learner but encourage learners to interact with each other. Computers can support productive interaction between the teacher and the learner, or between learners. This facility, to support learner interaction, is one of the most exciting options that computers offer education. The potential for learning and development is transformed as learners converse with each other and interact with the software, pooling their joint mental resources to allow each learner to do better than they could alone. The conditions which affect the quality of this process are: 1. Provision of good quality software or on-line content with educational purpose, which offers support for collaborative learning. 2. The teacher’s structuring of the task or activity to create the conditions for educationally effective interaction between themselves, computers and learners. 3. The ability of the learners to interact effectively through talk and on-line communication, and their understanding that this is a critical aspect of their work. Computers support learning as a social activity. Individuals working on separate computers may confer with one another in a range of school, library, home and workplace settings. Encouraging such social thinking is educationally effective in that talk allows people to put thoughts into words, to defend and elaborate their ideas, to recall previous thoughts and suggest revisions, to justify assertions with reasons. Undertaking this process allows learners to refine and extend their thinking. Such creative collaboration offers other benefits for the learner too. Learning to work in teams is extremely important, as is learning to use the specialised vocabulary of a discipline or community, valuing the ideas and opinions of others, and becoming an independent thinker whilst retaining an awareness of what is to be gained by rational discussion. Effective on-line content can help learners to understand the power of collaborative conversation with others as a tool for thinking. Assuming that there is supportive teaching, on-line content can offer direct help to pupils who are working together in a group. (However, this ‘help’ may be ignored by pupils who are unaware that the quality of their discussion is of key importance). Software designed to help establish and sustain collaborative work will offer: - Challenges and problems which are meaningful to the children, and which provide a range of alternative choices that are worth discussing. Such challenges should engage the children with the content of the software rather than its interface. - A clear purpose or task which is made evident to the group and which is kept in focus throughout. - On-screen talk prompts which ask the group to talk together, remind them to reach agreement and ask for opinions and reasons. - Feedback which provides information on which decisions can be based, and opportunities to review decisions in the light of new information. - Few or less opportunities to take turns or establish competitive ways of working. - Multi-choice responses to minimise typing. - A teachers’ pack which enables the teacher to establish ground rules for talk amongst the class, and ensure that quality talk is an explicit aim and focus for group work. Summary Whether on-line content is educationally effective largely depends on high quality design with a clear educational purpose, and the explicit and mutual aims of teacher and learners using the software. Educational purposes are achieved through meaningful interactivity which makes good use of technology. Content can usefully support learners who are working in collaboration so that thinking together allows high achievement for each individual. Further information The Becta Curriculum Software Initiative has the aim of supporting the generation of high quality resources for teaching and learning. http://www.becta.org.uk/technology/software/curriculum/index.html Thinking Through Art: Investigating an Allegorical Painting by Agnolo Bronzino Ian Patience Wansbeck Thinking for Learning Support Teacher (email@example.com) Introduction The Renaissance artist Agnolo Bronzino painted one of the world’s most enigmatic paintings. It depicts figures, animals and objects clearly organised to tell a tale, but just what that story is, is hard to say. Pupils are challenged to build an answer to this key question, ‘What story do you think Bronzino’s picture tells?’ Even experts disagree about the answer to this question and knowing this, pupils are free to investigate the picture and create their own reasoned explanation about what is going on and what it all means. To achieve this, they make a close analysis within Bronzino’s painting, attending to its rich detail, identifying participants in the ‘drama’, and exploring the possible relationships between them, as well as making comparisons between this painting and other works of art. I have used the website with Y8 mixed classes in the context of PSHE lessons and as part of Art modules relating to symbolism. In the course of its development, some pupils asked for set questions and a record sheet that would help them organise their investigations, whilst other pupils found one or both of these things unhelpful. Consequently, two versions are presented on the CD, one with supporting questions and ‘online notebook’, and one without. Managing the activity Lesson 1 An approach based loosely on a ‘community of enquiry’ model works well. A plenary, focused on an A2 print of the painting, provides a good start to the investigation. But don’t hurry this part of the investigation! Invite first reactions and ask for clarification and explanation. What are your first impressions? Why is this so? Next ask for observations. What can you see? What feelings are associated with this? ‘My first impression was shock. After I got over the shock I began to notice lots of other things in the picture. This made me want to find out what the symbols mean and are.’ Katie ‘My first impression of the painting was it is very rude. This painting is not what I was expecting and I felt embarrassed. I find this painting okay now. It is not that bad. I would like it at my house.’ Samantha Collect and record pupils’ questions about the picture. Explain that the activity aims to develop skills in ‘close looking’ (analysis) and in ‘making sense of things’ (synthesis). Connect the planned learning outcomes of this activity with both the present understanding of the pupils, remember how we found out that advertisers use symbols to help sell their products… and with your plans for the future, This work will help you to use symbols in your ‘This Life’ painting. Introduce the pupils to the website focusing attention on: - their choice of recording method (online ‘notebook’ or handmade notes) - the brief introduction to Bronzino and his painting - the key question - how to use the ‘notebook’ Demonstrate how the pointer is used to explore the images. After this initial introduction, most pupils will be keen to ‘click around’ to find out what’s there. Allow pairs to get on with it, visiting them at their workstations and engaging them in talk about their methods and ideas. There is always much talk between groups as discoveries and theories are shared. Allow some time for this, but then bring everyone back for a second plenary that might bring the first lesson to a close. Encourage the class to share findings, and to describe their different approaches. The teacher’s role in all of this is to ask questions, seek clarification and require evidence in support of claims. A table recording the various symbols seen in the painting along with suggestions for their meanings and feelings can support the enquiry. It is important that the teacher refrains from explaining all. Disagreements on matters of taste or understanding require those involved to support their arguments with evidence and reasons. Return to the key question reminding pupils that we are not looking for the ‘right answer’ only ‘better’ answers. Lesson 2 An initial whole class discussion focusing on the table of findings and the print of the painting will provide pupils with the opportunity to recall the previous lesson and the key question. This also provides the teacher with the opportunity to clarify what is expected by way of a response to the key question. Pupils can then continue their investigation of the painting. After 10–15 minutes, call another whole class discussion. Additions to the table will help keep everybody on task, supporting pairs who are struggling to make sense of their findings, and challenging those who are forming explanations to provide clear, well-reasoned arguments. Remind pupils of the expected outcome and provide time for each group to make preparations. The lesson concludes with the pupils presenting their answers to the key question. ‘I think that everybody in the picture is hiding something, like the truth, and the picture is trying to show both sides like: Love and hate, the truth and lies, kind and selfish, pain and no pain. That’s my idea of the painting, it’s trying to teach you a lesson.’ Amy Finally reflect on the activity, on the skills and dispositions it required and developed, and when these might be useful in other areas of life. ‘I found investigating the painting quite fun as I haven’t done anything like that before. It was like solving a mystery.’ Amy ‘I think that studying and investigating this painting was quite fun because I have never looked at a painting like this and I found the computer website really helpful.’ David If you would like to try out the activity for yourself the web site is included on the CD. It is intended for secondary pupils but shows the potential for exploring an understanding of paintings using a web environment. 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CROP APHIDS THE BACK POCKET GUIDE GRDC GRAINS RESEARCH & DEVELOPMENT CORPORATION Aphids are a group of soft-bodied bugs commonly found in a wide range of crops and pastures. Adults and nymphs suck out the plant sap and in early infestations this can remove nutrients from the young plants causing stunting and other symptoms. In heavy infestations secretion of honeydew can also cause secondary fungal growth that inhibits photosynthesis and decreases plant growth. Many aphid species also transmit viruses through their sap-sucking mouthparts, leading to the largest impacts on crop yields. In Australia, most aphids only produce females. This means insecticide resistance can quickly establish in aphid populations as genes are passed clonally through successive generations. Identification of crop aphids is very important when making control decisions. Distinguishing between aphids can be easy in the apterous (non-winged) form but challenging with alate (winged) aphids. This guide is designed to assist growers and agronomists in identifying the most commonly observed aphids throughout Australia’s cropping regions. Russian wheat aphid (Diuraphis noxia) Description: - Adults are 2 mm long and have an elongated body. - They are pale yellowish-green, with a fine waxy coating. - Presence of a double-tailed cauda (see page 2). - Very short siphuncles (see page 2), which initially appear absent to the naked eye. Crops attacked and damage: - Predominantly wheat and barley. Will also feed on oats, rye, triticale and rice. - Typically feed at the base and sheath of younger leaves and within leaves curled by their feeding. - Inject salivary toxins into the plant during feeding, which retards growth and, with heavy infestations, kills the plant. - Affected plants show whitish, yellow and red leaf markings and rolling leaves. - Does not seem to be a major vector of cereal viruses such as barley yellow dwarf virus (BYDV). Confused with: - Rose-grain aphid. Oat aphid (Rhopalosiphum padi) Description: - Adults are 2 mm long and have a pear-shaped body. - Adults and nymphs have an olive-green to greenish-black body, with a dark rust-red patch on the tip of the abdomen. - Colonies generally develop on the lower portion of the plant at the base. Crops attacked and damage: - Predominantly oats, wheat and barley but can occur on corn and all cereals and grasses. - Early infestations can cause reduced tillering, stunting and early leaf senescence. - Later infestations on leaf sheaths and flag leaves between booting and the milky dough stages can also result in yield losses. - After grain fill aphid feeding has minimal impact on yield. - It is a vector for many important plant viruses such as BYDV. Confused with: - Corn aphid and rose-grain aphid. Corn aphid (Rhopalosiphum maidis) Description: - Adults are 2 mm long and have an oblong-shaped body. - Adults and nymphs have a light-green to dark-green body, with two darker patches at the base of each siphuncle. - The legs and antennae are typically darker in colour. - Colonies generally develop within the furled emerging leaves of tillers and can be difficult to see. Crops attacked and damage: - While they are most likely to be found in barley crops, corn aphids also occur in wheat as well as sorghum, maize and many grasses. - Early infestations can cause reduced tillering, stunting and early leaf senescence. - Later infestations on leaf sheaths and flag leaves between booting and the milky dough stages can also result in yield losses. - It is a vector for many important plant viruses such as BYDV. Confused with: - Oat aphid and rose-grain aphid. Rose-grain aphid (Metopolophium dirhodum) Description: - Adults grow up to 3 mm long and have a green to yellow-green body with a darker stripe down the middle of the back. - Long antennae that reach beyond the base of the siphunculi and have dark tips. - Nymphs are similar to wingless adults but smaller in size. Crops attacked and damage: - Cereals and grasses including barley, oats, wheat, and triticale. - Nymphs will cluster on leaves and form heavy infestations causing yellowing and plants to appear sickly. - It is a vector for the important plant virus BYDV. Confused with: - Corn aphid, oat aphid and pea aphid. Green peach aphid (Myzus persicae) Description: - Adults grow up to 3 mm long, are oval shaped and vary in colour from shiny pale yellow, green, orange to pink/red. - Small tubercles at the junction of the antennae and head that are turned inwards. - Siphuncules are longer than cabbage and turnip aphids. - Winged adults have a dark patch on the abdomen under the wings. - Nymphs are similar to wingless adults, but smaller in size. Crops attacked and damage: - Wide host range includes canola, lupins and other pulse crops. - Common in many horticultural crops and cruciferous vegetables. - Weed hosts include capeweed, wild radish, wild turnip and other cruciferous plants. - Heavy infestations will cause leaf distortion, wilting of cotyledons, leaf senescence and seedling death. - It is a vector for many important plant viruses such as beet western yellows virus (BWYV), cucumber mosaic virus (CMV) and pea seed-borne mosaic virus (PSbMV). Confused with: - Turnip aphid and bluegreen aphid. Cabbage aphid (Brevicoryne brassicae) Description: - Adults grow up to 3 mm long and have a dull grey-green coloured body. - Form dense colonies that appear bluish-grey and are covered with a fine, whitish powder. - Nymphs are similar to adults but smaller in size and greenish in colour. - Tend to colonise single plants or groups of plants in ‘hot spots’ within a crop. - Appear in large numbers, typically in spring. Crops attacked and damage: - Predominantly canola, but also other cruciferous forage crops. - Weed hosts include mustard, wild radish, wild turnip and other cruciferous plants. - Adults and nymphs suck sap from plants and high numbers can result in yield loss by reducing pod set, pod fill and grain quality. - Canola is particularly susceptible to aphid damage during bud formation through to late flowering. - It is a vector for many important plant viruses such as BWYV and CMV. Confused with: - Turnip aphid and green peach aphid. Turnip aphid (Lipaphis pseudobrassicae) Description: - Adults grow up to 3 mm long and have an olive to greyish-green body. - Dark bars on the abdomen of non-winged adults. - Form dense colonies that are covered with a fine wax (but not as obvious as cabbage aphid). - Appear in large numbers, typically in spring. - Quite susceptible to cold weather conditions. Crops attacked and damage: - Predominantly canola, but also other cruciferous forage crops. - Weed hosts include wild radish, wild turnip and other cruciferous plants. - Adults and nymphs suck sap from plants and high numbers can result in yield loss by reducing pod set, pod fill and grain quality. - Canola is particularly susceptible to aphid damage during bud formation through to late flowering. - It is a vector for many important plant viruses such as turnip mosaic virus (TuMV) and CMV. Confused with: - Cabbage aphid and green peach aphid. Bluegreen aphid (Acyrtosiphon kondoi) Description: - Adults grow up to 3 mm long and vary in colour from green to grey or bluish-green. - Long antennae. - Very long siphuncules (relative to pea aphid). - Feed on the upper leaves, stems and terminal buds of host plants. - Most common in spring, but are also active in autumn and winter. Crops attacked and damage: - Lupins, lucerne, annual medics and subterranean clover pastures. - Heavy infestations can cause damage to plants by direct removal of nutrients, deforming leaves and causing plants to wilt and become yellow. - In lucerne and medics heavy infestations cause stunted growth, leaf curling and leaf drop; dry matter production can be reduced. - It is a vector for many important plant viruses such as bean yellow mosaic virus (BYMV) and CMV. Confused with: - Green peach aphid and pea aphid. Cowpea aphid (Aphis craccivora) Description: - Adults are 2 mm long and shiny black in colour. - Nymphs are dull grey and lightly dusted with wax. - All stages have white and black-coloured legs. - They tend to colonise single plants or groups of plants in ‘hot spots’ within a crop. - Able to tolerate warm, dry weather and can cause severe damage to water-stressed plants. Crops attacked and damage: - Favours legume hosts; commonly found on faba beans, lentils, medics, lucerne, clover and lupins. - Infestations usually start on the growing tips and spread down the stem. - Initial signs of damage include yellowing or whitening of leaf veins, with heavy colonisation causing rapid wilting of leaves and eventually plant death. - Other symptoms include leaf bunching and stem twisting. - It is a vector for many important viruses including CMV, BYMV, alfalfa mosaic virus (AMV) and PSbMV. Confused with: - Oat aphid. Bean aphid (Megoura crassicauda) Description: - Adults grow up to 3 mm long and have a dark-green body. - Adults have black siphunculi, cauda, head, prothorax and legs. - Nymphs are smaller in size and with less black pigmentation. Crops attacked and damage: - Host range is mainly restricted to species in the Vicia genus, including broad beans, faba beans and some vetches. - Aphids can infest whole stems and pods, and tend to colonise single plants. Confused with: - Cowpea aphid. Spotted alfalfa aphid (Therioaphis trifolii) Description: - Adults grow up to 2 mm long and have a pale yellow-green body with six or more rows of tiny spots across the abdomen. - Two biotypes present, each attacking different hosts, but morphologically indistinguishable. - Nymphs are similar to wingless adults but smaller in size. Crops attacked and damage: - Lucerne, clover, medics and other legumes. - Infestations usually start at the base of the plant and spread up the plant. - Initial signs of damage include yellowing or whitening of leaf veins and plant wilting. - It is a vector for many important plant viruses such as AMV and BYMV. Confused with: - Bluegreen aphid and green peach aphid. Soybean aphid (Aphis glycine) Description: - Adults grow up to 2 mm long and have a pale yellow-green body. - Black siphunculi. - Nymphs are similar to wingless adults but smaller in size. Crops attacked and damage: - Soybean and other Glycine species. - Peak infestation occurs at flowering and pod set. - It is a vector for many important plant viruses such as soybean mosaic virus (SMV), AMV and BYMV. Confused with: - Bluegreen aphid and green peach aphid. Pea aphid (Acyrthosiphon pisum) Description: - Large aphid, with adults growing up to 4 mm long. - Body colour varies from shiny pale-yellow green to green. - Red eyes, blackish knee joints and dark bands on antennal segments. - Long siphunculi and long cauda (tail). - Nymphs are similar to wingless adults, but smaller in size. Crops attacked and damage: - Faba beans, lucerne, chickpeas, vetch, clover and other leguminous grasses. - Heavy infestations will cause leaf deformation, wilting and yellowing, stunting, leaf curling and leaf drop, and reduced dry matter. - It is a vector for many important plant viruses such as CMV, BYMV, AMV and PSbMV. Confused with: - Green peach aphid and bluegreen aphid. Monitoring involves the assessment of the health of a crop, the presence of pests and gauging their population levels at regular intervals. This is a critical component of integrated pest management as the identification of pest (and beneficial) insects, and their relative densities, is essential to determine what control decisions need to be undertaken. Aphid infestations typically occur in autumn and spring. Winged aphids generally move into paddocks from roadside and fenceline weeds. Damage will typically first appear on crop edges, so monitor these areas carefully. Visually inspect the underside of plant leaves and new growth (buds and flowering heads), as this is where most aphids colonise. Aphid distribution may be patchy so monitoring should include at least five sampling points over the paddock. Inspect at least 20 plants at each sampling point. Monitor regularly and thoroughly as numbers can build rapidly within weeks. Aphid infestations can be reduced by heavy rain events or sustained frosts. If heavy rain occurs after a decision to spray has been made, but before the insecticide has been applied, check the crop again to determine if treatment is still required. Control summer and autumn weeds, particularly wild radish and turnip, volunteer cereals and grasses, and broadleaf weeds to reduce the availability of alternate hosts between growing seasons. Several insecticides are registered for aphid control but should only be applied if deemed necessary. Unwarranted spraying increases the risk of insecticide resistance, particularly as the green peach aphid in many regions of Australia has developed widespread resistance to pyrethroids, organophosphates and carbamates (e.g. pirimicarb). Growers are urged to reduce the risk of insecticide resistance by: - rotating insecticides from different chemical groups; - avoiding the use of broad-spectrum ‘insurance’ sprays, and applying insecticides only after monitoring; - distinguishing between species, particularly winged forms; and - incorporating non-chemical control methods. Parasitoid wasps, hoverflies, lacewing, ladybird beetles, damsel bugs and aphid fungal disease are effective natural enemies that can suppress low to moderate aphid numbers. Encourage beneficial insect activity by using ‘softer’ chemicals and biopesticides. Disclaimer: Any recommendations, suggestions or opinions contained in this publication do not necessarily represent the policy or views of the Grains Research and Development Corporation (GRDC). No person should act on the basis of the contents of this publication without first obtaining specific, independent or professional advice. The Corporation and contributors to this Back Pocket Guide may identify products by proprietary or trade names to help readers identify particular types of products. We do not endorse or recommend the products of any manufacturer referred to. Other products may perform as well or better than those specifically referred to. The GRDC will not be liable for any loss, damage, cost or expense incurred or arising by reason of any person using or relying on the information in this publication. Copyright: © All material published in The Back Pocket Guide is copyright protected and may not be reproduced in any form without written permission from the Grains Research and Development Corporation and cesar. Revised September 2018 Annabel Clouston and Dr Paul Umina, CESAR T: 03 9329 8817 E: email@example.com Maureen Cribb GRDC Manager Integrated Publications T: 02 6166 4500 E: firstname.lastname@example.org GROUND COVER DIRECT How to order Free phone 1800 11 00 44 Free fax 1800 00 99 88 Email email@example.com Post Ground Cover Direct, PO Box 7456, Canberra MC ACT 2610 For a complete listing of all GRDC publications, go to www.grdc.com.au/bookshop USEFUL RESOURCES NATIONAL - I SPY manual, [https://grdc.com.au/I-SPY](https://grdc.com.au/I-SPY) - cesar, [www.cesaraustralia.com/sustainable-agriculture](http://www.cesaraustralia.com/sustainable-agriculture) - Apps Insect ID: The Ute Guide Available as an Android™ app on Google Play and for the iPhone and iPad on the App Store – [www.grdc.com.au/Resources/Apps](http://www.grdc.com.au/Resources/Apps) - Plant Health Australia, [www.planthealthaustralia.com.au/pests/russian-wheat-aphid](http://www.planthealthaustralia.com.au/pests/russian-wheat-aphid) Northern, Southern and Western Regions for identifying beneficial insects Copies available from Ground Cover Direct (see left) - Crop Insects: The Ute Guide (Northern Region Grain Belt edition) Order code: GRDC009 - Crop Insects: The Ute Guide (Southern Region Grain Belt edition) Order code GRDC008 - Crop Insects: The Ute Guide (Western Region Grain Belt edition) Order code GRDC209 - Beneficial Insects Back Pocket Guide Northern region order code: GRDC556 and online: [www.grdc.com.au/BPG-BeneficialInsects-North](http://www.grdc.com.au/BPG-BeneficialInsects-North) OR Southern/Western regions order code: GRDC526 and online: [www.grdc.com.au/BPG-BeneficialInsects-SW](http://www.grdc.com.au/BPG-BeneficialInsects-SW) P Level 4 \| 4 National Circuit, Barton ACT 2600 \| PO Box 5367, Kingston ACT 2604 T +61 2 6166 4500 F +61 2 6166 4599 E firstname.lastname@example.org Produced by [www.coretext.com.au](http://www.coretext.com.au)	<urn:uuid:358bd389-82ea-46c9-8076-310bdca0d0cb>	CC-MAIN-2019-22	https://grdc.com.au/__data/assets/pdf_file/0025/367045/AphidsBackPocketGuide1809_R5-compressed.pdf?utm_source=website&utm_medium=download_button&utm_campaign=pdf_download&utm_term=National&utm_content=Crop%20Aphids%20Back%20Pocket%20Guide	2019-05-25T09:56:20Z	crawl-data/CC-MAIN-2019-22/segments/1558232257939.82/warc/CC-MAIN-20190525084658-20190525110658-00442.warc.gz	480,952,556	4,033	eng_Latn	eng_Latn	0.933538	eng_Latn	0.995152	[ "swe_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 82, 1127, 1995, 2816, 3684, 4327, 5329, 6292, 7208, 8066, 8997, 9488, 10210, 10678, 11407, 12603, 13737, 16781 ]	[ 2.9375 ]	3	0
ACTIVITIES THE Queen most certainly does not do: Strenuous kitty snuggling. Vigorous soccer dribbling. Spirited dancing. Making tea. Until, one day, she grows dissatisfied with the tea her butler has prepared, and a culinary and cross-cultural hot-air balloon adventure begins. “An imperious monarch embarks on a quest in this wry story from the team behind Infinity and Me . . . Swiatkowska’s delicious, old-world pastels render each character a distinct individual. . . . The details give Hosford’s round-the-world tale offbeat charm, and readers will smile as they watch the Queen shed her haughtiness and embrace her own capabilities.” —Publishers Weekly “Droll entertainment that calls out for an international tea party.” —Kirkus Reviews khosford.com • lernerbooks.com The Common Core State Standards addressed by the discussion questions and activities in this guide are noted throughout. For more information on the Common Core, visit corestandards.org. The Queen has many people who take care of her each morning—from helping her dress and doing her hair, to making her tea. With all of this help, why is the Queen so unhappy? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 Why does the Queen go with her butler James on an adventure in a hot air balloon? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 The Queen commands for the hot air balloon to land and she meets Noriko. What does it mean that the Queen “walked with her nose in the air” when she met the young girl? CCSS.ELA-LITERACY.RL.1.4; CCSS.ELA-LITERACY.RL.3.4 Noriko asks the Queen to do two things that the Queen has never done. What are these two things and how does the Queen react to following Noriko’s directions? CCSS.ELA-LITERACY.RL.1.3; CCSS.ELA-LITERACY.RL.2.3; CCSS.ELA-LITERACY.RL.3.3 Who does the Queen meet on the second stop of her journey? What did this boy ask the Queen to try before they shared a cup of tea? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 The Queen and her butler travel once again in the hot air balloon and land in a new place where they meet Rana. What does Rana ask the Queen to do? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 What tea-making steps did the Queen do by herself when asked by each child to help make the tea? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 After their third stop, the Queen commands that her butler take her home. What special deliveries did the Queen have James make once they arrived back at the palace? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 How does the Queen’s morning routine change after her search for the perfect cup of tea? CCSS.ELA-LITERACY.RL.1.3; CCSS.ELA-LITERACY.RL.2.3; CCSS.ELA-LITERACY.RL.3.3 What was the Queen’s announcement at the tea party? CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 What did the Queen learn from her journey to find the perfect cup of tea? CCSS.ELA-LITERACY.RL.1.2; CCSS.ELA-LITERACY.RL.2.2; CCSS.ELA-LITERACY.RL.3.2 The Queen “floats over hilltops, meadows, and seas” in search of the perfect cup of tea. The children that she meets on her journey are from Japan, India, and Turkey. Find these countries on a globe or a map to see how far the Queen had to travel to locate a perfect cup of tea. The Queen’s butler, James, accompanies her in the hot air balloon as she travels the world in search of the perfect tea. Imagine what James was thinking as he helped the Queen communicate with the different children she met on her trip. Rewrite the story of the Queen’s journey from James’ point of view. CCSS.ELA-LITERACY.W.1.3; CCSS.ELA-LITERACY.W.2.3; CCSS.ELA-LITERACY.W.3.3 Assemble a small recipe book on how to make the perfect cup of tea. Include a page each for the Queen, Noriko, Sunil, and Rana. List the ingredients each person used and the steps to make the perfect cup of tea. CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.2.1; CCSS.ELA-LITERACY.RL.3.1 On her journey, the Queen discovers so much more than how to make the perfect cup of tea; she discovers how to talk and laugh and to share. Design invitations to a class tea. Invite another class over for tea and conversation. Do a formal reading of How the Queen Found the Perfect Cup of Tea aloud at your party with students taking the roles of narrator, the Queen, James, Noriko, Sunil, and Rana. The discussion questions and activities in this guide were created by Leigh Courtney, Ph.D. She teaches in the Global Education program at a public elementary school in San Diego, California. She holds both master's and doctoral degrees in education, with an emphasis on curriculum and instruction. The Queen’s mood changes over the course of the story—from when she first awakes and drinks a horrible cup of tea, to her tea party with her new friends. Look through the illustrations in the book to see how the Queen felt at certain points in the story. Select a word that best describes the Queen’s mood at each story event listed in the chart below and draw a picture of the Queen’s face to show how she felt. CCSS.ELA-LITERACY.RL.1.7; CCSS.ELA-LITERACY.RL.2.7; CCSS.ELA-LITERACY.RL.3.7 \| Story event \| Word to describe the Queen’s mood \| Drawing of the Queen’s face during this story event \| \|------------------------------------------------------------------------------\|----------------------------------\|-----------------------------------------------------\| \| The Queen awakes and maids help her with her clothes and hair. Her butler makes her a cup of tea. \| \| \| \| The Queen meets Noriko who asks the Queen to snuggle with Noriko’s kitties. \| \| \| \| The Queen discovers that dribbling the ball with Sunil is “rather vigorous.” \| \| \| \| The Queen helps Rana make tea by pouring water from the faucet to fill the kettle. \| \| \| \| The Queen hosts a tea party for her new friends. \| \| \| The story begins with the Queen in her home and then follows the Queen on her journey to find the perfect cup of tea. The story ends where it began. Fill in the circular plot diagram below with setting and story events in the order in which they happened. Remember, the beginning and the ending of the story have the same setting. CCSS.ELA-LITERACY.RL.2.5; CCSS.ELA-LITERACY.RL.3.5 ENDING Setting: ___________________________ Events: ___________________________ _______________________________ BEGINNING Setting: ___________________________ Events: ___________________________ _______________________________ Setting: ________________________ Events: _________________________ _______________________________ Setting: ________________________ Events: _________________________ _______________________________ Setting: ________________________ Events: _________________________ _______________________________ Setting: ________________________ Events: _________________________ _______________________________ The Queen uses some rich vocabulary on her travels to find the perfect cup of tea. Use a dictionary to find the definitions of the Queen’s fancy words and add them to the chart below. Also include the guide words for each of the words you look up in the dictionary. CCSS.ELA-LITERACY.L.2.4.E; CCSS.ELA-LITERACY.L.3.4.D \| FANCY WORD \| GUIDE WORDS \| DEFINITION \| \|------------\|-------------\|------------\| \| Vigorous \| \| \| \| Precisely \| \| \| \| Absolutely \| \| \| \| Commanded \| \| \| \| Strenuous \| \| \|	0d2ce341-89b8-444d-86c6-f5a345c2e25c	CC-MAIN-2022-49	https://khosford.com/wp-content/uploads/2017/05/How-the-Queen-Found-the-Perfect-Cup-of-Tea-Curriculum-Guide.pdf	2022-11-29T20:08:34+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710711.7/warc/CC-MAIN-20221129200438-20221129230438-00025.warc.gz	371,665,315	2,036	eng_Latn	eng_Latn	0.905473	eng_Latn	0.993804	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 971, 3155, 4810, 6520, 7585, 8201 ]	[ 4.375 ]	1	0
Coal Ash: The toxic threat to our health and environment A REPORT FROM PHYSICIANS FOR SOCIAL RESPONSIBILITY AND EARTHJUSTICE By Barbara Gottlieb with Steven G. Gilbert, PhD, DABT and Lisa Gollin Evans Coal Ash The toxic threat to our health and environment A REPORT FROM PHYSICIANS FOR SOCIAL RESPONSIBILITY AND EARTHJUSTICE By Barbara Gottlieb with Steven G. Gilbert, PhD, DABT and Lisa Gollin Evans ACKNOWLEDGMENTS The authors express their gratitude to Tim K. Takaro, MD, MPH, MS; Roberta Richardson, MD; and Molly Rauch, MPH for their careful reading of the text; to Rebecca Abelman for research support and copy editing; and to Jared Saylor for editing. Cover Art: David Stuart ABOUT EARTHJUSTICE Earthjustice is a non-profit public interest law firm dedicated to protecting the magnificent places, natural resources, and wildlife of this earth, and to defending the right of all people to a healthy environment. We bring about far-reaching change by enforcing and strengthening environmental laws on behalf of hundreds of organizations, coalitions and communities. We’ve provided legal representation at no cost to more than 700 clients. For more information, visit www.earthjustice.org. ABOUT PHYSICIANS FOR SOCIAL RESPONSIBILITY PSR has a long and respected history of physician-led activism to protect the public’s health. Founded in 1961 by physicians concerned about the impact of nuclear proliferation, PSR shared the 1985 Nobel Peace Prize with International Physicians for the Prevention of Nuclear War for building public pressure to end the nuclear arms race. Today, PSR’s members, staff, and state and local chapters form a nationwide network of key contacts and trained medical spokespeople who can effectively target threats to global survival. Since 1991, when PSR formally expanded its work by creating its environment and health program, PSR has addressed the issues of global warming and the toxic degradation of our environment. PSR presses for policies to curb global warming, ensure clean air, generate a sustainable energy future, prevent human exposures to toxic substances, and minimize toxic pollution of air, food, and drinking water. SEPTEMBER 2010 Printed with soy inks on 100% post-consumer recycled paper by a union printer. EXECUTIVE SUMMARY v 1. HEALTH IMPACTS OF COAL TOXICANTS 1 2. FROM CONTAINMENT TO CONTAMINATION: THE RISK OF EXPOSURE 7 3. EVIDENCE OF HARM: THE DAMAGE CASES 15 4. POLICY IMPLICATIONS 22 NOTES 24 Coal ash, one of the dirtiest secrets in American energy production, burst into the U.S. consciousness three days before Christmas, 2008 when an earthen wall holding back a huge coal ash disposal pond failed at the coal-fired power plant in Kingston, Tennessee. The 40-acre pond spilled more than 1 billion gallons of coal ash slurry into the adjacent river valley, covering some 300 acres with thick, toxic sludge, destroying three homes, damaging many others and contaminating the Emory and Clinch Rivers.$^1$ When the U.S. Environmental Protection Agency tested water samples after the spill, they found toxic heavy metals including arsenic, which they measured at 149 times the allowable standard for drinking water.$^2$ Water samples also contained elevated levels of other toxic metals: lead, thallium, barium, cadmium, chromium, mercury, and nickel. Despite that catastrophic spill in Tennessee, the full dimensions of the health threats from coal ash are just beginning to register with the American public. Coal ash is the waste product left over after coal is combusted, or burned. Many people are still not aware of how toxic coal ash is, much less how much coal ash is generated each year and how grossly mismanaged its disposal is: - While the toxic contents of coal ash may vary depending on where the coal is mined, coal ash commonly contains some of the world’s deadliest toxic metals: arsenic, lead, mercury, cadmium, chromium and selenium.$^3$ - These and other toxicants in coal ash can cause cancer and neurological damage in humans. They can also harm and kill wildlife, especially fish and other water-dwelling species. - Coal ash is the second-largest industrial waste stream in the U.S., after mining wastes.$^4$ - Coal ash is disposed in approximately 2,000 dump sites across the nation: at least 629 wet ash ponds $^5$ and 311 dry landfills at power stations, at least 100 offsite dry landfills,$^6$ and 750 inactive dumps,$^7$ and hundreds of abandoned and active mines (as fill).$^8$ - Coal ash dumps likely exist in every state in the U.S. due to the widespread use of coal to generate electricity in the nation’s 495 coal-fired power plants and hundreds of industrial boilers.$^9,^{10}$ After the Tennessee spill, public attention focused at first on the possibility of more sudden catastrophes. But the most common threat that coal ash poses to public health comes from a less dramatic scenario: the slow leakage of toxic pollution from disposal sites such as ponds and landfills. Toxic pollution, some of it cancer-causing, can and does escape from some of those sites, according to the EPA.$^{11}$ This occurs in a variety of ways, most frequently when coal ash comes into contact with water, allowing toxics to “leach” or dissolve out of the ash and percolate through water. Coal ash toxics have leached from disposal sites in well over 100 communities, carrying toxic substances into above-ground and underground waterways including streams, rivers, aquifers, and drinking water wells, forcing some families to find new drinking water supplies. Several coal ash-contaminated sites are federal Superfund sites, including one entire community that has been designated a Superfund toxic site due to the contamination of its water supply by coal ash.$^{12}$ Large quantities of coal ash are “recycled,” presenting another potential route of exposure to coal ash toxics. Some states allow coal ash to be used as structural fill, agricultural soil additive, top layer on unpaved roads, fill for abandoned mines, spread on snowy roads, and even as cinders on school running tracks. These uses may expose coal ash to water, increasing the risk of leaching. Coal ash is also dangerous if inhaled, so some of these forms of recycling may endanger human health from airborne particles, even where no water is involved. The EPA has documented that coal ash contains toxic materials, and that these toxicants can and do escape from disposal sites. It has confirmed and measured toxic leaching into water supplies. And it has identified specific sites at which humans have been exposed to coal ash toxics, whether from drinking contaminated water, eating contaminated fish, or breathing “fugitive dust.” Yet as of late 2010, no federal standards exist to regulate how coal ash is disposed or where and how it can be recycled. Instead, a patchwork of insufficient state regulations allows widely disparate uses of and disposal methods for coal ash. This report examines the risks to public health that result from that inadequate regulation and highlights the damage that has occurred in the absence of strong, federally enforceable safeguards. The report concludes with recommendations for effective policy reforms that could significantly protect human health. Given the high toxicity of coal ash’s constituents, the growing number of proven and potential damage cases, and the prospect of more damage cases emerging as toxicants reach peak concentration in the coming years, the magnitude of coal ash as a threat to human health is likely only beginning to emerge. WHAT IS COAL ASH AND HOW TOXIC IS IT? Coal ash has different physical and chemical properties depending on the geochemical properties of the coal being used and how that coal is burned. - “Fly ash” consists of the fine powdery particles of minerals, plus a small amount of carbon, that are carried up the smokestack by the exhaust gases. - “Bottom ash” is a coarser material that falls to the bottom of the furnace. - “Boiler slag” is created from the molten bottom ash that, when cooled in contact with water in wet-bottom boilers, forms pellets of a hard, glassy material. - Flue gas desulfurization (FGD) waste is the by-product of air pollution control systems used to reduce the sulfur dioxide emissions from coal-fired power plants. “Scrubbers” spray lime or limestone slurry into the flue gas, where it reacts with the sulfur to form calcium sulfite that is processed to make FGD or synthetic gypsum. - Fluidized bed combustion (FBC) wastes are generated by a specialized combustion technology in which a heated bed of sand-like material is suspended (fluidized) in a rising jet of air. FBC waste may include fly ash and bottom ash and tends to be more alkaline because of the limestone used in the process. The EPA has found that living next to a coal ash disposal site can increase your risk of cancer or other diseases, especially if you live near an unlined wet ash pond that contains coal ash comingled with other coal wastes and you get your drinking water from a well. According to the EPA’s peer-reviewed “Human and Ecological Risk Assessment for Coal Combustion Wastes,” people in those circumstances have as much as a 1 in 50 chance of getting cancer from drinking water contaminated by arsenic, one of the most common and dangerous pollutants in coal ash. This risk is 2,000 times greater than the EPA’s goal for reducing cancer risk to 1 in 100,000. That same risk assessment says that living near ash ponds increases the risk of health problems from exposure to toxic metals like cadmium, lead, and other pollutants. Typically, coal ash contains arsenic, lead, mercury, cadmium, chromium and selenium, as well as aluminum, antimony, barium, beryllium, boron, chlorine, cobalt, manganese, molybdenum, nickel, thallium, vanadium, and zinc. All can be toxic. Especially where there is prolonged exposure, these toxic metals can cause several types of cancer, heart damage, lung disease, respiratory distress, kidney disease, reproductive problems, gastrointestinal illness, birth defects, impaired bone growth in children, nervous system impacts, cognitive deficits, developmental delays and behavioral problems. In short, coal ash toxics have the potential to injure all of the major organ systems, damage physical health and development, and even contribute to mortality. Adding to the toxicity of coal ash is that some power plants mix coal with other fuels and wastes, such as used tires and even hazardous wastes. In addition, when coal ash is disposed with coal refuse, a highly acidic waste, the resulting mixture is significantly more toxic and prone to release metals into the environment.\textsuperscript{17} Utilities that manage coal ash in ponds often mix coal refuse with coal ash, a practice that greatly increases the cancer risk to nearby residents who get their water from drinking wells.\textsuperscript{18} Not only is coal ash toxic, it is likely to grow increasingly dangerous. Air pollution control technologies—scrubbers, selective catalytic reduction, and activated carbon injection technologies to capture mercury and other hazardous air pollutants—capture an increasing proportion of the coal pollutants that would otherwise go up the smokestacks. When those pollutants are captured, they are shifted from the air to the coal ash.\textsuperscript{19} Mercury and other pollutants that previously contributed to air pollution are now becoming solid wastes—and when they leach into water, their toxicity is carried into the water. The EPA speaks of “ensuring that emissions being controlled in the flue gas at power plants are not later being released to other environmental media.”\textsuperscript{20} Unfortunately, that’s exactly what is happening: \textbf{One toxic environmental problem is being traded for another}. Coal ash contains a range of toxic constituents that are known to leach, leak, or spill out of coal ash disposal sites and adversely affect human and environmental health. We summarize here the effects on the human body that can be caused by exposure to nine of the most common toxic contaminants in coal ash.\textsuperscript{21} ARSENIC Arsenic is an ancient and well-known poison and a dangerous environmental contaminant. In recent years it has been widely used as a wood preservative in treated lumber to construct decks, playground equipment, fences, utility poles and piers. Because of its excessive toxicity, arsenic has now been banned in wood for most residential settings, including decks and play sets. Arsenic is present in coal ash and has been shown in numerous cases to leach from ash and contaminate drinking water. Arsenic produces a variety of adverse health effects. Ingesting very high levels can result in death. Chronic exposure to arsenic in drinking water can cause several types of cancer, including skin cancer, bladder cancer, lung cancer and kidney cancer. Recent studies have linked arsenic ingestion to cardiovascular disease and diabetes mellitus.\textsuperscript{22} Exposure to lower levels can cause nausea and vomiting, decreased production of red and white blood cells, and cardiovascular effects including abnormal heart rhythm, damage to blood vessels, and damage to the peripheral nervous system. According to the Agency for Toxic Substances and Disease Registry (ATSDR), there is some evidence that in childhood, long-term exposure to arsenic may result in lower IQ scores and exposure to arsenic in the womb and early childhood may increase mortality in young adults.\textsuperscript{23} Many of arsenic’s effects are dose- and time-dependent. Repeated low levels of exposure over an extended period of time can produce effects similar to a one-time high level of exposure. Contaminated drinking water is a primary route of arsenic exposure. Scientific studies have shown that exposure to arsenic in drinking water results in an elevated risk of urinary tract cancers (cancer of the bladder, kidney, ureters, etc.). Both the level of exposure and the duration of exposure are significant factors, according to a 2010 article in the journal of the American Association for Cancer Research. Reporting on a study in Taiwan of residents whose well water was contaminated with naturally occurring arsenic, the article found a “significant” trend of increased cases of urinary tract cancer as exposure levels increased.\textsuperscript{24} The duration of exposure was also significant, especially at high levels of exposure. Those who had been drinking arsenic-contaminated well water since birth—that is, those with the longest-term exposure—exhibited a four- to five-fold increased risk of urinary cancers. The study also found that exposure from birth may increase urinary cancer risk much later in life. This finding of a long latency period (the time that elapses from exposure until the time of illness) suggests that people whose drinking water is contaminated by arsenic from coal ash should be monitored long-term for urinary tract cancer, even if they stop drinking the contaminated water.\textsuperscript{25} In addition to drinking water, arsenic can enter the body via other pathways. Inhalating sawdust from construction with arsenic-treated lumber can greatly increase the danger of lung cancer, as it can be absorbed through the lungs. Inhaling arsenic from coal ash fugitive dust can likewise pose a danger to human health. Arsenic can also be absorbed through the skin, which is why its use in decks and play equipment was outlawed. Children who play near spilled coal ash or where there is fugitive dust may be at risk of arsenic exposure. Because arsenic occurs naturally as an element distributed widely in the earth’s crust, we are exposed to constant low levels of arsenic from air and water. Normally, air contains a background concentration of less than 0.1 micrograms per cubic meter, and drinking water less than 5 micrograms per liter, but water levels can be significantly higher, as can exposure from other sources. Thus, health concerns involving arsenic exposure from coal ash must take into account the cumulative effect of acute exposure from ash combined with background exposure and exposure from other sources. BORON Boron occurs in nature as an essential plant nutrient. It is used in a variety of products and processes ranging from detergents and cleaning products to the production of glass, fiberglass and ceramics. Breathing moderate levels of airborne boron causes non-persistent irritation of the nose, throat, and eyes. Airborne exposure most commonly occurs in the workplace, for example, where borates are mined or processed. However, ingestion (eating or drinking) of large amounts of boron can result in damage to the testes, intestines, liver, kidney, and brain. Exposure to large amounts of boron over short periods of time can eventually lead to death. Children living near waste sites containing boron and boron compounds are likely to be exposed to higher-than-normal levels through inhaling boron-containing dust, touching soil, and swallowing contaminated soil. Boron is an essential micronutrient for plants, where it plays a role in cell division, metabolism, and membrane structure. However, while it is needed as a nutrient, there is a small range between deficiency and excess uptake or toxicity. Dangerous levels of boron may occur in soils that have been contaminated by pollutant sources such as coal ash from coal-fired power plants.\textsuperscript{26} CADMIUM Cadmium is a metal widely used in manufacturing. Dietary exposure to cadmium is possible from shellfish and plants grown on cadmium-contaminated soils. Fortunately, oral ingestion of cadmium results in low levels of absorption. The lungs, however, readily absorb cadmium, so inhalation exposure results in much higher levels of absorption. This makes cadmium a potential hazard from coal ash dust, which may be released into the environment when dry coal ash is stored, loaded, transported, or kept in uncovered landfills. Chronic exposure can result in kidney disease and obstructive lung diseases such as emphysema. Cadmium may also be related to increased blood pressure (hypertension) and is a possible lung carcinogen. Cadmium affects calcium metabolism and can result in bone mineral loss and associated bone pain, osteoporosis and bone fractures. CHROMIUM While chromium (III) is an essential nutrient in the body, the other common form of chromium, chromium (VI), is highly toxic and is frequently found in coal ash. When ingested via contaminated water, chromium (VI) can cause stomach and small intestine ulcers. Frequent ingestion can cause anemia and stomach cancer. Contact with the skin by some compounds of chromium (VI) can result in skin ulcers. When inhaled in large amounts, chromium (VI) can cause lung cancer, breathing problems such as asthma and wheezing, and nose ulcers. LEAD Lead is a very potent neurotoxicant that is highly damaging to the nervous system. Its dangers have been acknowledged, if not fully understood, for thousands of years. Health effects associated with exposure to lead include, but are not limited to, neurotoxicity, developmental delays, hypertension, impaired hearing acuity, impaired hemoglobin synthesis, and male reproductive impairment.$^{27}$ Importantly, many of lead’s health effects may occur without overt signs of toxicity. Scientists have long recognized that children are particularly sensitive, with high levels of lead resulting in swelling of the brain, kidney disease, effects on hemoglobin and possible death. Adverse effects in children can also occur well before the usual term of chronic exposure can take place. Children under 6 years old have a high risk of exposure because of their more frequent hand-to-mouth behavior. It is now well accepted that there is no safe level of lead exposure, particularly for children.$^{28}$ Harmful levels of lead exposure can result from drinking water contaminated by coal ash and from exposure to coal ash contaminated soils. MERCURY Another well-known neurotoxicant, mercury has the dangerous capacity to bioaccumulate, or build up in animal tissue. When mercury leaches from coal ash into the soil or water, it is converted by bacteria into methylmercury, an organic form that can be absorbed by small organisms and the larger organisms that eat them. As it moves up the food chain, the concentration of methylmercury increases. When it has accumulated to high concentrations in fish, this becomes a major pathway for human exposure. Mercury is particularly toxic to the developing nervous system. Exposure during gestation, infancy, or childhood can cause developmental delays and abnormalities, reduced IQ and mental retardation, and behavioral problems. State agencies regularly issue fish consumption advisories to caution women of child-bearing age and children against eating mercury-contaminated fish. The FDA has set a limit for safe consumption of 1 part per million of methylmercury in fish.$^{29}$ MOLYBDENUM Molybdenum is a metal with an extremely high melting point that is often used to strengthen steel. It is found in the human body in small quantities, and some foods naturally contain molybdenum such as liver, eggs, and some grains. As a contaminant, molybdenum exposure is of concern from inhalation of dust or ingestion. This may occur from exposure to dust on food or on the hands, or if molybdenum in the air is inhaled and then coughed up and swallowed. Exposure can occur in mining, and the Occupational Safety and Health Administration has set an occupational exposure maximum permissible limit at 5 mg per cubic meter of air in an 8-hour day. Chronic exposure to molybdenum can result in excess fatigue, headaches and joint pains. Some molybdenum compounds have been shown to be toxic to rats. Although human toxicity data are unavailable, animal studies have shown that chronic ingestion of more than 10 mg/day of molybdenum can cause diarrhea, slowed growth, low birth weight and infertility, and can affect the lungs, kidneys, and liver. THALLIUM Thallium, a metal found in trace amounts in the earth’s crust, enters the environment primarily from coal-burning and smelting. Once in the environment, it is highly persistent and enters the food chain by being absorbed by plants and building up in fish and shellfish. Eating food contaminated with thallium may be a major source of exposure for most people; however, the ATSDR lists “[l]iving near hazardous waste sites containing thallium” as a path to exposure; in fact, it is the only path which the ATSDR notes “may result in higher than normal exposures.” Other paths include touching thallium, breathing in low levels of thallium in air and ingesting low levels in water, or, for children, eating soil contaminated with thallium. Exposure to high levels of thallium can result in harmful health effects. Workers who inhale thallium over several years report nervous system effects such as numbness of fingers and toes. Ingesting large amounts of thallium over a short time has been shown to lead to vomiting, diarrhea, and temporary hair loss, along with adverse effects on the nervous system, lungs, heart, liver, and kidneys. Ingesting thallium can even lead to death. It is not known what the effects are of ingesting low levels of thallium over a long time. Studies in rats have shown adverse developmental effects from exposure to high levels of thallium, and some adverse effects on the reproductive system after ingesting thallium for several weeks. It is not known if breathing or ingesting thallium affects human reproduction. SELENIUM Selenium is a common element, an essential nutrient, and readily available in a variety of foods including shrimp, fish, meat, dairy products, and grains. It is readily absorbed by the intestine and is widely distributed throughout the tissues of the body, with the highest levels in the liver and kidney. While selenium is used by the body in a variety of cellular functions, too much can be harmful, as can too little. The recommended daily intake is 55 to 70 micrograms. Excess selenium intake can occur in both animals and humans living in areas with elevated selenium in the soil. Most grasses and grains do not accumulate selenium, but when an animal consumes plants that do accumulate selenium (some up to 10,000 mg/kg), they can develop a condition called the “blind staggers.” Symptoms include depressed appetite, impaired vision, and staggering in circles. High exposures can ultimately lead to paralysis and death. Humans are susceptible to similar effects as well as additional neurological impacts. Selenium exposure also affects fish, which absorb the metal through their gills or by eating contaminated food sources such as worms. Extremely high levels of selenium have been found to accumulate in fish and amphibians living in coal ash-contaminated waters and wetlands, if they survive exposure to the toxin. As confirmed by laboratory studies, selenium accumulation can cause developmental abnormalities in fish and amphibians and has led to the death of entire local fish populations. Selenium is bioaccumulative, meaning it is passed up the food chain in increasing concentrations, and excessive amounts have been found in water snakes, small mammals, birds and humans. Concern also exists about the risks to health from coal ash toxicants in combination. While the properties of coal ash toxicants are understood as they function individually, little is known about what happens when these toxic substances are mixed—as routinely happens in coal ash. Concurrent exposure to multiple contaminants may intensify existing effects of individual contaminants, or may give rise to interactions and synergies that create new effects. For example, aluminum, manganese and lead all have adverse effects on the central nervous system; barium, cadmium and mercury all have adverse effects on the kidney. Where several coal ash contaminants share a common mechanism of toxicity or affect the same body organ or system, exposure to several contaminants concurrently produces a greater chance of increased risk to health. Yet the EPA has not taken into account in its risk assessments the possibility of synergistic interactions, despite the common occurrence of multiple contaminants in combination in coal ash. Figure 1 summarizes the effects of some of the most harmful coal ash contaminants on the body. Figure 1. Health Impacts of Coal Toxicants Mercury Mercury poses particular risk to children, infants and fetuses. Impacts include nervous system damage and developmental defects like reduced IQ and mental retardation. Chromium Ingestion of chromium can cause stomach and intestinal ulcers, anemia, and stomach cancer. Frequent inhalation can cause asthma, wheezing, and lung cancer. Selenium Selenium is used in many bodily functions, but deficiencies or excesses can be bad for one’s health. Excess intake of selenium can result in a host of neurological effects, including impaired vision and paralysis, and even death. Lead Exposure to lead can result in brain swelling, kidney disease, cardiovascular problems, nervous system damage, and even death. It is accepted that there is no safe level of lead exposure, particularly for children. Arsenic Ingestion of arsenic can lead to nervous system damage, cardiovascular issues, and urinary tract cancers. Inhalation and absorption through the skin can result in lung cancer and skin cancer, respectively. Boron Inhalation of boron can lead over the short-term to eye, nose, and throat irritation. Ingestion of large amounts, however, can result in damage to the testes, intestines, liver, kidneys, and brain, and eventually lead to death. Other Toxicants \| Antimony \| Cadmium \| Molybdenum \| Thallium \| \|----------\|---------\|------------\|---------\| \| Eye, skin irritation \| Emphysema \| In animals: Slowed growth \| Nervous system damage \| \| Stomach pain, ulcers \| Kidney disease \| Low birth weight \| Lung, heart, liver, kidney problems \| \| Lung disease \| Hypertension \| Infertility \| \| Children are particularly at risk COAL ASH: THE TOXIC THREAT TO OUR HEALTH AND ENVIRONMENT COAL ASH DISPOSAL: HOW, WHERE, AND HOW SAFE? Utility companies have three basic options for disposing of their ash. If the ash is dry, it can be disposed in landfills. According to the EPA, an estimated 36 percent of the coal combustion waste generated by utilities in 2007 was disposed of in dry landfills, frequently on-site at the power plant where the coal was burned. Coal ash may also be mixed with water and stored in so-called “ponds”—some more than 1,000 acres—and some constructed only with earthen walls. These wet disposal areas are called “surface impoundments” and in 2007 accounted for 21 percent of coal ash disposal.$^{34}$ The remaining 43 percent of coal ash was reused in a variety of industrial and other applications, discussed at the end of this section. The EPA has found that two factors dramatically increase the risk that coal ash disposal units pose, both to human health and to ecosystems: (1) the use of wet surface impoundments rather than dry landfills, and (2) the absence of composite liners to prevent leaking and leaching. Surface impoundments (wet ash ponds) consistently pose higher risks than do landfills.$^{35}$ Some surface impoundments are little more than pits in the earth, totally lacking protective liners, with native soils as the bottom and sides. These unlined wet disposal areas constitute a disproportionate number of the “damage cases” where coal ash toxics are documented to have escaped from disposal facilities and damaged human health or the community.$^{36}$ (See section 3 for details.) Ponds lined with clay are also subject to leaching dangerous amounts of toxics to underlying groundwater. The greatest level of protection is afforded by composite liners, constructed from various layers including human-made materials, such as a plastic membrane like high-density polyethylene, placed over clay or geosynthetic clay. However, these liners have a finite lifespan, so truly permanent safe storage of coal ash toxicants will require ongoing diligence well into the future. Despite the obvious danger to human health associated with coal ash disposal, it is hard to determine precisely how many coal ash disposal areas there are in the U.S. In 2009, the EPA requested information from electric utilities operating wet ash ponds. The EPA received information on 629 coal ash ponds in 33 states.$^{37}$ Because this count included groups of ponds at some sites, the number of power plants with ash ponds was 228. The EPA’s 2010 Regulatory Impact Analysis estimated that the number of active landfills was more than the 311 known dumps utilized at power plants. An estimated 149 power plants utilize an unspecified number of landfills located outside the plants’ boundaries, adding to the total number of landfills.$^{38}$ Although the number of states and sites is hard to specify with precision, there appears to be disposal of coal ash in at least 46 states.$^{39}$ Susceptible populations With coal ash disposal sites located in most of the 50 states, the threat to public health affects many communities. However, that threat is not shared equally. Many coal ash disposal sites are located in rural areas, where land availability and lower land prices make it cheap to purchase the multi-acre sites necessary for ash ponds and landfills—and where the power plants that generate the ash are also frequently located. In fact, the majority of coal ash disposal sites are on the power plant site, thus avoiding costly transportation of the ash, but concentrating the pollution. Low-income communities live near a disproportionate share of coal ash disposal facilities.\textsuperscript{40} Children are another susceptible population. This is due in part to their size: any exposure they suffer is more significant for their small bodies than it would be for an adult. In addition, children’s organ systems, particularly the nervous system, are still undergoing development and are thus more susceptible to the effects of toxics exposure. This is particularly the case during gestation (\textit{in utero}) and infancy, and it remains true throughout childhood. Children also breathe more rapidly than adults and their lungs are proportionately larger, thus increasing their susceptibility to airborne toxics. Finally, young children are prone to hand-to-mouth behaviors that expose them to higher levels of ambient contaminants, such as the “fugitive dust” that can blow off of exposed coal ash. \section{PATHWAYS TO EXPOSURE} The toxic contaminants in coal ash follow various routes, or pathways, to make their way into what we eat, drink or breathe. Some escape from coal ash by leaching or dissolving into water, subsequently contaminating underground aquifers (groundwater) or surface waters like rivers and streams. Some are consumed when people eat fish that have been contaminated by coal ash-exposed water or sediments. Coal ash toxicants also travel through the air as fine particles or dust or over the ground and other surfaces, due to erosion, runoff, or settling dust. \textit{The surface water path} Coal ash contamination of surface waters such as streams, rivers, ponds, lakes, and wetlands poses a serious threat to the life forms that live in and eat from those waters. The most dramatic acts of contamination occur when impoundment retaining walls give way, spilling enormous quantities of coal ash slurry directly into surface waters. The rupture of the retaining dam at the Kingston, Tennessee, coal ash waste pond spilled more than 1 billion gallons of coal ash slurry into the Emory River. Although it is the best known example of a coal ash pond failure, it is not the only case. For example, a rupture occurred in August 2005 when a dam failed at the Martin’s Creek Power Plant in eastern Pennsylvania, allowing more than 100 million gallons of coal ash-contaminated water to flow into the Delaware River. Arsenic levels in the river jumped to levels that exceeded water quality standards, and a public water supply was temporarily closed downstream. The response action cost $37 million.\textsuperscript{43} Some coal ash impoundments are rated for the degree of danger they pose to the communities and environments downstream. According to the EPA rating system, a “high” hazard rating indicates that a dam failure is likely to cause loss of human life. A “significant” hazard rating means that failure of the impoundment would cause significant economic loss, environmental damage, or damage to infrastructure. In 2009, the EPA found that of the 629 ash ponds it identified, only 431 were rated. Of those, 50—more than one in ten—had a “high” hazard rating and 71 had a “significant” rating.\textsuperscript{44} The number of coal ash dams with high and significant hazard ratings is likely to rise much higher because almost 200 coal ash dams are not yet rated. Currently no federal regulations exist to require hazard safety ratings. Dramatic failures aren’t the only source of surface spills; smaller spills occur when impoundment dikes and dams leak less significant amounts, or impoundments overflow in heavy rains or floods. In addition, both coal ash ponds and landfills often discharge coal ash-contaminated waters directly into surface water. In one documented case, at the U.S. Department of Energy’s Savannah River Project in South Carolina, a coal-fired power plant transported fly ash mixed with water to a series of open settling ponds. A continuous flow of that water exited the settling ponds and entered a swamp that in turn discharged into a creek. Toxicants from the coal ash poisoned several types of aquatic animals inhabiting the wetlands: bullfrog tadpoles exhibited oral deformities and impaired swimming and predator avoidance abilities, and water snakes showed metabolic impacts. According to the EPA, the impacts were “caused by releases from the ash settling ponds.”\textsuperscript{45} A more common occurrence is the permitted discharge of ash-laden water—often containing very high levels of arsenic, selenium, and boron—directly into streams, rivers and lakes. At the majority of power plants, the permits allowing these discharges contain no limits on the levels of heavy metals and other toxics that can be released into surface water. \textit{Leaching into groundwater} Far more common than a dam break is leaching of contaminants from ponds and landfills: the process by which toxic materials in coal ash dissolve in water and percolate through the earth. The dissolved toxics, called “leachate,” can endanger public health and the environment by contaminating surface water or groundwater used for drinking supplies. Leaching may be less spectacular than a rupture, but it happens with much greater frequency\textsuperscript{46} and may continue to release toxic substances into the environment for decades. Leaching can expose people to dangerous toxins at levels above safe drinking water standards. The amount of leaching that takes place at coal ash storage facilities varies greatly from place to place, reflecting the type of coal ash that is stored, its concentration and acidity, and the nature of the disposal site. As a result, leachate concentrations are different in different sites and vary for different elements.\textsuperscript{47} The rate of leaching may be affected by a number of factors: the size of the disposal pond, pond depth, and the amount of pressure the waste creates; the underlying geology (the types of soil and rock that lie underneath); the gradient or slope of the land; and how far beneath the pond or bottom of the landfill an aquifer or underground stream might lie. What most determines the amount of leaching is not the coal, however, but the robustness of the storage site. The single most important factor is whether the disposal site is lined, with composite liners being the most effective in keeping the ash from contact with water. Another essential safeguard is a leachate collection system that collects the leachate that develops and pumps the dangerous chemicals back into the lined unit. Verified damage from leaching has occurred at dozens of dump sites throughout the U.S., contamiinating drinking water, streams, and ponds and killing wildlife. For example, in Gambrills, Maryland, residential drinking wells were contaminated after fly ash and bottom ash from two Maryland power plants were dumped into excavated portions of two unlined quarries. Groundwater samples collected in 2006 and 2007 from residential drinking water wells near the site indicated contamination with arsenic, beryllium, cadmium and lead, among other suspected “constituents of concern.” Testing of private wells in 83 homes and businesses in areas around the disposal site revealed exceedances in 34 wells of Maximum Contaminant Levels, the highest level of a contaminant that is allowed in drinking water.$^{48}$ In November 2007, power plant owner Constellation Energy settled with residents of Gambrills for $54 million for poisoning water supplies with dangerous pollutants. Other documented cases of harm from leaching are presented in section 3. How toxic is coal ash leachate?* As the discussion of pathways indicates, dangerous substances in coal ash can leach out of disposal facilities and expose humans to serious health risks. A report released by the EPA in 2009 documented that many of those toxicants leach at concentrations high enough to seriously endanger human health. The findings reflected the EPA’s adoption of new and improved analytical procedures that, according to the EPA, are better able to determine how much toxic material would leach out of coal ash and scrubber sludge.$^{49}$ The EPA’s conclusions greatly altered our understanding of the toxicity of coal ash leachate. The report analyzed 73 samples of coal ash waste of different types and analyzed the physical properties, the content of elements, and the leaching characteristics. What the report found was that for some coal ashes and under some circumstances, the levels of toxic constituents leaching out of coal ash can be hundreds to thousands of times greater than federal drinking water standards. Several toxic pollutants, including arsenic and selenium, leached in some circumstances at levels exceeding those which the federal government defines as a hazardous waste. Here are some of the most elevated readings the EPA observed: - The highest leaching level for arsenic was 18,000 parts per billion (ppb). This amount is 1,800 times the federal drinking water standard and over three times the level that defines a hazardous waste. - The concentration of antimony in coal ash leachate reached 11,000 ppb, also 1,800 times the federal drinking water standard for this pollutant. - For selenium, the highest leaching level found by the EPA was 29,000 ppb, a level that is 580 times the drinking water standard, 29 times the hazardous waste threshold, and 5,800 times the water quality standard. - The EPA found that barium could leach to the level of 670,000 ppb, which is 335 times the drinking water standard and almost seven times the hazardous waste threshold. - For chromium, the highest leaching level found by the EPA was 73 times the federal drinking water standard and more than 1.5 times the threshold for hazardous waste.$^{50}$ Not only are these levels high enough to harm human health, they are also many times higher than the leaching levels that the EPA previously reported: for arsenic, more than 76 times higher than the highest levels reported and for antimony, more than 916 times the earlier levels.$^{51}$ In short, the new and more sensitive test shows far higher levels of leaching of known toxic substances. The report notes that the leach test results represent a theoretical range of the potential concentrations of toxics that might occur in leachates rather than an estimate of the amount of a toxic that would actually reach any given aquifer or drinking water well. It cautions that “comparisons with regulatory health values, particularly drinking water values, must be done with caution.”$^{52}$ Coal ash contains metals like arsenic, antimony, chromium, and selenium that can pose serious threats to human health, including increased risk of cancer, stomach ailments, and lung and heart problems. The question is, how much of these toxic metals does coal ash contain? Recent data generated by the U.S. EPA using new testing methods show that toxic metal concentrations found in coal ash samples are as much as 1,800 times greater than federal safe drinking water standards. That’s of serious concern, considering that current methods of coal ash disposal often lead to contaminated drinking water. Though you may not be able to taste elevated levels of arsenic or other metals in your tap water, your health may very well feel the effects. To better understand the magnitude of these differences, consider how a 200-pound Miami Dolphin measures up with some of the sea’s largest creatures. Levels of chromium found in coal ash samples were 73 times higher than the federal drinking water standard. A large full grown orca weighs roughly 73 times more than a 200-pound Miami Dolphin. Levels of cadmium found in coal ash samples were 580 times higher than the federal drinking water standard. A right whale weighs roughly 580 times more than a 200-pound Miami Dolphin. Levels of arsenic and antimony found in coal ash samples were 1800 times higher than the federal drinking water standard. A blue whale weighs roughly 1800 times more than a 200-pound Miami Dolphin. However, the new leach tests consider a number of factors that earlier tests didn’t take into account. These include the pH (acidity) of the ash itself, the acidity of the environment, and the variety of other conditions that coal ash encounters in the field when it is disposed or recycled. The EPA noted that an evaluation using a single set of assumptions is insufficient to reflect real-life conditions and “will, in many cases, lead to inaccurate conclusions about expected leaching in the field.” With the wider range of conditions and values that the new tests take into account, the EPA itself found that the prediction of leaching was done “with much greater reliability.” For these reasons, we accept the new data as the basis for addressing the potential impacts coal ash has on human health. Consumption of fish Even if people are not drinking contaminated water, their health may be threatened if they eat fish from water sources contaminated by coal ash toxicants. There are several pathways by which the water (and the fish) can become contaminated: runoff and erosion; airborne ash particles that settle on the water; contaminated groundwater that migrates into surface water; direct discharge of coal ash runoff due to heavy precipitation or flooding; and direct discharge of ash pond water and landfill leachate through pipes from waste units. Once the toxics are in the water or sediment, fish can absorb them through their gills or by eating contaminated food sources (algae, worms, and other fish food sources have all been shown to absorb coal ash toxicants), passing these pollutants up the food chain to humans.\textsuperscript{54} A well documented case of toxic fish contamination is that of Belews Lake. Belews Lake, near Winston-Salem, North Carolina, served as a cooling reservoir for a large coal-fired power plant. Fly ash produced by the power plant was disposed in a settling basin, which released selenium-laden water back to the lake. Due to the selenium contamination: - 19 of the 20 fish species originally present in the reservoir were entirely eliminated, including all the primary sport fish. - Selenium fish impacts persisted for 11 years. - Eight years after the flow of selenium-laden water to the lake was ended, the state issued a fish advisory for selenium, urging people to reduce their consumption of fish from Belews Lake. The advisory remained in effect for seven more years.\textsuperscript{55} - Adverse impacts to birds feeding on contaminated fish persist, decades after the coal ash was released into the cooling pond. \textit{Over land and by air} Coal ash also follows land and air pathways to result in human exposure. Coal ash disposal operations can generate dangerous quantities of airborne ash, due to mismanagement of both ponds and landfills. Ash ponds in arid environments may be allowed to dry, resulting in wind dispersion of dried ash. Landfills may not be covered daily or capped, also resulting in unsafe levels of ash blowing from the disposal site. Where coal ash is used for fill in construction sites and engineering projects, or on agricultural fields as a “soil amendment,” it can blow or erode and travel over land as well as through surface waters. Windblown particulates from dry disposal—so-called “fugitive dust”—can also arise when coal wastes are loaded and unloaded, transported, or when vehicles travel through ash disposal sites and nearby communities and coal ash is spread or compacted. Coal ash is dangerous if inhaled, making fugitive dust a serious health concern. The health threat arises from minute particles of dust known as particulate matter, which may be composed of various substances. Airborne particles of fly ash, if breathed in, can affect the lungs and bronchii. Of particular concern are the extremely small particles known as “fine particulate matter” (PM2.5). These can lodge deep within the lung, where they can affect the lung lining, causing inflammation, altering immunological mechanisms, and increasing the risk of cardiopulmonary disease.\textsuperscript{56} They can or even pass through the lungs into the blood, causing serious adverse health effects ranging from triggered asthma attacks to increased mortality rates. People with pre-existing chronic obstructive pulmonary disease, lung infection or asthma are particularly susceptible to coal ash effects, as are people with type II diabetes mellitus.\textsuperscript{57} When coal ash blows from dry storage sites, particulate matter can readily exceed the national ambient air quality standards (NAAQS) that exist for levels of particulate matter in the air. In the EPA’s own words, “there is not only a possibility, but a strong likelihood that dry-handling [of coal ash] would lead to the NAAQS being exceeded absent fugitive dust controls.”\textsuperscript{58} To compound the problem, high background levels of particulate matter may add to the potential for fugitive dust from coal ash to lead to significant human health risks. Protective practices to control dust, such as moistening dry coal ash or covering it, can minimize the dangers to health from this source. Yet at some coal ash dump sites, dust controls are applied only monthly or even yearly. The EPA found such infrequent practices to “have the potential to lead to significant risks,” adding that “Even at the median risk, yearly management leads to a PM10 concentration almost an order of magnitude above the NAAQS…. [It is even] “uncertain whether weekly controls would have the potential to cause NAAQS exceedences …only daily controls can definitively be said not to cause excess levels of particulates in isolation.”\textsuperscript{59} Yet, as the EPA itself notes, many states do not require daily cover to control fugitive dust at coal ash landfills and most states do not require caps on coal ash ponds to control dust.\textsuperscript{60} Workers and nearby residents run the risk of being exposed to significant amounts of fugitive dust. Residents living near power plants, as well as workers at the plants, may be subject to exposure to dust when coal ash is loaded. Residents living along transport routes may be exposed to emissions during transportation. Residents living near dry landfills and eroding ash ponds may be exposed both during ash unloading and Reuse of coal ash as fill in rural Illinois encroaches on private property and threatens drinking water wells at the Rocky Acres fill site in Oakville, Illinois. The Illinois EPA advised residents to stop drinking their well water. subsequently due to windblown emissions. Due to multiple routes of exposure, residents who live near landfills are likely to be exposed to more dust for longer periods of time. EXPOSURE AND PEAK CONCENTRATIONS In addition to being geographically widespread, coal ash is also persistent over time, raising long-term concerns and challenges in regard to health. Chemicals move at different rates through groundwater, so when contaminants leach out of coal ash disposal sites, some take longer than others to reach places where they may expose humans to risk. The EPA has conducted sophisticated modeling to estimate how long leaching substances would take to reach their maximum concentrations in well water. For unlined surface impoundments, the median average years until peak well-water concentrations would occur is estimated to be 74 years for selenium, 78 years for arsenic, and 97 years for cobalt. In comparison, if the surface impoundment were clay-lined, the median average years until peak concentration rises to 90 years for boron and selenium, 110 years for arsenic, and 270 years for cobalt. The comparable time periods for these materials escaping from composite-lined units are in the thousands of years.$^{61}$ The implication of these projections is that coal ash toxicants are going to be with us—and with our descendants—for a very long time. Because many coal ash contaminants are persistent in the environment, they do not disintegrate or lose their toxicity. They may be contained or may disperse into the environment but they never really “go away.” They remain in the environment and continue to pose exposure risks for years, even generations. Unless coal ash disposal is required to comply with modern engineering safeguards, we can expect to see increased levels of human exposure to coal ash toxics in the future. Taking a longer view, the persistence of coal ash toxics is a health-based argument for reducing our reliance on coal as a means of generating electricity. COAL ASH REUSE: ADDITIONAL PATHWAYS TO EXPOSURE Approximately 40 percent of coal ash is “recycled” in engineering, manufacturing, agricultural and other applications rather than being disposed.$^{62}$ Fly ash, which hardens when mixed with water and limestone, can be used in making concrete. Bottom ash is sometimes used as an aggregate in road construction and concrete, and FGD gypsum sometimes substitutes for mined gypsum in agricultural soil amendments and in making wallboard. Ash is also used in structural fills and road construction projects, spread as an anti-skid substance on snowy roads, and is even used as cinders on school running tracks. And perhaps as much as 20 percent of the total coal ash generated in the U.S. is dumped in mines as fill. This recycling offers a significant economic benefit to the utilities and industries that generate coal ash: they generate income from its sale and avoid costs of its disposal. However, some forms of coal ash recycling raise health concerns, especially where the ash is not “encapsulated,” that is, not bound to other materials and in a loose particulate or sludge form. Unencapsulated coal ash when exposed to water is subject to leaching. This poses a potential problem in several forms of coal ash recycling, such as when coal ash is sprinkled on snowy roads or used to fill mines, or when used as fill in construction projects. Other forms of recycling appear to minimize the potential threats to health. Applications where the ash is encapsulated (bonded with other substances) such as in concrete and wallboard seem to be the most stable and least likely to leach. However these uses may still pose a hazard to the construction workers who must cut, drill or perform other dust-generating activities. In general, further testing is needed on many forms of coal ash recycling, especially the unencapsulated ones, in order to establish with greater certainty their potential impacts on human health. The potential risk of coal ash to our health and environment is clear. But is the risk only theoretical? Or has coal ash actually caused harm to real people in real communities? The law requires the EPA to examine documented cases of the disposal of coal combustion wastes “in which danger to human health or the environment has been proved.” Where proven damage is found, the EPA can require corrective measures such as closure of the unit, capping the unit, installation of new liners, groundwater treatment, groundwater monitoring, or combinations of these measures. The EPA has formally identified 63 “proven and potential” damage cases where coal ash poison has contaminated drinking water, wetlands, creeks, or rivers. In addition, two nonprofit organizations, Earthjustice and the Environmental Integrity Project, using monitoring data and other information in the files of state agencies, have documented an additional 70 cases shown to have caused contamination. This brings the total number of damage cases to almost 140, with more still to be investigated. In 38 of these cases, toxics are known to have migrated beyond the property belonging to the utility company and into a nearby community. The EPA does not make damage case determinations lightly. For “proven damage” to be found, evidence must show one or more of the following: - Toxics have been found and measured in ground water, at levels above health-based standards known as Maximum Contaminant Levels (MCL’s). MCLs are the highest level of a contaminant that is allowed in drinking water and are enforceable standards; - These toxics must be found at a distance from the waste storage unit “sufficient…to indicate that hazardous constituents have migrated to the extent that they could cause human health concerns;” - A scientific study has provided documented evidence of another type of damage to human health or the environment; or - An administrative ruling or court decision presents an explicit finding of specific damage to human health or the environment. In addition to cases of “proven damage,” the EPA also recognizes cases of “potential damage.” The EPA defines potential damage cases as “those cases with documented MCL exceedances”—toxics levels exceeding the allowable standard—that were measured in ground water beneath or close to the waste source. In these potential damage cases, the association with coal combustion wastes is established, but the hazardous substances have not migrated to the extent that they could cause human health concerns—yet. As the earlier discussion of peak concentrations indicates, leaching from coal ash often continues for years and may endanger local residents years or even generations later. Taken together, these requirements create a high bar for the designation of a damage case—making it all the more disturbing that so many damage cases have been identified. Two-thirds of the proven damage cases show damage to ground water—a serious concern, since ground water feeds drinking water wells. The leaching occurred at different types of storage facilities: four unlined landfills, five unlined surface impoundments, six unlined sand and gravel pits, and one due to a liner failure at a surface impoundment.\textsuperscript{72} This demonstrates that unlined storage was far and away the leading cause of ground water contamination. But even a lined storage pond resulted in contamination, in the case of an unanticipated failure. This is a small reminder that where toxic substances are concerned, accidents do happen, and may lead to ecological and health-threatening consequences. PROFILES OF SELECTED DAMAGE CASES When a damage case occurs, what does it look like? What impacts does it have on local communities? The majority of damage cases result not from breakages, but from leaching. This process is invisible and gradual, often occurring over a number of years. It is detected by monitoring and testing of ground and/or surface waters, procedures that are not routinely conducted at most coal ash disposal sites. The damage cases profiled here begin to tell the story of how coal ash impacts our health and our environment. LEACHING FROM DISPOSAL SITES Virginia: Residential wells contaminated with vanadium and selenium From the mid-1950s to the mid-1970s, Virginia Power operated a disposal site for the Yorktown Power Station, storing fly ash from coal and petroleum coke in abandoned sand and gravel pits. Six years after the last load of coal ash was disposed of, area residents reported that the water in their drinking wells had turned green. Studies found their wells were contaminated with nickel, vanadium, arsenic, beryllium, chromium, copper, molybdenum, and selenium. Fifty-five homes had to be placed on public water, as their well water was too dangerous to drink. In addition, heavy metal contamination existed in ground water around the fly ash disposal areas, in onsite ponds, and in the sediments of a nearby creek. Six hundred feet of the creek had to be relocated to minimize contact with the fly ash disposal areas, even though years had passed. This site became the Chisman Creek Superfund Site, which was listed on the nation’s list of most polluted Superfund sites, the National Priorities List (NPL).73 Montana: Leaking unlined coal ash pond contaminates drinking wells, ranches At the PPL Montana Power Plant in Colstrip, Montana, leaking unlined coal ash ponds contaminated drinking water wells with high levels of metals, boron, and sulfate. The community located near the power plant had to be supplied with safe drinking water. The plume of contamination stretches at least a mile from the power plant, affecting ranchers far from the waste ponds. Wisconsin: Contamination migrates offsite into private drinking-water wells At the WEPCO Highway 59 Landfill, fly ash and bottom ash were dumped into an old sand and gravel pit. The facility was unlined and the underlying soil consisted of sands and gravel with minor amounts of silt and clay, believed to be relatively permeable. Contamination from the facility appears to have migrated to off-site private wells: Ground water monitoring of those wells found them to be contaminated with sulfate, boron, manganese, chloride, and iron at levels above the state’s Enforcement Standards and arsenic above the state’s Preventive Action Level. State environmental officials considered this one of the most seriously affected coal ash sites in Wisconsin. New York: Landfill contaminates wells with lead, a potent neurotoxicant A leaking dump containing fly ash, bottom ash, and other material generated by the Dunkirk Steam Station on Lake Erie contaminated drinking water wells with lead, a very potent neurotoxicant that can harm the developing nervous system at even low levels of exposure. The landfill owner was required to cease receiving coal ash wastes, to conduct extensive remediation, and to close the facility. Post-closure ground water and surface water monitoring and maintenance were expected to continue for 30 years after final closure of the entire facility.74 COAL ASH USED AS FILL MATERIAL IN CONSTRUCTION Indiana: Town is declared a Superfund site due to coal ash The Northern Indiana Public Service Corporation (NIPSCO) deposited an estimated 1 million tons of fly ash in Town of Pines, Indiana. The ash was buried in a leaking landfill and used as construction fill in the town, where it contaminated drinking water wells throughout the town with toxic chemicals, including arsenic, cadmium, boron and molybdenum. Hundreds of residents were put on municipal water, and Town of Pines was declared a Superfund site. Virginia: Use of coal ash in constructing a golf course leads to groundwater contamination with heavy metals A 216-acre golf course in Chesapeake, Virginia, was built using 1.5 million cubic yards of fly ash. When groundwater at the golf course was tested, arsenic, boron, chromium, copper, lead, and vanadium were detected, indicating a potential threat to nearby residential drinking water wells. As the contaminants had not yet been detected off of the site, this was classified as a potential damage case.75 R. G. Hunt lives in Waterflow, New Mexico, on land his family has owned for four generations. As the town’s name suggests, they drank from a freshwater well on the property, and for years his sheep grazed nearby and drank from natural springs and an arroyo (a dry creek bed that runs during the rainy season)—until the mid-1970’s. In 1972 a utility company built the San Juan Power Plant next to Hunt’s land and began using the dry arroyo to discharge their wastewater. The company also buried coal ash in nearby dry streambeds, rather than building surface impoundments with protective liners. Lacking effective containment, the ash leached into underground aquifers, contaminating Hunt’s water with high levels of arsenic, selenium, potassium, chromium, lead, sulfate, and other toxicants. “By 1975 after the dumping of the coal ash began, my family started to get sick,” Hunt told the U.S. House of Representatives Subcommittee on Energy and Environment in formal testimony in December 2009. “I was diagnosed with heavy metal poisoning with extremely high arsenic, iron, lead, and selenium levels. I lost nearly 100 pounds in less than a year. I was so weak I couldn’t stand or work, and wasn’t expected to live.” Hunt did survive, although he and his wife suffered from indigestion, diarrhea, nausea, and vomiting and had problems with mental focus and comprehension. Their children also had constant indigestion and diarrhea, their hair began to fall out, and their eyesight worsened. The children’s teachers reported that the kids also had difficulty with simple tasks of concentration and comprehension. For two years, the family bought drinking water and carried it into their home until they could afford the connection fees for the public water system. “Once we stopped using the well,” Hunt recounts, “we began, slowly, to improve.” He, his wife, and their kids had been sick for more than ten years. Hunt’s animals suffered as well. “I watched 1,400 sheep slowly suffer and die from the lack of safe drinking water,” he told Congress. “Within two years I lost my entire sheep herd and took outside jobs, rather than risk selling contaminated meat to my customers.” In 1984 the EPA fined the utility company and required it to line the ponds. However, the utility arranged to bury their fly ash in unlined pits in the neighboring San Juan Coal Mine. As a result, fly ash and scrubber sludge continue to contaminate the Hunts’ arroyo and groundwater. Hunt’s closing words to Congress indicate his deep disillusionment: “My experience is that the energy industry cannot be entrusted with innocent lives or to regulate themselves, for the good of the community, in lieu of a profit for their stockholders. I urge you to take every measure available to you to prevent this from happening to anyone, anywhere in our nation, ever again.” UNPREDICTABLE FAILURES North Dakota: Lined coal ash ponds leak arsenic and selenium At the United Power Coal Creek Station, a power plant in North Dakota, surface impoundments were built with protective linings. However, the linings of several impoundments developed severe leaks within a few years of construction. Ground water monitoring at the site showed arsenic and selenium in excess of health-based levels. The state eventually required that the ponds be relined with a composite liner.$^{77}$ Georgia: Millions of gallons spill into creek from a huge sinkhole This sinkhole highlights the many ways in which toxic substances can escape from storage areas and contaminate the environment. An unlined coal ash pond in Cartersville, Georgia, developed a sinkhole that ultimately reached four acres and a depth of 30 feet. An estimated 2.25 million gallons of coal ash and water were released into the tributary of a local creek, causing a temporary arsenic spike in a public drinking water source. Remedial action followed, involving dredging coal ash from the creek.$^{78}$ CONTAMINATION OF WATER AND FISH Texas: Selenium contamination leads to fish kills and fish consumption advisories Discharges from coal ash ponds poisoned fish with high levels of selenium at three reservoirs in Texas—and, through the fish, the selenium potentially reached human beings. The reservoirs—the COAL ASH IMPACTING LIVES: PORTRAIT OF GAYLE QUEEN During the ten years that Gayle Queen lived in Gambrills, Maryland, a small community south of Baltimore, a power company dumped 4.1 million tons of coal ash near her home. Trucked in from another community, the coal ash was deposited into an unlined sand and gravel pit with excavations as deep as 80 feet. The dumping created two problems. Ash dust went airborne, meaning “we all breathed the dust in,” according to Mrs. Queen. And while there was supposed to be no contact between the coal ash and surface or ground water, dangerous chemicals did leach out of the unlined pit. From 1999 through 2007, tests showed that arsenic, iron, manganese, and sulfate were leaching at dangerous levels, eventually entering an aquifer that supplies the community’s drinking water and contaminating residents’ private wells. Mrs. Queen, who has a well at her home, noted, “I rely on my well water to provide cooking, drinking and bathing water.” Because of the coal ash contamination, Mrs. Queen fears that she has lost both her financial security and her health. “My biggest monetary asset, my home, is worthless,” she stated. “I may have to file for bankruptcy.” In addition, according to the 56-year-old Mrs. Queen, “My doctor has told me I have the lungs of an 80-year-old woman because of breathing in the coal ash. I am terrified about my future health.” She also worries about the health of her children and grandchildren. “They drank the water, bathed in it, brushed their teeth and breathed in this dust. Will they get a disease, too? No one can tell me for sure. But I do know they never should have been exposed to this stuff.” Mrs. Queen, testifying before the U.S. Congress, called on the government to prevent coal ash contamination from happening again, adding, “If the Environmental Protection Agency had the authority to require liners and force power companies not to dump close to drinking water systems, what happened to me and my community would not happen to anyone else.”$^{79}$ Brandy Branch Reservoir in northeastern Texas along the Louisiana border, the Welsh Reservoir northeast of Dallas, and the Martin Lake Reservoir southeast of Dallas—all received contaminated run-off from power plants. In response to elevated levels of selenium in fish in the reservoirs, the Texas Department of Health issued fish consumption advisories, in one case warning people to eat no more than eight ounces of fish from the reservoir per week. Another advisory urged children under six and women who were pregnant or might become pregnant not to consume any fish from the reservoir whatsoever. That advisory remained in effect for 12 years.$^{80}$ Tennessee: Toxics damage fish, plants, and small mammals At the Department of Energy’s Chestnut Ridge Operable Unit 2 in Oak Ridge, Tennessee, coal ash slurry was stored in a pond created by building an earthen dam across a creek. Constructed to hold 20 years’ worth of ash, after only 12 years it was filled --- SCIENTIFIC STUDIES OF ECOLOGICAL DAMAGE FROM COAL ASH Besides being documented in damage cases, the effects of coal ash residues on wildlife have been the focus of published scientific studies. These studies show that coal ash presents significant risks, especially to aquatic and semi-aquatic organisms. Its effects range from producing physical deformities in fish and amphibians, to wiping out entire populations.$^{81}$ Plants and animals that inhabit coal ash-contaminated sites accumulate toxic elements, including arsenic, cadmium, copper, and lead, sometimes in very high concentrations. Among plants, high levels of accumulation have been noted in algae (for copper); arrowhead (copper and lead); cattails (copper), and sago pondweed (for arsenic and chromium). Among invertebrates, plankton accumulate high levels of selenium; caddisflies of cadmium, chromium and copper; Asiatic clams of cadmium and copper; crayfish of copper and selenium; crickets of chromium; and earthworms of arsenic, chromium, and selenium. Moving up the food chain, bullhead minnows, sunfish, largemouth bass, and bluegill have all been documented to accumulate high levels of selenium, as have banded water snakes, slider turtles, barn swallows and muskrats. Bullfrogs accumulate both selenium and arsenic.$^{82}$ Exposure to coal ash contaminants may lead to death or cause other, lesser effects. Coal ash toxicants often build up in animals’ organs, including the reproductive organs, where they can negatively influence reproductive rates. Sublethal effects also include physical abnormalities that can influence critical behaviors, such as feeding, swimming speed and predator-avoidance reflexes. In one study,$^{83}$ scientists raised Southern Leopard Frog tadpoles on either sand or coal ash-contaminated sediment. Ninety percent of the tadpoles exposed to the contaminated sediment displayed abnormalities of the mouth, while none of the control individuals did. Contaminated tadpoles also had decreased developmental rates and weighed significantly less. These and other abnormalities can have a negative impact on population survival rates. Coal ash contaminants can also affect the abundance, diversity and quality of food resources, thus creating substantial indirect effects that ripple up through food chains to impact higher life forms. SELENIUM Scientific studies have shown that selenium can have devastating impacts on fish populations. Selenium can bioaccumulate in fish until it is up to 5,000 times as concentrated in their bodies as in the surrounding water, causing anemia; heart, liver, and breathing problems; and deformities.$^{84}$ Because selenium concentrates in the yolk of developing embryos, stunting their development and causing organ abnormalities in the larval fish, it can contribute to death in the affected fish and reproductive failure of the local species population.$^{85}$ These effects reflect the extremely high levels of selenium found in coal ash. While 10 micrograms of selenium per liter of water—a concentration of 10 ppb—can cause total population collapse in a reservoir, coal ash can produce leachate with selenium concentrations of 29,000 parts per billion, a level that is 580 times the drinking water standard, 29 times the hazardous waste threshold, and 5,800 times the water quality standard.$^{86}$ In the coal ash-contaminated Belews Lake in North Carolina, 19 of 20 fish species were eliminated due to selenium contamination. Surviving fish exhibited deformities and serious pathological problems.$^{87}$ The photograph shows a spinal deformity in fish, attributed to selenium from coal ash. To within four feet of the top of the dam. Once the pond was full, slurry was released over the dam directly into the creek, resulting in contamination of the creek, spring water and groundwater with toxics. The local creek was found to be under severe stress, with no fish populations in some areas and downstream sunfish populations having high percentages of deformed heads and eroded fins. Elevated concentrations of selenium, arsenic, and possibly thallium were found in largemouth bass. Selenium was also absorbed by plants, creating a possible pathway to exposure for soil invertebrates and small mammals. Elevated readings of arsenic, selenium and lead were found in small mammals.$^{88}$ Because of its array of severe effects on human health and the environment, coal—across all of its life cycle, including coal ash—must be addressed in a public health context. Use of coal is also an ethical issue. Corporations that burn coal and generate coal ash must not be free of responsibility for the consequences they unleash on human and environmental health. Rather, coal’s contaminants must be handled in ways that minimize their impacts on human health and the planet. The responsibility for that handling must fall first on those who produce, utilize, dispose, and reuse coal and its waste products. Because coal ash contains such high levels of dangerous toxics, its disposal and reuse call for high levels of prudence and care. From a health and medical perspective, the situation calls for application of the “precautionary principle.” The precautionary principle states that where an action risks causing harm to the public or to the environment, the burden of proof that it is not harmful falls on those who would take the action. In other words, rather than waiting until harm has occurred, we should require those who want to use coal ash to demonstrate that the proposed use is safe. It is the same principle applied by the Food and Drug Administration to keep our food supply safe, and it is a wise one to apply when dealing with leaking, leaching, toxic substances. In contrast to a classical risk assessment approach, which asks, “How much harm can we tolerate?” the precautionary principle asks, “What actions can we take to prevent harm?” When we distribute arsenic, lead, mercury, or selenium into the environment, we expose ourselves and our children to compounds that rob us all of our potential for full development, while also harming the much broader biotic community. Yet our duty as health professionals and environmental stewards includes the responsibility to protect people from harm, especially those who cannot protect themselves, such as children. The precautionary principle supports an approach to policy-making that emphasizes our responsibility to actively promote human and environmental health, for ourselves as well as for future generations.$^{89}$ We have the knowledge and resources to make appropriate decisions to protect public health and the environment, and therefore, the responsibility to do so. Prudent, precautionary options available that should guide the handling of coal ash include: - Incorporating the best available elements of preventative hazard design in storage and disposal facilities. These include engineered composite liner systems, leachate collection systems, long-term ground water monitoring, and corrective action (cleanup standards), if these systems fail. - Phase out the wet storage of coal ash, the disposal of coal ash in mines and unprotected landfills, and the disposal or reuse of unencapsulated ash where it is exposed to surface or ground water. - Pursuing further independent research and assessment of coal ash recycling. Reuse of coal ash should only be permitted when research indicates that the toxic chemicals in coal ash will not migrate from the ash in quantities that pose a threat to human health or the environment during the entire lifecycle of the reuse application. - Particular care must be taken to assess the health and environmental impact of the unencapsulated use of coal ash before such uses are allowed to continue.$^{90}$ This includes the reuse of coal combustion waste in agriculture and as anti-skid material on roads. Large unencapsulated uses, such as unlined and unmonitored fills, must be prohibited or treated as disposal sites and be required to maintain all the necessary safeguards. - Research is needed to determine the possible health effects from coal combustion waste on workers who are exposed to ash and sludge at disposal facilities, construction projects and manufacturing plants. - In view of the immense amount of coal ash generated in the U.S. and its disposal and reuse in nearly every state and territory of the nation, it is essential that the EPA enact federally enforceable safeguards that protect the health and environment of every citizen equally and effectively. NOTES 1 Testimony of Stephan A. Smith, DVM, Executive Director, Southern Alliance for Clean Energy. Submitted to the U.S. Senate Committee on Environment and Public Works. January 8, 2009. http://epw.senate.gov/public/index.cfm?FuseAction=Files.View&FileStore_id=c918d217-9e8b-411e-b244-9a3a7c3359d9. 2 Ibid. 3 U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, Office of Resource Conservation and Recovery. “Human and Ecological Risk Assessment of Coal Combustion Wastes.” Draft EPA document. April 2010. Page 2–4. 4 Testimony of Lisa Evans, Attorney, Earthjustice, before the Subcommittee on Energy and Mineral Resources, Committee on Natural Resources, U.S. House of Representatives. June 10, 2008. http://www.earthjustice.org/library/legal_docs/evans-testimony-emrsubcom.pdf. 5 U.S. Environmental Protection Agency. Information Request Responses from Electric Utilities: Responses from Electric Utilities to EPA Information Request Letter: Database of Survey Responses. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/surveys/index.htm#surveyresults. 6 U.S. Environmental Protection Agency. Regulatory Impact Analysis for EPA’s Proposed Regulation of Coal Combustion Residues (CCR) Generated by the Electric Utility Industry. April 30, 2010 at 34. 7 U.S. Department of Energy. Coal Combustion Waste Management Study. ICF Resources, Incorporated, February 1993 at page 1 of Executive Summary. 8 Earthjustice. Waste Deep: Filling Mines is Profit for Industry, But Poison for People, February 2009, http://earthjustice.openissue.com/sites/default/files/library/reports/earthjustice_waste_deep.pdf. 9 In 2008, coal’s share of total net electricity generation in the U.S. was 48.2 percent. U.S. Energy Information Administration. Independent Statistics and Analysis. Electric Power Industry 2008: Year in Review, http://www.eia.doe.gov/cneaf/electricity/epa/epa_sum.html. 10 U.S. Environmental Protection Agency. Regulatory Impact Analysis for EPA’s Proposed Regulation of Coal Combustion Residues (CCR) Generated by the Electric Utility Industry. April 30, 2010 at 21. 11 U.S. Environmental Protection Agency. “Summary of Proven Cases with Damages to Groundwater and to Surface Water,” Appendix, “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals From Electric Utilities.” Proposed rule. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/ccr-rule/fr-corrections.pdf. 12 U.S. Environmental Protection Agency, Office of Solid Waste. Coal Combustion Waste Damage Case Assessments. July 9, 2007. Downloaded from http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc1.pdf. 13 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” [EPA-HQ-RCRA-2009-0640; FRL-9149-4] Proposed rule. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/ccr-rule/fr-corrections.pdf. 14 U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, Office of Resource Conservation and Recovery. “Human and Ecological Risk Assessment of Coal Combustion Wastes.” Draft EPA document. P ES-7. April 2010. 15 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” [EPA-HQ-RCRA-2009-0640; FRL-9149-4] Proposed rule. 16 All except molybdenum are listed as toxics by the Agency for Toxic Substances and Disease Registry (ATSDR), a federal public health agency of the U.S. Department of Health and Human Services. Some molybdenum compounds have been shown to be toxic to rats. Although human toxicity data are unavailable, animal studies have shown that chronic ingestion of more than 10 mg/day of molybdenum can cause diarrhea, slowed growth, low birth weight, and infertility and can affect the lungs, kidneys and liver. 17 U.S. Environmental Protection Agency (1999). Report to Congress, Wastes From the Combustion of Fossil Fuels. Volume 2—Methods, findings, and recommendations. Office of Solid Waste and Emergency Response, Washington, DC. EPA 530-R-99-010. March 1999. 18 U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, Office of Resource Conservation and Recovery, “Human and Ecological Risk Assessment of Coal Combustion Wastes.” Draft EPA document. April 2010. 19 U.S. Environmental Protection Agency, Office of Research and Development, Characterization of Coal Combustion Residues from Electric Utilities—Leaching and Characterization Data (EPA-600/R/09/151). December 2009. p. ii. 20 Ibid. 21 Casarett & Doull’s Toxicology: The Basic Science of Poisons. Ed. Curtis D. Klaassen. 7th edition, 2007. McGraw-Hill Corporation. 22 Kosnett MJ. “Chronic Health Effects of Arsenic in Drinking Water: A Brief Summary,” PowerPoint. University of Colorado Health Sciences Center. Undated. 23 Agency for Toxic Substances and Disease Registry (ATSDR), U.S. Department of Health & Human Services. ToxFAQs for Arsenic. http://www.atsdr.cdc.gov/tfacts2.html. 24 Chen C-L, Chiou H-Y, Hsu L-J, Hsueh Y-M, Wu M-M, Wang Y-H, and Chen C-J. “Arsenic in Drinking Water and Risk of Urinary Tract Cancer: A Follow-up Study from Northeastern Taiwan.” Cancer Epidemiol Biomarkers Prev; 19(1) January 2010. 25 Ibid. 26 International Programme on Chemical Safety (IPCS): “Executive Summary of the Environmental Health Criteria for Boron (EHC 204),” 1998. http://www.greenfacts.org/en/boron/1-3/boron-5.htm#p0. 27 U.S. Environmental Protection Agency, Integrated Risk Information System, Lead and Compounds (inorganic) (CASRN 7439-92-1), available at http://www.epa.gov/iris/subst/0277.htm. 28 Gilbert S.G. and Weiss B. A Rationale for Lowering the Blood Lead Action Level From 10 to 2 µg/dL. Neurotoxicol29 Gilbert S.G. (lead author). “Scientific Consensus Statement on Environmental Agents Associated with Neurodevelopmental Disorders.” Developed by the Collaborative on Health and the Environment’s Learning and Developmental Disabilities Initiative. Released February 20, 2008. http://www.healthandenvironment.org/working_groups/learning/r/consensus. 30 Agency for Toxic Substances and Disease Registry (ATSDR), U.S. Department of Health & Human Services. ToxFAQs for Thallium, CAS # 7440-28-0. http://www.atsdr.cdc.gov/toxfaqs/tf.asp?id=308&tid=49. 31 Ibid. 32 Mary A. Fox, PhD, MPH, Assistant Professor, Johns Hopkins Bloomberg School of Public Health. Written testimony before the U.S. House of Representatives Committee on Energy and Commerce, Subcommittee on Energy and Environment Hearing. December 10, 2009. 33 Foran J.A. “Comments on the Draft U.S. EPA Human and Ecological Risk Assessment of Coal Combustion Wastes.” February 5, 2008. Earthjustice. 34 Barry Breen, Acting Assistant Administrator, Office of Solid Waste and Emergency Response, U.S. Environmental Protection Agency. Testimony delivered to Committee on Transportation and Infrastructure, Subcommittee on Water Resources and the Environment, U.S. House of Representatives. April 30, 2009. http://transportation.house.gov/Media/file/water/20090430/EPA%20Testimony.pdf. 35 RTI. “Human and Ecological Risk Assessment of Coal Combustion Wastes. Draft document.” Prepared for U.S. Environmental Protection Agency, Office of Solid Waste. 2007. http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc2.pdf. 36 U.S. Environmental Protection Agency, Office of Solid Waste. “Coal Combustion Waste, Damage Case Assessments.” July 9, 2007. 37 U.S. Environmental Protection Agency. “Information Request Responses from Electric Utilities.” http://www.epa.gov/epawaste/nonhaz/industrial/special/fossil/surveys/index.htm. 38 U.S. Environmental Protection Agency. Regulatory Impact Analysis for EPA’s Proposed Regulation of Coal Combustion Residues (CCR) Generated by the Electric Utility Industry. April 30, 2010 at 34. 39 Id. at 16–17. 40 U.S. Environmental Protection Agency. Hazardous and Solid Waste Management System: Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals From Electric Utilities; Proposed Rule. 75 Federal Register 35128, June 21, 2010 at 35230. 41 American Coal Ash Association Educational Foundation. “Coal Ash Facts,” http://www.coalashfacts.org/. 42 U.S. Environmental Protection Agency. Hazardous and Solid Waste Management System Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities. Proposed rule. Page 344. http://www.epa.gov/wastes/nonhaz/industrial/special/fossil/ccr-rule/ccr-rule-prop.pdf. 43 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” [EPA-HQ-RCRA-2009-0640; FRL-9149-4] Proposed rule, Appendix, page 430. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/ccr-rule/fr-corrections.pdf. 44 Fact Sheet: Coal Combustion Residues (CCR)—Surface Impoundments with High Hazard Potential Ratings, EPA530-F-09-006. June 2009 (updated August 2009). http://www.epa.gov/epawaste/nonhaz/industrial/special/fossil/ccrs-fs/index.htm. 45 Kosson D, Sanchez F, Kariher P, Turner L.H., Delapp R, Seignette P. 2009. Characterization of Coal Combustion Residues from Electric Utilities—Leaching and Characterization Data. U.S. Environmental Protection Agency, Office of Research and Development. EPA-600/R-09/151. http://www.epa.gov/nrmrl/pubs/600r09151/600r09151.pdf Page xi. 46 U.S. Environmental Protection Agency, Office of Solid Waste. “Coal Combustion Waste, Damage Case Assessments.” July 9, 2007. 47 Kosson D, Sanchez F, Kariher P, Turner L.H., Delapp R, Seignette P. 2009. Characterization of Coal Combustion Residues from Electric Utilities—Leaching and Characterization Data. U.S. Environmental Protection Agency, Office of Research and Development. EPA-600/R-09/151. http://www.epa.gov/nrmrl/pubs/600r09151/600r09151.pdf. 48 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” Proposed rule, Appendix, page 425. http://www.epa.gov/wastes/nonhaz/industrial/special/fossil/ccr-rule/ccr-rule-prop.pdf. 49 Kosson D, Sanchez F, Kariher P, Turner L.H., Delapp R, Seignette P. 2009. Characterization of Coal Combustion Residues from Electric Utilities—Leaching and Characterization Data. U.S. Environmental Protection Agency, Office of Research and Development. EPA-600/R-09/151. http://www.epa.gov/nrmrl/pubs/600r09151/600r09151.pdf. 50 Evans L. “Failing the Test. The Unintended Consequences of Controlling Hazardous Air Pollutants from Coal-Fired Power Plants.” Earthjustice. May 2010. http://www.earthjustice.org/sites/default/files/library/reports/failing_the_test_5-5-10.pdf. 51 U.S. EPA. Report to Congress: Wastes from the Combustion of Fossil Fuels. March 1999. Cited in Evans L. “Failing the Test. The Unintended Consequences of Controlling Hazardous Air Pollutants from Coal-Fired Power Plants.” Earthjustice. May 2010, http://www.earthjustice.org/sites/default/files/library/reports/failing_the_test_5-5-10.pdf. 52 Kosson D, Sanchez F, Kariher P, Turner L.H., Delapp R, Seignette P. 2009. Characterization of Coal Combustion Residues from Electric Utilities—Leaching and Characterization Data. U.S. Environmental Protection Agency, Office of Research and Development. EPA-600/R-09/151. http://www.epa.gov/nrmrl/pubs/600r09151/600r09151.pdf Page xi. 53 Ibid. page ix. 54 U.S. Environmental Protection Agency. “What Are the Environmental and Health Effects Associated with Disposing of CCRs in Landfills and Surface Impoundments?” EPA-HQ-RCRA-2009-0640-0078. 55 U.S. Environmental Protection Agency, Office of Solid Waste. Coal Combustion Waste Damage Case Assessments. July 9, 2007. Downloaded from http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc1.pdf. 56 Ruhl L., Vengosh A., Dwyer G.S., Hsu-Kim H., Deonarine A., Bergin M. and Kravchenko J. “Survey of the Potential Environmental and Health Impacts in the Immediate Aftermath of the Coal Ash Spill In Kingston, Tennessee.” Environmental Science & Technology, volume 43, No. 16, 2009. American Chemical Society. 57 Ibid. 58 U.S. Environmental Protection Agency, “Inhalation of Fugitive Dust: A Screening Assessment of the Risks Posed by Coal Combustion Waste Landfills,” September 2009. 59 Ibid. 60 U.S. Environmental Protection Agency. “Estimation of Costs for Regulating Fossil Fuel Combustion Ash Management at Large Electric Utilities Under Part 258.” Prepared by DPRA Incorporated. November 30, 2005. 61 U.S. Environmental Protection Agency. “What Are the Environmental and Health Effects Associated with Disposing of CCRs in Landfills and Surface Impoundments?” EPA-HQ-RCRA-2009-0640-0078. 62 Barry Breen, Acting Assistant Administrator, Office of Solid Waste and Emergency Response, U.S. Environmental Protection Agency. Testimony delivered to Committee on Transportation and Infrastructure, Subcommittee on Water Resources and the Environment, U.S. House of Representatives, April 30, 2009. http://transportation.house.gov/Media/file/water/20090430/EPA%20Testimony.pdf. 63 “Regulatory Determination on Wastes from the Combustion of Fossil Fuels (Final Rule).” Federal Register 65:99 (May 22, 2000) p. 32218 64 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” [EPA-HQ-RCRA-2009-0640; FRL-9149-4] Proposed rule. Page 8. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/ccr-rule/fr-corrections.pdf. 65 Stant J. “Out of Control: Mounting Damages from Coal Ash Waste Sites.” February 24, 2010. Environmental Integrity Project and Earthjustice. http://www.environmentalintegrity.org/news_reports/news_02_24_10.php. Stant J. Editor. In Harm’s Way: Lack of Federal Coal Ash Regulations Endangers Americans and Their Environment. Environmental Integrity Project, Earthjustice and Sierra Club. August 26, 2010. http://www.earthjustice.org/sites/default/files/files/report-in-harms-way.pdf 66 U.S. Environmental Protection Agency, Office of Solid Waste. “Coal Combustion Waste Damage Case Assessments.” July 9, 2007. See also 75 Fed. Reg. 816, 869 n. 78&80 (Jan. 6, 2010). See also Stant J. “Out of Control: Mounting Damages from Coal Ash Waste Sites.” February 24, 2010. Environmental Integrity Project and Earthjustice. http://www.environmentalintegrity.org/news_reports/news_02_24_10.php. 67 U.S. Environmental Protection Agency. “Drinking Water Contaminants.” http://www.epa.gov/safewater/contaminants/index.html. 68 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” [EPA-HQ-RCRA-2009-0640; FRL-9149-4] Proposed rule. Page 8. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/ccr-rule/fr-corrections.pdf. 69 In addition, EPA defines a “potential damage case” as one where offsite exceedances of secondary drinking water standards are found. See: U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities. [EPA-HQ-RCRA-2009-0640; FRL-9149-4] Proposed rule. Page 7. http://www.epa.gov/osw/nonhaz/industrial/special/fossil/ccr-rule/fr-corrections.pdf. 70 These damage cases include the 39 documented in this report and the 31 cases described in: The Environmental Integrity Project (EIP) and Earthjustice. 2010. Out of Control: Mounting Damages from Coal Ash Waste Sites (Feb. 24, 2010), http://www.environmentalintegrity.org/news_reports/news_02_24_10.php. 71 U.S. Environmental Protection Agency. 2010. Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals From Electric Utilities; Proposed Rule, 75 Fed. Reg. 35128, (June 21, 2010), and USEPA. 2007. Office of Solid Waste, Coal Combustion Waste Damage Case Assessments (July 9, 2007). 72 U.S. Environmental Protection Agency, Office of Solid Waste. “Coal Combustion Waste, Damage Case Assessments.” July 9, 2007. 73 U.S. Environmental Protection Agency, Office of Solid Waste. Coal Combustion Waste Damage Case Assessments. July 9, 2007. Downloaded from http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc1.pdf 74 Ibid. 75 U.S. Environmental Protection Agency. “Hazardous and Solid Waste Management System; Identification and Listing of Special Wastes; Disposal of Coal Combustion Residuals from Electric Utilities.” Proposed rule, Appendix page 426. http://www.epa.gov/wastes/nonhaz/industrial/special/fossil/ccr-rule/ccr-rule-prop.pdf. 76 Testimony of R. G. Hunt before the U.S. House of Representatives, Subcommittee on Energy and Environment. December 10, 2009. 77 U.S. Environmental Protection Agency, Office of Solid Waste. Coal Combustion Waste Damage Case Assessments. July 9, 2007. Downloaded from http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc1.pdf. 78 Ibid. 79 Testimony of Gayle Queen before the U.S. House of Representatives, Subcommittee on Energy and Environment. December 10, 2009. 80 U.S. Environmental Protection Agency, Office of Solid Waste. Coal Combustion Waste Damage Case Assessments. July 9, 2007. Downloaded from http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc1.pdf. 81 Rowe C.L., Hopkins W.A., Congdon J.D. 2002. Ecotoxicological Implications of Aquatic Disposal of Coal Combustion Residues in the United States: A Review. Environmental Monitoring and Assessment. 8-0: 207–276, 2002. Ibid. John D. Peterson, Vikki A. Peterson, Mary T. Mendonca (2008). Growth and Developmental Effects of Coal Combustion Residues on Southern Leopard Frog (Rana sphenoechala) Tadpoles Exposed throughout Metamorphosis. Copeia: Vol. 2008, No. 3, pp. 499–503. (American Society of Ichthyologists and Herpetologists) http://www.asihcopeiaonline.org/doi/abs/10.1643/CG-07-047?journalCode=cope. Lemly A.D. (December 8, 2009). “Coal Combustion Waste is a Deadly Poison to Fish.” Prepared for United States Office of Management and Budget Washington, D.C. Ibid. U.S. Environmental Protection Agency., Characterization of Coal Combustion Residues from Electric Utilities Using Multi-Pollutant Control Technology—Leaching and Characterization Data (EPA-600/R-09/151) Dec 2009, http://www.epa.gov/nrmrl/pubs/600r09151/600r09151.html. See also, Evans L. “Failing the Test—The Unintended Consequences of Controlling Hazardous Air Pollutants from Coal-Fired Power Plants.” Earthjustice. May 2010, http://www.earthjustice.org/sites/default/files/library/reports/failing_the_test_5-5-10.pdf. Lemly A.D. (2002). “Symptoms and implications of selenium toxicity in fish: the Belews Lake case example.” Aquatic Toxicology 57. U.S. Environmental Protection Agency, Office of Solid Waste. Coal Combustion Waste Damage Case Assessments. July 9, 2007. Downloaded from http://www.publicintegrity.org/assets/pdf/CoalAsh-Doc1.pdf. Gilbert S.G. “Public Health and the Precautionary Principle.” Northwest Public Health. Spring / Summer 2005. University of Washington School of Public Health & Community Medicine. The term “unencapsulated use” refers to the reuse of coal ash in an unaltered form, such as use as fill, soil amendment, anti-skid material and blasting grit. In contrast, encapsulated uses, such as the incorporation of coal ash in concrete or wallboard, involve manufacturing processes that may effectively alter or provide long-term containment of hazardous contaminants. 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Francis was born in the Umbrian valley in the city of Assisi, Italy. His parents were Pietro (Peter) and Pica Bernardone. The exact date of his birth is unknown; he was born either toward the close of 1181 or the beginning of 1182. Francis was born while his father was on a business trip to France. Pica had her son baptized with the name “John” in the church of San Rufino. When Pietro returned from his trip, he named his son Francesco (Francis). It is said that Francis celebrated the feast of his patron saint, Saint John the Baptist with special devotion. Francis grew through the years and then joined his father in the family cloth merchant business. He enjoyed spending his money and having fun with his friends. Francis would buy himself lavish clothing and treat his friends to wonderful feasts. It is said that he wasted his life until he reached his twenty fifth birthday. (See Englebert, Omer. (1965/1979). St. Francis of Assisi: A biography. Ann Arbor, MI: Servant Books). During Francis’ late teens and early twenties, he was involved in many battles of the city to defend its freedom. In 1202, Francis was captured in a battle and taken prisoner to Perugia, a neighboring town and Assisi’s rival. He was held captive for approximately one year. Upon his return to his home, he experienced a change. Francis found that the glamour of the armor was not enough, that something was missing. One of the first conversion stories recorded concerning Francis took place when he was about twenty five years old. He was disgusted by leprosy and tried to stay away from people afflicted with this condition. Francis was riding one day and came upon a person with leprosy. His heart was moved with compassion and he dismounted and embraced the leper. He was filled with great joy and his bitterness turned into sweetness. Francis would later find out that conversion is not limited to a once only experience, but that everyone is called to daily conversion, the turning away from selfish desires and being open to doing God’s will. It means that people’s hearts are changed and they enter into a closer relationship with God. In 1206 Francis entered the small chapel of San Damiano located outside the city walls of Assisi. He knelt before the Byzantine icon crucifix and began to pray. As he was deep in prayer, the figure of Christ on the crucifix spoke to him, “Francis, go repair my house, which is falling in ruins.” Francis took the words of Jesus literally and went to his home and gathered bales of cloth. He took the cloth to Foligno and sold it. He also sold his horse, so that he had to travel the ten miles back to Assisi on foot. Francis went to the priest at San Damiano and tried to give him the money from the sales. The priest was leery of the change in Francis and did not want to be party to his practical joke, so he did not accept the money. However, the priest did allow Francis to stay with him. Pietro learned of his son’s spending spree and was furious. He went to find Francis at San Damiano, but Francis went into hiding. He stayed in hiding for about a month and then decided that he must face his father. Francis went into town and when Pietro heard his son, he grabbed him, drug him into the house where he chained him and threw him into a dungeon. Pica tried to sway her son into behaving as a cloth merchant’s son, but Francis remained inflexible. When Pietro was gone from the house, Pica went to Francis, removed the chains and freed her son. When Pietro returned home and found that his son was gone, he went to the Bishop of Assisi and demanded that his son return the proceeds of the sales to him. The Bishop summoned Francis to come before him and Francis complied. Francis gave the purse of money to his father and also the clothes which he wore. Francis declared that since he now served the Church, he would not say, “My father, Pietro Bernardone,” but “Our Father who art in heaven...” The Bishop covered the almost naked body of Francis with his own cloak. Being angry and unhappy, Pietro withdrew from his son. This seems to have been the end of Francis’ relationship with his parents. Nothing is recorded to the contrary. Francis took the next two or three years to rebuild and repair some of the churches around Assisi. One church in particular was extremely special to Francis, the Portiuncula, which means “The Little Portion.” It was here on the 24th of February 1206 that Francis learned from the reading of the Gospel that he should “Go and preach the message” and to “live according to the Holy Gospel.” This cradle of the Franciscan Family is the place where it first began! The Little Poor Man (Il Poverello) began to understand that God wanted him to preach the Gospel. Francis set about his work joyfully and greeted everyone with a greeting Francis said was revealed to him by God: “The Lord give you peace!” This is a common greeting among Franciscans and one that reminds all of us that we have our roots in the Gospel as peacemakers and bearers of God’s peace to everyone. Because of Francis’ simple way and his love for his brothers and sisters, he started to have followers who wanted to live a life of prayer and penance. They saw how happy Francis was and how much he loved God and they wanted to be a part of this wonderful experience. Francis and his followers were moved by such simple, but profound symbols of their and our Catholic faith. For example, when Francis prayed before the crucifix at San Damiano, he would meditate on Jesus and give him praise in these words: MOST HIGH AND GLORIOUS GOD, BRING LIGHT TO THE DARKNESS OF MY HEART! GIVE ME RIGHT FAITH, CERTAIN HOPE, AND PERFECT CHARITY. LORD, GIVE ME INSIGHT AND WISDOM SO I MIGHT ALWAYS DISCERN YOUR HOLY AND TRUE WILL. AMEN! Upon entering a church or passing any type of crucifix or cross or anything even remotely resembling a cross, Francis and his followers would recite the following words: WE ADORE YOU, O LORD JESUS, HERE AND IN ALL THE CHURCHES OF THE ENTIRE WORLD AND WE BLESS YOU, BECAUSE BY YOUR HOLY CROSS YOU HAVE REDEEMED THE WORLD. AMEN! All Franciscans and those who have a devotion to Saint Francis should feel free to adopt these prayers and pray them frequently. Francis wrote wonderful prayers in many forms which should be reflected upon, studied, and prayed (see Armstrong, Regis J., & Brady, Ignatius C. (Trans.). (1996). Praying with St. Francis. Grand Rapids, MI: Wm. B. Eerdmans Publishing). Francis’ deep devotion to the Scriptures and his love for Jesus in the crib and on the cross led him to be called as a deacon for the service of the Catholic Church. His life was one of service to his brothers and sisters and therefore he presents us with a wonderful example of being a “servant leader,” a person called forth from the group to minister to others as Jesus ministered to his followers. As a deacon, Francis taught by his example and used words when necessary. The statement that has been credited to him holds that we should “Preach the Gospel at all times. If necessary, use words.” His belief was that all people must love God and be willing to change their hearts so that they can more faithfully do God’s will. Francis spent a lot of time with his followers and told them stories about his own life experiences and how he grew into the understanding of knowing what God wanted of him. This could be equated with initial formation. Francis was always conscious of his responsibility to inform his followers of their obligations and responsibilities concerning the Order and was therefore a good steward of the gifts with which God had blessed him. When at the beginning of formation, a person learns the basics about the Secular Franciscan Order and the wider Franciscan Family. The foundation of the Secular Franciscan Order is The Rule of the Secular Franciscan Order based on the Gospel. The way of life proposed by The Rule is explained in more detail through the General Constitutions of the Secular Franciscan Order and National Statutes of the National Fraternity of the Secular Franciscan Order in the United States of America. All of these resources are tools that should be used to help you understand the way of life which the Secular Franciscan Order espouses. If you are a professed Secular Franciscan, they can help you deepen your living out of your vocation. If you are exploring the possibility of a vocation to the Franciscan life, they will help guide you and the sponsoring fraternity’s discernment process concerning your pathway in life. On-going formation was also a vital component of Francis' life. He challenged himself and his sisters and brothers to ask God for guidance and be open to the promptings of the Holy Spirit. Each day was a new opportunity to grow in the knowledge of God and grow closer in our relationship with our heavenly Father. Secular Franciscans must take this commitment to on-going formation as seriously as Francis did in his time. Francis loved God so much that he spent every day trying to find new ways to become closer and closer to his Father in heaven following the example of Jesus. In time he was able to conform himself perfectly to the image of Jesus. This was why Francis was blessed to receive the Stigmata (the five wounds of Jesus) on or about the feast of the Exaltation of the Cross (September 14th) in 1224, just two years before his death. Today, the Franciscan Order celebrates the feast of the Stigmata of our Holy Father Francis on September 17th. All people, especially Secular Franciscans, need to understand that as people called to daily conversion, we must open our hearts to the Word of God and be willing to study and pray so that Christ may be reflected more perfectly in our daily lives. In this brief reflection a little background has been provided concerning Francesco Bernardone and the early part of his life. Ask yourself what it was or is that draws you to Francis of Assisi. Look into your heart and remember the stories and the feelings that are present to you when you reflect upon the Little Poor Man of Assisi. Share some of those stories and feelings with members of your fraternity or others who are journeying with you during your time of discernment. Find out how your life parallels that of Francis. Ask God to open your heart so that you will know the will of the Father. It is also important to read and study a biography of St. Francis of Assisi, to come to understand and appreciate Il Poverello in his own time and in his own culture. My prayer for you is that you will come to know in your heart and in your mind the path which God wants you to take. May you be faithful to the call of God! And everyday may you experience the joy and peace that Francis of Assisi felt as he followed his heavenly Father on the journey home. Francis died on October 3rd, 1226; the Franciscan Family and the whole Church celebrate the feast day of Saint Francis of Assisi on October 4th. The Lord give you peace! Saint Clare of Assisi begins her Testament with these words: “In the name of the Lord. Amen! Among the other gifts that we have received and do daily receive from our benefactor, the Father of mercies (2 Corinthians 1:3), and for which we must express the deepest thanks to the glorious Father of Christ, there is our vocation, for which, all the more by way of its being more perfect and greater, do we owe the greatest thanks to Him. The Son of God has been made for us the Way (cf. John 14:6), which our blessed father Francis, His true lover and imitator, has shown and taught us by word and example” (Testament of St. Clare 1-3, 5). Perhaps you have been a Secular Franciscan for awhile, or perhaps you are inquiring whether or not the Lord is calling you to live our way of life, to follow the Rule of Life given to us by the Church “to observe the gospel of our Lord Jesus Christ by following the example of Saint Francis of Assisi, who made Christ the inspiration and center of his life with God and people” (Article #4, Rule of the Secular Franciscan Order). Since we have been called to follow Jesus in the footsteps of Saint Francis, you may be wondering why this reflection on Saint Clare has been written. I hope that a response to this question may become apparent for you as this brief reflection unfolds. Available today are many well-done biographies of Saint Clare as well as critical editions of her writings and a number of books which explore essential aspects of her spirituality and spiritual legacy within the Franciscan tradition. Father Benet Fonck, O.F.M., begins the introduction to one such work with these words: The whole worldwide Franciscan Family has concluded its celebration of the 800th anniversary of the birth of St. Clare of Assisi, the co-founder of the Franciscan Movement and mother of the nuns of the Second Order of St. Francis (Poor Clares). Clare, who calls herself “a handmaid of Christ” and “a little plant of our holy Father Francis” (Testament of St. Clare 5, Rule of St. Clare 1:3), is considered the feminine incarnation of the evangelical life in the Franciscan tradition and the paradigmatic traveling companion and sister pilgrim on the journey toward holiness for the members of this worldwide spiritual family in the Church. . . . As much as St. Francis [emphasis added], Clare of Assisi is the model, mirror, and mentor of Franciscan living. (Fonck, 1996, p. ix) Father Benet’s words serve to bring Saint Clare’s importance to us into proper focus. While it would be historically inaccurate to refer to Saint Clare as the co-founder of the Secular Franciscan Order per se, she is certainly the co-founder of the broader Franciscan Movement of which the S.F.O. is a valued and indispensable portion. And while Saint Clare is technically the mother only of the Poor Clares within the Franciscan Family, there are few if any Franciscans today who would take issue with us if we were to call upon Clare as our spiritual mother. Although none of her biographers make explicit mention of Tertiaries (as Secular Franciscans were known in those days) having visited Clare at San Damiano as some of the friars did, it seems entirely reasonable for us to assume that, although Clare lived an enclosed life with her sisters at San Damiano, at least some of the Brothers and Sisters of Penance (also an early name for us) might have sought her spiritual advice and counsel as well as the powerful intercession of her prayers from time to time. Historically and for a variety of reasons, the central role played by Saint Clare in the development and unfolding of the Franciscan story was not always recognized or celebrated. This sad fact of our history changed, however, with the advent in our own day of Franciscan scholarship which has unlocked for us the treasury of Clare’s writings and spirituality. A major impetus for this development was the 1993-1994 observance throughout the Franciscan world of the eighth centenary of Saint Clare’s birth. Many authors and scholars have especially made Clare and her ideals available to us; a representative listing is included at the end of this article. The introductions to any of these works will provide you with a good background of what is known about the life of Saint Clare and her important place within the Franciscan Family. I strongly recommend that you include some reading about the life, writings, and spirituality of Saint Clare of Assisi as a part of your Franciscan formation, both initial and ongoing. Ask any Franciscan what most impresses her or him about Saint Clare and you are likely to receive as many different replies as people you ask! For the remainder of this brief reflection on Saint Clare, I would like to share with you my own response to this question, especially with an eye toward offering you my understanding of the way in which she can be a model and mentor of Franciscan Gospel living for us today. The first outstanding quality of Clare was her capacity to be a great and generous lover of God and of God’s people. All that we have learned about Clare testifies to this aspect of her personality. Even as a child (she was probably born in 1194) she evidenced a most passionate love for God which found an outward expression in her sincere compassion for suffering humanity. Her great devotion to our Lord present in the Holy Eucharist (Clare is often pictured holding a monstrance containing the Blessed Sacrament) is further evidence of her love for the Lord. It was to Clare and her community of sisters, the Poor Ladies of San Damiano, that Saint Francis came for care while in the throes of his final illness in 1225-1226. Clare herself was ill for most of her adult life (she died on August 11, 1253). Even in her own infirmity she still sought every possible opportunity to care for her spiritual daughters at San Damiano. She provides us with a concretely realized example of our ability to live the Paschal Mystery of Jesus, that it is in dying to ourselves that we are able to live more fully for God and for others. A second quality of Saint Clare’s life particularly worthy of admiration and imitation was her absolute determination to remain faithful to her ideals as God had made these known to her. Her parents, Favorone di Offreduccio and the Lady Ortolana (her mother would one day join her at San Damiano), would have had her marry at an early age, but she refused all suitors. She knew that her heart belonged to the Lord alone. She defied her parents when she left the family home forever on Palm Sunday 1212 to meet Francis at the Portiuncula (the little chapel of St. Mary of the Angels which Francis had restored) where he cut her golden hair and received her into religious life. Her strength of spirit and firm determination to remain true to God’s will also revealed itself in her life-long struggle to secure from several Popes “the privilege of supreme poverty” for herself and her sisters. It seems that the Cardinal Protectors of the Franciscan Order (Hugolino, Raynaldus) and the Popes themselves (Gregory IX, Innocent IV) loved Clare and her community very much and wanted to make their lives easier for them. But Clare insisted – reverently but firmly - that she must remain faithful to this Gospel ideal of radical dependence on God alone for sustenance, an ideal she shared with Francis and which she largely kept alive in the Franciscan Movement after his death. Clare’s Rule, which contained her provision about poverty, was officially promulgated by Pope Innocent IV on August 9, 1253, just two days before she was embraced by Sister Death and entered heaven’s glory! A final quality of Saint Clare’s life which has always impressed me has been her appreciation of the value of contemplation. In her Third Letter to Agnes of Prague, written sometime around the year 1238, Clare wrote: “Place your mind before the mirror of eternity! Place your soul in the brilliance of glory! Place your heart in the figure of the divine substance! And transform your entire being into the image of the Godhead Itself through contemplation” (as found in Armstrong, 1993, page 45). Most Secular Franciscans are not called to a life of pure contemplation cloistered away from the world and its concerns. Even though our vocation calls us to an active life of living in the world, serving as a leaven of Gospel values to help transform our world after the mind and heart of Christ, we also are to have a contemplative dimension to our spirituality. As our model and exemplar of Franciscan Gospel living, Saint Clare who remained as engaged as she was able in the world of her day can teach us much about being an “active contemplative” in today’s world. I hope that this brief introduction to the life of Saint Clare of Assisi will have whetted your appetite to learn more about this extraordinary woman and her continuing importance in the life of the Franciscan Family and - hopefully - in your own life. In their 1991 letter on Saint Clare (pages 3-4), the four Ministers General of the Franciscan First Order and Third Order Regular recalled the words Pope John Paul II spoke on the occasion of his March 1982 visit to the Proto-monastery of the Poor Clares in Assisi. Our Holy Father said: “… It is truly difficult to separate these two names, Francis and Clare; these two phenomena, Francis and Clare; these two legends, Francis and Clare… There is between them something very profound, which cannot be understood outside the criteria of Franciscan, Christian, Gospel spirituality… In the living tradition of the Church, of all Christianity, of humanity, there remains not only the legend. There remains the way in which Francis saw his sister; the way in which he became united to Christ. He saw himself in her image, a bride of Christ, a mystical bride with whom he shaped his holiness. He saw himself as a brother, a poor little man, in the image of the holiness of this authentic bride of Christ, in whom he found the reflection of that perfect bride of the Holy Spirit, Most Holy Mary… Here is the place where, for eight centuries, many pilgrims have come to contemplate the divine legend of Clare and Francis together, a legend which has influenced very greatly the life of the Church and the history of Christian spirituality.” And so we cannot really come to know Saint Francis without also coming to know Saint Clare who lovingly referred to herself as “his little plant.” May an active and lively love of Saint Clare grow in your heart as you continue your journey in or toward the Franciscan way which is truly a “Francisclarian” way! May her blessing be upon you - and all of us - always: “In the name of the Father and of the Son and of the Holy Spirit. Amen. May the Lord bless you and keep you. May He show His face to you and be merciful to you. May He turn His countenance to you and give you peace. I, Clare, a handmaid of Christ, a little plant of our holy Father Francis, a sister and mother of you and the other Poor Sisters, although unworthy, ask our Lord Jesus Christ through His mercy and through the intercession of His most holy Mother Mary, of Blessed Michael the Archangel and all the holy angels of God, and of all His men and women saints, that the heavenly Father give you and confirm for you this most holy blessing in heaven and on earth. On earth, may He increase [His] grace and virtues among His servants and handmaids of His Church Militant. In heaven, may He exalt and glorify you in His Church Triumphant among all His men and women saints. I bless you in my life and after my death as much as I can and more than I can with all the blessings with which the Father of mercies has and will have blessed His sons and daughters in heaven and on earth. Amen. Always be lovers of God and your souls and the souls of your Sisters, and always be eager to observe what you have promised the Lord. May the Lord be with you always and, wherever you are, may you be with Him always. Amen!” (as found in Armstrong and Brady, 1982, pages 233-234). A Selected Bibliography on Saint Clare of Assisi Armstrong, Regis J. (Ed. & Trans.). (Revised & expanded, 1993). Clare of Assisi: Early documents. St. Bonaventure, NY: The Franciscan Institute. Armstrong, Regis J., & Brady, Ignatius C. (Trans.). (1982). Francis and Clare: The complete works. New York: Paulist Press. Budzik, Helen B., & McKelvie, Roberta A. (1992). Guidelines for the study of Clare of Assisi. Washington, DC: Franciscan Federation. Carney, Margaret. (1993). The first Franciscan woman: Clare of Assisi & her form of life. Quincy, IL: Franciscan Press. Carville, Ann. (1991). Clare of Assisi: Model for Franciscan women. St. Bonaventure, NY: The Franciscan Institute. (Special edition of Spirit and Life: A Journal of Contemporary Franciscanism). Clare of Assisi: A New Woman (Letter of the four Ministers General of the Franciscan family to the Poor Clares, to all Franciscan sisters living the “enclosed” life, and to all who love Clare and Francis throughout the world on the occasion of the eighth centenary of the birth of St. Clare). (1991). Pulaski, WI: Franciscan Publishers. Fonck, Benet A. (1996). To cling with all her heart to him: The spirituality of St. Clare of Assisi. Quincy, IL: Franciscan Press. Frances Teresa, Sr. (1995). This living mirror: Reflections on Clare of Assisi. Maryknoll, NY: Orbis Books. Godet, Jean François. (1991). Clare of Assisi: A woman’s life: Symbols of the feminine in her writings. Chicago: Haversack. Godet-Calogerias, Jean François. (Ed.). (1994). Out of the shadows: Clare & Franciscan women. Chicago: Haversack. Miller, Ramona. (1993). In the footsteps of Saint Clare: A pilgrim’s guidebook. St. Bonaventure, NY: The Franciscan Institute. Miller, Ramona, & Peterson, Ingrid. (1994). Praying with Clare of Assisi. Winona, MN: Saint Mary’s Press. Peterson, Ingrid J. (1993). Clare of Assisi: A biographical study. Quincy, IL: Franciscan Press. St. Paul, Mary. (2000). Clothed with gladness: The story of St. Clare. Huntington, IN: Our Sunday Visitor Publishing Division. As in any relationship, communication is vital. So it is in the life of prayer of every Secular Franciscan. First and foremost, the very life of a Secular Franciscan begins with a call, a vocation, from God. Thus one is invited to a deeper relationship. It is answered in various ways, but one that can never be overlooked, forgotten, or downplayed is that of prayer. Before all else, Secular Franciscans are called to be persons of prayer - persons who have their minds and hearts set on the things of God while working to accomplish them in this world. This is the basis of their vocation. Prayer, communal, private, or liturgical, is the lifeline of Secular Franciscans. It provides them with the spiritual energy needed to carry them through the tasks of everyday life. Prayer is for them, as it is for all Christians, communication with God. It is both active participation and quiet contemplation of what God would have them do. The Rule of the Secular Franciscan Order addresses prayer in several of its articles. “Secular Franciscans should devote themselves especially to careful reading of the gospel, going from gospel to life and life to the gospel” (article #4). One of the best ways by which we can incorporate the Gospel into our daily lives is through the ancient practice of Lectio Divina. This is a traditional form of applying the Scripture to daily living. It has four basic principles, the “4 R’s,” if you will: Read, Reflect, Respond, and Receive. We place ourselves in the presence of God and enter into the written Word. This first step requires a careful, open, and pensive reading of a Scripture passage. It could be the Gospel of the day or any other passage that is part of our daily prayer. (I mention Gospel because it is the basis of the life of a Secular Franciscan.) This reading may have to be reread two or three times in order to grasp the meaning of the passage, or just to give oneself the space to settle into it. The second step requires a reflective understanding of the text. What was the Scripture passage saying in its own day? How does the passage translate into the trials and joys we face today? Do we understand the message God is trying to convey? Study guides may be helpful here. Responding to this message for our own lives is the third step of Lectio Divina. How does the Gospel challenge us? What does God ask of us? How willing are we to respond to God’s invitation to live in closer union with Him? If so, what is the cost, and how far am I freely willing to go? Finally, when we have completed this spiritual inventory, we sit back and gently receive the gracious gift God has in store for us, realizing that this “gift” may not always seem like a gift. It is in this step of Lectio Divina that we sit and listen to God. Prayer, like any form of communication, requires that we both speak and listen. Often we forget to do the latter. Either we don’t have enough time or we don’t want to hear. “... Let prayer and contemplation be the soul of all they are and do” (SFO Rule, article #8). Prayer, active communication with God, and contemplation, quietly entering into the silent Mystery of God, the “acting” and the “being” of prayer are the root of the life of Secular Franciscans. Contemplation is being present to the silent Mystery of God and allowing that Mystery to touch us, to heal us, to challenge us, to draw us into a deeper and more intimate union with God. Contemplation is prayer without words, without thoughts, without agendas. Contemplation is silence, pure silence. It is prayer at a very deep level, a level that needs no words, a level that needs no feelings, a level where God can be God with us and we can be the true person God created us to be - without our masks, without our false pretenses. We exist in this space with God in total freedom. We do not contemplate in and of ourselves; rather, contemplation is the action of God in our lives. We can prepare ourselves for this gift of God by opening ourselves to the Divine action and presence in our lives. Contemplation is an unconditional “yes” to the will of God. We rest in the Presence of God so that, if God chooses to rest in us, we are prepared. An excellent method for entering into a state of readiness is Lectio Divina, as described above. Contemplation is the “gift” we receive from God. Another way of preparing ourselves for this encounter with God is Centering Prayer. Books by Father Thomas Keating and others on this method of prayer are very helpful. Some forms of meditation also lead to the quiet needed for contemplation as Clare advised Agnes of Prague in reference to the Crucifix: “Gaze upon Him, consider him, contemplate him as you desire to imitate Him” (The Second Letter to Agnes of Prague, as found in Armstrong, 1993, p. 42). The language of God is silence and to enter into total dialogue with God we must be willing to enter into this silence. In this silence, God allows us to see ourselves with our faults, to become aware, to acknowledge, to repent, to be healed, and so to be set free. In the deep recesses of this silence with God, we know truth and we are set free - free to rejoice in the goodness, the mercy, the awesomeness of God. Article #8 continues, “Let them participate in the sacramental life of the Church, above all the Eucharist.” Within the context of the Mass, we enter into the Paschal Mystery of Christ. We celebrate again the Supper He left behind, “Whenever you do this, do it in memory of Me.” Eucharist is the celebration of a life accepted freely in love, given freely in death, so that all of us may one day come to share in the glory of God. The Mass as the Liturgy of the Word and the Liturgy of the Eucharist combines the richness of the stories of our Judeo-Christian heritage which culminate in the stories of the life and ministry of Jesus with our sharing of the most sacred meal. As we meditate on the words and partake of the meal, the life of Our Lord becomes united with our own. We walk out into the world a new creation - no longer we who live, but Christ who lives in us. This is the person we bring to our home and to our workplace. This is the person who is attuned to the Paschal Mystery of Christ. With such a generous meal, we are fortified to go forth and be Eucharist for others - bread that is broken so that all may have life. The Paschal Mystery involves the death as well as the resurrection of Christ. Each time we enter the Paschal Mystery, we freely enter into Christ’s dying so that we may also rise with Him. Eucharist involves both, and it is to both that we say “Amen” when we receive Our Lord in this generous sacrament of love. Again, Article #8 continues: “Let them join in liturgical prayer in one of the forms proposed by the Church, reliving the mysteries of the life of Christ.” Another form of public worship in the Church is the Liturgy of the Hours. As Eucharist is an entering into the Paschal Mystery of Christ, the Liturgy of the Hours is an entering into the ever-present, providential love of God. The purpose of the Liturgy of the Hours is to offer to God the entire cycle of our daily life. Its basis comes from Jesus and the disciples being in constant communion with God. Often in the Gospels, we read about Jesus going off to pray in the early morning, after performing miracles, late into the night. On other occasions, Jesus calls the apostles away with Him to rest awhile and to pray, after they had returned from their various missions. Within the Liturgy of the Hours are seven different times in the day when religious, secular, clerical and lay persons set aside the ordinary tasks of life to turn their minds and hearts to God. The number of Hours (“hour” in this context refers to a prayer period rather than to a 60 minute time span) prayed differs for those persons called to different lifestyles. All seven hours are required for most members of the clergy as well as those men and women who live a monastic life. For Secular Franciscans, Morning and Evening Prayer become the hinges of the whole day. Morning Prayer offers praise to God for the marvels of creation; Evening Prayer offers thanksgiving to God as the day draws to a close. Each setting consists of psalms, canticles, a reading from either the Old or New Testament, a responsory, a canticle from the Gospel of Luke, intercessions, the Our Father, and a concluding prayer. (At times, the psalms or the readings can be changed to suit the various needs of the person praying. However, the official prayer is outlined by the Church.) The other five Hours consist of the Office of Readings, Night Prayer, and the Lesser Hours, Mid-Morning, Mid-day, and Mid-Afternoon Prayer. These can be celebrated by Secular Franciscans according to their needs and circumstances. In addition to the formal Liturgy of the Hours, the Ritual of the Secular Franciscan Order suggests these other forms of prayer: 1) A shortened form of the Liturgy of the Hours; 2) The Little Office of the Blessed Virgin; 3) The Office of the Passion (written by St. Francis of Assisi); 4) The Office of the Twelve Our Fathers; 5) Special prayer forms for the liturgical seasons (examples would be: Stations of the Cross during Lent, or the Franciscan Crown Rosary during May and October). As members of the Catholic Church, Secular Franciscans are familiar with and participate in other prayer forms in addition to those mentioned above. Some of these forms are the traditional (i.e., five-decade Dominican) Rosary, exposition and benediction of the Most Blessed Sacrament, litanies, chaplets, spiritual reading on the lives of the saints, or meditations on their writings. Here we have focused on those particular prayer forms that are specifically mentioned in the SFO Rule and the Ritual of the Secular Franciscan Order. This is not to deny the importance of any of these other prayer forms. Those selected are important to Secular Franciscans because they were important to Saint Francis himself and can be traced back to the early Rules of the Order. “Let prayer and contemplation be the soul of all they are and do . . . going from gospel to life and life to the gospel” (SFO Rule, articles #8 and #4). This, in essence, is the life of prayer of a Secular Franciscan, a life that is lived in open and honest communication with God, the Giver and Sustainer of Life, the Giver and Sustainer of this vocation that we profess as Secular Franciscans. Reference Armstrong, Regis J. (Ed. & Trans.). (Rev. & expanded, 1993). Clare of Assisi: Early documents. St. Bonaventure, NY: The Franciscan Institute. We all know about Jesus. We know what the Church teaches about Him: that He is truly God and truly human, united in one person. From all eternity, He is the Word of the Father, the Second Person the Holy Trinity, and that He entered time and became as human as you and me. He entered our history as one of us, as the Creed says, “for us men and for our salvation.” St. Athanasius tells us that “He became human so that humans could become divine,” and at Mass we pray that “we might come to share the divinity of Christ who humbled Himself to share our humanity.” This our faith; it is the faith of the Catholic Church. This was the faith of St. Francis, for whom Christ was the center and focus of life. This idea of Christ humbling Himself is very important. Quite often, we in the Church have so emphasized the divinity of Christ, we sometimes forget his true humanity. Prior to Francis, Christ was pictured most often as the Pantokrator, the Gloriously Reigning King, seated on his heavenly throne. Even when He was pictured on the Cross, it was usually as Christ the Victor, the Risen Christ. For Francis, the divine Christ was known only through his humanity, which was, in turn, a sign of his humility (the words “human” and “humility” are from the same root). For Francis, and for Franciscan spirituality after him, the humanity of Jesus is of central importance. For Francis, Jesus was brother and friend, as well as Divine Savior. For Francis, the humanity of Jesus was a constant reminder that Christ chose to empty himself, to become poor and humble, to serve and not to be served. For Francis, the clearest examples of the humility, poverty and helplessness of Jesus were the Christ of the Crib and the Christ of the Cross. In what theologians were to later call the coincidence of opposites, for Francis, it was precisely in this humility that Christ most clearly manifested his Divine Glory. True, Christ was the Eternal Word from which all Creation sprang. Yet, this same Word of the Father entered into Creation as one of us. This is the Mystery of the Incarnation, that the Creator actually became a creature. When Christ became human, he began his life as every other human does, as a baby. To think that the Eternal Son of God lay helpless in a feeding trough, without a decent place to lay his head, subject to the elements, to the dangers of Herod’s army, that he depended on Mary for his food, on Joseph for love - well, it is almost more than the human mind can comprehend or the human heart can bear. The first Nativity or crèche scene was set up by St. Francis himself in order to celebrate in a special way his devotion to the Mystery of the Incarnation. In 1223, in the town of Greccio, Francis brought together a manger, hay, and living animals, and Christmas Mass was celebrated. When we set up our Nativity scenes, are we aware that this practice began with St. Francis? And have we stopped to reflect on the deep mystical theology which lay behind Francis’ devotion to the infant Jesus? Francis was also devoted to the crucified Christ. This is the Christ who “humbled himself, becoming obedient to death, even death on a cross” (Phil. 2:8). Once again, the Eternal Word of God, the Creator of the Universe, made himself lower than the lowest. He allowed himself to be turned over to the religious and political leaders of his day, to be mocked, whipped within an inch of his life, nailed to a piece of wood and allowed to die a slow and painful death. When the Letter to the Philippians says “even death on a cross,” it is expressing something which we in the modern world can scarcely comprehend. This is not a mere execution. It is the most excruciatingly painful way to die that the Romans could devise. It is for this reason that it was reserved for their worst enemies. As someone hung on a cross, his arms were pulled from their sockets, the bodily fluids began to drain into the lungs, and he would literally drown. This usually took hours to happen. Is it any wonder that Francis saw Christ on the Cross as the poor Christ, the powerless Christ? And it was this desire to imitate the crucified Christ that prepared the way for Francis’ reception of the stigmata, a physical manifestation in his own body of the bloody wounds of Christ crucified. These two central events in the life of Christ, summarized in the Joyful and Sorrowful Mysteries of the rosary, stand as a reminder that Francis’ Jesus was the Christ who, though “being in the form of God,” chose to empty Himself, to become human, and, as human, continue to empty Himself “even unto death, death on a cross” (Phil. 2:5-11). This is a Jesus who has come to our level, who shares in our own misfortunes and the misfortunes of the poorest of the poor. This is a Jesus who is friend and brother. Yet, for Francis, devotion to Jesus was not enough; he called for imitation of Christ, who alone is the model for human life. Jesus Christ is the Rule of Life, and even our own Secular Franciscan Rule today calls us to go “from gospel to life and life to the gospel” (article #4). This is not a mere external imitation of Jesus; rather, it is an imitation which comes from the inside out. Thus, Christians must be transformed by grace into the likeness of Christ: we must become like the infant Jesus and the crucified Jesus, a transformation which comes through prayer and meditation on the life and virtues of Jesus. St. Bonaventure, one of the greatest Franciscan theologians, portrays Jesus as the Tree of Life, whose leaves are medicine to prevent and cure every illness, whose flowers, beauty and fragrance attract the human heart, and whose fruits satisfy human longing. Bonaventure says that the lower branches of this tree contain the fruits of Christ’s birth and life, the middle branches the fruits of his passion and death, and the upper branches, the fruits of his resurrection and glorification. Each of the fruits is a particular virtue: humility, piety, confidence, patience, and so forth. Through eating these fruits (meditation on these virtues), they become part of ourselves, and we are transformed into the likeness of Christ, producing these virtues in our own lives as (Bonaventure, The Tree of Life). Precisely because Jesus really shared our human nature, He can transmit his own qualities to us, and we can come to share in his divinity. He can share our human nature because we were created according to his image and likeness, who Himself is the Image and Word of the Eternal Father. Christ, for Francis, is the center of our innermost being, and in Him we live and move and have our being. Francis also discovered the likeness of Christ in Creation all about him. His biographies tell us of how Francis, on one occasion, rescued some lambs being led to the slaughter because they reminded him of the Lamb of God who takes away the sins of the world. Again, on another occasion, Francis found a worm in the middle of the road, and remembering how the psalms, speaking prophetically of Christ, declared, “I am a worm, not a man,” he moved the worm to safety on the side of the road. However, Francis’ vision of Christ in Creation was not limited to such biblical symbolism. For Francis, all of Creation reflected patterns found in Christ himself; every creature was a reflection of the Image of God, an echo of the Eternal Word. Christ, as the mediator between God and the world, is the center of each creature. This vision is nowhere so clear as in his Canticle of the Creatures. In this Canticle, Francis begins by praising God, who transcends all Creation. Then, beginning with the Sun, whom he calls “brother,” Francis begins to praise God for each creature. The word he used in Italian, per, has an interesting complex of meanings. It can mean for, through, in, and with. Here we have a wonderful example of St. Francis’ sacramental world vision: each creature is a theophany, a manifestation of God breaking through into our world. Thus we praise God for each creature as a gift, through each creature as a mediator, in each creature as its center, and with each creature as brother or sister. As each creature reflects something of the Divine Image of Christ, each creature is a “miniature Christ” to us. St. Bonaventure tells us that Christ, from all Eternity, is the Word and Image of the Father; whatever the Father is, the Son expresses completely. And from all Eternity, the Son has emptied Himself and returned to his Source, the Father. Thus, the Son is at the very center of Trinitarian life. In Him exist all patterns for all of Creation. Whatever can exist is somehow contained in the fullness of the Word, who, Himself, contains the fullness of the Godhead. Yet, this same Christ, Word and Image of the Father, emptied Himself, and through Him all Creation came to be. He is the center of the relationship between God and the world. For Franciscans, the Incarnation is the completion of Creation, and the very reason God created in the first place, to share Himself fully with his creatures. Finally, no treatment of Franciscan devotion to Christ would be complete without touching upon the Real Presence of Christ in the Eucharist. St. Francis, like all Catholics, accepted Church teaching that the Bread and Wine of the Eucharist are the Body and Blood of Christ. Though our faith in the Real Presence is the same, many elements of Eucharistic practice are different in our day than they were in the time of Francis. One significant difference is that in the Middle Ages, the Church was just beginning to develop the practice of prayer before the Blessed Sacrament. We have 800 years of development of Eucharistic adoration between Francis' time and our time. The Christ in the Eucharist is the same Christ who is present in Creation and within us. Indeed, Christ can be present in the Eucharist precisely because the bread and wine which are offered to God are already manifestations of God's Eternal Word, the "gifts of the earth and work of human hands." And, as St. Augustine reminded people as they came forward for Communion, "Receive what you are." The Blessed Sacrament preserved in the tabernacle or displayed in a monstrance can serve as a powerful focal point for our Christ-centered prayer. Many have been led into the heights of contemplation through prayer before the Blessed Sacrament. What a wonderful way to confess our faith that Christ is truly Present! But, of course, our faith in the Presence of Christ in the tabernacle would be empty if we did not first of all confess with our hearts and receive in our bodies the Real Presence of Christ at the Eucharistic liturgy itself. In Francis' day, people would often receive the Eucharist only once a year. This is why the first article of the Rule of the "Third Order" required members to receive Communion three times a year. What a gift we have in our day when the Church, going back to ancient practice, urges us to receive the Eucharist frequently. Indeed, most of us could receive the Eucharist daily if we so chose. What a tremendous gift, to receive in our bodies Christ, who transforms us into his likeness. Thus, we can see that for Francis, Christ is truly the center: the center of the Trinity, the Image and Word of the Father; the center of each creature, manifesting Himself on all levels of Creation; and the center of the human soul, transforming us, who are created in his image, into the likeness of Himself, drawing us into the very life of the Trinity. St. Bonaventure, in The Mind's Journey into God, reflecting on Francis' vision of the six-winged seraph, sees a pattern for our spiritual lives: our mystical journey begins with finding God in all creatures and all creatures in God, moving into finding God at the center of the soul, and into contemplation of God Himself, and at the center of each of these stages is the Crucified Christ Himself, through whom we then pass into the very life of the Triune Godhead. Francis, like all Medieval Christians, had a special devotion to Mary, the mother of Jesus. Francis’ devotion to her was, according to his earliest biographer, Thomas of Celano, “inexpressible,” for “it was she who made the Lord of majesty our brother” (2 Celano, 198). In other words, the humanity of Jesus, which was so central to Francis’ experience came through Mary. So great was his love for her that he composed a poetic litany, “The Salutation of the Blessed Virgin Mary” in her honor. Like all Christians at the time, Francis acknowledged Mary as Mother of God, Mother of Christians and model for the Christian life. In addition, almost as one ahead of his time, he anticipates the theology of the Second Vatican Council and speaks of Mary as “the Church.” These are the three powerful images of Mary one finds in Scripture. What does it mean to speak of Mary as Mother of Christ and of Christians? In the Gospel of John, Mary appears only twice (at the wedding at Cana and at the foot of the Cross), and is never identified by name; yet it is here that we get the clearest picture of Mary as Mother. Though based on historical events, the Gospel of John is a very symbolic Gospel. For example, the Gospel opens with the words “in the beginning,” which calls to mind the Creation story of Genesis. John is drawing a parallel between the Creation story of Genesis and the New Creation brought about by Jesus. Jesus can only create anew because he is the Word made Flesh: the same Word through which the Old Creation came to be is now a human being, bringing about the New Creation. Hence, John will continually contrast the old with the new. The first Creation took seven days, so, too, the second Creation. After the parallel “In the beginning,” John counts off seven days (1:19, 1:29, 1:35, 1:43, and 2:1) until Jesus produces his first sign of the New Creation, the transformation of water into wine. It is in the first verse of this scene that Mary is introduced. Mary is not mentioned by name; she is simply called “Jesus’ mother.” Jesus has done nothing extraordinary to this point, yet Mary has glimmers of his possibilities and presents him with her simple request: “They have no wine.” Jesus’ response to her has puzzled Christians for centuries: “Woman, why do you involve me? My hour is not yet here.” Some have wondered why Jesus spoke so “harshly” to her. However, Jesus also calls her “Woman” when he is dying on the Cross, hardly a time he would speak harshly. It would seem, therefore, that this is not a “put down.” Once we understand the structure of the Gospel of John, the matter becomes clear. We are at the beginning of a New Creation. In Genesis (the Old Creation), who was called “woman?” Eve, the mother of all the living. John here presents the Woman of the New Creation as present at the very beginning of Jesus’ public ministry. It is no wonder that the early Church Fathers, drawing upon the Pauline theme of Jesus as the New Adam, also drew upon the Johannine Gospel here and presented Mary as the New Eve. When Jesus transforms the water into wine (the Eucharistic imagery of the New Creation), and the headwaiter exclaims that the groom has saved the best wine for last, this is the proclamation that the New Creation will far surpass the first. This is the first work, the first “sign” of the New Creation. Through Eve the Old Adam sinned and began the destruction of the Old Creation; now through the instigation of the New Eve, the New Adam begins the transforming work of the New Creation. The next scene in which Mary appears is at the foot of the Cross. His hour has finally arrived and she is present. Mary is with the “beloved disciple,” who in John’s Gospel is the symbol for the “perfect disciple.” He represents us. It is this disciple who lays his head on Jesus’ breast at the last Supper (indicative of intimacy with Jesus) and who is the first apostle to arrive at the Empty Tomb on Easter Sunday (indicating coming to faith in the Risen Lord). It is this “ideal disciple” who is accompanied by Mary to the Crucifixion. “Woman,” Jesus says, “behold your son.” Then the clincher: “Son, behold your mother.” And from that moment on, the beloved disciple, the ideal disciple, took Mary as his own mother. Just as the Woman of Genesis, the first Eve, was the mother of all humanity, the Woman of John’s Gospel, the New Eve, is mother to all Christians, given to us by Jesus himself. How are we to understand Mary’s continuing maternal role? If Mary is the Mother of Jesus on earth, and we are members of that body, then Mary, as Mother of Christ, is mother also of Christians and of the Church. In the Gospel of Luke, and its sequel, the Acts of the Apostles, we find the clearest picture of Mary as the model Christian disciple and as the personification of the People of God, both Israel and the Church. Three sections of Luke’s writings portray Mary as the prototype of the Christian disciple and the personification of the People of God: the infancy narratives, the section where Jesus’ mother and brothers come to see him (Luke 8: 19-21), and in the Upper Room (Acts 1:14), awaiting Pentecost. In the Infancy narratives, we have the scenes of the Annunciation, the Visitation, the Nativity, the Presentation, and the Finding of Jesus in the Temple. These contain the richest Mariological content of the Gospel. In the Annunciation, the Angel Gabriel appears to Mary to tell her that she is to become the mother of the long-awaited Messiah. The angel’s first word of greeting, “Hail,” (or “Rejoice”) is already packed with meaning. In the Greek Old Testament, the verb form of this word (to hail) is used about 20 times, each time designating a special saving act on God’s part. The use here signals the reader (already familiar with the Old Testament) that God is about to do something terrific. The actual word “hail” is used in the Old Testament four times, three of which are addressed to the “Daughter of Zion,” the female personification of God’s Chosen People. The meaning is clear: Mary is the Daughter of Zion. She is God’s People Israel. The angel then tells her she is to bear the Messiah, who will inherit the throne of his father David. When Mary questions him, not from lack of faith, but because she is a virgin, Gabriel tells her that the Holy Spirit will overshadow her and so the child will be called the Son of God. The confession of faith that Jesus is son of David according to the flesh and Son of God according to the Spirit is one of the earliest Christian creeds (Romans 1:3). By placing this confession of faith on the angel’s lips, and through Mary’s response, “Be it done to me according to your word,” Mary becomes the first (and thus “prototypical,” or model) Christian disciple. She has heard the Word of God, and has received (and kept) it. The overshadowing by the Holy Spirit implies that Mary is the new Ark of the Covenant, the Holy of Holies, which the Most High overshadows as in the cloud at Mount Sinai and in which he dwells. She is the Temple. Yet response is never once and for all; it must be continual. In each succeeding section of the Infancy narratives, Mary is presented again and again with testimony that God is doing something extraordinary: Elizabeth proclaims, “Blessed is the fruit of your womb;” the shepherds come to do homage; Simeon prophesies that the child will be the “rise and fall of many in Israel;” and when Mary finds Jesus in the Temple, Jesus responds that he must be about his Father’s business. And though she may not fully understand, Mary continually receives the word, and “keeps these things in her heart.” To keep in the heart means to “puzzle over,” to meditate upon. Mary does not simply hear and forget; she continually reflects on these things in her heart, allowing them to sink to the center of her being. The final scene in which Luke gives us a picture of Mary is that of her present in the Upper Room, praying with the apostles and the rest of the disciples, awaiting the descent of the Holy Spirit. Here we have a very nice picture of the model Christian disciple praying with the whole Church; indeed, she is already the spouse of the Holy Spirit, something which the whole Church is about to share. Perhaps this is why after the Holy Spirit comes, Luke does not mention Mary again; her role becomes the role of the Church. Mary, then, is at the hinge of history; indeed, with Jesus, she is the hinge of history. Not only in her own person is she a true disciple, but Luke suggests that she is the symbol and model for all true believers, both of the Old and the New Covenants. Indeed, she symbolizes and personifies the entire People of God, Israel and the Church. When we imitate her, not superficially, but in the depths of our being, when we receive the word of God and keep it in our hearts, putting it into action, we become true disciples. Francis, though not a theologian, seems to embrace this rich theology. Mary is the mother of Jesus and the mother of Christians. In a very special way, she is mother of the Franciscan family. She is the model for Christians, and thus for Franciscans, who are called to be “mother and brother and sister” to Jesus. And she is, in Francis’ own words, “the virgin made church.” Any discussion of devotion to Mary in a Franciscan context would be incomplete without mentioning two very important Franciscan contributions to Marian devotion and theology. The first is the Franciscan Crown. While most Catholics are familiar with the fifteen-decade rosary, often associated with the Dominicans, many are not so familiar with the Franciscan Crown Rosary. The story goes that in 1422, a young man who used to adorn a statue of Mary with a wreath of flowers every day was upset that he was unable to do so now that he had entered the friary. The story says that Mary appeared to him and asked him to give her a crown of flowers in the form of reciting seven decades of Hail Marys in honor of her seven joys: the Annunciation, the visit to Elizabeth, the Nativity, the adoration of the Magi, finding Jesus in the Temple, experiencing the Risen Jesus on Easter, and her Assumption. Soon this devotion spread through the Franciscan family. Later a custom developed of following the seven decades with two Hail Marys in honor of the seventy-two years that legend has it Mary lived on earth, and adding one Our Father and Hail Mary for the intention of the pope. The second Franciscan contribution is to Marian doctrine. For centuries, the question of whether Mary was conceived without Original Sin was bantered about by theologians. The leading theologians of the Church, including Bernard of Clairvaux, Thomas Aquinas and Bonaventure, had resisted this doctrine, fearing that it would mean that Mary had no need of Christ, and thus Christ would not be savior of everyone. It was a Franciscan theologian, John Duns Scotus, who offered this solution: Mary was saved from Original Sin in anticipation of the sacrifice of Christ on the Cross. In other words, Mary did need Christ, though it was applied to her before the actual fact of the Death and Resurrection. Duns Scotus paved the way for the Church to proclaim the dogma of the Immaculate Conception (promulgated by a Secular Franciscan, Blessed Pope Pius IX, in 1850) in such a way that it did not detract from the salvific work of Christ. As should be clear, there is a deep connection of the Franciscan Family to Mary. For the most part, Franciscans simply share in the general devotion to and belief about Mary that all Catholics hold. In a special way, Mary is seen as the protectress of the Family (“She was embraced by Francis with indescribable love and declared the protectress and advocate of his family” [The Rule of the Secular Franciscan Order, article #9]), and a model for Franciscan life. And Franciscans have added to the wealth of Mariological doctrine and devotion through the Franciscan Crown Rosary and the theology of Duns Scotus. Now let us follow the instructions of the Blessed Mother at Cana and “do what he [her Son, Jesus] tells you.” OUR GOSPEL FOUNDATION In order to understand what Peace and Justice means for Secular Franciscans, we must start with Christ - as Francis did. In the Gospel of Matthew (22: 34-40), Jesus gives us the Great Commandment: When the Pharisees heard that he had silenced the Sadducees, they assembled in a body; and one of them, a lawyer, in an attempt to trip him up, asked him, "Teacher, which commandment of the law is the greatest?" Jesus said to him: "You shall love the Lord your God with your whole heart, with your whole soul, and with all your mind. This is the greatest and first commandment. The second is like it; You shall love your neighbor as yourself. On these two commandments the whole law is based, and the prophets as well." We firmly believe that this commandment - to love God and one another as Christ loves us - is the basis from which our call to be peacemakers comes. As the Catholic Bishops of the United States stated in their 1983 pastoral letter The Challenge of Peace: God's Promise and Our Response, "Peacemaking is not an optional commitment. It is a requirement of our faith. We are called to be peace makers, not by some movement of the moment, but by our Lord Jesus" (#333). We are called to love one another as Christ loves us. We are called to be in harmony with one another. Article #5 of the Rule of the Secular Franciscan Order instructs us to "seek to encounter the living and active person of Christ" in all spheres of life. Article #13 of the same Rule challenges Secular Franciscans to "accept all people as a gift of the Lord and an image of Christ." So we see that we all image Christ. We are all in relationship with God and with one another. This realization brings responsibility. St. Francis called all creatures brothers and sisters because he recognized their unity of origin. He saw God in all persons and in all creation. We encounter God in love of our neighbor and we have St. Francis to show us the way. St. Francis announced peace because he truly had peace in his heart. Through conversion, turning to the Lord, he had peace in his heart. And because he was filled with peace through conversion and love, St. Francis became a peacemaker. His inner peace flowed out in witness and service. As his followers, Secular Franciscans also are called to be peacemakers. Because he saw God in all people, Francis became a reconciler. He maintained respect for all his brothers and sisters, not making them "enemies" but trying to move them to nonviolent reconciliation through dialogue. Like St. Francis, Secular Franciscans are called to be reconcilers. As followers of Christ, with St. Francis as guide, Secular Franciscans are called to live the gospel, to seek inner conversion and peace, to bring the gospel message, as brothers and sisters with all people, as reconcilers of injustice, and in harmony with all of God's creation. St. Francis himself established the Third Order for lay people and secular clergy who desired to follow Jesus in a special way, but were obliged to remain "in the world." The "Tertiaries" were to exercise their apostolates in the world as a kind of leaven, as witness to Christ. In nearly 800 years there have been only four Rules of Life approved by various Popes for the Secular Franciscan Order. It is interesting to see how the early Rules specifically address issues of Peace and Justice, and how they differ from the Rule by which Secular Franciscans live today. Rule of 1221 All Candidates had to pay all debts before entering fraternity. Almsgiving and works of mercy were stressed. Fraternity members had to be reconciled with their neighbors and live in harmony with the other members. They could not sue in civil court, but had to bring disagreements to the bishop or fraternity minister to be settled. They were forbidden to take oaths of fealty and could not bear weapons. They were exempt from military service. In terms of lifestyle, the tertiaries were to wear simple clothing and to engage in fasting and prayer. Rule of 1289 Men could now bear arms in defense of church, faith, their country, or with their minister's permission. They could take solemn oaths "to maintain peace", to defend the faith, or when making a contract for sale or purchase. How attitudes had changed in only 68 years! Rule of 1883 The Rule of Life became streamlined and more accessible. Strict lifestyle requirements were lessened, so more people could and would join. Pope Leo XIII wanted the Order to be a means of social reform and as a result, until 1912 in Europe, members of the Franciscan Third Order Secular were very active in social, economic and political projects. In 1912, Pope Pius X in a letter Tertium Franciscalium stressed the Third Order as a religious order. Its primary purpose was the personal sanctification of its members. The focus was on personal spiritual growth and inner peace and so peace and justice activities were de-emphasized. There were other vehicles for social action and ministry (for example, the Catholic Action movement in the United States in the 1930s). Social action was not a role of the Secular Franciscans at this time. This Rule of 1883 was in place up until the Second Vatican Council and is the Rule under which many currently active Secular Franciscans were professed. One sometimes hears it referred to as "the old Rule." Rule of 1978 Then came Vatican II, with its emphasis on the changing role of the laity. All Orders and religious communities were called to return to their roots, to rediscover the spirit of their founders. For Secular Franciscans this meant the roots of Franciscan values and a Franciscan charism. The SFO Rule of 1978 (sometimes called the Pauline Rule in honor of Pope Paul VI who promulgated it) truly reflects the inspiration of the Holy Spirit. It is both inspirational and challenging. The model of sanctity for Secular Franciscans changed. Prayer is still primary, but now Secular Franciscans must learn to balance action and contemplation, to move from "gospel to life and life to the gospel" (article #4). We Secular Franciscans of today must continue to look to St. Francis to show us the way, as he has since 1221. Justice The first place the SFO Rule addresses issues of peace and justice is in article #15, which states: "Let them individually and collectively be in the forefront in promoting justice by the testimony of their human lives and their courageous initiatives. Especially in the field of public life, they should make definite choices in harmony with their faith." As Secular Franciscans we have a slightly different charge than our brothers and sisters of the First and Second Orders and the Third Order Regular. We are in the world. We are given a special vocation - to be leaven, to bring religious values to bear in our daily tasks, through the witness of our lives, and also through our actions. Father Roland Faley, TOR, who was Minister General of the Third Order Regular at the time of the promulgation of the Rule of 1978, wrote: "It is this transformation of society, through personal and collective initiatives, that is central to the lay Franciscan call. One cannot help but note the balance present in the new Rule in stressing the importance of both witness and prophesy - in Article #15 .... testimony ... AND ... courageous initiatives...." We are called by our Rule to show justice ourselves, and to motivate justice in others, including in the public forum of politics, business, economics, etc. Tom Grady, a Franciscan brother, has written that "Justice is another way of living fraternal relationships." Justice sees all creation as one. Franciscans must work for justice because we live in relationship and value all life. When St. Francis and the early brothers left Assisi to live among and minister to lepers, they were performing corporal works of mercy. But they were doing much more. They also made a social statement because of their justice perspective. They saw lepers as brothers and sisters. The townspeople of Assisi saw lepers as outcasts, banished from their town. But the Franciscans saw the lepers as brothers and sisters. Their decision to minister to the lepers was indeed a work of mercy, but it was also a rejection of injustice and an affirmation of equal, fraternal relationships. Secular Franciscans are charged with mirroring this approach. We must see our acts of charity stretched to become actions on behalf of justice. This means we must question the structures that create the injustice. We all must work to empower those who are victimized, oppressed or dehumanized by injustice because we live in fraternal relationship with God and one another. For example, many of us work in soup kitchens. We need to do this; we need to feed the hungry. But we also need to figure out ways to help the hungry move out of their oppression. We need to work to change whatever it is in our society that is causing our brothers and sisters to be so much in need. Peace The second specific place in the Rule that addresses peace and justice is Article #19 which states: "Mindful that they are bearers of peace which must be built up unceasingly, they should seek out ways of unity and fraternal harmony through dialogue, trusting in the presence of the divine seed in everyone and in the transforming power of love and pardon. Messengers of perfect joy in every circumstance, they should strive to bring joy and hope to others." There are many other approaches that could have been taken to resolve the dilemma the townspeople of Gubbio felt when the wolf was attacking their town and eating their chickens. If this were happening in our town today, someone would probably suggest that we shoot the wolf, or that he be locked up, or shipped off to the far north where there are other wolves, in the hope that he would never come back. But it was Francis who was called to deal with the situation in Gubbio. Because he recognized the dignity of the wolf as one of God's creatures and remembered Jesus' words "love one another," Francis saw the need for dialogue, for nonviolence. Francis believed in the transforming power of love and pardon. And it worked. Francis brought reconciliation between the wolf and the townspeople of Gubbio. There are many "wolves of Gubbio" in our world today, many polarized situations - in our personal lives and in our collective lives. It's so easy to create "us vs. them" situations. If we listen to St. Francis, and if we listen to the SFO Rule, we know that we cannot walk away from these situations. We must address them. Secular Franciscans must be reconcilers, (not winners, because when you are a winner, someone else is a loser). Of course it's valid to have disagreements and for people to be on the wrong track. Injustice exists. Evil exists. Sin exists. But for Franciscans, even when confronting sin and evil, the goal must be transformation, through bringing and witnessing God's love. We must not dismiss the "other", or only see them as "the enemy", because whoever they are, they too are children of God. They are our brothers, our sisters, our neighbors - and the Gospel tells us to love them. When through love we are reconcilers, everyone wins. St. Francis always remained mindful of the dignity of "the other", even in confrontation. He didn't see an enemy, only another creature of God who hadn't been converted yet. Franciscan peacemaking flows from this concept. WHAT CAN WE DO? Secular Franciscans are truly gifted with the example of St. Francis and with the SFO Rule. They both tell us strongly that peacemaking begins with prayer, both personal and collective. Fasting is important action. It helps us identify with the poor and hungry. And it is also by emptying ourselves that we give God a chance to work in us. Reading the Gospels will help us gain peace in our hearts and also learn the ways of peace. Specifically as Secular Franciscans, our position in the world gives us opportunities to bring peace and act with justice. Our Rule directs us to do so, in every aspect of our lives, in every situation in which we find ourselves. No one can say what each Secular Franciscan should do to accomplish the work of peace and justice. We are all different, with different gifts and different things that draw us. Each of us must discern what it means to follow Christ in the manner of Francis. Each of us must decide what working for peace and justice means in our own lives. We are not all called to the same action, but we are all called to something. All Franciscans must reflect on injustice. All Franciscans must announce peace. And all Secular Franciscans must bring the Gospel to life and life to the Gospel. In Praise Of All Creation by Charles Spencer, S.F.O. Article #18 of the Rule of the Secular Franciscan Order states: "Moreover they should respect all creatures, animate and inanimate, which 'bear the imprint of the Most High,' and they should strive to move from the temptation of exploiting creation to the Franciscan concept of universal kinship." The Franciscan concept of universal kinship among creatures, animate and inanimate, is one characteristic of our Rule which makes the Franciscan charism different from other Orders in the Church. In fact, so unique is this attribute, the Secular Franciscan Order is the only Order within the Catholic Church that has an article in its Rule of Life which addresses the integrity of creation. In his Canticle of the Creatures, Francis of Assisi praises God for all of God's creatures, the sun, moon, and stars, all weather, fire, air, water and earth, each of whom he calls brother or sister. For Francis, every creature, human and non-human, animate and inanimate, were brothers and sisters, brought into being by the same Father. In this Canticle, Francis praises God "for, because of, in, with and through" all creatures. In other words, for Francis, each creature is a sign and reminder of God's presence. St. Bonaventure speaks of each creature reflecting the Eternal Word of God and bearing the "footprints" of the Trinity. The Canticle of the Creatures (1225) Most High, all-powerful, good Lord, Yours are the praises, the glory, and the honor, and all blessing, To You alone, Most High, do they belong, and no human is worthy to mention Your name. Praised be You, my Lord, with all Your creatures, especially Sir Brother Sun, Who is the day and through whom You give us light. And he is beautiful and radiant with great splendor; and bears a likeness of You, Most High One. Praised be You, my Lord, through Sister Moon and the stars, in heaven You formed them clear and precious and beautiful. Praised be You, my Lord, through Brother Wind, and through the air, cloudy and serene, and every kind of weather, through whom You give sustenance to Your creatures. Praised be You, my Lord, through Sister Water, who is very useful and humble and precious and chaste. Praised be You, my Lord, through Brother Fire, through whom You light the night, and he is beautiful and playful and robust and strong. Praised be You, my Lord, through our Sister Mother Earth, who sustains and governs us, and who produces various fruit with colored flowers and herbs. Praised be You, my Lord, through those who give pardon for Your love, and bear infirmity and tribulation. Blessed are those who endure in peace for by You, Most High, shall they be crowned. Praised be You, my Lord, through our Sister Bodily Death, from whom no one living can escape. Woe to those who die in mortal sin. Blessed are those whom death will find in Your most holy will, for the second death shall do them no harm. Praise and bless my Lord and give Him thanks and serve Him with great humility. (As found in Armstrong, Regis J.; Hellmann, J. A. Wayne; & Short, William, J. (Eds.). (1999). Francis of Assisi: Early Documents I: The Saint, pages 113-114. Hyde Park, NY: New City Press.) Franciscans recognize that all creation flows from God, thus, giving all expressions of life a divine nature. Through this understanding we are called to revere and respect all life, and to recognize all creatures as brothers and sisters as St. Francis did. The power and love of God as expressed through creation was so expressive to St. Francis that in humility he identified himself even with the lowly worm. Upon publicly renouncing his inheritance, then walking out through the gates of Assisi, Francis walked into the hands of God. In living beneath the open sky in poverty, he committed himself to full cooperation and dependence upon the divine order and expression of creation. It was through this pure and constant subjection to God in creation that he came to witness the divine presence permeating all created forms and space between them. Recognizing this presence as central to Franciscan spirituality, we follow in Francis' footsteps by strengthening our perceptions which enable us to interpret the language of creation, thus setting us free and making us rich as God is rich. Through these observations and the broadening of our awareness, the concept of coincidence is replaced with faith in providence: all things fall within God's providential wisdom and love. God is always expressing Himself to those who have eyes to see and ears to hear. In addition to liturgy, sacraments, and prayer life, our relationship with God becomes both strengthened and more intimate through our association with the rest of creation. Thus, we come to understand the value of creation in nourishing our own spiritual needs and development. Also, through our active participation in bearing witness to His glory, we are made more responsive to bear witness to the injustices which undermine the integrity of His creation. In respect to the infinite wisdom and purpose of God, we find it most appropriate not to place any form of life, apart from human life, above another, and simply to accept that what is born out of creation is born out of God. This stance frees us from our own prejudices of "good" and "not good" when looking at God's creation. Although it is easy to favor the insect over the tree, and the sunshine over a storm cloud, it is to more to our advantage to recognize our own poverty, realizing we have no way of knowing the full intent and purpose of God expressed through creation. In this detachment we are made free. As society has become less dependent upon creation as an earth-based economy, and more dependent upon a market economy, we have become largely separated from creation by disassociation. As followers of St. Francis and especially as Secular Franciscans, "we are called to be in the world, though not of the world," rejecting wastefulness and materialism. We are called to be thankful for all that finds its way into our hands, and cognizant of the potential harm it may cause when we carelessly discard it. As Franciscans, we are not only called to witness the glory of God in creation, we are also called to "strive to move from the temptation of exploiting creation to the Franciscan concept of universal kinship" (SFO Rule, article #18). This means that we must come to recognize our tendency to exploit creation in ways that we do not understand. Thus we are called in article #11 of the Rule to "seek a proper spirit of detachment from temporal goods by simplifying [our] own material needs," and to "purify [our] hearts from every tendency and yearning for possession and power." In this we find purpose and identity by walking gently upon the earth as St. Francis did. We are also called as peacemakers to stand up and bear witness to forms of exploitation and desecration, to "individually and collectively be in the forefront in promoting justice by the testimony of [our] human lives and [our] courageous initiatives." In this, we are to "make definite choices in harmony with [our] faith," while "bearing witness" through our decision-making in the home, marketplace, and community (SFO Rule, article #15). Franciscan Spirituality And Work by Pauline Cahalan, S.F.O. © 2001 NAFRA/USA, Order from: Barbo-Carlson Enterprises, P.O. Box 189, Lindsborg, KS 67456 Article #16 of The Rule of the Secular Franciscan Order tells us we need to "esteem work both as a gift and as a sharing in the creation, redemption, and service of the human community." In the Rule of 1223 written for the First Order friars, Saint Francis describes work as a grace and warns the brothers against idleness. As you read this, you can begin to get the idea that to follow this Article one has to be countercultural in much of U.S. society. Many people see work as something one does to have money to keep food on the table, a roof overhead, and to do other things. People may not see their work as a grace or contribution they are making, as stewards of God's world, to its continual functioning. To "esteem work as a gift" is a real stretch for many folks. The last thought on their mind would be, "Thank God it's Monday so I can return to sharing, redeeming, and serving the human community by the use of my talents in whatever job God has provided me at this time." Francis saw work as a grace and gift from God. We must be receptive to the grace and nurture the gift through prayer and openness to the wisdom of the Holy Spirit. Franciscan spirituality is based in Scripture. St. Francis' Rule was promulgated to help all Franciscans, Secular and Religious, live the Gospel. Just as Saint Paul admonished the Christians of Thessalonica (see 2 Thessalonians 3:8-10) that those who refused to work shouldn't eat, so Francis dismissed a brother because he wouldn't work. In the early days of the Franciscan Movement, the Brothers often worked as day laborers. Francis noted that this brother who refused to work always ate more than his share at mealtime. As he dismissed this lazy brother from the Order, Francis said to him, "Go on your way, Brother Fly, because you want to feed on the sweat of your brothers but wish to be idle in the work of God. You are just like Brother Drone who wants to be first to eat the honey without doing the work of the bees" (Celano's The Remembrance of the Desire of a Soul [Second Life of Saint Francis], as found in Armstrong, Hellmann and Short, 2000, page 297). Francis' idea of poverty was to depend totally on God and his own ability to work. Therefore it was part of the fraternal work of the members to work regularly, and beg only when necessary for enough to keep the members fed and to carry out their work with the poor, especially lepers. We are here to do God's work with Christ and Francis as our human role models. You may see some Secular Franciscans wearing the plain Tau cross as a symbol of their profession. Others wear the Tau cross with a hand on each side of the cross. One hand symbolizes Christ's hand, the other symbolizes the hand of St. Francis. Before he died he also received the Stigmata, the wounds of Christ in his own body. This can be a reminder to us that we are Christ's hands in the world now and it is up to us to do his work to make his world function and to bring his presence to others. How do we figure out what God’s plan is? Franciscans do this through prayer and openness to the Holy Spirit working in our fraternities. Both of these can be very hard because we take a risk that God, through the Holy Spirit, will ask us to do work we don’t feel qualified or capable of doing. God will provide the strength if we are willing. People often ask members of the Secular Franciscan Order (SFO) what is the difference between Franciscans and the other secular orders in the Church. The SFO is a (mostly) autonomous Franciscan Order of secular people, living a simple Christian life, following the original charism of St. Francis himself. As such, we live and work with dependence on God and NOT on material things, trusting that God will provide us with whatever we need. The SFO has its own formation and governmental structure, all independent and interdependent with the Religious Franciscan Orders (we call this interdependence “vital reciprocity”). The spirituality of Francis about the role that work and prayer should have in our lives impacts all of us greatly. Francis spent much time in prayer. He would go off for days into seclusion with only one companion to meet his needs. Francis had a special reverence for the Eucharist, praying more and more to be like Christ in all possible ways. He had an Order of Brothers to run. Once Clare committed to his way of life and brought followers, Francis was also a founder to the Poor Clares, writing letters advising and helping Clare discern the Rule to govern their order. All during his life, after his initial conversion experience, Francis would go off to pray to make sure his actions were directed by the Holy Spirit. He could have been like some people today who can’t wait to get into supervisory positions so they can tell others how to do the grassroots work and no longer get their own hands dirty. He could have been but, no, that wasn’t Francis’s management style. He was a hands on, participatory manager. One of his early biographers, Brother Thomas of Celano, wrote, “From the time in which this man gave up transitory things and began to cling to the Lord, he allowed hardly a second of time to be wasted. . . . He thought it a grave offense not to be doing something good, and he considered not going forward going backward” (The Remembrance of the Desire of a Soul [Second Life of Saint Francis], as found in Armstrong, Hellmann and Short, 2000, page 350). When he was not in solitary prayer, he was doing work right along side his other brother Franciscans, all of them making their work their prayer. He worked with and alongside the poor, dressed the wounds of lepers, and begged for alms when necessary just as he expected everyone in the Order to do. What I hope I’m conveying to you is that Francis had a balance to his prayer and work life. He didn’t just pray and he didn’t just work. He prayed to be directed in his work and to become a more perfect person as he carried out the actions he felt the Lord called him to do. WORK, FRATERNITY, AND PERSONAL LIFE Secular Franciscans are not called to be just like Francis. Rather, they follow the original charism of Francis himself along whatever paths they are called, but they are not striving to be clones of Francis. There is only one Francis of Assisi. We are called to be ourselves and to share our spiritual journey in fraternity with brothers and sisters who have chosen this same path. For some of us, being ourselves means we are inspired by the Holy Spirit to pursue the formation process and become professed. Others may not sense they have a call to become professed Secular Franciscans. Those deciding to begin the formation process follow it through at least 18 months of learning and growing, culminating in a permanent profession of the SFO Rule of Life. They recognize that they are on a lifelong journey of formation and growth that will only end when Sister Death visits them. Companions on this journey are sister and brother Franciscans from throughout the world. Of course, the ones with whom these new travelers will most intimately share their lives will be those in their local fraternities. There is no such thing as an “isolated Franciscan.” Francis always had at least one brother with him. When a person walks the Franciscan path, one of the greatest blessings is having brothers and sisters who are on that same path walking beside you, supporting and guiding you. Secular Franciscans come together to be in continual formation at all levels, to learn what is going on in the lives of their sisters and brothers, to pray very specifically for the needs of one another, and to learn how to help everyone grow closer to Christ in the ways of Francis. Active fraternal life is an essential part of the life of every Secular Franciscan. Only each member contributing his/her time and talents to make this happen can foster fraternal life. One aspect of being a Secular Franciscan is being a productive member of the local fraternity, allowing oneself to be nominated for office, volunteering to help with projects or responsibilities that foster fraternal life, and helping with initial and ongoing formation at all stages of this process. As they become more familiar with the structure of the regional and national SFO councils, they can make themselves available to help at those levels too. Active participation in improving the world, seeking equality for voiceless people, volunteering to tutor at the local high school, helping people who have no car to go shopping, helping supervisors above you consider the impact on workers of some major corporate decision, speaking warmly to the cleaning staff and letting them know you appreciate their efforts, volunteering at the local AIDS ministry, etc. (whether at home or away, whether paid or not) is an expectation for all Secular Franciscans. From the beginning of the Franciscan story, bringing Christ to the poor and marginalized of the world has been the work of the Franciscans. Was that an easy thing for these men, some of whom had been wealthy playboys? That’s doubtful. However, they listened to the Holy Spirit and went. Francis certainly stepped outside his comfort zone when, despite previous revulsion at the sight of a leper, he leaped off his horse and kissed the leper in the road. Was his next step to go home and just pray for these societal outcasts? He probably did that, but he also went into their communities being the hands of Christ meeting their needs for care and evangelization to show them they were his sisters and brothers. We are asked, “Do I have to give away all my money?” The answer is “No!” Each of us functions and brings Christ to others in the economic strata we have attained. However, earning more money should not be a primary reason for using your talents unless you are living at a poverty level now. Some questions to ask yourself during the formation process would include the following: “Would I deliberately sabotage a co-worker’s chance to get a promotion so I could get it instead?”; “Is having a managerial position with status something to strive for at my job? If so, why?”; “Do I tithe each year for church and charities?”; “In addition to tithing am I generous to those less fortunate?”; “Could I purchase a less expensive home or car in order to have more free time to spend with my family, help build houses for people with none, donate my time to help at the food bank, etc.?” RESPONSIBILITIES OF THE WORK COMMISSION How does one apply all this to the person in the workplace today? How does a person bring Christ into the workplace when one is working 2-3 jobs, has no benefits, and makes only minimum wage? How does one step out in faith to allow oneself to be nominated for office on the Council of the local fraternity? Each circumstance will be different. That is where the Work Commission of the SFO comes in. We exist at the local, regional, and national levels of the Secular Franciscan Order in the United States. At the national level our responsibility is to help disseminate information about the teachings of St. Francis regarding work and to assist people in discerning how to apply it today. We distribute information regarding the teaching of the Catholic Church about work, finding sources that break this down into words that all can understand. We make sure the local and regional Work Commission Chairs get this information to their brothers and sisters. All levels of formation need ongoing information about how to think about work from a Franciscan perspective. Some of our fraternities are comprised solely of members who are retired. They wonder why they even need information about work. These same people may be very active in doing all kinds of volunteer work, inside and outside their home, often influencing younger people without even knowing it. One of the countercultural ideas that comes from Franciscanism is that as long as people are using their time and talents for the betterment of God’s world in whatever they feel called to do, volunteer work is considered God’s work. That is just one of the messages we try to spread throughout society as we encounter people in our daily lives. Helping people think about esteeming (i.e., respecting and appreciating) work as a gift that contributes their share to the proper functioning of God’s world and making that relevant to their lives today is our main purpose. Have you ever known persons who, no matter what life is handing them, see God in their lives? They know they are supposed to be touching the lives of those encountered during this time; there is a quiet confidence about them. They live a Christ-centered life. Others around them may be talking and doing all kinds of crazy things but this person remains centered on the Lord. Despite ridicule these people know they are on the right track. Others in the workplace begin to notice that this person doesn’t discriminate that this person treats all people and their ideas with respect and dignity. This worker recognizes the contributions of everyone else toward each part of the process that leads toward the whole. Perhaps you have been this Christ-centered person. Perhaps this would be a major change in your perspective and behavior at work. Is this an understanding you could adapt? You’ll never know until you try. You could step out of that comfort zone of the old ways of acting if you haven’t fostered community in your life and put on new ways. As Francis was dying, he said to his followers, “I have done what is mine; may Christ teach you what is yours!” (Celano’s The Remembrance of the Desire of a Soul [Second Life of Saint Francis], as found in Armstrong, Hellmann and Short, 2000, page 386). REFERENCE Armstrong, Regis J.; Hellmann, J. A. Wayne; & Short, William J. (Eds.). (2000). Francis of Assisi: Early Documents II: The Founder. Hyde Park, NY: New City Press. Among the varied Catholic youth groups in the Church are the Franciscan Youth/Young Adult fraternities. They have their own vision for following Jesus Christ and his Gospel, taking as their model and inspiration the life of St. Francis of Assisi and the Rule of the Secular Franciscan Order (see the General Constitutions of the Secular Franciscan Order, articles #96 & 97). In the United States they are known as the Franciscan Youth/Young Adults (FY/YA). Franciscan Youth/Young Adult fraternities are typically sponsored by an established local fraternity of Secular Franciscans. The sponsoring SFO fraternity then becomes responsible for the spiritual formation of the FY/YA fraternity and works closely with it in program development and activities. The call and mission of the Franciscan Youth/Young Adults can find its spiritual likeness in the call and mission of Timothy, an early Christian missionary companion of Saint Paul, Apostle to the Gentiles. It was Paul who guided, encouraged, and gave formation to Timothy, a maturing youth and servant of Jesus Christ (see 1 Timothy 4:12). Secular Franciscans are similarly called to “share their experience of evangelical life with the youth who feel attracted to Saint Francis of Assisi and to seek the means of adequately presenting it to them” (SFO General Constitutions, article #96.1). To help the FY/YA in its development, the National Fraternity of the SFO in the United States established a commission to assist local Secular Franciscan fraternities in promoting FY/YA. The mission of the National Secular Franciscan Youth/Young Adult Commission is “to bring the Gospel of Our Lord Jesus Christ to the Youth of America [and] to inspire, motivate and assist the fostering and development of young Franciscan groups at Regional and Local Fraternity levels” (Commission’s Mission Statement). One of the Commission’s goals is “to show the connection between the Gospel of Jesus Christ and the life of St. Francis in the reality of every day living” (Goal #3). Jesus demonstrated great love for youth. He raised from the dead the daughter of Jairus (see Matthew 9:18-26). He took pity on a father’s son who was possessed by a demon and cast the demon out (see Matthew 17:14-18). Youth and young adults want a closer relationship with God, His Son, and the Holy Spirit. They are idealistic. One way they learn is by “catching” spiritual integrity from the people they observe. They yearn for heroes who excite, inspire, and motivate them. They have a keen eye for noticing fairness, honesty, justice, faithfulness and commitment, especially in their peers, parents, teachers, and other professionals. They also look at church “goers” critically in order to justify their own inclination toward non-attendance. In Young Adult Ministry Resources -- Young Adults and the Church, published in 1988 by the National Conference of Catholic Bishops, the statement is made that “Many young adults participate only at the fringes of the Church, while many others are completely on the outside. The task of bringing youth/young adults and the Church together for dialogue and meaningful ministry is an urgent one.” Signs of hope are mentioned in Part I of Renewing the Vision: A Framework for Catholic Youth Ministry which states: “One of the most hopeful signs over the past decades in the Catholic Church in the United States has been the renewal of ministry with adolescents . . . encouraging leaders in local communities to create a variety of ways to reach their goals. There was no longer one way to minister to adolescents” (1997, pages 3-4). In 1995 the Presidency of the International Council of the Secular Franciscan Order approved documents for leaders and animators of Franciscan Youth entitled The Franciscan Youth: A Franciscan Vocational Journey. The documents leave space for “adaptations” by all nations for situations including socio-cultural, economic, religious, etc. The guidelines and suggestions are a help in animating Franciscan Youth and Young Adults. The documents answer such questions as: Franciscan Youth--Who are we? We are Franciscan Youth. We are young. We feel attracted by St. Francis of Assisi. We try to share the experience of Christian life in Fraternity. We deepen our vocation within the context of the Secular Franciscan Order. We have our own specific organization. We are present in many countries. The Franciscan Youth/Young Adult fraternity differs from other groups of young Franciscans and parish youth groups in that: It accepts the Rule of the SFO as a document of inspiration. Its personal and formal commitment is taken before God and the fraternity to live out its inspiration. It belongs to the Franciscan Family as an integral part of the Secular Franciscan Order. It is accompanied and animated by Secular Franciscans. It has its own organizational structure and specific method of formation in a vocational journey which can lead to ongoing conversion and the Secular Franciscan Order. One Franciscan Youth Fraternity learns to live the inspiration of the Rule of the SFO through a shorter form of the Rule composed by a Franciscan First Order friar. It states in part: We proclaim this gospel life by promoting justice, by esteeming work as a grace, by building a Christian family, by respecting creation, and by bearing peace and harmony. --Benet Fonck, O.F.M. Our Holy Father Pope John Paul II has spoken and written much about youth during his pontificate. In his statement for the 1995 World Day of Prayer for Vocations he wrote: This is what is needed: a Church for young people, which will know how to speak to their heart and enkindle, comfort, and inspire enthusiasm in it with the joy of the Gospel and the strength of the Eucharist; a Church which will know how to invite and to welcome the person who seeks a purpose for which to commit his whole existence; a Church which is not afraid to require much, after having given much; which does not fear asking from young people the effort of a noble and authentic adventure, such as that of following of the Gospel. The National Secular Franciscan Youth/Young Adult Commission provides various resources to fraternities in helping them establish FY/YA fraternities. The manual A Guide for Franciscan Youth and Young Adult Ministry has valuable helps for leaders and animators in the areas of Community Building; Social and Group Building Activities; Works of Charity; Retreats; Special Observances; Lesson Planning; Resource Materials; and References. Youth and young adults require a balance of activities to keep them challenged and committed to the Franciscan way of life. The FY/YA fraternity, with the help of the sponsoring SFO Fraternity, “is formed by those young people who feel called by the Holy Spirit to share the experience of the Christian life in fraternity, in the light of the message of Saint Francis of Assisi, deepening their own vocation within the context of the Secular Franciscan Order” (SFO General Constitutions, article #96.2). Youth and young adults focused on the Gospel of Jesus, the teachings of the Church, and the Franciscan Charism, as are the FY/YA, reap the feelings of belonging and purpose. They have the Secular Franciscans, animators, and Spiritual Assistants, to support and guide them; they become an enrichment to themselves, the Church, and the whole Franciscan Family. Since 1997 SFO National Youth/Young Adult Commission members and several FY/YA have been represented at two World Youth Days. The millions of Catholic young people attending these gatherings are a testimony to the Spirit's action in them. Dreams and hopes for a better world filled with peace and justice, love and hope, are reinforced for building up the Body of Christ and bringing forth the Kingdom of God. With the holy examples of Francis and Clare and the entire Franciscan Family down through the centuries to imitate, the Franciscan Youth/Young Adults will never be at a loss for ways to change the world for the better through committed gospel living as followers of the Little Poor Man of Assisi. REFERENCES Fonck, Benet A. Rule of Life. (1992). Padua Franciscan High School, Secular Franciscan Youth Group. A Franciscan Vocational Journey. (1995). Rome, Italy: Presidency of the International Council of the Secular Franciscan Order. Published in Letter From Rome to the Assistants of the Secular Franciscan Order. (1996, Issue #3). General Constitutions of the Secular Franciscan Order. (2001). National Fraternity of The Secular Franciscan Order-U.S.A. (Can be ordered from Franciscan Resources). A Guide for Franciscan Youth and Young Adult Ministry. (1997). Prepared by the National Secular Franciscan Youth and Young Adult Commission of the Secular Franciscan Order. Lindsborg, KS: Barbo-Carlson Enterprises. The New American Bible. (1970). St. Joseph Edition. New York: Catholic Book Publishing Co. Pope John Paul II. (1995). World Day of Prayer for Vocations. Washington, DC: United States Conference of Catholic Bishops. Renewing the Vision: A Framework for Catholic Youth Ministry. (1998). Washington, DC: United States Conference of Catholic Bishops. The Rule of the Secular Franciscan Order. (1997). Lindsborg, KS: Barbo-Carlson Enterprises. Young Adult Ministry Resources. (1988). 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Introduction to spatial data and QGIS Learning objectives - understand what is meant by ‘GIS’ - become familiar with the different types of spatial data - learn how to install QGIS and become familiar with its layout - be able to change the size and colour of points and polygons within QGIS - produce a simple map of entomological data within QGIS Length: 1 day Updated: September 2018 Creative Commons Attribution license Introduction to week 1 The purpose of this course is to enable you to produce maps of your own vector control programme data, and demonstrate how these maps can be used to assist in disease vector control. The learning objectives are: - To be able to produce a map of disease vector surveillance data using the software QGIS - To understand the data flow from field to paper to computer to map - To be able to produce a map of your own disease vector data - To understand the terminology associated with spatial data and mapping - To be able to interpret maps to guide vector control activities - To develop an enthusiasm to apply mapping approaches in your own work Day 1 - 4 Use example datasets Day 1 Introduction to spatial data and QGIS Day 2 From paper forms to QGIS Day 3 Generating spatial data Day 4 Manipulating spatial data Day 5 Produce maps of your own data This course is predominantly practical to provide you with exposure to the QGIS software, and the general processes involved in producing maps of disease vector-related data. We will be delivering some material using a lecture format, however this manual contains all that is presented during these short lectures, in addition to providing you with a step-by-step guide of the practical exercises you will be completing. During the last day you will work with your own data where possible, and focus on generating maps that are specific to your own region. This will be self-guided, however the instructors will be available to assist you. If you have any concerns about using your own data, please contact one of the instructors as early in the week as possible. We hope you enjoy the course! Introduction to GIS A Geographical Information System (GIS) is a computer-based system for capturing, storing, visualising and analysing data that is associated with a geographical location on the Earth’s surface. During this course you will be using GIS software to display maps of vector control programme data, which can then be examined and analysed to identify spatial patterns in disease risk. These patterns of risk can then be used to make the best possible decisions for where and how to do vector control. Coordinate systems are used to assign a location on the Earth’s surface to the data of interest. The most common geographic coordinate system that we will be using throughout this course is longitude and latitude (Figure 1.1). Lines of longitude run east and west of the prime meridian, which runs through Greenwich England, whereas lines of latitude run north and south of the equator. Both longitude and latitude are measured in degrees. At the equator a single degree represents a distance of approximately 111km. Longitude values range from -180° to +180°, with locations to the right (west) of the prime meridian having positive values, and location to the left (east) of the prime meridian having negative values. Latitude values range from -90° to 90°, with locations above (north) of the equator having positive values, and locations below (south) of the equator having negative values. You may sometimes find that instead of using positive and negative signs, the longitude coordinate are followed by or E and W representing east and west, and the latitude coordinate is followed by a N or S representing north and south. For example, 20° W is equivalent to -20° longitude, and 45°S is equivalent to -45° latitude. Coordinates of a location can be calculated using a Global Positioning System (GPS) which is a satellite-based navigation system. We will learn more about GPS on Day 3. There are a number of ways of representing longitude and latitude in degrees, with the most common being decimal degrees (xx.xxxxxx), degrees, minutes and seconds (xx° xx’ xx’’) and degrees decimal minutes (xx° xx.xxxx’). The following example shows the same location in these three formats: \| Decimal degrees \| e.g. 21.75555 \| \|-----------------\|---------------\| \| Degrees, minutes, seconds \| e.g. 21° 45’ 20’’ \| \| Degrees, decimal minutes \| e.g. 21° 45.333’ \| In this course we will primarily be using decimal degrees, and we will learn more about different types of coordinate systems on Day 3. Figure 1.1: The lines on the globe represent longitude (lines that run north to south) and latitude (lines that run east to west). On a simple plot of coordinates, the x-axis displays the longitude values and the y-axis displays latitude values. In this course we will be using QGIS, an open-source GIS software that is freely available to download from www.qgis.com. For this course, we will be using version 2.18.1 (Las Palmas) released in October 2016. QGIS is maintained by volunteers, and has a vast online community and support network which can be easily accessed if and when QGIS assistance is needed (https://www.qgis.org/en/site/forusers/support.html). There are a vast number of optional additional features that can be added to QGIS using ‘plugins’. These are usually written by QGIS developers, and can be added into the software manually, with a few clicks after you have installed QGIS on your computer. We will be demonstrating a few plugins during this course. Categories of spatial data There are two categories of spatial data, namely vector data and raster data. The differences between these two types are described below. However, please note that throughout this course we will be using the word ‘vector’ to mean different things depending on the context. If you work in a disease control programme or public health you are likely to be most familiar with it in terms of diseases vectors and vector control activities – mosquitoes that carry and transmit malaria or Zika for example. Vector is also used in maths and navigation, as something which conveys direction and size. In GIS, vector data are data that represent locations in geographical space in the form of points, lines and polygons. Vector data Vector data are data that represent locations in geographical space in the form of points, lines and polygons. A shapefile is a common way of storing vector (point, line, polygon) data. Points: Single points in geographical space. For example, point data may represent the exact location of different houses included in an entomological survey or general points of interest, or the points may represent larger geographical areas such the centre of a community. Lines: Lines in geographical space. For example, line data may represent physical features such as rivers or roads, or routes travelled such as the route taken by a spraying truck, or the route walked by an individual. A single line can be stored as one object, or it may be split into smaller segments. Polygons: Polygons are closed shapes within geographical space. For example, a polygon may represent a physical feature such as a pond, lake or park, or an administrative boundary such as a region or district. You can also create custom polygons relevant to your project such as survey blocks. Vector (point, line, polygon) data are commonly stored as a shapefile. A shapefile, somewhat confusingly, actually consists of multiple files with the same initial name and different extensions after the ‘.’ (e.g. a.shp, a.shx & a.dxf). These files contain different elements of the data, including the locations, plus variables (known as attributes) associated with each. All of the individual files which make up the shapefile must be saved in the same folder on your computer. Minimally, a shapefile consists of three files. These three files end in .shp, .shx, and .dbf. There may be other files that comprise your shapefile, with common optional extra files having the extensions .prj, .cpg, and .qpj. For example, in the training material distributed during this course, the shapefile for the locations of the surveyed houses (point data) is a set of six individual files named Example_houses_July with extensions .cpg, .dbf, .prj, .qpj, .qpj, .shp, .shx. You don’t need to know what is in each file to be able to use them. Raster data Raster data represent something that is geographically continuous. The data are stored as a continuous grid of cells (or pixels), and each cell is assigned a value (single band raster), or possibly multiple values (multiband raster). The dimensions of the cell vary depending on the data that you are using, and is referred to as the ‘spatial resolution’ of the raster data. For example, we will be looking at gridded population estimate data that has a spatial resolution of 100m, meaning that each cell is 100m by 100m, and the value associated with the cell represents the estimated number of people living in the area covered by the cell. Raster data are frequently used to represent information measured by remote sensing (usually satellites). For example, the images used by Google in their mapping products such as Google Earth are obtained from satellites. Sensors on satellites can also be used to derive other physical and environmental measures such as elevation, vegetation, land use, plus climate measure such as temperature and rainfall. Data from numerical models can also be represented by a raster. For example, heat maps are often used to represent disease transmission risk. Raster data can be stored in the form of an image file with associated geographical information. For example, the population data we’re using in the exercises consists of two files, namely the TIFF image file (.tif) plus an additional file with the same file name within which the geographical information is stored (.tif.aux). Course datasets We will be providing you with datasets relevant to disease vector surveillance in order to demonstrate how to use QGIS. These datasets are listed in Table 1 below. These data can be found in the files on your pen drive. \| Folder \| Subfolder \| File Name(s) \| Description \| \|-----------------\|-----------\|---------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Entomology data \| \| household_containers.xlsx \| An Excel file containing two sheets representing larvae/pupae survey data for July and September \| \| \| \| presence_aegypti_albopictus.csv \| A CSV file containing all published locations where Aedes aegypti and Ae. albopictus have been found, as published in https://elifesciences.org/content/4/e08347 \| \| Spatial data \| Lines \| roads.shp and accompanying files \| Shapefiles containing road data for Mexico city obtained from OpenStreetMap \| \| \| Points \| houses_july.shp and accompanying files \| Shapefiles containing locations of households in example larvae/pupae survey, plus accompanying household-level data \| \| \| \| populated_places.shp \| Shapefile containing locations of populated places globally, as obtained from http://www.naturalearthdata.com \| \| \| Polygons \| COL_adm0.shp and accompanying files \| Shapefile containing the outline of Colombia, as obtained from www.gadm.org \| \| \| \| COL_adm1.shp and accompanying files \| Shapefile containing the outlines of the departments of Colombia, as obtained from www.gadm.org \| \| \| \| COL_adm2.shp and accompanying files \| Shapefile containing the outlines of the municipalities of Colombia, as obtained from www.gadm.org \| \| \| \| block.shp and accompanying files \| Shapefile containing the locations of surveyed blocks in example larvae/pupae survey, plus accompanying block-level survey data \| \| MEX_adm0.shp and accompanying files \| Shapefile containing the outline of Mexico, as obtained from www.gadm.org \| \|-------------------------------------\|--------------------------------------------------------------------------\| \| MEX_adm1.shp and accompanying files \| Shapefile containing the outlines of the states of Mexico, as obtained from www.gadm.org \| \| MEX_adm2.shp and accompanying files \| Shapefile containing the outlines of the municipalities of Mexico, as obtained from www.gadm.org \| \| ne_50m_admin_0_countries.shp and accompanying files \| Shapefile containing the outlines of all of the countries of the world as obtained from http://www.naturalearthdata.com/ \| File structure We have provided a folder called QGIS Training within this there are 4 main folders, Data, My Work, Software and Training Materials. Within the Training Materials folder there is one folder for each day of the training. The ‘My Work’ folder is empty and is a place for you to save files that you create yourself during the training. It is important to pay attention to the file structure used throughout this course. QGIS does not store data within the software, but rather ‘points to’ the location where the file is stored on your computer. If, after creating a QGIS project (file extension .qgs), you later move these files to a different location you need to update this information within QGIS, or else the project will not display the data properly. Within this course we will be storing all spatial data within the folder ‘Spatial data’, and vector data will be stored according to the type of vector data i.e. subfolders ‘Lines’, ‘Points’, ‘Polygons’, whereas raster data will be stored in the ‘Raster’ subfolder. The non-spatial data for this course can be found in the file ‘entomology’, as they pertain to Excel and CSV files on mosquitoes, the disease vector in our example. Example data The data provided for use in the first part of this course are fictitious data that have been generated solely for demonstration purposes. The example is based principally around entomological data, with the addition of some epidemiological data on a vector-borne disease. We will introduce the data now to give context to the first maps we will look at and return to it later to look in more detail at data flow and manipulation. Household entomological survey The details of data collection forms tend to vary between control programs, unless they form part of a more widely coordinated effort and have been standardized or issued for a specific common purpose. The variables or kinds of variables required and general format of forms however, are often similar. For our example, we are imagining that an entomological survey of households has taken place, at a total of 500 houses (10 houses in each of 50 blocks), at different time points (July and September), to monitor numbers of immature Aedes aegypti. Sometimes survey teams will enter data directly in the field, using a tablet or smartphone application, but often data is collected in hard-copy paper format. The data entry form below (Figure 1.2) is an example of what might be used to collect the raw data for the “household_survey_jul_sep.xlsx” dataset. Demonstration data entry form \| Aedes aegypti Surveillance: Larvae and Pupae Survey \| \|-----------------------------------------------------\| \| Name: \| Date: \| Municipality \| \| Unique ID \| GPS Coordinates \| Containers \| \| Block ID \| Household ID \| Longitude \| Latitude \| Tanks \| Tyres \| Plants \| Others <10 litres \| \| Number \| No. Positive \| Number \| No. Positive \| Number \| No. Positive \| Figure 1.2: An example of a data entry form used to collect data for monitoring immature Aedes aegypti. Forms will often start with information that will be used to follow the progress of fieldwork, such as the name of the person collecting the data in the field. This need not be entered into a database unless it will be used in an electronic format for activity monitoring or quality checks for example. Next in the example form, we have a row of information which is applicable to the whole form i.e. the survey date and the broader location details. Below this, there are a series of rows, each representing one household. There is space for an intermediate level of location information – a Block identifier, which can be used to group the information later, as well as a column for household identification, and columns for the GPS coordinates of the household. The columns that follow represent a series of different containers to be checked for immature forms of Aedes aegypti mosquitoes. For each, the number of that type of container present are to be recorded, as well as the number that are positive – that is, the number with larvae or pupae present. Lists of example data variables We will be using the survey data both in its original granular form, at household level, and summarised by block. The variables that will be considered at each level are summarised below. Household-level variables Household-level variables can be found in the Excel spreadsheet “household_survey_jul_sep.xlsx”. Most variables you will recognise as coming from the entomological survey, collected using the form as described above. Further fictitious data on disease case numbers on Zika virus disease have been added to the datasets to demonstrate the possibility and power of integrated data. Sometimes entomological surveys will be combined with prevalence surveys or other data collection. Programme managers may also have access to case numbers and their provenance, as well as entomological data. Where data has a common identifier of location the information can be displayed together on a map, which can be useful for situation analysis. You will see this household-level case data displayed in the day 1 example map that we will be looking at. A shortened name for each variable has also been listed in the below table; we will come back to this later. \| Variable name – Used in Excel spreadsheet \| Short name – to be used in csv files \| Description \| \|------------------------------------------\|-------------------------------------\|-------------\| \| Block ID \| blockid \| Block ID, ranging from 1-50 \| \| Household ID \| houseid \| House ID within each block, ranging from 1-10 \| \| Unique ID \| uniqueid \| Unique household ID in the format BxxHxx \| \| Number of tanks \| num_tanks \| Number of tanks found at the house \| \| Number of positive tanks \| pos_tanks \| Number of tanks at the house where larvae/pupae were found \| \| Number of tyres \| num_tyres \| Number of tyres found at the house \| \| Number of positive tyres \| pos_tyres \| Number of tyres at the house where larvae/pupae were found \| \| Number of others <10 litres \| num_other \| Number of other containers of less than ten litre capacity \| \| Variable Description \| Variable Name \| Description \| \|-----------------------------------------------------------\|---------------\|-----------------------------------------------------------------------------\| \| Number of positive others <10 litres \| pos_other \| Number of other containers of less than ten litre capacity where larvae/pupae were found \| \| Total number of containers \| tot_contai \| Total number of containers recorded at the house (variable to be calculated) \| \| Total number of positive containers \| tot_pos_co \| Total number of larvae/pupae positive containers found at the house (variable to be calculated) \| \| Larvae and/or pupae present \| present \| Indicator of larvae/pupae present (1=present, 0=absent) (variable to be calculated) \| \| Date \| date \| Date of collection in DD/MM/YYYY format \| \| Municipality \| municipali \| Municipality in which the household is situated \| \| Cases \| cases \| Number of laboratory-confirmed Zika virus disease cases reported amongst those people residing in the surveyed house \| Block-level variables It is often useful to summarize data for reporting or to have an overview of the situation. In our example we want to look at block level indicators. We will be showing you how to derive this data from household-level data in Day 2. \| Variable name – Used in Excel spreadsheet Pivot Table \| Short name – used in csv files \| Description \| \|------------------------------------------------------\|-------------------------------\|-------------\| \| Block ID \| blockid \| Block ID, ranging from 1-50 \| \| Count of Household ID \| num_houses \| The total number of houses surveyed in each block \| \| Sum of Total number of containers \| num_contai \| The total number of containers in each block \| \| Sum of Total number of positive containers \| num_pos_co \| The total number of larvae/pupae positive containers in each block \| \| Sum of Number of houses with larvae/pupae present \| num_pos_ho \| The total number of houses in the block with larvae/pupae present \| \| House index (HI): percentage of houses infested with larvae and/or pupae \| hi \| Household index = number of positive houses[num_pos_ho]/total number of houses[num_houses] \| \| Container index (CI): percentage of water-holding containers infested with larvae or pupae \| ci \| Container index = number of positive containers[num_pos_co]/number of containers[num_contai] \| \| Breteau index (BI): number of positive containers per 100 houses inspected. \| bi \| Breteau index = 100Number of positive containers[num_pos_co]/Number of houses[num_houses] \| Install QGIS The QGIS software is freely available to download from the internet. To save time, we have provided you with copies of the installation files on your USBs in the folder “software”. There are three QGIS installation files provided. The file ending in “.dmg” is for installation on a Macintosh. The two ending in “.exe” are for PCs, one ends in “…x86.exe” and the other in “…x86_64.exe”. Which you choose will depend on whether the processor of your computer is “32-bit” or “64-bit”. If you are not sure which your computer has, you can verify this by clicking on the Windows icon in the bottom left-hand corner of your screen and searching for “system” to bring up the system information window, or looking for it manually within in Settings/System/About. The system information screen will appear something like this: Once you have confirmed which file you require, the steps for installation are detailed below. Windows* To install QGIS, → double-click on one of the installation files provided in the USB in the folder “Software”. Select: QGIS-OSGeo4W-2.18.1-1-Setup-x86_64.exe if your PC is 64-bits. OSGeo4W-2.18.1-1-Setup-x86.exe if your PC is 32-bits. (See above guidance on how to check your PC system information) After accepting the first question window you should get a window like this: → Click ‘I agree’ → Click 'Next' accepting the destination folder → Click 'Install' QGIS can take many minutes to install after this step. → click 'Finish'. If you don't have access to the folders we have provided you can download the installation files from http://www.qgis.org/en/site/forusers/download.html, or search on google for "qgis download" to find. The download page currently looks like below: Macintosh To install on Mac OS X follow the instructions from here: http://drjill.net/install-qgis-on-a-mac-in-8-steps/ The instructions are in English, ask us and we can help you follow the 8 steps. It requires a single download from here: http://www.kyngchaos.com/software/qgis. We have included the Mac installation file on the USB drive (software\QGIS-2.18.2-1.dmg). Exploring QGIS → Goto the folder 'training/day1' → double click on the day1.qgs file. (or if you have QGIS open already you can select Project, Open and find Day1.qgs). QGIS may take a while to start, during which time it will display this window: When the QGIS project opens it should look something like this: Here the different areas of the QGIS User Interface are labelled: If you pause the cursor ('hover') over buttons in the toolbars a little message will appear telling you what that button does e.g. as seen for 'Zoom In': Try 'hovering' over some of the buttons yourself. The hover message disappears after a while. QGIS is a powerful piece of software and initially we will only need to use and understand a small part of it. We can turn off some components to focus on the basics to start with. → Right click in Panels or Tool bars to be able to turn options on and off. → Uncheck most options just to leave the 4 shown below (Layers Panel, Attributes Toolbar, Help Toolbar, Map Navigation Toolbar) Data are displayed in the map as 'layers' that appear in the Layers Panel on the left. We will be using the Layers Panel a lot. The checkboxes to the left of each layer name within the Layers Panel allow you to change what is displayed in the map view. → Experiment with unchecking boxes and see how features no longer appear in the map view. Checking the box again makes them come back (they have not been deleted they are just not shown when they are unchecked). The order of layers in the Layer Panel determines how they appear in the map view. The layers at the top are displayed last and those at the bottom are displayed first. Thus it is like the higher up layers are painted on top of the lower layers. This can mean that some layers get hidden by others. Later we will see that layers can be made partially transparent to allow them to be seen underneath others. You can change the order of layers by clicking and dragging them within the Layers Panel. → In the Layers Panel Left click, hold and drag the blocks layer so that it is on top of the points layer This is a little tricky, you need to let go of the mouse button in a certain place and if you don’t the layer will not move. Try experimenting. There are many ways to change the position and size of the area that is shown within the map view. → use zoom buttons from the toolbar → zoom in and out with the mouse wheel → left click and drag to move the map When you have a layer selected you can use the 'Zoom to layer' button to set the map view to show the whole of that layer: → Left click a layer in the Layers Panel on the left → Left click ‘Zoom to layer’ in the toolbar at the top to show the whole of that layer There are many ways to find out information about the map. One way is to use the 'Identify features' button to bring up information about map features stored in the currently selected layer: - Left click the blocks layer in the Layers Panel to select it - Left click the ‘Identify Features’ button in the toolbar - Left click in one of the blue polygons on the map to select it This should bring up an information panel on the right where you should be able to see e.g. the number of houses ('Num_houses') within each block. Try selecting the 'Example_houses' layer and use the identify button to find out information about individual houses (the red circles). This information about the layers is stored in 'Attribute tables' which are like spreadsheet tables. Attribute Tables are very useful, to view one: - Right click on a layer in Layers Panel - select 'Open Attribute Table' The attribute table for the blocks layer should look like below. Each row stores data about one feature in this example, a feature is a block hence there is one row per block. Have a look at the columns and values. \| BlockID \| Num_houses \| Num_contai \| Num_pos_co \| Num_pos_ho \| HI \| CI \| BI \| \|---------\|------------\|------------\|------------\|------------\|------\|------\|------\| \| 1 \| 10 \| 48 \| 23 \| 10 \| 100 \| 51.11111111000... \| 230 \| \| 2 \| 10 \| 42 \| 13 \| 8 \| 80 \| 30.95238094999... \| 130 \| \| 3 \| 10 \| 49 \| 21 \| 8 \| 80 \| 42.85714286000... \| 210 \| \| 4 \| 10 \| 44 \| 18 \| 9 \| 90 \| 40.9090909091000... \| 180 \| \| 5 \| 10 \| 37 \| 13 \| 7 \| 70 \| 35.13513514000... \| 130 \| \| 6 \| 10 \| 44 \| 19 \| 10 \| 100 \| 43.18181818000... \| 190 \| \| 7 \| 10 \| 37 \| 16 \| 7 \| 70 \| 43.24324323999... \| 160 \| \| 8 \| 10 \| 40 \| 23 \| 10 \| 100 \| 57.50000000000... \| 230 \| \| 9 \| 10 \| 45 \| 19 \| 8 \| 80 \| 42.22222221999... \| 190 \| \| 10 \| 10 \| 41 \| 5 \| 4 \| 40 \| 12.19512195000... \| 50 \| \| 11 \| 10 \| 35 \| 5 \| 3 \| 30 \| 14.28571429000... \| 50 \| \| 12 \| 10 \| 41 \| 8 \| 5 \| 50 \| 19.51219512000... \| 90 \| \| 13 \| 10 \| 36 \| 5 \| 4 \| 40 \| 13.66688889000... \| 50 \| \| 14 \| 10 \| 38 \| 15 \| 7 \| 70 \| 39.47368421000... \| 150 \| \| 15 \| 10 \| 31 \| 9 \| 7 \| 70 \| 29.03225806000... \| 90 \| \| 16 \| 10 \| 46 \| 17 \| 7 \| 70 \| 36.95652173999... \| 170 \| The column names give some indication to the data that are held in them. For the blocks data here is a brief summary of the columns: - blockID: a unique identifier for each block - num_houses: number of houses within the block - num_contai: number of containers - num_pos_co: number of positive containers (positive=containing larvae or pupae) - num_pos_ho: number of positive houses - HI: House Index, percentage of positive houses - CI: Container Index, percentage of positive houses - BI: Breteau Index, number of positive containers per 100 houses → Close the attribute table by clicking the x in the top right corner. → Open the attribute table for the houses (points) layer. Remember right click on the layer name in the Layer Panel then select 'Open Attribute Table'. The houses data has more columns and you can use the lower scroll bar to view the columns to the right. In this table there is one row for each point (house). Look at the columns names and refer to section 1.3.1 to see what data they hold. → To find out other information stored about a layer, right click on the layer and select 'Properties'. This brings up the Layer properties window, it allows you to view, and later change, lots of information about each layer. → For now just have a look at what is stored by clicking options on the left. We will come back to Layer properties later. Adding basemaps to QGIS We can add basemaps to our map but first we need to install a 'plugin' to do this. Plugins are optional features and functions created by the developers of QGIS, and other members of the GIS community. You only need to install a particular plugin once it will then be available for you to use in future QGIS sessions without having to repeat this process each time. → Left click on Plugins in the menu bar → Select ‘Manage and install plugins’ That should bring up this window: → Type open into the search box → Left click on ‘OpenLayers Plugin’. Once we have the OpenLayers plugin installed, we can use it from 'Web' in the Menu bar: → Click on web in the menu bar → select OpenStreetMap, OpenStreetMap This should bring up a map of streets. Q. Can you think why we can no longer see the data that we had before? Can you think of a way of viewing our data on top of the street map? A. The 'OpenStreetMap' layer was added to the top of the layers list. Try clicking and dragging the layer to below the houses and blocks. You should then be able to see our data on top of the street map. QGIS Symbology Symbology determines how data are displayed on the map. For example, the current symbology we are using results in the locations of cases being presented on the map by a red circle, such that the size of the circle represents the number of cases identified. Symbology can be modified using Layer properties which we looked at earlier. Symbology options are different for point, line, polygon and raster data. We will start by looking at point data. → Right click the houses layer to bring up the Properties window. → Select the Style option on the left. There are lots of Style options and we don’t need to understand them all at first. Currently the house layer is set to present the variable ‘cases’ using the ‘Graduated’ style option, as seen at the top of the Style screen. The graduated option enables the size of the points to be determined by the values in one of the columns of the Attribute table, which initially is cases. Usually, we use increasing point sizes to represent increasing values. → in the ‘Column’ choice box choose ‘Num_people’ to change the column that sets the appearance of the points → click Apply or OK at the bottom of the window Changing Column to num_people means that the size of the points is now determined by the number of people in each house and the map will look different. We can also have points of a constant size: → change from the current ‘Graduated’ option at the top to ‘Single Symbol’ → click Apply or OK at the bottom of the window Now the map should like the below with both the point symbols and legend changed: We can also use the color of points rather than their size to represent attribute data. → Right click on the houses layer again to bring up the Properties, Style window → Set the top option to ‘Categorized’ We can use categorized because the number of cases in a house is one of a category (i.e. 0,1,2,3,4) rather than being a continuous value between 0 & 4. → Set ‘Column’ to ‘Cases’ → Change Color ramp to Greens. → Click ‘Classify’ and OK to make the changes. The ‘Classify’ button calculates which colours to use for which points. You will see later that it is important to click this after making a change otherwise some points can end up with no colour. Now the map should appear as below with the points coloured dark green for high numbers of cases and light for lower numbers. Similar options can be set for the blocks (polygon) layer. You can also control how the legend appears for each layer and we will come back to this later. You can control the Style of raster (gridded) data too. We have raster data of estimated human population for Mexico city in the layer 'mexico_city_pop_per_hectare2015'. Select this layer in the layers panel and zoom out to see it. This layer is derived from data downloaded from the WorldPop project at: http://www.worldpop.org.uk/data/files/index.php?dataset=MEX-POP&action=group → In the layers panel: uncheck the OpenStreetMap layer → click checkbox for MexicoCity_pop_2015 → zoom out on the map (either using mouse wheel or the zoom-out button) → In the layers panel Right click on MexicoCity_pop_2015, select Properties → select Style on the left → Change ‘Color’ to Purples and press OK. Now the map should look like this: We will learn more about manipulating raster data in Day 4. QGIS labels Labels allow us to put text on the map associated with points, lines or polygons. → in the layers panel uncheck the population raster layer → zoom back to the extent of the blocks layer (right click, zoom to layer) → right click on the blocks layer and select Properties. → Select 'Labels' on the left → AT the top change from ‘No labels’ to ‘Show labels for this layer’ → Set 'Label with' to 'blockID' and press OK at the bottom. The blockID column in the Attribute table is used to label the blocks: Now you have had a brief introduction to adding data to QGIS and changing how it is represented. We don’t expect you to know everything and don’t worry there will still be things that you don’t understand. There are still parts of QGIS that we don’t understand! However you now should know enough to start creating and modifying your own maps. Have a go at the Exercise below. Exercise 1.1 Categorise household level data according to whether or not any pupae or larvae were found in at least one container. Use the graduated colour ramp to colour the blocks according to Breteau Index. When you have finished save your project in your my_work folder, call it day1_myname. (Project, Save as, browse in your USB training_QGIS/my_work/projects_QGIS, type in a file name). QGIS Print composer Print composer, as the name suggests, is the feature used to prepare and edit a map ready for printing or export in a format more suited to sharing (for example as an image or PDF). Scale bars, legends and north arrows should be added to your map to give it context and allow the information it displays to be more easily interpreted. Adjustments can be made to the size and position of each component until the desired layout is achieved. To begin, you will need a map open to work with. For the purpose of this example, use the map created in the preceding exercise or load OpenStreetMaps as a base layer (ref section…). There are various ways to open the print composer, via the menu bar (Project, New Print Composer), using the regular shortcut keys for printing (Ctrl+P), or by clicking on the new print composer shortcut symbol on the toolbar. When you open new print composer QGIS will automatically ask you to name your file. Type the title of your map in the pop up box that appears, for example “Print Example”, and click on “OK”. A new print composer window will then open that looks as follows below. This is your blank canvas to which you will add your map and any other required items, such as a scale and legend. It is also possible to include other elements in your layout like text, images and symbols if required. Note that the print composer window has its own menu options and tool bars, as well as multiple windows within for formatting and other functions. Basic navigation of the canvas is very similar to the layout of the QGIS project layout, with zoom control shortcuts in the tool bars or by simple scrolling of the mouse wheel, and further tools to select different elements or pan across. Hover the cursor over the different buttons to see what they do. Adding a map to the print composer This is the ‘Add map’ button. It is available in your tool bar on the left hand side or can be found via the menu under ‘Layout’. If you move your mouse into the print composer canvas, you will see your cursor as the following symbol. To add your map, hold down the left button of your mouse and drag a rectangle shape on your print canvas. When you release the mouse button your map will be displayed in the rectangle you have created. Moving and resizing your map You can change the size and position of your added map using the “Select/Move Item” button. This will be the default mode after adding your map, but can also be found as an option in your tool bar, via the menu under “Layout”, or using the shortcut key “V”. To change the position of your map on the page, use your left mouse button to drag and drop your map rectangle. Left-click on your map and hold down the mouse button as you use your mouse to move the map to the desired place on the canvas; release the button when the map is in position. To make your map smaller or larger, move the cursor of your mouse to the corner of your map, when it changes from a single-headed to a double headed arrow ( ) hold down your left mouse button and move your mouse to make the rectangle of your map smaller or larger. When you are happy with the size, release your mouse button. It is also possible to change the position of your map within its box. With this tool selected, you can drag and drop your map to reposition what is visible, or zoom in and out using your mouse scroller. Note that by holding down the Ctrl button when you scroll allows you to zoom by smaller increments. This tool is for zooming in and out on your whole print composer canvas. You can use the scroll of your mouse, or drag a rectangle to select the area you wish to zoom in on. Adding a scale bar This is the icon in the toolbar for adding a scale bar to your print canvas. It can also be found in the menu under “Layout”. To add a scale bar, simply click on the icon to select it, then click somewhere in your print canvas and a scale will appear. The scale bar can be moved by dragging and dropping, as with the map. Use the “Select/Move item” tool and your mouse (clicking and holding the left mouse button). Notice guidelines will appear automatically to help you align the item with other objects on the canvas, such as the map. To further edit the scale bar, the “item properties” tab should be used. This can be found in a panel on the right hand side of your screen. If it has been closed or hidden, the menu can be used to reopen it; go to “View”, “Panels”, then tick “Item properties”. Within item properties for the scale bar, there are various subsections available for the customisation of your scale. Note that under “Main properties” there is an option “Map” where you can choose which map the scale bar is attached to (should you have more than one map present), and the option “Style” is also featured, which offers a drop down selection of available scale styles. It is also possible to select which units will feature on your scale bar. Remember that the scale bar should provide useful information and context for the person reading your map, make sure you choose appropriately. Should the units be in meters, kilometres, nautical miles, feet, miles? Select the option that makes most sense for your map. Adding a legend A legend can provide important information to the map user on how to interpret the information presented. To add a legend to your map in the print composer, choose the “add new legend” icon from the toolbar, or find the “add legend” option under “Layout” in the menu bar. Left-clicking on this option and then clicking within the print canvas will provide you with the legend for your given map. Editing a legend Your legend should be meaningful to all those who might read your map. Make sure that the labels used are informative and will make sense to others. Units should be displayed where appropriate. Numbers should be formatted correctly. To do all this, the legend can be edited within the “item properties” panel. If you have just added the legend, this item will by default be selected in your canvas. If for whatever reason it is not, use the select/move item tool and click on the legend in the print canvas to select it. The item properties panel will show options for the selected feature only. The legend panel in item properties offers various options for modification of your legend (see figure). Click on the triangles to expand each of the categories and reveal the various editing options they contain. Expanding the “Legend items” category for example will reveal a list of layers and an editing toolbar. The items listed in this panel in the print composer reflect the layers in your main QGIS map canvas. Changes made in the map canvas can be updated in the print composer by clicking on the “update all” button, or set to update automatically by ticking the “auto update” check box. Alternatively, adjustments can be made within this panel in the print composer. The order of legend items can be changed using the up and down arrow buttons, or by dragging and dropping within the list itself. Layers can be added or removed using the plus and minus buttons. The text of each item can be edited using the button with a pencil and paper, or by directly double-clicking on the text in question. Use this to make sure your labels are meaningful. For example, what are displayed are your layer names, which by default are the names of those files. This may mean something to you, but may not be clear to others. It will also not reflect any manipulation you have made to how the information is displayed – what do your graduated colours represent? Are there units for the categories chosen? Changing the labels of your legend is a simple but effective way of making your map more informative. The text of the legend title can be edited within “Main properties”, “Title”. Saving and exporting your map When you are happy with your map and its layout in the print composer, save your project using the icon in the toolbar, the option in the menu under “composer”, or the shortcut key “Ctrl”+”S”. If you have a printer installed and connected to your computer, you can simply print your map directly by using the print icon in the toolbar, or in the menu under “Composer”, or the shortcut key “Ctrl”+”P”. Alternatively, you can export your map as an image (PNG, BMP, TIF, JPEG), or as a PDF. These export options will open a “Save composition as” window, where you will be able to select your desired file type, a destination folder, and give it a name. Exercise 1.2 Produce a map of the categorised points and graduated colour blocks from Exercise 1.1 Below is an example of some of the things that it is possible to include. 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MARIE SKLODOWSKA CURIE opened up the science of radioactivity. She is best known as the discoverer of the radioactive elements polonium and radium and as the first person to win two Nobel prizes. For scientists and the public, her radium was a key to a basic change in our understanding of matter and energy. Her work not only influenced the development of fundamental science but also ushered in a new era in medical research and treatment. This file contains most of the text of the Web exhibit “Marie Curie and the Science of Radioactivity” at http://www.aip.org/history/curie/contents.htm. You must visit the Web exhibit to explore hyperlinks within the exhibit and to other exhibits. Material in this document is copyright © American Institute of Physics and Naomi Pasachoff and is based on the book Marie Curie and the Science of Radioactivity by Naomi Pasachoff, Oxford University Press, copyright © 1996 by Naomi Pasachoff. Site created 2000, revised May 2005 \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| Polish Girlhood (1867-1891) \| 3 \| \| Nation and Family \| 3 \| \| The Floating University \| 6 \| \| The Governess \| 6 \| \| The Periodic Table of Elements \| 10 \| \| Dmitri Ivanovich Mendeleev (1834-1907) \| 10 \| \| Elements and Their Properties \| 10 \| \| Classifying the Elements \| 12 \| \| A Student in Paris (1891-1897) \| 13 \| \| Years of Study \| 13 \| \| Love and Marriage \| 15 \| \| Working Wife and Mother \| 18 \| \| Work and Family \| 20 \| \| Pierre Curie (1859-1906) \| 21 \| \| Radioactivity: The Unstable Nucleus and its Uses \| 23 \| \| Uses of Radioactivity \| 25 \| \| Radium and Radioactivity \| 26 \| \| On a New, Strongly Radio-active Substance Contained in Pitchblende \| 31 \| \| Research Breakthroughs (1897-1904) \| 33 \| \| X-rays and Uranium Rays \| 33 \| \| The Discovery of Polonium and Radium \| 35 \| \| Founding the Radium Industry \| 39 \| \| New Responsibilities and Concerns \| 41 \| \| Marie Curie and Her Legend \| 43 \| \| Recognition and Disappointment (1903-1905) \| 45 \| \| Honors from Abroad \| 45 \| \| The Nobel Prize and Its Aftermath \| 47 \| \| Tragedy and Adjustment (1906-1910) \| 51 \| \| A Fatal Accident \| 51 \| \| Life Goes On \| 54 \| \| Scandal and Recovery (1910-1913) \| 57 \| \| The Academy Debacle \| 57 \| \| The Langevin Affair \| 58 \| \| Illness and Rebirth \| 59 \| \| War Duty (1914-1919) \| 62 \| \| Radiology at the Front \| 62 \| \| A Military Radiotherapy Service \| 65 \| \| The Radium Institute (1919-1934) \| 67 \| \| The Marie Curie Radium Campaign \| 67 \| \| A World Center for the Study of Radioactivity \| 69 \| \| Physical Decline \| 71 \| \| Jean-Frédéric Joliot (1900-1958) and Irène Curie (1897-1956) \| 73 \| \| A Second Generation of Curies \| 73 \| \| The End of the Curie Hold on French Science \| 76 \| \| Exhibit Credits \| 78 \| PRISONER IN CHAINS. That is what Poland seemed like to Maria Sklodowska. Manya, as she was affectionately called, learned to be a Polish patriot from her parents, Bronisława and Vladislav Sklodowski. At the time of Maria's birth in Warsaw on November 7, 1867, Poland had not been an independent country for most of a century. It had been divided up among Austria, Prussia, and czarist Russia. Warsaw was in the part of Poland controlled by the czar, who hoped to stamp out Polish nationalism by keeping the people ignorant of their culture and language. But Polish patriots were determined to regain control of their nation. As educators, Maria's parents did their best to overcome restrictions placed on them by their Russian supervisors. Czar Alexander II preferred to wear a military uniform. When the Czar was assassinated by revolutionary students in 1881, Manya and her best friend Kazia celebrated by dancing around the desks in their classroom. Polish Schools under Russian Rule Europe in the late 19th Century. “Poland” including Warsaw, where the Sklodowski’s lived, was a province of Russia. Other parts of the nation had been taken over by Prussia and Austria. Warsaw was then under Russian domination, and one of the worst aspects of this control was the oppression exerted on the school and the child. The private schools directed by Poles were closely watched by the police and overburdened with the necessity of teaching the Russian language even to children so young that they could scarcely speak their native Polish. Nevertheless, since the teachers were nearly all of Polish nationality, they endeavored in every possible way to mitigate the difficulties resulting from the national persecution. These schools, however, could not legally give diplomas, which were obtainable only in the schools of the government. These schools, entirely Russian, were directly opposed to the Polish national spirit. All instruction was given in Russian, by Russian professors, who, being hostile to the Polish nation, treated their pupils as enemies. Men of moral and intellectual distinction could scarcely agree to teach in schools where an alien attitude was forced upon them. So what the pupils were taught was of questionable value, and the moral atmosphere was altogether unbearable. Constantly held in suspicion and spied upon, the children knew that a single conversation in Polish, or an imprudent word, might seriously harm, not only themselves, but also their families. Amidst these hostilities, they lost all the joy of life, and precocious feelings of distrust and indignation weighed upon their childhood. On the other side, this abnormal situation resulted in exciting the patriotic feeling of Polish youths to the highest degree. —from Autobiographical Notes pp. 158-159. The birth of Manya, her fifth child, led her mother to resign her position as head of a school, where the family had resided until then. They moved to a boys' high school, where Vladislav taught math and physics and earned a good salary. Eventually, however, the Russian supervisor in charge of the school fired him for his pro-Polish sentiments. “Constantly held in suspicion and spied upon, the children knew that a single conversation in Polish, or an imprudent word, might seriously harm, not only themselves, but also their families.” --Marie Curie The five Sklodowski children. From left to right: Zosia died of typhus; Hela became an educator; Maria, twice a Nobel laureate; and Józef and Bronya, physicians. “We all had much facility for intellectual work,” said Marie. (photo ACJC) AS HER FATHER WAS FORCED into a series of progressively lower academic posts, the family's economic situation deteriorated. To help make ends meet they had to take in student boarders. Maria was only eight when her oldest sister caught typhus from a boarder and died. That death was followed less than three years later by the death of Madame Sklodowska, who lost a five-year battle with tuberculosis at the age of 42. The surviving family members--Professor Sklodowski; his son Joseph; and his daughters Bronya, Hela, and Maria--drew closer to one another. Although Sklodowski would never forgive himself for losing the family savings in a bad investment, the children honored him for nurturing them emotionally and intellectually. On Saturday nights he read classics of literature to Maria and her siblings. He also exposed them to the scientific apparatus he had once used in teaching physics but now kept at home, since the Russian authorities had eliminated laboratory instruction from the Polish curriculum. Marie was ten years old when her mother died in May 1878. As an adult Marie remembered it as "the first great sorrow of my life," which "threw me into a profound depression." (photo ACJC) "I easily learned mathematics and physics, as far as these sciences were taken in consideration in the school. I found in this ready help from my father, who loved science....Unhappily, he had no laboratory and could not perform experiments." Manya was the star pupil in her class. Her personal losses did not impede her academic success, but the pleasure of being awarded a gold medal at her high school graduation in 1883 was blunted because it meant shaking the hand of the grandmaster of education in Russian Poland. After graduating at 15, Manya suffered a collapse that doctors thought was due to fatigue or "nervous" problems -- today it might be diagnosed as depression. At her father's urging Manya spent a year with cousins in the country. A merry round of dances and other festivities, it would be the only carefree year of her life. Manya's secondary school diploma. She later recalled "always having held first rank in my class." (photo ACJC) Maria hoped, like her siblings, to get an advanced degree. Although Joseph was able to enroll in the medical school at the University of Warsaw, women were not welcome there. Maria and Bronya joined other friends in attending the Floating University. This illegal night school got its name from the fact that its classes met in changing locations, the better to evade the watchful eyes of the czarist authorities. Its students' lofty goal went beyond mere self-improvement. They hoped their grassroots educational movement would raise the likelihood of eventual Polish liberation. This fly-by-night education could not match the curriculum at any of the major European universities that admitted women. Although Maria understood this fact, at the Floating University she did get a taste of progressive thought and an introduction to new developments in the sciences. Cossacks parading in Warsaw after Russia crushed a nationalist rising in 1863. "It was one of those groups of Polish youths who believed that the hope of their country lay in a great effort to develop the intellectual and moral strength of the nation.... we agreed among ourselves to give evening courses, each one teaching what he knew best." --Marie Curie The close relationship between Manya and her sister Bronya, shown here in 1886, continued throughout their lives. (Photo ACJC) Maria and Bronya made a pact: the younger sister, still not 17, would work as a private tutor, setting aside money to pay Bronya's tuition at medical school in Paris and her living expenses there. As soon as Bronya could, she would help subsidize Maria's education. After two years of teaching various subjects to children from wealthy families, Maria realized she was not saving money efficiently enough. For the next three years she worked as a well-paid governess. Leaving Home at 15 "I was only fifteen when I finished my high-school studies, always having held first rank in my class. The fatigue of growth and study compelled me to take almost a year's rest in the country. I then returned to my father in Warsaw, hoping to teach in the free schools. But family circumstances obliged me to change my decision. My father, now aged and tired, needed rest; his fortune was very modest. So I resolved to accept a position as governess for several children. Thus, when scarcely seventeen, I left my father's house to begin an independent life. That going away remains one of the most vivid memories of my youth. My heart was heavy as I climbed into the railway car. It was to carry me for several hours, away from those I loved. And after the railway journey I must drive for five hours longer. What experience was awaiting me? So I questioned as I sat close to the car window looking out across the wide plains." —from Autobiographical Notes p. 163. Her charges were the children of an agriculturist who ran a beet-sugar factory in a village 150 kilometers north of Warsaw. Maria felt a kinship with her employer when he permitted her in her spare time to teach the illiterate children of his peasant laborers. He encouraged his older daughter to assist Maria, even though he knew the czarist authorities equated such activity with treason. "Even this innocent work presented danger," Maria recalled, as all initiative of this kind was forbidden by the government and might bring imprisonment or deportation to Siberia. When their governess fell in love with their oldest son, however, her employers were none too pleased. As fond as they were of Maria, they did not welcome the knowledge that their beloved Kazmierz, on vacation from his agricultural engineering course in Warsaw, wanted to marry the penniless girl. Although the couple bowed to his parents' wishes and broke off the engagement, their romantic involvement continued for several years more. As difficult as it was to stay under the same roof as a family that clearly did not welcome her as one of their own, Maria remained in their employ because she took her pact with Bronya seriously. Marie's continuing romantic interest in Kazmierz Zorawski, whom she met while serving as governess to his younger siblings, helped hold her back from joining Bronya in Paris. (Photo ACJC) "If [men] don't want to marry impecunious young girls, let them go to the devil! Nobody is asking them anything. But why do they offend by troubling the peace of an innocent creature?" —letter of Marie Curie to her cousin Henrietta Michalowska, April 4, 1887 To fill her lonely hours she began a course of self-study. Unsure at first where her academic interests lay, she read sociological studies and works of literature along with physics and chemistry textbooks. By mail she also took the equivalent of an advanced math course with her father. When it became clear that math and the physical sciences were her forte, she took chemistry lessons from a chemist in the beet-sugar factory. After returning to Warsaw in 1889, Maria worked as a live-in governess for another year before resuming life with her father and work as a private tutor. During her absence Sklodowski had become director of a reform school, and the new position paid well enough for him to send a monthly subsidy to Bronya in Paris. By arrangement with Bronya, he began to set aside a portion of that subsidy to compensate Maria for the sums she had been sending her sister. Eventually it became clear that by fall 1891, Maria would have enough money to begin studies at the University of Paris--the famous Sorbonne. Professor Sklowdowski in Warsaw in 1890, with his daughters Maria (extreme left), Hela, (far right), and Bronya, who was on a visit home from medical studies in Paris. (Photo ACJC) Secret Studies In Warsaw "I continued my efforts to educate myself. This was no easy task under the Russian government of Warsaw; yet I found more opportunities than in the country. To my great joy, I was able, for the first time in my life, to find access to a laboratory: a small municipal physical laboratory directed by one of my cousins. I found little time to work there, except in the evenings and on Sundays, and was generally left to myself. I tried out various experiments described in treatises on physics and chemistry, and the results were sometimes unexpected. At times I would be encouraged by a little unhoped-for success, at others I would be in the deepest despair because of accidents and failures resulting from my inexperience. But on the whole, though I was taught that the way of progress is neither swift nor easy, this first trial confirmed in me the taste for experimental research in the fields of physics and chemistry. Other means of instruction came to me through my being one of an enthusiastic group of young men and women of Warsaw, who united in a common desire to study, and whose activities were at the same time social and patriotic. It was one of those groups of Polish youths who believed that the hope of their country lay in a great effort to develop the intellectual and moral strength of the nation, and that such an effort would lead to a better national situation. The nearest purpose was to work at one's own instruction and to provide means of instruction for workmen and peasants. In accordance with this program we agreed among ourselves to give evening courses, each one teaching what he knew best. There is no need to say that this was a secret organization, which made everything extremely difficult. There were in our group very devoted young people who, as I still believe today, could do truly useful work. I have a bright remembrance of the sympathetic intellectual and social companionship which I enjoyed at that time. Truly the means of action were poor and the results obtained could not be considerable; yet I still believe that the ideas which inspired us then are the only way to real social progress. You cannot hope to build a better world without improving the individuals. To that end each of us must work for his own improvement, and at the same time share a general responsibility for all humanity, our particular duty being to aid those to whom we think we can be most useful. —from Autobiographical Notes pp. 167-168. “During these years of isolated work, trying little by little to find my real preferences, I finally turned towards mathematics and physics, and resolutely undertook a serious preparation for future work.” MARIA STILL LACKED real laboratory experience, and she hoped to gain some before her departure. This was no easy task, given the czarist ban on such work. The ingenuity of her cousin Joseph Boguski helped her achieve her illicit goal. A former assistant of Russian chemist Dmitri Mendeleev, Boguski ran the so-called Museum of Industry and Agriculture, which was actually a laboratory aimed at training Polish scientists. One of Boguski’s colleagues there gave Maria an intensive chemistry course on Sundays and evenings. More often than not, however, she struggled through experiments on her own, often failing to duplicate the expected results. Finally, in autumn 1891, Maria Sklodowska set out for Paris. Traveling as economically as possible, she carried not only enough food and reading for the trip but also a folding chair and a blanket: fourth-class travelers through Germany were not provided with seating. “So it was in November, 1891,” she recalled, “at the age of 24, that I was able to realize the dream that had been constantly in my mind for several years.” WHO ORGANIZED THE ALPHABET? We will never be able to attribute to a single individual the development of the basic building blocks of writing. Yet we do know the name of the man who devised the method of classifying the basic building blocks of matter. Dmitri Ivanovich Mendeleev was born in Siberia in 1834. When Mendeleev became a professor of general chemistry at the University of St. Petersburg, he was unable to find an appropriate textbook and thus began writing his own. That textbook, written between 1868 and 1870, would provide a framework for modern chemical and physical theory. Mendeleev first trained as a teacher in the Pedagogic Institute of St. Petersburg before earning an advanced degree in chemistry in 1856. Mendeleev's periodic table—notice the gaps. After Marie Curie's discovery of radium in 1898, Mendeleev altered the table in his textbook, noting the atomic weight of the new element (called Rd here—the modern symbol is Ra). ELEMENTS AND THEIR PROPERTIES COMBINATIONS OF 26 LETTERS make up every word in the English language. Similarly, all material things in the world are composed of different combinations of about 100 different elements. An element is a... substance that cannot be broken down into simpler substances through ordinary chemistry—it is not destroyed by acids, for example, nor changed by electricity, light, or heat. Although philosophers in the ancient world had a rudimentary concept of elements, they were incorrect in identifying water, for example, as one. Today it is common knowledge that water is a compound, whose smallest unit is a molecule. Passing electricity through a molecule of water can separate it into two atoms of hydrogen and one atom of oxygen, each a separate element. The ancient concept of elements jibed with today's in noting that elements had characteristic properties. Just as people not only look different from each other but also interact differently with others, so elements have both physical and chemical properties. Some elements form shiny solids, for example, that react readily and sometimes violently with oxygen and water. The atoms of other elements form gases that scarcely interact with other elements. Scientists had identified over 60 elements by Mendeleev's time. (Today over 110 elements are known.) In Mendeleev's day the atom was considered the most basic particle of matter. The building blocks of atoms (electrons, protons, and neutrons) were discovered only later. What Mendeleev and chemists of his time could determine, however, was the atomic weight of each element: how heavy its atoms were in comparison to an atom of hydrogen, the lightest element. "I began to look about and write down the elements with their atomic weights and typical properties, analogous elements and like atomic weights on separate cards, and this soon convinced me that the properties of elements are in periodic dependence upon their atomic weights." --Mendeleev, Principles of Chemistry, 1905, Vol. II A modern periodic table. AN OVERALL UNDERSTANDING of how the elements are related to each other and why they exhibit their particular chemical and physical properties was slow in coming. Between 1868 and 1870, in the process of writing his book, The Principles of Chemistry, Mendeleev created a table or chart that listed the known elements according to increasing order of atomic weights. When he organized the table into horizontal rows, a pattern became apparent--but only if he left blanks in the table. If he did so, elements with similar chemical properties appeared at regular intervals--periodically--in vertical columns on the table. Mendeleev was bold enough to suggest that new elements not yet discovered would be found to fill the blank places. He even went so far as to predict the properties of the missing elements. Although many scientists greeted Mendeleev's first table with skepticism, its predictive value soon became clear. The discovery of gallium in 1875, of scandium in 1879, and of germanium in 1886 supported the idea underlying Mendeleev's table. Each of the new elements displayed properties that accorded with those Mendeleev had predicted, based on his realization that elements in the same column have similar chemical properties. The three new elements were respectively discovered by a French, a Scandinavian, and a German scientist, each of whom named the element in honor of his country or region. (Gallia is Latin for France.) Discovery of a new element had become a matter of national pride--the rare kind of science that people could read about in newspapers, and that even politicians would mention. Claiming a new element now meant not only identifying its unique chemical properties, but finding the atom's atomic weight so the element could be fitted into the right slot in the periodic table. For radioactive atoms that was a tough challenge. At first these atoms were isolated only in microscopic quantities. The straightforward way to identify them was not by their chemical properties at all, but by their radiations. Until the radioactive atoms could be sorted out with traditional chemistry, some scientists were reluctant to call them new elements. WHAT MADE THE TABLE PERIODIC? The value of the table gradually became clear, but not its meaning. Scientists soon recognized that the table's arrangement of elements in order of atomic weight was problematic. The atomic weight of the gas argon, which does not react readily with other elements, would place it in the same group as the chemically very active solids lithium and sodium. In 1913 British physicist Henry Moseley confirmed earlier suggestions that an element's chemical properties are only roughly related to its atomic weight (now known to be roughly equal to the number of protons plus neutrons in the nucleus). What really matters is the element's atomic number--the number of electrons its atom carries, which Moseley could measure with X-rays. Ever since, elements have been arranged on the periodic table according to their atomic numbers. The structure of the table reflects the particular arrangement of the electrons in each type of atom. Only with the development of quantum mechanics in the 1920s did scientists work out how the electrons arrange themselves to give the element its properties. ANYA BECAME MARIE when she enrolled at the Sorbonne in fall 1891. At first she lived in the home of her sister, Bronya had married another Polish patriot, Casimir Dluski, whom she had met in medical school. The Dluskis' home, however, was an hour's commute by horse-drawn bus from the university, and Marie resented the lost time, not to mention the money wasted on carfare. In addition, remaining with the Dluskis meant participating regularly in the active Polish exile community in Paris. Marie's father warned her that doing so might jeopardize her career prospects at home or even the lives of relatives there. Thus after a few months Marie moved to the Latin Quarter, the artists' and students' neighborhood close to the university. Her living arrangements were basic. Stories from these years tell how she kept herself warm during the winter months by wearing every piece of clothing she owned, and how she fainted from hunger because she was too absorbed in study to eat. But even if Bronya had to come to her aid from time to time, living alone enabled Marie to focus seriously on her studies. "...my situation was not exceptional; it was the familiar experience of many of the Polish students whom I knew...." A Poor Student In Paris "It would be impossible to tell of all the good these years brought to me. Undistracted by any outside occupation, I was entirely absorbed in the joy of learning and understanding. Yet, all the while, my living conditions were far from easy, my own funds being small and my family not having the means to aid me as they would have liked to do. However, my situation was not exceptional; it was the familiar experience of many of the Polish students whom I knew. The room I lived in was in a garret, very cold in winter, for it was insufficiently heated by a small stove which often lacked coal. During a particularly rigorous winter, it was not unusual for the water to freeze in the basin in the night; to be able to sleep I was obliged to pile all my clothes on the bedcovers. In the same room I prepared my meals with the aid of an alcohol lamp and a few kitchen utensils. These meals were often reduced to bread with a cup of chocolate, eggs or fruit. I had no help in housekeeping and I myself carried the little coal I used up the six flights. This life, painful from certain points of view, had, for all that, a real charm for me. It gave me a very precious sense of liberty and independence. Unknown in Paris, I was lost in the great city, but the feeling of living there alone, taking care of myself without any aid, did not at all depress me. If sometimes I felt lonesome, my usual state of mind was one of calm and great moral satisfaction. All my mind was centered on my studies, which, especially at the beginning, were difficult. In fact, I was insufficiently prepared to follow the physical science course at the Sorbonne, for, despite all my efforts, I had not succeeded in acquiring in Poland a preparation as complete as that of the French students following the same course. So I was obliged to supply this deficiency, especially in mathematics. I divided my time between courses, experimental work, and study in the library. In the evening I worked in my room, sometimes very late into the night. All that I saw and learned that was new delighted me. It was like a new world opened to me, the world of science, which I was at last permitted to know in all liberty." —from Autobiographical Notes, pp. 170-171. He had a lot of catching up to do. Marie realized quickly that her fears of being insufficiently prepared were accurate. Neither her math and science background nor her proficiency in technical French equaled that of her fellow students. Refusing to lose heart, she determined to overcome these shortcomings. through diligent work. The diligence paid off. Marie finished first in her master's degree physics course in the summer of 1893 and second in math the following year. Lack of money had stood in the way of her undertaking the math degree, but senior French scientists recognized her abilities and pulled some strings. She was awarded a scholarship earmarked for an outstanding Polish student. Before completing the math degree she was also commissioned by the Society for the Encouragement of National Industry to do a study, relating magnetic properties of different steels to their chemical composition. She needed to find a lab where she could do the work. Love and Marriage THE SEARCH FOR LAB SPACE led to a fateful introduction. In the spring of 1894, Marie Sklodowska mentioned her need for a lab to a Polish physicist of her acquaintance. It occurred to him that his colleague Pierre Curie might be able to assist her. Curie, who had done pioneering research on magnetism, was laboratory chief at the Municipal School of Industrial Physics and Chemistry in Paris. Unaware of how inadequate Pierre's own lab facilities were, the professor suggested that perhaps Pierre could find room there for Marie to work. The meeting between Curie and Sklodowska would change not only their individual lives but also the course of science. Another Polish student in Paris drew this portrait of Marie in 1892, after she had been enrolled at the Sorbonne for some months. Although at first she spent some time with other Polish students to help overcome homesickness, she soon had to devote all her time to her studies. (Photo ACJC) "I noticed the grave and gentle expression of his face, as well as a certain abandon in his attitude, suggesting the dreamer absorbed in his reflections." Marie would eventually find rudimentary lab space at the Municipal School. Meanwhile her relationship with Curie was growing from mutual respect to love. Her senior by about a decade, Pierre had all but given up on love after the death of a close woman companion some 15 years earlier. The women he had met since had shown no interest in science, his life's passion. In Marie, however, he found an equal with a comparable devotion to science. POLAND STILL BECKONED HER BACK. After her success in her math exam in the summer of 1894, Marie returned there for a vacation, uncertain whether she would return to France. Pierre's heartfelt letters helped convince her to pursue her doctorate in Paris. --- Meeting Pierre Curie "I met Pierre Curie for the first time in the spring of the year 1894.... A Polish physicist whom I knew, and who was a great admirer of Pierre Curie, one day invited us together to spend the evening with himself and his wife. As I entered the room, Pierre Curie was standing in the recess of a French window opening on a balcony. He seemed to me very young, though he was at that time thirty-five years old. I was struck by the open expression of his face and by the slight suggestion of detachment in his whole attitude. His speech, rather slow and deliberate, his simplicity, and his smile, at once grave and youthful, inspired confidence. We began a conversation which soon became friendly. It first concerned certain scientific matters about which I was very glad to be able to ask his opinion. Then we discussed certain social and humanitarian subjects which interested us both. There was, between his conceptions and mine, despite the difference between our native countries, a surprising kinship, no doubt attributable to a certain likeness in the moral atmosphere in which we were both raised by our families. We met again at the Physics Society and in the laboratory. Then he asked if he might call upon me.... Pierre Curie came to see me, and showed a simple and sincere sympathy with my student life. Soon he caught the habit of speaking to me of his dream of an existence consecrated entirely to scientific research, and he asked me to share that life. It was not, however, easy for me to make such a decision, for it meant separation from my country and my family, and the renouncement of certain social projects that were dear to me. Having grown up in an atmosphere of patriotism kept alive by the oppression of Poland, I wished, like many other young people of my country, to contribute my effort toward the conservation of our national spirit.... During the year 1894 Pierre Curie wrote me letters that seem to me admirable in their form. No one of them was very long, for he had the habit of concise expression, but all were written in a spirit of..." sincerity and with an evident anxiety to make the one he desired as a companion know him as he was.... It is appropriate to quote here a few lines which express how he looked on the possibility of our marriage: "We have promised each other (is it not true?) to have, the one for the other, at least a great affection. Provided that you do not change your mind! For there are no promises which hold; these are things that do not admit of compulsion. "It would, nevertheless, be a beautiful thing in which I hardly dare believe, to pass through life together hypnotized in our dreams: your dream for your country; our dream for humanity; our dream for science. Of all these dreams, I believe the last, alone, is legitimate. I mean to say by this that we are powerless to change the social order. Even if this were not true we should not know what to do.... From the point of view of science, on the contrary, we can pretend to accomplish something. The territory here is more solid and obvious, and however small it is, it is truly in our possession." One can understand, from this letter, that for Pierre Curie there was only one way of looking at the future. He had dedicated his life to his dream of science: he felt the need of a companion who could live his dream with him —from Pierre Curie pp. 72-77. --- "Our work drew us closer and closer, until we were both convinced that neither of us could find a better life companion." Marie was determined not only to get her own doctorate but to see to it that Pierre received one as well. Although Pierre had done important scientific research in more than one field over the past 15 years, he had never completed a doctorate (in France the process consumed even more time than it did in the U.S. or U.K.). Marie insisted now that he write up his research on magnetism. In March 1895 he was awarded the degree. At the Municipal School Pierre was promoted to a professorship. The honor and the higher salary were offset by increased teaching duties without any improvement in lab space. Gabriel Lippmann, Marie Curie's thesis advisor, did early studies in a field in which Pierre Curie and his brother were pioneers: electrical effects in crystals. A pillar of the French tradition of patronage, Lippmann let Marie use his laboratory for her thesis work and helped her find other sources of support. In a simple civil ceremony in July 1895, they became husband and wife. Neither wanted a religious service. Marie had lost her faith when her devout Roman Catholic mother died young, and Pierre was the son of non-practicing Protestants. Nor did they exchange rings. Instead of a bridal gown Marie wore a dark blue outfit, which for years after was a serviceable lab garment. The Curies' honeymoon trip was a tour of France on bicycles purchased with a wedding gift. (Photo ACJC) Working Wife and Mother Juggling household and professional responsibilities was something Marie had to learn from the outset of her married life. In addition to the two master's degrees she held by the time of her marriage, she decided to earn a certificate that would permit her to teach science to young women. Meanwhile, she continued to conduct her research on the magnetic properties of steel. The director of the Municipal School of Industrial Physics and Chemistry granted her permission to complete that work on the school premises, although even Pierre had no private laboratory there. The school did not help to subsidize her studies, but she received complimentary steel samples from several metallurgical firms. For the rest of her life she would continue this three-cornered arrangement of mutual assistance among research, industry, and the government's educational system. After submitting the results of her research to the Society for the Encouragement of National Industry in the summer of 1897, she used part of her payment to return the scholarship money she had received four years earlier. She was not expected to do so, of course, but she wanted to contribute to the education of some other worthy Polish student. “Having grown up in an atmosphere of patriotism kept alive by the oppression of Poland, I wished, like many other young people of my country, to contribute my effort toward the conservation of our national spirit.” The Curies in the laboratory in 1896. “At this time my husband was occupied with researches on crystals,” she later wrote, “while I undertook an investigation of the magnetic properties of steel.” (Photo ACJC) PARENTHOOD SOON CHANGED the Curies' lives. In September 1897 their first child, Irène, was born. Pierre's father, a physician, delivered the baby. Just as she had done with the household budget from the time of their marriage, Marie now began keeping records of every stage of her daughter's development with the same meticulous care that she used to keep track of her experimental work. Only a few weeks after Irène's birth Dr. Curie lost his wife to breast cancer, and he moved into a house at the edge of Paris with his son, daughter-in-law, and granddaughter. With their expanded family the Curies had to hire a servant to tend to chores. Marie, who remained in charge of her child's care, found in Dr. Curie an ideal babysitter. She could carry out her lab work fully confident that Irène was in excellent hands. Over the years grandfather and granddaughter would forge a very close bond. "It became a serious problem how to take care of our little Irène and of our home without giving up my scientific work. Such a renunciation would have been very painful to me, and my husband would not even think of it...So the close union of our family enabled me to meet my obligations." Family and Professional Life "It became a serious problem how to take care of our little Irène and of our home without giving up my scientific work. Such a renunciation would have been very painful to me, and my husband would not even think of it; he used to say that he had got a wife made expressly for him to share all his preoccupations. Neither of us would contemplate abandoning what was so precious to both. Of course we had to have a servant, but I personally saw to all the details of the child's care. While I was in the laboratory, she was in the care of her grandfather, who loved her tenderly and whose own life was made brighter by her. So the close union of our family enabled me to meet my obligations. Things were particularly difficult only in case of more exceptional events, such as a child's illness, when sleepless nights interrupted the normal course of life." It can be easily understood that there was no place in our life for worldly relations. We saw but a few friends, scientific workers, like ourselves, with whom we talked in our home or in our garden, while I did some sewing for my little girl. We also maintained affectionate relations with my husband's brother and his family. But I was separated from all my relatives, as my sister had left Paris with her husband to live in Poland. It was under this mode of quiet living, organized according to our desires, that we achieved the great work of our lives, work begun about the end of 1897 and lasting for many years. —from Autobiographical Notes pp. 179-180. --- Work and Family As busy young parents the Curies had time, money, and energy for only two commitments, work and family. They maintained warm ties with the family of Pierre’s older brother, Jacques, who taught mineralogy at the University of Montpellier. They socialized infrequently, and then only with other scientists who gathered at the Curie home on the rue Kellerman or in its garden -- colleagues and students who shared their liberal views and intellectual interests. Despite the satisfaction Marie took in her busy and fulfilling life, she missed the Sklodowski family, particularly after Bronya and her husband returned to Poland. (The Dluskis opened a tuberculosis sanatorium in the Carpathians of Austrian Poland.) “It was under this mode of quiet living, organized according to our desires, that we achieved the great work of our lives, work begun about the end of 1897 and lasting for many years.” With her household in order and the results of her first research published, it was time for Marie to choose a topic for her doctoral research. Although an unmarried German woman’s doctoral research in electrochemistry was at an advanced stage, no woman anywhere in the world had yet been awarded a doctorate in science. He had the happiest of childhoods, but the unorthodox nature of his education meant that Pierre Curie was never quite accepted by the French scientific establishment. His father, a physician, believed that his son's intellect and personality could be best nurtured through private tutoring. By the age of 14 Pierre had demonstrated a passion and a gift for mathematics. At 16 he began university studies and at 18 he was awarded the equivalent of an American master's degree. But lack of money forced him to put off work toward his doctorate indefinitely. Instead he became a poorly paid laboratory instructor. "It is easy to overlook those who have not the active support of influential persons." --Marie Curie His first important scientific collaboration was with his older brother, Jacques. By the time Pierre was 21 and Jacques 24, the brothers had discovered the piezoelectric effect (from the Greek word meaning "to press"). The Curie brothers had found that when pressure is applied to certain crystals, they generate electrical voltage. Reciprocally, when placed in an electric field these same crystals become compressed. Recognizing the connection between the two phenomena helped Pierre to develop pioneering ideas about the fundamental role of symmetry in the laws of physics. The brothers meanwhile put their discovery to immediate practical use by devising the piezoelectric quartz electrometer, which can measure faint electric currents. Nearly two decades later, the device helped Marie Curie in her early research. In the century following its discovery by the Curie brothers, the piezoelectric effect was put to use in such familiar everyday devices as microphones, quartz watches, and electronic components. Pierre was also a pioneer in the study of magnetism. He discovered a basic relationship between magnetic properties and temperature. The temperature at which certain magnetic materials undergo a marked change in their magnetic properties is today called the Curie point after Pierre. He also invented a highly sensitive scientific balance, similarly named in his honor, and likewise extremely useful in Marie's later work. "[In science] we can aspire to accomplish something...every discovery, however small, is a permanent gain." --Pierre Curie to Marie, 1894, urging her to join him in "our scientific dream." Only at the urging of Marie Sklodowska, whom he met in the spring of 1894, did Pierre take the trouble of writing up his research on magnetism as a doctoral thesis. A few months before their marriage he was awarded a doctorate of science. When Marie's own thesis research led her to believe that she was on the verge of discovering a new element, he joined her in the search. After their discovery of polonium and radium, the Curies decided on a division of labor: he concentrated on investigating the properties of radium, while she did chemical experiments with a view to preparing pure compounds. So it was Pierre (with a student) who noticed that a speck of radium spontaneously and perpetually emits heat--discovering what is now called nuclear energy. He was also, with collaborators, the first to report the decay of radioactive materials and the skin burns that radioactive substances can inflict. Reflecting on her first meeting with Pierre Curie, Marie Curie recalled being "struck by the open expression of his face and by the slight suggestion of detachment in his whole attitude." HAPPIEST WHEN WORKING in the laboratory, Pierre despised the politics and flattery that were needed to advance in the tight little world of Paris professors. Still it hurt when he was denied positions he deserved, for example in 1902 when he tried and failed to enter the French Academy of Sciences and in 1903 when he was rejected for a professorship of mineralogy. "My husband and I were so closely united by our affection and our common work that we passed nearly all of our time together." --Marie Curie The Curies in their laboratory at the School for Industrial Physics and Chemistry. (Photo ACJC) Marie Curie never forgave France for what she considered its rude treatment of her husband--the failure to give him either the honors or the laboratory facilities he merited. After his untimely death in a traffic accident in 1906, she devoted the rest of her life to erecting a laboratory in Paris that would be worthy of Pierre's memory. In a short, eloquent biography of him, she helped perpetuate an image of the struggling scientist that encouraged the public to give researchers the support she had wanted for Pierre. WHEN THE FRENCH PHYSICIST Henri Becquerel (1852-1908) discovered “his” uranium rays in 1896 and when Marie Curie began to study them, one of the givens of physical science was that the atom was indivisible and unchangeable. The work of Becquerel and Curie soon led other scientists to suspect that this theory of the atom was untenable. Scientists soon learned that some of the mysterious “rays” emanating from radioactive substances were not rays at all, but tiny particles. Radioactive atoms emit three different kinds of radiation. One kind of radiation is a particle of matter, called the alpha particle. It has a positive electric charge and about four times the mass of a hydrogen atom. (We now know that it consists of two protons and two neutrons, the same as the nucleus of the helium atom.) Alpha particles exit radioactive atoms with high energies, but they lose this energy as they move through matter. An alpha particle can pass through a thin sheet of aluminum foil, but it is stopped by anything thicker. Beta “rays,” a second form of radiation, turned out to be electrons, very light particles with a negative electric charge. The beta particles travel at nearly the speed of light and can make their way through half a centimeter of aluminum. Gamma rays, a third type of radiation, are true rays, electromagnetic waves--the same kind of thing as radio waves and light, with no mass and no electrical charge. They are similar to, but more energetic than, the X-rays, an energetic form of electromagnetic radiation discovered by the German physicist Wilhelm Conrad Roentgen (1845-1923) in 1895. Gamma rays emitted by radioactive atoms can penetrate deeper into matter than alpha or beta particles. A small fraction of gamma rays can pass through even a meter of concrete. The point was that radioactivity was no more nor less than the emission of tiny particles and energetic waves from the atom. Building on the research of Marie Curie and others, scientists soon realized that if atoms emitted such things they could not be indivisible and unchangeable. Atoms are made up of smaller particles, and these can be rearranged. It began with a vexing puzzle--in any laboratory where people worked with radium or other radioactive minerals, radioactivity tended to spread around, turning up in unexpected corners. In fact the labs were being contaminated by a radioactive gas. In 1900 Ernest Rutherford (1871-1937) found that the radioactivity of the “emanation” (as he called it) from thorium diminished with time. This decay of radioactivity was a vital clue. Rutherford, working in Canada with the chemist Frederick Soddy (1877-1956), developed a revolutionary hypothesis to explain the process. They realized that radioactive elements can spontaneously change into other elements. As they do so, they emit radiation of one type or another. The spontaneous decay process continues in a chain of emissions until a stable atom is formed. It was, as Rutherford and Soddy boasted, the transmutation of elements that had eluded alchemists for thousands of years. They recognized at once that the ceaseless emissions pointed to a vast store of energy within atoms--energy that might someday be released for useful power or terrible weapons, however people chose. Rutherford's picture of transmutation. A radium atom emits an alpha particle, turning into "Emanation" (in fact the gas radon). This atom in turn emits a particle to become "Radium A" (now known to be a form of polonium). The chain eventually ends with stable lead. Philosophical Transactions of the Royal Society of London, 1905. To understand what happens when radioactive atoms emit radiation, scientists had to understand how the atom is built. As Rutherford first explained in 1911, each atom is made of a small, massive nucleus, surrounded by a swarm of light electrons. It is from the nucleus that the radioactivity, the alpha or beta or gamma rays, shoot out. By around 1932 Rutherford's colleagues had found that the nucleus is built of smaller particles, the positively charged protons and the electrically neutral neutrons. A proton or a neutron each has about the mass of one hydrogen atom. All atoms of a given element have a given number of protons in their nuclei, called the atomic number. To balance this charge they have an equal number of electrons swarming around the nucleus. It is these shells of electrons that give the element its chemical properties. However, it turned out that atoms of a given element can have different numbers of neutrons, and thus different atomic mass. Soddy named the forms of an element with different atomic masses the isotopes of the element. For example, the lightest element, hydrogen, has the atomic number 1. Its nucleus normally is made of one proton and no neutrons, and thus its atomic mass is also 1. But hydrogen has isotopes with different atomic masses. "Heavy" hydrogen, called deuterium, has one proton and one neutron in its nucleus, and thus its atomic mass is 2. Hydrogen also has a radioactive isotope, tritium. Tritium has one proton and two neutrons, and thus its atomic mass is 3. The three forms of hydrogen each have one electron, and thus the same chemical properties. When a radioactive nucleus gives off alpha or beta particles, it is in the process of changing into a different nucleus--a different element, or a different isotope of the same element. For example, radioactive thorium is formed when uranium-238--an isotope of uranium with 92 protons and 146 neutrons--emits an alpha particle. Since the alpha particle consists of two protons and two neutrons, when these are subtracted what is left is a nucleus with 90 protons and 144 neutrons. Thorium is the element of atomic number 90, and this isotope of thorium has an atomic mass of 234. The results of decay may themselves be unstable, as is the case with thorium-234. The chain of decays continues until a stable nucleus forms, in this case the element lead. Rutherford and Soddy discovered that every radioactive isotope has a specific half-life. Half the nuclei in a given quantity of a radioactive isotope will decay in a specific period of time. The half-life of uranium-238 is 4.5 billion years, which means that over that immense period of time half the nuclei in a sample of uranium-238 will decay (in the next 4.5 billion years, half of what is left will decay, leaving one quarter of the original, and so forth). The isotopes produced by the decay of uranium themselves promptly decay in a long chain of radiations. Radium and polonium are links in this chain. Radium caught Marie Curie's attention because its half-life is 1600 years. That's long enough so that there was a fair amount of radium mixed with uranium in her pitchblende. And it was short enough so that its radioactivity was quite intense. A long-lived isotope like uranium-238 emits radiation so slowly that its radioactivity is scarcely noticeable. By contrast, the half-life of the longest-lived polonium isotope, polonium-210, is only 138 days. This short half-life helps explain why Marie Curie was unable to isolate polonium. Even as she performed her meticulous fractional crystallizations, the polonium in her raw material was disappearing as a result of its rapid radioactive decay. Uses of Radioactivity THE EARLY WORK OF MARIE AND PIERRE CURIE led almost immediately to the use of radioactive materials in medicine. In many circumstances isotopes are more effective and safer than surgery or chemicals for attacking cancers and certain other diseases. Over the years, many other uses have been found for radioactivity. Until electrical particle accelerators were invented in the 1930s, scientists used radiation from isotopes to bombard atoms, uncovering many of the secrets of atomic structure. To this day radioactive isotopes, used as "tracers" to track chemical changes and the processes of life, are an almost indispensable tool for biologists and physiologists. Isotopes are crucial even for geology and archeology. As soon as he understood radioactive decay, Pierre Curie realized that it could be used to date materials. Soon the age of the earth was established by uranium decay at several billion years, far more than scientists had supposed. Since the 1950s radioactive carbon has been used to pin down the age of plant and animal remains, for example in ancient burials back to 50,000 years ago. The discovery of the phenomena of radioactivity adds a new group to the great number of invisible radiations now known, and once more we are forced to recognize how limited is our direct perception of the world which surrounds us, and how numerous and varied may be the phenomena which we pass without a suspicion of their existence until the day when a fortunate hazard reveals them. The radiations longest known to us are those capable of acting directly upon our senses; such are the rays of sound and light. But it has also long been recognized that, besides light itself, warm bodies emit rays in every respect analogous to luminous rays, though they do not possess the power of directly impressing our retina. Among such radiations, some, the infra-red, announce themselves to us by producing a measurable rise of temperature in the bodies which receive them, while others, the ultra-violet, act with specially great intensity upon photographic plates. We have here a first example of rays only indirectly accessible to us. Yet further surprises in this domain of invisible radiations were reserved for us. The researches of two great physicists, Maxwell and Hertz, showed that electric and magnetic effects are propagated in the same manner as light, and that there exist “electromagnetic radiations,” similar to luminous radiations, which are to the infra-red rays what these latter are to light. These are the electromagnetic radiations which are used for the transmission of messages in wireless telegraphy. They are present in the space around us whenever an electric phenomenon is produced, especially a lightning discharge. Their presence may be established by the use of special apparatus, and here again the testimony of our senses appears only in an indirect manner. If we consider these radiations in their entirety - the ultra-violet, the luminous, the infra-red, and the electromagnetic - we find that the radiations we see constitute but an insignificant fraction of those that exist in space. But it is human nature to believe that the phenomena we know are the only ones that exist, and whenever some chance discovery extends the limits of our knowledge we are filled with amazement. We cannot become accustomed to the idea that we live in a world that is revealed to us only in a restricted portion of its manifestations. Among recent scientific achievements which have attracted most attention must be placed the discovery of cathode rays, and in even greater measure that of Roentgen rays. These rays are produced in vacuum-tubes when an electric discharge is passed through the rarefied gas. The prevalent opinion among physicists is that cathode rays are formed by extremely small material particles, charged with negative electricity, and thrown off with great velocity from the cathode, or negative electrode, of the tube. When the cathode rays meet the glass wall of the tube they render it vividly fluorescent. These rays can be deflected from their straight path by the action of a magnet. Whenever they encounter a solid obstacle, the emission of Roentgen rays is the result. These latter can traverse the glass and propagate themselves through the outside air. They differ from cathode rays in that they carry no electric charge and are not deflected from their course by the action of a magnet. Everyone knows the effect of Roentgen rays upon photographic plates and upon fluorescent screens, the radiographs obtainable from them, and their application in surgery. The discovery of Becquerel rays dates from a few years after that of Roentgen rays. At first they were much less noticed. The world, attracted by the sensational discovery of Roentgen rays, was less inclined to astonishment. On all sides a search was instituted by similar processes for new rays, and announcements of phenomena were made that have not always been confirmed. It has been only gradually that the positive existence of a new radiation has been established. The merit of this discovery belongs to M. Becquerel, who succeeded in demonstrating that uranium and its compounds spontaneously emit rays that are able to traverse opaque bodies and to affect photographic plates. It was at the close of the year 1897 that I began to study the compounds of uranium, the properties of which had greatly attracted my interest. Here was a substance emitting spontaneously and continuously radiations similar to Roentgen rays, whereas ordinarily Roentgen rays can be produced only in a vacuum-tube with the expenditure of energy. By what process can uranium furnish the same rays without expenditure of energy and without undergoing apparent modification? Is uranium the only body whose compounds emit similar rays? Such were the questions I asked myself, and it was while seeking to answer them that I entered into the researches which have led to the discovery of radium. First of all, I studied the radiation of the compounds of uranium. Instead of making these bodies act upon photographic plates, I preferred to determine the intensity of their radiation by measuring the conductivity of the air exposed to the action of the rays. To make this measurement, one can determine the speed with which the rays discharge an electroscope, and thus obtain data for a comparison. I found in this way that the radiation of uranium is very constant, varying neither with the temperature nor with the illumination. I likewise observed that all the compounds of uranium are active, and that they are more active the greater the proportion of this metal which they contain. Thus I reached the conviction that the emission of rays by the compounds of uranium is a property of the metal itself that it is an atomic property of the element uranium independent of its chemical or physical state. I then began to investigate the different known chemical elements, to determine whether there exist others, besides uranium, that are endowed with atomic radioactivity that is to say, all the compounds of which emit Becquerel rays. It was easy for me to procure samples of all the ordinary substances the common metals and metalloids, oxides and salts. But as I desired to make a very thorough investigation, I had recourse to different chemists, who put at my disposal specimens in some cases the only ones in existence containing very rare elements. I thus was enabled to pass in review all the chemical elements and to examine them in the state of one or more of their compounds. I found but one element undoubtedly possessing atomic radioactivity in measurable degree. This element is thorium. All the compounds of thorium are radioactive, and with about the same intensity as the similar compounds of uranium. As to the other substances, they showed no appreciable radioactivity under the conditions of the test. I likewise examined certain minerals. I found, as I expected, that the minerals of uranium and thorium are radioactive; but to my great astonishment I discovered that some are much more active than the oxides of uranium and of thorium which they contain. Thus a specimen of pitch-blende (oxide of uranium ore) was found to be four times more active than oxide of uranium itself. This observation astonished me greatly. What explanation could there be for it? How could an ore, containing many substances which I had proved inactive, be more active than the active substances of which it was formed? The answer came to me immediately: The ore must contain a substance more radioactive than uranium and thorium, and this substance must necessarily be a chemical element as yet unknown; moreover, it can exist in the pitch-blende only in small quantities, else it would not have escaped the many analyses of this ore; but, on the other hand, it must possess intense radioactivity, since, although present in small amount, it produces such remarkable effects. I tried to verify my hypothesis by treating pitch-blende by the ordinary processes of chemical analysis, thinking it probable that the new substance would be concentrated in passing through certain stages of the process. I performed several experiments of this nature, and found that the ore could in fact be separated into portions some of which were much more radioactive than others. To try to isolate the supposed new element was a great temptation. I did not know whether this undertaking would be difficult. Of the new element I knew nothing except that it was radioactive. What were its chemical properties? In what quantity did it appear in pitch-blende? I began the analysis of pitch-blende by separating it into its constituent elements, which are very numerous. This task I undertook in conjunction with M. Curie. We expected that perhaps a few weeks would suffice to solve the problem. We did not suspect that we had begun a work which was to occupy years and which was brought to a successful issue only after considerable expenditure. We readily proved that pitch-blende contains very radioactive substances, and that there were at least three. That which accompanies the bismuth extracted from pitch-blende we named Polonium; that which accompanies barium from the same source we named Radium; finally, M. Debierne gave the name of Actinium to a substance which is found in the rare earths obtained from the same ore. Radium was to us from the beginning of our work a source of much satisfaction. Demarçay, who examined the spectrum of our radioactive barium, found in it new rays and confirmed us in our belief that we had indeed discovered a new element. The question now was to separate the polonium from the bismuth, the radium from the barium. This is the task that has occupied us for years, and as yet we have succeeded only in the case of radium. The research has been a most difficult one. We found that by crystallizing out the chloride of radioactive barium from a solution we obtained crystals that were more radioactive, and consequently richer in radium, than the chloride that remained dissolved. It was only necessary to make repeated crystallizations to obtain finally a pure chloride of radium. But although we treated as much as fifty kilograms of primary substance, and crystallized the chloride of radiferous barium thus obtained until the activity was concentrated in a few minute crystals, these crystals still contained chiefly chloride of barium; as yet radium was present only in traces, and we saw that we could not finish our experiments with the means at hand in our laboratory. At the same time the desire to succeed grew stronger; for it became evident that radium must possess most intense radioactivity, and that the isolation of this body was therefore an object of the highest interest. Fortunately for us, the curious properties of these radium-bearing compounds had already attracted general attention and we were assisted in our search. A chemical factory in Paris consented to undertake the extraction of radium on a large scale. We also received certain pecuniary assistance, which allowed us to treat a large quantity of ore. The most important of these grants was one of twenty thousand francs, for which we are indebted to the Institute of France. We were thus enabled to treat successively about seven tons of a primary substance which was the residue of pitchblende after the extraction of uranium. Today we know that a ton of this residue contains from two to three decigrams (from four to seven ten-thousandths of a pound) of radium. During this treatment, and as soon as I had in my possession a decigram of chloride of radium recognized as pure by the spectroscope, I determined the atomic weight of this new element, finding it to be 225, while that of barium is 137. The properties of radium are extremely curious. This body emits with great intensity all of the different rays that are produced in a vacuum-tube. The radiation, measured by means of an electroscope, is at least a million times more powerful than that from an equal quantity of uranium. A charged electroscope placed at a distance of several meters can be discharged by a few centigrams of a radium salt. One can also discharge an electroscope through a screen of glass or lead five or six centimeters thick. Photographic plates placed in the vicinity of radium are also instantly affected if no screen intercepts the rays; with screens, the action is slower, but it still takes place through very thick ones if the exposure is sufficiently long. Radium can therefore be used in the production of radiographs. The compounds of radium are spontaneously luminous. The chloride and bromide, freshly prepared and free from water, emit a light which resembles that of a glow-worm. This light diminishes rapidly in moist air; if the salt is in a sealed tube, it diminishes slowly by reason of the transformation of the white salt, which becomes colored, but the light never completely disappears. By redissolving the salt and drying it anew, its original luminosity is restored. A glass vessel containing radium spontaneously charges itself with electricity. If the glass has a weak spot, for example, if it is scratched by a file, an electric spark is produced at that point, the vessel crumbles like a Leiden jar when overcharged, and the electric shock of the rupture is felt by the fingers holding the glass. Radium possesses the remarkable property of liberating heat spontaneously and continuously. A solid salt of radium develops a quantity of heat such that for each gram of radium contained in the salt there is an emission of one hundred calories per hour. Expressed differently, radium can melt in an hour its weight in ice. When we reflect that radium acts in this manner continuously, we are amazed at the amount of heat produced, for it can be explained by no known chemical reaction. The radium remains apparently unchanged. If, then, we assume that it undergoes a transformation, we must therefore conclude that the change is extremely slow; in an hour it is impossible to detect a change by any known methods. As a result of its emission of heat, radium always possesses a higher temperature than its surroundings. This fact may be established by means of a thermometer, if care is taken to prevent the radium from losing heat. Radium has the power of communicating its radioactivity to surrounding bodies. This is a property possessed by solutions of radium salts even more than by the solid salts. When a solution of a radium salt is placed in a closed vessel, the radioactivity in part leaves the solution and distributes itself through the vessel, the walls of which become radioactive and luminous. The radiation is therefore in part exteriorized. We may assume, with Mr. Rutherford, that radium emits a radioactive gas and that this spreads through the surrounding air and over the surface of neighboring objects. This gas has received the name emanation. It differs from ordinary gas in the fact that it gradually disappears. [The modern name for this element is radon.] Certain bodies—bismuth, for instance—may also be rendered active by keeping them in solution with the salts of radium. These bodies then become atomically active, and keep this radioactivity even after chemical transformations. Little by little, however, they lose it, while the activity of radium persists. The nature of radium radiations is very complex. They may be divided into three distinct groups, according to their properties. One group is composed of radiations absolutely analogous to cathode rays, composed of material particles called electrons, much smaller than atoms, negatively charged, and projected from the radium with great velocity—a velocity which for some of these rays is very little inferior to that of light. The second group is composed of radiations which are believed to be formed by material particles the mass of which is comparable to that of atoms, charged with positive electricity, and set in motion by radium with a great velocity, but one that is inferior to that of the electrons. Being larger than electrons and possessing at the same time a smaller velocity, these particles have more difficulty in traversing obstacles and form rays that are less penetrating. Finally, the radiations of the third group are analogous to Roentgen rays and do not behave like projectiles. The radiations of the first group are easily deflected by a magnet; those of the second group, less easily and in the opposite direction; those of the third group are not deflected. From its power of emitting these three kinds of rays, radium may be likened to a complete little Crookes tube acting spontaneously. Radium is a body which gives out energy continuously and spontaneously. This liberation of energy is manifested in the different effects of its radiation and emanation, and especially in the development of heat. Now, according to the most fundamental principles of modern science, the universe contains a certain definite provision of energy, which can appear under various forms, but cannot be increased. Without renouncing this conception, we cannot believe that radium creates the energy which it emits; but it can either absorb energy continuously from without, or possess in itself a reserve of energy sufficient to act during a period of years without visible modification. The first theory we may develop by supposing that space is traversed by radiations that are as yet unknown to us, and that radium is able to absorb these radiations and transform their energy into the energy of radioactivity. Thus in a vacuum-tube the electric energy is utilized to produce cathode rays, and the energy of the latter is partly transformed, by the bodies which absorb them into the energy of Roentgen rays. It is true that we have no proof of the existence of radiations which produce radioactivity; but, as indicated at the beginning of this article, there is nothing improbable in supposing that such radiations exist about us without our suspecting it. If we assume that radium contains a supply of energy which it gives out little by little, we are led to believe that this body does not remain unchanged, as it appears to, but that it undergoes an extremely slow change. Several reasons speak in favor of this view. First, the emission of heat, which makes it seem probable that a chemical reaction is taking place in the radium. But this can be no ordinary chemical reaction, affecting the combination of atoms in the molecule. No chemical reaction can explain the emission of heat due to radium. Furthermore, radioactivity is a property of the atom of radium; if, then, it is due to a transformation this transformation must take place in the atom itself. Consequently, from this point of view, the atom of radium would be in a process of evolution, and we should be forced to abandon the theory of the invariability of atoms, which is at the foundation of modern chemistry. Moreover, we have seen that radium acts as though it shot out into space a shower of projectiles, some of which have the dimensions of atoms, while others can only be very small fractions of atoms. If this image corresponds to a reality, it follows necessarily that the atom of radium breaks up into subatoms of different sizes, unless these projectiles come from the atoms of the surrounding gas, disintegrated by the action of radium; but this view would likewise lead us to believe that the stability of atoms is not absolute. Radium emits continuously a radioactive emanation which, from many points of view, possesses the properties of a gas. Mr. Rutherford considers the emanation as one of the results of the disintegration of the atom of radium, and believes it to be an unstable gas which is itself slowly decomposed. Professor Ramsay has announced that radium emits helium gas continuously. If this very important fact is confirmed, it will show that a transformation is occurring either in the atom of radium or in the neighboring atoms, and a proof will exist that the transmutation of the elements is possible. [In fact radium does emit helium, as alpha particles.] When a body that has remained in solution with radium becomes radioactive, the chemical properties of this body are modified, and here again it seems as though we have to deal with a modification of the atom. It would be very interesting to see whether, by thus giving radioactivity to bodies, we can succeed in causing an appreciable change in their atoms. We should thus have a means of producing certain transformations of elements at will. [These observations were misleading. True artificial radioactivity was not produced until the work of Irène and Frédéric Joliot-Curie in 1934.] It is seen that the study of the properties of radium is of great interest. This is true also of the other strongly radioactive substances, polonium and actinium, which are less known because their preparation is still more difficult. All are found in the ores of uranium and thorium, and this fact is certainly not the result of chance, but must have some connection with the manner of formation of these elements. Polonium, when it has just been extracted from pitch-blende, is as active as radium, but its radioactivity slowly disappears; actinium has a persistent activity. These two bodies differ from radium in many ways; their study should therefore be fertile in new results. Actinium lends itself readily to the study of the emanation and of the radioactivity produced in inactive bodies, since it gives out emanation in great quantity. It would also be interesting, from the chemical point of view, to prove that polonium and actinium contain new elements. Finally, one might seek out still other strongly radioactive substances and study them. But all these investigations are exceedingly difficult because of the obstacles encountered in the preparation of strongly radioactive substances. At the present time we possess only about a gram of pure salts of radium. Research in all branches of experimental science—physics, chemistry, physiology, medicine—is impeded, and a whole evolution in science is retarded, by the lack of this precious and unique material, which can now be obtained only at great expense. We must now look to individual initiative to come to the aid of science, as it has so often done in the past, and to facilitate and expedite by generous gifts the success of researches the influence of which may be far-reaching. On a New, Strongly Radio-active Substance Contained in Pitchblende -- P. Curie, Mme. P. Curie and G. Bémont Translation of “Sur une nouvelle substance fortement radio-active, contenue dans la pechblende,” Comptes rendus de l’AcadÉmie des Sciences, Paris, 1898 (26 December), vol. 127, pp. 1215-1217. Two of us have shown that by purely chemical procedures it is possible to extract from pitchblende a strongly radio-active substance. This substance is related to bismuth by its analytical properties. We have expressed the opinion that perhaps the pitchblende contained a new element, for which we have proposed the name of polonium.$^1$ The investigations which we are following at present are in agreement with the first results we obtained, but in the course of these investigations we have come upon a second, strongly radioactive substance, entirely different from the first in its chemical properties. Specifically, polonium is precipitated from acid solution by hydrogen sulfide; its salts are soluble in acids and water precipitates them from solution; polonium is completely precipitated by ammonia. The new radio-active substance which we have just found has all the chemical appearance of nearly pure barium: it is not precipitated either by hydrogen sulfide or by ammonium sulfide, nor by ammonia; its sulfate is insoluble in water and in acids; its carbonate is insoluble in water; its chloride, very soluble in water, is insoluble in concentrated hydrochloric acid and in alcohol. Finally this substance gives the easily recognized spectrum of barium. We believe nevertheless that this substance, although constituted in its major part by barium, contains in addition a new element which gives it its radio-activity, and which, in addition, is closely related to barium in its chemical properties. Here are the reasons which argue for this point of view: 1. Barium and its compounds are not ordinarily radio-active; and one of us has shown that radio-activity appears to be an atomic property, persisting in all the chemical and physical states of the material.$^2$ From this point of view, the radio-activity of our substance, not being due to barium, must be attributed to another element. 2. The first substances which we obtained had, in the form of a hydrated chloride, a radio-activity 60 times stronger than that of metallic uranium (the radio-active intensity being evaluated by the magnitude of the conductivity of the air in our parallel-plate apparatus). When these chlorides are dissolved in water and partially precipitated by alcohol, the part precipitated is much more active than the part remaining in solution. Basing a procedure on this, one can carry out a series of fractionations, making it possible to obtain chlorides which are more and more active. We have obtained in this manner chlorides having an activity 900 times greater than that of uranium. We have been stopped by lack of material; and, considering the progress of our operations it is to be predicted that the activity would still have increased if we had been able to continue. These facts can be explained by the presence of a radio-active element whose chloride would be less soluble in alcohol and water than that of barium. 3. M. Demaráay has consented to examine the spectrum of our substance with a kindness which we cannot acknowledge too much. The results of his examinations are given in a special Note at the end of ours. Demaráay has found one line in the spectrum which does not seem due to any known element. This line, hardly visible with the chloride 60 times more active than uranium, has become prominent with the chloride enriched by fractionation to an activity 900 times that of uranium. The intensity of this line increases, then, at the same time as the radio-activity; that, we think, is a very serious reason for attributing it to the radio-active part of our substance. The various reasons which we have enumerated lead us to believe that the new radio-active substance contains a new element to which we propose to give the name of radium. We have measured the atomic weight of our active barium, determining the chlorine in its anhydrous chloride. We have found numbers which differ very little from those obtained in parallel measurements on inactive barium chloride; the numbers for the active barium are always a little larger, but the difference is of the order of magnitude of the experimental errors. The new radio-active substance certainly includes a very large portion of barium; in spite of that, the radio-activity is considerable. The radio-activity of radium then must be enormous. Uranium, thorium, polonium, radium, and their compounds make the air a conductor of electricity and act photographically on sensitive plates. In these respects, polonium and radium are considerably more active than uranium and thorium. On photographic plates one obtains good impressions with radium and polonium in a half-minute's exposure; several hours are needed to obtain the same result with uranium and thorium. The rays emitted by the components of polonium and radium make barium platinocyanide fluorescent; their action in this regard is analogous to that of the Röntgen rays, but considerably weaker. To perform the experiment, one lays over the active substance a very thin aluminum foil on which is spread a thin layer of barium platinocyanide; in the darkness the platinocyanide appears faintly luminous above the active substance. In this manner a source of light is obtained, which is very feeble to tell the truth, but which operates without a source of energy. Here is at least an apparent contradiction to Carnot's Principle. Uranium and thorium give no light under these conditions, their action being probably too weak.$^3$ 1 P. Curie and Mme. P. Curie, Comptes rendus, vol. 127, p. 175. 2 Mme. P. Curie, Comptes rendus, vol. 126, p. 1101. 3 May we be permitted to thank here M. Suess, Correspondent of the Institute and Professor at the University of Vienna? Thanks to his benevolent intervention, we have obtained from the Austrian government the free gift of 100 kg of a residue from the treatment of the Joachimsthal pitchblende, containing no uranium, but containing polonium and radium. This gift will greatly facilitate our researches. Translation by Alfred Romer, from A. Romer, ed., Radiochemistry and the Discovery of Isotopes (New York: Dover, 1970). Copyright © 1970 Dover Publications Inc. X-rays and Uranium Rays Marie Curie's choice of a thesis topic was influenced by two recent discoveries by other scientists. In December 1895, about six months after the Curies married, German physicist Wilhelm Roentgen discovered a kind of ray that could travel through solid wood or flesh and yield photographs of living people's bones. Roentgen dubbed these mysterious rays X-rays, with X standing for unknown. In recognition of his discovery, Roentgen in 1901 became the first Nobel laureate in physics. One of Roentgen's first X-ray photographs -- a colleague's hand (note the wedding ring). The revelation of X-rays fascinated the public and deeply puzzled scientists. In early 1896, only a few of months after Roentgen's discovery, French physicist Henri Becquerel reported to the French Academy of Sciences that uranium compounds, even if they were kept in the dark, emitted rays that would fog a photographic plate. He had come upon this discovery accidentally. Despite Becquerel's intriguing finding, the scientific community continued to focus its attention on Roentgen's X-rays, neglecting the much weaker Becquerel rays or uranium rays. The ignored uranium rays appealed to Marie Curie. Since she would not have a long bibliography of published papers to read, she could begin experimental work on them immediately. The director of the Paris Municipal School of Industrial Physics and Chemistry, where Pierre was professor of physics, permitted her to use a crowded, damp storeroom there as a lab. Henri Becquerel, discoverer of uranium radiation. Although he tried to help the Curies solve their financial problems and advance their careers, the relationship eventually soured--as sometimes happens with scientists touchy about sharing credit for discoveries. A clever technique was her key to success. About 15 years earlier, Pierre and his older brother, Jacques, had invented a new kind of electrometer, a device for measuring extremely low electrical currents. Marie now put the Curie electrometer to use in measuring the faint currents that can pass through air that has been bombarded with uranium rays. The moist air in the storeroom tended to dissipate the electric charge, but she managed to make reproducible measurements. "Instead of making these bodies act upon photographic plates, I preferred to determine the intensity of their radiation by measuring the conductivity of the air exposed to the action of the rays." With numerous experiments Marie confirmed Becquerel's observations that the electrical effects of uranium rays are constant, regardless of whether the uranium was solid or pulverized, pure or in a compound, wet or dry, or whether exposed to light or heat. Likewise, her study of the rays emitted by different uranium compounds validated Becquerel's conclusion that the minerals with a higher proportion of uranium emitted the most intense rays. She went beyond Becquerel's work, however, in forming a crucial hypothesis: the emission of rays by uranium compounds could be an atomic property of the element uranium--something built into the very structure of its atoms. MARIE'S SIMPLE HYPOTHESIS would prove revolutionary. It would ultimately contribute to a fundamental shift in scientific understanding. At the time scientists regarded the atom--a word meaning undivided or indivisible--as the most elementary particle. A hint that this ancient idea was false came from the discovery of the electron by other scientists around this same time. But nobody grasped the complex inner structure or the immense energy stored in atoms. Marie and Pierre Curie themselves were not convinced that radioactive energy came from within atoms--maybe, for example, the earth was bathed in cosmic rays, whose energy certain atoms somehow caught and radiated? Marie's real achievement was to cut through the complicated and obscure observations with a crystal-clear analysis of the set of conclusions that, however unexpected, were logically possible. Marie tested all the known elements in order to determine if other elements or minerals would make air conduct electricity better, or if uranium alone could do this. In this task she was assisted by a number of chemists who donated a variety of mineral samples, including some containing very rare elements. In April 1898 her research revealed that thorium compounds, like those of uranium, emit Becquerel rays. Again the emission appeared to be an atomic property. To describe the behavior of uranium and thorium she invented the word "radioactivity"--based on the Latin word for ray. Pierre was so intrigued by Marie’s work that he joined forces with her. Her research had revealed that two uranium ores, pitchblende and chalcolite, were much more radioactive than pure uranium itself. She concluded that the highly radioactive nature of these ores might be due to one or more additional, as yet undiscovered, radioactive elements. Pierre put aside his research on crystals to help expedite Marie’s discovery of the possible new elements. They worked as a team, each taking on specific scientific tasks. This pitchblende sample was instrumental in the discovery of radium and polonium. Discovering Radium “My experiments proved that the radiation of uranium compounds can be measured with precision under determined conditions, and that this radiation is an atomic property of the element of uranium. Its intensity is proportional to the quantity of uranium contained in the compound, and depends neither on conditions of chemical combination, nor on external circumstances, such as light or temperature. I undertook next to discover if there were other elements possessing the same property, and with this aim I examined all the elements then known, either in their pure state or in compounds. I found that among these bodies, thorium compounds are the only ones which emit rays similar to those of uranium. The radiation of thorium has an intensity of the same order as that of uranium, and is, as in the case of uranium, an atomic property of the element.... During the course of my research, I had had occasion to examine not only simple compounds, salts and oxides, but also a great number of minerals. Certain ones proved radioactive; these were those containing uranium and thorium; but their radioactivity seemed abnormal, for it was much greater than the amount I had found in uranium and thorium had led me to expect. This abnormality greatly surprised us. When I had assured myself that it was not due to an error in the experiment, it became necessary to find an explanation. I then made the hypothesis that the ores... uranium and thorium contain in small quantity a substance much more strongly radioactive than either uranium or thorium. This substance could not be one of the known elements, because these had already been examined; it must, therefore, be a new chemical element. I had a passionate desire to verify this hypothesis as rapidly as possible. And Pierre Curie, keenly interested in the question, abandoned his work on crystals (provisionally, he thought) to join me in the search for this unknown substance. We chose, for our work, the ore pitchblende, a uranium ore, which in its pure state is about four times more active than oxide of uranium. Since the composition of this ore was known through very careful chemical analysis, we could expect to find, at a maximum, 1 per cent of new substance. The result of our experiment proved that there were in reality new radioactive elements in pitchblende, but that their proportion did not reach even a millionth per cent! —from Pierre Curie pp. 96-98. “Neither of us could foresee that in beginning this work we were to enter the path of a new science which we should follow for all our future.” It was far from easy to track down the new radioactive elements. Pitchblende is a highly complex mineral, made of combinations of up to 30 different elements. To isolate the unknown substances, of which only tiny amounts were present, the Curies were the first to use a new method of chemical analysis. They employed various standard (but sometimes demanding) chemical procedures to separate the different substances in pitchblende. For example, a particular element might dissolve in an acid, which they could pour off, leaving other elements behind in a sludge at the bottom of the pot. After the materials were separated into different types of compounds, the Curies used radiation measurements to trace the minute amount of unknown, radioactive element among the fractions that resulted. Making repeated separations of the various substances in the pitchblende, Marie and Pierre used the Curie electrometer to identify the most radioactive fractions. They thus discovered that two fractions, one containing mostly bismuth and the other containing mostly barium, were strongly radioactive. In July 1898 the Curies published their conclusion: the bismuth fraction contained a new element. Chemically it acted almost exactly like bismuth, but since it was radioactive, it had to be something new. They named it "polonium" in honor of the country of Marie's birth. A second publication, in December 1898, explained their discovery in the barium fraction of another new element, which they named "radium" from the Latin word for ray. The Curies were close to reaching one of the highest goals that a scientist of the time could hope to achieve--placing new elements in the Periodic Table. While the chemical properties of the two new elements were completely dissimilar, they both had strong radioactivity. TO CONVINCE THE SCIENTIFIC COMMUNITY of the existence of polonium and radium, and to complete the identification and establish the nature of the new elements, Marie set out to isolate them from the bismuth and barium with which they were mixed. Since the Municipal School storeroom would be inadequate to the task, the Curies moved their lab to an abandoned shed across the school courtyard. The shed, formerly a medical school dissecting room, was poorly outfitted and ventilated. It was not weathertight. She succeeded in separating the radium from the barium only with tremendous difficulty -- which would become central in the romantic legend of her life. She had to treat very large quantities of pitchblende, a ton of which the Curies received as a donation from the Austrian government. (The Austrians hoped she would find a use for a mineral their mines yielded as a waste byproduct.) Luckily some help was available for the tedious labor of treating the pitchblende. They were able to collaborate with the Central Chemical Products Company, the firm that marketed Pierre's scientific instruments. Their colleague André Debierne cleverly adapted their standard lab techniques into larger-scale industrial processes. These processes isolated from the pitchblende materials with high concentrations of radium and polonium, which the Curies studied in detail in what she called the "miserable old shed." In exchange for supplying chemical products and paying staff wages, the Central Chemical Products Company took a share of the radium salts extracted on its premises. The firm would later make a handsome profit by marketing these radium salts for medical and other uses. Despite the industrial assistance the Curies received, it took Marie over three years to isolate one tenth of a gram of pure radium chloride. For reasons that would not be fully understood until the concept of radioactive decay was developed, Marie never succeeded in isolating polonium, which has a half-life of only 138 days. The "miserable old shed" where radium was isolated. The Struggle to Isolate Radium "The School of Physics could give us no suitable premises, but for lack of anything better, the Director permitted us to use an abandoned shed which had been in service as a dissecting room of the School of Medicine. Its glass roof did not afford complete shelter against rain; the heat was suffocating in summer, and the bitter cold of winter was only a little lessened by the iron stove, except in its immediate vicinity. There was no question of obtaining the needed proper apparatus in common use by chemists. We simply had some old pine-wood tables with furnaces and gas burners. We had to use the adjoining yard for those of our chemical operations that involved producing irritating gases; even then the gas often filled our shed. With this equipment we entered on our exhausting work. Yet it was in this miserable old shed that we passed the best and happiest years of our life, devoting our entire days to our work. Often I had to prepare our lunch in the shed, so as not to interrupt some particularly important operation. Sometimes I had to spend a whole day mixing a boiling mass with a heavy iron rod nearly as large as myself. I would be broken with fatigue at the day's end. Other days, on the contrary, the work would be a most minute and delicate fractional crystallization, in the effort to concentrate the radium. I was then annoyed by the floating dust of iron and coal from which I could not protect my precious products. But I shall never be able to express the joy of the untroubled quietness of this atmosphere of research and the excitement of actual progress with the confident hope of still better results. The feeling of discouragement that sometimes came after some unsuccessful toil did not last long and gave way to renewed activity. We had happy moments devoted to a quiet discussion of our work, walking around our shed. One of our joys was to go into our workroom at night; we then perceived on all sides the feebly luminous silhouettes of the bottles or capsules containing our products. It was really a lovely sight and one always new to us. The glowing tubes looked like faint, fairy lights." —from Autobiographical Notes pp. 186-187. THEIR NEW SUBSTANCES GLOWED! The fact that material containing radium spontaneously emitted light was among the results the Curies presented at the first international physics conference, held in Paris in 1900. Other scientists were intrigued by the implications of the idea that processes within the atom were responsible for radioactive phenomena. “One of our joys was to go into our workroom at night.... The glowing tubes looked like faint, fairy lights.” Dish containing 2.7 gr. of radium bromide, photographed (along with the card placed above it) by the light it emitted. The Curies published in detail all the processes they used to isolate radium, without patenting any of them. Registering and defending patents would use up money and time they could scarcely spare. Like many of their colleagues in Paris, they believed scientists should spend as little energy as possible on personal financial matters, devoting their lives to pure scientific research for the benefit of all humanity. In any case, they had no reason to expect that radium would be a big money-maker. “The Race for Radium.” The public was fascinated by radium. In cheap science fiction novels—and sometimes in sober newspaper articles—it was touted as a magical substance whose rays could cure all ills, power wondrous machines, or destroy a city at one blow. (Photo ACJC) “Radium Salts/Polonium - Actinium/and other radioactive substances.” An announcement and price list for materials produced by Armet de Lisle’s factory. Although fabulously expensive, the materials were much in demand for attacking cancer, skin diseases and other ailments. (Photo ACJC) The first experiments on the biological properties of radium were successfully made in France with samples from our laboratory, while my husband was living. The results were, at once, encouraging, so that the new branch of medical science, called radiumtherapy (in France, Curietherapy), developed rapidly, first in France and later in other countries. To supply the radium wanted for this purpose, a radium-producing industry was established. The first plant was created in France and worked very successfully, but afterwards manufactures were founded in other countries, the most important of which are now in America, where great quantities of radium ore, named "carnotite," are available. The radiumtherapy and the radium production developed conjointly, and the results were more and more important for the treatment of several diseases, and particularly of cancer. As a consequence of this, several institutes have been founded, in the large cities, for the application of the new therapy. Some of these institutes own several grams of radium, the commercial price of the gram being now about $70,000, the cost of production depending on the very small proportion of radium in the ore. It may be easily understood how deeply I appreciated the privilege of realizing that our discovery had become a benefit to mankind, not only through its great scientific importance, but also by its power of efficient action against human suffering and terrible disease. This was indeed a splendid reward for our years of hard toil. —from Autobiographical Notes pp. 199-200. A THRIVING INDUSTRY based on the “miracle” drug radium soon grew up, however, and it was tightly linked with the Curies. Pierre’s pioneering work on the effects of radium on living organisms showed it could damage tissue, and this discovery was put to use against cancer and other ills. In 1904 French industrialist Armet de Lisle, whose factory would soon provide radium to the medical profession, began to collaborate with the Curies. De Lisle benefited from the Curies’ technical suggestions on the best treatments for pitchblende. In return the Curies were able to accumulate larger samples of radioactive material than they would have been able to prepare on their own. At a time when few research posts were available in France, de Lisle also provided jobs in the new radium industry for a number of scientists who had trained with the Curies. Although their collaboration with industry advanced their scientific endeavors, the Curies did not grow wealthy as a result. With a child and a parent to support, household help to pay for, and an expensive research project to carry out, Pierre sought a job with better pay. The product of an unorthodox educational background, he found no welcome at French universities. “…we were forced to recognize, toward 1900, that some increase in our income was indispensable.” Then the University of Geneva made an offer that included not only a good salary but also an adequate private lab in which Marie would play an official role. The threat of losing Pierre to Switzerland energized the French establishment. Thanks to the intervention of French mathematician Henri Poincarè, Pierre got the chair of physics in a Sorbonne program that introduced medical students to the basics of physics, chemistry, and natural history (and thus called PCN). Henri Poincarè was one of the senior scientists who admired the Curies’ work, and steered jobs and monetary awards their way. New Responsibilities and Concerns NO LAB WAS PROVIDED with Pierre’s PCN position, so the Curies maintained their lab at the shed. Although Pierre’s salary rose, his teaching load doubled, since he kept his position at the Municipal School also. The Curies noted the subsequent deterioration in his health. They failed to consider a possible link between Pierre’s attacks of severe pain and the intense radiation they were working with. Marie herself had lost nearly 20 pounds while doing her thesis research, and both Curies did permanent damage to their fingertips from their unprotected exposure to highly radioactive materials. Irène points to her mother’s radiation-scarred fingertips (Photo ACJC) Anxious to contribute to the family income, Marie became the first woman to be appointed lecturer at France's best teachers' training institution for women. Located in the Paris suburb of Sèvres, the school had a distinguished group of professors from the Sorbonne and elsewhere. Marie was the first instructor there to include laboratory work in the physics curriculum. “I had to give much time to the preparation of my lectures at Sèvres, and to the organization of the laboratory work there, which I found very insufficient.” HEALTH AND FINANCIAL CONCERNS were not the only problems to plague the Curies as Marie wound up her thesis research. Although in the course of her thesis work the prestigious French Academy of Sciences had recognized Marie's scientific promise by awarding her a prize on three occasions--and such prizes could be a significant source of income for researchers--the academy dealt the Curies a blow by denying membership to Pierre in 1902. At about the same time Marie's beloved father died in Poland following a difficult gall bladder operation. A TENDENCY TO ROMANTICIZE HER OWN LIFE characterized Marie Curie from girlhood on. In letters she wrote as a teenager she sometimes presented herself as a tragic heroine. Similarly, in her 1923 biography Pierre Curie and in the autobiographical notes appended to it, she depicted herself and her husband as participants in a heroic struggle. According to the self-portrait she propagated, Pierre and Marie Curie, in their pursuit of scientific truth, had to overcome not only poverty but also the indifference and even hostility of the French establishment. "My plans for the future? I have none....I mean to get through as well as I can, and when I can do no more, say farewell to this base world. The loss will be small, and regret for me will be short...." --letter of Marie Curie to her cousin Henrietta Michalowska, December 1886 The romantic--and only partially true--legend that Curie helped create of her heroic early struggle was further spread by the 1943 film Madame Curie, starring Greer Garson. While not actually false, this image of herself and Pierre as solitary laborers in search of knowledge is only part of the truth. For example, in her biography Pierre Curie, Marie devotes paragraphs to describing the miserable old shed in which she and Pierre made their significant discoveries. What she does not tell the reader is that from early on in their work the Curies received significant assistance from collaborators in industry. For example, the gross treatment of the first ton of pitchblende, donated to the Curies by the Austrian government, was performed in the factory of the Central Chemical Products Company, which marketed Pierre's scientific instruments. Far from laboring entirely on their own, the Curies were allied with the French radioelements industry that their research did so much to develop. As for government research grants and salaries, Marie and Pierre were treated as well as most good scientists of their day. The real problem, Marie and her friends insisted, was that science as a whole got far too little funding. "There was no question of obtaining the needed proper apparatus in common use by chemists.... Sometimes I had to spend a whole day mixing a boiling mass with a heavy iron rod nearly as large as myself. I would be broken with fatigue at the day's end." --Marie Curie, Autobiographical Notes The romantic image of the struggling scientist had already been established a generation earlier by Louis Pasteur and others. While reflecting real difficulties, the image also served as a propaganda tool. At a time when Curie hoped to secure funding for her Radium Institute, her emphasis on the difficulties she faced as a scientist helped not only to arouse public sympathy but also to raise significant philanthropic donations and put pressure on the French government. If more money could be won for basic research by emphasizing certain aspects of her past and downplaying others, a larger truth would be served--scientists everywhere could do far more for humanity if they had better funding. "All civilized groups," Marie wrote, "have an absolute duty to watch over the domain of pure science...and to provide [its workers] with the support they need." France was less forthcoming than other countries when it came to honoring the Curies' work. In early June 1903 both Curies were invited to London as guests of the prestigious Royal Institution. Since custom ruled out women lecturers, Pierre alone described their work in his "Friday Evening Discourse." He was careful, however, to describe Marie's crucial role in their collaboration. The audience included representatives of England's social elite and such major scientists as Lord Kelvin. Kelvin showed his respect by sitting next to Marie at the lecture and by hosting a luncheon in Pierre's honor the following day. But all was not well that weekend. Pierre was in such bad health that he had experienced difficulty in dressing himself before the talk. His fingers were so covered with sores that he spilled some radium in the hall while demonstrating its properties. Ill health, however, kept neither Curie from noting the value of the jewels worn by the members of English high society they met in the course of the weekend. They amused themselves by estimating the number of fine laboratories they could set up with the proceeds from selling those jewels. Visitors from abroad also helped honor Marie on the occasion of her formal thesis defense in June 1903. Her sister Bronya made the difficult trip from Poland to celebrate Marie's academic triumph. Bronya had insisted that the first woman to receive a doctorate in France should acknowledge the special event by wearing a new dress. Characteristically, Marie chose a black dress. Like the navy wedding outfit she had chosen eight years earlier, the new dress could be worn in the lab without fear of stains. Another foreign admirer was a last-minute guest at a dinner to celebrate Marie's achievement. New Zealand-born scientist Ernest Rutherford, who was also actively engaged in research in the new science of radioactivity, was visiting Paris. He had stopped by the Municipal School shed where Marie isolated radium, and at dinner that night he asked Marie how they managed to work in such a place. "You know," he said, "it must be dreadful not to have a laboratory to play around in." FAMILY LOSSES UNDERCUT some of the pleasure Marie could take in her own achievements. In August 1903 she experienced a miscarriage. Some time later Bronya's second child died of tubercular meningitis. And against the backdrop of these specific losses was the fact that Pierre's health continued to deteriorate. Sometimes unbearable pain kept him awake all night, lying weakly in bed, moaning. "I had grown so accustomed to the idea of the child that I am absolutely desperate and cannot be consoled." --letter from Marie Curie to Bronya, August 25, 1903 Marie was not really nominated for her first Nobel Prize. From the inception of the award in 1901, the Nobel Prizes have been made after a lengthy evaluation of the merits of nominees. In 1903 the French Academy of Sciences nominated Henri Becquerel and Pierre -- but not Marie -- Curie as candidates for the physics prize. If not for the intervention of a member of the nominating committee, Swedish mathematician Magnus Goesta Mittag-Leffler, Marie might have been denied recognition for her work. But Mittag-Leffler, an advocate of women scientists, wrote Pierre advising him of the situation. In his reply Pierre made clear that a Nobel Prize for research in radioactivity that failed to acknowledge Marie's pivotal role would be a travesty. Some strings were pulled, and a nomination of Marie Curie in 1902. In December 1903, Becquerel and both Curies were awarded the Nobel Prize for Physics. The Curies' citation was carefully worded to avoid specific mention of their discovery of polonium and radium. Chemists on the nominating committee had insisted that the Curies might in the future deserve a Nobel Prize for Chemistry for their discovery of those elements. And there remained some doubts about the elements, which had been isolated only in invisibly small amounts. Thus their physics prize mentioned only their collaborative work on Becquerel rays. The certificate for the Curies' 1903 Nobel Prize for Physics cited "their joint researches on the radiation phenomena discovered by Professor Henri Becquerel." (Photo ACJC) The Curies felt too ill and too busy to travel to Stockholm for the awards ceremony that December (besides, Pierre depised ceremonies and publicity). Nobel laureates, however, were required to present a lecture describing their work's importance. In June 1905 the Curies finally made the trip. Custom dictated that Pierre deliver the lecture, but he was careful to distinguish between Marie's independent work and their joint efforts. After surveying the science of radioactivity, he added a cautionary note. Radium, like other scientific and technological discoveries (such as Nobel's explosives), might prove very dangerous in the wrong hands, "and here we must ask ourselves if humanity can benefit by knowing the secrets of nature...or if this knowledge will not be harmful to the world." But he ended his talk optimistically. "I am one of those who believe with Nobel that mankind will derive more good than harm from the new discoveries."--Pierre Curie, Award Address for 1903 Nobel Prize for Physics By the time Pierre took up his duties as a professor at the Sorbonne, where he is shown here teaching, he complained of having only "a very feeble capacity for work." (Photo ACJC) Fame and Illness "In 1903 I finished my doctor's thesis and obtained the degree. At the end of the same year the Nobel prize was awarded jointly to Becquerel, my husband and me for the discovery of radioactivity and new radioactive elements. This event greatly increased the publicity of our work. For some time there was no more peace. Visitors and demands for lectures and articles interrupted every day.... The fatigue resulting from the effort exceeding our forces, imposed by the unsatisfactory conditions of our labor, was augmented by the invasion of publicity. The overturn of our voluntary isolation was a cause of real suffering for us and had all the effect of disaster. It was serious trouble brought into the organization of our life, and I have already explained how indispensable was our freedom from external distraction, in order to maintain our family life and our scientific activity. Of course, people who contribute to that kind of trouble generally mean it kindly. It is only that they do not realize the conditions of the problem." —from Autobiographical Notes pp. 190-191. As you have seen, fortune favors us at this moment; but these favors of fortune do not come without many worries. We have never been less tranquil than at this moment. There are days when we scarcely have time to breathe. And to think that we dreamed of living in the wild, quite removed from human beings! I have wanted to write to you for a long time; excuse me if I have not done so. The cause is the stupid life which I lead at present. You have seen this sudden infatuation for radium, which has resulted for us in all the advantages of a moment of popularity. We have been pursued by journalists and photographers from all countries of the world; they have gone even so far as to report the conversation between my daughter and her nurse, and to describe the black- and-white cat that lives with us.... Further, we have had a great many appeals for money.... Finally, the collectors of autographs, snobs, society people, and even at times, scientists, have come to see us—in our magnificent and tranquil quarters in the laboratory—and every evening there has been a voluminous correspondence to send off. With such a state of things I feel myself invaded by a kind of stupor. And yet all this turmoil will not perhaps have been in vain, if it results in my getting a chair and a laboratory. We have regretted so much being deprived of your visit this year, but hope to see you in October. If we do not make an effort from time to time, we end by losing touch with our best and most congenial friends, and in keeping company with others for the simple reason that it is easy to meet them. We continue to lead the same life of people who are extremely occupied, without being able to accomplish anything interesting. It is now more than a year since I have been able to engage in any research, and I have no moment to myself. Clearly I have not yet discovered a means to defend ourselves against this frittering away of our time which is nevertheless extremely necessary. Intellectually, it is a question of life or death. I am neither very well, nor very ill; but I am easily fatigued, and I have left but very little capacity for work. My wife, on the contrary, leads a very active life, between her children, the School at Sèvres, and the laboratory. She does not lose a minute, and occupies herself more regularly than I can with the direction of the laboratory in which she passes the greater part of the day. —from Pierre Curie pp. 127-129. Not surprisingly, the award brought changes in the Curies' lives. The prize money was very useful. They used some of it to cover the expenses of treating pitchblende, and they could hire a paid lab assistant for the first time. Pierre's scientific achievement was finally acknowledged in his native country with an appointment to a professorship at the Sorbonne. Yet it was only after Pierre rejected the first offer, which came without provisions for a lab, that the university dug up the necessary funds. Marie, for the first time in her career, would have both a title--chief of laboratory--and a university salary. "It was not without regret that we left the School of Physics," she recalled, "where we had known such happy work days, despite their attendant difficulties." Although Pierre began his new position in the fall of 1904, the lab was not actually completed until 1906. Marie remained sensitive to these slights against Pierre's dignity. Publicity took a heavy toll on the Curies in the wake of their new international acclaim. Accustomed to working quietly and without distraction in their lab, they were now prey to journalists and photographers, who pursued them both at work and at home. Not even six-year-old Irène was safe from their prying eyes. Pierre found that the unwanted intrusions destroyed his productivity. Although he had published 25 papers between July 1898 and June 1904, he published nothing in the following two years. Even his election in July 1905 to the French Academy of Sciences, which had rejected his candidacy earlier, did little to improve his frame of mind. "A whole year has passed since I was able to do any work, and I have not one moment to myself." --letter from Pierre Curie to physicist friend Georges Gouy, July 1905 Marie, too, complained about the loss of privacy. But having too much to do seemed to energize, not enervate, her. In December 1904, a month after their move to the Sorbonne, the Curies' younger daughter, Eve, was born. Although Marie took some time off from her professional commitments, she soon resumed both her research and her teaching at the teachers' training institute for women at Sèvres. While carefully rationing the time she would spend with journalists, she attempted to explain to the public what the new discoveries meant. She even found time for museums and concerts, where Pierre joined her without enthusiasm. Life was seeming a bit rosier to Pierre Curie in the spring of 1906. During the family's recent Easter holiday in the country, he had enjoyed watching the efforts of 8-year-old Irène to net butterflies and of 14-month-old Eve to keep her footing on the uneven turf. More crucially, perhaps, Pierre had become involved in his work again. Pierre Curie's agenda for Thursday, April 19, 1906, was that of a man fully engaged in both professional and social life. After a luncheon of the Association of Professors of the Science Faculties, he was scheduled to go over proofs with his publisher and to visit a nearby library. He was looking forward to entertaining a number of fellow scientists at the Curie home that evening. A few days before his death, Pierre was cautiously optimistic about the progress he and Marie were making in their attempt to make precise measurements of the radioactive gas that radium emitted. He also thought of returning to the studies of crystal symmetries he had set aside when their joint work began. (Photo ACJC) Pierre Curie was not fated to complete that day's activities. After working in the laboratory all morning, he braved the heavy rain, umbrella in hand, and traveled across Paris to his luncheon meeting. There he spoke forcefully on a number of issues that concerned him, including widening career options for junior faculty and drafting legal codes to help prevent laboratory accidents. After the meeting was over he headed out toward his publisher in the rain, only to find that the doors were locked because of a strike. Hurrying to cross the street, he was run over by a horse-drawn wagon with a load of military uniforms, weighing some six tons. He was killed instantly. When Pierre's father learned that his son had been killed crossing a Paris street in traffic on a rainy day, he said, "What was he dreaming of this time?" (Painting by Childe Hassam, 1893) "He wasn't careful enough when he was walking in the street, or when he rode his bicycle. He was thinking of other things." --Pierre Clerc, the Sorbonne lab assistant who identified Curie's body Marie did not learn the news that would transform her life until that evening. In shock, she began to attend to the necessary arrangements. She sent Irène next door to spend a few days with the neighbors, telegrammed the news to her family in Poland, and arranged to have the body brought to the house. Only after Pierre's older brother, Jacques, arrived the next day from Montpellier did she break down briefly. The news of Pierre Curie's death was carried in newspapers around the world, and Marie was inundated by letters and telegrams. The day after the funeral was notable for two reasons. Encouraged by Jacques, Marie returned to her work. Also, Jacques informed Marie that the French government proposed to support her and the children with a state pension. Marie was adamant in her refusal, insisting that she was perfectly capable of supporting herself and the children. "Crushed by the blow, I did not feel able to face the future. I could not forget, however, what my husband used to say, that even deprived of him, I ought to continue my work." If Marie was firm in rejecting the government's offer of support, she was less certain how to respond to an unexpected offer from the Sorbonne. On May 13, 1906, the university invited her to take up Pierre's academic post. By doing so, she hoped, she could one day establish, as a tribute to Pierre's memory, a state-of-the-art lab such as he had never had. It was not enough to be a teacher and researcher. She would have to learn how to create a scientific institution. Tragedy "In 1906 just as we were definitely giving up the old shed laboratory where we had been so happy, there came the dreadful catastrophe which took my husband away from me and left me alone to bring up our children and, at the same time, to continue our work of research. It is impossible for me to express the profoundness and importance of the crisis brought into my life by the loss of the one who had been my closest companion and best friend. Crushed by the blow, I did not feel able to face the future. I could not forget, however, what my husband used sometimes to say, that, even deprived of him, I ought to continue my work. The death of my husband, coming immediately after the general knowledge of the discoveries with which his name is associated, was felt by the public, and especially by the scientific circles, to be a national misfortune. It was largely under the influence of this emotion that the Faculty of Sciences of Paris decided to offer me the chair, as professor, which my husband had occupied only one year and a half in the Sorbonne. It was an exceptional decision, as up to then no woman had held such a position.... The honor that now came to me was deeply painful under the cruel circumstances of its coming." —from Autobiographical Notes pp. 191-192. Selections from Marie Curie's diary "We put you into the coffin Saturday morning, and I held your head up for this move. We kissed your cold face for the last time. Then a few periwinkles from the garden on the coffin and the little picture of me that you called "the good little student" and that you loved. It is the picture that must go with you into the grave, the picture of her who had the happiness of pleasing you enough so that you did not hesitate to offer to share your life with her, even when you had seen her only a few times. You often told me that this was the only occasion in your life when you acted without hesitation, with the absolute conviction that you were doing well. My Pierre, I think you were not wrong. We were made to live together, and our union had to be. Your coffin was closed and I could see you no more. I didn't allow them to cover it with the horrible black cloth. I covered it with flowers and I sat beside it.... They filled the grave and put sheaves of flowers on it. Everything is over, Pierre is sleeping his last sleep beneath the earth; it is the end of everything, everything, everything. I am working in the laboratory all day long, it is all I can do; I am better off there than anywhere else. I conceive of nothing any more that could give me personal joy, except perhaps scientific work—and even there, no, because if I succeeded with it, I would not endure you not to know it." —from Madame Curie p. 249. MARIE CURIE FOUND A LIFELINE in her professional and family responsibilities during the summer following Pierre's death. She moved with her daughters and father-in-law to Sceaux, the suburb where Pierre's family had lived and where he and his mother were now buried. She also prepared to teach Pierre's course. On November 5, 1906, the day of her first lecture, the hall was packed. In addition to the students taking the course, a crowd had gathered of those curious to hear how the widow--the first woman professor at the Sorbonne--would fare. The inaugural lecture of a professor was normally an occasion for lavish tributes to one's predecessor and eloquent claims for one's own field of science. But the crowd heard only a matter-of-fact lecture about developments in physics over the past decade. "When one considers the progress that has been made in physics in the past ten years, one is surprised at the advance that has taken place in our ideas concerning electricity and matter...." --Marie Curie, opening of first Sorbonne lecture, November 5, 1906 During that summer, Marie's research program--to identify and isolate radioactive elements--intensified. In part she was spurred on by a challenge from an unexpected quarter. In a letter to the editor on the front page of The London Times of August 9, 1906, Pierre's longtime fan Lord Kelvin advanced a theory that radium was no element but rather a compound of lead and five helium atoms. Since the theory threatened the entire science of radioactivity, Marie began lab work to disprove it--and more generally to put her discovery on such a firm basis that nobody could doubt it. Enlisting the aid of her old colleague André Debierne, she eventually confirmed that radium was indeed an element. It was an effort of years to measure the atomic weight of radium beyond question and thus firmly locate the element in the Periodic Table. But the measurements left nothing in doubt. André Debierne, seen here in the Curies' laboratory shed, not only helped Marie confirm experimentally that radium was an element, but also remained a devoted friend and colleague over the years. (Photo ACJC) Few people manage to create an entirely new institution from scratch, single-handed. That is what Marie Curie set out to do--establish a lab worthy of Pierre's memory. She had her fame, her friends, and her fierce determination. A substantial grant in 1907 from an American philanthropist enabled her to assemble a research staff, but that was only a start. It helped that in the little world of the Paris elite, the professors in Curie's circle were on good terms with politicians in the left-leaning parties that controlled the French government. These politicians agreed with the professors' ideals--rational science was the vanguard of human progress. Yielding to persuasion, the government-funded University of Paris joined the private Pasteur Foundation to fund a Radium Institute. Marie Curie would supervise one of its divisions, a radioactivity laboratory, while an eminent physician would supervise the second division, a medical research laboratory. "...a laboratory is not created in a few months with a wave of a magic wand..." --Pierre Curie in a letter to a university administrator, 1903 American steel-manufacturer and philanthropist Andrew Carnegie established the Curie Scholarships, which enabled promising scientists to devote themselves full-time to research in Marie's lab. Her work at the Sorbonne and in the lab was so time-consuming that Marie turned over her position at the Sèvres school for women teachers-in-training to her friend and colleague Paul Langevin. She nonetheless made time to run a cooperative school with a number of other professional parents who disapproved of the rigid French school system. Each family agreed to teach one class each week in its field of expertise. Between 1906 and 1908, Irène and a group of eight or nine other children were thus privileged to learn math, science, history, literature, and studio art from eminent figures in those fields. ANOTHER DEATH IN THE FAMILY deeply saddened Marie and her daughters. Pierre's father died in February 1910. Now a series of Polish governesses, some more successful than others, helped raise Irène and Eve. Yet during the course of that year of mourning Marie isolated radium metal. She saw the publication of her comprehensive textbook, A Treatise on Radioactivity. And she secured the right to define an international standard for radium emissions. Such a standard was essential for an efficient radium industry and uniform medical applications. The measure she established was accepted by the international scientific community, which named it the Curie. “Curie. A unit of radioactivity. One Curie is the quantity of a radioactive substance that undergoes $3 \times 10^7$ disintegrations per second.” --Dictionary definition SCANDAL-DRIVEN PRESS is not a recent phenomenon. Pierre and Marie had been hounded by intrusive reporters as early as 1902, when news began to circulate about the medical uses of radium. After they won the Nobel Prize, reporters redoubled their attentions. But until late 1910 most press coverage of Marie Curie focused on the heroic labors of the blonde, foreign-born mother, wife, and then widow. Some of the press changed its tune, however, in November 1910, when Curie offered herself as a candidate for the single vacant seat for a physicist in the French Academy of Sciences. Her main rival for the seat was 66-year-old Edouard Branly, whose scientific reputation was based on his contribution to wireless telegraphy. When Italian Gugliemo Marconi was awarded the 1909 Nobel Prize for Physics for his work in that field, many French patriots felt stung by Branly's exclusion. Branly's claim to the Academy chair was also championed by many French Catholics, who knew that he had been singled out for honor by the Pope. For generations French politics had been bitterly divided between conservative Catholics and liberal freethinkers like Marie and her friends, and the split ran through every public action. Among the false rumors the right-wing press spread about Curie was that she was Jewish, not truly French, and thus undeserving of a seat in the French Academy. Although the liberal press came to her defense, the accusations did the intended damage. Branly won the election on January 23, 1911, by two votes. Curie responded to the snub characteristically, by throwing herself into her work. “An academic tournament: Will a woman enter the Institute?” Marie was weighed against Edouard Branly, who taught at a leading Catholic institution. The struggle between you and M. Branly will arise most strongly on the clerical issue....Against him will be the forward-looking and university elements of the Academy.... --letter from Georges Gouy to Marie Curie, November 1910 The Langevin Affair AN EVEN WORSE SCANDAL was to erupt before the end of 1911. That a woman who was left a widow at 38 should become romantically attached again is not surprising. But when Curie's relationship with fellow physicist Paul Langevin moved beyond friendly collegiality to mutual love, she could not foresee where it would lead. Langevin, a brilliant former pupil of Pierre's, was unhappily married to a woman who came from a similar working-class background but lacked his educational attainments. With four children to raise, Madame Langevin complained that Paul placed his commitment to science above the needs of his family. "They can't comprehend at his house that he refuses magnificent situations...in private industry to dedicate himself to science," wrote a friend of Langevin's. During the summer of 1911, as rumors about a relationship between Curie and Langevin began to spread, Madame Langevin began proceedings to bring about a legal separation. That autumn Curie, Langevin, and some 20 other top physicists attended an international conference in Brussels. While the scientists considered the challenge to modern physics presented by the discovery of radioactivity, the French press got hold of intimate letters that Curie and Langevin had exchanged (or forgeries based on them). THE WIDOW HAD TARNISHED the good name of her deceased husband! This was only one of the accusations hurled at Curie during her absence in Belgium. Resurrecting the lie that she was Jewish, some anti-Semitic newspapers decried the devastation wrought on a good Frenchwoman by a foreign Jewish home wrecker. Other reporters spread false hints that Curie's affair with Langevin had begun while Pierre was still alive, driving him to commit suicide in despair. "The fires of radium which beam so mysteriously...have just lit a fire in the heart of one of the scientists who studies their action so devotedly; and the wife and the children of this scientist are in tears...." --Le Journal, November 4, 1911 On her return to France, Curie discovered an angry mob congregated in front of her home in Sceaux, terrorizing 14-year-old Irène and 7-year-old Eve. Curie and her daughters had to take refuge in the home of friends in Paris. Meanwhile Langevin and a journalist who had reviled Marie held a duel--an emotional but bloodless "affair of honor." Illness and Rebirth URING THE PRESS FRENZY Curie received a telegram informing her that she had been given an unprecedented second Nobel Prize, this time in chemistry. Although severely shaken by the scandal, she mustered the strength to attend the award ceremony, accompanied by her sister Bronya and her daughter Irène. At the ceremony on December 10, 1911, the president of the Royal Swedish Academy of Sciences explained why Curie's 1898 discovery of two new elements deserved this additional recognition. It had not only revolutionized scientific understanding of the nature of the atom but had also opened up new areas of medicine and even helped measure the age of the earth. In her lecture the following day, Curie reasserted her claim to be the first to see that radioactivity was a property built into atoms. She gave credit, however, to Rutherford and other scientists for their contributions in explaining radioactive phenomena. Aware of accusations that she had sullied Pierre's name, she acknowledged the role their joint efforts had played in her work. "...for her services in the advancement of chemistry by the discovery of the elements radium and polonium, by the isolation of radium and the study of the nature and compounds of this remarkable element." --1911 Nobel Citation The stress of the past several months took its toll on Curie. Suffering from severe depression and acute kidney problems, she spent most of January 1912 in a private clinic, registered under an assumed name. In March she underwent a kidney operation. She spent months recuperating in a house near Paris, rented under the name Madame Sklodowska. Feeling unworthy of Pierre's name, she even forbade Irène to address letters to her as Madame Curie. ECLUDING THE PRESS remained her highest priority. In late July, still using the name Sklodowska, she traveled to England, where she spent the rest of the summer with her friend and colleague Hertha Ayrton. Like Curie, Ayrton was not only the widow of a distinguished physicist but also an important practicing physicist herself. The two women were joined in their rented house near the seashore by Curie's daughters and their Polish governess. In October 1912 Curie returned to France but not to Sceaux, where the angry mob had once threatened her and her children. After further bed rest in the Paris apartment where she would live the rest of her life, she felt well enough to return to the lab. On December 3, 1912, she made her first lab notebook entry in nearly 14 months. The scandal had finally blown over: Madame Langevin had not mentioned Madame Curie by name in the separation agreement. The French academic world was ready to welcome the world's only double Nobel laureate. "I have been led to think that there is a public service to be organized, which I cannot ignore, and that it could not have been properly established without myself and my laboratory's participation." --Marie Curie to the dean of the Sorbonne, May, 1913 Curie in her laboratory in 1913, following the Langevin scandal. (Photo ACJC) NO MORE LOVE AFFAIRS lay in Curie's future. Though there would be no union between Marie Curie and Paul Langevin, her granddaughter Hélène and his grandson Michel would eventually marry. Marie Curie dedicated most of the rest of her life to the Radium Institute, which she considered both a tribute to Pierre's memory and a contribution to the betterment of human society. Here scientists and technicians would monitor the purity and efficacy of radioactive products for medicine and industry, while conducting research to produce both pure knowledge and further beneficial uses. After long labors of design and construction, Curie saw her building completed on a street in the Latin Quarter, newly named Rue Pierre-Curie. It was August 1914. THREE GERMAN BOMBS fell on Paris on September 2, 1914, about a month after Germany declared war on France. By that time construction of the Radium Institute was complete, although Curie had not yet moved her lab there. Curie's researchers had been drafted, like all other able-bodied Frenchmen. The Radium Institute's work would have to wait for peacetime. But surely there were ways in which Curie could use her scientific knowledge to advance the war effort. "I am resolved to put all my strength at the service of my adopted country, since I cannot do anything for my unfortunate native country just now..." --letter from Marie Curie to Paul Langevin, January 1, 1915 As the German army swept toward Paris, the government decided to move to Bordeaux. France's entire stock of radium for research was the single gram in Curie's lab. At the government's behest, Curie took a Bordeaux-bound train along with government staff, carrying the precious element in a heavy lead box. Unlike many, however, Curie felt her place was in Paris. After the radium was in a Bordeaux safe-deposit box, she returned to Paris on a military train. X-rays could save soldiers' lives, she realized, by helping doctors see bullets, shrapnel, and broken bones. She convinced the government to empower her to set up France's first military radiology centers. Newly named Director of the Red Cross Radiology Service, she wheeled money and cars out of wealthy acquaintances. She convinced automobile body shops to transform the cars into vans, and begged manufacturers to do their part for their country by donating equipment. By late October 1914, the first of 20 radiology vehicles she would equip was ready. French enlisted men would soon dub these mobile radiology installations, which transported X-ray apparatus to the wounded at the battle front, petites Curies (little Curies). This "petite Curie," which brought X-rays to the Front in World War I, was displayed in Paris in 1998 during the commemoration of the 100th anniversary of the discovery of radium. ALTHOUGH CURIE HAD LECTURED about X-rays at the Sorbonne, she had no personal experience working with them. Intending to operate the petite Curie herself if necessary, she learned how to drive a car and gave herself cram courses in anatomy, in the use of X-ray equipment, and in auto mechanics. As her first radiological assistant she chose her daughter Irène, a very mature and scientifically well-versed 17-year-old. Accompanied by a military doctor, mother and daughter made their first trip to the battle front in the autumn of 1914. “The use of the X-rays during the war saved the lives of many wounded men; it also saved many from long suffering and lasting infirmity.”—Marie Curie Would Irène be traumatized by the sight of the soldiers’ horrific wounds? To guard against a bad reaction, Curie was careful to display no emotion herself as she carefully recorded data about each patient. X-rays on Wheels “The dominant duty imposed on everyone at that time was to help the country in whatever way possible during the extreme crisis that it faced. No general instructions to this were given to the members of the University. It was left to each to take his own initiative and means of action.... During the rapid succession of events in August 1914, it was clearly proved that the preparation for defense was insufficient. Public feeling was especially aroused by the realization of the grave failings which appeared in the organization of the Health Service. My own attention was particularly drawn to this situation, and I soon found a field of activity which, once entered upon, absorbed the greatest part of my time and efforts until the end of the war, and even for some time thereafter.... It is well known that the X-rays offer surgeons and doctors extremely useful means for the examination of the sick and wounded.... However, at the beginning of the war, the Military Board of Health had no organization of radiology, while the civil organization was also but little developed. Radiologic installations existed in only a small number of important hospitals, and there were only a few specialists in the large cities. The numerous new hospitals that were established all over France in the first months of the war had, as a rule, no installation for the use of X-rays. To meet this need I first gathered together all the apparatus I could find in the laboratories and stores. With this equipment I established in August and September, 1914, several stations of radiology, the operation of which was assured by volunteer helpers to whom I gave instruction. These stations rendered great service during the battle of the Marne. But as they could not satisfy the needs of all the hospitals of the Paris region, I fitted up, with the help of the Red Cross, a radiologic car. It was simply a touring motor-car, arranged for the transport of a complete radiologic apparatus, together with a dynamo that was worked by the engine of the car, and furnished the electric current necessary for the production of the rays. This car could come at the call of any of the hospitals, large or small, in the surroundings of Paris. Cases of urgent need were frequent, for these hospitals had to take care of the wounded who could not be transported to more distant places. —from Autobiographical Notes pp. 208-211. --- From Radiology in War The story of radiology in war offers a striking example of the unsuspected amplitude that the application of purely scientific discoveries can take under certain conditions. X rays had had only a limited usefulness up to the time of the war. The great catastrophe which was let loose upon humanity, accumulating its victims in terrifying numbers, brought up by reaction the ardent desire to save everything that could be saved and to exploit every means of sparing and protecting human life. At once there appeared an effort to make the X ray yield its maximum of service. What had seemed difficult became easy and received an immediate solution. The material and the personnel were multiplied as if by enchantment. All those who did not understand gave in or accepted; those who did not know learned; those who had been indifferent became devoted. Thus the scientific discovery achieved the conquest of its natural field of action. A similar evolution took place in radium therapy, or the medical application of radiations emitted by the radio elements. What are we to conclude from this unhoped-for development shared between the new radiations revealed to us by science at the end of the nineteenth century? It seems that they must make our confidence in disinterested research more alive and increase our reverence and admiration for it. —from Madame Curie p. 306. --- From Marie’s letters to Irène Curie Paris, Monday, 31 August 1914 [At this time the German Army was threatening Paris] Dear Irène, I’ve just received your sweet letter of Saturday and I wanted so much to hug you that I almost cried. This morning I was able to make my way to the train station where Fernand and Margaret were to leave—and I didn’t manage to see them. I wonder if they’ve left. Things are not going very well, and we all have a heavy heart and disturbed spirit. We need great courage and I hope we will not lack it. We must keep the firm hope that after these bad days, good times will return. It's in that hope that I lock you in my heart, my beloved daughters. Mè [Mom] Poperinghe, 24 January 1915 [Near Dunkirk] Dear Irène, After various wanderings, we've arrived here, but we can't make an attempt at working until we've made some modifications at the hospital. They want to build a shelter for the car and a partition to create the radiology room in a big ward. That all holds up the work, but it's difficult to do otherwise. In Dunkirk, German planes dropped some bombs that killed a few people, but the populace is scarcely frightened. At Poperinghe too these accidents happen, but less often. We hear the guns grumbling almost constantly. It's not raining, a bit of frost. We were welcomed at the hospital with extreme cordiality, I have a nice room and they give me a fire in a stove at the side. I'm better off than at Furnes, I'll eat at the hospital. With a hug, Mè —from Correspondance pp. 129, 158. Irène followed her mother's example. Heedless of the dangers of over-exposure to X-rays, mother and daughter were inadequately shielded from the radiation that helped save countless soldiers' lives. After the war the French government recognized Irène's hospital work by awarding her a military medal. No such official recognition came to Curie. Perhaps her role in the Langevin affair was not yet forgiven. A Military Radiotherapy Service Curie knew she needed more trained personnel. She and Irène could not run by themselves the 20 mobile X-ray stations she had established, nor the 200 stationary units. By 1916 Marie began to train women as radiological assistants by offering courses in the necessary techniques at the Radium Institute. She was assisted by Irène, who was also enrolled as a student at the Sorbonne. "Theoretically, [the women trained at the Radium Institute] were supposed to serve as aides to physicians, but several of them proved capable of independent work." --Marie Curie At the Radium Institute, Curie trained about 150 women in X-ray technology, including these radiology assistants with her near the front lines. Her radiological services well under way, Curie turned her attention to establishing a military radiotherapy service. By 1915 it seemed likely that the Germans could not take Paris. After retrieving the gram of radium from Bordeaux, Curie began to use a technique pioneered in Dublin to collect radon--a radioactive gas that radium steadily emits. Working alone, without protecting herself adequately from the radioactive vapors, she used an electric pump to collect the gas at 48-hour intervals. She sealed the radon in thin glass tubes about one centimeter long, which were delivered to military and civilian hospitals. There doctors encased the tubes in platinum needles and positioned them directly within patients' bodies, in the exact spot where the radiation would most effectively destroy diseased tissue. "The story of radiology in war offers a striking example of the unsuspected amplitude that the application of purely scientific discoveries can take under certain conditions. X-rays had only a limited usefulness up to the time of the war...A similar evolution took place in radium therapy, the medical applications of radiations emitted by the radioelements." --Marie Curie, Radiology in War SHOULD SHE HAND OVER her medals to the government? In addition to the contributions to the war effort that Curie could make as a scientist, she was also an ordinary citizen. When the government asked people to contribute their gold and silver, Curie decided to offer her two Nobel medals, along with all the other medals bestowed on her over the years. The French National Bank turned down the offer, but Curie did her part by using most of the Nobel prize money to buy war bonds. The war ended on November 11, 1918, but Curie's war-related work continued for nearly another whole year. During the spring of 1919 she offered radiology courses to a group of American soldiers who remained in France while awaiting passage home. That summer she summarized much of her wartime work in a book titled Radiology in War. By the fall of 1919 her laboratory at the Radium Institute was finally ready. She would devote most of the rest of her life to it. Curie said that these American officers, who became her students at the Radium Institute in the spring of 1919, also "studied with much zeal the practical exercises directed by my daughter." (Photo ACJC) She never overcame stage fright as a professor, though she taught for nearly 30 years. Yet in order to turn the Radium Institute into a world-class institution, Curie shamelessly sought out assistance, just as she had done during the war years to create the radiological service. Throughout her career Curie had benefited from the subsidies of wealthy French benefactors. Now, thanks to the interest of an American woman, U.S. citizens also became involved in filling the needs of the Radium Institute. "[Curie], who handles daily a particle of radium more dangerous than lightning, was afraid when confronted by the necessity of appearing before the public."--Stéphane Lauzanne, editor-in-chief of Le Matin French philanthropist Henri de Rothschild was enthralled by science and funded many research efforts. Rothschild grants helped Curie to support her scientific staff--including the man who would become Irène's husband and collaborator. Despite her distrust of journalists, in May 1920 Curie agreed to give an interview to Mrs. William Brown Meloney, editor of an American women's magazine. In the interview Curie emphasized the needs of her institution, where research was just resuming following the devastating war. Thanks to her alliance with industry, few labs in the world if any were better equipped with radium than Curie's. But Curie succeeded in shocking Meloney by emphasizing the fact that research and therapy centers in the United States together had about 50 times as much radium as the single gram she--the scientist who had discovered the element--had in her laboratory. When Meloney learned that Curie's most fervent wish was for a second gram for her laboratory, the editor organized a "Marie Curie Radium Campaign." Meloney, Irène, Marie and Eve shortly after their arrival in the United States, where the press dubbed Eve "the girl with the radium eyes." Led by a committee of wealthy American women and distinguished American scientists, the campaign succeeded by soliciting contributions in the United States. Meloney also arranged for Curie to write an autobiographical work for an American publisher. The book would provide royalty income over the years. Equally important, it would capture in simple and moving prose the romantic and heroic image of science that was so helpful for public support and fund-raising. The high point of Curie’s 1921 tour of the United States was the White House presentation by President Warren G. Harding, where she wore the same black dress she had worn to both Nobel ceremonies. Thanks to the Marie Curie Radium Campaign, she returned to Paris with ores, costly apparatus, and cash for her institute, in addition to the gram of radium. (Photo ACJC) Her right hand was in a sling before she had been in the United States many days. So many people wanted to shake hands with the woman who had given humanity the gift of radium. Curie was grateful that her daughters were willing to stand in for her when she felt she could not bear another public function. Irène, for example, accepted some of the many honorary degrees granted to her mother by universities and colleges. In 1920 Curie and a number of her colleagues created the Curie Foundation, whose mission was to provide both the scientific and the medical divisions of the Radium Institute with adequate resources. Over the next two decades the Curie Foundation became a major international force in the treatment of cancer. Curie with President Hoover in 1929, when she made a second U.S. tour sponsored by Meloney. This time she succeeded in equipping the Warsaw Radium Institute, founded in 1925 with her sister Bronya as director. “I pray to thank the Minister, and to inform him that I do not in the least feel the need of a decoration, but that I do feel the greatest need for a laboratory.” --Pierre Curie refusing CAMPAIGNS TO RAISE MONEY from governments as well as from individuals, were launched throughout the 1920s in many countries including France itself. Marie's scientist friends were especially active. Insisting that the quickest way to a progressive future was to foster research, they formed partnerships with liberal and socialist politicians, and they supported political parties that would increase government funding. Despite her shyness Marie helped in the work of lobbying, going with her friends from office to office. She could argue fervently, but her appearance alone was the strongest argument. A frail and aging woman dressed in black, already a legendary figure, she had--as one observer put it--the appearance and moral force of a Buddhist monk. A World Center for the Study of Radioactivity UNDER CURIE'S DIRECTION the Radium Institute in Paris became a world center for the study of radioactivity (there were only a few others on the same level--the Cavendish Laboratory in Cambridge, England; Berlin's Kaiser Wilhelm Institute for Chemistry; and Vienna's Radium Institute). Between 1919 and Curie's death in 1934, scientists at her Radium Institute published 483 works, including 31 papers and books by Curie herself. Until the end of her life she continued research to isolate, concentrate, and purify polonium and actinium. She considered it important to get enough of these elements to do thorough scientific studies of them. At the same time, the work was intimately related to the commercial production of radioactive substances and many applications in science and industry as well as medicine. Alongside the research, the Radium Institute became an international center for measuring the radium content of various products. Curie believed that providing this service, necessary for doctors and others who used radium, was a personal responsibility. The Curie Museum in Paris keeps Marie Curie's office in the Radium Institute as she left it, as well as the chemical laboratory that she and Irène Joliot-Curie used. The laboratory (right) was reconstructed in 1981--and decontaminated, for it was too radioactive for safe occupancy. (© Rachel Paty-Musée Curie) http://www.aip.org/history/curie/contents.htm The central task of her life was no longer her own research, but directing the Curie Institute. Seeing that science was becoming specialized, she organized the Radium Institute in a new way--an entire major laboratory devoted to a single subject. Researchers formed small teams, each team with its own independent questions but always about radioactivity. Each team not only attacked its questions but also served as a training-ground for students. The institute housed three or four dozen researchers, and Curie kept in touch with the details of the work of every one of them. From the moment she arrived in the morning she would be surrounded by researchers. Often she stopped to sit with them on the stairs of the narrow entrance hall, briskly discussing the problems of the day. Curie's research staff always included some foreigners, especially Poles and some women. She considered all the researchers working under her direction her "children." One of them, Salomon Rosenblum, made a major discovery in 1929, when his work with actinium (prepared by Curie herself) helped confirm quantum theory. But her own daughter Irène and son-in-law Frédéric Joliot became the stars of the Radium Institute. Curie did not live to see the Joliot-Curies receive a joint Nobel Prize for Chemistry in December 1935. But she did witness in early 1934 their triumphant discovery of artificial radioactivity, for which the prize would be awarded. Meanwhile Eve too achieved distinction--not in science but for her writing (including a popular biography of her mother). "It was certainly a satisfaction for our late lamented teacher, Marie Curie, to have seen the list of radioactive elements that she had the honor to inaugurate with Pierre Curie so extended."--Frédéric Joliot-Curie, in his Nobel Prize lecture Receiving the 1935 Nobel Prize. Unlike Marie Curie's experience when sharing her first Nobel Prize with Pierre, Irène and Frédéric Joliot-Curie each delivered part of the Nobel lecture explaining the significance of their work. (Photo ACJC) As all-consuming as her involvement with the Radium Institute was, Curie also found time in the last 12 years of her life to serve on the commission on Intellectual Cooperation of the League of Nations. In this capacity she worked toward establishing an international bibliography of scientific papers, developing standards for international scientific scholarships, and protecting researchers' ownership of intellectual rights for their discoveries. When Curie learned that Einstein, like her, had been appointed to the League's Commission on Intellectual Cooperation, she sent a letter urging him to serve: "I believe your acceptance, as well as mine, is necessary if we have any hope of rendering any real service." MEDICAL PROBLEMS BEGAN TO AFFLICT Curie in 1920, when she learned that she had a double cataract. Today we know that exposure to radiation can cause this disease, in which the lens of the eye becomes clouded. Her vision became so impaired that she had to write her lecture notes in huge letters and have her daughters guide her around. Only after four operations was she able again to carry out exacting lab procedures and drive a car. Curie, like other researchers and industrialists of the day, was unclear about the health effects of exposure to radioactivity. In 1925 she participated in a commission of the French Academy of Medicine that recommended the use of lead screens and periodic tests of the blood cells of workers in industrial labs where radioactive materials were prepared. Although she did not believe that researchers were exposed to the same dangers as industrial workers, she required the Radium Institute staff to have their blood counts checked regularly. She also advised staff members to get regular exercise and fresh air, as if these precautions would protect them from radiation's harmful effects. "Perhaps radium has something to do with these troubles, but it cannot be affirmed with certainty." --letter from Curie to her sister Bronya, November 1920 SOME DAYS SHE WAS TOO SICK TO GO TO THE LAB. On those days she worked at home on the manuscript of her book Radioactivity, which would be published posthumously in 1935. At first her regimen of diet and exercise worked. Yet her health continued to deteriorate. Over the Easter holiday of 1934, she took a last trip with her sister Bronya, during which she paid a final visit to her brother-in-law Jacques Curie. In May she went home sick from the lab in mid-afternoon and never returned. "In the event of my death I give to the Radium Institute, of Paris, for exclusive use in the Curie laboratory, the gram of radium given to me by the Executive Committee of Women of the Marie Curie Radium Fund..." None of the specialists who examined Curie could diagnose her problem. Suspecting tuberculosis, several advised a stay at a sanatorium in Switzerland. A medical expert from Geneva finally diagnosed a blood disorder for which there was no cure. She died on July 4, 1934. “The disease was an aplastic pernicious anemia of rapid, feverish development,” the sanatorium director reported. “The bone marrow did not react, probably because it had been injured by a long accumulation of radiations.” Curie was buried twice On July 6, 1934, she was interred in the same cemetery in Sceaux where her in-laws and Pierre lay. Over 60 years later the remains of Pierre and Marie Curie were re-interred in France’s national mausoleum, the Panthéon, in Paris. Marie Curie thus became the first woman whose own accomplishments earned her the right to rest for eternity alongside France’s most eminent men. During the reinterment of Pierre and Marie Curie at the Panthéon, the president of France said, “As the country bows before her ashes…I form the wish, in the name of France, that everywhere in the world the equality of the rights of women and men might progress.” “By transferring these ashes of Pierre and Marie Curie into the sanctuary of our collective memory, France not only performs an act of recognition, it also affirms a faith in science, in research, and its respect for those who dedicate themselves to science, just as Pierre and Marie Curie dedicated their energies and their lives to science.” --President François Mitterand at the Panthéon, April 1995 MARIE CURIE'S LAST YEARS were brightened by the flourishing collaboration between her two lab assistants, her daughter Irène and young Frédéric Joliot. Just as Marie and Pierre had combined personal love with professional commitment, so did the Joliot-Curies. Irène and Fred shared not only a devotion to scientific research but also similar political outlooks as well as a love of sports. "The fame and the achievement of her parents neither discouraged nor intimidated her....Her sincere love of science, her gifts, inspired in her only one ambition: to work forever in that laboratory which she had seen go up." --Eve Curie on her sister Irène When the romantic relationship between Fred and Irène became known, cynics claimed that the gregarious "prince consort" was wooing the awkward "crown princess" of the Radium Institute only to advance his career. Like Pierre Curie, Fred Joliot lacked impeccable academic credentials. But he had graduated first in his engineering class at the Paris Municipal School of Industrial Physics and Chemistry, where he studied under Paul Langevin, the Curies' colleague and Marie's erstwhile love. In 1925 Langevin helped place Fred at the Radium Institute as a junior assistant to Marie Curie. By that time Irène, two and a half years Fred's senior, had been awarded her doctorate for studies of the alpha rays of polonium (the first of the two elements her mother had discovered 27 years earlier). About a year after Fred's arrival in the lab, the couple married. "I rediscovered in [Pierre Curie's] daughter the same purity, his good sense, his humility." --Frédéric Joliot DOUBTFUL THAT THE MARRIAGE WOULD LAST, Marie Curie not only insisted on a prenuptial agreement but also confirmed that Irène would inherit the use of the radium at the lab. The young couple struggled to make ends meet, with Fred doing some teaching on the side. Despite his many responsibilities, he was able in 1930 to complete his doctorate on properties of compounds of polonium. For a while his financial concerns led him to contemplate leaving research for a better-paying career in industry. Before 1928, when they began to sign their scientific articles jointly, Irène and Fred had each published some solid work as individuals, but neither had demonstrated outstanding scientific abilities. Together they brushed greatness twice before striking pay dirt. In 1932 they noted the unusual result of an experiment they performed, but failed to understand it completely. That left the discovery of the neutron to James Chadwick. In another experiment, drawing an incorrect conclusion about the mysterious outcome, they ceded the discovery of the positron to C. D. Anderson. A CRITICAL EXPERIMENT in their basement lab at the Radium Institute led them to a correct and very significant conclusion in mid-January 1934. By bombarding stable elements with nuclear projectiles, they were the first to discover artificial radioactivity--a normal element was changed to a radioactive one through human intervention. “With the neutron we were too late. With the positron we were too late. Now we are in time.”—Joliot to a student, Jan. 1934 Persistent rumors about the strength of Joliot’s attachment to Irène (shown above at a 1929 conference on beta and gamma rays held at the Cavendish Laboratory) led him to announce to an acquaintance, “But I do love my wife. I love her very much.” Marie Curie, shown here with the Joliot-Curies and their young children, soon acknowledged her son-in-law’s abilities. The young man, she said, was “a skyrocket.” THANKS TO THEIR DISCOVERY, artificially radioactive atoms could now be prepared relatively inexpensively. The tedious labor and high cost of separating naturally occurring radioactive elements like radium from their ores would no longer impede the progress of nuclear physics and medicine. Their discovery brought the pair the 1935 Nobel Prize for Chemistry. “The results of your researches are of capital importance for pure science, but in addition, physiologists, doctors, and the whole of suffering humanity hope to gain from your discoveries remedies of inestimable value.”--1935 Nobel Prize for Chemistry to Irène Joliot-Curie and Frédéric Joliot WORKING SEPARATELY after receiving the Nobel Prize and the fame and obligations that went with it, Irène and Fred each took on administrative duties and students. Irène accepted the position of Undersecretary for Scientific Research in a Socialist-Communist coalition government, but political maneuvers were not to her taste and she soon returned to the lab. In 1938 her group did painstaking work on uranium with puzzling results, which provoked German scientists to research that led to the discovery of nuclear fission. Fred’s group, recognizing a potentially immense source of energy, began pioneering work on chain reactions. When Germany invaded France in 1940, his collaborators fled and helped create the British atomic energy program, leading to the American Manhattan Project. Fred and Irène decided to remain in their homeland. Fred was a hero in the war. Pretending to be busy with theoretical atomic physics, he risked his life by using his lab to manufacture explosives and radio equipment for the Resistance. After the liberation of France, he was appointed director of the National Center for Scientific Research. Meanwhile he was elected to the French Academy of Sciences. Soon thereafter he became head of the French Atomic Energy Commission. His task was to make France a world leader in the nuclear industry. Irène became not only a commissioner but also the director of the Radium Institute. But the Joliot-Curies' political activities led to their political downfall. In spring 1942 Fred had secretly joined the French Communist party, at that time a leading anti-Nazi force. Although Irène never became a member, she sympathized with many movements in which French Communists took a lead, including support of equal rights for French women. At the height of the Cold War, Fred was dismissed from his position at the French Atomic Energy Commission. A few months later Irène also lost her post as commissioner. "Progressive scientists and communist scientists shall not give a jot of their science to make war against the Soviet Union...we shall hold firm, sustained by our conviction that in so doing we serve France and all of humanity." --Joliot's address at the French Communist Party's 12th National Congress, April 1950 Joliot, shown here speaking in public in 1950, realized that his outspoken pro-Communist views would be his undoing. In April 1950, he told his friends, "If the government doesn't fire me after what I've said, I don't know what more they need." Photographed at an international scientific meeting in Stockholm in July 1953, Irène was denied a hotel room by city innkeepers who disapproved of her political views. The Curie family's domination of French nuclear physics had come to an end. The Joliot-Curies never abandoned their efforts to promote world peace. Irène continued to work in her lab until a few months before her death. But largely as a result of her efforts, a new scientific facility at Orsay, south of Paris, soon replaced the Radium Institute as France's nuclear research center. Fred kept his chair at the prestigious Collège de France, which he had held since 1937, and accepted Irène's chair at the Sorbonne after her death. He survived his wife by only two years. He succumbed to a liver disease, perhaps induced by radiation. Both Joliot-Curies were given state funerals. This exhibit is based on the book by Naomi Pasachoff, Marie Curie and the Science of Radioactivity. New York and Oxford: Oxford University Press, 1996. The exhibit was constructed by the Center for History of Physics with support from the American Institute of Physics and the Friends of the Center. \| Author: \| Naomi Pasachoff \| \|------------------\|-----------------\| \| Editor: \| Spencer R. Weart\| \| Web Design: \| Tom Connell \| \| Image Research: \| Jack Scott \| We are also very grateful to: Lawrence Badash, Soraya Boudia, Hélène Langevin-Joliot, Pierre Radvanyi, Xavier Roqué, Bernadette Vincent-Bensaud, and Association Curie et Joliot-Curie and Musée et Archives de l’Institute du Radium Further reading and links: visit [http://www.aip.org/history/curie/biblio.htm](http://www.aip.org/history/curie/biblio.htm) Material on this site is copyright © 2000 American Institute of Physics and Naomi Pasachoff. Comments? Send us feedback. Email firstname.lastname@example.org Help us make more exhibits! Visit [http://www.aip.org/history/historymatters](http://www.aip.org/history/historymatters) Sign up to find out when we put more exhibits online. Email us at email@example.com to be added to our email list. Photo Credits Images credited to ACJC are courtesy of and copyrighted © by either the Association Curie et Joliot-Curie or the Archives Curie et Joliot-Curie, Paris. Except as otherwise noted below, all other images are courtesy of and copyright © the AIP Emilio Segrè Visual Archives. Polish girlhood: Czar Alexander II: Reproduced from N.G.O. Pereira, Tsar-Liberator : Alexander II of Russia, 1818-1881. Newtonville, MA: Oriental Research Partners, 1983. Cossacks parading in Warsaw: BBC Hulton Picture Library A Student in Paris: Paris in 1889: Anonymous photo reproduced from The Eiffel Tower : A Tour de Force. New York: The Grolier Club, 1989. Paris Rooftops: Gustave Caillebotte, Vue de toits (effet de neige), reproduced with permission of MusÉe d'Orsay, Paris Research Breakthroughs: Pitchblende sample: Photo by Jay Pasachoff Recognition and Disappointment: Mittag-Leffler: Reproduced with permission of The MacTutor History of Mathematics archive. Vanity fair cover from http://info.med.yale.edu/library/exhibits/curie/p-and-m-curie.html. Tragedy and Adjustment: Childe Hassam painting: private collection Scandal and Recovery: Branly and Curie; L'Excelsior, 23 January 1911. Langevin: Jean-Loup Charmet. Emile Borel: Reproduced with permission of The MacTutor History of Mathematics archive. Hertha Ayrton: From the Institution of Electrical Engineers Archives. Curie in Birmingham: New York Public Library, General Research Division, Astor, Lenox and Tilden Foundation War Duty: Radium Institute: Reproduced from Curie, Eve. Madame Curie. New York: Doubleday, Doran & Company, 1938. Petite Curie: Photo by Jay Pasachoff. Marie and Irène with X-ray equipment: Marie Sklodowska Curie Museum. Curie with x-ray workers: Marie Sklodowska Curie Museum The Radium Institute: Henri de Rothschild: Bibliothèque nationale de France, Paris. Curie and Hoover: E Towpik and R. Mould. "Marie Sklodowska-Curie Memorial Issue," Nowotwory, Polish Oncological Journal, Warsaw, 1998. Poster for a campaign urging early detection of cancer: copyright La Ligue Nationale contre le Cancer. Curie busts: Photo by Jay M. Pasachoff. Reinterment of Pierre and Marie Curie: Photo by Jay M. Pasachoff The Romantic Legend: Greer Garson as Curie: From the film Madame Curie, MGM, 1943. The facilities in the School of Industrial Physics and Chemistry shed: Photo by Jay M. Pasachoff The End of the Curie Hold on French Science: Irène Curie photograph by William G. Myers, Ph.D., M.D., The Medical Heritage Center, The Ohio State University Prior Health Sciences Library, courtesy AIP Emilio Segrè Visual Archives Sources Marie Curie, Pierre Curie with Autobiographical Notes. Translated by Charlotte and Vernon Kellogg (New York: Macmillan, 1923). Eve Curie, Madame Curie. Translated by Vincent Sheean (Garden City, NY: Doubleday, Doran, 1938), © Doubleday, Doran. Marie and Irène Curie, Correspondence; choix de lettres, 1905-1934, edited by Gillette Ziegler. (Paris: Éditeurs français réunis, 1974), © Éditeurs français réunis. Translated by S. 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Snakes and Ladders Basic Code FUN and EASY to use! # Table Of Contents \| Section \| Page \| \|----------------------------------------------\|------\| \| Other resources \| 4 \| \| Clip art and fonts credits \| 5 \| \| About this pack \| 6 \| \| Progression of phonemes \| 7 \| \| Instructions \| 8 \| \| Snakes and ladders boards \| 9 \| \| Set 1: a, i, m, n, o, p, s, t \| 11 \| \| Set 2: b, c, g, h \| 15 \| \| Set 3: d, e, f, v \| 19 \| \| Set 4: k, l, r, u \| 24 \| \| Set 5: j, w, x, y, z \| 29 \| \| Set 6: ff, ll, ss, zz \| 33 \| \| Set 7: VCC, CVCC words \| 37 \| \| Set 8: CCVC words \| 46 \| \| Set 9: CCVCC, CCCVC, CVCVC words \| 53 \| \| Set 10: Digraph sh \| 63 \| \| Set 11: Digraph ch \| 67 \| \| Set 12: Digraph ck \| 71 \| \| Set 13: Digraph th \| 75 \| \| Set 14: Digraph wh \| 79 \| \| Set 15: Digraph ng \| 82 \| \| Set 16: Sound qu \| 86 \| www.topnotchteaching.com The table below shows the progression of phonemes and their graphemes. You can use the game in order or pick and choose based on your weekly lessons and students' abilities. \| Sets \| Phoneme/Grapheme Focus \| \|------\|------------------------\| \| 1 \| CVC words - a, i, m, n, o, p, s, t \| \| 2 \| CVC words - b, c, g, h \| \| 3 \| CVC words - d, e, f, v \| \| 4 \| CVC words - k, l, r, w \| \| 5 \| CVC words - j, w, x, y, z \| \| 6 \| CVC words double consonants - ff, ll, xx, zz \| \| 7 \| VCC & CVCC Words \| \| 8 \| CCVC Words \| \| 9 \| CCVCC, CCVCC, CVCCC words \| \| 10 \| Digraph sh \| \| 11 \| Digraph ch \| \| 12 \| Digraph ck \| \| 13 \| Digraph th \| \| 14 \| Digraph wh \| \| 15 \| Digraph ng \| \| 16 \| Sound qu \| Instructions Resources - Copies of the Snakes and Ladders board; - Question cards; - Dice; and - Counters. Steps 1. Copy the Snakes and Ladders board and question cards. 2. Cut out the question cards and then fold them in half along the dotted line so that the word is hidden. 3. Place the cards in a pile next to the Snakes and Ladders board with the pictures facing up. 4. Each player puts their counter on the space that says ‘Start.’ 5. Players take it in turns to roll the dice. Move the counter forward the number of spaces shown on the dice. 6. A different student picks up a question card and shows the player the picture and tells them the word. 7. The player needs to spell the word orally. If the player spells the word correctly, they stay on the square. If they are at the bottom of the ladder, they move up to the top of the ladder. If they are on the head of a snake, they avoid sliding down the snake. 8. If the player misspells the word, they move back and the student with the question card then tells them the correct spelling. If they are at the bottom of the ladder, they do not get to go up it. If they are on the head of a snake, the player slides to the bottom of the snake. 9. The first player to get to the ‘Finish’ space is the winner. Copyright © Top Notch Teaching \| \| 35 \| 34 \| 33 \| 32 \| 31 \| \|---\|----\|----\|----\|----\|----\| \| 25\| \| \| \| \| \| \| 26\| \| \| \| \| \| \| 27\| \| \| \| \| \| \| 28\| \| \| \| \| \| \| 29\| \| \| \| \| \| \| 30\| \| \| \| \| \| \| \| 25 \| 26 \| 27 \| 28 \| 29 \| 30 \| \|---\|----\|----\|----\|----\|----\|----\| \| 24\| \| \| \| \| \| \| \| 23\| \| \| \| \| \| \| \| 22\| \| \| \| \| \| \| \| 21\| \| \| \| \| \| \| \| 20\| \| \| \| \| \| \| \| 19\| \| \| \| \| \| \| \| \| 13 \| 14 \| 15 \| 16 \| 17 \| 18 \| \|---\|----\|----\|----\|----\|----\|----\| \| 12\| \| \| \| \| \| \| \| 11\| \| \| \| \| \| \| \| 10\| \| \| \| \| \| \| \| 9\| \| \| \| \| \| \| \| 8\| \| \| \| \| \| \| \| 7\| \| \| \| \| \| \| \| \| 2 \| 3 \| 4 \| 5 \| 6 \| \|---\|----\|----\|----\|----\|----\| \| 1\| \| \| \| \| \| \| 2\| \| \| \| \| \| \| 3\| \| \| \| \| \| \| 4\| \| \| \| \| \| \| 5\| \| \| \| \| \| \| 6\| \| \| \| \| \| Copyright © Top Notch Teaching Set 5 includes words with the sounds/letters: j, w, x, y, z \| CVC Words \| \| \| \| \|-----------\|-------\|-------\|-------\| \| box \| fax \| fox \| jay \| \| jam \| Jan \| jet \| slim \| \| jog \| jug \| Rex \| sax \| \| six \| wag \| win \| wed \| \| wet \| wig \| wok \| \| \| yak \| yap \| zip \| \| www.topnotchteaching.com box fax fox jab jam jet Jim Set 5 - j, w, x, y, z jog jug Rex sax six web wed Set 9 includes CCVCC, CCCVC and CVCCC words. \| CCVCC Words \| CCCVC Words \| CVCCC Words \| \|-------------------\|---------------\|-----------------\| \| blank \| blend \| blimp \| clasp \| \| crept \| crisp \| crust \| drink \| \| drink \| drops \| Frank \| frost \| \| grins \| plank \| plays \| plump \| \| scalp \| scold \| skips \| skunk \| \| slept \| slips \| slink \| snaps \| \| spilt \| spins \| spots \| stamp \| \| stand \| stank \| sties \| stink \| \| stubs \| stum \| stunt \| swept \| \| swift \| stops \| trunk \| trust \| \| scroll \| \| splat \| sprig \| \| strap \| \| \| \| \| bends \| camps \| costs \| dusts \| \| fists \| gifts \| hands \| helps \| \| hold \| jumps \| lamps \| lifts \| \| rests \| melts \| nests \| ponds \| \| tents \| sinks \| sulks \| tempt \| \| tilts \| vests \| winks \| \| \| blank \| blend \| blimp \| clamp \| \|-------\|-------\|-------\|-------\| \| ![Blank](image) \| ![Blend](image) \| ![Blimp](image) \| ![Clamp](image) \| \| crept \| crust \| crisp \| drift \| \|-------\|-------\|-------\|-------\| \| ![Crept](image) \| ![Crust](image) \| ![Crisp](image) \| ![Drift](image) \| \| frost \| drink \| \|-------\|-------\| \| frank \| drops \| \| grin \| plant \| \|------\|-------\| \| pink \| plump \|	39122633-918f-4305-aa82-cf00e18067fb	CC-MAIN-2021-04	https://tntproductpreviews.s3-ap-southeast-2.amazonaws.com/PREVIEW-Snakes-Ladders-Basic-Code-V1.0.pdf	2021-01-21T15:20:21+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703524858.74/warc/CC-MAIN-20210121132407-20210121162407-00194.warc.gz	604,821,054	2,048	eng_Latn	eng_Latn	0.990295	eng_Latn	0.999087	[ "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown" ]	true	rolmOCR	[ 51, 1441, 2165, 3433, 3465, 4573, 4965, 5000, 5052, 6559, 6845, 6952 ]	[ 3.40625 ]	1	0
Diocese of Columbus DIOCESAN RECREATION ASSOCIATION 197 East Gay Street Columbus, Ohio 43215 PARENT CONSENT FORM DRA Use Only CHECK ONE: ☐ Boy’s Soccer ☐ Boy’s Cross Country ☐ Girl’s Cross Country ☐ Boys Wrestling ☐ Girl’s Soccer ☐ Boy’s Volleyball ☐ Boy’s Basketball ☐ Boy’s Track ☐ Boy’s Football ☐ Girl’s Volleyball ☐ Girl’s Basketball ☐ Girl’s Softball ☐ Boy’s Baseball ☐ Girl’s Track LAST NAME: ___________________________ FIRSTNAME: ___________________________ MIDDLE INITIAL: _______ ADDRESS: ______________________________________ ZIP CODE: ______________ TELEPHONE: ______________________ SCHOOL: ______________________________________ GRADE: ______________ AGE: ______________ DATE OF BIRTH: _____ MONTH _____ DAY _____ YEAR – PLACE OF BIRTH: __________ (CITY) ______ (STATE) PARENT’S EMAIL ADDRESS: ____________________________________________________________ PLEASE CHECK ONE: ☐ NO RESTRICTIONS ☐ RESTRICTIONS List on any physical handicaps which would prohibit this participant from taking part to the full extent of the activity listed above. __________________________________________________________________________________________ __________________________________________________________________________________________ RELEASE (PLEASE READ CAREFULLY) I/We the parent(s) or legal guardian of the above named applicant who has applied for participation in the athletic activities of the Diocesan Recreation Association for the Diocese of Columbus, hereby give my/our consent and approval to his/her participation in any and all activities of the Diocesan Recreation Association and its affiliates for the activity specified. I/we assume all risks and hazards incident to the conduct of such activities including any transportation, and for any consideration of the educational instruction he/she will receive in connection therewith. I/we hereby agree to release and absolve, indemnify, and hold harmless, and do by this instrument release, absolve, indemnify and hold harmless, the Diocesan Recreation Association and its affiliates, the Diocese of Columbus, and any and all of the Catholic Churches and Parishes and any and all supervisors, organizers, coaches, sponsors, and officials of and from any and all liability for any injury to my/our aforementioned child. We waive all claims of any kind against any and all of the organizations or persons hereinabove enumerated, including any and all claims against any person or persons transporting my/our child to or from any such activities hereinabove names. I/we the undersigned hereby declare that I/we have insurance protection covering injuries that may occur (including contact sports) in these activities during the ensuring season. I/we further certify that all information contained in this form is correct. By signing this form, as the parent/guardian/care-giver of the student-athlete named below, I acknowledge receiving a copy of the concussion and head injury information sheet prepared by the Ohio Department of Health as required by section 3313.539 of the Revised Code. I understand concussions and other head injuries have serious and possibly long-lasting effects. By reading the information sheet, I understand I have a responsibility to report any signs or symptoms of a concussion or head injury to coaches, administrators and my student-athlete’s doctor. I also understand that coaches, referees and other officials have a responsibility to protect the health of the student-athletes and may prohibit my student-athlete from further participation in athletic programs until my student-athlete has been cleared to return by a physician or other appropriate health care professional. By signing below, my son/daughter has my approval to participate in the athletic activity checked above. I have also received and read the concussion information sheet and agree to the above release (MUST BE SIGNED BY PARENT(S) OR LEGAL GUARDIAN(S)) PARENT or GUARDIAN SIGNATURE: __________________________________________ DATE _____________ PASTOR’S SIGNATURE: _____________________________________________________________ Revised 6-2017 Emergency Medical Authorization Grade ___________________________ Player Name _______________________________________ Parish ___________________________ Address _______________________________________ City _____________________________ Zip ___________________________________________ Date of Birth _____________________ Home Telephone ________________________________ Cell Phone ________________________ Purpose: To enable parents and guardians to authorize the provisions of emergency treatment for children who become ill or injured while under the coaches authority, when parent or guardians cannot be reached. Parent or Guardian Mother’s Name ____________________ Daytime Phone ________________________________ Cell ____________________________________________________________ Father’s Name ____________________ Daytime Phone ________________________________ Cell ____________________________________________________________ Other’s Name _____________________ Daytime Phone ________________________________ Cell ____________________________________________________________ Emergency Contact (other than parent) Name ____________________________________________________________ Relationship __________ Address _________________________________________________________ Telephone ____________ Cell _____________________________________________________________ PART I OR II MUST BE COMPLETED PART I- REFUSAL TO CONSENT I do not give my consent for emergency medical treatment of my child. In the event of illness or injury requiring emergency treatment, I wish the coaching authorities to take the following action: ____________________________________________________________ ______________________________________________________________ Signature of Custodial Parent ______________________________________________________________ Address of Custodial Parent ______________________________________________________________ Date PART II- TO GRANT CONSENT (DO NOT COMPLETE PART II IF YOU COMPLETED PART I) I hereby give consent for the following medical care providers and local hospital to be called: Doctor ___________________________________________________________ Telephone __________________________ Dentist ___________________________________________________________ Telephone __________________________ Medical Specialist _________________________________________________ Telephone __________________________ Local Hospital _____________________________________________________ Emergency Room Phone __________________________ In the event reasonable attempts to contact me have been unsuccessful, I hereby give my consent for the (1) the administration of any treatment deemed necessary by above-named doctor, or, in the event the designated preferred practitioner is not available, by another licensed physician or dentist; and (2) the transfer of the child to any hospital reasonably accessible. This authorization does not cover major surgery unless the medical opinions of two other licensed physicians or dentists, concurring in the necessity for such surgery, are obtained prior to the performance of such surgery. Circle if your child has: Heart Disease Tuberculosis Epilepsy Asthma Diabetes Explain any allergy or disease causing difficulty: ____________________________________________________________ Medications taken regularly: ____________________________________________________________ ______________________________________________________________ Signature of Custodial Parent ______________________________________________________________ Address of Custodial Parent ______________________________________________________________ Date Dear Parent/Guardian and Athletes, This information sheet is provided to assist you and your child in recognizing the signs and symptoms of a concussion. Every athlete is different and responds to a brain injury differently, so seek medical attention if you suspect your child has a concussion. Once a concussion occurs, it is very important your athlete return to normal activities slowly, so he/she does not do more damage to his/her brain. What is a Concussion? A concussion is an injury to the brain that may be caused by a blow, bump, or jolt to the head. Concussions may also happen after a fall or hit that jars the brain. A blow elsewhere on the body can cause a concussion even if an athlete does not hit his/her head directly. Concussions can range from mild to severe, and athletes can get a concussion even if they are wearing a helmet. Signs and Symptoms of a Concussion Athletes do not have to be “knocked out” to have a concussion. In fact, less than 1 out of 10 concussions result in loss of consciousness. Concussion symptoms can develop right away or up to 48 hours after the injury. Ignoring any signs or symptoms of a concussion puts your child’s health at risk! Signs Observed by Parents of Guardians - Appears dazed or stunned. - Is confused about assignment or position. - Forgets plays. - Is unsure of game, score or opponent. - Moves clumsily. - Answers questions slowly. - Loses consciousness (even briefly). - Shows behavior or personality changes (irritability, sadness, nervousness, feeling more emotional). - Can’t recall events before or after hit or fall. Symptoms Reported by Athlete - Any headache or “pressure” in head. (How badly it hurts does not matter.) - Nausea or vomiting. - Balance problems or dizziness. - Double or blurry vision. - Sensitivity to light and/or noise - Feeling sluggish, hazy, foggy or groggy. - Concentration or memory problems. - Confusion. - Does not “feel right.” - Trouble falling asleep. - Sleeping more or less than usual. Be Honest Encourage your athlete to be honest with you, his/her coach and your health care provider about his/her symptoms. Many young athletes get caught up in the moment and/or feel pressured to return to sports before they are ready. It is better to miss one game than the entire season… or risk permanent damage! Seek Medical Attention Right Away Seeking medical attention is an important first step if you suspect or are told your child has a concussion. A qualified health care professional will be able to determine how serious the concussion is and when it is safe for your child to return to sports and other daily activities. - No athlete should return to activity on the same day he/she gets a concussion. - Athletes should NEVER return to practices/games if they still have ANY symptoms. - Parents and coaches should never pressure any athlete to return to play. The Dangers of Returning Too Soon Returning to play too early may cause Second Impact Syndrome (SIS) or Post-Concussion Syndrome (PCS). SIS occurs when a second blow to the head happens before an athlete has completely recovered from a concussion. This second impact causes the brain to swell, possibly resulting in brain damage, paralysis, and even death. PCS can occur after a second impact. PCS can result in permanent, long-term concussion symptoms. The risk of SIS and PCS is the reason why no athlete should be allowed to participate in any physical activity before they are cleared by a qualified health care professional. Recovery A concussion can affect school, work, and sports. Along with coaches and teachers, the school nurse, athletic trainer, employer, and other school administrators should be aware of the athlete’s injury and their roles in helping the child recover. During the recovery time after a concussion, physical and mental rest are required. A concussion upsets the way the brain normally works and causes it to work longer and harder to complete even simple tasks. Activities that require concentration and focus may make symptoms worse and cause the brain to heal slower. Studies show that children’s brains take several weeks to heal following a concussion. Returning to Daily Activities 1. Be sure your child gets plenty of rest and enough sleep at night – no late nights. Keep the same bedtime weekdays and weekends. 2. Encourage daytime naps or rest breaks when your child feels tired or worn-out. 3. Limit your child’s activities that require a lot of thinking or concentration (including social activities, homework, video games, texting, computer, driving, job-related activities, movies, parties). These activities can slow the brain’s recovery. 4. Limit your child’s physical activity, especially those activities where another injury or blow to the head may occur. 5. Have your qualified health care professional check your child’s symptoms at different times to help guide recovery. Returning to School 1. Your athlete may need to initially return to school on a limited basis, for example for only half-days, at first. This should be done under the supervision of a qualified health care professional. 2. Inform teacher(s), school counselor or administrator(s) about the injury and symptoms. School personnel should be instructed to watch for: a. Increased problems paying attention. b. Increased problems remembering or learning new information. c. Longer time needed to complete tasks or assignments. d. Greater irritability and decreased ability to cope with stress. e. Symptoms worsen (headache, tiredness) when doing schoolwork. 3. Be sure your child takes multiple breaks during study time and watch for worsening of symptoms. 4. If your child is still having concussion symptoms, he/she may need extra help with school-related activities. As the symptoms decrease during recovery, the extra help or supports can be removed gradually. Returning to Play 1. Returning to play is specific for each person, depending on the sport. Starting 4/26/13, Ohio law requires written permission from a health care provider before an athlete can return to play. Follow instructions and guidance provided by a health care professional. It is important that you, your child and your child’s coach follow these instructions carefully. 2. Your child should NEVER return to play if he/she still has ANY symptoms. (Be sure that your child does not have any symptoms at rest and while doing any physical activity and/or activities that require a lot of thinking or concentration). 3. Be sure that the athletic trainer, coach and physical education teacher are aware of your child’s injury and symptoms. 4. Your athlete should complete a step-by-step exercise-based progression, under the direction of a qualified healthcare professional. 5. A sample activity progression is listed below. Generally, each step should take no less than 24 hours so that your child’s full recovery would take about one week once they have no symptoms at rest and with moderate exercise.* Sample Activity Progression* Step 1: Low levels of non-contact physical activity, provided NO SYMPTOMS return during or after activity. (Examples: walking, light jogging, and easy stationary biking for 20-30 minutes). Step 2: Moderate, non-contact physical activity, provided NO SYMPTOMS return during or after activity. (Examples: moderate jogging, brief sprint running, moderate stationary biking, light calisthenics, and sport-specific drills without contact or collisions for 30-45 minutes). Step 3: Heavy, non-contact physical activity, provided NO SYMPTOMS return during or after activity. (Examples: extensive sprint running, high intensity stationary biking, resistance exercise with machines and free weights, more intense non-contact sports specific drills, agility training and jumping drills for 45-60 minutes). Step 4: Full contact in controlled practice or scrimmage. Step 5: Full contact in game play. If any symptoms occur, the athlete should drop back to the previous step and try to progress again after a 24 hour rest period. Acknowledgement of Having Received the “Ohio Department of Health’s Concussion and Head Injury Information Sheet” By signing this form, as the parent/guardian/care-giver of the student-athlete named below, I acknowledge receiving a copy of the concussion and head injury information sheet prepared by the Ohio Department of Health as required by section 3313.539 of the Revised Code. I understand concussions and other head injuries have serious and possibly long-lasting effects. By reading the information sheet, I understand I have a responsibility to report any signs or symptoms of a concussion or head injury to coaches, administrators and my student-athlete’s doctor. I also understand that coaches, referees and other officials have a responsibility to protect the health of the student-athletes and may prohibit my student-athlete from further participation in athletic programs until my student-athlete has been cleared to return by a physician or other appropriate health care professional. _________________________________________ _________________________ Athlete Date _________________________________________ _________________________ Parent/Guardian Date Parent’s Consent for Release of Personally Identifiable Information The undersigned parents of ________________________________, a member of __________________________, hereby consent to the release of the following personally identifiable information. Photos without names of the athletes will be released. Photos will be used to help promote the activities and acknowledge the achievements of the participants in the Diocesan Recreation Association. Information will primarily be released through the Catholic Times and on the Diocesan Recreation Association website at www.cdeducation.org/rec The undersigned consent to the transfer of the above information to a third or subsequent party. _____________________________ _______________________ (Parent’s name) (Date) _____________________________ _______________________ (Parent’s name) (Date) A copy of the release is requested: Please check one. _____ Yes ______ No Sportsmanship Code For Players This code is to be considered supplemental to each school’s expectation for conduct of its students. - Remember to do all for the glory of God. - Interscholastic competition exists for students to foster sportsmanship, leadership and teamwork; students should set the example of good sportsmanship as set forth by their parents, guardians, and coaches. - Students should stay physically fit so as to do be able to do their best in all situations. - Student should make every effort to attend all practices and give 100%. - Students should maintain their eligibility by successfully completing all of their required coursework. Students must remember their priorities: (1) God, (2) family, (3) academics and (4) extra-curricular activities. - Students are to comply with all school and league rules and directives as given by their coaches and teachers. - Every player is equally important to a team. Players should positively encourage all teammates to do their best. - Players should always conduct themselves as an example of Christian behavior, both at the field/court and away from it. - Players should address concerns to their coaches in a calm manner during games. - Players should respect officials and opponents at all times, for without them, there would be no game. - Remember to do all for the glory of God. - Conduct which falls outside that listed at practice is subject to disciplinary measures from the school. - Conduct which falls outside that listed at a game is subject to disciplinary measures from the DRA. Athlete’s Signature________________________________________Date______________ SPORT PARENT CODE OF CONDUCT Preamble The essential elements of character-building and ethics in sports are embodied in the concept of sportsmanship and six core principles: trustworthiness, respect, responsibility, fairness, caring, and good citizenship. The highest potential of sports is achieved when competition reflects these "six pillars of character." I therefore agree: 1. I will not force my child to participate in sports. 2. I will remember that children participate to have fun and that the game is for youth, not adults. 3. I will inform the coach of any physical disability or ailment that may affect the safety of my child or the safety of others. 4. I will learn the rules of the game and the policies of the league. 5. I (and my guests) will be a positive role model for my child and encourage sportsmanship by showing respect and courtesy, and by demonstrating positive support for all players, coaches, officials and spectators at every game, practice or other sporting event. 6. I (and my guests) will not engage in any kind of unsportsmanlike conduct with any official, coach, player, or parent such as booing and taunting; refusing to shake hands; or using profane language or gestures. 7. I will not encourage any behaviors or practices that would endanger the health and wellbeing of the athletes. 8. I will teach my child to play by the rules and to resolve conflicts without resorting to hostility or violence. 9. I will demand that my child treat other players, coaches, officials and spectators with respect regardless of race, creed, color, sex or ability. 10. I will teach my child that doing one's best is more important than winning, so that my child will never feel defeated by the outcome of a game or his/her performance. 11. I will praise my child for competing fairly and trying hard, and make my child feel like a winner every time. 12. I will never ridicule or yell at my child or other participant for making a mistake or losing a competition. 13. I will emphasize skill development and practices and how they benefit my child over winning. I will also de-emphasize games and competition in the lower age groups. 14. I will promote the emotional and physical well-being of the athletes ahead of any personal desire I may have for my child to win. 15. I will respect the officials and their authority during games and will never question, discuss, or confront coaches at the game field, and will take time to speak with coaches at an agreed upon time and place. 16. I will demand a sports environment for my child that is free from drugs, tobacco, and alcohol and I will refrain from their use at all sports events. 17. I will refrain from coaching my child or other players during games and practices, unless I am one of the official coaches of the team. I also agree that if I fail to abide by the aforementioned rules and guidelines, I will be subject to disciplinary action that could include, but is not limited to the following: - Verbal warning by official, head coach, and/or head of league organization - Written warning - Parental game suspension with written documentation of incident kept on file by organizations involved - Game forfeit through the official or coach - Parental season suspension Parent/Guardian Signature __________________________________________ Date ________________	<urn:uuid:b5ef8aa5-f6c0-4c00-bc5c-0fe552da798f>	CC-MAIN-2018-51	https://dcoh.schoolspeak.com/Data/Communities/43206001/Postings/Athletic/Athletics%20Forms.pdf	2018-12-16T08:49:38Z	crawl-data/CC-MAIN-2018-51/segments/1544376827596.48/warc/CC-MAIN-20181216073608-20181216095608-00324.warc.gz	592,228,755	4,361	eng_Latn	eng_Latn	0.984151	eng_Latn	0.999213	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 4139, 7851, 12057, 15949, 17199, 18162, 19817, 23180 ]	[ 1.2890625, 2.609375 ]	2	0
Age Guide to How Children React, What They Know, What to Say Children and teens are affected by trauma and death in particular ways. Their reactions and symptoms can be expressed through: * behavior * emotions * physical reactions * thoughts Not all children exhibit all symptoms and their reactions may change over the first days or weeks after a crisis. Some symptoms of distress and grief are short-lived, whereas others linger or even occur months or years after a trauma or death. Although they may take different forms, stress reactions in children at any age can typically include: * worry and anxiety about people or events * re-experiencing of images of the traumatic event or recurring thoughts, sensations, talk or play related to the event * arousal or heightened sensitivity to sights, sounds, smells and exaggerated responses or difficulty with usual activities * avoidance of reminders, thoughts and feelings related to the event or the death * searching for reminders of loved ones Posttraumatic stress is the most common problem for children following a trauma, but they may also develop depression or anxiety disorders. Bereaved children may also have some of the same symptoms as children who have experienced a trauma, but the source of the problems and course of the symptoms may be quite different. Further, if a death has been traumatic, a child may exhibit signs typical of both trauma and grief. Children’s fears, anger, sadness and guilt about a traumatic event or death can vary according to their: * experience of the event * ability to understand the situation * gender * functioning prior to the event * worry about others’ physical and emotional well being * desire to protect those who are living * changes in roles and expectations * reactions to changes in home life * feelings of being different, alone, isolated * sense of injustice * concern about being taken care of and about the future Following, according to age, are: * some of the more common reactions children have to both trauma and death * descriptions of what children know and feel about death * suggestions for what to say and do When the reactions interfere with everyday activities at school, at home and with friends, and with age-appropriate development, outside guidance and assistance can be beneficial. INFANTS AND TODDLERS: BEFORE AGE 3 Common reactions to trauma and death - crying - searching for parents/caregivers - clinging - change in sleep and eating habits - regression to earlier behavior (e.g. bed-wetting, thumb sucking) - repetitive play or talk What they know and feel about death - little understanding of the cause or finality - react to separation - respond to changes in their immediate world, curious about where things go, as in peekaboo, if something is not visible it does not exist What to say and do - Offer simple explanations for injury: “When someone has a heart attack it means blood got stuck going to the heart like when cars are in a traffic jam; doctors can clear up the traffic jam in the heart.” - Relate information to the child’s own world: “Daddy goes to the doctor to help his leg feel better like you went to Mommy when you fell.” - Describe things in terms of the senses and everyday activities: eating, sleeping, smelling, listening, running, talking, singing and laughing. - Use analogies to similar situations or experiences such as injury or death of pets or changes in flowers in the garden. - Expect repeated questions, as if information has never been heard before. - Reassure children that they will be cared for. - Explain that adults are always around to care for children until they get old enough to take care of themselves. - Maintain routines as much as possible. - Soothe and comfort in familiar ways by rocking, cuddling and singing/playing songs. - Maintain limits. - Involve them in play. - Use picture and story books to explain concepts on their level. PRESCHOOLERS AND YOUNG CHILDREN: 3-5 YEAR OLDS Common reactions to trauma and death - separation fears (e.g. from parents/loved ones) - clinging - tantrums, irritable outbursts - fighting - crying - withdrawal - regression to earlier behavior (e.g. bed-wetting, thumb sucking) - sleep difficulty (e.g. nightmares, difficulty sleeping alone) - increased usual fears (e.g. the dark, monsters) - magical thinking, believing the person will reappear - acting and talking as if the person is not sick or is still alive What they know and feel about death - focus on concrete details - personalize the experience; believe they may have caused it - seek control - believe that death is punishment - equate death with things that are still and life with things that move - inability to manage time and finality - believe death is reversible - believe the dead person still has living qualities What to say and do - Monitor adult conversations around children. - Correct misinformation and fantasies. - Give honest and clear answers; use simple explanations about causes of the event or death; “some people do harmful things,” “when people die we can’t see them anymore but we can look at pictures and remember them.” Relate similar experiences: "When you hurt your foot, you skipped T-ball practice for 3 days until you felt better; Mommy got hurt when she fell on the street and had to go to the hospital for 3 days." Make clear distinctions between a child's experience and that of a parent: "When you got an ear infection the doctor had one right medicine to make you better fast, but the doctors have a lot of different medicines to try to make Daddy better so it will take longer." Use real vocabulary for the trauma or death, avoid euphemisms. Use concrete terms to describe places and situations (e.g. "IVs are like straws to give medicine"). Help label emotional reactions and feelings. Reinforce the fact that the child is not at fault; that thoughts, words, behaviors don't make people get hurt or die. Reinforce the fact that disasters and death are not forms of punishment. Accept fluctuations in mood. Accept regressed behavior, but help the child regain control. Provide limits for inappropriate behavior (e.g. "You can't stay up until 11 o'clock tonight, but I'll sit next to you until you fall asleep."). Establish consistent, secure, stable care-taking. Allow participation and choice, as desired by the child, for hospital or funeral/memorial-related activities. Expect repetition of questions. Expect that they may think someone who has died will come back. Tell stories and show pictures of the person who died to create connections and solidify memories. Allow for fun and release activities. Look for and encourage expression of feelings in play, art. Use outside resources such as books. EARLY SCHOOL-AGE CHILDREN: 6-9 YEAR OLDS Common reactions to trauma and death * anger, fighting, bullying * denial * irritability * self-blame * fluctuating moods * fear of separation, being alone, or events recurring * withdrawal * regression to earlier behavior * physical complaints (e.g. stomachaches, headaches) * school problems (e.g. avoidance, academic difficulty, difficulty concentrating) What they know and feel about death * fascination with details * increased vocabulary and understanding of concepts for germs, contagion, etc. * increased understanding of personal health and safety * personification of death; belief in boogeyman * incongruent/mismatch between emotions and understanding of death * belief in power of own thoughts to cause death * "perfect child" (to correct or prevent death) or "bad child" syndrome (being bad as punishment for past death and anticipation of future punishment) * wish to be reunited with deceased What to say and do Provide clear and honest information, describing what you know and even admitting that no one knows the answer to certain questions, such as why the incident happened. Find out what a child already thinks and knows and ask the child questions rather than make assumptions about the child's needs. Be concrete rather than vague; use simple diagrams and pictures to explain such things as the body and injuries. Describe the event and/or death accurately. Prepare the child for anticipated changes such as a need to attend a new school, destruction of a playground, and talk about what it will mean for the child. Prepare the child for changes in routines or in the household functioning; let the child know about different car pool arrangements or if Daddy will be out of work for a few months. Explain it will be nice to be together more but they may not eat as many dinners out. Encourage communication of unpleasant, confusing feelings. Validate and normalize reactions and difficulties in school, with peers, with family. Allow for repetitive questions and a search for answers. Be sensitive to clues of child's self-blame and correct myths and misunderstandings. Monitor changes in other areas of life: academic, social, sports. Cooperate with adults in the child's larger network who will be affected by and can help with changes in the child's life (e.g. teachers, coaches, friends' parents). Encourage participation in memorial-related activities according to child's wishes and timetable; find out if, how and when a child wants to contribute to the situation. Ask at different intervals as situations and feelings change. Give them permission to withdraw and re-enter family events as they need. Use calendars & charts to visually describe, predict and plan for normal events. Encourage involvement in typical and familiar age appropriate recreational and social activities. Encourage expression of feelings: verbally, in play or in art, in private, with parents or peers. Help children in dealing with others. Discuss preferences regarding desires to keep things private, practice what to say when explaining the situation. Use outside resources, such as books, for explanations of information and feelings. What they know and feel about death - mature understanding of death: its permanence, irreversibility, inevitability, universality and nonfunctioning of the body - adult-like responses (e.g. sadness, anger) - exaggerated attempts to protect/help caregivers and family members - sense of responsibility to family conflicts with desire to continue social involvement - feelings go underground - feeling different than others who have not experienced a death What to say and do - Engage in more specific discussions about the cause of the event or death and invite questions. Allow the child to express his or her personal story of events. - Look for opportunities to address feelings when the child is ready or as different situations arise. Let children choose their own pace. - Support and accept expression of all types of feelings. - Educate children about common reactions (anger, sadness etc.) and the risks involved in avoiding difficult feelings. - Offer and seek various people and outlets for expression; some children feel uncomfortable expressing strong emotions to their parents for fear of upsetting or hurting them. - Discuss changes that will occur in the household; ask for input when negotiating new ways of handling situations. Avoid unnecessary changes. - Encourage discussion about managing new responsibilities. - Ask children how and what they want to say to others (e.g. friends, teachers). - Accept help from others. - Encourage and allow involvement in outside activities. - Encourage memorialization of someone who died in ways that are personally meaningful. - Share aspects of one's own response and ways of coping. MIDDLE SCHOOL-AGE CHILDREN: 9-12 YEAR OLDS Common reactions to trauma and death - crying - longing for someone who has died - aggression, irritability, bullying - resentment - sadness, isolation, withdrawal - fears, anxiety, panic - suppressed emotions, denial, avoidance - self-blame, guilt - sleep disturbance - concern about physical health and physical complaints - academic problems or decline, school refusal, memory problems - repetitive thoughts or talk with peers - "hysterical" expressions of concern and need to help EARLY TEENS AND ADOLESCENTS: 13-18 YEAR OLDS Common reactions to trauma and death - numbing, re-experiencing - avoidance of feelings	2cd272f9-33a2-447c-9902-9a3d8c0c1872	CC-MAIN-2021-21	https://levittownschools.com/resources/parent/Grief%20Counseling%20-%20Children,%20Trauma%20and%20Death.pdf?v=2021041734	2021-05-18T08:15:33+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00341.warc.gz	378,168,510	2,532	eng_Latn	eng_Latn	0.99479	eng_Latn	0.995977	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2140, 5181, 8858, 12340 ]	[ 4.9375 ]	3	9
\| FRUIT \| WHAT TO SHOP FOR \| HOW TO STORE \| TIPS \| \|----------------\|----------------------------------------------------------------------------------\|-------------------------------------------------------------------------------\|------------------------------------------------------------------------------------------\| \| Apples \| Well-colored, firm fruit with a pleasant smell. \| In the fridge in a plastic bag for up to 3 weeks. \| Don’t skip the skin. It contains about half the apple’s fiber. \| \| Apricots \| Uniform golden-orange, plump fruit. When ripe they yield to gentle pressure. \| At room temperature until ripe. Then in the fridge in a plastic bag for 3-5 days. \| Avoid soft, pale, or greenish-yellow fruit. \| \| Bananas \| Bright, firm fruit with slight green color on the stem and tip. \| At room temperature until ripe. \| They lose flavor and the skins turn black if you store them in the fridge. \| \| Blueberries \| Bright, plump berries with good, uniform color and dry, clean appearance. \| In the fridge in the container they were sold in for 10-14 days (blueberries) or 1-3 days (others). \| To prevent berries from getting soft and moldy, don’t wash them until you’re ready to serve. \| \| Raspberries \| \| \| \| \| Strawberries \| \| \| \| \| Cantaloupe \| Melons with a strong aroma that are heavy for their size. The stem end should have a smooth, round, depressed scar that yields to gentle pressure. \| At room temperature until ripe. Then in the fridge cut and in a container or whole for up to 5 days (cantaloupe) or 2 weeks (honeydew). \| A ripe cantaloupe has a yellowish cast to its rind. It’s harder to tell when honeydew melons are ripe. Look for a creamy yellow color. \| \| Honeydew melon\| \| \| \| \| Cherries \| Firm, plump fruit with a bright red to black color, smooth, glossy skin, and stems attached. \| In the fridge for up to 10 days. \| To prevent cherries from getting soft and moldy, don’t wash them until you’re ready to serve. \| \| Figs \| They’re ripe when they’re soft to the touch (but not mushy). \| In the fridge in a plastic bag for up to 2 days. \| The skin is edible. \| \| Grapefruit \| Fruit that is heavy for its size and firm yet springy to the touch, with thin skin. \| At room temperature for up to 1 week or in the fridge for 2-3 weeks. \| Grapefruits are picked when ripe, and are ready to eat when you buy them. \| \| Grapes \| Well-colored, plump fruit attached to pliable stems. \| In the fridge in a plastic bag for up to 1 week. \| Don’t wash until ready to serve. \| \| Guava \| Fruit that yields to gentle pressure and is free of blemishes. \| At room temperature until ripe. Then in the fridge for up to 4 days. \| There’s no need to peel. The rind is edible. \| \| Kiwi \| Plump, firm, unwrinkled fruit. When ripe, they yield to gentle pressure. \| Store unripened in a plastic bag in the fridge for up to 6 weeks. \| Try golden kiwis. Their skin is smoother and their yellow flesh is sweeter than green kiwis. \| \| Mango \| Fruit that gives slightly when squeezed gently, with a sweet aroma. Avoid fruit with sap on the skin. \| At room temperature for 2-3 days. Store ripe mangos in the fridge for up to 5 days. \| Color isn’t a good way to tell whether a mango is ripe. \| \| Oranges \| Firm, heavy fruit with bright-looking skin. \| At room temperature for 1-2 days or in the fridge for 1-2 weeks. \| Look for Cara Cara or blood oranges to add a pop of color to winter salads. \| \| Tangerines \| \| \| \| \| Papaya \| Firm fruit with unblemished skin and yellow streaks. \| At room temperature for 2-3 days until they are totally yellow or orange. \| Best to eat when the skin is mostly yellow-orange. \| \| Peaches \| Firm fruit with no trace of green in the skin. Should yield to gentle pressure when ripe. \| At room temperature in a closed paper bag until ripe. Then at room temperature for 1-3 days. \| Ripe peaches have a yellowish color with a red blush. \| \| Nectarines \| \| \| \| \| Pears \| Fruit that is firm. Color at ripeness varies based on variety. \| At room temperature in a closed paper bag until ripe. Store ripe pears in the fridge. \| Pears are ripe when the flesh around the stem yields to gentle pressure. \| \| Pineapple \| Large fruit with a strong aroma, fresh and deep-green crown leaves, and a slight separation of the “eyes” on the skin. \| Eat as soon as possible. Store cut fruit in the fridge for up to 3 days. \| Avoid pineapples with soft or dark spots and dry-looking leaves. \| \| Plums \| Plump fruit that is beginning to soften. Color at ripeness varies based on variety. \| Store ripe fruit in the fridge. \| Avoid fruit that’s soft or too hard. Don’t wash until ready to serve. \| \| Pomegranate \| Fruit that is heavy for its size and has a bright red rind. \| In a cool, dry place for 1 month or in the fridge for up to 2 months. \| Some people swallow the seeds. Others spit them out. \| \| Watermelon \| Fruit with a rind that’s slightly dull. A whole melon that’s heavy for its size and symmetrical. A cut melon with deep red flesh free from white streaks. \| At room temperature (whole), or in the fridge for up to 5 days (cut and in a container). \| The yellower the underside, the riper the watermelon. Seedless watermelons are just as tasty as ones with seeds. \| Sources: Adapted from U.S. Department of Agriculture and Fruits & Veggies—More Matters.	5fb557ce-520a-4d55-9c36-9a7ec3982e36	CC-MAIN-2025-05	https://www.cspinet.org/sites/default/files/pickYourOwnFruit_0.pdf	2025-01-15T22:33:15+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362284.61/warc/CC-MAIN-20250115210945-20250116000945-00656.warc.gz	766,114,087	1,388	eng_Latn	eng_Latn	0.963849	eng_Latn	0.963849	[ "eng_Latn" ]	true	rolmOCR	[ 7856 ]	[ 2.78125 ]	1	0
Marsh School Family Handbook 2014-2015 "The Sunshine School..." The Sky is the Limit Artwork by Margaret Garcia, Class of 2013 Members of Our School Family Robert Webb, Superintendent Kristin Steed, Principal and Early Childhood Coordinator Secretary Cindy Golden Preschool Team Lori Christensen Kim Maestas Jenny Noonan Terri Barbosa Counselor Peggy Haslar Kindergarten Teachers Jeannette Casias Morag Hunt Luella Lopez Stacy Plane Jerica Schon Resource Teacher Kellyn Ross Librarian/Music Evelyn Buss P.E. Judy Anderson Title 1 Teacher Ann Logan ESSS Elaine Garcia Paraprofessionals Joy Paulson Food Service Judi Golden Gayla Nietsche Custodian Teresa Flores Nurse K - 12 Angela Bergann Monte Vista School District OUR VISION IS TO ACHIEVE EDUCATIONAL EXCELLENCE BY PREPARING STUDENTS, PARENTS, STAFF, AND COMMUNITY MEMBERS FOR THE FUTURE Our mission is to inspire the pursuit of excellence, one student at a time. At our school we say - Marsh School... ...where purposeful play propels our bright futures – -and- Our mission is to provide children a “just right” place filled with purposeful play – A place to grow in the knowledge that each is loved and can love others, A place to be innocent among trustworthy adults and caring friends, A place where the spark of creativity is fueled by good food and activity indoors and out, A place where it’s safe to make mistakes while learning to focus and have self-control, A place to ponder good questions and share ideas, A place to embrace challenges and choose to learn... ...a place we all want to be! At Marsh School, we focus our attention on four principles: - Family Connections - A Safe and Happy School - Wellness & Wellbeing - and Early Learning The information in this handbook is organized by these same principles. Family Connections Family members are encouraged to visit our school and volunteer in our classrooms. These visits provide opportunities for families to be involved in our school’s daily educational environment. We welcome and encourage family participation in a variety of ways that include, but are not limited to, the following: Early Childhood Improvement Team The Early Childhood Improvement Team is a group of Marsh parents and staff members that serves in an advisory and support capacity. The team assists the school in achieving the high, but achievable, goals and objectives related to improving our school climate, environment, and instruction. Members of this team design and implement effective plans for the improvement of our school, make decisions as the Colorado Preschool Program District Council, help plan special events (i.e. parent/teacher conferences and open houses), promote our school to the community, encourage other parents to be involved in school activities, and host family events. Volunteering Parents are encouraged to help in our classrooms or in our school if they would like to. We ask that they make arrangements to meet with you or the front office staff to find out how they can best support in the classroom or school. We often need extra support during events like vision and hearing screenings and book fairs. Frequent Visits Family members are welcome to join us for lunch or come and visit our classrooms. The more adults that are at the tables with children, the more opportunities they have to share their stories, learn new words and experience the joy of conversation. Safe and Happy School Creating and maintaining a safe and positive school climate is a top priority in Monte Vista, where we have implemented Positive Behavior Interventions and Supports (PBIS) and Capturing Kids Hearts (CKH). Both are district-wide initiatives. Rather than a program, PBIS is a framework that encourages positive behavior in students and staff by teaching, practicing and affirming common behavior expectations. Our Early Childhood Improvement Team reviews school-wide behavior data and proactively plans strategies to maintain a positive climate as needed. CKH provides us with many of the strategies that support our positive environment: Meet and Greet, Social Contracts, Good Things, Reflective Questioning, and Launches, etc.) Consequently, in our positive environment, we support families in developing strong, resilient children. We believe that the lessons they learn in these early years help them develop perspective-taking, self-control, persistence in problem-solving and the ability to make choices that benefit themselves and others. As staff members at Marsh, we recognize “discipline events” as “learning events” – an opportunity to practice these positive behaviors. In partnership with families, we guide students in making good decisions about their behaviors at school and the wider world. All behavior expectations at Marsh School are designed with children’s wellbeing and safety in mind. All school staff members will aim to be consistent and give children: a. A clear understanding of what is expected of them. b. Specific feedback when behavior is and is not appropriate. c. An opportunity to apply problem-solving skills and correct an unwise choice. d. A clear understanding of the consequences of a given choice. Children will not be withheld from physical education classes and recess as a negative consequence for academic or behavioral issues, except on the rare occasion that it is written into an individual learning plan as an intervention that supports the child’s own and/or others sense of safety and well-being. Additionally, in some instances, a child may lose their privilege to choose what and where to play on the playground for a limited amount of time as we support his/her ability to increase self-regulation. Although the need is rare at this age level, disciplinary action shall be taken for violations of the Monte Vista Public Schools’ Policy Handbook. Copies of the handbook are available on our district website and parents are requested to sign a form at the beginning of each school year indicating their review of this on-line publication. Only one form is needed for each family and it needs to be returned to their youngest child’s school office. By request, hard copies can be obtained at Marsh School. We care for our children and want to be a partner in supporting their growth as individuals who are capable, cooperative, and caring. Visitor Sign-In Procedure In order to increase the level of safety in our building, it is important that we are able to recognize one another and that introductions are made repeatedly as parents and staff members learn one another's names and faces. We would like to encourage you to approach family members, shake hands and introduce yourself in our building and we will do the same. All visitors to our school are asked to sign in at the front office and make a nametag before entering our hallways and classrooms. We know that this adds an extra step to visiting at our school, but we believe that it will go a long way toward keeping all our children safer. Please enter through the front doors on the east side of our school near the flag and Cindy will greet you at the reception window. Parents are also expected to check out at the front office as they are leaving the school. Children who are not enrolled, but would like to visit our school (i.e. visiting relatives) must be accompanied by an adult due to limitations imposed by our insurance policy. Change of Address/Phone In case of emergency it is imperative that we have the correct address and phone numbers to reach parents/guardians. If you move or have a change in your phone service please contact the school immediately so we can update our emergency information card. Arrival and Departure Procedures East Entrance on Lyell Street The main entrance into Marsh School is the set of doors near the flagpole on Lyell Street. There are two types of drop-offs in front of our school. The first one is the "kiss-and-go curb" on the north half of the block when traveling southbound. Here, you can pull up to the curb and children can leave their vehicles and enter the building on their own. The second area is on the south half of the block where diagonal parking is available for you to park and leave your car in order to escort your child into the school. The traffic flow around Marsh will progress as follows: - From Highway 160 turn north on Franklin Street - Make a right turn (east) on Huxley Ave. - Turn right again onto Lyell Street - Vehicle traffic will travel south on Lyell St. to the designated drop-off and pick-up areas. School staff members will help children enter the school or locate and join their families safely. - The west bound curb of Huxley Avenue will serve as parking for staff members and guest employees. - From the north-bound (east) curb on Lyell Street vehicles may park and walk their children to the safety box printed on the street and wait for a school guard to give them permission to cross. CHILDREN MAY ONLY CROSS AT THE CROSSWALKS! - DO NOT park and/or leave your vehicle on Huxley Avenue along the southern curb or on Lyell St. along the south-bound (west) curb between 7:15am-7:45am or 2:30pm-3:45pm. You may be subject to being ticketed and/or towed. Bus Delivery and Pick-Up - School buses will deliver and pick-up students in the alley on the west side of the building. The alley is dedicated to bus transportation routes and will not be accessible for personal vehicle use or thru-traffic. - The door from the cafeteria into the alley is dedicated to Bus Delivery and Pick-Up of students and for emergency purposes. It is not a public entrance. North Doors on to Huxley Avenue - This doorway is only used during emergency procedures and for EXITING the building during dismissal each day. It is not a public entrance. South Doors on to the Playground This doorway is used for: - Students and staff members to enter and exit the building at recess times. - Students and staff members to exit the building after the dismissal bell rings each day. In the Event of an Emergency Closure … In the event of electrical, water, or heat utility outage for more than two hours, the school will be closed unless outside conditions are unsafe for student dismissal. The following procedure will be used if it becomes necessary to close school early for emergency or safety reasons. - The local radio station will be advised to make a public interest announcement concerning full-day closure or late start at 10:00 am. - An announcement will be made to the students and teachers. - Staff members will call parents, guardians, or other necessary or concerned individuals giving information about the closure. - Students who normally ride the bus will be bused unless otherwise notified. - A staff member will remain in the school office until all students have departed the school grounds. Important Safety Policy! Wearing Costumes Any special event that occurs at Marsh Elementary which involves adults or visitors dressing-up and/or wearing costumes must do so at the exclusion of masks or other props that might prevent instant recognition and identification. Concealment of any person’s identity from school personnel is in direct violation of safety policies and is not allowable. Because we are serving very young children, adults and older children must refrain from wearing costumes that are gory and scary. Any event that includes costume wearing at Marsh is designed for children’s enjoyment and should not be marred by unexpected and fearful encounters. All visitors to the building on special event days must sign-in at the office. If a visitor’s attire does not meet the requirements above, they will be asked to leave the premises. Note: It is permissible for students enrolled at Marsh Elementary, Marsh Elementary staff members, and authorized performers to wear masks and props, as needed for special events. Wellness and Well Being Our environment is a healthy, active place to learn. Current brain research indicates the need for physical activity and nutritious food to support our brain’s ability to learn and remember. As you have surely noted in the mainstream media, there is a nationwide imperative to attend to this need on behalf of all of us, but particularly our children. Health and wellness are the cornerstones for the quality of our lives as parents, grandparents, teachers, and students; consequently, they are essential and primary conditions if we are to reach our vision and achieve our mission. Monte Vista in Motion School starts at 7:45am! Most of our school days begin with all of us together in the cafeteria for “Monte Vista in Motion”, a music and movement jubilee to get our day off to a great start! This kind of movement causes our brains to make new neurons that are then picked up and used by our brains in new learning events. The only exceptions to this are in the first few weeks of school, when all staff members are greeting and supporting new families at that time and the weather is lovely and children want to be outside…and then again at the end of the year when the weather warms up and we go back outside! Breakfast After The Bell A nutritious breakfast will be available to all children free of charge as they enter their classroom at 8:00AM. While it is offered to all children, it is an individual choice and children are not required to take a breakfast. Breakfast After The Bell is considered a beneficial practice: - Students are more likely to consume a nutritionally substantive breakfast. - Providing breakfast for all students has shown greater improvements in math scores, attendance and punctuality ... - ...and a reduction in anxiety and hyperactivity. School Lunches Lunch is also served to kindergartners. The cost of a school lunches is: $2.10 per day, $8.40 per week for elementary students. Milk in the lunchroom costs $.40. Adult lunches are $3.20. Families should pay for lunches in the cafeteria. Parents are welcome to take their preschool children to lunch in our cafeteria. Parents need to make sure that free and reduced meal applications are turned in no later than five days after school begins. Students will not be able to “charge” meals. Notes will be sent home to inform parents when their child’s balance is getting low. Recess and Noon Hour All students are expected to go outside for recesses unless they have a written note from their physician to remain inside for health reasons. To ensure their safety, students may not leave the school grounds to go home for lunch at noon unless their parents come to check them out in the office. Wellness Guidelines for School-Offered Foods In accordance with the Monte Vista Public School District Wellness Policy, Marsh School and Bill Metz Elementary Schools have implemented guidelines to ensure nutritious foods and beverages at school. These healthy guidelines apply to all school-based events where food is shared in a group including snacks, classroom celebrations and fund-raisers. Foods and beverages should be nutrient-dense such as fruits, vegetables, cheese and 100% juice. The MVSD Wellness Policy encourages healthy eating and physical activity in order to help students learn better. Quite simply, emphasizing good nutrition, and wellness in general, is good for our brains. At our schools, we offer the following healthy guidelines regarding foods intended for snacks, or foods to be shared at parties, celebrations, and school functions. Snacks: We encourage fresh fruits and vegetables for our students. Snack time becomes an opportunity to promote and learn healthy lifelong snacking habits. If your child has special needs for snacks please speak with his or her teacher. Birthday Celebrations: Alternative suggestions for parents when recognizing their child’s birthday at school include: - Giving a small item to child’s classmates (sending in cards, stickers, poems, erasers, pencils or flowers.) - Some families donate a book in honor of their child to our permanent library that includes a bookplate with their name and birth date. - Some family members come as guests to lunch or take their children out to lunch on their birthday. Please save cupcakes, cakes, etc. for celebrations at home. Please speak with your child’s teacher about your plans, if you decide to recognize your child’s birthday at school. Classroom Parties: We want to support parents in caring for children’s health! We ask that school community members and room parents provide foods and beverages that benefit our students’ ability to learn and their overall wellbeing. Consider providing a fruit tray with yogurt dip, vegetable or cheese trays and other nutrient dense foods. Sweet foods are only included in moderation. Please speak with a room parent or teacher when bringing in foods to be shared. Classroom Rewards: Rewarding students with food is discouraged. School Functions: Please support the student body (and their student bodies!) by bringing nutritious foods and beverages to all school functions and events. Fund-raisers: Food items sold on campus must meet the minimum standards of the Monte Vista Wellness Policy. --- Child’s Statement of Health Status The Department of Human Resources, Child Care Division requires that all children enrolled in preschool have a wellness check-up and present a Child’s Statement of Health Status Form at the time of enrollment. Children will not be able to attend school until this form is on file in the front office. --- Immunizations State statute requires that all students present up-to-date immunization records in order to enroll in preschool and public school programs. Comprehensive information about these requirements is included in our spring registration packets and fall enrollment forms. Medications are rarely necessary for pupils during the school day. They are justified only in chronic health conditions or short-term acute health conditions. If under exceptional circumstances a student is required to take oral medication during school hours and the parent cannot be at school to administer medications, only the school nurse or the nurse’s designee will administer the medication in compliance with the following regulations. 1. Written orders (the required form is available in all school offices and at the back of this book) from the student’s physician must be on file in the school stating: a. Student’s name b. Name of medication c. Dosage d. Purpose of medication e. Time of day medication is to be given f. Anticipated number of days it needs to be given in school g. Possible side effects 2. The medication must be brought to school by a parent in a container appropriately labeled by the pharmacy or physician. 3. An individual record will be kept of such prescription medications administered by school personnel. 4. Medication will be stored in a clean, locked cabinet or container. Any exceptions (asthma inhalers, etc.) to this provision must be specifically stated by the physician on the written form. Unless these requirements can be met, medication cannot be administered at school. A growing body of research indicates that many children start school not ready to learn, not because they do not know their letters or numbers, but because they are not on their way to developing a critical ability: the ability to regulate their social, emotional, and cognitive behaviors. Current research shows that self-regulation – often called executive function -- has a stronger association with academic achievement than IQ or entry-level reading or math skills. Go to www.youtube.com/watch?v=x3S0xS2hdi4 to see a delightful video of children trying to regulate their behavior. Our early childhood curriculum focuses on self-regulation. It is called Tools of the Mind. Please visit the website www.toolsofthemind.org and click on the Parent Tab for more detailed information like the following: Children from ages 3-5 years At this age, children have the idea of how to pretend but need ideas of what to pretend: • Use everyday chores and situations to set up play ideas. Use errands as an opportunity for playing. Point out people and talk about what they say and do. These people will become the “roles” the child plays. Everything the child sees becomes fodder for rich play when you get home. • Help your child turn everyday experiences into play by providing props. Don’t have a doctor’s uniform—use an old grown-up shirt and put something on it that signifies the doctor. Don’t have a stethoscope? Make one out of a piece of string and a circle attached to it. Remember that props don’t need to be an exact replica—creating something symbolic takes more thought. • You take on a role, too—a secondary role. You want your child to direct the entire play scene as much as possible. You do what she says. You want her to tell you what to do and what will come next. If the child is unclear about what the main person does, you give suggestions, but try hard not to take over. For example, your son would be the doctor and you would be the patient or the dad with the sick baby. First, your baby is sick with a fever. Then you pretend that he has broken his arm. You take on a secondary role that changes the scenario, such as prompting a house call. Encourage your child to tell you what to do—"What's going to happen next?" When your child directs the play, you are promoting planning skills that are a part of self-regulation. - Help your child expand the roles and add to the script. "Now, what could happen next? Can we pretend that we had to go to the hospital in an ambulance? What else could happen?" Add onto the ideas you have already played out. - Read a story together and let that be the basis of play. Use a story that your child likes and has heard many times and act that out. - After playing a role and a scene several times, suggest a new twist. What if you were the doctor on a pirate ship? In outer space? Have the same role happen in a different place. - By 4 years of age, children should begin to be able to play with fewer props, not needing the elaborate dressing up that they need earlier. They can make up their own props. You can play anywhere—in the car, in the supermarket, at home. - Have other children over who can join in the play. - Introduce simple games with rules. Board games like "Chutes and Ladders" or "Candy Land" are great—these are an extension of make-believe play. Our Learning Approach We celebrate the fact that all learners are different! Whether we are adults or children, we learn in different ways and at different rates. Some children who come to our school are just beginning to be interested in writing their name or saying the alphabet, and a few enter our doors reading. Without exception, we seek to ensure that each of them makes one or more than one year's growth in the developmental areas of social/emotional, physical, language, and cognition, and the learning areas of literacy and math. All the staff members at our school support children's learning and development in a variety of ways. We continue to increase our ability to diagnose the differences in children's approaches to learning and then meet their specific needs. Children's learning growth is carefully monitored, recorded, and shared with family members throughout the school year. Attendance The habit of regular attendance is desirable for successful school achievement. Students will be considered excused from school only in the case of illness or emergency. All other absences are considered unexcused, unless arrangements have been made with the building principal. In addition, every attempt should be made to schedule medical and dental appointments for out-of-school hours. If appointments must be scheduled during school hours, children should only be gone from school for the length of the appointment. If your child is ill, or will be absent for the day, please call the office by 7:45 am. After that time, the office will make a reasonable effort to contact family members by phone. Students who have been absent or tardy for any reason should bring a note from their parents when they return to school, if there has been no previous contact with the school. The note should explain the circumstances of the absence or tardiness and should be given to the office when the child is checking back into the school. Please report cases of any child who has a contagious disease to the school nurse. Our instructional day begins at 7:45 and ends at 3:30. Kindergartners attend from 7:45 - 3:30. Preschoolers will either attend from 8:00 - 11:00 or from 12:00 - 3:00. Learning activities are planned for this entire time period and interruptions in the routine can be detrimental to the learning environment. We set the stage for our school day during the first few minutes in the classroom with routines and special school and classroom announcements. We want to emphasize how important it is for children to be here to start and end their school day with their classmates. Coming to School Too Late Tardiness is defined as a student arriving at school after the scheduled time that classes begin. The disruptive nature of tardiness has a detrimental effect upon the rights of the non-tardy student to uninterrupted learning. It also has a negative impact on the tardy student’s ability to start the day smoothly. We ask that you have your child to school by 7:45am, or 12:00pm if attending the afternoon session, so that they have every advantage needed to ensure a successful day. ...and last but not least... Leaving School Too Early Parents are urged not to ask for early dismissal of children except in unusual circumstances. In the rare instance that it may be necessary for parents to check their child out before the end of the school day they will need to come to the front office and sign their child out on the available form. In no event will a child be released to a person without proper authorization and identification. We're still playing and learning together until the very end! We are proud of our website. It was built and is continually refined by students at Monte Vista High School. Please visit us at: http://www.monte.k12.co.us/Marsh/MarshMain/default.htm Monte Vista School District Permission for Medication Name of student _______________________________________________________ School ____________________________________________ Grade ________________ Teacher _______________________________________________________________ Medication ___________________________________________________________ Dosage _______________________ Purpose of medication _______________________________________________________________________________ _________________________________________________________________________________________________ Time of day medication is to be given _________________________________________________________________ Possible side effects ________________________________________________________________________________ _________________________________________________________________________________________________ Anticipated number of days it needs to be given at school _____________________________________________ Date ___________________________ Signature of Physician _____________________________________________ It is understood that the medication is administered solely at the request of and as an accommodation to the undersigned parent or guardian. In consideration of the acceptance of the request to perform this service by the school nurse or other designee employed by the Monte Vista School District, the undersigned parent or guardian hereby agrees to release the Monte Vista School District and its personnel from any legal claim which they now have or may hereafter have arising out of the administration or failure to administer the medication to the student, side effects or other medical consequences of the medication. I hereby give my permission for _____________________________ to take the above prescription at school as ordered. I understand that it is my responsibility to furnish this medication. 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Lecture: “The Stations of the Ontario & Western and Other Railroads in Ulster County” Speaker: William Rhoads, PhD. Date: Thursday, April 26, 2018, Time: 7:00 PM Place: Hurley Reformed Church Hall, 11 Main St., Hurley, NY Ulster County was once crisscrossed by railroads offering passenger and freight service, their distinctively designed stations occupying an important place in the life of many towns and hamlets. While none of the county’s surviving stations serve their original function, several O & W stations can still be seen along the railway’s abandoned roadbed, as can other stations that served communities along the rails of the Wallkill Valley, Ulster & Delaware, West Shore, and Poughkeepsie Bridge Route. Bill Rhoads will discuss vintage and more recent views of the county’s architecturally significant stations, some surviving and others long gone. Passengers disembarking from O&W train at the Kingston Fair Street station c.1915. Bruce Whistance collection. Bill Rhoads, a professor emeritus of Art History at SUNY New Paltz, has been keen about railroads since growing up in the 1950s within sight of the tracks of the Reading Railroad. His Ulster County, New York: The Architectural History & Guide (Black Dome Press) surveys a number of Ulster’s stations. The book will be available for purchase at the lecture. Refreshments will be served. Museum Opening Day, Sunday, May 6, 1PM-4PM. See page 3 for details. Admission is free. For more information, call 845-331-4852 Greetings from Main Street! Another season is about to begin with our April lecture and museum opening on May 6, but that doesn’t mean we’ve had a quiet winter! We’ve been busy going through old files (and discovering a lot about our history); making necessary improvements to the building by adding heat to the museum shop; expanding our O&W exhibit; and planning a full calendar of events for you and our many visitors. Thanks to our hard working Board....Gail Whistance, Harvey and Joan Monder, Flo Brandt, Nancy Sweeney, Pat Findholt, Barbara Zell, Dan Zalewski, Dale Bohan, Mike Rice, Raleigh Green, Ellen Young and Sharla Mullany as well many volunteers who helped us. We couldn’t keep our museum and programs going without you. As you can see from the enclosed calendar, HHS has a lot going on in 2018. We hope you come to many of these activities. We encourage you to volunteer some of your time to the museum...as little as three hours as an exhibit guide or shop attendant will help the museum and you to keep Hurley’s long history alive. That is our purpose. Here’s to another interesting HHS season and I look forward to seeing you at the museum and our programs. Please call or email me if you have questions or would like to volunteer in some capacity! 845-331-4852, email@example.com. Joan Castka, President MAY 6 - OPENING DAY AT THE MUSEUM “The O&W Railway in Ulster County: Stations Along the Way” By: Gail Whistance Those of you who missed the O&W exhibit last year have another chance this year. We are holding over this popular exhibit for a second year with Opening Day on Sunday, May 6 from 1 to 4 PM. An exhibit curator will be on hand to show you around and answer questions. Light refreshments will be served. Admission is free. Even those who have already seen the exhibit are encouraged to join us on May 6 or any weekend day after that through October between 1 and 4 PM. There are enough pictures, text, and authentic O&W artifacts in this exhibit to keep you occupied and entertained for a couple of hours. There are even interactive features which add sound and touch to your experience. As many of you know, this exhibit focuses on the eleven stations of the New York, Ontario, and Western Railway that resided in Ulster County hamlets and villages. Most of these stations were built in 1902 when the Kingston Branch opened for business. Amazingly, seven of these eleven stations still stand although some in highly modified form. The Museum Shop offers a book published by the O&W Railway Historical Society in Middletown, NY, which includes a driving tour of the O&W Kingston Branch. It takes you from Kingston south along Rt. 209 all the way to Spring Glen at the border between Ulster and Sullivan Counties. By following the detailed directions in this book, you can visit each of the seven surviving stations and the sites of the four that are long gone. Pick an afternoon when the weather is good and take the family for an excursion on the Kingston Branch! Of course, reserve an hour or so for walking through our exhibit and visiting the Gift Shop. We look forward to seeing you there! ANNUAL PLANT SALE - MAY 19 Flowers, Flowers, Everywhere! The Hurley Heritage Society’s annual plant sale will take place on the Museum grounds, 52 Main Street, Hurley, on May 19th, 9a.m. to 2 p.m. We will not only have flowers, but potted perennials, annuals, hanging baskets, vegetables, herbs, houseplants, shrubs and container gardens. A number of garden-related items will also be on sale. We will have a demonstration by our landscaper, Pat Findholt, on container gardening at 10:00 AM. Feel free to bring your questions, as we will have master gardeners on hand as well. Flats, pots and hanging baskets of beautiful flowers grown by Saunderskill Farms, Accord, can be pre-ordered using the enclosed form. Forward the completed form and mail it together with payment to Flo Brandt, 132 Woodland Drive, Hurley, NY 12443. The form must be returned to Flo by May 5th. Pick up for the pre-orders will be at the Museum grounds, May 18th between 4 and 5 p.m. or the next day during the sale. Some of the plants will be on sale May 19th, but to get the selection you want, at the best price, please use the enclosed form. Early spring is the best time to divide and thin out your perennials. Perennials are one of our most popular items. We depend on your donations for perennials, small shrubs, houseplants, garden items and your time. The plants should be dug up at least two weeks before the sale. Please contact Pat Findholt at 338-3137 (firstname.lastname@example.org) to donate or if you need help digging them up. We can also provide pots if you need them. Items for sale can be dropped off on the Museum porch by May 18th or by calling Pat at 338-3137 or Flo at 331-8767. Proceeds from the sale will be used for the maintenance of the gardens and grounds of the museum. Please feel free to call if you have questions or need additional forms. Thank you, Flo Brandt TOWN-WIDE YARD SALE DAY at the Hurley Heritage Society Museum! Do you have things to sell but don’t want to have your own yard sale? Here’s the answer for you. SATURDAY, JUNE 2 IS HURLEY’S TOWN-WIDE YARD SALE DAY and the best place to be to sell your items will be the front and back yard of the Hurley Heritage Society Museum, 9AM-4PM. Spaces for an 8’ table will be available to HHS members only, free of charge. You must bring your own table. Set up will start at 7 a.m. and all items that you bring must be taken off the premises by the end of the afternoon, including boxes, bags and wrapping paper. Spaces will be given on a first come, first serve basis. To reserve your space, call Angie Mahdavian at 845-338-6263. If you have things you want to donate for HHS to sell at their table, please discuss with Angie prior to the date of the sale. This should be a fun community day --- sell your things and meet your neighbors and friends! Author-Angie Mahdavian CALL FOR VOLUNTEERS • Have you visited the Hurley Museum lately? • Do you know a lot about Hurley History? • Would you like to learn more about Hurley History? • Do you enjoy meeting new people and sharing the History of Hurley? If you answered yes to any of these questions, please consider becoming a Museum Volunteer. Volunteers are needed Saturday and Sunday afternoons 1:00-4:00 PM, May thru October. Please contact Ellen Young at 845-339-8302, email@example.com or Barbara Sartorius 845-339-0701, firstname.lastname@example.org for further information, or go to the volunteer page on our website: hurleyheritagesociety.org to sign up online. The first day of Spring has arrived!! We are getting ready to re-open the museum for the season. We hope that you all received your membership renewal notices. We sent them out in the cold of winter. Maybe you forgot yours, or, for one reason or another, did not receive one. You will find a renewal notice in this Prologue. Please use it to renew if you have not done so already. Thank you, and looking forward to seeing you at our Opening Day, May 6, and, of course, at our very popular plant sale on May 19! Author - Barbara Zell DON’T MISS THIS SHOW! On Sunday, June 10, the Antique Phonograph & Gramophone Exhibition, by Dan Zalewski, will be held between 1PM - 4 PM at the Hurley Heritage Society Museum, 52 Main St., Hurley. You may drop by at any point during the exhibition, continuous showing. If you missed the exhibition last year, this is your opportunity to see and hear these unique music machines in action once again! Dan will demonstrate and tell the story behind the individual early 20th century audio wonders on display from his personal collection, and answer your questions. He will also play music typical of the period on the cylinders and disks manufactured for use on the machines. For more information, call 845-853-8399. Free admission! Refreshments will be served. To learn more about the history of the development of gramophones and phonographs, you may read Dan’s article on the subject, which is accompanied by many photos, in the June, 2017 edition of the Prologue archived on our website, hurleyheritagesociety.org under newsletters.. Dan Zaleswski and one of his marvelous machines photo by Nancy Chando Type AZ Gramophone (Columbia) 1905 photo by Dan Zalewski APRIL April 26 Lecture at the Hurley Reformed Church hall, 11 Main St. @ 7PM. Topic: “The Stations of the O&W and Other Railroads in Ulster County” by William Rhoads, PhD. Admission free. Refreshments served. For information, call 845-331-4852. MAY May 6 Opening Day for the 2018 Museum season, Continuing exhibit: “Stations Along the Way: The O&W Railway in Ulster County”, 1PM-4PM, 52 Main St. Hurley. Refreshments will be served. The museum will be open Saturdays and Sundays, May-October, 1PM-4PM. Free admission. Museum shop on premises. For information, call 845-331-4852. May 19 Plant Sale, Hurley Museum grounds, 52 Main St., 9AM-2PM. Perennials, annuals, shrubs, planters, hanging baskets, herbs, garden-related items, vegetables. For information or pre-ordering, call 845-331-8767 or 845-338-3137. May 27 Guided Walking Tour of Main Street starting at the Hurley Heritage Museum, 52 Main St., at 2PM, rain or shine. View the exteriors of stone homes 230-330 years old in this National Historic Landmark district and learn their unique stories. Admission: adults, $5, children under twelve are free. For information, call 845-334-0701. JUNE June 2 Town-wide Yard Sale, Hurley Museum grounds, 9AM-4PM, HHS members may set up their table on the lawn at no cost. Donations for the HHS table will be accepted. For further details, to discuss a donation or to reserve a space, call 845-338-6263. Spaces are limited, and will be assigned on a first come, first served basis. June 10 Antique Phonograph & Gramophone Exhibition, by Dan Zalewski, at the Museum, 52 Main St., 1PM-4PM, live demos of circa 1900 music. Free admission, For information, call 845-853-8399. June 24 Guided Walking Tour of Main St. For full description, see May 27. JUNE EVENTS CALENDAR - 2018 June 28 Lecture at the Hurley Library, 48 Main St., Hurley @7PM. Topic: “In Defiance: Runaways from Slavery in New York’s Hudson River Valley, 1735-1831”, by Susan Stessin-Cohn. Admission free. Refreshments served. Book-signing. For information, call 845-338-6263 JULY July 14 Stone House Day, Art and Antique Sale, on the Museum grounds, 52 Main St, 10AM-4PM For information, call 845-331-7228. July 22 Talk and Book-signing, at the Museum, 52 Main St. @ 1PM. Book: Church of the Robin’s Ha-Ha!: John Burroughs’ “Natural Religion” and Other Poems, by Anne Richey, Admission free. Refreshments served. For information, call 845-331-4852. Second Event @ 2PM, Guided Walking Tour of Main St. See May 27 for details. AUGUST August 5 Sip and Paint on the Museum lawn, 52 Main St. @ 4PM with Mary Beth Veith, $25 per person, all materials included, limited seating, reservations required. For more information and to reserve, call 845-336-5267. Rain date August 6 @4PM. August 19 Ice Cream Social on the Museum lawn, 52 Main St., Hurley, 1PM-4PM. Rain or shine. Live local musicians, unique children’s games, crafts and other activities. Make your own sundae, ice cream novelties and more! A fun family day at the Museum! Admission: (includes one ice cream) ages 11 to adult, $4, ages 5-10, $2, age 4 and under, free. Additional servings, $1. For information, call 845-331-8767. August 26 Guided Walking Tour of Main St. See May 27 for details. HURLEY HERITAGE SOCIETY EVENTS CALENDAR - 2018 CONTINUED SEPTEMBER September 9 Herbal wreath-making demo, on the Museum porch, 52 Main St. @ 2PM with Ellen Richards. Free admission. Materials provided. For information, call 845-336-5267. September 20 Lecture, at the West Hurley Firehouse, 24 Wall St., West Hurley, NY, @7PM. Topic: “Stories of the O&W Railway” by Gail Whistance. Free admission. Refreshments served. For information, call 845-331-4852. September 23 NYS Hudson River Valley Ramble event: Hurley Haunted History Guided tour of the Old Burial Grounds (circa 1715). Leaving from the Hurley Heritage Society museum @ 2PM, rain or shine. Admission: adults, $5, children under 12, free. For information, call 845-416-1937. September 29 Hurley Harvest Concert, Professor Louie and The Crowmatix. Includes short film. @ 7:30PM at the Hurley Reformed Church, 11 Main St., Hurley. Admission: $25 at the door, $22 in advance (purchase at the museum shop or online). Special price for Hurley Heritage Society members, $20. For information, call 845-331-5331 Limited seating. OCTOBER October 26 Ghost Walk of Main St. Hurley and the Old Burial Ground. Tours start at 6PM from the Hurley Reformed Church, 11 Main St. Admission: adults, $15, students, $10. Not recommended for children under 12. Reservations required. Limited spaces. For information or to reserve, call 845-338-7686. October 28 Guided Walking Tour of Main St. See May 27 for details. NOVEMBER November 25 Holiday Open House and Museum Shop Sale, at the Hurley Heritage Society Museum, 52 Main St., 11AM-4PM. Special demos, merchandise and discounts. For information, call 845-331-7228. IN MEMORIAM—SHIRLEY RIFENBURG It is with great sadness we report the passing of Shirley Rifenburg, one of our greatest supporters. Shirley served both as a board member and as president of the Society. She and her husband, Ron, cared for our new museum building as if it was their own home which is why we dedicated our Dutch Room in their name. She was a long-time member of the 3rd Ulster Militia, an early American reenactment group. She learned and gave demonstrations in colonial crafts such as hearth cooking, basket weaving and spinning. Her help and guidance will be sorely missed. Author—Iris Oseas REMEMBERING LETTY In November of 2017, we lost one of our most dedicated volunteers. Letty Hornsberger was a relatively new volunteer. About three years ago, Letty retired from her job and let us know that she might be interested in volunteering. She came to orientation and started volunteering as an exhibit docent and in the gift shop. From the very beginning, she became familiar with duties, helped with sessions to address newsletters, worked at the current events and activities and helped with other needs such as vacuuming and decorating. If a volunteer was scheduled as a docent on a particular day or time and was unable to be there, she was one of the first to volunteer to fill in. Visitors appreciated not only her friendly greetings but her accurate descriptions and information about our historic hamlet and houses such as the Van Deusen House. Letty volunteered at the HHS, but she also frequently visited her daughter and twin grandchildren in Connecticut. Like many of our members, as we grow older, Letty had stiff knees and other aches and pains which seldom, if ever, kept her from volunteering. However last fall, she became ill and passed away after surgery. Her daughter, Beth, took the time to call as many of her fellow docents whose names she found in Letty’s phone records. The HHS appreciated that courtesy and several of our Board members and volunteer friends were able attend her funeral service. Letty, we miss you, but we will remember you individually and as a community organization. Letty will be honored for her service to HHS at the opening day of the 2018 museum season on Sunday, May 6, 1PM -4PM. A brick in our Heritage Walk, inscribed as a memorial to Letty, will be dedicated during the afternoon. Author—Barbara Sartorius July celebrations began with an old-fashioned community picnic sponsored by the Hurley Boy Scouts. The picnic was held on the grounds behind the Hurley church. This kind of gathering was traditional among the Dutch settlers in Hurley. The Boy Scouts, under the supervision of Bob Schmidt, offered a day of entertainment including a father-son softball game, and games for the children. The festivities began at 11:00 AM and were open to the public. The Boy Scouts supplied soft drinks, ice cream and candy. Families and friends were asked to pack a lunch and cooking utensils and head for town. On July 11 was the 11th annual Stone House Day. The first one was held in 1948. The hours were from 11:00 AM to 5:00 PM. Fifty ladies, from the Women’s Guild of the Hurley Reformed Church, dressed in Dutch attire, acted as hostesses in 12 of the stone houses that were open on that day. They also served homemade food in the Church cafeteria. Approximately 1,000 people visited that day, including tourists from Alaska and Texas. All 25 of the Stone Houses were marked and visible to the visitors. By using a brochure and taking advantage of the buses available, everyone was able to find their way to see all of the Stone Houses. Stone House Day 1959 The lady on the left is Melvina Krom, the young lady in the center is Linda Pfrommer Cook. The other two ladies are not identified. This photo was taken in front of the Col. Gerardus Hardenburgh house, then owned by Katherine Schoonmaker. It is now the Axelrod residence. This photo was taken in front of the old Guard House, sometimes referred to as the Spy House, then owned by George Kent. The ladies are not identified. Linda Pfrommer Cook is the young girl. On July 11th at 7:00 PM Hurley continued to celebrate the New York State Year of History with an evening of 10 original folk songs written by Carolyn Waligurski, combined with 15 authentic Hudson Valley and Catskill Mountain songs to immortalize the 300 years of Hurley history. Known as the Hurley Folk Cantata, the music included choral arrangements, solos, group numbers, dramatizations and narrations. This open-air performance was executed by talented people from 10 local communities and the children of Hurley, which, when combined, became known as the Hurley Festival Chorus. The ladies wore red and white checked gingham skirts with white blouses and the gentlemen wore dark trousers with white shirts and matching red checked bowties. The children of Hurley raised their voices in unison to perform the Hurley Folk Cantata. Some of the historical figures mentioned in the Hurley Folk Cantata were the Redcoat spy, Daniel Taylor, hung from an appletree near Main Street and Schoolhouse Lane, and former slave Sojourner Truth, whose praises were sung as she “tread the weary mile” in her crusade to wipe out slavery. The music was recorded and circulated for purchase. The Hurley Heritage Society has a copy in their accession room. The over 700 people who attended the Hurley Cantata witnessed a pastoral scene where the music of Hurley was performed by many talented folk singers among a backdrop of silver and the natural green of our Hurley town in July of 1959.... Parts 1 and 2 of this series covering Hurley’s participation in the New York State Year of History can be found on our website, hurleyheritagesociety.org under newsletters, September and November issues. Stay tuned for Part 4, the conclusion—August and September 1959, the first Hurley Corn Festival and the arrival of the Queen! Author: Doreen Lyke, former Hurley Town Historian who currently resides in Arizona, The Blizzard of ‘88 went down in the annals of weather reports as the worst storm to ever strike the eastern seaboard, but surprisingly, there was only about two or three feet of snow. The damage came from gale force winds that reached 60 MPH and left snowdrifts as high as 10’ to 20’. The storm started on Sunday morning, March 11, 1888 and by 7:00 O’clock there was 12” of snow. By noon it was up to 18” and the storm continued to rage until Monday midnight. The blowing snow reduced the visibility so much that it was impossible to see across the short distance from the barn to the house. To guide themselves, some farmers strung a rope between the house and barn. The drifts reached as high as the second story windows, fences were buried out of sight, and roads were completely blocked making transportation impossible. Stages were stopped and trains were immobilized. In 1888 there were no self powered snowplows, no self powered vehicles that could truck the snow away. There wasn’t even a department to provide highway maintenance. Road clearing was the responsibility of the individual landowners. The newspaper reported that “…farmers were out in force today clearing up the snow blockade. Drifts 20’ high were encountered. Only the tops of stone walls and fences were visible.” Horse drawn sleighs were pulled over the top of the snow in an effort to break down the snow covering. Then the men had to use their snow shovels to dig into the drift. Hurley Avenue Extension had a 1200’ long drift some 10’ high that had to be cleared by hand by the residents of Hurley. The storm created a phenomena rarely seen in this territory. The gale force winds, blowing from the north-west, had blown the waters of the Hudson River down toward the sea, and that, coupled with the low tide, drained the Rondout Creek enough that boats were grounded on the creek bottom. The ferry boat hard aground and the steamboat Norwich was keeled over to one side. There was a sad incident related to the storm when it interfered with the preparation for a child’s funeral. The young child of Michael Tobin of West Hurley had died the night before the storm started. Arrangements had been made with a funeral parlor in Kingston to prepare the child for burial but the storm struck before he was moved to Kingston. After the storm was over the roads were still impassable for some days so rather than wait for the roads to be cleared six men carried the body to Higginsville Depot. In Kingston, two children were found buried in a snowdrift. When rescuers dug them out both children had nearly perished. But with all the terror of the storm there were no deaths or even serious injuries that could be attributed to the storm. With all the problems the storm created there was a beauty to the scene after the gale winds had subsided, after life had started to return to normal. The scene across the flats looking towards the mountains as described by The Kingston Freeman “was as if a great white garment had been spread over the landscape. Fences were invisible. The houses were so covered with snow that they lost their identity. The snow clung to the trees, completely covering their branches and even the telegraph poles, with their white sides were almost invisible as seen through the wintery air.” And when the U&D Railroad train finally came into sight it threw great clouds of snow into the air, creating another beautiful scene. The Kingston City Horse Car, a trolley line that served the business district of Kingston, had to clear its own path through the snow. They plowed down the center of their tracks making a path for their cars that was quickly used by pedestrians. However, it was a never ending job what with the snow drifting onto the tracks as fast as it could be removed. The cars were crowded with people and strained the strength of the horses to their limit even though they attached four horses to the cars. In some cases the wheels of the trolley could not maintain contact with the rails. The country stage coaches had to contend with roads made almost impassable by the drifting snow. If a stage made it to Kingston they stayed put, not daring to attempt the return trip. The Eddyville-Rondout stage became stalled in the snow near Wilbur and was about an hour getting out. The stage to Ellenville left the Rondout at the usual time but nothing was heard from the stage the next day. The only thing authorities could do was assume that the stage was stuck in the snow someplace and that the passengers were safe. The stage from Ellenville reached Hurley that Monday and stayed until the next day when the driver returned to Rondout with only one sleigh bob. [A bobsled normally had two sections coupled together. One section could be removed and used independently.] The Rifton stage made it as far as Rosendale but could go no further. The railroad, too, found the tracks impassable. The railway cuts had snow drifts even with the top of the cut and along the mountain slopes of the Highlands the drifts piled snow from the top of the bluffs to the river’s edge. Train traffic was brought to a standstill until the tracks could be cleared. Unlike the stages who could depend on farmers along the way to maintain the roads, the railroads had to clear the tracks themselves. One problem they faced was the scarcity of manpower. As an example, the West Hurley station reported that the tracks were blocked with about ten feet of snow, stranding a passenger train. A work crew consisting of three engines and 50 men left Rondout at 7:00 that morning to clear the tracks at Broadheads. HHS Heritage Walk Make a donation of $120 to the Society to show your support of the museum by creating a brick in your family’s name—or to honor someone close to you. The proceeds will be used for capital repairs to the Museum and your brick will be added to the Heritage Walk. The inscription may be composed with as many as four lines of eighteen characters. If you are interested please contact Wally Cook at (845) 338-2193 or email to email@example.com Your inscription here! 4 lines by 18 characters Hurley Heritage Society Membership Application Name__________________________________________ Address_______________________________________ State______ Zip + 4_________ Phone_____________ Email__________________________________________ ( ) Single membership $25.00 ( ) Family membership $30.00 ( ) Life membership $275.00 ( ) Corporate (Annual) $150.00 Additional donation $ __________ Dues and donations are tax deductible Contact Harvey Monder for IBM matching fund information Send payment to: HURLEY HERITAGE SOCIETY P.O. 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MICROSCOPE - Whodunnit Special January 1998 NEWMAN COLLEGE with MAPE © MAPE/North Eastern Education and Library Board 1998 ISSN 0264-3847 Correspondence to the Editor: MICRO-SCOPE, 121 Fitz Roy Avenue, Harborne, Birmingham B17 8RG. MAPE (Micros And Primary Education) is open to individuals and institutions. The current subscription of £15.00 pa UK, £10.00 pa students, £20.00 pa overseas, includes direct mailing of MICRO-SCOPE. Application forms from: Mrs Y. Peers, MAPE, Technology Centre, Newman College, Genners Lane, Bartley Green, Birmingham B32 3NT. Published by Castlefield (Publishers) Ltd Individual copies from: Castlefield (Publishers) Ltd, Castlefield House, 12 Headlands, Kettering, Northants NN15 7HP MAPE reference for Income and Corporation Tax relief on membership fee: T1644/23/1968/MT Charity Commission reference: OSP-292898-R Reg No 292898 VAT Number: 544 8661 18 Produced by The Castlefield Press, Kettering, Northants Contents Introduction – How to get started ................................................................. 1 Acknowledgements .................................................................................. 2 What does the database look like? ............................................................ 3 Pupil recording sheet .............................................................................. 4 Certificate ............................................................................................... 5 Solutions ................................................................................................. 6 Case studies-contents ............................................................................. 7 Case studies ............................................................................................ 8 Wanted posters ....................................................................................... 22 The Ultimate Challenge .......................................................................... 24 Listing of data ......................................................................................... inside back cover What is the package about? Whodunnit is a database activity designed to allow pupils to develop appropriate data handling skills in an exciting and stimulating environment. It is suitable for pupils at Key Stages 2 and 3. The pupils play the role of a detective trying to solve a number of crimes. They have access to a database of 50 fictitious criminals. This activity can be carried out on any computer for which you have an appropriate data handling program (e.g. Junior Pinpoint, Information Workshop, Grass for Windows, Claris Works etc). How do I introduce it? What is a database? – A base for keeping data. Take in some examples of databases – a diary, daily weather reports, a dictionary of animals, plants or insects. A telephone directory is a perfect example. What data is held? – Names, addresses and telephone numbers. In what order do we keep the data? – Why? – We know people’s names, sometimes their addresses but not their phone numbers. Distribute photocopies of one page of a telephone directory. Give the children one or two names on the page, and ask them to find the telephone numbers. Now give the children one or two phone numbers on the page, and ask them to find the owners. Not very easy. Printed databases are in a fixed format – computer databases are more flexible. Make up a scenario about someone in the class (e.g. a boy, with dark hair, no glasses and wearing a blue jumper,) perhaps even involved in a fictitious incident, so that no one is offended. Ask only the boys to stand up. Remain standing if they have dark hair. Sit down if they are wearing glasses. Remain standing if they are wearing a blue jumper. Continue until only one child is standing. You may need to add more attributes as you go along! Repeat this scenario but with a set of attributes where more than one child remains standing. Discuss the limitations of searches. Sometimes we may only be able to identify a number of people. We can only work with the information we have. The more information we have, the more likely we are to eliminate people from our search, hopefully to arrive at only one person. The police work in the same way, and can only apply the facts that they have available. Distribute photocopies of the Suspects File on paper. This is the information that is available to the police on their database of suspects. Ask them to find a fair haired male, over 45. The answer may be Martin Mitchell, but it’s not an easy task, because we simply have to look at all the data. Distribute photocopies of one of the crime reports suggesting only one suspect. Ask the children to identify the facts about the suspect, age, hair colour etc., and write them down on paper, or on the board. Ask the children to identify the suspect from the printed Suspects File. Again, we must look through all of the data, and mistakes may be made. With a computerised database, we may display the information in any way we choose and we can also narrow down searches very easily. Now move onto the computer and the “Whodunnit” database. Let the children use the same Crime Report, and use the program to identify the suspect by narrowing down the search using the known attributes. I suggest that at least two of the crimes are solved as a class exercise, so that you can demonstrate the necessary steps in the solution of a crime. Pupils can then work in small groups, perhaps solving 4 cases at level 1 before passing over to another group. In each case it is important that they record their findings on the record sheet provided. This will give you access to their logic and reasoning. Upon checking for accuracy you can sign off the record sheet under the title of Chief Inspector. On another day they can then move on to the level 2 crimes etc. If the pupils have enjoyed this activity then they could try making up their own database and scenarios. Common themes centre around pirates, cowboys and teachers. Details of two databases for younger children, one on the topics of dogs and the other on Father Christmas(s) are available from the Technology Centre at Newman College. Useful tips Please note that the complete file is printed out at the back of this booklet. Hence if you have a different database to those catered for on the enclosed disc, it will probably take no more than an hour to type in the whole file into your own database. Note that it is important to understand the way that the data has been entered and in particular the spellings and notation that has been used. For example: a) earring (all one word and not hyphenated) b) limps (ie. plural) c) smoker (and not ‘smokes’) --- The Ultimate Challenge - Notes to the Teacher The Ultimate Challenge should be undertaken by Master Detectives - those pupils who have solved at least four crimes at each of the previous 5 levels. If they can solve the Ultimate Challenge, please ask the pupils to complete a record sheet as normal and send it to MAPE Whodunnit, Technology Centre, Newman College, Bartley Green, Birmingham B32 3NT. Please enclose a stamped addressed A4 envelope and we will be pleased to send the pupils a special Master Detectives Certificate (if their solution is accurate.) Happy hunting! Acknowledgements Whodunnit was first published by the North Eastern Education and Library Board from an original idea by John Doherty. We are grateful to NEELB for permission to update the resource and release it to MAPE members. Any errors are ours and enquiries should be addressed to: Roger Keeling Technology Centre Newman College Bartley Green Birmingham B32 3NT tel. 0121 476 1181 x271 fax. 0121 476 1196 e-mail firstname.lastname@example.org What does the database look like? The sample entries written below will help you to successfully interrogate the data file, which contains the personal information of 50 different suspects. When you read a crime look for clues about the suspects, name, surname, sex, age, height, hair, passport, features or blood group. Remember it is very important that you spell accurately. If any of your entries are misspelt, (e.g., BEERD instead of BEARD), when you are interrogating the data file, the computer will not be able to carry out a successful search. \| HEADINGS \| ENTRIES \| \|----------------\|-------------------------------------------------------------------------\| \| NAME \| Brian, Jim, Percy, Mary, Max, Rose, etc \| \| SURNAME \| Smith, Spence, Flynn, Carter, Brown, etc \| \| SEX \| Male or Female \| \| AGE \| 19, 42, 51, 65, etc \| \| HEIGHT \| 1.50M, 1.65M, 1.71M, 2.05M, etc \| \| HAIR \| Black, Brown, Fair, Blonde, or Bald \| \| PASSPORT \| American, German, French, Spanish or none \| \| FEATURES \| Beard, Moustache, Glasses, Scar, Smoker, Limps, Deaf, Tattoo, Earring or Eye patch \| \| BLOOD GROUP \| A, O, or B \| When you are writing down the list of clues, you should end up with something like this: CLUES 1. Age less than 42 2. Features the same as Limps 3. Hair not the same as Black 4. Height taller than 1.70M \| Crime Data \| Arrest Report \| \|------------\|--------------\| \| Investigating Officer(s): \| Witness List: \| \| 1 \| 1 \| \| 2 \| 2 \| \| 3 \| 3 \| \| 4 \| 4 \| \| Name of the Crime: \| Suspect’s name: \| \| Where did the crime take place and at what time of the day? \| Reasons for the arrest: \| \| Chief Inspector: Signature: \| Arresting Officer: Date: \| This is to certify that __________________________ has proved to be a wonderful detective (just like myself) Signed ........................................... Sherlock Holmes \| Case \| Title \| Clues \| Culprit \| \|------\|--------------------------------------------\|----------------------------------------------------------------------\|------------------\| \| 1.1 \| Robbery at Midnight \| Male, smaller than 1.65m, moustache, American \| Brian Malone \| \| 1.2 \| The Lagan Canal Mystery \| Male, bald, beard (both men) \| Frank Lamb, Mike Grant \| \| 1.3 \| The Stolen Bracelet \| Female, earring, blonde, older than 35 \| Mary Walsh \| \| 1.4 \| The Forged £50 notes \| Male, fair hair, younger than 26, American \| Stanley Smith \| \| 1.5 \| The Computer Theft \| Female, glasses, young, black hair \| Marie Estelle \| \| 1.6 \| Revenge at the Races \| Male, limps, brown hair \| Sam Simpson \| \| 2.1 \| The Shoplifter \| Female, younger than 45, blonde hair, perfume \| Patricia Bryant \| \| 2.2 \| Burglary at Number 41 \| Female, blood group A, initials RF \| Ruth Flynn \| \| 2.3 \| The Café Dispute \| Male, moustache, French \| Pierre Blanc \| \| 2.4 \| The Case of the Stolen Statue \| Female, smaller than 1.7m, blood group O, glasses \| Emma Hunter \| \| 2.5 \| The Case of the Vanishing Diner \| Male, scar, younger than 29, taller than 1.8m, initials PB \| Patrick Brown \| \| 2.6 \| The Mysterious Pickpocket \| Female, blonde, older than 46, glasses \| Sonnie Bakker \| \| 3.1 \| The Stolen Bicycle \| Female, blonde, older than 32, younger than a pensioner, glasses, foreign accent \| Steffi Braun \| \| 3.2 \| The Assault on Lady Cynthia Evans \| Male, smaller than 1.58m, earring \| Harry Sloan \| \| 3.3 \| The Handbag Snatcher \| Male, eye patch, fair hair \| Steve Smith \| \| 3.4 \| Attempted Murder at the British Embassy \| Male, black hair, young, German \| Boris Weiss \| \| 3.5 \| The Stolen Motorbike \| Male, younger than 45, older than 27, fair hair, earring \| Max Schmidt \| \| 4.1 \| The Missing Darts \| Female, earring, young (about 30) \| Mary Morris \| \| 4.2 \| The Con Man \| Male, bald, beard, smaller than 1.72m, older than 64 \| Mike Grant \| \| 4.3 \| Car Theft \| Male, tattoo, about 66, not bald \| Pat Wood \| \| 4.4 \| The Mystery of the Crufts Champion \| Male, bald, American \| Matthew Morgan \| \| 4.5 \| The Mugging of Mrs Walsh \| Male, bald, tattoo, older than 60 \| Reggie Smith \| \| 5.1 \| The Missing Secret Agent \| Male, eye patch \| Percy Smith \| \| 5.2 \| The Missing Masterpiece \| Male, older than 39, taller than 1.67m, younger than 59, smaller than 1.72m \| Sean Head \| \| 5.3 \| The Theft of the Teacher’s Car \| Female, glasses, black hair, young \| Marie Estelle \| \| 5.4 \| The Kidnap of Prince David \| (1) Male, beard, German (2) Female, blonde, glasses, German (probably) \| Wolfgang Ritter, Steffi Braun \| \| 5.5 \| Attempted Murder at the Jewellers \| (1) Female, blonde, > 1.65m, < 1.7m, old (2) Male, brown hair, deaf, young \| Lucy Smith, Toby Gunne \| \| 5.6 \| Mystery at the Museum \| (1) Male, blood group O, about 21 (2) Female, Patricia, young \| Patricia Flynn, Jim Wilton \| \| Crime \| Crime Number \| Page Number \| \|--------------------------------------------\|--------------\|-------------\| \| Robbery at Midnight \| 1.1 \| 8 \| \| The Lagan Canal Mystery \| 1.2 \| 8 \| \| The Stolen Bracelet \| 1.3 \| 9 \| \| The Forged £50 note \| 1.4 \| 9 \| \| The Computer Theft \| 1.5 \| 10 \| \| Revenge at the Races? \| 1.6 \| 10 \| \| The Shoplifter \| 2.1 \| 11 \| \| Burglary at Number 41 \| 2.2 \| 11 \| \| The Café Dispute \| 2.3 \| 12 \| \| The Case of the Stolen Statue \| 2.4 \| 12 \| \| The Case of the Vanishing Diner \| 2.5 \| 13 \| \| The Mysterious Pick Pocket \| 2.6 \| 13 \| \| The Stolen Bicycle \| 3.1 \| 14 \| \| The Assault on Lady Cynthia Evans \| 3.2 \| 14 \| \| The Handbag Snatcher \| 3.3 \| 15 \| \| Attempted Murder at the British Embassy \| 3.4 \| 15 \| \| The Stolen Motorbike \| 3.5 \| 16 \| \| The Missing Darts \| 4.1 \| 16 \| \| The Con Man \| 4.2 \| 17 \| \| Car Theft \| 4.3 \| 17 \| \| The Mystery of the Crufts Champion \| 4.4 \| 18 \| \| The Mugging of Mrs Walsh \| 4.5 \| 18 \| \| The Missing Secret Agent \| 5.1 \| 19 \| \| The Missing Masterpiece \| 5.2 \| 19 \| \| The Theft of the Teacher’s Car \| 5.3 \| 20 \| \| The Kidnap of Prince David \| 5.4 \| 20 \| \| Attempted Murder at the Jewellers \| 5.5 \| 21 \| \| Mystery at the Museum \| 5.6 \| 21 \| ROBBERY AT MIDNIGHT Crime number 1.1 Witness No. 1: Mr Benjamin Kirk (Bus Conductor), Age 40, Height 1.65m Sherlock Holmes: Mr Kirk: How was Mr Matthews robbed? I was working on the No. 45 route and we were approaching the terminus on the night. Suddenly I heard a scuffle on the upper deck and someone cried out for help. Seconds later a small man with a moustache darted down the stairs and jumped off the moving bus. He disappeared into the darkness. I checked upstairs and found that a passenger had been robbed. He had been tied up with a belt. Did you notice anything about the suspect? No, but earlier on when I went to collect his fare, he handed a one dollar bill to me by mistake. He apologised and then gave me the correct money. Where was the suspect sitting? When the robbery took place there were only two passengers on the upper deck, and the suspect had been sitting directly behind Mr Matthews. WHO ROBBED MR MATTHEWS? The LAGAN CANAL MYSTERY Crime number 1.2 Witness No. 1: Mr Jimmy Jones (Storeman), Age 47, Height 1.89m Sherlock Holmes: Mr Jones: The suspected kidnapping of Mr Smith has been reported to the police by Mr Jones who witnessed the crime. Sherlock Holmes and Dr Watson have been asked by the police to investigate the attack. Tell me what you saw? I was out walking my dog Jasper on our usual route along the tow path. As we turned around the bend I saw three men struggling with each other. Suddenly two of the men threw the other man into the hedge. The two men ran off when Jasper started to bark. What happened next? I ran up to the spot but there was no sign of anybody, so I immediately went to inform the police about the attack. Can you remember anything about the men’s appearance? Both of the bald men had beards. WHO ATTACKED MR SMITH? The Stolen Bracelet Crime number 1.3 Witness No. 1: Miss Linda Doherty (Shop Assistant), Age 35, Height 1.56m A police artist has drawn this picture of a woman suspected of stealing a gold bracelet valued at £3,000. How was the bracelet stolen? A customer was leaving her bracelet at our jewellers so that a new charm could be soldered onto it. As she placed it on the counter a woman who was older than me snatched it and dashed out of the shop. Can you remember anything else about her? She had blonde hair. Who stole the bracelet? --- The Forged £50 Notes Crime number 1.4 Witness No. 1: Miss Rachel Forsythe, Age 26, Height 1.68m Police have been trying for some time to catch the person who has been passing forged £50 notes in many of the shops throughout the country. As a result of an alert bank employee they now have some vital clues. Can you describe in your own words, Miss Forsythe, what the forger looked like? He was about average height and weight. His eyes were blue and he had fair hair. He was younger than me and he was wearing a grey suit. When I asked for some identification he said that he had left his American passport with the manager of the Excelsior Hotel. How old do you think he was? I’m not really too sure, looked younger but he than me. Who is the forger? THE COMPUTER THEFT Crime number 1.5 Witness No. 1: Mr Tommy Sinton, Age 35 Returning to his house after work, Mr Sinton discovers that there has been a break in and his computer has been stolen. Dr Watson, have any clues been found? Mr Sinton found an empty spectacle case lying on the ground underneath the broken window at the rear of the house. Did any of the neighbours notice anyone acting suspiciously? A neighbour reported that a young black-haired woman had been loitering near the house that afternoon. Sherlock Holmes: Dr Watson: WHO STOLE THE COMPUTER? REVENGE AT THE RACES? Crime number 1.6 Witness No. 1: Billy Carson (Jockey), Age 35, Height 1.56m Tell me what happened, Mr Carson. Lester was riding the favourite Black Secret in the 2.30 race, but he only managed 3rd place as he had lost his whip two furlongs from the finish. As he was getting off his horse in the unsaddling enclosure a man ran up to him in a jerky manner and hit him over the head with his walking stick. Did you notice anything else? Well, as the brown-haired man hobbled back into the crowd he shouted that back in Belfast he had lost a lot of money to his local bookmaker. Why didn’t anyone apprehend the attacker Everyone thought it was a big joke, but they didn’t realise that Lester had been badly injured. Sherlock Holmes: Mr Carson: Sherlock Holmes: Mr Carson: WHO ATTACKED LESTER PIGLET? THE SHOPLIFTER Crime number 2.1 Witness No. 1: Miss Victoria Archer (Floor Manageress), Age 45, Hair Brown Sherlock Homes and Dr Watson have been asked by the management of Smiths Department Stores to help them catch a woman who has been shop lifting in one of their local branches. I believe, Miss Archer, that you almost caught the shoplifter. Yes, I saw her lifting some cosmetics, but before I could notify the store detective she had escaped. What did she look like? She was quite good looking. She was younger than me and wore her long blonde hair in a pony tail. She was quite tall and was very well dressed. Can you remember anything else about her? Oh, I nearly forgot. I thought there was a trace of perfume in the air. Who is the shoplifter? --- BURGLARY AT NUMBER 41 Crime number 2.2 Witness No. 1: Mrs Watters (Housewife), Age 28, Height 1.64m Mrs Watters had returned from late night shopping to find that her home had been burgled. Several valuable items of jewellery are missing. Did you notice anything odd when you returned home. I’m afraid that I didn’t notice anything at all strange. Dr Watson, have you found any clues? The burglar broke in through a window at the back of the house. In doing so the burglar’s hand was cut as I found droplets of blood belonging to Group A on the window sill. Were there any other clues? A bloodstained handkerchief with the initials RF was found in the dustbin. Who stole Mrs Watter’s jewellery? The Cafe Dispute Crime number 2.3 Witness No. 1: Carlo Lombardi (Waiter), Age 57, Height 1.87m Sherlock Holmes: Tell me how Mr Santini was attacked. Mr Lombardi: At approximately 11.30 p.m. a customer with a moustache complained about his meal. He called for the manager and told him that back in Paris they would never serve up such terrible food. A row started between the two of them and a fight developed. During the scuffle Mr Santini was struck on the head with a large soup plate. He fell to the floor and I went to his assistance. I found out that he was unconscious. Sherlock Holmes: What happened to the attacker? Mr Lombardi: He escaped in the confusion. Sherlock Holmes: Have you found any clues Dr Watson? Dr Watson: A 10 Franc coin was found under the attacker’s table. --- Who attacked the manager? --- The Case of the Stolen Statue Crime number 2.4 Witness No. 1: Lord Duncan (Lord of the Manor), Age 61, Height 1.7m Witness No. 2: Lady Duncan (Her Ladyship), Age 59, Height 1.64m Sherlock Holmes: Lord Duncan, could you please describe the theft. Lord Duncan: We were returning from the Ball and as we entered the driveway the alarm bell rang out loudly. I jumped out of the Rolls and went to investigate. A figure just a little smaller than me ran past carrying a dufflebag. Sherlock Holmes: What happened next? Lady Duncan: As the person was running past me, I struck out with my Umbrella. The person fell to the ground, but scrambled up and escaped into the night. Sherlock Holmes: Lady Duncan you must have injured the thief. Dr Watson please test the blood sample that I found on these broken spectacles. Dr Watson: This is a drawing of the footprints found outside the broken window, where the thief entered the manor house. By the way, the blood sample belongs to Group O. --- Who stole the statue? THE CASE OF THE VANISHING DINER Crime number 2.5 Witness No. 1: Mrs Juliet Tolan (Waitress,) Age 29, Height 1.80m The police are looking for this suspect who ran out of Luigi’s Restaurant without paying his bill. A handkerchief with the initials P.B. was later found under his chair. Sherlock Holmes: Miss Tolan, can you tell me anything else about the man? Miss Tolan: He was taller than me. Dr Watson: How old was he? Miss Tolan: I’m not too sure but he was younger than me. WHO IS THE VANISHING DINER? THE MYSTERIOUS PICK POCKET Crime number 2.6 Witness No. 1: Winston Brothers (Traffic Warden), Age 46, Hair Black Sherlock Holmes and his partner Dr Watson have been called to the Golden Lion Bar to investigate a case of pick pocketing. Have you any idea who might have stolen your wallet? I came into the pub at 5.30 p.m. Standing by myself at the counter I ordered a pint of lager. After I paid for my drink I returned my wallet to the right hand back trouser pocket. As I was drinking a blonde haired woman bumped into me, causing me to spill my drink. I apologised even though it was her fault. What happened then? About 5 minutes later the barman brought me another drink and when I went to pay for the drink I noticed that my wallet was missing. Can you tell me anything about the woman? Yes, she was older than me and wore glasses. WHO STOLE THE WALLET? The Stolen Bicycle Crime number 3.1 Witness No. 1: Surinder Kaur (Schoolgirl), Age 10, Height 1.25m Sherlock Holmes: How was your bike stolen? Surinder: As I was coming home from school a woman jumped out in front of me causing me to stop. She yelled at me in a language that I couldn’t understand, and when she grabbed my bike there was nothing I could do to stop her stealing it. Dr Watson: Did you notice anything about her? Surinder: The blonde haired woman looked older than my mummy who is 32, but much younger than my granny who is a pensioner. Sherlock Holmes: Can you remember any other distinguishing features about the thief? Surinder: She was wearing dark glasses. Sherlock Holmes: Thank you for your assistance, I’m sure that we will be able to use the police computer to track down the thief. --- The Assault on Lady Cynthia Evans Crime number 3.2 Witness No. 1: Mr Cassidy (The Butler), Age 60, Height 1.58m Sherlock Holmes: Could you please tell me what happened? Mr Cassidy: Lady Cynthia was having a cup of coffee in the drawing room. She had just finished chairing a meeting of the local anti-smoking group, and all the guests had now departed. As I was going to collect her cup I heard a shot ring out. I dashed into the room and saw Lady Cynthia lying in a heap on the floor. I glanced towards the window and saw a man disappear through it. Sherlock Holmes: What height was the attacker? Mr Cassidy: He was a little man. Smaller than me! Dr Watson: What is an earring doing lying on the carpet. Did the maid not clean this room today? Mr Cassidy: Polly, the maid, did clean this room but I don’t know who owns the earring. It’s not one I’ve ever seen before. --- Who stole Victoria’s bicycle? Who attacked Lady Cynthia Evans? THE HANDBAG SNATCHER Crime number 3.3 Witness No. 1: Mrs Magill (Housewife), Age 51, Height 1.70m How was your handbag stolen? I was waiting for a bus when a man grabbed my handbag. I struggled with him but he was far too strong for me. He ran off into a back street. Did you notice anything else about him? Yes, he was wearing a striped tie. WHO WAS THE HANDBAG SNATCHER? ATTEMPTED MURDER AT THE BRITISH EMBASSY Crime number 3.4 Witness No. 1: Mr Brian Smith (Translator), Age 30, Height 1.79m Witness No. 2: Mr Reginald Jones (Passport Clerk), Age 40, Height 1.57m What happened Mr Smith? A young black haired man came into our Munich office and asked to see the British Consul. He wanted a British Visa so that he could visit his Uncle Franz in London. I told him to wait and I notified the Consul, Mr Mark Winterbottom, that he was required in the passport office. When Mr Winterbottom entered the office, the young man drew out a revolver and attempted to shoot the Consul at point blank range. Fortunately the revolver jammed and he escaped in the confusion that followed through a side exit. Thank you for your valuable assistance. WHO THREATENED MR WINTERBOTTOM? The Stolen Motorbike Crime number 3.5 Witness No. 1: Billy Wise (Motorcycle Champion), Age 27, Hair Fair Witness No. 2: John Burke (Mechanic), Age 45 When did you realise, Mr Wise, that your Honda was missing? We had just finished the final practice session before the start of the 250 cc Manx Tourist Trophy race. I left the pits and returned to the hotel for lunch. Did you notice anything Mr Burke? A Steward told me that I was wanted by Billy back at the hotel. When I arrived at the hotel I found out that Billy hadn’t sent for me. The message must have been a hoax. When I returned to the pits Billy’s bike was missing. Can you tell me anything about the man who gave you the message? He was younger than me but older than Billy. His hair was the same colour as Billy’s, and he was wearing an earring. Sherlock Holmes: Dr Watson: Mr Burke: Who stole Billy’s bike? --- The Missing Darts Crime number 4.1 Witness No. 1: Deric Cristow (Darts Player), Age 30, Height 1.98m Deric Cristow has just lost the final of the World Professional Darts Championship to Keith Deller and blames it on the fact that someone stole his darts from his dressing room just before the final. When did you realise that your darts were missing? As I was practising in my dressing room there was a knock at the door. A woman entered and asked for an autographed photo. I put my darts on the table and went over to my kit bag and took out an action photograph. I signed it for her and she thanked me. Did you notice anything else? When I returned to pick up my darts, I suddenly realised that they were missing and on the floor was a silver earring. The woman was also about the same age as myself, perhaps slightly younger. Sherlock Holmes: Deric Cristow: Dr Watson: Deric Cristow: Who stole Deric Cristow’s darts? THE CONMAN Crime number 4.2 Witness No. 1: Mrs Alison Savage (Widow), Age 64, Height 1.72m Mrs Savage has been robbed of many valuable items by a con man who tricked her into letting him enter her house by posing as a gas inspector. It is a very distressing time for you, but can you remember anything else about him? Yes, he was slightly smaller than me and also looked older. --- CAR THEFT Crime number 4.3 Witness No. 1: Cyril Shaw (Retired), Age 66, Hair Bald How was your car stolen, Mr Shaw? I was leaving my daughter’s house in Luton at approximately 11.50 p.m., and just about to get into my car when a man asked me if I had any gum. When I reached to get it he hit me over the head with a stick. He grabbed my keys, started the engine and roared away in a great hurry. I noticed a tattoo on his left arm. Can you tell me anything else? He was quite old, I would say that he was about the same age as myself. Did you notice anything about his hair? Just that it was quite long. --- WHO WAS THE CON MAN? WHO STOLE MR SHAW’S FORD FIESTA? THE MYSTERY OF THE CRUFTS CHAMPION Crime number 4.4 Witness No. 1: Sherlock Holmes: Mrs Wood: Dr Watson: Mrs Wood: Mrs Wood (Dog Trainer), Age 65, Height 1.66m Can you recall the events leading up to the “Dognap”? A man who claimed to be a photographer from the “Kennel Club News” called here yesterday at 2.00 in the afternoon. He wanted a picture of my champion dog. I invited him in and told him to sit and stay whilst I fetched Gip, the wonder dog. When we returned he took out his camera and flash gun. As he bent down his toupee slipped over his glasses. After he adjusted his hair piece he took the photograph. There was a large flash and I was dazzled. It must have been then that he knocked me out. Can you remember anything else about your attacker? I can’t remember much, but he did speak with a New York accent. WHO ATTACKED MRS WOOD AND KIDNAPPED THE WONDER DOG GIP? THE MUGGING OF MRS WALSH Crime number 4.5 Witness No. 1: Sherlock Holmes: Mrs Walsh: Sherlock Holmes: Mrs Walsh: Dr Watson: Mrs Walsh: Mrs Walsh (Senior Citizen), Hair Black, Height 1.69m Can you please explain in your own words what actually happened? I was returning from the Post Office after collecting my pension, when a man grabbed my purse. I tried in vain to stop him but he pushed me over and made off with my money. Can you describe the mugger? He was bald and spoke with a gruff voice. He was larger than me, and, oh yes, there was a picture of a snake on his right arm. Can you make a guess as to how old he was? He was definitely older than me. WHO MUGGED MRS WALSH? THE MISSING SECRET AGENT Crime number 5.1 Witness No. 1: Dale Connolly (Radio Operator), Age 44 Sherlock Holmes and Dr Watson have been asked by the head of MI5 to help them with their investigation into the mysterious disappearance of secret agent 006, who had been trying to uncover the identity of a ‘mole’ working in the British Secret Service. Nothing had been heard from 006 since his disappearance two months ago, until last night at 11.30 pm when an unexpected morse code message was received from him. Has the message been deciphered? When his message was decoded it was found to contain a second code. As yet, we have been unable to crack it. Here is the message. +2 ‘G YK ZCGLE FCJB NPGQMLCP ZWY KYL GL FGQ ‘3M’Q. FC FYQ ZJYAI FYGP ZSR G QSQNCAR RFYR GR FYQ ZCCL BWCB. FC FYQ Y JMLE NMGLRCB LMQC YLB KMQR GKNMPRYLR MD YJJ FGQ PGEFR CWC GQ AMTCPCB ZW Y ZJYAI NYRAF. FCJN QMKCMLC GQ AMKG …….’ I’m sure that the brilliant brain of Sherlock Holmes will soon unravel the message’s hidden content. It appears to be an elementary code my dear Watson. I am confident that an arrest will soon be made and that agent 006 will once again be free. WHO IS THE MOLE? THE MISSING MASTERPIECE Crime number 5.2 Witness No. 1: Mr Jenkins (The Butler), Age 59, Height 1.72m Witness No. 2: Miss Perkins (The Maid), Age 39, Height 1.67m How did you discover the theft? Sir Colin had retired to bed, so I was just going to collect his coffee cup from the library. As I was about to enter the room a man rushed past me carrying a valuable painting. Can you describe the thief? He was older and taller than me. Tell me what you saw, Mr Jenkins. I heard the commotion and rushed to investigate. The man brushed past me and escaped through an open window. I didn’t get a really good look at him, but he was definitely younger and smaller than me. Thank you for your help. I think I know who stole Sir Colin’s missing Renoir painting. WHO STOLE THE MISSING MASTERPIECE? THE THEFT OF THE TEACHER’S CAR Crime number 5.3 Witness No. 1: Paul Chang (Schoolboy), Age 10 Height 1.56m Mr Jenkins’ car has been stolen from the staff car park of St Mary’s Primary School. As a result of an eye witness account of the theft, the police are able to release this picture of the chief suspect. Anyone spotting this person should contact the police at once. WHO STOLE MR JENKINS’ CAR? THE KIDNAP OF PRINCE DAVID Crime number 5.4 Witness No. 1: Sherlock Holmes: Mr Hussain: Sherlock Holmes: Mr Hussain: Dr Watson: Mr Hussain: Mr Hussain (Teacher), Age 41, Height 1.71m Could you please relate the events leading up to the kidnap of the Prince. We were playing a game of cricket on the school playing fields. Young Smithers was batting well and cracked a four to the long on boundary. As Prince David ran to fetch the ball, two people ran out from behind a low wall, grabbed the prince and bundled him into the back of their car. Can you describe the kidnappers? The man had a beard and the blond woman wore glasses. Did you notice anything else? When I realised what was happening I chased after them. I was too late, but I did notice that something had fallen out of the man’s back pocket. It was an envelope with a German stamp on it. WHO ARE THE TWO KIDNAPPERS? ATTEMPTED MURDER AT THE JEWELLERS Crime number 5.5 Witness No. 1: Miss Dickson (Shop Assistant), Age 24, Height 1.65m Witness No. 2: Mr Reid (Assistant Manager), Age 59, Height 1.81m Could you please explain in detail the events leading up to the attempted murder of the manager Mr Tomkins. A young man and a much older lady came into the shop just before lunchtime. They looked around for five minutes and I could see them making signs with their hands to each other. The blonde haired lady, who was just a little bit taller than I am, passed a note to the manager who then brought out a tray containing twenty expensive rings. That was all I saw as I left for lunch. Tell me Mr Reid what happened next? I was serving another customer when I heard Mr Tomkins yelling “stop thief”. Just then the young brown haired man drew out a revolver and shot at Mr Tomkins at close range. The two assailants ran out through the open door and escaped into the lunchtime crowds. WHO WERE THE TWO ROBBERS? MYSTERY AT THE MUSEUM Crime number 5.6 Witness No. 1: Paul Blair (Assistant Caretaker), Age 21, Height 1.71m Can you please describe what happened? There was an important exhibition of Aztec Gold and we were making our night time hourly security check. As we approached the main hall we heard two voices. What were they saying? I heard one say in a Norfolk accent, “Keep quiet Patricia, I think someone is coming”? What did you do? We tried to catch them, but the young man and woman saw us coming. As we approached them, the man, who was about my age, grabbed a crow bar and attacked me. I was knocked out and I only recovered consciousness after I had been taken to hospital. All of the gold objects had been stolen. What was the cause of Mr Blair’s injuries? Forensic tests reveal that he had been hit several times on the head with a heavy blunt object. Blood stains at the scene are Group O, but do not match to Mr Blair’s. WHO WERE THE TWO THIEVES? WANTED If you have seen this person contact your nearest police station immediately WANTED If you have seen this person contact your nearest police station immediately WANTED If you have seen this person contact your nearest police station immediately THE ULTIMATE CHALLENGE THE INTRUDER AT WINDSOR CASTLE Witness No 1: Sherlock Holmes: Mr Sutton: Dr Watson: Mr Sutton: Sherlock Holmes: Mr Sutton: Sherlock Holmes: Mr Sutton - a night security guard at Windsor Castle We always get called in when intruders are spotted in the royal palaces; you see it always leads to a major security scare. We want to know who they are and how they got in. Can you describe the incident in your own words? It was 2 o’clock in the morning. I was on my rounds and I thought I heard someone talking. I moved closer to the source of the sound and kept still. Someone was talking on their mobile phone; although I could hear clearly I couldn’t understand what was being said. Moreover they were standing near a neon light so all the colours were false. So I wouldn’t like to say what colour hair the person had. I shouted at them and they turned briefly towards me before running off in the opposite direction. I got a clear view of the face but I couldn’t really tell whether it was male or female. You know how it is sometimes; hairstyles can be so misleading. That tells us quite a lot really. Did you notice anything about their height? I would say that they were quite tall, clearly above average height but I couldn’t say much about age; although when they ran off they were a bit slow – I wouldn’t have put them in their early 20s. And glasses? I’m not certain. I guess not because otherwise I would have noticed. I am fairly observant. I think we have enough information here to apprehend someone I have in mind. Thank you so much for your help. \| Name \| Surname \| Sex \| Age (Years) \| Height (Metres) \| Hair \| Passport \| Features \| Blood \| \|------------\|-----------\|------\|-------------\|-----------------\|----------\|----------\|-------------\|-------\| \| Brian \| Malone \| Male \| 23 \| 1.50 \| Black \| American \| Moustache \| A \| \| Emma \| Hunter \| Female \| 31 \| 1.67 \| Blonde \| None \| Glasses \| O \| \| Reggie \| Smith \| Male \| 68 \| 1.71 \| Bald \| None \| Tattoo \| A \| \| Pete \| Bradshaw \| Male \| 24 \| 1.95 \| Black \| None \| Scar \| B \| \| Cynthia \| Brown \| Female \| 19 \| 1.65 \| Brown \| None \| Earring \| O \| \| Max \| Schmidt \| Male \| 32 \| 1.67 \| Fair \| German \| Earring \| B \| \| Pat \| Wood \| Male \| 65 \| 1.60 \| Black \| None \| Tattoo \| A \| \| Frank \| Lamb \| Male \| 62 \| 1.72 \| Bald \| None \| Beard \| B \| \| Rosemary \| Fisher \| Female \| 18 \| 1.75 \| Brown \| None \| Smoker \| O \| \| Patricia \| Flynn \| Female \| 25 \| 1.62 \| Black \| None \| Limps \| B \| \| Steffi \| Braun \| Female \| 44 \| 1.71 \| Blonde \| German \| Glasses \| A \| \| Susanne \| Le Bon \| Female \| 30 \| 1.73 \| Black \| French \| Eye patch \| O \| \| Kevin \| Carter \| Male \| 35 \| 1.61 \| Brown \| None \| Moustache \| O \| \| Boris \| Weiss \| Male \| 17 \| 1.69 \| Black \| German \| Earring \| B \| \| Rose \| Wilson \| Female \| 33 \| 1.90 \| Blonde \| None \| Earring \| A \| \| David \| Evans \| Male \| 21 \| 1.69 \| Brown \| None \| Deaf \| O \| \| Basil \| Smith \| Male \| 35 \| 1.75 \| Bald \| None \| Eye patch \| B \| \| Jose \| Sebastien \| Male \| 35 \| 1.74 \| Black \| Spanish \| Moustache \| A \| \| William \| Hacker \| Male \| 26 \| 1.62 \| Black \| None \| Beard \| A \| \| Sean \| Head \| Male \| 47 \| 1.69 \| Black \| None \| Moustache \| B \| \| Reggie \| Smart \| Male \| 36 \| 1.81 \| Black \| None \| Deaf \| O \| \| Rita \| Ferrari \| Female \| 29 \| 1.81 \| Black \| Spanish \| Tattoo \| O \| \| Matthew \| Morgan \| Male \| 65 \| 1.76 \| Bald \| American \| Glasses \| O \| \| Martin \| Mitchell \| Male \| 53 \| 1.96 \| Fair \| None \| Scar \| O \| \| Mary \| Morris \| Female \| 28 \| 1.90 \| Black \| None \| Earring \| A \| \| Name \| Surname \| Sex \| Age (Years) \| Height (Metres) \| Hair \| Passport \| Features \| Blood \| \|------------\|-----------\|------\|-------------\|-----------------\|----------\|----------\|-------------\|-------\| \| Stanley \| Smith \| Male \| 19 \| 1.77 \| Fair \| American \| Smoker \| O \| \| Toby \| Gunne \| Male \| 17 \| 1.66 \| Brown \| None \| Deaf \| A \| \| Patrick \| Brown \| Male \| 24 \| 2.08 \| Black \| None \| Scar \| B \| \| Francis \| Morgan \| Male \| 18 \| 1.64 \| Brown \| None \| Glasses \| A \| \| Marie \| Estelle \| Female \| 22 \| 1.63 \| Black \| French \| Glasses \| O \| \| John \| Harris \| Male \| 39 \| 1.64 \| Brown \| None \| Scar \| A \| \| Sam \| Smart \| Male \| 30 \| 1.72 \| Fair \| None \| Limps \| O \| \| Alan \| DaSilva \| Male \| 29 \| 1.94 \| Brown \| American \| Moustache \| O \| \| Ruth \| Flynn \| Female \| 56 \| 1.86 \| Black \| None \| Perfume \| A \| \| Andrew \| Campbell \| Male \| 30 \| 1.66 \| Fair \| None \| Scar \| O \| \| Pierre \| Blanc \| Male \| 65 \| 1.65 \| Black \| French \| Moustache \| B \| \| Lucy \| Smith \| Female \| 55 \| 1.68 \| Blonde \| None \| Smoker \| A \| \| Sonnie \| Bakker \| Female \| 60 \| 1.75 \| Blonde \| Dutch \| Glasses \| O \| \| Percy \| Blake \| Male \| 25 \| 1.57 \| Black \| None \| Scar \| A \| \| Jim \| Wilton \| Male \| 21 \| 1.71 \| Brown \| None \| Tattoo \| O \| \| Sam \| Simpson \| Male \| 41 \| 1.56 \| Brown \| American \| Limps \| O \| \| Harry \| Sloan \| Male \| 33 \| 1.54 \| Brown \| American \| Earring \| O \| \| Patricia \| Bryant \| Female \| 41 \| 1.79 \| Blonde \| None \| Perfume \| A \| \| Mike \| Grant \| Male \| 67 \| 1.69 \| Bald \| None \| Beard \| B \| \| Claude \| Hopper \| Male \| 18 \| 1.62 \| Fair \| French \| Limps \| A \| \| Percy \| Smith \| 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NOMINATION FOR THE HANS CHRISTIAN ANDERSEN AWARDS 2020 Writer LEE GEUM-YI KOREA \| Section \| Page \| \|----------------------------------------------\|------\| \| 01 Biographical information \| 4 \| \| 02 Contribution to children’s literature \| 6 \| \| 03 Essays on Lee Geum-yi’s work \| 9 \| \| 04 Interviews with Lee Geum-yi \| 10 \| \| 05 List of Award-winning works \| 13 \| \| 06 Lee Geum-yi’s Bibliography: Books published in Korea \| 14 \| \| 07 Translation Editions \| 16 \| \| 08 Important titles \| 17 \| \| 09 Chapter Translation \| 21 \| Lee Guem-yi was born in Cheongwon, Chunggeongbuk-do, Korea in 1962, moved to Seoul in 1968 and grew up there. Though she has lived in Seoul ever since, she has repeatedly visited her grandmother in her hometown. Later, she expressed that her grandmother’s infinite love became her strength, that it has given her a positive attitude toward life or the very source of her self-esteem, and that it has made her never to allow self-denial throughout her life. In particular, her grandmother told Ms. Lee a log of stories, which later created the power of storytelling in her and the foundation of her own creations. The young Geum-yi, deeply absorbed in stories, was guided into reading through the World Literature Collection for Boys and Girls her father bought for her in her primary school days. Especially, Johanna Spyri’s Heidi inspired her to be a writer. It was even before Geum-yi came to know that the genre of Heidi is children’s literature. After graduating from high school, she chose a career as a writer instead of going to a college and began to write. In 1984, she made a debut as a writer when she was awarded a prize for her children’s story in the Saebut Literary Contest, and in 1985, she won the literary contest organized by the children’s magazine, Boys’ Choongang. In 1989, she moved to the agricultural town of Cheongwon in Chungcheongbuk-do where she was married. Her return to her hometown was partly under the influence of her husband who dedicated himself to the agricultural community movement with a deep interest in farmers’ life. Back in her hometown, however, she faced the looming reality of agricultural villages and went through multiple conflicts. Korean farming villages were getting more and more economically depressed as the gap between cities and farming villages got larger. It was because people put more weight on industrial development. Accordingly, it led to the disintegration of the rural family, and many rural children became alienated. Plus, farming villages were exposed to more and more environmental pollution. In the midst of these problems, Lee Geum-yi developed her will to protect nature and the environment. She sharpened her awareness about problems within the agricultural communities. In 1999, however, faced with worsened economic prospects, she ended rural life and moved back to Seoul. She committed all of her time to writing books for children and young adults. The outcome is to be one of the frontiers in young adults’ literature, which was new to Korean literature. She successfully addressed a variety of social and psychological issues teenage girls suffer as the main theme of her work. Since Yujin and Yujin in 2004, she has mainly written novels for young adults. In 2016, Lee Geum-yi published a long historical fiction, There, May I go?, after many young adults novels. Her attempt of a new genre shows how diligent Lee Gem-yi was even after she became one of the best writers of young adult novels. For this work describing a sad secret of the Korean modern history along with problems of teenage girls, Lee Geum-yi was made the Writer of the Year in 2018 and was on the Honor list in 2018. 02 Contribution to children’s literature - Featuring women’s life “Women” is an integral theme to Lee Geum-yi. She got awakened to women’s issues from her own experience of marriage, childbirth and child rearing. She developed a new perspective toward women’s life after her marriage and began to wonder how to describe female characters in her stories while raising her own daughter. One of her early works, Keundori’s Place in Bamti Village, describes an unorthodox step-mother, which raises the question, “What is motherhood?” This new character is a development from the existing step-mother in Korean literature. In 2004, she also published a young adult novel titled Yujin and Yujin, which looks at the sensitive issue of sexual assault. This novel is about two girls with the same name. Both girls were sexually molested in their kindergarten days, but the outcomes are strikingly different as each girl’s mother reacted in a different way. The writer made a clear point in the novel that adults’ roles are very important in young girls’ or teenage girls’ sexual abuse cases, and that, it may lead to a tragedy as the victim loses her self-esteem when a wrong approach is taken. This novel causes a great sensation with its significance that it brought teenagers’ sex issues to the public’s attention, which was taboo in children’s’ and young adults’ literature. Starting with this novel, Korea’s young adult novels took off, addressing teenage girls’ sexual issues in depth. Another young adult novel, The Moment the Ice Sparkles, (2013) deals with a teenager girl’s unwanted pregnancy and childbirth. While other young adult novels with the same theme solely focus on the heroine, this novel also reveals the teenage boy’s worries as well. Again, it suggests a positive approach with a process of growth in which the girl and the boy face childbirth and childrearing together. Lee Geum-yi’s recent work of historical fiction, There, May I go?, is centered on Korean modern history and the violence of war. In it, she describes the spectacular lives of two girls, Sunam and Chaeryeong, from the 1920s until now. This novel sheds a light on modern Korean history. In particular, it addresses one of the biggest social issues from the time, the Japanese army’s use of comfort women during the Second World War. It portrays the unfortunate life of a powerless women in Korean history through scenes of Sunam’s service as a comfort woman and her rape by Japanese runaway soldiers when the war ended. Likewise, Lee Geum-yi always makes much of women as the main key word in her works of young adult novels. Korean teenagers are suffering competition, too severe to be found elsewhere in the world, and the behavioral standards toward teenagers are also very high. Teenage girls are facing a more difficult life than boys due to the still dominant patriarchy. This book reflects this harsh reality, while focusing on a women’s life. Her attempts have improved Korean young adult literature to a great degree and rendered an opportunity to reflect on teenage girls’ life in a Korean society. Lee Geum-yi’s affection toward young adults has interacted with the readers’ responses so well that the writer has changed through the interaction. Currently, Lee Geum-yi is working hard to identify her stories with her life as a member of Gender Equality Board of Children and Young Adults Book Writers Union of the Republic of Korea. Focusing on the space, agricultural village To Lee Geum-yi, an agricultural village is not simply the background of her narratives, but the arena where the overall themes of her literature are based. First, its meaning is the space as everlasting nature which accepts and trusts her. Her debut story “With Younggu and with Heukgu” along with “Uncle Bongsam,” her first feature story, The Flower Win on the Farm, and The Tree that Grows in My Heart are all set in an agricultural village. They talk about the comfort only nature can offer. Second, an agricultural village is a place that shows the cold reality of Korean society. The agricultural village Lee Geum-yi experienced in Cheongwon, Chungbuk after marriage was far from the ideal one that she had built from her childhood memories. The cold reality she faced in adulthood was the true picture of an agricultural village because the economic gap between cities and agricultural towns had never been ever bigger due to the radical modernization of the country after the Korean War. Economic problems with agricultural villages affected children’s lives in the form of family disintegration. Lee Geum-yi, who had written several works set in agricultural villages and gained the title of ‘the Writer of Agricultural Villages,’ now began to question the values she had described in her stories after she saw the cold reality. Her first work after her return to the country is Keundori’s Place in Bamti Village. In the work, Keundori and Yeongmi are a brother and sister whose family are in need. Their father is economically and psychologically incompetent, and their mother left home. At the suggestion of an old neighboring woman who takes a pity on the family, Yeongmi was sent away for adoption to a foster family in a city. Though her foster father and mother are good-hearted, Yeongmi fails to adjust herself to the environment. This problem is solved by Patji Mom who became Keundori’s father’s wife. The nickname, ‘Patji Mom,’ came from the step-mother character from a traditional Korean story titled Kongji and Patji, AKA Korean Cinderella. She is called the Patji Mom because she is big and tough, but she betrays all the expectations we have toward a step-mother. In the two more works that followed Keundori’s Place in Bamti Village, the original story expands far enough to address how to support old parents as well as motherhood issues of biological mother and step-mother along with adoption issues. All of these represent what are happening in Korean agricultural communities like Bamti Village. Though Lee Guem-yi focuses on the problems in Korean agricultural villages, she perceives them as a space where humanity is still pervasive unlike in cities. A children’s story, You Are Also a Twilight Lily, is about a girl named Mir who moved into a village with her mom when her doctor mom is relocated to be the head of the village’s public health center. It depicts how she overcomes her difficulties with her strength gained from nature. The real contrast between cities and villages in her stories makes modern Koreans reflect on their lives. They create ripples in their sentiments as many of them left villages and now live in cities due to radical urbanization. Noting the underprivileged and those of minority groups The subjects of Lee Geum-yi’s works deal with do vary. A common feature, however, is the writer’s strong will to reflect the dark side of Korean society. A feature children’s story, The Country Where My Mother Lives, is about a South Korean boy who accompanies his grandfather, a displaced man from North Korea during the Korean War, on his visit to Mt. Geumgang in North Korea. The writer visited Mt. Geumgang herself and created a story from her experience and her wish for reunification of the Korean peninsula and the reunion of separated families. Another story, She Is Just a Little Different from Me, features a girl with a developmental disability to challenge common stereotypical ideas. In fact, her interest in minorities is in keeping with her position as one of the first writers of young adult novels. Teenagers are the age group with a lot of difficulties in Korea, and public awareness of teenagers’ human rights and culture is still underdeveloped. Only in the 2000s, literary works began to depict teenagers not as those to be educated, but those with cultural agency. In this sense, Lee Guem-yi was truly one of the pioneers. With her sincere effort to tackle various subjects and a truthful heart toward literature, Lee Geum-yi has made a big contribution to Korea’s children’s and young adults’ literature. Local Topophilia in Lee Geum-yi’s Children’s and Young Adults’ Stories A majority of Lee Geum-yi’s works are set in agricultural villages with local colors. The writer has a special topophilia towards local space. Her writings can roughly be broken down into three periods by her personal experience of developing local topophilia and her publication history by year. Period 1 is from when Lee Geum-yi’s development of local topophilia from her childhood to the publication of Barefoot Children. The rural village during this period is based on ecological values. After she moved to Cheongwon, Chungbuk, however, the reality of the agricultural villages oppressed her local topophilia. During this period, the rural villages are represented as a space of alienation. Period 2 is from 1999 when she left an agricultural village for Seoul again in 2004 when she began to focus on writing novels for young adults with the publication of Yujin and Yujin. The rural village during this period is depicted as a hometown to return to with dreamy touches. The characters in her works have lost and missed their hometowns. Period 3 is after the publication of Yujin and Yujin up to now. During this time, Lee Geum-yi moved from children to young adults, from agricultural villages to cities, although the rural space is still present in her works. With cities as primary space and local space as secondary one, people are hurt and in conflict in the primary space while they are healed in the secondary one. Lee Geum-yi’s view of the two spaces are very contrasting. Originally, agricultural villages were ideal spaces with a slight touch of dreaminess, but since Barefoot Children they degraded into a secondary space. Cities, however, have been made main place for living, which used to be an ideology oppressing rural areas, but have emerged as the primary space. Another point to make is that the positive power which embraces her original topophilia has enabled her to broaden her horizon of her literary world. Lee Geum-yi’s original local topophilia consists of trust in nature and ecosystem and of esthetic images. It is also about an infinite love that accepts one’s own self and life. The local topophilia also helps Lee Geum-yi to overcome the simple binary division between cities and rural areas. Again, her characters go through a process in which they face and accept themselves as they are before they gain topophilia which ‘spatializes’ the world. That is to say, they gain the power with which they can accept the world they belong to. In this sense, topophilia is the product of self-acceptance and self-acknowledgement. Lee Guem-yi’s local topophilia is reflected in the process where her characters gain topophilia. Thus, her agricultural villages are not simply the background for narratives, but the arena that offers power of ‘growth,’ an important value necessary to children’s and young adults’ literature, and they are deeply connected to the dominant theme of her literary world. Cho Myung-ah, PhD Dissertation, Konkuk University 2016 From the abstract of “A Study on Local Topophilia in Lee Geum-yi’s Children’s and Young Adults’ Stories” Q. Can you tell us about your childhood and writing apprenticeship? A. Can you tell us about your childhood and writing apprenticeship? My illiterate grandmother loves stories. She always carried me on her back to visit an old neighborhood woman who read books to children. When I moved to Seoul and started to go to school, I had been deeply absorbed in stories. And the World Literature Collection for Boys and Girls my father bought for me enkindled my dream to be a writer. I started writing when I graduated from high school in 1980. My father dissuaded me from writing, saying a high school graduate cannot be one. Still, I could not understand how one could learn to write in college. When I read the winners’ writings from the literary contest of Boy Choongang, I realized my novels are actually for children. At that time, the contest of children’s stories was administered by Boys’ Choongang, a children’s magazine, and called for 105-page-long stories for children. (The length was for three serial publications in the magazine.) I sent one of my writings, “A Child and a Bird, for Trial,” and it made the final screening. It is how I learned what I wanted to write. In the same year, 1984, my short story, “With Younggu and with Heukgu,” won the Saebut Literary Prize. In 1985, I entered the Boy’s Choongang’s Literary Contest again, and “Uncle Bongsam” won the prize and made me a professional writer. My dream had come true. Q. Please tell us about the days in the agricultural village you moved to after marriage. A. After I debuted as a writer, I came to meet a man who was into the farmers’ movement and fell in love with him. As you know, college students were leading the democratic movement during the 1980s’ dictatorship. I had this huge sense of debt to them and, at the same time, a sense of longing to them because I had not participated in such activities. I chose to marry him despite my parents’ objections and went to an agricultural village with him. The rural areas had been where I spent a happy childhood, accumulated happy memories during vacations and stayed for writing after I became a writer. I was not afraid of living there. I also had a dream of raising my future children on a farm. However, the reality in an agricultural village was daunting. A totally new environment was waiting for me because my value as a writer became useless there. Women in agricultural communities had to work just like men while taking care of all house chores. Though I did not engage in farming, it was way too challenging for me to support my husband’s activities while doing house chores and raising children. I wrote on the issues I came across in the rural community, carrying my child on my back or after I tucked them into bed, cutting down on my sleep. I had published two books before marriage. Apart from my first stories, “With Younggu and with Heukgu” and “Uncle Bongsam,” my first feature story The Flower Wind That Blows on the Farm and The Tree that Grow in My Heart were all set in agricultural villages. However, the agricultural villages were constructs of my ideal concept of such villages, not of the reality. Even my first collection of stories, With Younggu and with Heukgu, was still in the same line. After I became a mother and raised my own children, I was able to depict real children in agricultural villages. Keundori’s Place in Bamti Village is one of such works, and Barefoot Children is a sequel work I wrote to meet my calling as a writer. Q. Why did you leave the agricultural village after all? A. The economic recession during the IMF bailout made us leave. Agricultural villages were suffering from the recession severely, and a lot of farmers went bankrupt because they stood jointly responsible for their neighbors’ loans. As my husband had run a business, things were worse in my family. Paradoxically, my husband’s failure rendered me an opportunity to take writing as my job. I had been writing for 15 years and published several works, but still I was not taking writing as my vocation. Literature as a mental pillar to me became a realistic prop in the time of my family’s economic hardship. As I took writing as my vocation, I became more aware of my readers and developed the sense of duty toward those who read my books. Moreover, though my life in my agricultural village ended with bankruptcy, the time I spend there made me realize how literature matters to me. Q. What made you take on the challenge a new genre, young adults’ novels? A. The new genre emerged in the late 1990s. I had mostly written stories for 9 to 12-year-old children. Reading young adults’ stories from other countries, I developed a desire to write something for Korea’s teenagers. The teenagers I had known about before my son entered middle school were all the derailed ones who made the headlines of news programs. They all looked like juvenile delinquents or criminals. Since I could not write a thing with such a perspective, I waited for my son to become a teenager. As an assistant to librarians and an exam assistant, I frequented my son’s school and closely watched teenagers for a while. After all, I found all the teenagers as lovely as my own child. My first young adult novel is Yujin and Yujin in 2004. It addresses sexual violence issues, which I had thought about for long, as it had been difficult to put into stories for minors. Starting with Yujin and Yujin, I have written ten young adults’ novels so far. The first five years of writing young adult novels was interwoven with my own children’s teenage days. I was not a mother who stuck to her children’s academic achievements. I believed setting a life goal is more important than test results and thought the parents’ role is to help their children to find their own way. My second young adult novel, The Whales In your Pocket reflects such wish of mine. Things were peaceful until my children’s middle school days. Problems broke out after my children became high schoolers. High schools are like cram schools for college. I began to question such a life for teenagers who have to take their present as a hostage for their future. Writer Lee Geum-yi was in discord with Mother Lee Geum-yi, feeling confused and lost. Even my children insisted on leaving school. My son wanted to go to a private academy to better prepare for the college entrance exam, while my daughter wanted to study in a freer environment. I felt so worried and uneasy, but I decided to respect their wishes. All my concerns of the times were also put into writing in the form of a sequel novel, Cliff. Writing young adult novels, I found a new joy of writing, which helped me to understand my own children. If I had not written young adult novels, I would have had big troubles with my own children because one’s writing interacts with their life. Q. When you started a new challenge and wrote There, May I go?, you created a big sensation. Can you tell us about its publication? A. When I first started to write about teenagers, it was an urgent task to depict their reality. After writing nine novels, however, I felt kind of trapped. It is because teenagers’ life is mostly narrow with very confined settings and as a writer, I also felt confined. My writings were all set at home, school and private academies. So, one day, I decided to work on a story I had conceived of over a long time, maybe as long as my childhood. A new challenge leads you to a new path. With a deeper understanding of the Japanese Colonial Period, I began to think about stories set in the Period. In particular, I wanted to write about Taesul, whose story I had to give up on while following Sunam and Cheryeong’s life’s course. While I was writing this novel, it was good to revisit my own grandmother’s life and other women of the times. I want to quote my research note for There, May I go? for your better understanding. I had to transcend the barriers of time and space unknown to me in order to write the feature historical novel, There, May I go? The temporal setting of the novel is from 1920 to 1954, which covers the age of Korea’s historical upheaval including the Japanese Colonial Period, Liberation, the Korean War and the armistice. Its spatial setting includes Korea as well as Japan, China, Russia and the US. It was a new challenge for me to go back in time. I had written stories mostly about ‘here’ and ‘now’ up until this point. This story required more preparation than anything I had attempted before. I arrived at the street where my hotel was after I had gone through the airport, took the airport shuttle bus and the complicated Japanese subway. Since it was not the tourist season, the harbor was quiet. Though the drizzling rain had stopped, the sky was overcast with dark clouds and the winds were strong. I felt lonely, watching those people hurrying back to home as if I had become a lone traveler without a destination. I was experiencing Junpei’s feelings in her hometown. A Junpei inside me was reacting to the place. By writing a historical novel, I realized that imagination is as important as research and visiting the historical sites. Only when writing based on rich materials is met with free imagination, space, time, characters and events, it gains its own life and power, separate from the writer. All I had to do is just trust in my characters – Sunam, Chaeryeong, kanghui, Jeongkyu, Mr. Kwak, Sul’s mom, and Taesul etc. This novel is like a recording I put down while following the characters’ lives, full of pain and sorrow. Whatever roles they have, however big their roles are, my characters have an intense life. As I believed in each and every of them, I was able to complete my long journey of writing. I thank all of them. Excerpts from an interview with Lee Geum-yi on There, May I go? Q. One last thing you want to say as a writer? A. I will keep writing as I have done for the past 30 years. I know the loneliness and pain of writing, but I also know the expectation of beginning to write and the joy of completing writing. I write; thus, I live. - From the writer’s contribution in Open-minded Children List of Award-winning works 2018 Made IBBY’s Honor list for a feature story, There, May I go? 2017 Awarded Bangjeonghwan Literary Prize for One Night 2012 Awarded Yunseokjoong Literary Prize for Feed 2007 Awarded Sochun Literary Prize for Withdrawal Symptoms 1987 Awarded Gyemongsa’s Children Literature Prize for The Tree That Grow in My Heart 1985 Awarded Boy Choongang’s Literature Prize for Uncle Bongsam 1984 Made a debut when With Younggu and with Heukgu won Saebut Literary Prize 1984 1. Made a debut with a short story With Younggu and with Heukgu (1984) 2. Uncle Bongsam (1985) 3. The Tree That Grow in My Heart (1987) 4. The Flower Wind That Blows on the Farm (Daekyo Culture, 1988) – Children’s story - Revised Edition Flower Wind (Prooni Books, Inc., 1999) 5. The Tree That Grow in My Heart (Gyemongsa, 1988) - Children’s story 6. Revised Edition Be a Bridge (Prooni Books) 7. With Younggu and Heukgu (Hyunam, 1991) – collection of children’s stories 8. Keundori’s Place in Bamti Village (Daekyo Publishing, 1994) – Children’s story 1995 9. Barefoot Children (Hyunam, 1996) - collection of children’s stories 10. My Tooth on the Roof (Doosan Donga, 1996) – collection of children’s stories 11. Moraebat School, Bbanghodol (Daekyo Publishing, 1996) – Children’s story 12. Revised Edition I Am Bbanghodol (Prooni Books, 2011) 13. Revised Edition Kkaebi of Dodeulmaru (Sigong Junior, 1999) - Children’s story 14. You Are a Korean Wheel Lily (Prooni Books, 1999) - Children’s story 15. Gua’s Eyes (Prooni Books, 2000) – Children’s story 16. Revised Edition Ham, That us Greek to Me (Prooni Books, 2000) 17. Earth Is Mother (Prooni Books, 2000) – Children’s story 18. Yeongmi’s Place in Bamti Village (Prooni Books, 2000) - Children’s story 19. You and I are a Little Bit Different (Prooni Books, 2000) – Children’s story 20. The Country Where My Mother Lives (Prooni Books, 2000) – Children’s story 2000 21. Kimchi Is Also Kimchi in English (Prooni Books, 2001) – collection of children’s stories 22. Ice Cream and Water Ski (Prooni Books, 2001) – collection of children’s stories 23. I Am Right. It Is a Whale! (Prooni Books, 2002) – collection of children’s stories 24. Revised Edition Pruni and Gouni (2002) 25. Worthy Kid (Prooni Books, 2002) - collection of children’s stories 26. My Friend Jae-deok (Prooni Books, 2002) – serial story 27. Even Mito’s Poops Are Pretty! (Prooni Books, 2003) – children’s story 28. A Very Small School (Prooni Books, 2004) – children’s story 29. Yujin and Yujin (Prooni Books, 2004) – young adults’ novel 30. Stories of Twelve Animals in the Tripitaka Koreana (Bomulchanggo, 2005) – collection of children’s stories 31. Bommi’s Place in Bamti Village (Prooni Books, 2005) – children’s story 32. Withdrawal Symptoms (Prooni Books, 2006) – collection of children’s stories 33. Whales in Your Pocket (Prooni Books, 2006) – young adults’ novel 34. How to Write Children’s Stories (Prooni Books, 2006) – A guide book for writer-wannabes 35. Teacher Hates Me (Bomulchanggo, 2008) – collection of children’s stories 36. Cliff (Prooni Books, 2008) – young adults’ novel 37. I Want to Marry My Teacher (Prooni Books, 2009) – collection of children’s stories 38. First Love (Prooni Books, 2009) – children’s story 39. No! I Don’t Know! Don’t Ask Me Why (Prooni Books, 2010) – collection of children’s stories 40. Our Class Internet Novelist (Prooni Books, 2010) – young adults’ novel 41. Sohee’s Room (Prooni Books, 2010) – young adults’ novel 2012 42. Feed (Prooni Books, 2012) – collection of children’s stories 43. Mirage (Prooni Books, 2012) – young adults’ novel 44. When Ice Sparkles (Prooni Books, 2013) – young adults’ novel 45. Finding the Hidden Path (Prooni Books, 2014) – young adults’ novel 46. Fantastic Stories of Youth (Sakaejul, 2014) – novel 47. There, May I go? (Sakaejul, 2016) – novel 48. One Night (Sakaejul, 2016) – children’s Story 07 Translation Editions Yujin and Yujin Written by Lee Geum-yi - Publication Date: JUNE, 21, 2004 - Publisher: Prooni Books Translated in 3 countries (Korea, Vietnam, China, France) Whales in Your Pocket Written by Lee Geum-yi - Publication Date: APRIL, 30, 2008 - Publisher: Prooni Books Translated in 2 countries (Korea, China) Keundol and Youngmi in an agricultural village are without their mother as she left them. One day Youngmi was sent away for adoption to a family in the city by an old neighboring woman’s arrangement. Youngmi’s foster parents have hearts of gold, but she cannot adjust herself to life in a city. Bamti Village becomes a place for longing to her. Back in Bamti, Patji Mom married Keundol’s father and started to put together family members. Though Patji Mom is big and tough with a pockmarked face, she is good enough to bring back Youngmi and accept the children like her own. The sequel works, based on the tightly-bonded family with Patji Mom’s love, deal with the problems of aging agricultural villages and the issue of motherhood through the encounters of the real mother and foster mother. Sohee’s Room series 1) You Are a Korean Wheel Lily (1999, Prooni Books, 152223, 264 pages) 2) Sohee’s Room (2010, Prooni Books, 127288, 304 pages) 3) Finding the Hidden Path (2014, Prooni Books, 127288, 240 pages) You Are a Korean Wheel Lily, still set in an agricultural village, looks at single-parent families, which was a neglected topic in Korea though it was a part of modern families. Its sequel works show three teenagers suffering from changes in their families, revealing their psychological conflicts in the midst of family disintegration. For example, Sohee’s Room portrays the protagonist Sohee’s alienation and anxiety from her mother’s re-marriage and encounters with new family members. The novel ends with how Sohee overcomes all the difficulties. Finding the Hidden Path, on the other hand, shows three boys and three girls trying to find their goals and future careers after graduating middle school. Yujin and Yujin Two girls with the same name, Yujin* and Yujin, are reunited in their middle school after their kindergarten years when both girls were sexually molested. The two girls’ mothers’ attitudes toward the incident are different. One mother tries to embrace her daughter while the other mother tries to turn away from what happened. The two girls’ psychological states are different as well. The writer makes it clear that parents’ or adult guardians’ roles are vital for girls to recover from any trauma rising from sexual abuse. A wrong approach may lead to the victim’s loss of self-esteem. This novel was a huge sensation in Korean society, in that it made public the issue of sex which had been a strong taboo in children’s and young adults’ literature in Korea. There, May I go? The series deals with Korean modern history, focusing on sexual violence during the war. It is a historical novel as well as two girls’ initiation story. Its temporal background is from the 1920s up to now, showing Sunam and Chaeryeong’s spectacular life with a deep exploration of Korean modern history. Especially, it deals with tragedies during the Japanese Colonial Period and the Second World War. The story is built around the issue of the Japanese military use of Korean comfort women. Sunam’s experience as a comfort woman and her ordeal from the remnant soldiers after the end of the Second World War bring back the unfortunate scenes of a powerless Korean women’s life in modern Korea. One Night Through this book, readers can think of their memories from their childhood and the love given from their grandparents, furthermore, the death and the eternity. One night without mom, dad tells a special story from his childhood inside the tent in the living room. On that day when dad left for fishing with his grandfather, a fish barely caught by his grandfather asked him to be free, and then, his three wishes will be come true. Therefore, dad released a fish and went to the sea palace, however, the soldiers in the sea palace tried to punish him by poking him 765 times and pinching him 949 times with pincers of a lobster. How come could dad come back home safely? The precious memory and exciting adventure of dad and his grandfather during one night is interestingly happening. The Country Where My Mother Lives It is a story of a south Korean boy who accompanies his grandfather’s visit to Mt. Geumgang. His grandmother was displaced from his hometown in North Korea during the Korean War. The writer paid a visit to Mt. Geumgang herself and wrote down her wish for Korea’s reunification and the reunion of separated families. It depicts the beauty of Mt. Geumgang in North Korea and sketches a variety of people including the protagonist’s grandfather. It also delivers concerns over the North and South Korean relationship and future prospects. This work can show both Korean children and international children the tragedy of war and the importance of community through this rare and sad history of the Korean division. Chapter Translation # There, May I go? # One Night # Yujin and Yujin A Story Yet To Be Told an excerpt from the book <The Daughter of the Viscount> is a TV documentary film that was specially produced for the 70th anniversary of Korea’s restoration of independence. It featured Dr. Chae-Ryung Yoon, the heiress of the Viscount, whose title of nobility had been bestowed upon him during Japan’s Annexation of Korea. I was in charge of writing the script, so I had interviewed Dr. Yoon five times in advance of filming. Considering the fact that she was born in 1920, she was in rather good health. Apart from hearing aids, she did not require any other assistive devices such as walking sticks in her daily life. Her mind was sharp and she had a very clear memory of her past, especially of her adolescent years. Since those were the years we were mainly focusing on, we felt lucky. She also could provide enough material to support her words. But above all, the story of her life, in and of itself, was dramatic. While the whole process was smooth and the result was satisfying, Dr. Yoon never got to see herself on TV. Soon after we had filmed her, she passed away. We were told that she went to bed that last day with the peaceful face of a child who had finished all her homework. Hence, the film came to be a documentary of her last days. In expressing our condolences, we inserted the scene of her funeral just before the closing credits. In hindsight, the scene was quite symbolic: We cannot hold time, but we will and should always remember what never shall be forgotten. The documentary was well received. It was first aired late at night but soon was scheduled to air again on the very day of Korea’s restoration of independence. After <The Daughter of the Viscount> successfully aired, Dr. Yoon’s grandson, Sung-Woo Yoon invited all the members of the film crew to his summer house in the suburbs. Mr. Yoon was the one who had made it possible for us to cast Dr. Yoon as the main character of the documentary. His summer house was just on the outskirts of Seoul, by the river. His whole family was there as well: His wife, his eight-year-old son, and the six-year-old twin daughters. The barbecue party began. With the setting sun in the background, the garden of the magnificent villa was full of children’s laughter. The atmosphere made me feel like I was in a TV series of some sort, a story which revolved around the high society. Mr. Sung-Woo Yoon was indeed a member of the high society. Barely over 40 years old, he now had the whole Yoon-Sung Private School in his hands. With three private institutions from elementary to high school, it was a huge business. He had also inherited a formidable number of immovables. His father, Jinsu Yoon, was the only son of Dr. Yoon. He had however died in the early 1980s in the United States in a car crash. Being raised by his grandmother, Yoon had great respect and love for her. When we were chatting about this among the film crew, one of us blurted out that he would praise his own grandma like a god; but only if she were to give him all of those things. We all laughed in agreement. Yoon thanked us in advance for the anticipated positive effect the documentary was expected to have on the application rates to his high school; amid controversy, he had changed its status into an autonomous private high school just last year. He also told me that he wanted to publish a critical biography of his grandmother. Although I consider any job that earns me a salary, I am in fact a novelist with two published books under my belt. Yoon had already done some background checking, I assumed. He told me that he wishes the biography to be an interesting read for readers of all ages. This was an attractive offer, compared to the usual ghostwriting jobs of autobiographies of celebrities or entrepreneurs. Yoon and I agreed to meet on another day to talk about the details. Some days later, I got a call from the film production office, who told me that there was someone who had watched the documentary and wanted to have my phone number. “What’s this about? Can’t you handle this at the office?” When a program goes on air, several aftereffects follow. Calls of all sorts start ringing the phone: Complaints from angry viewers, or happy viewers who just wish to convey their gratitude. Some callers ask for contact information of the featured persons, and some callers wish to pass on important but belated information regarding the content. Most cases can and should be handled at the office. “Well, she specifically asked for you, Miss Kang.” Had this person spotted my name in the closing credits of this marvelously written film and wanted to give me a job? Because, I had come across some good reviews of the text, although they were mostly from the people I knew already. All this had been possible thanks to Dr. Chae-Ryung Yoon, and I owed her. As soon as I told the guy at the office that he could give my number to her, I received a call - from the manager of a nursing home. “I am so sorry for contacting you out of the blue. One of our residents wishes very much to meet you in person. She made such a cordial request that I just couldn’t say no. I did call the broadcasting company first, but they gave me the number of the production office.” Her voice was very apologetic. Viewers, in general, are not that interested in who has written the script. Nobody remembers the names of the writers. I was, therefore, curious to know who it was and why she wanted to meet me. She had watched <The Daughter of the Viscount>, so I assumed she was either an acquaintance of Dr. Yoon’s or was holding some important information about her. The caller was, in fact, the same age as Dr. Yoon. “She has something to say to you in private. She won’t tell us what it is.” Was she a friend? If so, she might be wanting to tell me something more about Dr. Yoon. After all, as I was considering writing that biography of hers, so I told myself I should welcome everything that is in any way related to Dr. Yoon. The next day, I drove down to the nursing home in Yangju, a small town in the outskirts of Seoul. I saw this as an act of displaying my passion and devotion to Mr. Yoon towards that job. Even if this did not lead to anything important, I figured it was worth all the trouble. The nursing home was located just at the foot of a mountain. It looked like any of the other nursing homes that were sprouting here and there. I met the person who had called me. She looked my age. “You came! I wasn’t expecting you to do so. But really, thank you so much. Miss Soo-Nam Kim is here known as ‘Doctor’ Kim. She speaks fluent English, and you know that that’s a very rare ability for her age. It’s amazing how much she knows. She used to be so bright, but after she fell ill a few weeks ago, she became very fragile.” As the manager put it, if this person could speak fluent English and was given the nickname ‘Doctor’, she might as well be a true intellectual. If she was a friend of Dr. Yoon’s, as I had assumed, the acquaintance must have been made during her years studying abroad. Had I known this before, it would have been nice to insert a short interview with her in the film. I realized that I was fascinated by Dr. Yoon’s life much more than I’d thought. The manager led me to the lounge. I could see several families gathering and some elderly people chatting among themselves. A few moments later, an old lady appeared. She was being rolled in by a carer, in a wheelchair. She was small and had short silvery hair. Her face was filled with wrinkles, both thick and thin. Although dark spots had invaded her skin, I could see that she had an elegant look about her. She and I had never met before, but I somehow felt like I knew her. But when people get old, they tend to look similar in some way or another. The wheelchair came to a halt on the opposite side from me. The manager informed her that the person she was looking for was here. Tightly grasping her armrest, she fixated her eyes on me. I figured that she wanted to see if I was the person she wanted to meet. “Good day. My name is Haeran Kang.” I bowed to her. The old lady told the carer and the manager to leave. We were now alone together, but she didn’t say a word. She looked at me with her piercing eyes. All of her energy seemed to have gathered there. I was being stared at by a woman who has lived longer than twice of my age. As she was just about to see right through my deepest parts, I reluctantly decided to speak. “You wanted to see me. Did you know Dr. Yoon? I see you are the same age. Are you a friend of hers?” “I am the daughter of that viscount.” Her voice cut in through my sentence, trembling but clear. I was confused. “What? What are you saying?” “That I am Chae-Ryung Yoon.” “I don’t understand what you’re implying. Dr. Yoon passed away just a few…” I couldn’t finish my sentence. I had finally figured out why her face looked familiar to me. She and Dr. Yoon looked very much alike. Were they sisters? Wait, weren’t they the same age? Which meant that they were twins? But as far as I knew, Dr. Yoon had no female siblings. “She is an imposter.” Her tone was firm with belief and I fell silent. Thousands of thoughts were boiling and twirling inside my head. I couldn’t do anything but stare back at the old woman. The more I looked at her, the more she looked like Dr. Yoon. If this grandmother sitting in front of me really was the daughter of the viscount, what did that mean for the film crew? I mean, what would become of me? The idea for the documentary film had, in fact, come from me. While rummaging through some 20-year-old quarterly news magazines for research, I came across an interview of Dr. Yoon that she had given right after receiving a medal from the government. She is the founder of Yoon-Sung Private School Foundation, which is well known as one of the top prestigious private schools in Korea. But I would have not read the article, if not for the title: ‘Born as the daughter of a viscount, she becomes the mother of Korean education’. My curiosity sparked at the ‘daughter of a viscount’, rather than the latter part of the title. For I knew that throughout the history of Korea, this sort of European title of nobility had only ever been used during the time of the Japanese occupation: When Japan unjustly declared Korea as its protectorate, Korea was in the era of Joseon dynasty. When Japan’s colonization began, titles such as ‘viscount’ started being used. This was hence nothing to be proud of since the titles were only given to those who had performed a meritorious deed for Japan. If a person accepted such a title of nobility, he or she was likely in the pro-Japanese group. But there are just too many cases where the heir of a pro-Japanese family member kept on living prosperously even after the restoration of independence. That explains how the two labels with clashing reputation such as ‘daughter of a viscount’ and ‘mother of education’ can belong to a single person. However, I was curious why this person would reveal her ‘title of nobility’ at all, as it is not a compliment in Korean society today. And she did not even seem hesitant. This definitely promised that an interesting life story is hidden behind. Dr. Yoon’s early years and adolescence coincided with the Japanese occupation, and the story in the magazine was short but intense, simple enough to stimulate one’s imagination. At the time, she was in her mid-90’s, and I assumed that she had already passed away. But it turned out she was alive. I then started mapping out a plan for the documentary film, which was to be aired for the 70th anniversary of the Liberation Day of Korea. When I was done, I sent it to my university senior Mr. Jung, who used to work for a broadcasting company, but had quit the job and was now the CEO of J production. When he was finished with reading the interview with Dr. Yoon and my film proposal, he was reluctant. “She is neither a patriot of independence like Gwan-sun Yu nor did she go out on the battlefield to fight against the Japanese. There’s nothing special. And the daughter of a viscount? You just don’t say that, but she is an heir to one of the nation’s most hated betrayers, the pro-Japanese group. We are sure to get into trouble for doing this. She’s even still alive.” “People are not interested anymore in the stories and characters that resemble those from history books. She grew up as the daughter of a viscount during the Japanese occupation era, which means she is crazy rich. Why do people hate the cheesy TV dramas with billionaires but watch them nonetheless? Because they are interested, they are curious about the extraordinary. Stories of male patriots who have given up their status and prosperity to devote themselves to fight for independence? That’s become a cliché now. But what about the stories of females from that era? Sure, there were some stories that feature Gisaeng, a couple of learned New Women, but there is none so far about a viscount’s daughter. The story of Chae-Ryung Yoon is different from any other previous ones. It will be phenomenal. We’ll be introducing a whole new character.” I won him over, and the result was a success. It really was, but… I shook my head. No, it couldn’t be. I had spent four months on research. I had met Dr. Yoon several times in person. I had dug up the data myself. This could not turn out to be a fraud. “I am sorry, but I still don’t understand what you are saying. Can you prove your words?” Before I even finished my sentence, the old lady’s facial expression rapidly collapsed. The light expired and vanished from her eyes and she looked as though she would wither away any minute. She suddenly got frightened and called her carer to bring her back to her room. Without a word of goodbye, she turned her back to me. Was I being ridiculed? No, there was something, but what was it? “What did she tell you?” The manager approached me and sat across the table. I could see that she was excited to hear what important and meaningful words had been relayed to me. It was annoying. “Are you sure that she’s mentally healthy? I mean, she claims to be the person from the documentary film. But the actual Dr. Yoon passed away a few weeks ago.” The woman must have picked up on the complaint in my voice, that she should have checked first before contacting me. She suddenly seemed a bit gloomy and said that it may be a sign of dementia. ‘Dementia’. How this word seemed to calm me down. Dr. Yoon, who always seemed bright and certain about things, also occasionally made comments that didn’t seem to make sense. Ninety-something is an age where always being meticulous is stranger than being sloppy. But even if she was suffering from dementia, why in the world would she make such an assertion? If there hadn’t been any point of contact nor the smallest of reasons, why would someone even consider being somebody else? “Does Miss Kim have any family?” I asked, trying to act indifferent. “No, she has nobody at all.” The manager eventually concluded that my visit was in vain and apologized to me for wasting my precious time. I felt the urge to ask more questions but I patiently kept my mouth shut. The more you know about someone, the more you care about her. Yes, she was watching TV and she mistook Dr. Yoon as herself because she looks similar. Dementia does many strange things to one’s head, and it can even make someone conjure up stories from scratch. That was my conclusion. The Dr. Yoon who was featured in the documentary on air, she should never be an imposter. No, she couldn’t be a fake. But why did Miss Kim’s face and voice keep growing more vivid in my head? I wanted to go back and ask why she’d said what she said, but I couldn’t, for I didn’t have any time to spare. I had to look after my almost seventy-year-old mother and my fourteen-year-old daughter. My schedule was tight. All my tasks were just waiting in line to eat me up like little loan sharks. And getting my ex-husband to pay child support was even more difficult than getting a loan at a bank. A couple of days later, I received a text message from the manager of the nursing home. Miss Kim asked for me. She was texting me on her behalf, she said, but I didn’t have to come if I was too busy. I replied right away that I was on my way as if I had been eagerly waiting for her to contact me again. Right after sending that message, I dropped everything and started my car. On the way, I was too anxious to even think clearly. What if something bad had happened to her? Dr. Yoon had been in good health when she suddenly passed away. You can never predict an old person’s health. And Miss Kim kept saying that she herself is Dr. Yoon from the documentary. If she died or became mentally ill, I would never be able to feel at ease for the rest of my life. I stepped hard on the accelerator. When I arrived at the nursing home, the first thing I asked about was her health. And yes, the manager informed me that symptoms of dementia had begun to show. “But as of now, she’s in pretty good condition. We just hope that the process doesn’t speed up.” Moments later, I was sitting alone with Miss Kim. In her semi-private room for two, she was the only occupant. I saw that same look on her face she gave me when I first sat with her. She opened her mouth. “Are you now ready to hear my story?” Somehow I couldn’t say anything. I could only nod. This was the start of our relationship which would continue for several months. This was the beginning of a story, a long story yet to be told. Fish, where are you? a chapter excerpt from the children’s book Grandpa pulled out his fishing rods. “I want to try too. I’m going to catch a ginormous fish.” I imagined catching a fish that was as big as myself. I bet there is no first grader in the whole world who’s done it. “Well, then we should bait up first,” said Grandpa. He opened up a tin can and placed it between us. Earlier in the day, dad and uncle had filled it up with live worms from the back garden. I looked inside, and there were lots of live wiggly worms. I picked one up and threaded it on the fishhook, exactly as grandpa taught me. I felt like I’d done something awesome. I was sorry that none of my friends could see me. Seok may already have the red belt at Taekwondo, but he wouldn’t have the guts to even touch the worm. And if Junee saw me, she would tell me I’m the best. Did I mention that she was the first person I’ve ever liked more than my mom? Anyways, it was a pity that they weren’t there. Grandpa cast the fishing rods into the river. There were three fishing rods, and one of them was mine. The sun began to set. It painted the river red. My hands and feet were also being painted with red. To this day, I can still recall the exact shades of red. I wanted to catch a giant fish right away. I was anxious and impatient. Time passed by, but the fishing rods remained still. I got bored. “When am I going to catch a fish?” I asked. “Impatience won’t get you any fish, that’s for sure. Let us wait a while,” said grandpa. “Until when?” I asked again. It was getting dark. “Let go of your thoughts and listen carefully,” grandpa told me. “You will hear new sounds.” I did what he told me to do. I could now hear the sound of water. The river had been flowing all the while, but I didn’t notice it until then. Somewhere in the darkness, a night bird was singing its song. I could even hear the light of the firefly. That was when I realized: You listen not only with your ears. You can see the sound with your eyes, and feel it with your body. You can even smell and taste the sound. Grandpa wrapped me up in a blanket. I soon got used to the sounds around me, and once again I got bored. “This is boring. Grandpa, are you having any fun? You’re not exactly catching any fish.” The sky darkened even more and I could now barely spot the fishing float. It was glowing in the dark like a firefly. “I’m having all the fun in the world. This very moment with you is much more valuable than some fish.” “Why?” I couldn’t understand him at all. To be honest, we weren’t that close. That day was the first time ever that I was alone with my grandpa. Grandma would always be on the kids’ side, but grandpa was in charge of dealing with the naughty ones. I would play around at the dinner table and end up having a talk with him. I was jealous of the older cousins who had gone on a fishing trip, but not because I wanted to be alone with my grandpa. I wanted to do whatever the older ones did. I was jealous of being ten years old. But grandpa kept saying weird things. Wasn’t fishing his favourite thing in the world? But did he just say that fish wasn’t as valuable as spending time with me? I was really confused. “Why? Why is this moment more important than fish?” “Because the time is never going to come back.” “What won’t come back? We can come back again.” I didn’t tell him what I was really thinking. I just wanted him to focus on fishing. If I were to catch a giant fish, the older cousins would accept me. They’d let me in on their secret chats and let me play with them at nights out at the haunted barn. But grandpa just kept talking to me. He wasn’t the no-nonsense, matter-of-fact and gruffy person that I knew him to be. “If we come back here again, it wouldn’t be the same as now. You see, time is like that river. Once the water has flowed, you can never bring it back. And it doesn’t stop for a moment. That is why this moment is so precious. How about you? Don’t you like being here together with your grandpa?” It was dark, but I could feel his gaze. I dodged it. “Bugs!” Grandpa had lit a small lamp, which had apparently attracted tons of dayflies, moths and other insects that I don’t even know the names of. Under the lamp, I saw a heap of dead insects. “Grandpa, these bugs must be really dumb. They can see that others are dying, but they just keep coming.” “That’s not because they are dumb. It’s just their life.” “Dying is life? Aren’t they scared of dying?” I couldn’t understand. “Minsu, why are you scared of dying?” “If I die, I can’t see mom and dad. Nor you, grandpa.” I felt bad about not having answered his question earlier. So I added that last bit, ‘nor you, grandpa’. I sat closer to him. In the dark, it was even more scary to talk about death. “At my age, death is like a gift of life.” Death is a gift? This didn’t make sense either. Maybe he’d never got a happy present before. He talked about many other things after that, but I don’t remember anymore. I drank some of the sweet hot chocolate that mom had packed in a thermos for us. But I think grandpa was sipping something else from his own flask. I was still focused on catching that big giant fish. But after hours of waiting, I was bored to death. “Grandpa, can we just go home? The fish have all gone somewhere else.” I said, scratching my legs full of mosquito bites. I had been really careful to cover every bit of my bare skin with the blanket, but they got me nonetheless. Well, I guess the older ones were right. This was boring, dull, and you’d come back with nothing but a thousand mosquito bites. “Daddy, when are you gonna tell us about the underwater palace and the dragon king?” Yuna asked, yawning. Junso was feeling bored as well. Suddenly, he was curious about something else. “Dad, were you good at sports when you were in the first grade?” asked Junso. “I wasn’t much of a sports guy,” answered dad. “But I did have a lot of friends.” “Which belt did you have at Taekwondo?” asked Junso again, who had a blue belt. “I only had a green belt,” answered dad. “Daddy,” said Yuna, cutting in. “Please tell me about the underwater palace now. I’m sleepy.” “Okay, okay. I’ll tell you now about the princess, like the ones you like, Yuna. But this one, there is no princess like that in any other storybooks. And I met her. Isn’t that just awesome?” bragged dad. His story was just about to unfold. The main characters of Yujin and Yujin are two girls named Yujin. The two Yujins, who were sexually molested by the principal at their kindergarten, meet again in their middle school classroom when they become fourteen. In order to distinguish the two different Yujins in the classroom, they are called “Tall Yujin,” and “Short Yujin” based on the difference in their height. The memories of kindergarten flash into outgoing Tall Yujin’s mind as soon as she sees Short Yujin. Short Yujin, however, doesn’t even seem to remember Tall Yujin at all and acts coldly to her. One day, Tall Yujin tells Short Yujin of the incident that happened when they were kindergarteners. Learning that some part of her childhood memory has been lost, Short Yujin falls into turmoil. The two girls are different because Tall Yujin’s parents embraced their daughter’s trauma with love and kept reminding her that “it was not her fault,” whereas Short Yujin’s parents oppressed their daughter, forcefully sealing up the trauma and pressing her to erase the memory. As Short Yujin slowly recovers her memory, she strays as she wonders about her identity and becomes sad and disappointed with her cold-hearted parents. At one time the top student in her class, Short Yujin strays by smoking and skipping her after school academies to learn dance, all the while keeping it a secret from her parents. At the end of school break, Short Yujin’s parents find out about their daughter’s issues and lock her in her room and pressure her to go study abroad. However, Short Yujin escapes from her house with the help of Tall Yujin and another classmate named Sora. Together they run away and take a train to the east coast. After enjoying a day of freedom and the view of the East Sea, the three girls lose their money and call for help from their parents. Their parents come to rescue them and each girl returns to her ordinary life, except for Short Yujin. Short Yujin and her mother stay by the sea for one more day. During their stay, Short Yujin vents her oppressed sadness and anger to her mother and finds a way to reconcile with her. Gazing upon the dark blue sea at dawn, she finally perceives her inner self. Yujin and Yujin’s issue of child molestation grabs the attention of readers. The author Lee Geumyi has stated that she wrote the story because she was inspired and shocked by the “Kim Bunam Incident” that happened in Korea in 1991. The “Kim Bunam Incident” refers to a murder that occurred when a child molestation victim became an adult at the age of 21 and killed her molester. The tragic life of the victim, a murderer by law, made a remarkable impression in the author’s mind and eventually became a work of fiction for young adults. The author Lee Geum-yi captures the typical teenager’s daily life by portraying the growth processes and complex psychologies of Tall Yujin and Short Yujin, the victims of child molestation, while also handling the heavy issue of sexual molestation without taking on an overly depressing or dark tone. An especially interesting and intricate story is established through fictional devices such as the main characters who share the same name, an accidental reunion in their middle school classroom, and the psychology of a main character who fails to remember her friend from the past. Moreover, the alternating narration of the main characters demonstrates the strong contrast between their psychologies, further absorbing the reader into the book. Yujin and Yujin is a work that successfully conveys the author’s intention to “lead readers to experience more than two outcomes by means of different characters in a fictional world that is unlike our reality where we need to choose either-or.” The writer Lee Geum-yi reminds us with her story Yujin and Yujin that sexual molestation is a treatable trauma, and she carefully warns against the outcomes of negligence or concealment.	a541461d-10cc-41c5-9a94-4446a59da890	CC-MAIN-2021-21	https://www.ibby.org/archive-storage/12_HCAA_Dossiers/2020_Authors/Lee_Geum-yi_Dossier.pdf	2021-05-10T19:38:32+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243991759.1/warc/CC-MAIN-20210510174005-20210510204005-00410.warc.gz	860,422,999	14,197	eng_Latn	eng_Latn	0.911359	eng_Latn	0.998509	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "dag_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 82, 710, 2007, 3896, 7348, 10607, 12000, 15178, 17972, 21466, 25068, 25903, 28225, 29383, 29720, 30516, 31444, 32942, 34489, 34560, 36544, 39853, 43177, 46358, 49542, 52205, 53972, 56769, 58645, 60839, 62562 ]	[ 1.5546875, 2.140625 ]	1	0
Newton's Apple: 15th Season. Free Educational Materials. Twin Cities Public Television, St. Paul, MN.; National Science Teachers Association, Arlington, VA. 3M, St. Paul, MN. 1997-00-00 73p.; Contains large color poster. Twin Cities Public Television, Inc., 172 E. 4th Street, St. Paul, MN 55101; Web site: http://www.ktca.org/newtons Guides - Classroom - Teacher (052) MF01/PC03 Plus Postage. Animal Behavior; Animals; Biological Sciences; Chemistry; Earth Science; Elementary Secondary Education; Hands on Science; Instructional Materials; Physical Sciences; Robotics; Science Activities; Science and Society; Science Education; Scientific Concepts; Space Sciences; Technology Newtons Apple This guide helps teachers use the 15th season of the television program "Newton's Apple" in the classroom and lists show segments on asthma, car engines, glacier climbing, glass blowing, glaucoma, gliders, gold mine, greenhouse effect, kids on Mars, lightning, "Lost World" dinosaurs, mammoth dig, NASA robots, Novocain (TM), pack behavior, pet food, phases of the moon, proteins, robots, scuba diving, smiles, sunken slave ship, white-water rafting, wilderness training, wind blow, and zoo vet. Each topic features one main activity and several mini-activities related to the scientific concept it covers. Background information and additional resources are also listed. (WRM) FREE educational materials 15 YEARS OF HANDS-ON SCIENCE! NEWTON'S APPLE® FIFTEEN YEARS PUBLIC TELEVISION'S FAMILY SCIENCE SHOW BEST COPY AVAILABLE NEWTON'S APPLE is a production of KTCA Twin Cities Public Television in Saint Paul/Minneapolis and is made possible by a grant from 3M. Developed in partnership with the National Science Teachers Association Science and technology can be fascinating and fun—especially when presented with excitement, insight, and a strong understanding of the needs of today's students and teachers. That's why 3M is proud to continue as national sponsor of NEWTON'S APPLE, the television series that revolutionized science and technology programming. Now in its 15th season, NEWTON'S APPLE has successfully shown thousands of students how science can help enhance life, protect people, and preserve our resources. We're also proud to work with KTCA-TV and the National Science Teachers Association to produce these special classroom materials. We hope these supplements will be a valuable addition to your curriculum. Our goal is to help your students approach the world with curiosity and a desire to understand what they can do to create their own future. L.D. DeSimone Chairman and Chief Executive Officer 3M Ten years ago, in his debut segment on NEWTON'S APPLE, David Heil plummeted through the air in a tandem skydiving maneuver. Since then, David has shared hundreds of science experiences with viewers. This season, he continues his intrepid reporting with a white-water rafting trip down the Pecuare River in Costa Rica, a trip to the dentist's chair for a touch of painless dentistry, and a look at robots on Earth and in space. A graduate from the University of California at Berkeley in political science and ethnic studies, SuChin Pak proves that you don't have to have a degree in science to be interested in how and why the world works. SuChin's science exploration continues in season 15 as she travels to South Dakota to find out what's so bad about the Badlands, how gold miners find the loot, and how wild mustangs are tamed. Award-winning television journalist Dave Huddleston really knows how to find the answers to viewers' science questions. On NEWTON'S APPLE, he has traveled the world to learn about sharks, tattoos, the postal service, and more. During Dave's third season, the adventures continue as he dives the wreck of a sunken slave ship, takes off in an engineless glider plane, digs for massive mammoth bones in Hot Springs, S.D., and more. With a background in musical theater, Eileen Galindo is not what people think of as the typical science scholar. But the newest member of the NEWTON'S APPLE team has learned that science is fun and interesting. In her second season with the show, Eileen gets up close and personal with the ferocious dinosaurs from The Lost World: Jurassic Park ride at Universal Studios. She also finds the answers to questions about glassblowing, virtual reality, and chocolate. Brian Hackney became interested in science as a child while playing with a telescope in his back yard. After receiving degrees in electrical engineering and physics, he became an on-air meteorologist and science reporter. In his third NEWTON'S APPLE season, Brian ("Sherlock") travels to England to unravel the mysteries of London fog. Then he visits the Waltham Pet Center, where dog and cat foods are developed and tested in a completely humane way. We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. How to use the NEWTON'S APPLE Teacher's Guide This guide was developed to help you use the 15th season of NEWTON'S APPLE in your classroom. Follow these steps to get the most from the show and the guide in the classroom. 1. Check the season 15 index or the alphabetical Science Subject Index to find the show in which your desired segment appears. 2. The guide is organized in show number order. Flip to the show number to find your segment. 3. Use the Getting Started activity and questions to engage your students before you watch the segment. 4. Watch the segment. Look for opportunities to incorporate the Main Activity or the Try This activities into the viewing of the segment. Tailor the use of video, lecture, and activities according to your teaching and your students' learning styles. 5. Use the Overview section as background for your lecture. 6. Use the Resources section to find further information. We've listed books, magazine and newspaper articles, software, and Web sites that are not only helpful for you but also provide your students good sources for additional information. 7. Pose the Connections questions to your students to prompt discussion of extension subjects and to promote independent learning. 8. Use the Main Activity and Try This sections within the lesson in the classroom or as take-home activities. Finding NEWTON'S APPLE NEWTON'S APPLE allows three-year, off-air recording rights for educational purposes. Tape the show, or have your resource center tape it directly off the air and use it in the classroom as often as you like for three years. The 15th season of NEWTON'S APPLE will air on most PBS stations beginning in October 1997 (check your local PBS listings for exact air dates and time). If you don't find NEWTON'S APPLE listed in your local TV or PBS viewer's guide, contact your PBS station to find out when the 15th season will air in your area. If you cannot tape it off the air, call 1-800-588-NEWTON to purchase a tape. Public television stations depend on what they hear from viewers to help make their programming decisions, and as an educator, you are one of public television's most important constituents. If your public television station is not running NEWTON'S APPLE, you must let them know that it is important to you and your students. If your station is running the show, call them and let them know how much you depend on it in the classroom. If you have any comments or questions, please write to: Director of Outreach & Promotion NEWTON'S APPLE 172 4th St. E St. Paul, MN 55101 e-mail: firstname.lastname@example.org NEWTON'S APPLE Teacher's Guides also are available on the Web at http://www.ktica.org/newtons We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. INDEX TO THE 15TH SEASON LESSON PAGES There are two ways to locate any of the 26 lessons in this guide: Check the alphabetically arranged subject index found on the inside back cover or look through the numerically arranged show index on this page. Either way, once you've identified a topic you'd like to explore, look in the upper right corner of each lesson page for the NEWTON'S APPLE show number (e.g., 1501, 1502) that corresponds to that topic. We've also included the segment's approximate running time in the same corner. In the center of this book, you will find a guide to the past four seasons of NEWTON'S APPLE. These episodes may be rebroadcast on your local PBS station throughout the year, or you may purchase them by calling 1-800-588-NEWTON. We hope you will continue to use them in your classroom. \| 1501 \| Glaucoma \| \|------\|----------\| \| Lost World Dinosaurs \| \| 1502 \| Scuba Diving \| \|------\|--------------\| \| Sunken Slave Ship \| \| 1503 \| Gold Mine \| \|------\|-----------\| \| Phases of the Moon \| \| 1504 \| Pet Special \| \|------\|-------------\| \| Pack Behavior \| \| Pet Food \| \| 1505 \| Asthma \| \|------\|--------\| \| White-water Rafting \| \| 1506 \| Gliders \| \|------\|---------\| \| Novocain™ \| \| 1507 \| Adventure Special \| \|------\|--------------------\| \| Glacier Climbing \| \| Wilderness Training \| \| 1508 \| Glass Blowing \| \|------\|---------------\| \| Smiles \| \| 1509 \| Greenhouse Effect \| \|------\|-------------------\| \| Mammoth Dig \| \| 1510 \| Kids on Mars \| \|------\|--------------\| \| Wind Blow \| \| 1511 \| Car Engines \| \|------\|-------------\| \| Zoo Vet \| \| 1512 \| Robots Special \| \|------\|----------------\| \| NASA Robots \| \| Robots \| \| 1513 \| Lightning \| \|------\|----------\| \| Proteins \| We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. Here is an at-a-glance index of the science disciplines dealt with in the NEWTON'S APPLE lesson pages, incorporating the National Science Teachers Association's Scope, Sequence, and Coordination of Secondary School Science model. We've also listed some extended concepts. \| Segment \| Biology \| Chemistry \| Physics \| Earth/Space \| Mathematics \| Technology \| Additional Applications \| \|--------------------------\|---------\|-----------\|---------\|-------------\|-------------\|------------\|----------------------------------\| \| Asthma 1505 \| 15 \| \| \| \| \| \| Medical Science Health \| \| Car Engines 1511 \| \| \| 15 \| \| 15 \| 15 \| Engineering \| \| Glacier Climbing 1507 \| 15 \| 15 \| 15 \| 15 \| \| \| Geology \| \| Glass Blowing 1508 \| 15 \| 15 \| 15 \| 15 \| \| \| Engineering \| \| Glaucoma 1501 \| 15 \| \| \| \| \| \| Medical Science \| \| Gliders 1506 \| \| \| 15 \| 15 \| 15 \| 15 \| Engineering \| \| Gold Mine 1503 \| 15 \| \| 15 \| 15 \| 15 \| \| Engineering Geology \| \| Greenhouse Effect 1509 \| 15 \| \| 15 \| 15 \| 15 \| \| Environment Meteorology \| \| Kids on Mars 1510 \| \| \| 15 \| 15 \| 15 \| 15 \| Geology • Computer Science Topography \| \| Lightning 1513 \| 15 \| \| 15 \| 15 \| \| \| Meteorology \| \| Lost World Dinosaurs 1501\| 15 \| 15 \| 15 \| \| 15 \| \| Paleontology • Engineering Computer Science \| \| Mammoth Dig 1509 \| 15 \| 15 \| 15 \| \| \| \| Paleontology \| \| NASA Robots 1512 \| \| \| 15 \| 15 \| 15 \| 15 \| Computer Science Engineering \| We encourage duplication for educational non-commercial use. Here is an at-a-glance index of the science disciplines dealt with in the NEWTON'S APPLE lesson pages, incorporating the National Science Teachers Association's Scope, Sequence, and Coordination of Secondary School Science model. We've also listed some extended concepts. \| Segment \| Biology \| Chemistry \| Physics \| Earth/Space \| Mathematics \| Technology \| Additional Applications \| \|--------------------------\|---------\|-----------\|---------\|-------------\|-------------\|------------\|----------------------------------------\| \| Novocain 1506 \| 15 \| 15 \| 15 \| \| \| \| Medical Science \| \| Pack Behavior 1504 \| 15 \| \| \| \| \| \| Zoology • Animal Psychology Genetics \| \| Pet Food 1504 \| 15 \| 15 \| \| \| \| 15 \| Zoology • Food Nutrition Veterinary Science \| \| Phases of the Moon 1503 \| \| \| 15 \| 15 \| \| \| Astronomy \| \| Proteins 1513 \| 15 \| 15 \| 15 \| 15 \| 15 \| 15 \| Microbiology \| \| Robots 1512 \| \| \| 15 \| 15 \| 15 \| 15 \| Engineering Computer Science \| \| Scuba Diving 1502 \| 15 \| 15 \| 15 \| 15 \| 15 \| 15 \| Oceanography \| \| Smiles 1508 \| 15 \| 15 \| \| \| \| \| Psychology \| \| Sunken Slave Ship 1502 \| \| \| 15 \| \| \| 15 \| Archaeology \| \| White-water Rafting 1505 \| \| \| 15 \| 15 \| 15 \| 15 \| Fluid Dynamics Engineering \| \| Wilderness Training 1507 \| 15 \| 15 \| 15 \| 15 \| 15 \| 15 \| Ecology • Environment Food/Nutrition \| \| Wind Blow 1510 \| \| \| 15 \| 15 \| 15 \| 15 \| Ecology • Environment \| \| Zoo Vet 1511 \| 15 \| 15 \| \| \| \| 15 \| Veterinary Science \| We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. GLAUCOMA What is glaucoma and how do people get it? Brian takes a closer look into the eye of glaucoma. http://www.ktca.org/newtons Getting Started Begin the lesson by asking students, "Do you know that everyone is a little bit blind?" Then instruct them to conduct the following experiment to find their normal blind spot. On a piece of paper, draw two small stars about four inches apart. Cover your left eye and hold the paper at arm's length. With your right eye focused on the left star, move the paper slowly toward you. What happens? Switch eyes and do it again. Where did the star go? Why do you think this is happening? Overview Most of us have thought about how difficult daily life would be if we were blind, so we're careful to protect our eyes. Yet for a million Americans, there is a sneak thief at work, slowly and silently stealing their vision. The thief is so clever that the victims don't even know their eyesight is in danger. The thief is a disease called glaucoma, a painless affliction that is the second leading cause of blindness in the United States. Glaucoma is a disease of the plumbing system of the eye, a system that most people don't even know they have. A normal eye is filled with a fluid, called aqueous humor, that constantly flows through the pupil (the dark, central part of the eye that lets in light) and over the iris (the colored ring of tissue around the pupil that gives our eyes their color). The fluid, produced inside the eye by the skin of the ciliary body (focusing muscle), nourishes the cornea (the clear front lens of the eye) as it flows out of the eye through a meshwork of tiny drainage openings at the base of the iris (where it joins the outside edge of the cornea). There are several types of glaucoma, but the most common kind occurs when the drainage openings slowly become blocked over many years. Since there are no pain-sensing nerves in the region, the increasing pressure of the fluid is painless. Even when the drainage openings are almost completely blocked, the ciliary tissues keep producing fluid. As a result, pressure from the backed-up fluid starts building inside the eye. This increased pressure pushes on the optic nerve at the back of the eye, distorting, compressing and, over time, destroying it, one nerve cell at a time, until blind spots form. The loss is usually slow, with ever-increasing dimming of vision creeping in from the side, as if you were looking through a narrowing tunnel or the room lights were dimming. Many people don't notice this loss in their peripheral vision, even when 50 percent of the nerves are destroyed. When they go to an eye doctor and discover they have glaucoma, further loss of vision can be prevented, but nothing can be done to restore the eyesight already lost. Glaucoma can't be cured, but doctors can prevent further damage by using drugs in the form of eyedrops or pills to lower the pressure in the eye. If drugs don't work, doctors can use laser surgery to open the drainage system and allow the fluid to pass out of the eye. If that fails, microsurgery is used to create new tubes to allow the fluid to drain out. The best way to deal with the disease of glaucoma, however, is to detect it early, before much vision is lost. Connections 1. If you were blind, how do you think your life would be different? How would it be the same? 2. Do you get a glaucoma test when you visit the eye doctor? How do you think the test works? Resources Books Bantam medical dictionary. (1996) New York: Bantam Books. Barnes & Noble concise medical dictionary. (1995) New York: Barnes & Noble Books. Computer software: The Learning Company: Mosby's Medical Encyclopedia: CD-ROM for Macintosh or Windows. Interactive Ventures Inc.: Mayo Clinic Family Health: CD-ROM for Macintosh or Windows. Dorling Kindersley Multimedia: The American Medical Association Family Medical Guide: CD-ROM for Macintosh or Windows. Organizations The Glaucoma Research Foundation 490 Post Street, Suite 830 San Francisco, CA 94102 (800) 826-6693 http://www.glaucoma.org/grf/booklet.html Prevent Blindness America 500 E. Remington Road Schaumburg, IL 60173 (800) 331-2020 http://www.prevent-blindness.org Web sites American Academy of Ophthalmology http://www.eyenet.org Glaucoma Foundation http://www.glaucoma-foundation.org Ophthalmic Consultants of Boston http://www.eyeboston.com/glaucoma.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-568-NEWTON or check out our Web site at http://www.ktca.org/newtons CATCH THE SNEAK THIEF OF SIGHT GLAUCOMA: Student Activity Conduct interviews to determine which older friends and family are at risk for glaucoma. http://www.ktca.org/newtons Main Activity Between two and three million Americans have glaucoma, and worldwide it is the second leading cause of blindness. Glaucoma also is the leading cause of blindness in African Americans. Some people have a much higher risk of getting glaucoma than others. While glaucoma is rare in young people, some of the adults you know may be suffering from the "silent sneak-thief of sight." In this activity, you will develop a "glaucoma risk" questionnaire, then interview at least three adults to determine if they should be extra vigilant about getting their eyes checked for the disease. Materials - pen or pencil - notebook or other paper on which you can take notes - list of questions (you will develop the questions) to ask the people you interview 1. Based on the facts listed below and other information you gather from the resource material on glaucoma, develop a list of questions designed to determine a person's risk of getting glaucoma. - A normal, healthy 65-year-old eye only sees 20 percent of the light that a teenager sees. Any loss in light sensitivity will further diminish night vision. - Glaucoma is seven times more likely to occur in blacks than in whites. People of Asian descent are also at a higher risk than those of European descent. - People over the age of 65 are seven times more likely to get glaucoma than those under 65. - Only 15 percent of people with glaucoma go blind. - Between 20 and 25 percent of people with a close relative who has glaucoma will get the disease themselves, especially if both are female. - Some people with normal pressure in their eyes can have glaucoma, and some people with high pressure in their eyes don't get glaucoma. - The risk of developing glaucoma if you have a family history of the disease is nearly 10 times greater than someone without a family history of glaucoma. - About 80 percent of people with glaucoma are over age 60; 31 percent are between 45 and 60 years old; less than one percent are under 45 years of age. - People who suffer from diabetes or who wear thick glasses for myopia are more likely to get glaucoma. - People who have had an eye injury are more likely to get glaucoma in that eye, even many years later. 2. Interview at least three adults, making sure to record their age, family history of disease, ethnic background, when they last had their eyes checked, and anything else that might put them at a higher risk for glaucoma. 3. Figure out a system to write down and keep track of each adult's risk factors. Determine which of them is most likely to develop the disease. Questions 1. Is a person who wears glasses or contact lenses more or less likely to have an undetected case of glaucoma? Why? 2. Are there other eye diseases that are hard to detect, yet also damage vision? Getting Started Begin the lesson by asking these questions: Have you seen the movies Jurassic Park* or Lost World? How real did the dinosaurs appear to you? What makes them seem real? Have you ever seen model creatures that didn't seem real? What was the difference? What were the moments in the movies that were most striking? Why? How would you like to come face to face with a T. rex or Ultrasaurus? Of course, the dinosaurs in Jurassic Park aren't real. Despite Jurassic Park's science fiction about recreating dinosaurs through modern science, we are still left to imagine how dinosaurs really looked, sounded, and felt. So how did they build Jurassic Park: The Ride? How did they get the dinosaurs to move so realistically? How did they make an environment that replicates the one scientists believe the dinosaurs lived in? How do paleontologists know what environment would be the most realistic? Overview The Jurassic Park ride at Universal Studios Hollywood was in development even before the first frame of film was shot for the first movie, Jurassic Park. The creators spared no expense to make the park as lifelike and realistic as possible, right down to the scripted "disaster" that happens in the middle of the ride. The designers of the ride (who came from every area of the science and technology community) based the ride's environment on the most current knowledge about what the dinosaurs looked like and how they behaved. For example, chemists made materials for the dinosaurs' skin that accurately duplicates skin imprints found with fossils. Botanists selected over 100 species of plants to be viewed from the ride. They based their choices in part on fossilized plants found in Wyoming. An attempt was made to accurately depict dinosaur behavior, too. Scientists now think that dinosaurs were at least somewhat warm-blooded, that some of them (like the Velociraptor) hunted in groups, and that some tended their hatchlings the way birds do today. Evidence for these ideas comes from a large fossil deposit in Montana, in which dinosaur eggs and babies were found in nestlike formations, and a group of Velociraptors was found entangled with the fossil of an enormous plant-eating dinosaur. Scientists extrapolated dinosaur movements and posture by studying the size and shape of bones and connective tissue, and by observing the layout of fossils that had apparently died in action (running or fighting). Robotics experts at a defense contractor then modeled these movements with an advanced hydraulic technology first developed for the space program. The hydraulics were particularly important because most of the moving models of living creatures (animatronics) up until then had been rather jerky. This new hydraulic system, however, used a fluid under pressure to allow very smooth and detailed movement called compliant reactivity. Combined with computerized instructions for even the smallest movement detail, such as shifting the shoulder slightly when moving an arm or moving the tail for balance when shifting weight from foot to foot, this compliant reactivity is startlingly realistic. Connections 1. Why is realism so important to people in a ride like the Jurassic Park ride? 2. How do you think the ride designers are going to top themselves? How could the next ride be even better? DINO-MITE: HOW DID THEY DO? LOST WORLD DINOSAURS: Student Activity Determine how accurate the dinosaur-makers were in creating realistic dinos. http://www.ktca.org/newtons Main Activity The best models show that close attention was paid to small details. See if you can notice these details and suggest materials for models. Materials - video of a dinosaur movie (Jurassic Park or Lost World, for example, but also Godzilla or another science fiction movie) and the equipment to play it on, preferably with a stop-motion feature - artists' depiction of reconstructed dinosaurs (in library books, magazine articles, or on the Web) - natural objects (rocks, flowers) or a small animal such as a frog or fish Questions 1. What areas of study are necessary to get a job modeling animals and natural elements for the movies or for museums? 2. A science has recently been created that involves creating faces on human (or human ancestor) skulls. What do scientists have to consider when reconstructing a face on a skull? Try This Write a story line for an amusement park ride. What kind of action would you have? How would you draw the audience into your story? Try This An online Jurassic Park game is available on the Internet at the address below. Try this game out. What do you think of it? How would you improve it? http://jurassic.unicity.com/jurassic.html Try This Raise your arm or leg and notice what other parts of your body shift or move also. Is this movement consistent? Can you move a limb without moving any other part of your body? 1. Choose a short portion of the video with a dinosaur exhibiting some close-up behavior. 2. Watch the video clip a couple of times, stopping it to study individual movements and materials. Can you identify any clay animation, models, humans in costumes, or computer-generated elements? Is there anything that isn't completely realistic? 3. Compare the video to the reconstruction of dinosaur fossils. Can you find mistakes or inaccuracies in your video clip? 4. Take a simple natural object such as a rock or a single flower, and think about how you would design a model for it. What materials would you use? What details would be particularly important to reproduce? If you wanted to design a model for a small animal such as a frog or fish, what additional details would you need? Why are moving models more difficult to make? SCUBA DIVING What does it take to scuba dive? NEWTON'S APPLE takes the plunge to explore scuba diving. http://www.ktca.org/newtons Getting Started Scuba diving is more than a sport. It's a science that operationally integrates physics, chemistry, physiology, and oceanography. It's also pretty cool. Begin the lesson by showing students a can of compressed air. "Air blasters" are often available as commercial dusting sprays at photographic supply stores. Explain that the can contains a large volume of air that has been compressed into a small space. Within this space, the gas is stored under considerable pressure. When the nozzle is pressed, some of the pressurized gas escapes from the can. Attach a length of plastic tubing or a nozzle extension to the can. Press the nozzle to demonstrate the directional flow of air. Fill a fish bowl with water. Position the free end of the tubing beneath the water's surface. Press the nozzle and have students observe the rush of rising air bubbles. Challenge the class to critically analyze their observations. What causes the rush of bubbles? What do the bubbles contain? Predict how much air is stored in the can. Can compressed air support living things that require oxygen? Overview Scuba—from the phrase "self-contained underwater breathing apparatus"—refers to a type of diving in which an individual carries his or her own supply of air. This air supply is stored within a steel or aluminum cylinder called a scuba tank. A device called a regulator "raps" the pressurized air and adjusts its flow for breathing. Prior to the dive, a mechanical compressor fills the tank with a large volume of air. The pressure produced by this compressed air can exceed 200 times the standard atmospheric pressure! As a diver breathes, flow-adjusting devices called stages drop the flow pressure. Air that is exhaled does not return to the scuba tank. Instead, it is released and observed as the rush of rising bubbles. Sport divers can safely dive to a depth of about 39 meters (130 feet) or five atmospheres of pressure. Although the first crude scuba apparatus was invented over 150 years ago, it was Jacques-Yves Cousteau and Emile Gagnan who perfected the modern day Aqua-Lung. Unlike the "hard-hat" divers that relied on a surface air hose, Cousteau (in the early 1940s) had attained untethered freedom. Connections 1. Suppose a balloon filled with air was released from the sea bottom. How does the surrounding pressure change as the balloon rises? What is likely to happen to the balloon before it reaches the surface? Explain. 2. The bends is a life-threatening illness that results from too rapid a return to surface air pressure. During ascent, nitrogen dissolved in the blood stream comes out of solution as lung bubbles that can block the flow of blood to critical body organs. When construction of underwater foundations for the Brooklyn Bridge was underway, laborers worked in pressurized chambers. Upon a rapid return to the surface, many suffered from the bends. If you were in charge of this construction project, how might you protect these workers from decompression sickness? Resources Books and articles Berg, C. (1993, Dec.) Another look at the mysterious closed system. Science Teacher, pp. 44-48. Frazier, R. (1995) A philosophical toy. Available at: http://www.ed.uiuc.edu/courses/Ci241-scienceSp95/resources/philotoy/philotoy.html Marx, R. (1990) The history of underground exploration. New York: Dover Publications, Inc. Computer software Chariot: Eco-Adventures in the Oceans. 3.5 disks for DOS or Macintosh. (619) 298-0202 or http://www.chariot.com Edmark: Destination: Ocean. CD-ROM for Macintosh/Windows. (800) 320-8379 or http://www.edmark.com The Learning Company: Operation Neptune. CD-ROM for Macintosh or Windows. (800) 852-2255 Web sites Divers Alert Network (DAN). (800) 446-2671 http://www.dan.ycg.org/ Scuba! On-Line Interactive Magazine http://www.scubaon-line.com Our featured contributor is the National Association of Black Scuba Divers (NABS) (800) 521-NABS http://www.nabsdivers.org/ We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. UPS AND DOWNS OF DIVING SCUBA DIVING: Student Activity Create a Cartesian diver and watch what happens when you put it under pressure. http://www.ktca.org/newtons Main Activity Imagine entering a freshwater pond or lake. Take a deep breath and you're likely to float. Exhale, and you'll probably find yourself sinking. These "ups and downs" depend upon the amount of air in your lungs. As the volume of this gas increases, you become more buoyant. As the gas volume drops, you lose buoyancy and begin to sink. In this main activity, you'll construct a device called a Cartesian diver. Like a floating person, this diver has a buoyancy that depends upon its volume of trapped air. As you explore its behavior, you'll uncover the relationship between pressure and volume. Materials - plastic 1- or 2-liter soda container with a screw-on lid - glass medicine dropper 1. Fill the container with tap water. 2. Lower the medicine dropper into the container. Squeeze the bulb slightly so that the glass tube becomes partially filled with water. 3. Set the dropper floating within the container. Add more water to the container so that the level of water rises to the brim. 4. Screw on the container lid. The seal should be tight enough to prevent the leakage of water. 5. Squeeze the center of the plastic container. What happens to the medicine dropper? Release your pressure. What happens now? Note: If the dropper remains afloat, you'll need to open the container and fill the dropper tube with more water. 6. Take a close look at the air bubble trapped within the medicine dropper. What happens to the bubble's volume as you squeeze the container? Can you explain the connection between this change in volume and the behavior of the medicine dropper? What happens to the bubble's volume when you release your grip? How does a change in volume relate to the movement of the medicine dropper? Extend the activity Can you modify the design of your medicine dropper so that it can recover items that are scattered at the bottom of the container? First, design a diver that can retrieve paper clips and other objects attracted to magnets. Then, redesign your diver to "recover" targets that have eyelet-like handles. Is it possible to make a Cartesian diver out of other materials, such as the plastic cap to a pen, weighted with a bit of clay? See what objects will work. Questions 1. Does squeezing the bottle force more water into the air or compress the air, making the diver heavier and causing it to sink? 2. How do these demonstrations relate to scuba diving equipment? How do they explain free divers' use of stones for weight as they dive? SUNKEN SLAVE SHIP How and what can we learn from a shipwreck? Dave dives a wreck and learns how scientists investigate it. http://www.ktca.org/newtons Segment Length: 10:30 Resources Books and articles Marx, R. (1990) The history of underground exploration. New York: Dover Publications, Inc. Sullivan, G. (1994) Slave ship: The story of the Henrietta Marie. New York: Cobblehill Books. Computer software Clearvue: African-American History: Heroism, Struggle, and Hope. CD-ROM for Macintosh/Windows. Available through catalogs. Scholastic: Exploring the Titanic. CD-ROM for Macintosh. (800) SCHOLASTIC or http://scholastic.com Organizations Mel Fisher Maritime Heritage Society P.O. Box 511 Key West, FL 33041 (305) 294-2633 Web sites Connections: A Culturally Historical Perspective of West African to African American http://asul.alasu.edu/academic/adstudies/home.html Marine Archaeology Home Page http://www.marinearchaeology.com The Mystery of the Pipe Wreck Home Page http://copernicus.bbn.com/vq/pipewreck/index.html Getting Started Divide the class into teams. Give each team a photograph of an ocean floor or desert scene and a piece of graph paper. Ask them to imagine they are archaeologists who are looking for treasure under the sand or sea. Have them decide what the treasure is and how it ended up there. Then have them plot a map of exactly where they think the treasure might be located. Be sure to draw any landmarks that will serve as reference points. Ask one student from each group to explain their graph and what they hope to find. Then they began mapping out where artifacts were discovered. Some of the 7,500 artifacts were covered with layers of encrustation made up of the tiny skeletons of microorganisms. As one group of the organisms died, another would attach itself on top of the original layer. Other ship artifacts were preserved by layers of sand, creating an absence of oxygen that protected them from microorganisms that feed off organic matter, waves, and other forces of nature. Conditions such as the depth at which the wreck was found and the cold temperature of the ocean also helped to preserve the artifacts. After carefully gridding, tagging, and excavating artifacts from the site, conservationists removed sand and small shell encrustations. Then, in a lab, they removed any rust from metal artifacts through a process of electrolytic reduction, where the oxidation (or rust) process is reversed. Some artifacts are beyond help for this method to work, but if the layers of encrustation are thick enough, they can be filled like a mold with an epoxy resin to create casts or replicas of the pieces. What is finally preserved provides us with a time capsule, a glimpse into the past, particularly the conditions of the slave trade during that period. This glimpse may help us to understand our history and move more wisely into the future. Overview The Henrietta Marie's trip began in 1700 in London. The ship stopped in Africa to trade glass beads, guns, and pewter to tribal chiefs in exchange for a human cargo of 190 African slaves and continued on to Jamaica and sold the slaves to plantation owners, but never returned to London from there. It was overtaken by a violent storm and went down off the Florida coast. We know the details of the Henrietta Marie's voyage as a direct result of a painstaking sleuthing of marine archaeologists and historians. Marine archaeologists unearthed the ship's artifacts in 1982. Using items such as the bell and shackles, historians pieced together the ship's saga, providing a rare look at how slave ships operated. The first step for archaeologists was to establish a base line and grid on the ocean floor around the wreck to serve as reference points. Connections 1. Archaeological discoveries like the Henrietta Marie change the way we view history. How do they affect our view of the present and future? 2. How do recent discoveries like those made by astronomers about the surface of Mars or by biologists working in Antarctica and the Amazon rain forest change our understanding of life on Earth? Try This Dr. Madeleine Burnside, executive director of the Mel Fisher Maritime Heritage Society, asserts, "I really feel that [the discovery of the Henrietta Marie] is an important event historically. There's something about not just being able to hear stories, but to touch and feel the tangible objects, that allows you to close the book. It's over. You've brought it to consciousness and you can say, 'We'll never let anyone do this to anyone else again.'" Debate why you agree or disagree with this statement. Try This Gather several different metal items. Place each item in a numbered and covered glass or clear plastic container filled with saltwater. Record how much water and how much salt you placed in each container and which item is in each container. Check each container daily for a week and record your observations. Do you see signs of rust? On which metals? How can you explain your observations? Main Activity Work in teams to create the story and site of a shipwreck in a tub or aquarium filled with sand and water. Explore another team's site to grid, tag, and excavate the artifacts. Record information about each item as you excavate and analyze it, then present your findings to the other teams of marine archaeologists. Materials for each team - modeling clay - a variety of small objects with different shapes, including marbles, safety pins, hairpins, Popsicle sticks, coins, metal and rubbers washers, screws, pencils stubs, wrapped hard candy, beads, cheap jewelry, etc. - 40 x 80 cm plastic tub, disposable aluminum roasting pan, plastic shoe box, or aquarium - sand to make a 5- to 8-cm layer on bottom of container - water to fill container - plastic knives, spoons, forks - graph paper - string - toothpicks - pencil/paper - magnet 1. Work in teams to create a story of a shipwreck: What kind of ship was it? What was it carrying at the time it sank? How and when did it happen? 2. Gather a variety of objects that represent what might have been on the ship. Make a detailed list of your artifacts, including size, shape, and material. 3. Cover each one with clay to represent the encrustations on artifacts encountered by marine archaeologists. 4. Cover the bottom of your container with a layer of sand. Fill with water. 5. Arrange your artifacts in and under the sand. 6. Move to another team's site to explore and excavate their artifacts. (That team should keep the story it wrote secret for now—the new team examines only the artifacts.) 7. Use string tied to toothpicks to set up a grid in the sand around the site or main artifacts. Record the grid on graph paper, and then record the location where each artifact is discovered. 8. Use a data log to record a description of each item as you find it. Think about what information is important to include. 9. Use plastic utensils and water to carefully remove any encrustation found on the artifact. Record your findings. 10. Observe your artifacts and analyze your data log. Write a story that might be consistent with the artifacts you found. Present your findings and interpretations to the other teams of marine archaeologists. How closely does your story compare to the one devised by the team that created the site? Questions 1. How does the process of discovery by excavation compare to the investigative process used by other scientists? 2. What "experts" could help marine archaeologists determine the nature and historical context of their discoveries? 3. How might a metal detector aid in the investigative process? How is gold found in the ground? SuChin digs deep to explore how gold is panned and mined. Getting Started In a pie pan, mix a few small copper BBs (available in a sporting goods or discount store) with a handful of glass beads of about the same diameter (approximately 5 mm, available in an art supply store). Add two or three cups of water. Over a colander, swish the mixture in a circle, sloshing some over the side each time. Ask students: Do the glass beads or the copper BBs rinse out more easily with the water? Why is this happening? Gold, a pure element identified with the chemical symbol Au, exists in nature. (Fool's gold, a compound of iron and sulfur called a pyrite, looks a little like gold.) Tiny gold particles are encased in tons of rock, so the ore first goes to a mill where it is crushed very fine. The larger particles separate from the ground rock on a vibrating table that works on the same principle as panning, in which substances of different densities separate from each other. The smallest particles of gold then are dissolved (leached) out of the ground rock with a weak cyanide solution. This still doesn't get all the gold, and it leaves some very toxic wastewater behind, but miners have some valuable new helpers for both of these problems: bacteria. Some bacteria chew up the cyanide in wastewater. Others chemically alter stubborn rocks so that the cyanide treatment can be more effective. This is called bioleaching. A side benefit of bioleaching is the fast production (and consequent treatment) of acids that would otherwise leak slowly from the sludge into the environment. Overview When you think of the gold rush days in the Old West, you probably picture the miner as a grizzled prospector with his mule and pickax. Gold mining today, however, is a scientific process that uses computers, geologic data, chemistry, microbiology, and sophisticated refining equipment to extract trace amounts of gold from rock blasted out from deep underground. If you look at a map of an underground mine, such as the one that the Homestake Mining Company operates in South Dakota, it looks like a very orderly ant farm, with rooms carved out of the solid rock for machine shops, laboratories, and other facilities. Data from geological core samples goes into a computer that makes a drawing of an area (like a connect-the-dot map in three dimensions) and tells the miners where to find gold-bearing rock. The miners then drill a series of precision holes into the rock face, pack in explosives, clear everyone out, and blast. After checking for gas leaks, workers reinforce the walls and ceiling to prevent cave-ins and then hoist the ore out of the mine through the vertical shafts. Connections 1. Mining can have significant environmental effects, particularly in developing countries without strict environmental monitoring. For example, cyanide and acid wastes from mines contaminate streams. How do you think we can help these developing countries, who may be rich in raw materials but poor in cash and education, protect their environment from being degraded by mining operations? 2. We use gold not only for jewelry, money, and high-tech products but also as a part of our language. How many ways do you use the word "gold"? How is this word used in the books you read and in products you buy? Resources Books and articles Butterworth IV, W. (1995, Sept.) Panning for gold. Boy's Life, p. 26. Moffat, A. (1994, May 6) Microbial mining boosts the environment, bottom line. Science, p. 778. Parker, W. (1966). Gold in the Black Hills. Lincoln, NE: University of Nebraska Press. Sawa, T. (1996, Dec 30) Yukon alchemy: A mine raises environmental concerns. Maclean's, p. 92. Computer software MECC. The Yukon Trail. CD-ROM. (800) 685-6322 or (612) 569-1500 Nissen Ventures. StripMiner for Windows. (604) 436-5501 Web sites Homestake Mining Company http://22.214.171.124/ Info-Mine http://www.info-mine.com/ Videos (free) on acid mine drainage are available on request from: http://www.info-mine.com/technomine/enviromin/videos/vmain.html O&K Gold Mining Game http://www.oandk.com/game1.html Requires Netscape 3.0 plug-in for Shockwave. Recreational Gold Prospecting and Mining Page http://www.dnai.com/~wfw One link goes to a list of organizations (categorized by state) devoted to recreational gold prospecting. NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at: http://www.ktca.org/newtons UNDER PRESSURE GOLD MINE Student Activity Design a reinforcement that will help your tunnel withstand collapse. http://www.ktca.org/newtons Main Activity Cave-ins have always been a serious danger in mines. As the depth increases, the pressure on the walls and ceiling of the mine tunnel becomes enormous. Engineers have worked to design new methods of reinforcing tunnels so they will not collapse. Using just paper as a reinforcement material, can you design a good, safe tunnel? Try this as a contest among several groups of students. Materials - two cardboard boxes, one small enough to fit inside the other with considerable room to spare, but deep enough to hold several inches of sand. The small box should have a hole cut at the base in two opposite sides, large enough for the experimental tunnels to slide through (see diagram). - several pounds of wet sand - a big spoon, scoop, or measuring cup - several sheets of regular white paper or construction paper - tape 1. Place the smaller box, with the open top facing up, inside the larger box. (The larger box is just there to catch spilled sand.) 2. Design a tunnel, using only paper with enough tape to hold it together. Start with something simple like a long, narrow box or tube. 3. Place the tunnel through the holes in the small box. (The tunnel must be long enough to fit through both holes with an inch or so protruding from each side.) 4. Pour wet sand into the small box in measured quantities (scoops or cups), covering the tunnel. Record how much sand is required to make the tunnel collapse. (You will have to look through the tunnel from one end to determine when it collapses.) 5. Design some reinforcements or cross braces for your tunnel, still using just paper. You might try folding, twisting, tightly rolling, or braiding pieces of paper to obtain supports with different strength characteristics. 6. Repeat steps 3 and 4 to test your design again. Questions 1. Which design best resisted collapse? Was any particular cross section—triangular, circular, rectangular—unusually good at withstanding pressure from all sides? Was any design better at withstanding pressure from the side than from the top or vice versa? What kind of cross braces were most effective? 2. Miners usually don't build tunnels and then bury them—they dig tunnels underground. Which tunnel reinforcement design would be easiest to install if you packed the small box firmly with sand and then dug a tunnel? Can you think of a way to dig and reinforce at the same time? We encourage duplication for educational non-commercial use. PHASES OF THE MOON Why does the moon look different at different times of the month? David examines how the moon looks from Earth. Getting Started Darken the classroom but turn on a single, incandescent light bulb in a corner. Choose someone to hold a ball in the center of the room. Students should then sketch what they see of the ball from wherever they are sitting. Include the light and shadow on the ball, and the location of their seat relative to the light and the ball. Turn the lights on, and compare the sketches. What differences are there? What caused the differences? Why do most newspapers publish the upcoming dates for the phases of the moon and the times of each moonrise and moonset? What professions depend on knowing this information? Why? Can you think of any ways the moon's phases affect your life? Overview What you see when you look at the moon depends on its location in relationship to the sun and Earth. The moon never goes away or changes shape—we just see a different fraction of sunlight being reflected from the moon to Earth. So how do you explain why this happens? Start with the facts: The moon is our planet's only natural satellite. Its diameter is about a quarter that of Earth's. The moon takes about 27.3 days (about a month) to revolve around Earth, traveling at an average distance of about 384,000 kilometers. We divide the moon's orbital cycle into several segments, or phases. When the sun and the moon are on the same side of Earth, the sun illuminates the side of the moon that faces away from Earth. We don't see any reflected sunlight on its front face, so it looks like there is no moon. We call this the new moon phase. When the crescent moon begins to appear, if you look carefully you may see some faint illumination of the moon from earthshine. About two weeks later, when the moon and sun are on opposite sides of Earth and all are in a line, the sun shines past Earth directly onto the full face of the moon and we see a "full moon." What happens in between? As the new moon phase ends, the moon waxes, or appears to grow larger, and we see more of the moon's face. The lighted area increases over time from right to left from our perspective on Earth. When the sun-earth-moon angle is very small, we see only a thin bright curve, called the waxing crescent. Over the next seven days the angle between the sun, Earth, and the moon grows to 90 degrees. We see the sunlight spread to cover the right half of the moon. This is called the first quarter. The visible part of the moon continues to wax through the gibbous phase over the next seven days until we see the full moon. As the cycle continues, we say the moon is waning, or growing smaller. The amount of lighted area we see decreases, and the darkened area increases from right to left. You can tell if the moon is waxing or waning by whether the right side of the moon is dark or light. Another 14 days pass as the moon moves through the waning gibbous phase, then the third quarter, then the waning crescent phase, and seems to finally disappear in the new moon phase. Now we're back to where we started about a month ago! Connections 1. The full moon always rises about the same time as the sun sets. Why? 2. If the new moon is on the same side of the sun as Earth, why doesn't it block out the sun and create an eclipse? PHASE IN, PHASE OUT PHASES OF THE MOON: Student Activity Create models that show how and why the moon looks different as it revolves around Earth. http://www.ktca.org/newtons Main Activity Work in teams to create 2D and 3D models of each phase of the moon. After creating, testing, and refining your models, you'll be able to demonstrate to your classmates what you've learned. Materials - one 5- to 10-cm Styrofoam ball (the moon) - a light source (the sun), such as an overhead projector or lamp with a 400-watt bulb - room that can be darkened For each group of students, provide: - chart paper - markers - rulers - one 2-cm Styrofoam ball - one 4-cm Styrofoam ball - toothpicks - large flat sheet of foam core or Styrofoam packing material - flashlight 4. Create a 3D model of your diagram. Use toothpicks to attach the Styrofoam earth and moon balls to the flat sheet of foam core. 5. Use a flashlight to provide the sunlight. Darken the room when everyone is ready to test their model. Move the balls as necessary to get the correct phase. Mark and label the positions of the flashlight, moon, and Earth on the foam base when the correct phase is attained. 6. Now for the real test: Explain to the class why we see your phase of the moon. Use your diagram and 3D model. Darken the room and role-play the parts of sun (overhead projector/light bulb), Earth (volunteer from class), and moon (the large Styrofoam ball). Do not state which phase you are demonstrating. Ask a volunteer to guess, based on what he or she sees on the "moon." Questions 1. What do you think it would be like to have several moons revolving around Earth? Would it change your calendar? Poetry? Tides? 2. What views do you think astronauts have of Earth and moon as they orbit Earth? 3. Would the moon phases change if the moon revolved around Earth in the opposite direction? How? We encourage duplication for educational non-commercial use. Getting Started Begin the lesson by asking these questions: Do you or does someone you know have a dog? Have you ever observed how it reacts to you and treats you? What does it do when it is hungry? Angry? Frightened? Glad to see you? Do you know of a dog that has problem behaviors such as biting? Why does an animal behave that way? How do dogs fit into a family? Do dogs think of human family members as other dogs? Overview Genetic evidence confirms that dogs descended from wolves—they are still so close genetically that they can interbreed. Even though dogs were domesticated 12,000 to 14,000 years ago, they still retain many of the original behaviors of their wolf ancestors. Many new pet owners are astonished to find, for example, that puppies feel safer and more secure—and are easier to housebreak—if kept inside a cage part of the time rather than being allowed to run free. Dogs, like wolves, are den animals; in the wild they sequester their puppies safely in close, dark quarters. Dogs also conform to a specific social structure, the pack, in which they cooperate to hunt, feed young, and defend themselves. There is a chain of command, with each dog dominant or submissive to other pack members. The most dominant or alpha male leads the pack and keeps everybody else in line with nips and other aggressive behavior. The alpha male is sometimes successfully challenged by another pack member, and then drops down in the hierarchy, but one dog is always in charge. When dogs began to live with people, they simply transferred this structure—dominance behavior and all—to their human "pack." A dog instinctively defends its human family, but many also try to establish a rank within that family. (Not all dogs will compete for a higher rank.) The problems start if a dog tries to establish dominance over some or all of the human pack members, resulting in aggressive behaviors such as biting or growling. Trainers and animal behaviorists concentrate on communicating to the dog that it is lower in the hierarchy than the people. Some ways of doing this include making the dog eat last, restricting its movements and sleep areas, refraining from showing fear, and encouraging everyone in the house to give the dog commands. This can't remedy all bad behavior, of course—some dogs have been abused or bred for aggressiveness and no amount of training can make them reliable pets. Often, however, the trainer can use instinctive pack behavior to send the dog the message that other family members outrank it. If this idea is established, the dog usually will accept it. Connections 1. What value can you see to a hierarchical social structure? What are some difficulties with it? Do people exhibit similar traits? 2. The famed dog trainer Barbara Woodhouse frequently said that the problem was usually not the dog, but an inexperienced owner. Do you agree? Why? Resources Books and articles American Kennel Club. (1991) American Kennel Club dog care and training. New York: Howell Book House. Coren, S. (1995) The intelligence of dogs. New York: Bantam Books. The call of the wild: After 70 years, gray wolves return to Yellowstone. (1997, Feb 7) TIME For Kids, pp. 4+. Woodhouse, B. (1982) No bad dogs the Woodhouse way. New York: Summit Books. Web sites American Dog Trainer's Network http://www.inch.com/~dogs/articles.html 5TOP Dog Behavior and Training site http://www.suite101.com/topics/cfm/156 International Wolf Center http://www.wolf.com SeaThunder's Scratchpad of Wolves and Wolf-Dog Hybrids http://home.msn.net/%7Ewhisper/wolves.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at: http://www.ktca.org/newtons PACKING IT IN PACK BEHAVIOR: Student Activity Create a pack and see if you can live like a social canine. Main Activity A good pack structure both benefits and restricts the individual—even the leader, who may have more rights, but also more responsibilities. Design a role-playing game based on a pack. 1. Divide the class up into "packs" of four or five people. 2. Write up a list of pack rules for each group. Be sure to include all the necessary elements: packs must find food, distribute it, and keep themselves warm and safe. Examples of specific behaviors might include how to successfully challenge the leader, special tasks only the leader can perform, how to warn of intruders from other packs, who gets first access to privileges, what tasks should be cooperative, what constitutes "food," who feeds the pups, and so on. 3. Establish an initial hierarchy in each pack by drawing numbers out of a hat, and then begin acting out the pack roles. If a pack member becomes dissatisfied (perhaps because the pack is not providing adequate food or protection), he or she may wish to challenge the leader. 4. After playing for a while, stop and discuss how well the pack worked. How effective was your pack at carrying out its responsibilities? Did everyone get enough food? Was everyone adequately protected? How effective was the leader? How many times did leadership change hands? If you played both leader and follower, which position did you like best? Why? Questions 1. Do you think humans exhibit pack behavior? What situation can you think of where one person becomes the dominant member of a group and others follow his or her lead? How and when does leadership in this kind of pack change? 2. What kinds of behavior have you seen in pet dogs that might be explained by their pack tendencies? Have you ever had a dog consider you the "alpha" member of a pack? How did it treat you? PET FOOD How do scientists create the perfect dining delights for my pet? Brian investigates how researchers develop yummy, nutritious pet foods. http://www.ktca.org/newtons Getting Started Begin the lesson by asking students the following question: How do you choose the right product for your pet from such a wide selection? Gather as many different print ads (newspapers, magazines, promotional advertising) for pet food as possible. Collect a variety of sample packages of pet food from your local pet superstore. Ask students: Which product is better for your pet? What would you want to know if you went to a place where scientists design the foods? Show the video to the class. Overview They're cute, most of them are smart, and they make great friends. No, not the kids in your class. Pets! An estimated 36 million homes in the United States have at least one canine. About 31.4 million U.S. homes have at least one feline. That's a lot of hungry pets to feed. And many pets (except for those finicky kitties) will eat pretty much anything we put in front of them. So how do the pet food companies determine what goes into their products to make sure your pet can and will eat it? There are three basic ways to provide food for your pet: improvise food at home from table scraps, prepare pet food from regular food, or purchase commercial pet food. But different pets have different dietary needs—their food must provide the same nutrients found in foods their wild ancestors ate. Commercial pet foods deliver the nutrients and are convenient. From a scientific perspective, pet food must contain the correct balance of ingredients for the pet's breed, age, size, physical condition, and lifestyle. It must be digestible to ensure that all the nutrition from the food is absorbed by the body rather than passed out as waste. Last but not least, it must be appealing and palatable enough to entice the pet to eat it. To devise the perfect pet food, a great deal of scientific research takes place at facilities such as the Waltham Centre for Pet Nutrition (WCPN) in England. Over a thousand scientists in the Waltham network around the world conduct pet-friendly research in the areas of feeding behavior, dietary management, palatability, raw materials, product performances, and owner/animal expectations. The WCPN—home to 250 dogs, 450 cats, and 400 birds—generates more than 15,000 pieces of research daily. Many findings are shared with veterinarians and animal nutritionists worldwide. In the United States, minimum standards for animals' nutritional requirements are established by the National Research Council, a federal agency. Based on research from organizations like the WCPN, the agency mandates, for example, that dog food include a balance of carbohydrates, fats, proteins, minerals, and vitamins. Even after 5,000 years as domestic pets, cats are still carnivores, so cat food must contain certain amounts of amino acids, taurine, arachidonic acids from animal fats, arginine, vitamin A, and niacin. Next time you shop for food for Fluffy or Fido, compare the contents listed on the labels, and think about the research that went into putting together your pet's perfect meal. Bon appétit! Connections 1. Many product labels now carry a statement indicating whether they use animals to test the product. Do you think animal testing is appropriate? Why? How could animals be protected against improper testing? 2. Pet ownership is a big responsibility. What are the advantages of owning a pet? Challenges? Resources Books and articles Anderson, N. & Peiper, H. (1995) Are you poisoning your pets: A guidebook to pet health and safety East Canaan, CT: Safe Goods. (800) 903-3837 Hanna, J. & Mundis, H. (1996) Jack Hanna's ultimate pet guide. New York: Putnam Publishing Group. Roach, P. (1995) The complete book of pet care: Birds, cats, fish, dogs, guinea pigs, hamsters, horses, mice, rabbits, reptiles. Indianapolis: MacMillan General Reference. Computer software Dorling Kindersley: Eyewitness Virtual Reality: Cat. CD for Macintosh or Windows. Available at retail stores and in catalogs. Dorling Kindersley: Eyewitness Virtual Reality: Bird. CD for Macintosh or Windows. Available at retail stores and catalogs. Web sites American Pet Products Manufacturers Association http://www.appma.org American Veterinary Medical Association AVMA Care for Pets Home Page http://www.avma.org/care4pets/ NetVet—The Electronic Zoo http://netvet.wustl.edu/e-zoo.htm Waltham Centre for Pet Nutrition http://petsource.com/WALTHAM NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at: http://www.ktca.org/newtons WHAT'S FOR DINNER? PET FOOD: Student Activity Analyze packaged pet food to find the best choice for your hungry animal friends. http://www.ktca.org/newtons Main Activity Try being a product analyst, pet nutritionist, and package designer. Create a data log to compare the content analysis for several brands of dog or cat food. Include columns for serving size, target age, crude protein, etc. Examine the products themselves and record and compare your observations. Decide which one is actually best for your pet and which one your pet will most likely eat. 6. Each work group should choose the food they think is the healthiest. Does it cost more than the others? 7. Relate the observations to what students in the class actually serve their pets. 8. Invite a veterinarian to comment on the work groups' choices. Questions If you owned a pet food company, how much would you budget for scientific research and development of new products? Raw materials? Would you use "only the best?" How much would go into marketing research and container costs? Explain your budget choices. Materials - variety of pet foods (at least three different types per group) of food for the pet chosen - paper plates - plastic forks, knives, spoons - paper, cardboard, rulers, tape, glue, markers - pens, pencils 1. Create work groups and select which kind of pet will be the focus of your product research and development. 2. Create a data log to compare the content analysis for several brands of dog and cat food. Include columns for price per gram/ounce, serving size, target age, crude protein, crude fat, crude fiber, moisture, calcium, phosphorus, main (first five) ingredients, as well as texture, smell, and appearance. 3. Record the data printed on the packages. 4. Open the packages and examine the products. 5. What differences and similarities do you observe? Compare volume and weight. Are the contents moist or dry? Do they seem greasy? What do they smell like? Getting Started To begin the lesson, find out if any students in the class have asthma. Ask them what it feels like to have an asthma attack. To give students an idea, tell them to do the following: Pinch your nose closed, then breathe in and out through a straw. How hard is it to get fresh air into your lungs? How about getting the stale air out? Try to breathe fast, like you do when you are exercising. What does it feel like to have your body struggling for fresh air? How do you think your life would be different if you always had to worry that an asthma attack could happen, sometimes with little warning? Overview About 12 million Americans have asthma, which means someone you know probably has the disease. Even though it is so common, doctors don't know what causes asthma. They do know it isn't contagious. Asthma usually strikes during childhood. Half the children who get asthma outgrow it by adolescence. The other half spend their lives using medications and avoiding things that trigger attacks. An attack happens when something irritates an asthma sufferer's respiratory system, triggering a series of events that make it difficult for the sophisticated structures within the lungs to get oxygen into the bloodstream. An asthma attack begins by striking the bronchi, the two large tubes that connect the windpipe to the lungs, and the bronchioles, the many little tubes that carry air from the bronchi deep into the lungs. In normal lungs, air from the bronchi moves into tiny air sacs called alveoli. Oxygen moves from these sacs into the bloodstream through tiny blood vessels called capillaries. At the same time, carbon dioxide is removed from the blood and exhaled from the body. An asthma attack causes the muscles surrounding the lungs' airways to tighten. The airways can also become inflamed and swollen, making breathing much more difficult. Finally, the lungs increase production of mucus that clogs the airways even more. Asthma victims often make wheezing sounds and cough as they struggle to breathe and clear out the excess mucus. For someone with asthma, breathing out, or exhaling, is as hard as breathing in. Scientists don't think asthma is inherited, but they suspect genes that make it easier for allergies and other environmental irritations to develop into asthma are passed on from parents to children. If neither parent has asthma, you have a 10 percent chance of developing it. If one parent has asthma, your odds increase to 25 percent. If they both have it, you have a 50 percent chance of developing the disease. Many things bring on asthma attacks and these triggers vary from person to person. Cold winter air, cleaning solvents, dust, spicy food, aspirin, and cigarette smoke can all be triggers. Exercise and strong emotions also can cause attacks. So can viral and bacterial infections. With so many triggers, how can people with asthma live normal, active lives? Most do by inhaling medications that dilate, or open, constricted airways and stop inflammation. They also learn what their specific triggers are and try to avoid them. A cure isn't on the horizon, but people with asthma can control the disease and turn it into an inconvenience, not a barrier to a full life. Connections 1. What other diseases affect the lungs and make it hard to breathe? 2. Would you tell your friends if you had asthma or some other disease that occasionally affected your ability to do things with them? Why? Resources Books Harrington, G. (1992) The asthma self-care book. New York: Harper Perennial. Rooklin, A. (1995) Living with asthma. New York: Plume. Sander, N. (1994) A parent's guide to asthma: How you can help your child control asthma at home, school, and play. New York: Plume. Organizations American Lung Association 1740 Broadway New York, NY 10019 (212) 315-8700 Free educational material about asthma. Asthma Allergy Foundation of America 1125 15th Street NW Washington, DC 20005 (800) 727-8462 Mothers of Asthmatics 10875 Main Street, # 210 Fairfax, VA 22030 (703) 385-4403 National Asthma Education and Prevention Program Information Center 4733 Bethesda Avenue Bethesda, MD 20814 Web sites Asthma support group http://www.radix.net/~mwg/asthma-gen.html National Jewish Center for Immunology and Respiratory Medicine http://www.njc.org/Mfhtml/RAS_Mf.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at http://www.ktca.org/newtons BREATH TEST ASTHMA: Student Activity Experience what it might feel like to strain for air. Main Activity In this activity you will create a simple model of the respiratory system. Not only will you measure the effect of narrowed airway channels, you will experience it as well. Materials - notebook, pen, and ruler - construction paper, scissors, and tape - balloons—large and round, that blow up to about 25 cm (10") in diameter - plastic drinking straws .6 cm (1/4") in diameter, cut to 15 cm (6") lengths - rubber bands 2.5–5 cm (1"–2") in length - stopwatch or watch with sweep second hand - honey dispensed from a plastic squeeze bottle with funneled spout 1. Divide into teams of four. Each team should use an inch-wide strip of construction paper and tape to make a ring 25 cm (10") in diameter. Each team member will need three balloons. Two of the balloons will be modified by inserting a 15 cm (6") length of drinking straw about 2.5 cm (1") into the opening and securing it with a small rubber band. (About eight twists will make the connection airtight and still not crimp the plastic straw.) 2. Each team member takes a turn at blowing up a plain balloon. Inflate the balloon until it just fills the paper ring, which is held by another team member. The third team member measures the time needed to inflate the balloon to the nearest second, while the fourth team member records the data. When inflation is complete, pinch the balloon shut. Reset the watch, then release the air from the balloon. Record the time it takes for the balloon to deflate completely. 3. When each team member has performed the trial with a plain balloon, repeat the entire process with one of the modified balloons. Record the times needed to inflate the balloon to 25 cm and to deflate it completely. 4. When this trial is finished, each team member takes the remaining modified balloon and squirts about 2 teaspoons of honey into the balloon through the straw. Gently squeeze the balloon so that the entire length of the straw is filled with honey. Inflate the balloon to 25 cm as before. Record the inflation and deflation times. 5. Calculate the average inflation and deflation times for the three trials performed by your team. Compare the results with those from the other teams. Questions 1. In our model, the three balloons represent different conditions in the human respiratory system. What are they? 2. How did narrowing the passageway and adding a thick, sticky substance affect your ability to blow up the balloon? 3. How do medicines treat an asthma attack? Getting Started Begin the lesson by showing students how complicated currents can be. Mix one quart of white Ivory dishwashing liquid with five drops of food coloring. Place several small rocks in a shallow baking pan, then tilt the pan up at one end. Pour the liquid in and watch the pattern of currents flowing around the rocks. The more swirls, the more turbulent the water. Which currents would push your raft back upstream? Where are the calm areas? How hard would it be to paddle a raft through the currents without hitting any rocks? Overview Few sights reveal nature's power as clearly as rapids in a fast-flowing river. Water pounds against rocks, sprays into the sky, and boils into white froth. The thought of rafting through such turbulence is scary—unless you are an experienced river runner. Rapids look chaotic, but they are predictable. The volume of water, the steepness (or gradient) of the river, the width of the channel, and the obstacles in the water all have understandable effects on the rapids. Experts can read a stretch of rapids, spotting the hazards and seeing the safest way through. Knowing the amount of water flowing in a river is important because the river's speed increases as more water flows through it. Double the water means double the speed, so a mild rapid becomes a dangerous one during the rainy season. Rafters also must know the flow because water is heavy, weighing 1,000 kilograms per cubic meter (62 pounds per cubic foot), and in rapids it exerts tremendous pressure on a raft. Three basic states of flowing water exist: laminar, turbulent, and chaotic. Laminar describes the smooth-flowing currents in an unobstructed river. Even these currents can be complicated, for their speeds vary. Surface water is slowed by wind, while deep currents are slowed by friction with the riverbed. Water in the middle, a few feet below the surface, usually runs the fastest. Turbulence occurs when obstacles, such as rocks or a sudden narrowing of the river channel, obstruct the current's flow. Obstacles force too much water into too little space, so the water runs faster and laminar sheets break into individual ribbons of current. Then things get really complicated. If water runs into a boulder, a turbulent zone is created where the water and rock collide. The current runs faster around the boulder's edges, but behind the rock, it forms an area of backward-flowing water called an eddy. Shear zones between the eddy and the fast water can be strong enough to keep a raft from reaching the calm water. Water crashing over a submerged ledge or rock becomes chaotic and creates a hole. A hole creates a horizontal vortex underwater that actually rotates in an upstream direction. A rafter who falls into a hole is pushed back upstream against the ledge that created the hole, then driven down underwater. Often the only way out of a vortex is to dive to the bottom of the river, where some of the water crashing into the hole flows under the vortex. A rafter who gets into that deep current can follow it out of the hole and then resurface. Connections White-water rafters must understand fluid dynamics and physics to accurately "read" a rapids. How much and what kind of science must race car drivers know? What about other sports? SHOOTING THE RAPIDS WHITE-WATER RAFTING: Student Activity Float a boat down a model river. http://www.ktca.org/newtons Main Activity Materials (For each station) - large aluminum baking pans or plastic storage boxes, approximately 2' long and 1' wide or larger - diatomaceous earth (can be found in a swimming pool supply store) - fine sand - food-service gloves - dust mask - tiny scraps of notebook paper or cardboard (enough to fill pan to a depth of approximately 3") - pitcher - bucket or other container to mix sand - bucket or other container to catch water - paper towels or sponges for cleanup - blocks of wood to set pans on (Note that these supplies may be available as part of earth-science activities that explore river erosion, or you can use a stream table apparatus.) 1. (May be done ahead of time) In a large bucket, mix approximately 3 parts diatomaceous earth with 1 part fine sand and enough water to make a firm mixture. It will take a few minutes of mixing for the material to absorb the water. If you have sensitive skin, wear disposable food-service gloves as you make this mixture. Also, pour the diatomaceous earth carefully, to avoid raising clouds of dust, as it may irritate your eyes and throat. 2. In one end of the plastic or aluminum pan, carefully cut a hole so water can drain out. Tilt the pan and position the drain hole over a bucket or other container to catch the water. 3. In the bottom of the pan, mold a river bed that is about 10 cm (4") wide at the higher end and then narrows to approximately 2 cm (1") at the bottom. You can also explore a curving river bed or a river that is deeper in some places than others, or place a pebble in the river bed so you can observe eddies forming around it. Draw a sketch of your riverbed in your journal. 4. Then, shoot the rapids! Begin with a small amount of water. Pour it carefully into the higher end of your river and watch it flow to the bottom. Make sure all of the water flows into your catch bucket. Then gradually add more water. 5. To see the effect on a raft, sprinkle some fine bits of paper or confetti on the water. Increase the amount of water to make your river run even faster. To see more detail of the turbulence in the water, add a few drops of food coloring into the water as you pour it. Try other materials as well, such as sawdust, and see how they travel. 6. Observe and note in your journal how fast your model "rafts" move at different points in your river. Questions 1. What's the relationship between speed and the features of your river? 2. How much does the speed change when you pour more water? How do different kinds of model rafts behave in the water? What happens when the channel gets deeper? When it gets shallower? [Adapted from activities from "Landforms and River Cutters," developed by the Lawrence Hall of Science, University of California, Berkeley] Getting Started Begin the lesson by asking students how they think wings help birds fly. Then instruct each of them to take a piece of paper and roll it into a ball. Let it go and watch how it falls. Then take the same paper and smooth it out. Let it go and watch how it falls. The shape of the wing works because of something called Bernoulli's principle. Most wings are curved on the top and flat on the bottom. As the wing pushes through the air, the air on top of the wing must move a little faster than the air on the bottom. This creates slightly lower pressure on the top, which allows the greater air pressure beneath the wing to push the plane up. Ask the following questions: Based on your observations, does the weight of the paper have any effect on whether the paper falls or floats? How about surface area? Explain that the greater the amount of air hitting the bottom of the paper, the more "lift" the air can give it. The wings of birds are similar to those of gliders. Not only do they have a large surface area, but they also have a special shape that helps keep them aloft. Overview Flying a sailplane is probably the closest thing any human will come to feeling like a bird. Powered only by gravity and air currents, these gliders move silently through the sky, often for hours at a time. Because they have no engines, gliders or sailplanes can be thought of as pure flying vehicles, staying aloft by balancing the forces of gravity, lift, drag, and thrust. In a sense, a sailplane is very similar to a roller coaster. Both are towed up high and released. They begin to fall and the force of gravity gets them going. Unlike a roller coaster, which continuously loses height, a sailplane can also gain elevation by riding rising currents of air. Known as thermals, these localized updrafts are caused by air being heated by the warm ground below. When the sun shines down on a sandy beach, for example, the sand heats up faster than the water. As the air in contact with the sand begins to heat up, it expands and rises. This differential heating is what causes thermals and when a glider hits one, it can fly for hours at a time. Connections 1. How is the flight of a bird similar to the flight of a sailplane? 2. How do birds get their thrust and how do they control their direction of flight? Resources Books Hixson, B. (1991) Bernoulli's book. Salt Lake City: The Wild Goose Company. Hosking, W. (1990) Flights of imagination: An introduction to aerodynamics. Washington, DC: National Science Teachers Association. Vogt, G. (1996) The space shuttle glider kit. NASA Johnson Space Flight Center—Educational Publication 349 8-96. Computer software Casady and Greene (1991): Glider 4.0 for Macintosh. (408) 484-9228 Organizations Virginia Air and Space Center NASA Langley Research Center 600 Settlers Landing Road Hampton, VA 23669-4033 (804) 727-0900, ext. 757 Web sites Sailplane Construction and Cost http://www.wiltonct.com/soaringadv/gliderbook5.html/ Learning to Fly Sailplanes http://www.wiltonct.com/soaringadv/gliderbook3.html Sky Sailing: Frequently Asked Questions http://www.skysailing.com Soaring Information http://groupgenesis.com/soar.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-392-NEWTON or check out our Web site at http://www.ktca.org/newtons THE RIGHT FLIGHT GLIDERS: Student Activity Design a glider to achieve maximum glider efficiency. http://www.ktca.org/newtons Main Activity If you could build your own sailplane, what would it look like? Since sailplanes are pure flying vehicles, they have no engines to power them. Instead, they depend on their wing structure and stability to maintain lift. See what kind of aeronautical engineer you are by designing and building your own glider. Try to set your own personal best for maximum flight time with your plane. Materials - standard 8 1/2" x 11" sheet of copy paper - paper airplane book (can be found in most hobby or bookstores) - stopwatch 1. Discuss how the forces of lift, drag, gravity, and thrust all work together to keep a glider in flight. Look at one of the basic glider designs pictured above (or get a paper airplane book with other designs) and construct the one you think will have the longest timed flight, based on wing shape and structure. 2. Have each team member take a turn flying the plane and record all the flight times. Gently throw each plane from the same place. (It's essential to launch each trial the same way.) Compare your flight times with those of the other groups and discuss how the size and the shape of the wings may have affected the flight. 3. After you have evaluated the performance of your plane, try modifying the design to maximize your time aloft. Test your plane again to see if you improved on your flight time. Extend the activity How does your plane behave under different atmospheric conditions? Once you have perfected your glider, see how it will work when the air is in motion. Try flying it over a fan or maybe even a hot plate. Can your plane take advantage of thermal updrafts? Test it out and see. Questions 1. What were some of the common features of the planes with the longest flight times? 2. How did the size and shape of the wings affect the way the planes flew? 3. What other materials besides paper might you use in constructing your plane to get an even longer flight time? 4. Gliders are often towed by airplanes and released at a relatively high horizontal speed. How could you perform this experiment to measure the effects of thrust on the glider's flight? Getting Started Begin the lesson by bringing in a few samples of nonprescription products for mouth pain. Make sure the students are not allergic to local anesthetics such as procaine, benzocaine, or any of the other “-caine” drugs. Let the students use a cotton swab to apply a small amount of the preparation to a quarter-sized area of the inner wrist. Ask how it feels. In groups, have the students read the labels on different preparations, write down the active ingredients, and try to find descriptions of those chemicals in reference books. Ask students the following questions: What does your dentist use to numb your mouth when you have a cavity filled? What is the benefit of these preparations? What are some potential problems with them? Why do teeth need so many nerves and blood vessels? How does anesthesia work? Why do we need to feel pain anyway? Overview Pain is an important safety feature of the human body because without it, no one would have any warning of injury. Nerves transmit pain messages by a combination of chemistry and electricity. When a nerve receives a pain stimulus over a certain intensity, it “fires” by changing the arrangement of positive and negative charges across its cell membrane. When the message reaches the end of the nerve cell, chemicals known as neurotransmitters spill out into a space (synapse) and stimulate the receiving areas (receptors) on the next nerve cell. The signal passes from nerve to nerve very quickly until it reaches the brain, where the message registers as pain (and you say “Ouch!”). Because nerves send messages by a combination of chemistry and electricity, interference in either area can relieve pain. Traditionally, dentists have used a shot of lidocaine (a substitute for Novocain) to numb the tooth so the patient can’t feel the drill. This is a little alarming in itself when the cavity is in a lower jaw tooth; the only available nerve to numb is way in the back of the mouth, so the needle is several inches long. The numbing effects of lidocaine last a while, too, which can be embarrassing. Ever try to talk when your mouth is numb? One nonchemical procedure, which dates back to the 18th century, avoids needles altogether by stimulating the tooth’s nerve with electricity to numb it. Although it can’t be used for everything, this electronic anesthesia has proven useful for some simple dental procedures. There are generally two electrodes, placed inside or outside the mouth (sometimes one in and one out). The patient controls the degree of stimulation by turning a knob on a small switch box. When the stimulation is turned off, the numbness goes away immediately. Anesthesia works in a number of ways. Some anesthetic drugs block certain receptors. Others inhibit biochemicals that increase the nerve’s likelihood of firing. Scientists disagree on how electrical stimulation works, although some think it somehow results in the release of natural painkilling substances in the brain called “endorphins.” Connections 1. Are you a little nervous about going to the dentist? Do you think nervousness makes pain worse? How can you calm yourself? 2. Some anesthetics have side effects. How should these drugs be regulated? THE PAINLESS GAME NOVOCAIN: Student Activity Test different methods to numb your sense of touch. Main Activity Because pain and touch receptors on nerves are closely related, an area of skin more sensitive to touch will often be more sensitive to pain. You can investigate some phenomena that cause changes to the sense of touch; whatever numbs the sense of touch may also be a potential anesthetic. A classic experiment on the sense of touch is called the "two-point discrimination test," which means noticing whether one or two objects are pressed against your skin. More sensitive areas of skin will be able to tell one from two, even when the two are very close together. Less sensitive areas will require that the objects be widely spaced. A numbed area should become less sensitive. 3. Touch with toothpicks that are different distances apart until you can conclude the minimum distance for distinguishing one toothpick from two. 4. Try to alter the sense of touch by applying ice or vibration to the same skin area. What do you notice? What is the shortest distance between toothpicks that can be distinguished? Does the ice make the skin more or less sensitive? Does the vibration make the skin more or less sensitive? 5. Design a similar test for the first finger. Is the first finger more or less sensitive than the forearm? Does the ice or vibration have more or less of an effect on the finger than on the forearm? Repeat the test with loud music or static sounds. Does this alter the sense of touch in any way? Materials - several toothpicks - blindfolds (one for each person—be careful not to share blindfolds) - rulers - tape - ice or ice water - a source of fairly strong vibration (personal massager works well) - pen and paper for keeping records 1. Tape two toothpicks to a ruler (in the same direction as the markings). Measure the distance between them. 2. Touch either a single toothpick or the two side-by-side toothpicks to a blindfolded subject's inside forearm. Record whether the subject can distinguish between the two. Questions 1. Why do you think the ice or vibration works to numb your sense of touch? 2. Why are some areas of your body more sensitive to pain than others? GLACIER CLIMBING What is a glacier and how does one move? Four Oregon teenagers climb to the summit of a glacier. http://www.ktca.org/newtons Getting Started Begin the lesson with the following question: Where is most of the freshwater on Earth currently found—in rivers, lakes, or glacial ice? Explain that glaciers not only are found in polar regions like Antarctica and Greenland, but mountain glaciers exist even at the equator. Glaciers can have an enormous effect on sea level around the world. Toward the end of the last ice age, 12,000 years ago, sea level was almost 300 feet lower than it is today. If global warming occurs, some scientists theorize that melting glaciers in the next century could cause a rise in the sea level worldwide. Overview Over the last 25,000 years glaciers have had an even greater effect on our global landscape than earthquakes, volcanoes, hurricanes, or floods. But because they flow so slowly, they are often overlooked as a significant agent of change. A glacier is a large mass of ice that acts like a river, flowing downhill under the influence of gravity. Glaciers are "born" at high elevations where snow builds up over many years without significant melting. In these "accumulation zones," snow at the bottom of the pile gets compacted by the weight of new snow above, causing it to turn into dense glacial ice. Once the depth of the ice reaches 20 to 30 meters (66 to 98 feet), there is enough pressure from above to cause the ice pack to slowly "creep" or flow downhill. As long as new snow is added at the top, a glacier will continue to move forward. As the front of a flowing glacier moves downhill, it scours the land surface, picking up rock and soil and trapping it in the ice. If snow keeps falling and temperatures stay cold enough, glaciers will continue to move downhill, eventually reaching a point of dynamic equilibrium. Here, the rate of melting at the front of the glacier is exactly balanced by the flow rate of the glacier from the back. While it may look like the glacier has stopped, the flow of ice is continuous, so large piles of glacially derived sediment begin to build up at the foot of the glacier. When the glacier retreats, the deposits become terminal moraines. These telltale signs of past glacial action often reach several hundred meters in thickness. In polar regions like Antarctica and Greenland, so much snow accumulates that individual glaciers flowing down valleys begin to merge together, forming large-scale continental ice sheets. In some cases, these massive glaciers are more than 1,000 meters (3,300 feet) thick and, while they may look static, they too are in continuous motion. Data seems to suggest that over the course of the last two decades, global warming may be causing glaciers all over the world to retreat. The fear is that large-scale melting of glaciers will create a devastating rise in sea level. Only time will tell if this is a long-term trend or simply a natural "blip" in the worldwide glacial cycle. Connections 1. What is the current distribution of glaciers around the Earth? Are there any major trends where glaciers appear to be either growing or shrinking at abnormally high rates? What can changes in glacial distribution tell us about changes in climate? 2. A retreating glacier can leave rich soil behind. What areas of the world benefited from this glacial activity? Resources Books and articles: Hambrey, M. (1992) Glaciers. New York: Cambridge University Press. Hostettler, S. (1997, Jan) Near to the edge of an ice sheet. Nature, p. 393–394. Kimber, R. (1993, May) The glacier's gift. Audubon, pp. 52–53. Lee, L. (1994, June) Summer's here: Chili out! National Geographic World, pp. 10–14. Pfiffnerberger, J. (1997, April) Ice age journey. Earth, pp. 76–79. Walker, S. (1990) Glaciers: Ice on the move. Minneapolis: Carolrhoda Books. Organizations The World Glacier Monitoring Service Wilfred Haeberli and Martin Hoelzle Department of Geography University of Zurich Winterthurerstrasse 190 CH-8057 Zurich, Switzerland http://www.ncedas.ac.uk/public/fcd/iccsi/WGMS.html Web sites Alaska SAR Facility—Great Glacial Images http://www.asl.alaska.edu/ Glacier Page http://126.96.36.199/earth/glacier.html USGS Cascades Volcano Observatory http://vulcan.wr.usgs.gov/Glossary/Glaciers/framework.html Whistler Networks—How to Make a Glacier http://www.whistler.net/glacier/howgl.html Whistler Networks—What is a Glacier? http://www.whistler.net/glacier/whatgl.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at http://www.ktca.org/newtons THE SLOW FLOW GLACIER CLIMBING: Student Activity Discover how a valley glacier flows by using a superthick, viscous fluid as your model glacier. http://www.ktca.org/newtons Main Activity Because it takes an enormous amount of mass to make a real glacier creep downhill, scientists often rely on substitute materials to make a model of fluid flow in glaciers. In this activity, you'll make a highly viscous suspension of cornstarch and water to simulate a glacier, and track the way that it flows down a "valley." Materials per group of four students - plastic shoe box - one 16-oz box of cornstarch - one to two cups of water - one 2-qt mixing bowl - 5 wooden toothpicks - 5–6 large pebbles - one 5" x 7" inch index card - pencil 1. Mix the cornstarch and water together in the bowl to form a suspension with the consistency of toothpaste. (It should not be runny or wet.) 2. Lay the pencil flat on the table and place one end of the shoe box on top of it to give the box a slight tilt. Begin pouring the cornstarch mixture into the box at the raised end and observe what happens. 3. After the mixture has flowed through the entire box, scrape it up with your hand and pile it in the raised end of the box. Use the index cards to make a "dam" across the shoe box valley to hold the mixture back. Lay the five toothpicks across the front of the mixture so that they are one inch apart and parallel to each other. Remove the dam and observe the way the toothpicks move as the glacier flows. 4. After you have tracked the flow of the glacier with the toothpicks, repeat the experiment, but this time place a few large pebbles on the bottom of the shoe box to make obstructions in the valley. Allow the glacier to flow again and observe what happens when it interacts with the obstructions. Questions 1. When the cornstarch mixture initially flowed through the box, what shape did the front take? How does this relate to valley glaciers? 2. When you released the mixture from behind the index card "dam," what pattern did the toothpick markers make? What do you think caused this? 3. What happens to the flow of the glacier when it hits the obstructions in the valley? Do you notice anything different in the top of the glacier as it flows over the rocks? Getting Started Begin the lesson by asking these questions: Do you like hiking in the woods? What equipment do you take on a camping trip? Most camping areas have at least some comforts, such as trash removal, trails, and rest rooms, but real wilderness has none of those things. How would you plan for wilderness travel, such as climbing a mountain? How much and what kinds of food would you take? How would you find shelter, build a fire, and stay warm? How would you navigate with no trails or constructed landmarks? How would you avoid falling on a steep slope? What specialized equipment would you need? Overview In 1997, four teenagers from Oregon won the Outside Adventure Grant for their proposal to climb Mt. Sir Sanford, a remote peak in the Canadian Rockies. To get there, these wilderness enthusiasts had to kayak and hike to the base of the mountain and then climb up a glacier to the peak. The group's winning proposal included tracking and documenting the habits of an endangered species of caribou along the way. The grant outfitted them for their expedition. As these outdoor adventurers could tell you, alpine climbing and snow travel require particular skills and knowledge. Climbers must have good strength and endurance. They must work effectively in the thin air at high altitude. Because climbing in the cold uses up calories rapidly, these mountaineers need to consume foods that provide them with the right ratios of protein to fat to carbohydrate, but they mustn't carry food that's too heavy or perishable. Successful climbers also must know how to avoid frostbite and other cold-related problems. The right choice of fabrics and the right layering techniques allow them to stay warm and dry throughout the journey. Finally, the adventurers need to be skilled at anticipating, preventing, and stopping falls before anyone is hurt. Even on a flat glacier, falls are a danger because of the deep trenches called crevasses (sometimes hidden by snow) in the glacial ice. How do climbers manage to stay on steep slopes? The idea is to keep three of the four limbs solidly fixed to the surface at all times. Spiked boot clamps called crampons allow solid footholds, even on vertical surfaces. In addition, climbers can secure their handholds with special ice axes. Mountain climbing safety depends on climbers belaying (securing) each other with ropes. The National Outdoor Leadership School identifies four elements of a belay: friction, anchors, each climber's position relative to the others, and communication among climbers. The terrain to be climbed is often rated according to its difficulty (rather like the degree of difficulty rank in the sport of diving), so each belay will be a different combination of the four elements. Connections 1. There are many different kinds of wilderness. How many can you name? How would you expect exploration equipment and supplies to differ for various kinds of wilderness? 2. When a wilderness area is opened to people, the environment often degrades because people leave behind trash, pick endangered plants, or trample sensitive ecosystems. What is the best way to allow access to wild places without damaging them? Resources Books and articles: Angier, B. (1973) Wilderness gear you can make yourself. Harrisburg, PA: Stackpole Books. Boga, S. (1997) Orienteering. The sport of navigating with map and compass. Mechanicsburg, PA: Stackpole Books. Dash, J. (1995, Mar 19) The active traveler: The adventure guide's hard reality. Newsday, p. 8. McManners, H. (1996) The backpacker's handbook. New York: Dorling Kindersley Publishing, Inc. Tilton, B. (1995, April 14) Wilderness U. Backpacker, p. 70. Web sites Outside Online Outside Adventure Grants http://www.starwave.com Princeton University Outdoor Action Program http://www.princeton.edu/~oa/oa.html National Outdoor Leadership School http://www.nols.edu NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at http://www.ktca.org/newtons NEEDLE POINT WILDERNESS TRAINING: Student Activity Construct your own navigational tool with some common household items. http://www.ktca.org/newtons Main Activity Almost a thousand years ago, the Chinese writer Shen Kua first described the use of a magnetic compass in navigation. At the time, this "orienting" technique was practiced almost exclusively by seafarers. It wasn't until the 1500s that the compass became popular as a land-based navigational tool. Its rapid and widespread acceptance among landlubbers was probably due to its "double duty" as an inexpensive pocket sundial. The first compasses were most likely made of a naturally-occurring magnetic rock called lodestone. If allowed to rotate freely, this magnetic material comes to rest aligned with Earth's magnetic field. Another valued characteristic of lodestone is its ability to transfer magnetic properties to iron and other metals. Questions 1. What causes the chip to move? 2. Can you tell which is the north-seeking end of the needle? Explain. 3. Suppose the needle had been stroked in the opposite direction. Would that affect its pointing direction? Suppose the needle was stroked back and forth. Would that affect its use as a navigational tool? Explain. 4. In what locations is a compass most reliable? Materials - permanent magnet - straight sewing needle - small bowl - plastic foam chip or flattened noodle 1. Fill a small bowl with tap water. 2. Magnetize the needle by stroking it 50 times with the permanent magnet. Stroke the needle in only one direction. 3. Position the needle lengthwise in the center of the foam chip (or noodle). 4. Carefully lower the chip and needle into the center of the water-filled bowl. 5. Observe the movement of the chip. 6. Move the bowl-compass to different locations, near walls, large metal objects, etc. Note in your journal what happens in each location. DON'T MISS OUT! Don't miss out on the next edition of the NEWTON'S APPLE Teacher's Guide. Send back the postcard below today. The demand for these guides is so great that unless we receive a card from you, we cannot send the next issue! If you have questions or comments, please write to: Director of Outreach & Promotion NEWTON'S APPLE • 172 4TH ST E SAINT PAUL • MN • 55101 Important information about receiving these materials in the future Fill in the postage-paid card below and mail it today. If we don't receive a card from you (even if you're already on our mailing list), we will not send you these materials next year. If you would like to be added to our mailing list, fill in the information below and return the card today! Name ____________________________ School ___________________________ Address __________________________ City ______________ State ______ Zip ______ Any comments? OUTSIDE ADVENTURE GRANTS OUTSIDE MAGAZINE SUITE 440 420 LEXINGTON AVE NEW YORK, NY 10170 36 Important information about receiving these materials in the future Fill in the postage-paid card below and mail it today. If we don't receive a card from you (even if you're already on our mailing list), we will not send you these materials next year. If you would like to be added to our mailing list, fill in the information below and return the card today! Name ____________________________ School ___________________________ Address __________________________ City ______________ State ______ Zip ______ Any comments? Yes, I want my students to have the opportunity to become true world explorers like those in NEWTON'S APPLE Show 1507. Please send my free Outside Adventure Grants Teacher Kit to: Name ____________________________ School ___________________________ Address __________________________ City _____________________________ State ____________________________ Zip ______________________________ Presented by HI-TEC® The Outside Adventure Grants give students between the ages of 12 and 17 the opportunity to dream up, organize, and actually lead an expedition of their dreams. This unique program invites students to unleash their imaginations and, in the process, learn invaluable lessons about teamwork, problem solving, English, history, geography, and the natural sciences. For a free teacher's guide that helps you incorporate this program into your existing curriculum, send in the attached reply card today. NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES BUSINESS REPLY MAIL FIRST-CLASS MAIL PERMIT NO. 3826 SAINT PAUL MN POSTAGE WILL BE PAID BY THE ADDRESSEE TWIN CITIES PUBLIC TELEVISION 172 4TH ST E SAINT PAUL MN 55101-9851 NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES BUSINESS REPLY MAIL FIRST-CLASS MAIL PERMIT NO. 3826 SAINT PAUL MN POSTAGE WILL BE PAID BY THE ADDRESSEE TWIN CITIES PUBLIC TELEVISION 172 4TH ST E SAINT PAUL MN 55101-9851 INDEX TO PAST SEASONS How to Get Your Hands on NEWTON'S APPLE As an educator, you may tape NEWTON'S APPLE off the air and use it as many times as you wish for three years. Check with your local PBS station for their schedule. When they are finished airing the current season (Season 15), they often rerun shows from past seasons. If you prefer, you can purchase tapes from any of the seasons listed on these two pages by calling 1-800-588-NEWTON. \| 10th Season \| Show 1007 \| Dweezil Zappa \| \|-------------\|-----------\|---------------\| \| \| HIV/AIDS \| Ostrich \| \| \| Glass Recycling \| \| \| \| Cement \| \| \| \| Science Challenge \| \| \| \| Wolverine \| \| \| 11th Season \| Show 1101 \| Rock Climbing \| \|-------------\|-----------\|---------------\| \| \| Taste Test \| \| \| \| Monty Hall \| \| \| \| Baby Bobcats \| \| \| 12th Season \| Show 1201 \| Hang Gliding \| \|-------------\|-----------\|--------------\| \| \| Karate \| \| \| \| Robin Leach \| \| \| \| Elephant \| \| \| 13th Season \| Show 1301 \| Hang Gliding \| \|-------------\|-----------\|--------------\| \| \| Karate \| \| \| \| Robin Leach \| \| \| \| Elephant \| \| \| 14th Season \| Show 1401 \| Hang Gliding \| \|-------------\|-----------\|--------------\| \| \| Karate \| \| \| \| Robin Leach \| \| \| \| Elephant \| \| \| 15th Season \| Show 1501 \| Hang Gliding \| \|-------------\|-----------\|--------------\| \| \| Karate \| \| \| \| Robin Leach \| \| \| \| Elephant \| \| We encourage duplication for educational non-commercial use. INDEX TO PAST SEASONS 13th Season Show 1301 Waterskiing Reflexes Escalator Fat-free Food Show 1302 Circus High Wire Mummies Bug Spray Armadillo Show 1303 Maya Bike Trek Hearing Parachutes Owls Show 1304 Africa Special • Balloon Safari • Grasslands • Maasai Mara • Mara Animals Show 1305 Ice Surfing DNA Fingerprinting Bubble Gum Cold Remedies Show 1306 Aircraft Fire Rescue Balloons Knives Science Home Videos Show 1307 Disney World Special • Simulator Rides • Dolphin Communication • Parade Technology • Laser Show Show 1308 Hazardous Materials In-line Skating Skin Wrinkling Compost Show 1309 Human Slingshot Ride Bone Marrow King's Singers Rotting Foods Show 1310 Wild Lion Vet Bicycles Fish Breathing Insect Warfare Show 1311 Equator Special • Equator • Maasai Village • Coffee • Baby Elephants Show 1312 Bird Songs Ergonomics Inventor's Fair Scorpions Show 1313 Jungle Survival Liver Emus 14th Season Show 1401 Spelunking Human Eye Betty White Elks Show 1402 Tahiti Special • Sharks • Tattoos • Black Pearls • Coconuts Show 1403 Riverboats Body Fat Motorcycle Scientists Parrots Show 1404 Hypercoaster Nicotine Erasers Dance Scientists Show 1405 Avalanche Rescue Prosthetic Limbs Football Scientists Popcorn Show 1406 Andes Special • Inca Engineering • Quipus • Potatoes • Alpacas Show 1407 Ski Jumping Bee Stings Fear Ruminants Show 1408 Rain Forest Special • Rain Forest Researchers • Snakes • Frogs • Leaf Cutter Ants Show 1409 Olympic Solar Energy Soccer Trumpets Earthquake Scientists Show 1410 Malaria Tracking Clocks Inventor's Fair Deformed Frogs Show 1411 Post Office Gems Science Home Videos Show 1412 Ethanol Bones Coyotes Show 1413 H₂O Special • Wetlands • Eco-Filtration Pond • Drinking Water • Water Towers We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association.* NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. Getting Started Begin the lesson by having students dip a chopstick into a small cup of honey at room temperature. Tell them to try to keep the largest gob possible of honey on the tip of the stick as they pull it out of the cup. They are simulating how a glass blower works with gravity to keep a gob of molten glass on the end of the blowpipe. Ask: Is all glass the same? Compare and contrast different types of glass (based on properties such as heat resistance, shatter resistance, and color). Overview Glass is an amazing substance—hard, transparent, capable of beautiful colors and sparkles, strong yet brittle. Where does this material come from? A crude version of the material we know as glass was most likely first produced about 4,500 years ago. Around 1500 B.C., artisans learned how to press glass in open molds, producing a variety of shapes and containers. The process, however, was slow, labor intensive, and expensive. Pressed glass was considered as valuable as precious metals. More than a thousand years passed before people discovered how to shape intricate and delicate objects through glass-blowing techniques. Today there are a variety of glasses. These materials have ingredients and structures that produce distinct characteristics. Automobile glass (also called safety glass) is actually two layers of glass that "sandwich" a layer of plastic. If the glass layers shatter, the pieces don't go flying off. Instead, they are held together by the plastic. Laboratory glassware contains a large amount of silica and boric oxide. These components produce a material that can withstand sudden temperature changes. Perhaps the most common type of glass is called soda-lime glass. The basic ingredients include sand (a source of silica), soda (sodium oxide), and lime (calcium oxide). These materials are mixed together and then heated in furnaces. As the materials melt, they combine to form a syrupy liquid. This molten glass is then withdrawn from the furnace and processed in different ways. Although it is brittle, hardened glass is not a solid. It exists in a slow-flowing state known as a supercooled liquid. When molten glass cools, there is no "solidifying temperature" at which the batch suddenly transforms from liquid to solid. Instead, the molten material undergoes a gradual change from a free-flowing to a more viscous material. The more it cools, the less it flows. At room temperature, the minuscule flow goes unnoticed. There are several ways to shape glass. It can be pressed into a mold. This technique produces objects such as bowls and optical lenses. It can be drawn through rollers or holes to produce fibers, tubes, and plates. It can also be blown, with or without a mold. Connections 1. Consider the differences you might find between glass created by hand and glass shaped by machine. When might a plastic product be preferable? 2. The use of fiber optics for telecommunications has become a reality. How many different objects can you think of that are made of glass? Like glass, butter is an example of a supercooled liquid. Although it appears solid, butter's hardness depends on its temperature. As its temperature increases, butter becomes less viscous. Eventually the butter flows like more traditional liquids. If liquid butter is cooled, it takes on the hardened characteristics we associate with solids. The colder the temperature, the more solid the butter becomes. Materials - butter - two 250-ml beakers - five small test tubes - test tube rack - test tube holder - spatula - ice - water 1. Use the spatula to place a marble-sized lump of refrigerated butter in the five test tubes. Label the test tubes 1–5. 2. Place test tube 1 in a freezer. 3. Place test tube 2 in the refrigerator. 4. Fill a beaker halfway with cold water. Add several ice cubes to form an ice-water solution. Place test tube 3 in this solution. 5. Fill the other beaker halfway with hot water. (Be careful not to burn yourself.) Place test tube 4 in this solution. 6. Keep test tube 5 in the rack at room temperature. 7. At the end of the period, examine the butter sample in each of the test tubes. Note and record any differences in shape and appearance and relative hardness. 8. Discard samples 3 and 4. Replace samples 1, 2, and 5 in the freezer, refrigerator, and test tube rack, respectively. 9. Observe samples 1, 2, and 5 on the following day. Questions 1. Did you observe any relationship between the physical properties of the butter and the temperature at which it was maintained? Explain. 2. How is the viscosity of butter and glass similar? How is it different? 3. Predict how the shape of a window-pane might change over many years. Would this change be more dramatic in a hot climate or a cold climate? Explain. SMILES Why do humans smile? Dave Huddleston learns how smiling helps us communicate. Getting Started Begin the lesson by having the class make six emotion charts labeled as follows: happiness, fear, disgust, sadness, surprise, and anger. On a pad of sticky notes, have pairs of students write down as many other emotions as they can think of, one per sticky, in three minutes. Have the students put each sticky note on the chart that most closely matches the emotion. As a group, discuss each chart. Ask the following questions of the group: As you were thinking about different categories of emotions, did your facial expressions change for each? Did you notice changes in your partner’s expressions? Overview Have you ever been asked to “wipe that expression off your face” or to “smile for the camera”? Were you able to? Our facial expressions tell others what we’re thinking and feeling—and usually it’s easy to tell when someone is faking an expression. In addition, our facial muscles send messages to our brains so that when we make a facial expression, our emotions grow stronger. You have 80 muscles that control what happens on your face. Those muscles communicate at least 40 different groups of expressions—the six primary emotions and their blends. Using the Facial Action Coding System (FACS), scientists have observed and analyzed nearly 10,000 facial expressions by determining which muscular actions produce each expression. By studying the mechanics of smiles, frowns, and the thousands of other “faces” we make, scientists are beginning to understand how people use facial expressions. Why is it important to study facial expressions and who cares about them? Actors study expressions to seem more realistic. Police detectives look at the faces of suspects and witnesses to help determine if they are telling the truth. Airport security people study faces of travelers to look for clues about danger in the skies. Medical professionals observe facial reactions during physical exams. Interpreters closely watch the faces of the speakers to determine accurately the message to translate. Reading faces is an important survival skill. Researchers at the Massachusetts Institute of Technology’s Media Lab are working on many projects that involve computers learning to imitate human movement, actions, and even emotions. One project involves developing ways for computer-generated models to interact with each other, using speech with appropriate intonations, hand gestures, and facial movements. In another, scientists use algorithms to generate facial animations from speech and are studying how the face, hands, and speech complement each other in our communication. The focus of another project looks at how people might communicate with computers using speech, gesture, and gaze—the same things humans use to communicate with each other. So next time you meet someone, take a few seconds to think about what that person’s face is communicating before either of you says a word. Chances are you’ll be able to tell what the person is feeling. But remember—he or she might be doing the same thing to you! Connections 1. How do gestures differ from facial expressions or emotions? 2. How do animals communicate with each other? Resources Books and articles Ekman, P. & Friesen, W. (1984) Unmasking the face: A guide to recognizing emotions from facial expressions. Palo Alto, CA: Consulting Psychologists Press. Computer software Mindscape: How your body works. CD-ROM for Macintosh or MPC. (888) 808-4311 or http://www.mindscape.com Organizations American Psychological Association 750 First Street NE Washington, DC 20002-4242 (202) 336-5500 http://www.apa.org MIT Media Lab MIT Building #E15, The Wiesner Building 20 Ames Street Cambridge, MA 02139 (617) 253-0338 http://www.mit.edu/MediaLab/Research.html Print and AV materials Mandler, G. (1989) "Notes on emotion," written for the Rotating Faces Exhibit in the Traveling Psychology Exhibition of the American Psychological Association. The “Rotating Faces” and related activities are part of the exhibition entitled “Psychology: Understanding Ourselves, Understanding Each Other.” The exhibition was developed and produced by the American Psychology Association and the Ontario Science Centre in cooperation with the Association of Science-Technology Centers, the Exploratorium, and The Children's Museum, Boston. Additional support for the exhibition was provided by the National Science Foundation, the William T. Grant and Alfred P. Sloan Foundations, Harvard University, the National Institute of Mental Health, and the Annenberg/CPB Project. NEWTON’S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at: http://www.ktica.org/newtons Try This Walk for several minutes with your eyes looking down, taking short, shuffling steps. Now walk for several minutes with your eyes straight ahead, taking long strides and swinging your arms. Does your mood change? Try This Human faces are asymmetrical, and usually the facial muscles on one side convey more tension. Ask someone to take a picture of your face looking straight into the camera. When you develop the film, ask for two copies—one from each side of the negative. Cut each picture in half vertically. Glue the left side of one to the right side of the other. Repeat with the remaining halves to make two pictures of yourself. What differences do you notice? Which side of your face is more expressive? Try This Communication via email or in online chat areas requires creativity to express not only your ideas but how you feel. Emoticons are symbols that express feelings. For example, :-/ is a frown and :-} is an embarrassed smile. Look at the symbols on a keyboard and create your own set of emoticons. If you have a keypal, share your "faces" and have fun communicating! Main Activity Does a smile only happen on one part of your face? Create a face book to find out. By combining different faces, you can identify what emotions other people see on each face you create. You'll learn which parts or combination of parts of the face communicate most accurately. Materials - magazines you can cut up - scissors - glue - construction paper or other heavy paper - markers and pens - three 1" metal rings or spiral binding machine and binding material 1. Working with two or three partners, collect large (8.5" x 11") pictures of faces from magazines. 2. Glue each face to a page of paper. You should have at least 10 pages of faces. Punch holes in each page and use metal rings or a spiral binding machine to make a booklet. 3. Make two horizontal cuts through each page, dividing the faces into these parts: brow/forehead/eyes; nose; and lower face (mouth, chin). Identify each part of each face on the back of each section. Example: Face 1a (eyes), Face 1b (nose), Face 1c (lower face). 4. Create a table/log to record the face combinations and the emotions your classmates think each face communicates. Remember that there are many more emotions than sad, angry, and happy. Encourage your viewers to think of more complicated emotions, such as satisfied, disgusted, desperate, compassionate, scornful, excited, dull, egotistical, and fawning. Look in a dictionary or thesaurus for some other unusual or detailed emotions. 5. Flip through the booklet to create facial composites. Be sure to note in your log which combination of parts was used for each face and each person's response to that face. Ask your viewers how and why they came to their conclusions. Questions 1. What do your findings demonstrate about how we "read" faces? Share your ideas with the class. 2. What features change the expression the most? The eyes? The mouth? 3. Does everyone tend to focus on the same features? Where do you look first? GREENHOUSE EFFECT How does the loss of ozone affect our climate? David investigates why the greenhouse effect is bad for our environment. http://www.ktca.org/newtons Getting Started To begin the lesson, pose the following situation: On a bright, sunny day, you park your car in the sun and lock it. When you come back later, what has happened? Have you ever been inside a greenhouse when the sun was out? How did it feel? This phenomenon is called the greenhouse effect. Researchers have analyzed air that was trapped in glacial ice 160,000 years ago. By comparing that air to the air in our current atmosphere, they have discovered an increase in carbon dioxide as the use of fossil fuels has increased. Before showing the video, ask the following: Is Earth enclosed by something? In what ways is Earth like a greenhouse? What effects will changes in Earth's average temperature have? How do human activities contribute to this change in temperature? Are we making Earth too hot to live on? How can we cool off? Overview Climate—that is, the weather over a long period—depends on Earth's average temperature. This temperature stays relatively constant because Earth's surface absorbs energy from sunlight, changing it to heat (infrared radiation). Greenhouse gases, particularly water vapor, absorb the resulting heat energy and hold it in the atmosphere instead of allowing it to radiate out into space. (In an actual greenhouse, the glass windows block the heat's exit.) This greenhouse effect keeps us warm, but scientists are concerned that humans may be creating problems by adding certain greenhouse gases to the atmosphere, such as carbon dioxide (from carbon-based fuels), chlorofluorocarbons (from aerosol cans), and methane (from cow digestion). The accumulation of greenhouse gases could result in global warming—an increase in the average temperature that would probably lead to climate change. If the worst predictions come true, we may have to deal with melting polar ice caps; rising sea levels; uninhabitable coastal areas (where half the world's population now lives); and wild, unpredictable storms. Agricultural areas might turn to desert, while barren areas might become fertile. Resources Books and articles Botkin, D., & Keller, E. (1995) Environmental science: Earth as a living planet (chapter 21 on climate). New York: John Wiley & Sons, Inc. Rawls, R. (1996, Nov 4) Ironing the ocean: Iron, a micronutrient for marine plants, may be critical to global carbon balance. Chemical and Engineering News, p. 40. Roleff, T. (Ed.) (1997) Global warming: Opposing viewpoints. San Diego: Greenhaven Press. Sarmiento, J., & Le Quere, C. (1996, Nov) Oceanic carbon dioxide uptake in a model of century-scale global warming. Science, p. 1346. Computer software KIDWare: Weather Tracker (ver. 3.0). Shareware, downloadable from http://www.hotfiles.com, $15 to register. Web sites CIESIN (Consortium for International Earth Science Information Network) http://www.ciesin.org/ Environmental Defense Fund http://www.edf.org/pubs/Brochures/GlobalWarming/a_gwexhibition.html Environmental Protection Agency http://www.epa.gov Connections 1. Sometimes a waste product or pollutant can be recycled for another use. Can you think of some other uses for the greenhouse gases? 2. How can we determine if human activity is really contributing to global warming? And if it is, what should we do about it? BUBBLE GREENHOUSE EFFECT: Student Activity Use vinegar to identify carbonate-containing materials. Main Activity Carbon dioxide doesn’t just take up space in the atmosphere. It’s part of the global “carbon cycle,” in which carbon travels through the living environment to nonliving things and back again. You can also find carbon in some rocks and minerals, generally combined with oxygen and a metal in a compound called a carbonate. You can identify carbonate-containing materials because they react with acid to give off bubbles of carbon dioxide. The chemical sentence (equation) that describes this process is: \[ \text{Na}_2\text{CO}_3 + 2\text{HC}_2\text{H}_3\text{O}_2 \rightarrow \text{CO}_2 + \text{H}_2\text{O} + 2\text{NaC}_2\text{H}_3\text{O}_2 \] Questions 1. Which materials gave a positive test for carbonate? How can you be certain that any bubbles you saw were carbon dioxide and not some other gas? What percentage of the material was carbonate? 2. How else could you measure the amount of gas given off? 3. Does it seem likely that carbonate-containing rock is a source of atmospheric carbon dioxide? Materials - white vinegar (a solution of acetic acid and water) - various materials, such as eggshells, chalk, rocks, sand, seashells, bones, baking soda, salt, baking powder, and sugar (Caution: Do not test favorite objects, such as prized seashells or your mom’s pearls, with vinegar or any other acid. The acid reaction will damage them.) - eyedropper - shallow glass or ceramic dish for testing 1. Weigh the material to be tested on a balance. 2. Put the material in the dish and place several drops of white vinegar on it. 3. Observe whether bubbles form. If bubbles do form, keep adding vinegar until they stop. 4. When bubbles stop forming, dry and weigh the material (if there is any left). MAMMOTH DIG Why are there mammoth "burial grounds"? Dave checks out a huge mammoth dig. Getting Started Begin the lesson by getting students to make a list of as many mammals as they can think of that live in your area. Cats and dogs are easy, but what animals live in the woods, in an abandoned dwelling, near wetlands, or on the prairies? Are there mice, raccoons, or bears near you? Which are biggest? Have students research mammals that lived during the most recent ice age. Ask: How were these animals different from the ones today? What happened to them? Are any types of mammals still around that also lived during an ice age? How did they survive when so many others didn't? Overview On a windblown steppe some 11,000 years ago, a herd of mammoths stampeded up a hill as a vast fire set by Paleo-Indians burned toward them across the grasslands. The panicked giants, elephant-like creatures standing 11 to 13 feet (3.3 to 4 meters) high at the shoulder, reached the top of the rise, then fell 50 feet down into a ravine. Out of the drifting smoke appeared a dozen of the Paleo-Indians, carrying spears tipped with sharp Clovis points to finish off the mammoths that had survived the fall. Starting fires to stampede large animals over cliffs was one of the ways humans used to hunt. Mammoths, with large tusks and abundant meat, were highly prized. Mammoths were members of the genus Mammuthus, a group of several species of prehistoric elephants that roamed the North American continent from about two million years ago until becoming extinct here about 11,000 years ago. Many scientists believe human hunting and climate change combined to kill off the mammoths. Before human hunters arrived and the climate changed, mammoths thrived on the plentiful grasses and other vegetation of the tundra and steppe. There were several species of the creatures, including the Columbian mammoth, Jefferson's mammoth, the imperial mammoth, and the woolly mammoth. The Columbian, Jefferson's, and imperial mammoths were similar to modern elephants in that they had two large, curved tusks; a long trunk; and little hair. The adults stood about 9 to 15 feet (2.7 to 4.6 meters) tall and had a life span of about 50 years. The woolly mammoth, which lived in the colder arctic tundra, was covered with thick curls of wool overlaid with long, coarse protective hair. Mammoths differed from mastodons, another elephant-like creature that roamed North America from about 4.5 million to 10,000 years ago. Mastodons were smaller, standing 8 to 10 feet (2.4–3 meters) tall at the shoulder and weighing four to six tons. The key difference between mastodons and mammoths was their teeth. Mammoths had flat teeth designed to grind grasses, while mastodons had cones on their teeth that enabled them to feed off shrubs and trees. As a result, mastodons lived in the tropical rain forest and spread into South America. Mammoths have ancestral roots going back about 35 million years to a swamp-dwelling creature that resembled a small hippopotamus. During eons of evolution, an assortment of strange-looking creatures came and went—animals with two or four tusks, curved up or down, some shaped like flat shovels or corkscrews. Mammoths evolved from this group about four million years ago, but elephants are the only modern survivors. Connections 1. How could changes in the climate at the end of the last ice age push a species toward extinction? 2. What is the biggest threat to modern elephants—hunting or climate change? Why? Resources Books Bahn, P. (1996) The Cambridge illustrated history of archaeology. Cambridge, England: Cambridge University Press. Fagan, B. (1987) The great journey: The peopling of ancient America. New York: Thames and Hudson. Organizations The Mammoth Site of Hot Springs, South Dakota, Inc. 1800 Highway 18 By-Pass P.O. Box 606 Hot Springs, SD 57747-0606 (605) 745-6017 Publishers of booklet entitled Mammoth graveyard: A treasure trove of clues to the past by R.A. Border (1994). Web sites Illinois State Museum http://www.museum.state.il.us/exhibits/larson/ice_age_animals.html Swedish Museum of Natural History: Mammoths in Europe http://www.nrm.se/virtexhi/mammsaga/mammut.html.en Main Activity Vast herds of mammoths roamed the North American continent for more than a million years, surviving several ice ages. At the end of the last ice age, about 11,000 years ago, just after the arrival of human hunters, mammoths became extinct. While the changing climate certainly made life more difficult for mammoths, the added threat of human hunters may have been enough to cause the extinction. In this activity students divide into small groups and play two games of survival to see how extinction might have occurred when the human hunters arrived. Materials (for each group) - 2 sheets of graph paper - 20 dice for each group (Have students bring in a couple of regular dice from a game at home.) 1. Each team begins with a herd of 20 mammoths, each animal being represented by a single die. The numbers on the dice represent the following events: 1 = Death by starvation 2 = Birth of a calf 3 = Falls into an ice crevasse of the permafrost 4 = Lives well for one year 5 = Killed by giant bears 6 = Lives well for one year 2. Each roll of all of the dice represents one year. For each 1, 3, or 5 rolled, subtract one mammoth from the herd. For each 2 rolled, add a mammoth. For each 4 or 6, don't change the number. 3. Roll the dice for 20 turns, representing 20 years. Keep track of the births and deaths for each year, then graph the growth or shrinkage of the herd over time. Did any of the teams have a herd go extinct? Did the number of mammoths go up, down, or stay about the same? 4. Play the game again, but this time change the meaning of number 4 on the die to "Killed by Paleo-Indian hunter." Compare your graphs from both rounds of the game with those of the other teams. Questions 1. Based on your results, would mammoths have become extinct if humans had not come to North America? Explain. 2. Suppose you replaced the meaning of both the "4" and the "1" with "Killed by Paleo-Indian hunter." How would that affect the herd? What other factors might affect the survival of the mammoths? 3. Are there any modern animals that are being threatened by changes to their ecosystem? Is the threat caused by nature, human hunting, or some other human activity? KIDS ON MARS How do scientists design probes for distant planets? Kids recreate the surface of Mars and design a planetary rover. http://www.ktca.org/newtons Getting Started Begin the lesson with the following comments: This past summer, NASA landed the Pathfinder space probe on the surface of Mars. What did scientists do before they even attempted such a mission? What are the difficulties they might have faced designing and constructing a vehicle to navigate a foreign landscape by remote control? Watch the video to see how one group of science students undertook their own "mission to Mars," following the same procedures as the NASA space scientists. Overview From that fateful day back in 1877 when Giovanni Schiaparelli trained his telescope on the surface of Mars and identified long, sinuous "canali," people have wanted to get a close-up look at the "red planet." It wasn't until July 1965 that earthlings finally got that first look, with the help of a remote probe called Mariner 4. Then in 1971, Mariner 9 produced pictures confirming that there were no signs of advanced life on the planet but strongly suggesting that running water and volcanoes had significantly reworked the surface. In the summer of 1976, the Viking 1 and 2 spacecraft actually landed on the planet, taking the first color pictures and analyzing the soil for life. These two probes set the stage for the present round of exploration that culminated in the Mars Pathfinder and Global Surveyor missions in 1997. Mars is geologically similar to Earth. Large amounts of water once flowed over its surface, carving out deep channels and possibly forming seas in which primitive life existed. Mars also is home to Olympus Mons, the largest known volcano in the solar system (three times as tall as Mount Everest). Eruptions from this giant ended millions of years ago, but the findings suggest that Mars was once a warmer, tectonically active place. Even though the atmosphere on Mars is only about one percent as dense as Earth's, it still produces weather patterns. If all goes well, the Global Surveyor will provide us with detailed weather readings over the course of one Martian year (which is actually two Earth years). In the coming years, NASA plans to send a number of additional unmanned probes to Mars to collect data on the ice caps and soil chemistry. Sending a spacecraft to analyze a planet that's 34 to 240 million miles away is a complex task, requiring an enormous amount of planning and teamwork. To get a taste of what it's like to be a Mars mission scientist, students from the Marcy Open School in Minneapolis created their own "mission to Mars." The first step in the planning process was to create a model of the planet's surface. The next step was to design a vehicle that could successfully traverse the landscape without getting stuck or, worse yet, falling over. The students tried rovers with different numbers of wheels, rovers of varying heights and widths, and rovers with different kinds of traction. After each test, design changes were made until the final working model was built. The last step was to create a computer program to actually make the system run. Once the program was "debugged," the class ran its model trip to Mars. Connections 1. How are photos of Earth from space used to determine changes in our global environment? 2. Recent advances in computer logic have made it possible for certain robots to "think." How might this be used in a space probe exploring the surface of a distant planet? Resources Books and articles Burgess, E. (1990) Return to the red planet. New York: Columbia University Press. Fortier, E. (1995, Dec) The Mars that never was. Astronomy, pp. 37-43. McKay, C. (1997, Aug) Looking for life on Mars. Astronomy, pp. 39-43. Naeye, R. (1996, Nov) Was there life on Mars? Astronomy, pp. 33-37. Organizations Lunar and Planetary Institute 3600 Bay Area Blvd. Houston, TX 77058 NASA Central Operation of Resources for Educators NASA CORE Lorain County JVS 15181 Route 58 South Oberlin, OH 44074 (216) 774-1051, ext. 249/293 Web sites Lunar and Planetary Institute http://cass.jsc.nasa.gov/lpi.html Mars Global Surveyor: NASA/JPL http://mgs-www.jpl.nasa.gov/ Mars Pathfinder: NASA/JPL http://mpfwww.jpl.nasa.gov/ NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at http://www.ktca.org/newtons MAP YOUR OWN WORLD KIDS ON MARS: Student Activity Discover how changing the scale of a map can either increase or decrease the level of detail you see. http://www.ktca.org/newtons Main Activity Maps are really models of a place in space. A topographic map uses special lines called "contours" to show how the ground surface changes in elevation from one place to another. In most cases, when contour maps are made, the scale that is selected for the contour interval is proportional to the scale used to show distance across the map. In this activity, you'll discover what happens when you change the map scale but try to keep the contour interval the same. Materials (per group of two students) - any U.S. Geological Survey topographic 7.5-minute quad map showing at least 300 feet of relief - millimeter ruler - pencil - sheets of blank 8 1/2" x 11" paper 1. Discuss how topographic maps are used to show land surface features and how the scale for the elevation (contour interval) is usually proportional to the map scale. Note the scale used to calculate distance (1: 24,000) and the contour interval (usually either 10 or 20 feet). 2. Use your ruler and pencil to mark off a 20-cm square on the topographic map. Take the first piece of paper and draw a 10-cm square. The object is to recreate all of the same contour lines that appear in the square on the topographic map by drawing them in the square on the paper. Since the square on the paper is half the size, you will have to "scale down" the space between the lines to half the distance. To do this, use your ruler to measure the distance between lines in millimeters and divide by two. 3. Once you have completed drawing your half scale map, draw a 5-cm square on the second piece of paper. Follow the same procedures as in step 2, only this time, take the data off the 10-cm square. Make sure you draw in every contour line. Questions 1. Make a detailed contour map of your room or your classroom and do the activity again. Is it harder or easier to change the scale? 2. What has happened to the spacing between the contour lines as you reduced the scale of the map? How did this affect your ability to read changes in elevations? 3. When the scale is reduced on a map, what should be done to the contour interval? How does this affect the accuracy of the elevation readings? 4. If you wanted to make a detailed map showing 1-foot elevation change on the surface of a planet, what type of scale would you need? We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. WIND BLOW What causes wind? Where do air masses come from and where do they go? Eileen gets blown away to investigate the wind. Getting Started Begin the lesson by asking: What is wind? What do you think makes it blow? Where does the energy come from to power the wind? Explain that wind is moving air, and the energy to drive it comes from the sun. To illustrate, conduct the following experiment: Place an empty balloon over the top of an empty, clean, 2-liter soda bottle. Ask the class: What do you think will happen to the balloon if we begin to heat the bottle with a hair dryer? Heat the bottle until the balloon inflates. Explain that when air is heated, it expands and becomes less dense. As a result, hot air rises. In the real world, the sun heats Earth's surface, which in turn heats the air. Rising air is only part of the story of what makes the wind blow. Watch the NEWTON'S APPLE video so you can see the "big picture." Overview Anyone who has ever lived through the fury of a hurricane or witnessed the destructive power of a twister knows just how much punch the wind can pack! What many people don't realize is that when they see the wind blow, they're really watching the power of the sun! On Earth, our surface is surrounded by an ocean of air called the atmosphere, which, like water, is quite fluid. Just like there are currents in the ocean, our atmosphere has wind currents controlled by many of the same factors, including temperature differences, density differences, and the spin of the planet. Most winds get started because of local changes in the density of air. As with most matter, when air is heated, it expands, causing it to become less dense. Just like in a hot-air balloon, warm air is buoyant. Cool air, which is more dense, moves in and literally pushes the warmer air up, or, in common terms, the warm air rises. We sense the motion as wind. All of the energy to heat the air comes from the sun, but in general the sun heats the air indirectly. Solar radiation in the form of visible light penetrates our atmosphere and strikes Earth's surface, where it's converted into heat and, as described above, begins to rise. Since the surface of the Earth is quite variable in its makeup (rock, tree, water, and pavement), the air is not heated evenly. Instead, separate pockets of rising warm air masses called thermals are formed, ultimately driving the local wind directions. While small variations in Earth's surface help to cause localized wind conditions, differential heating and cooling of the atmosphere generates global-scale winds as well. Hot air rising over the equator pushes northward and southward. Upper atmosphere cooling causes the hot air masses to become more dense and sink. Once near the warm Earth, the air heats up and rises again. A vertically circling flow of air, called convection cells, results. The cyclic motion of these air masses is further modified by Earth's own rotation, deflecting them to the east and west. Known as the Coriolis effect, this rotation deflection is what gives rise to the global wind belts including the polar easterlies, mid-latitude westerlies, and tropical trade winds. Connections How did the global wind belts control the routes of early explorers and traders who depended on the wind to move them around? Besides sailboats, how else was the wind used to power civilizations of the past? Resources Books and articles Demillo, R. (1994) How weather works. Emeryville, CA: Ziff-David Press. Gipe, P. (1995) Wind energy comes of age. New York: John Wiley & Sons, Inc. Greeley, R. (1994, Jan 21) Wind streaks on Venus: Clues to atmospheric circulation. Science, p. 358. Onish, L (1995) Wind and weather. New York: Scholastic Voyages of Discovery. Rennicke, J. (1995, Nov) Why the wind blows. Reader's Digest, p. 82. Schaefer, V. & Day, J. (1981) A field guide to the atmosphere (a Peterson field guide). Boston: Houghton Mifflin. Organizations National Oceanic and Atmospheric Administration NOAA Environmental and Information Services 1315 East West Highway, Room 15400 Silver Spring, MD 20910 (301) 713-0575 Web sites National Weather Service http://www.nws.noaa.gov/ The Wind: Our Fierce Friend http://sin.fti.edu/units/energy/wind.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 612-870-5800 NEWTON or check out our Web site at http://www.ktca.org/newtons THE HEAT IS ON WIND BLOW: Student Activity See how heat from the sun creates wind and how Earth's rotation changes its path. http://www.ktca.org/newtons Main Activity Convection cells are circular currents of air that result when hot air rises into the upper atmosphere, cools and contracts, sinks down near the Earth's surface, heats up and expands, and then rises again. The rotation of Earth causes these air masses to move in the form of wind. In this activity, you'll create small convection cells and watch their patterns as you put the spin on them. Materials - 2 aluminum pie pans - opaque, white dishwashing liquid - red or green food coloring with a dropper - candle in a holder and matches - watch with second hand 1. Fill one of the aluminum pie plates with a half inch of dishwashing liquid. Fill the other plate with a half inch of water. 2. Using the plate with the dishwashing liquid, place several drops of food coloring about halfway between the center and the edge of the plate. 3. Light the candle and place it in its holder. Hold the plate over the candle so that the drops of food coloring are directly over the flame. Wait about 45 seconds and observe what happens to the drops of food coloring. Describe how they look and how they move. 4. When heated, your drops of food coloring act like convection cells that form near Earth's surface. To see how the Earth's rotation might affect these cells, place the first pie plate into the pie plate containing water and spin it for about 30 seconds. Describe the patterns that are formed. Questions 1. How did the shape of the convection cells change as you heated the plate? 2. The patterns that formed when you spun the plate can be compared to the wind patterns in Earth's atmosphere. Do you think wind patterns flow the same around other planets? Why or why not? CAR ENGINES How do car engines work? SuChin looks under the hood to examine the workings of an engine. Getting Started Begin the lesson by having small groups of students do the following activity: Place two teaspoons of baking soda in a gallon-size, zipper-type storage bag. Put a cup containing three ounces of vinegar inside the bag, being careful not to spill any vinegar from the cup. Zip the bag closed. Hold the bag out away from you over a sink or garbage container. Pour the vinegar onto the baking soda. Ask the students the following questions: What happens to the bag? What happened inside the bag to cause this reaction? How is this type of reaction, where chemical energy is transformed into mechanical energy, similar to what happens inside a car engine? How are they different? Overview It's hard to imagine living in a world where there are no cars, buses, or trucks. When it comes to important inventions, the internal combustion engine has to be near the top of the list. Unlike most steam engines that preceded them, internal combustion engines are small enough to fit in personal vehicles, such as cars. Unlike electric motors, these little powerhouses can travel a long distance on a compact fuel source. As with most inventions, the internal combustion engine is really the product of many individuals working over a long period of time. Early experiments with engines that burned liquid fuel started back in 1838, but it wasn't until 1876 that a German engineer named Nikolaus Otto created one that actually worked. Little has changed in the Otto-cycle engine over the last 120 years. The key element behind its power involves igniting a small amount of gasoline inside a confined space called the cylinder. As the fuel explodes, it produces a great deal of hot gas, which presses against the face of a piston, pushing it down in the cylinder. The other end of the piston is connected to a piston rod that turns a rotating crankshaft, which in turn is linked to the car wheels. The up-and-down motion of the piston makes the crankshaft turn, just as the up-and-down pedaling turns the crank of a bike. It is this rotary motion of the crankshaft that runs the car's engine. For all this motion to take place smoothly, four distinct actions or strokes occur in the engine. During the intake stroke, the piston moves down in the cylinder and a mixture of air and fuel enters the cylinder through a valve in the top. In the compression stroke, the valve closes and the piston begins to move back up the cylinder, compressing the mixture. Once the piston reaches the top of the cylinder, the spark plug ignites the fuel, which drives the piston back down. This is called the power stroke because it's where the power comes from. In the final exhaust stroke, the piston moves back up again and a second valve opens to allow the spent gas to escape. Then the cycle starts all over again. Typical car engines have either four, six, or eight cylinders. It is important that all of the piston movements are timed to move in an orderly way. Otherwise, the engine won't run smoothly. Connections 1. How did the development of the internal combustion engine change the settlement pattern of people over the last 100 years? 2. What are some of the disadvantages associated with the internal combustion engine and how might they be corrected? Resources Books Heywood, J. (1988) Internal combustion engine fundamentals. New York: McGraw-Hill. Macaulay, D. (1988) The way things work. Boston: Houghton Mifflin Company. Computer software Microsoft Home Essentials: Microsoft Encarta 97 Encyclopedia. (800) 454-9497 Organizations Society of Automotive Engineers 400 Commonwealth Drive Warrendale, PA 15096-0001 (412) 776-4841 Web sites Society of Automotive Engineers http://www.sae.org University of Michigan Automotive Research Center http://arc.engin.umich.edu Woman Motorist Magazine On-Line http://www.womanmotorist.com NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at: http://www.ktca.org/newtons YOU'VE GOT THE STROKE CAR ENGINES: Student Activity Build a piston system to convert linear to rotary motion. http://www.ktca.org/newtons Main Activity For a car to move, the wheels have to turn in a rotary motion. Internal combustion engines are powered by pistons which move in a back-and-forth or linear motion. By building and testing a model piston/crankshaft system, you'll discover how this energy transfer takes place and learn why there is an upper limit to how fast an engine can run. Materials - two 11" x 17" pieces of cardboard or chipboard - strong pair of scissors and glue - three 2" brass paper fasteners - 2" roofing nail - metric ruler and stopwatch 5. Determine the maximum number of complete cycles the piston can make in 15 seconds. To do this, carefully slide the piston up and down as quickly as you can without bending the apparatus. 6. Now connect the piston rod to the next hole toward the center of the crankshaft and repeat steps 4 and 5, recording your results. Repeat this for all the holes in the crankshaft. Questions 1. What happened when you attached the piston rod closer to the center of the crankshaft? 2. Was it easier or harder to make the crankshaft turn quickly? 3. Did the crankshaft get stuck in any part of its motion? In a real engine, would this happen, too? Why or why not? PISTON HEAD CYLINDER SIDES PISTON ROD CRANKSHAFT We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. ZOO VET How is a zoo vet different from my puppy's vet? NEWTON'S APPLE looks at a day in the life of a zoo vet. http://www.ktca.org/newtons Getting Started Begin the lesson by dividing the blackboard in half, labeling one half "Animals" and the other "Needs." Have the students come up with a list of all the animals that might be found in a zoo. Instruct them to think of all the things that a zoo needs to do and provide for each animal. Next to each "Needs," write students' suggestions of who could take care of each task you listed. Ask the students: What do you think the role of a zoo is or should be? Overview One of the most important people at any zoo is the veterinarian. Though zoo vets and domestic animal vets go to school for the same amount of time, zoo vets must be familiar with the anatomy and physiology of many more species of animals—thousands in some cases. A zoo vet must know how to take and read x-rays of a giraffe's neck or a crocodile's tail, whether a snake's vertebrae is developing correctly, where the best place is to give a shot to an elephant, and much more. Zoo vets make regular visits to every animal enclosure and discuss potential health concerns with zookeepers, who are usually the first to notice if an animal is sick or injured. Wild animals in captivity need periodic checkups and vaccinations. The vet must carefully examine each animal's coat or skin, teeth, ears, eyes, heart, and lungs. Different animals need different preventive care. For example, unlike humans, whose teeth stop growing when they reach a certain size, some animals (like rabbits) have teeth that keep growing but are naturally ground down in the wild by what the animal chews. Zoo vets must grind these animals' teeth down or make certain that they have appropriate items to chew. Because the wild animals in zoos and aquariums are so exotic, their diseases can be, too. Sometimes an animal may suffer from a disease never before seen in its species. And sometimes one species of animal may transmit a "treatable" disease to another species in whom that disease is incurable. A zoo is a collection of ecosystems and wild animal species. To ensure healthy animals, all aspects of their living space must be just right. Zoo vets are instrumental in exhibit design because they can detect health problems linked to the anxiety level of an animal in a too-small or crowded space. Resources Books and articles Irvine, G. (1991). The work of zoo doctors at the San Diego Zoo. New York: Simon & Schuster. (out of print) Computer software Scholastic. Operation Frog. CD-ROM for Macintosh, or 3.5 diskettes for DOS and Macintosh. Available from Scholastic, (800) SCHOLASTIC or http://scholastic.com Organizations American Association of Zoo Veterinarians 6 North Pennel Road Media, PA 19063 (610) 892-4812 http://www.worldzoo.org/aazv/aazv.htm National Wildlife Federation 1400 Sixteenth Street, NW Washington, DC 20036 (800) 588-1650 http://www.nwf.org/natlwild/1997Tables8.html Web sites The Electronic Zoo http://netvet.wustl.edu/e-zoo.htm ZooNet—All About Zoos http://mindspring.com/~zoonet/ Animal Omnibus http://www.birminghamzoo.com/ao/ The University of Michigan Museum of Zoology's Animal Diversity Web http://www.oit.itd.umich.edu/projects/ADW/ NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-888-NEWTON to check out our Web site at: http://www.ktca.org/newtons Main Activity Zoo vets work closely with zoo planners and other zoo staff to determine the healthiest environment for each species. Study two animals to determine how to provide the best ecosystem for them. Design an area of the zoo for them to live in. Plan each ecosystem design to a common scale so that the final product combines the work of each group to create a classroom zoo. Use any resources available (text, software, Web sites, zoo staff, etc.) as you gather information for data logs. If time allows, each group will use recycling supplies (cardboard, cans, etc.) and other supplies (clay, feathers, sticks) to create the animals and habitats for the zoo. Materials - paper and pencils to create data logs and record data - variety of information resources (books, magazines, local zoo, Web sites, software) - chart paper - ruler - markers - recycling and other art supplies 1. Identify and assign the species that each group will study. (You may want to call a local zoo or check the many zoos on the Web to determine which animals are found in each ecosystem.) Alternately, assign an ecosystem to each group, and allow the group to select the animals they will include. 2. Research how to provide the best ecosystem, including the optimum number of animals of each species; the space required for each species; and temperature, light, water, plant, food, and medical requirement for each species. 3. On chart paper, design the section of your classroom zoo that will house your animals. Be sure to use rulers to make your design to scale. (Note: Before you start, make a class decision regarding the scale to use.) 4. Connect the ecosystems designed by all the groups to create the classroom zoo. Present your group's zoo ecosystem and its inhabitants to the larger group, and answer any questions others have about your animals or your design. Questions 1. What fields of science do zoo staff members, including zoo vets, need to understand? 2. What other areas of expertise are required to manage a successful zoo? Getting Started Begin the lesson by asking students to imagine they are robots in Earth's orbit with a simple task to perform: Tie the safety tether of an astronaut to a metal ring in the open cargo bay of the space shuttle. Easy for a high-tech robot, right? Have students put on blindfolds and tie their shoes. Ask them to try it again, this time wearing the blindfolds and heavy gloves. Repeat the task a third time, but this time tape Popsicle sticks or tongue depressors to the fingers of the gloves. Ask students the following questions: Why is it so hard to tie your shoes? What are the many different kinds of signals your brain receives from your body to do this seemingly simple task? What would be involved in building a machine to tie your shoes? Overview Sometime during your life, maybe about 20 years from now, you will see the first images of a human walking on Mars. Long before a human undertakes the dangerous task of going to Mars, however, the planet will be explored by an army of large and small robots. A robot is an electronically controlled device programmed to conduct tasks that could normally be done by human workers. In hostile environments everywhere, particularly in space, modern explorers are turning to robots to undertake dangerous missions—missions that cannot yet be undertaken by humans. In July 1997, a small robotic rover called Sojourner drove around on the cold surface of Mars, the first of many robots being designed by NASA to explore other planets. On Earth, smart robots are being developed to venture into active volcanoes, dive deep into the oceans, search for land mines left from wars, and help police disarm terrorist bombs. Much robot development is spurred by NASA. The space agency plans to use robots in three basic ways: on-orbit assembly, science payload tending, and planetary surface exploration. Assembly robots will help build Space Station Alpha during the next few years. The robots will be the eyes and hands of human controllers who will use something called virtual reality telepresence to see what the robot sees. Science payload robots will help astronauts inside the space station and will run science experiments when people aren't around. Exploration robots will land on and survey distant planets, moons, and asteroids. These robots must be able to "think" for themselves. If a robot comes to a cliff on Mars, for example, it has to stop without a controller back on Earth telling it to do so. Thinking robots are important because it takes many minutes to communicate between Earth and other planets, so human controllers can't respond fast enough to help a robot avoid a dangerous situation. Earth-bound industries are adapting much of NASA's robotic technology for everything from tiny microsurgery tools to giant steam shovels. While a robot may never actually tie your shoes, the machines are increasingly becoming creatures not just of science fiction, but of the real world. Connections 1. Robots have been used in manufacturing for more than a decade. What products do you use that were made with the help of a robot? How and why was a robot used? 2. Do you think a smart robot could be your friend? How would that be different from having a human friend or even a pet? What responsibilities would you have toward the robot? 3. What activities or problems can you think of that a robot could solve or at least help with? Resources Books and articles Brown, L. (1996) Robotix Mars mission activity guide (for grades 3–12). Chicago: Carnegie Science Center and Learning Curve Toys Educational Division. To obtain, call (800) 704-8697 or e-mail: email@example.com Haddrill, M. (1997, June) The incredible shrinking robot. Final Frontier, p. 26. Web sites Learning Curve Toys (Robotix Construction System) fact sheet http://learningtoys.com/WORKSHOP/quickfaq.html Long Range Science Rover Task (NASA robots for planetary exploration) http://robotics.jpl.nasa.gov/tasks/scirover/homepage.html NASA Space Telerobotics Program http://ranier.oect.hq.nasa.gov/telerobotics_page/programdesc.html Robotics Engineering Consortium (NASA-inspired robots at work on Earth) http://rec.ri.cmu.edu/REC/brochure/broch2.html Robotics Related Periodicals and Publications http://www.frc.ri.cmu.edu/robotics-faq/4.html#4.2.1 Updates on NASA's Mars Missions http://quest.arc.nasa.gov/mars NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at http://www.ktca.org/newtons PROGRAM YOUR PARTNER NASA ROBOTS: Student Activity Try your hand at guiding a robot to do a simple task. http://www.ktca.org/newtons Main Activity Until robots become true "thinking" machines, able to understand their environment and make decisions about what to do to accomplish their mission, they will depend on controllers to guide them. In this activity you will work with a partner to find out how hard it is to accurately guide a robot through even simple tasks. Materials - blindfold - notebook - shoe box (or some other container that size) - baseball or tennis ball 1. Working with a partner, one of you will take on the role of a robot, the other the controller. The person playing the robot should be securely blindfolded and given the ball. 2. The robot, following verbal instructions from the controller, must move along a prescribed course (down an aisle and around a desk, for example) and then deposit the ball in the container. The robot can't talk during the first attempt and must follow the directions given to it exactly ("turn right" doesn't necessarily mean all parts of the body or 90° right). After the robot has successfully put the ball in the container, the robot and controller should switch roles and try it again. 3. When you have both completed the task, figure out what the most difficult part in communicating instructions was, then develop a written glossary of commands to make maneuvering easier. Define a specific length for a step (the length of a piece of notebook paper, for example) and instead of saying "turn right" or "turn left," work out specific angles for the size of turns ("turn 20 degrees to the right," for example). 4. Repeat the mission again using a different route, taking a turn in each role. Did the glossary make things easier for both the robot and the controller? Was there less misunderstanding? 5. Try it again, but this time draw a map of the route the robot is supposed to take. The controller must sit facing away from the course the robot must follow, but this time the controller will use the robot's eyes (which in a real robot would be a TV camera). The controller must use the map to keep track of the robot's location and is allowed to ask "yes" and "no" questions so the robot can give feedback about its surroundings. The robot must still await the controller's instructions before moving. Questions 1. What problems might you face if the robot wasn't as smart as you or your partner? 2. The minimum round-time for a signal between Earth and Mars is 8.8 minutes; the maximum time is 41.9 minutes. How would you change your commands if they took 20 or 30 minutes to reach your robot? What dangers would that delay cause? 3. What sensory devices could you add to the robot to make controlling it more precise? Getting Started Begin the lesson by asking students: What does the word "robot" mean to you? How do real robots compare with the humanlike creatures found in science fiction movies and books? Robots are often used to work in environments that are either inaccessible or too dangerous for humans. Have students think of some places where robots are used today. Ask them what guidelines they can use to determine if something is truly a robot. Then have them watch the video segment and play "Bot or Not?" Overview When people hear the word "robot," the first thing that usually comes to mind are the shiny metal androids featured in classic science fiction movies. While machines resembling C-3PO and R2-D2 have been built, they are more the exception than the rule in today's robot community. More often than not, modern robots look nothing like humans. Their forms are usually the result of the functions they have been created to perform. By definition, a robot is an electronically controlled device programmed to conduct a series of tasks that would normally be carried out by humans. Like computers, robots follow only those commands that have been placed in their microprocessor brains. Without proper programming, robots would not be able to carry out even the simplest function. While robots are not capable of thought in the traditional sense, their programming often allows them to make decisions through a process known as feedback. Simply stated, feedback is the process where information is taken in, analyzed, and then used to make an adjustment in a system. All feedback systems, whether living or mechanical, have three main components. Sensors, which can be as sophisticated as the human eye or as simple as a photo cell, collect information and send it to a comparer, which analyzes the data by comparing it to some set standard. In living things, the comparer is usually the brain, while in robots, it's a microprocessor. If the sensory data shows that the system is not working according to the standard, the comparer sends a message to an adjuster that changes the way the system is operating. In a human eye, the adjuster may be the iris, which controls how much light strikes the eye sensor, the retina. In the case of a robot, the adjuster might be a set of gears, hydraulic valves, or pulleys that control how much pressure is exerted or in which direction the robot moves. As computers get more powerful and programs get more sophisticated, simple feedback systems in robots are being replaced by artificial intelligence. As the name suggests, artificial intelligence (AI) is an attempt at mimicking true thought processes used by humans and other sophisticated creatures. While full-fledged reasoning is still many miles down the technological highway, new advances in AI have given robots the ability to learn from their mistakes, recognize patterns, make simple decisions, and even comprehend spoken words. With continued advances in AI, it's only a matter of time before we all have our own robots to take care of the housework, walk the dog, and do the shopping! Connections How is the feedback system in a human eye comparable to the one found in an auto-focus camera? How might this technique be used in a robotic space probe designed to take pictures of a distant planet? GETTING SENSE-IBLE ROBOTS: Student Activity Discover the limitations of mechanical sensors used by robots. http://www.ktca.org/newtons Main Activity How difficult is it for mechanical sensors to collect information in robotic systems? Because the human sense of touch is so well developed, it's hard to imagine what type of information a mechanical hand might obtain. See how "sense-ible" you can be when you try to gather information about the size and shape of an object using nothing but a mechanical sensor. Materials • large, open cardboard box approximately 40 by 30 by 20 cm (16" by 12" by 8") (The kind that copier paper comes in works great.) • wooden dowel approximately 30 cm long • piece of opaque fabric large enough to cover the box opening • masking tape 1. Discuss how the sense of touch allows you to determine the size and shape of an object, and then imagine what it would be like if the only way you could "feel" something would be through the use of a mechanical probe. 2. Set up the sensory box by using the masking tape to drape the fabric over the opening of the box. Turn the box on its side and set it up in the middle of the table. Each person in the group should select one mystery object for placement in the box, making sure the other members of the group do not see it. 3. Place the first object in the box and have each member of the group try to collect as much information as possible on the size and shape of the object by slipping the wooden dowel under the drape and using it to "probe" the object. After all team members have collected their data using the stick, they should draw a picture of what they think the object looks like. Repeat the procedure with the other mystery objects. After all the individuals have finished, compare the drawings to the actual objects. Extend the activity: How does your sense of touch improve when you use your own hand? Once you have completed the activity using the wooden sensory probe, try repeating it with a different set of objects—only this time, use your hand to collect the data. How might you design a probe or set of probes that more closely resembles the human hand? For example, how would applying wax or soft clay to the end of the dowel affect how the object feels? Questions 1. How did using a probe limit the amount of information you could gather? 2. How might changing the diameter of the dowel help change the "resolution" of the data collected? 3. Would changing the material that the probe is made from help you collect more useful data? How is lightning formed? Brian becomes well-grounded in the physics of lightning. Getting Started Begin the lesson by explaining that lightning is an extreme example of the same static electricity that shocks your fingers when you touch a metal door knob after rubbing your feet on a thick carpet. The powerful bolts from the sky are proof of the old saying, "Opposites attract." To demonstrate, blow up a balloon, draw a face on it with a permanent marker, and then hang it on a string about head high for the students in your class. Have volunteers rub the face vigorously with a piece of wool. Does the face turn toward that person? Why? Ask the volunteer to step away from the balloon, then move toward it. Have other students try this same exercise. Ask: How close to the balloon do you have to be before it reacts to you? What do you think is happening? Overview Scientists know that lightning results from a complicated interplay of positive and negative electrical charges occurring in the 2,000 or so thunderstorms taking place on Earth at any given moment. To learn about what causes lightning, scientists had to learn about the interaction of electrons and positive ions. Electrons, tiny particles orbiting the outside of atoms, carry a negative charge. Positive ions are atoms or molecules that have lost an electron. Atoms and molecules normally have equal positive and negative charges, making them neutral. When different materials come in contact, electrons are transferred and one of the materials gains an excess of electrons and becomes negatively charged. When an object with a lot of positive or negative charges gets close to an object carrying the opposite charge, a spark jumps across the space between them to neutralize the charges. In a thunderstorm, that spark is a lightning bolt. It's only a couple of inches wide, but it leaps between the clouds and the earth at a remarkable 90,000 miles per second. The power in the stroke is three million megawatts, comparable to all the power generated in the United States at any one instant. The separation of positive and negative charges necessary for lightning begins during a thunderstorm, when rising water droplets collide with falling hailstones in the middle of the cloud. The hail strips electrons from the droplets and the top of the cloud becomes positively charged, while the bottom becomes negatively charged. What we see as lightning happens in a two-step process. Static electricity builds up between the earth and the cloud and a spark in the form of an invisible lightning bolt comes down from the cloud. Just before this bolt reaches the ground, it is met with an upward moving, positively charged spark. When the two collide, an explosion occurs as the return stroke travels up the bolt—the result: a visible flash called lightning. Connections 1. Why do most people hit by lightning survive? How do airliners, which are each hit by lightning about once a year, manage to keep flying? 2. Florida has some of the strongest lightning activity in the country, while there is very little in Oregon and Washington state. Why? 3. While the initial charge of most bolts of lightning travels from the cloud down to the ground, the flash we see actually travels from the ground up to the cloud. Why does the flash look like it is traveling down? Try This Ask a meteorologist from a local TV station, your regional National Weather Service office, or a local college or university to come to your class and talk about lightning. How do weather forecasters predict lightning? Are there different types of lightning? Try This Research the dangers of lightning and develop a safety quiz for your school. Find the safest place to be in a lightning storm. What do you do if you're caught outdoors? Is it really safe to be in a car? Is it dangerous to take a shower or talk on the phone in a lightning storm? Why? Try This Cut out small squares of paper and put them on a table. Put the top of a clear plastic, take-out container over the pieces of paper and rub the top vigorously with a wool cloth for 2 or 3 minutes. What happens if you stop rubbing and wait 15 minutes? What happens if you rub the plastic again? Main Activity Only scientists with sophisticated equipment can actually study lightning, but the same forces of static electricity that drive lightning can be studied on a much smaller and safer scale. In this activity you'll play with electrons, creating negative and positive charges like those that form in thunderstorms. Instead of creating bolts of lightning that can fry trees, you'll use the charges to attract and repel objects. Materials - balloons - Styrofoam packing pellets or puffed rice cereal - strips of wool cloth - salt and pepper (The little packets from fast food restaurants work well.) 1. Inflate a balloon and rub it with a wool cloth. 2. Bring your balloon close to a handful of the Styrofoam pellets and watch what happens. 3. Many of the pellets will cling to the balloon. Wait for several minutes and observe what happens to the pellets. 4. Try to explain what forces were involved in the pellets being attracted to the balloon, then explain the odd behavior of the pellets that followed. 5. Mix together a small pile of salt and pepper, recharge the balloon with the cloth, then hold the balloon very close to the salt and pepper. What happens? Is it what you expected? 6. Go back through the experiments and chart, in writing, the positive and negative forces involved in each step and how they caused the motions you observe. Questions 1. Based on what you've seen, can you explain why rubbing your feet on a carpet and then touching another person or something metal causes a shock? Why does static electricity seem to build up more in dry air than in moist air? 2. Some materials, such as wool and human hair, give up electrons very easily and produce a negative charge in an otherwise neutral object. Other materials, such as rubber, don't. Why? 3. After you've explored the charges on the balloon, experiment with other objects available in your school, such as a rubber rod, a glass rod, or a piece of PVC plumbing pipe. Rub these objects with silk, fur, or wool, and see what happens when you bring them near your balloon. Do the objects attract or repel the balloon? Why? [Adapted from an activity from the Boston Museum of Science] PROTEINS What are proteins and why are they important? Dave takes a spin with proteins to see how they move. http://www.ktica.org/newtons Segment Length: 8:15 Getting Started To begin the lesson, set a Koosh ball (available at a toy store) on a table. Blow on it lightly and ask the class to describe the effect of the moving air on the Koosh ball's strands. Then give it a quick, hard puff and ask, "How did the strands behave differently when hit by the stronger current of air? How was the overall shape of the Koosh ball affected?" Stick a small bit of clay on one of the strands. Ask students to describe how changes in the form of one of the strands affects the arrangement of the others. What job a protein does in the body is determined by its structure (its conformation) and the way it moves (its dynamics). Hemoglobin, for example, is an important red blood cell protein that delivers oxygen to tissues and hauls carbon dioxide to the lungs for removal. In the lungs, oxygen binds to the iron atoms inside a hemoglobin molecule and any attached carbon dioxide is released. In the tissues, the molecules of oxygen are released and more carbon dioxide is picked up. As illustrated in the video segment, it is the motions of parts of the hemoglobin molecule that makes this binding and release action work. Scientists can investigate these motions or dynamics as well as the protein's structure using a technique called NMR (nuclear magnetic resonance) spectroscopy. The nuclei of some atoms are like little magnets; they align within a magnetic field. If disturbed by a very quick blast of radio waves, this alignment is disrupted and these little magnets gradually relax back into alignment with the field. Researchers can interpret this NMR relaxation to get very detailed information about molecular motion and how proteins do their many different tasks in the body. Overview Proteins run our show. Muscles, organs, hair, bone, and skin either contain or are made of proteins. They are a major component in all of our cells. Enzymes that run the chemical reactions in our bodies are proteins. Proteins help us move, send messages (hormones and nerve receptors), fight off disease (antibodies), and transport other molecules and atoms around our bodies. A protein is a molecule that consists of a chain of amino acids. There are 20 different amino acids to choose from, and the genetic information in our DNA determines how they're put together. A single protein consists of hundreds of amino acids, all folding into a structure with a specific shape. Connections 1. A protein's structure and activity allow it to accomplish its function. How do you use your own shape and movement to accomplish tasks? 2. You need to eat protein to survive. What foods contain protein? Do you think you get enough protein in what you eat? How can you find out? Resources Books and articles Borman, S. (1996, May 27) Scientists refine understanding of protein folding and design. Chemical and Engineering News, p. 29. Clore, G. & Gronenborn, A. (1993) NMR of proteins. Boca Raton, FL: CRC Press. McCammon, J. & Harvey, S. (1987) Dynamics of proteins and nucleic acids. England: Cambridge University Press. Schulz, G. & Schirmer, R. (1985) Principles of protein structure. New York: Springer-Verlag. Web sites Hemoglobin Allotstery http://cherubino.med.jhu.edu/~raj/Research/Hemo/hemo.html Hemoglobin and Cooperativity http://www.psc.edu/MetaCenter/MetaScience/Articles/Ho/Ho-hemoglobin.html Protein Structure: A Beginner's Guide to Molecular Biology http://www.res.bbsrc.ac.uk/molbio/guide/prot.html NEWTON'S APPLE video cassettes and educational materials provide further information about this and other topics. Call 1-800-588-NEWTON or check out our Web site at http://www.ktica.org/newtons Main Activity Scientists describe the structure of proteins several different ways, from the sequence of amino acids—the basic building blocks of protein—to how proteins interact. Some of the basic structures of proteins are recognizable; one is the alpha-helix, which looks like an open spiral staircase. Another is the beta-sheet, which resembles a picket fence. In this activity, you'll build a model of a protein with four helix units. What happens if you combine yours with another group's? 3. Now take the Ping-Pong or golf ball and try to get it into the middle of your four helices. What do you have to do to get it to fit inside? How is this similar to what a protein does to accommodate a smaller molecule? What kinds of molecules change their conformation like this to do their job? Questions Why is it important for researchers to know the shapes of different proteins? How do you think they are able to alter a protein's shape? --- Materials (per group of four) - four 10"-12" cardboard tubes (from plastic wrap or aluminum foil) - four 30"-long pieces of Velcro (with peel-off sticky back) - cotton balls - Ping-Pong or golf ball 1. Each member of the group will make one helix: Hold one of the tubes vertically and wrap the Velcro strip around the tube in a spiral pattern. Attach the cotton balls to the Velcro an inch apart from each other. Can you see how this resembles a helix structure of a protein? What do the cotton balls represent? 2. Position four tubes together so that the cotton balls of one tube touch the Velcro strip of another. They should be able to hold together this way. [1] TRY IT! Cuddle up to a baby plant! Fill a glass half full with water. Put six hard-shell dry beans (pinto, kidney, or lima) in the glass of water to soften their outer casings. Set the glass of beans in a refrigerator overnight. (Keeping the beans cool prevents bacteria from growing and making the beans sour.) Remove the beans from the water and place them on a paper towel to dry. With your fingernail, scratch off the outer covering of one of the beans. Holding the bean in your hands, pry the two parts of the bean apart with your fingers. Using a flashlight, shine a beam on the split bean as you observe the inside with a magnifying lens. Do you see a small plant in one side of the split bean? What is that tiny structure? What does it look like? To find out, you'll have to try it! [2] TRY IT! Go Spool Racers! Materials you'll need: empty thread spool, rubber band, two round toothpicks, masking tape, metal washer (diameter must be smaller than that of the spool). Insert the rubber band through the hole in the empty thread spool. Put one toothpick through the loop formed by the rubber band at one end of the spool. Center the toothpick on the end of the spool and attach with the tape. At the other end of the spool, thread the rubber band through the hole in the washer. Put the second toothpick through the loop in the rubber band. Do not attach it to the spool. Hold the spool steady with one hand, and with the index finger of your other hand turn the unattached toothpick around and around in a clockwise direction to wind the rubber band tightly. Place the spool on a flat, smooth surface, such as a counter or the floor, and let go. Observe that as the rubber band unwinds, the spool turns, turning the toothpick taped to the spool. How does the spool move? You'll have to try it! [3] TRY IT! The ink of many colors Cut a paper towel into six-inch-wide strips. Using a black or blue (not permanent) felt-tip pen, make a large solid dot about two inches from the short edge of one of the strips. Put water, about one inch deep, into a glass and put the edge of the towel nearest the dot into the water—be sure the dot is not submerged. What happens? You'll have to try it! [4] TRY IT! Night Vision In a dark room (not totally dark, but the light should be extremely low), let your eyes adjust for 10 minutes. Cover your right eye tightly with your hand so that no light can get through. Have a friend turn on a small flashlight and point it at your stomach. (Don't let them point it directly into your eyes!) Stare at the flashlight for 30 seconds with your left eye. Turn off the light and look around the room. Now cover your left eye and look around with your right. Is there a difference? You'll have to try it! [5] TRY IT! Fingerprint Fun Rub the sharpened end of a pencil across a sheet of paper 15 to 20 times to collect a layer of graphite on the paper. Rub your left index finger across the graphite on the paper. Tear off about one inch (2.5 cm) of tape and stick it across the darkened tip of your finger. Remove the tape and stick in on a sheet of white paper. Repeat the process using the tips of other fingers. Observe the patterns produced by each finger with a magnifying lens. Are the patterns different or the same? Why? To find out, you'll have to try it! [6] TRY IT! Blowout! Take an empty salt container and cut out the bottom. Place plastic wrap around the bottom of the container and secure with a rubber band. Have an adult light a candle and hold the container sideways about six to eight inches from the candle, the spout facing towards the candle's flame. Gently tap the plastic bottom of the container with your finger. What happens to the candle? You'll have to try it! THE SCIENCE BEHIND SCIENCE TRY-ITS [1] Baby Plant Beans are a smooth, hard seed. When split open, each seed has a tiny, colorless, plantlike structure with two leaves stuck to one of the bean parts. When observed under the magnifying glass, this structure looks like a "baby" plant. This tiny baby plant is called the embryo, and is the part that ultimately develops into a plant. The two parts of the bean that are pried apart are the seed leaves or cotyledons, and they contain the food for growing the embryo. Plants with two seed leaves, such as beans, are called dicots, short for dicotyledons. Plants with only one seed leaf, such as corn, are called monocots, short for monocotyledons. [2] Spool Racers There are two basic forms of energy: kinetic (energy of motion) and potential (stored energy). It took energy stored in the muscles of your body to wind the rubber band. As long as you prevented the rubber band from turning by holding the toothpick, the energy was stored (potential). Releasing the toothpick allowed the rubber band to unwind and thus the stored energy in the twisted rubber band was transformed into kinetic energy. [3] Ink Black and blue inks are actually made up of many colors, not just black and blue. The different colors you see on the paper towel are the colors that make up the ink in the pen—each is a different substance, which means each color of ink has different-sized molecules. When the water is absorbed by the paper towel, it carries the different inks along with it. The water carries the lighter ink molecules farther than the heavier ones, separating the various colors in the ink. So the heavier ink molecules stop moving first, then the lighter ones—that's why different colors end up in different places. [4] Night Vision No one can see in total darkness, but when there is low light, your eyes produce a chemical called rhodopsin, which helps you see better in low light. It takes about 10 minutes in the dark for the rhodopsin to form. When your eyes are then again exposed to light, the rhodopsin is "burned off" of your eyes. When you wake up to someone turning on a bright light in your room, it makes your eyes hurt because the rhodopsin is burning off your eyes. As you can see from this Try It, you can't see very well in the dark without your rhodopsin! [5] Fingerprints The inner layer of skin called the dermis has projections. The outer skin layer, the epidermis, fits over these projections, thus taking the same pattern. Each person has a fingerprint unique to that individual. These personal signatures form five months before birth and never change. [6] Blowout Inside the salt container, waves of air pile on top of each other and create a tremendous force that can only escape one way—through the spout. This focused rush of air is much stronger that the diffused rush of air that would come out of the container if the whole top were missing. When the salt container is tapped, air rushes out, forming a whirling mass of air shaped like a ring. The flow of air in the center of the ring is quite strong—strong enough to blow out the candle several inches away. Street Smarts QUESTIONS [1] What is house dust made of? A. Pet dander B. Spent exhaust fumes C. Dirt particles D. Human skin particles [2] What animal is the most poisonous? A. Australian hedgehog B. Cobra C. Poison dart frog D. Scorpion [3] What makes a mosquito bite itch? A. A portion of the mosquito's stinger left behind in the skin B. Secretions from the mosquito's wings C. A chemical reaction to certain types of skin oils and odors D. The mosquito's saliva [4] How long does it take light from the sun to reach Earth? A. 12 hours, 17 minutes B. 1.5 light years C. 8 minutes, 20 seconds D. 13 minutes, 30 seconds [5] What happens to cats if they don't eat meat? A. They shed hair continually. B. They lose their sight. C. They sleep 18-20 hours per day. D. They become vegetarians. [6] Which reptile is the fastest swimmer? A. Sting ray B. Eel C. Water snake D. Leatherback turtle [7] What's the strongest animal? A. Elephant B. Gorilla C. Beetle D. Camel [8] What makes your stomach growl? A. Acid reacting with stomach gases B. Shifts and stretches in the stomach lining C. Signals from the brain telling the stomach it's empty D. Air moving through tissues [1] A POUND OF FLESH Your pets aren't the only ones that shed! Human skin particles make up 80 to 90 percent of all house dust, with each of us shedding about a billion skin scales every day. That's about a pound of skin per year! The average house has about 40 pounds of dust. Dust particles help form rain clouds and rainbows—something to remember the next time you dust! [2] ONE DANGEROUS FROG No it doesn't slither, it hops! The poison dart frog of South and Central America has powerful toxins in its skin and secretes some of the most deadly biological toxins ever discovered. This deadly poison can cause paralysis and even death to predators that eat the frog. The poison dart frog got its name from certain tribes in South America that use the frog's poison for hunting animals by wiping their arrow heads across the skin of the frog. [3] THAT PESKY MOSQUITO SPIT The mosquito's saliva acts as a lubricant and an anesthetic. It's also the saliva, not the bite itself, that causes an allergic reaction or the itchy bump. The female mosquito feeds off the blood of warm-blooded animals, including humans. When she bites, she injects some of her salivary fluid into the wound, causing swelling and irritation. Many mosquitoes inject infectious microorganisms and can transmit diseases such as encephalitis, malaria, and yellow fever. [4] NOW THAT'S FAST! Sunlight takes about 8 minutes and 20 seconds to reach Earth, traveling at 186,282 miles per second. Light can be visible or invisible, depending on its wavelength, and is really an interplay between electric and magnetic fields. Light is just one portion of the electromagnetic spectrum, which also includes radio waves, x-rays, infrared waves, ultraviolet rays, and gamma rays. [5] CATS NEED MEAT! Unlike humans and dogs, cats will go blind if they don't eat meat. Cats need taurine, an amino acid found in meat, to keep their eyes in good shape. Many animals can synthesize taurine from vegetable proteins. Cats can't. Cats need their vision for hunting and have excellent night vision and extensive peripheral vision. [6] THIS TURTLE CAN REALLY MOVE! They may not move very quickly on land, but look out in the water! The leatherback sea turtle has been clocked at an amazing 22 miles per hour, swimming with speed and grace. The leatherback gets its name from its shell, which is like a thick, leathery skin, with the texture of hard rubber. These turtles live in almost all of the world's oceans, but require warm tropical beaches to nest. The leatherback sea turtle is an endangered species, with an estimated 100,000 leatherbacks remaining in the world today. [7] THE MIGHTY BEETLE Heave! They may be small, but they certainly can pull their weight. Beetles are the strongest animal in proportion to their size. A rhinoceros beetle can support up to 850 times its own weight on its back. This feat is comparable to a 150-pound man walking with a Cadillac on his head without tiring. Rhinoceros beetles don't actually carry heavy loads on their backs in nature, but they do engage in such strenuous tasks as plowing through forest litter for food and locking horns with rivals. Scientists have proposed that the beetles' tough exoskeleton and efficient muscles make them so strong. [8] YOUR NOISY, AIRY STOMACH While your stomach may sound like a monster with a mind of its own—sometimes, those growling sounds coming from it are actually just air resonating through your tissues. Muscle contractions increase the growling when you're hungry. Your body actually begins the digestive process by producing gastric juices before you eat, triggered by the sight, smell, or taste of food. If the stomach isn't filled, these gastric juices begin eroding the stomach lining itself, so fill 'er up! Questioning, probing, and problem solving happen every day in 3M laboratories and result in innovative solutions like Post-it® Notes. However, 3M recognizes that innovation doesn't happen by accident. At 3M, the wonder of discovery is a universal experience that makes science come alive for students of all ages. Over the past 40 years, this philosophy has evolved into a series of Science Encouragement Programs that embody our endeavors to spread enthusiasm for science. 3M engages in a wide variety of activities designed to raise the level of student learning. Our efforts are maximized through employee and retiree volunteers, who serve as tutors, mentors, and hosts. Our programs impact students from kindergarten through college and include special programs for teachers. Many of our Science Encouragement Programs have received regional and national awards over the years. In 1996, 3M was awarded the Industrial Research Institute (IRI) Pre-College Education Award for our STEP and TWIST programs (detailed below). As NEWTON'S APPLE demonstrates in its weekly, award-winning programs, the power of science is limited only by the imagination. As many 3M Science Encouragement students will attest, the wonders of science can take the imagination by storm and create a lifelong passion for discovery. 3M Visiting Wizards 3M volunteer scientists become "wizards" to elementary and middle school students as they present exciting science principles in hands-on classroom demonstrations. Since 1985, 3M Visiting Wizards have spread enthusiasm for learning science to millions of children in communities where 3M is located. TECH (Technical Teams Encouraging Career Horizons) Teams of women and men scientists visit middle and junior high school classrooms to discuss real-world opportunities in science and engineering, as well as how they apply their technical backgrounds to their current professions. The volunteer 3M scientists encourage students to maximize their career options by staying in challenging math and science classes. Richard Drew Creativity Award Program The program, which honors students for their creative instincts in science and math, captures the spirit of 3M scientist Richard Drew, who is remembered for his innovation and for encouraging the wonder of discovery in others. High school juniors from Minnesota and Wisconsin schools are invited to interact with 3M scientists and engineers in a day of science and career activities at 3M Center. SSRD (Science Student Recognition Day) The first and longest-running 3M Science Encouragement program, SSRD invites Upper Midwest high school seniors and their teachers to spend a day in our St. Paul laboratories with 3M scientists and engineers. Students see the link between academic training and real-world science careers. STEP (Science Training Encouragement Program) Minority and at-risk students in this academic mentoring and technical experience program explore their interests in scientific careers. High school students attend classroom training on-site at 3M's corporate headquarters to augment their regular high school curriculum. Students are given the opportunity of being introduced to "modern-day heroes." STEP participants also develop work environment relationships with culturally diverse technical mentors, while holding full-time summer jobs in 3M laboratories. A continuation of this program is currently underway with STEP II, providing summer employment for students in college who successfully completed the STEP I program. TWIST (Teachers Working in Science & Technology) Science and math teachers learn real-world research applications while working alongside 3M scientists. The six-week summer internship gives teachers a practical understanding of science and math concepts through first-hand technical experience in an industrial laboratory. Teacher Workshops Teaching science concepts can be challenging and intimidating for some school teachers, especially in the elementary grades. 3M sponsors several resource fairs for teachers, which provide non-threatening opportunities to explore exciting ways to teach science. Teachers acquire "recipes" for hands-on science activities that complement their current teaching methods, thereby enhancing teachers' confidence and resources. Educational Outreach 3M supports local and national organizations that promote science and technology education and awareness. Commitment and support are demonstrated through grants, educational materials, and volunteerism. Currently, 3M supports events and organizations including: National Science and Technology Week, National Engineers Week, Industrial Research Institute (IRI) Pre-College Education, MATHCOUNTS, WIZKIDS, National Action Council for Minorities in Engineering (NACME), the National Science Teachers Association (NSTA), and the Minnesota Science Teachers Association (MSTA). NEWTON'S APPLE 3M began full sponsorship of this Emmy Award-winning family science show in 1991. Currently, 3M volunteers serve as consultants on programming and related educational materials. When it comes to science education, 3M and NEWTON'S APPLE staff often find themselves working together at NSTA meetings or sharing ideas and hands-on activities with teachers. If you would like additional information on any of 3M's Science Encouragement Programs, please write to: 3M Center Technical Liaison Department Science Encouragement Office Bldg. 225-3N-09 St. Paul, MN 55144-1000 KEY WORDS ASTHMA capillaries smallest blood vessels in the body; capillaries take oxygen into the bloodstream from the air sacs and get rid of carbon dioxide, which is exhaled from the lungs dilate to expand or open wide; many asthma drugs open constricted airways mucus the thick, slippery secretion that comes from cells lining the nose, mouth, trachea, and lung airways peak-flow meter a tube asthmatics use to monitor the rate at which air enters and leaves the lungs respiratory system lungs and other organs that enable animals to breathe CAR ENGINES exhaust valve opening in the top of the cylinder that lets waste gas out after combustion has occurred intake valve opening at the top of the cylinder that allows the air/fuel mixture to enter the combustion chamber GLACIER CLIMBING crevasse large, deep crack on the surface of a glacier drumlin an elongated, smooth hill made of glacially derived sediment erratic large, isolated boulder deposited by a glacier esker long, sinuous ridge of glacially revived sediment glacier large flowing mass of ice ice sheet large ice field composed on several glaciers that have flowed together iceberg large block of floating ice kettle pond isolated pond formed from glacial deposits moraine unsorted glacially derived sediment GLASS BLOWING annealing cooling a glass object at a fixed temperature blowing pipe iron or steel tube with a mouthpiece at one end and a metal ring to hold the molten glass on the other gather gob (mass) of molten glass viscosity a liquid's resistance to flow GLAUCOMA aqueous humor fluid that fills the space between the eye's cornea and lens ciliary body muscle around the lens that focuses the eye closer than arm's length cornea lens that forms the front of the eye and does most of the eye's focusing iris colored ring of muscular tissue lying between the cornea and the lens lens transparent structure behind the iris that focuses light onto light-sensitive cells in the retina at the back of the eye optic nerve bundle of nerve fibers that connect each light-sensitive cell to the brain pupil the "hole" in the center of the iris through which light enters the eye retina the light-sensitive membrane that lines the interior of the eye GLIDERS ailerons flaps on the wings of a plane that help the pilot steer and bank angle of attack angle at which the leading edge of a wing is tilted while facing into the wind Bernoulli's principle effect that a fast-moving fluid has on changing the pressure above and below the surface of an object control surface one of the moving flaps on a plane that allows the pilot steer and change altitude drag the force of air resistance against a plane as it flies elevator horizontal flaps on the tail that cause the plane to rise and fall gravity force that brings a plane back down to Earth lift force that causes a plane to rise rudder vertical flap on the tail of a plane that allows a pilot to steer right or left thermal an updraft of air caused by the unequal heating of the Earth below thrust force that pushes a plane forward through the air GOLD MINE density ratio of a material's weight to its volume; gold has an unusually high density gold metallic element revered for its beauty and workability; like all metals, gold is shiny and conducts electricity ingot a finished, refined bar of gold mining digging in the ground to find usable metals and minerals ore the raw material that contains the mineral or metal of interest, often mixed with rock and soil panning agitating a shallow tray of sediment and water to gradually wash out unwanted soil and gravel, leaving any gold behind prospecting searching for metals and minerals in nature refining the process used to remove impurities from a metal GREENHOUSE EFFECT carbon dioxide CO₂: natural component of the atmosphere but also a greenhouse gas capable of absorbing infrared radiation and warming the atmosphere global warming the observed increase in Earth's average temperature greenhouse gas any component of the atmosphere that can absorb infrared radiation and potentially contribute to global warming infrared radiation portion of the electromagnetic spectrum that we can sense as heat and that is radiated by a warmed surface KIDS ON MARS canali the Italian word for "channel"; used to describe surface features on Mars contour line line of equal elevation on a topographic map quadrant section of a map or area photo topographic map a map that shows lines of equal elevation torque force that produces rotation in a gear or wheel LIGHTNING ampere (amp) the standard technical measure for electricity current a measure of how much electricity passes a given point in a fixed amount of time; measured in amps electron an elementary particle that always carries a negative charge and orbits around the nucleus of an atom microsecond one millionth of a second static electricity electric charges that are not moving very much; the electricity is "static" compared to the other form of electrical phenomena called "current" voltage measure of the force of an electrical charge; one volt is the force required to produce an electrical current of one ampere LOST WORLD DINOSAURS animatronics art form that designs and builds moving models to resemble actual creatures compliant reactivity detailed, linked model movements possible with new technology hydraulics using fluid under pressure to operate machines NASA ROBOTS on-orbit assembly building large structures like the space station in Earth's orbit robotic payload tending using robots to handle day-to-day upkeep, certain scientific experiment procedures, and other projects contained within a spacecraft or space station robotic rover any one of a series of small, wheeled vehicles NASA is using to explore objects in space MAMMOTH DIG Clovis point a spear point carefully hewn from larger stones found over much of North America starting about 12,000 years ago genus level or group used in classifying organisms that are closely related ice age interval of geologic history when considerable portions of land were covered by glacial ice Paleo-Indians first people to populate North America species a level or group used in classifying organisms that can reproduce to create fertile offspring steppe semiarid region characterized by short clumps of grass and a lack of trees tundra a cold region with few, if any, trees; gentle rolling plains covered mostly by mosses, lichens, and grasses --- We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. KEY WORDS sensors devices on a robot that function like a human's eyes, ears, and nose; some robots have sensors that are able to pick up traces of chemicals or determine accurate distances to objects smart robots robots capable of working autonomously virtual reality telepresence by using special goggles or television screens connected to sensors on a distant robot, a controller can see the robot's surroundings as the robot sees them NOVOCAIN anesthesia loss of sensation or feeling; if the anesthetic is applied only to an area of the body, it is called a local anesthetic; if the entire patient is anesthetized, it is called a general anesthetic electrode the point of electrical contact for electronic anesthesia electronic anesthesia a form of anesthesia that uses electricity, rather than chemicals, to numb an area lidocaine a common local anesthetic in dental offices, administered directly to the nerve through a needle nerve fibers (made from specialized cells called neurons) in animals that transmit sensory information, including pain, to the brain pain the discomfort felt when an injury or illness damages some part of the human body receptor receiving area for neurotransmitter chemicals that connect one neuron to another PACK BEHAVIOR aggressive attempting to establish dominance by growling, biting, and otherwise intimidating pack members domestication the process by which animals are tamed and begin to live and interact with human beings dominance the establishment of authority of one animal over another in a pack structure submissive accepting of dominance by other pack members PET FOOD amino acids organic compounds essential to human and animal metabolisms animal husbandry care and management of domesticated animals carnivore flesh- (meat-) eating animal palatability feature of food that includes aroma, food temperature, texture, and how the food feels in the mouth taurine a sulfonic amino acid cats need to maintain health PHASES OF THE MOON earthshine sunlight that is reflected off Earth onto the moon, and then reflected off the moon back towards Earth gibbous somewhat oval in appearance; more than half a circle, but less than a full circle limb the edge of the disk of the moon revolution the time it takes for one celestial body to complete its orbit around another satellite a smaller object, such as a planet or moon, that revolves around a larger object, such as a star or planet synchronous rotation period of a satellite's rotation about its axis and the period of its orbit around the primary body are the same so that the satellite always presents the same face to the primary body terminator line between light and dark areas on the side of the moon we see; divides night and day on the moon. PROTEINS amino acid any one of 20 small molecules of similar structure that can link together in chains to form proteins conformation the specific shape of a protein at any given time helix conformation of a protein that looks like a spiral staircase heme molecule that holds an iron atom inside the hemoglobin protein hemoglobin blood protein responsible for transporting oxygen to the tissues and carbon dioxide to the lungs nuclear magnetic resonance (NMR) technique for determining molecular structure and movement using magnetic fields and radiowaves peptide bond specific type of chemical bond between the amino acids in a protein chain protein fold the conformation of the amino acid sequence into secondary structured elements sheet conformation of a protein that looks like a number of picket fences next to each other side chains parts of an amino acid that make each one unique ROBOTS automation automatic operation of equipment or systems without human operator electromechanical operating by means of both mechanical elements (rods, gears, etc.) and electrical elements (wiring, switches, etc.) microprocessor a computer that controls a robotic system photo cell a device whose electrical characteristics vary when light hits it SCUBA DIVING buoyancy the tendency to float in water or air oceanography the scientific study of oceans, including waters, animals, plants, and depths SMILES algorithm special method or series of steps or calculations for solving a specific problem asymmetrical not the same on the two sides of a dividing line or plane gesture culturally learned movement of the hand, arm, face, or body that expresses an idea, opinion, or feeling SUNKEN SLAVE SHIP archaeologist a scientist who studies the life of ancient peoples by excavating artifacts, relics, and even entire ships or cities electrolyte a substance that in liquid form conducts an electric current encrustation a crust, coating, or hard layer excavate to uncover or dig out integrity complete, whole, not broken or damaged maritime having to do with the sea, such as shipping or navigation oxidation-reduction a chemical reaction in which one reactant is reduced, or gains one or more electrons, and the other is oxidized, or loses an electron rust a reddish-brown or reddish-yellow coating on iron or steel caused by oxidation due to exposure to air or moisture WHITE-WATER RAFTING boils ascending currents that rise above the surface level eddy pocket of water downstream of an obstacle that flows upstream or back against the main current gradient measurement of a river's descent in feet per mile or meters per kilometer hole vortex of water where the river pours over an obstacle and drops toward the river bottom, leaving a pocket behind the obstacle into which an upstream surface current flows rapid a fast-moving section of a river or stream reading a river studying the various hydraulic features of a section of a river, usually a rapids, to spot dangers and find a safe path through vortex a mass of fluid with a whirling or circular motion that tends to form a cavity WILDERNESS TRAINING anchor any of a number of tools to fix a rope to the climbing surface friction the fundamental physical principle that climbers rely on to stop falls—any two surfaces, rubbed together, will result in a dragging force that slows the movement WIND BLOW air mass a large mass of the atmosphere that has similar temperature, pressure, and moisture characteristics convection cells circulating fluid flow patterns density a measure of how much mass occupies how much space (density equals mass divided by volume) radiation energy emitted from a "hot" object that travels out in rays ZOO VET anesthesia a drug or gas given to block the sense of pain diagnosis careful examination and analysis of a disease ecosystem the environment that houses a community of animals, plants, and bacteria euthanize to cause a painless death in order to end suffering preventive medicine procedures, such as physical and dental exams, that keep a disease from occurring ultrasound medical diagnosis that uses high-frequency ultrasonic waves CREDITS NEWTON'S APPLE Educational Materials Production Team Jennifer Caliandro, Director of Promotion & Outreach Sandra LeDuc, Promotions Specialist Richard Hudson, Executive Editor Sue Wichmann, Editor Writing Team Jim Dawson, Minneapolis, MN Cheryl Lani Juárez, South Miami, FL Gail B.C. Marsella, Allentown, PA Steve Tomecek, Science Plus, Inc., New Hyde Park, NY National Science Teachers Association Gerald Wheeler, Executive Director Karen Baker, Project Coordinator Brian Aldridge, Program Manager Jennifer Laughlin, Program Assistant Content Review Panel Eliot Applestein, Montgomery Blair High School, Silver Spring, MD Alan R. Baker, M.D., Physician, Rockville, MD David Brammer, O.D., Optometrist, Rockville, MD Clinton H. Brown, Thomas S. Woodton High School, Rockville, MD Ginny Brown, Winston Churchill High School, Rockville, MD Richard Cambre, D.V.M., National Zoological Park, Washington, DC Al DeVito, Creative Ventures, Inc., West Lafayette, IN Michael DiSpezio, Educational Consultant, North Falmouth, MA Robert S. Donaldson, Montgomery Blair High School, Silver Spring, MD George Freier, University of Minnesota, Minneapolis, MN Gregg M. Gachnow, Rockville High School, Rockville, MD Scott Line, D.V.M., Animal Humane Society of Hennepin County, MN Sheila Marshall, National Science Teachers Association, Arlington, VA George McCarthy, D.D.S., National Institutes of Health, Bethesda, MD Joan Braunagel McShane, Jefferson Elementary School, Davenport, IA Melinda B. Mills, Space Center Intermediate School, Houston, TX Rod Neradahl, Minneapolis Planetarium, Minneapolis, MN Eddie Newquist, Attraction Development, Universal Studios, Los Angeles, CA Kristine Petrini, D.V.M., Minnesota Zoo, Apple Valley, MN Jim Rasmussen, D.V.M., Minnesota Zoo, Apple Valley, MN Raymond Rye, Smithsonian Institution, Washington, DC Kismet E. Talaat, Rockville High School, Rockville, MD Advisory Panel Ann Bedford, Montgomery County Public Schools Jerry Bell, American Association for the Advancement of Science Augie Frattali, Franklin Middle School Raymond Hannapel, Education Consultant Arva Jackson, National Oceanographic and Atmospheric Administration (retired) Phyllis Katz, Hands On Science Outreach Patrice Legro, National Academy of Science Raymond Rye, Smithsonian Institution Kate Santhuff, Public Broadcasting Service Marilyn Suiter, American Geological Institute Sylvia Ware, American Chemical Society Shirley Watt Ireton, National Science Teachers Association Russell Wright, Montgomery County Public Schools 3M/NEWTON'S APPLE Education Committee Richard Hanson Barbara Kaufmann, Chair Robert W. Barton Patti Brunjes Yvonne Calwallader Tammy Chalmers Mary Chilinski Kerry Field John Huizinga Mary Hurlocker Bob Pranis Marlyce Paulson Denise Rutherford Richard Rossiter Carol Smorch David Weil Janelle Wong Patrick Zimmerman NEWTON'S APPLE Staff Eileen Galindo, host Brian Hackney, host David Heil, host Dave Huddleston, host SuChin Pak, host Gerald Richman, Vice President, National Productions Richard Hudson, Director of Science Programs Lee Carey, Executive Series Producer D.J. Hanson, Senior Production Manager Karen Arnold, Production Manager Norbert Een, Production Manager Ted Hinck, Production Manager Ann Morris-Tucker, Production Manager Steve Flynn, Director of Videography and Post Production Albert Lee, Assistant Post Production Coordinator Meighan Maloney, Series Manager Kristian Berg, Producer Lisa Blackstone, Producer Jeff Nielsen, Producer Erin Rasmussen, Producer Kevin Williams, Producer Tom Lieberman, Freelance Producer Kim MacDonald, Freelance Producer Carrie Maloney, Freelance Producer Jeff Welhe, Director Amy Kenefick, Production Designer Linda Lory, Production Assistant Ericka Cotton, Production Assistant Lesley Goldman, Production Assistant Danika Hanson, Production Assistant Cori Paulet, Production Assistant Bridget Anderson, Freelance Production Assistant Rachel Baer, Freelance Production Assistant Brian Bull, Freelance Production Assistant Brian Dehler, Freelance Production Assistant Leslie Luoto, Freelance Production Assistant Carol Kusnierek, Office Coordinator Design Group Janet Raugust, Lead Designer Debbie Norton, Project Designer Derrick Brigham, Illustrator, Poster/Cover Art Marty Harris, Spectrum Studio, Inc., Illustrator, Lesson Pages Larry Marcus, Photographer Additional photography provided by 3M We encourage duplication for educational non-commercial use. Educational materials developed with the National Science Teachers Association. NEWTON'S APPLE is a production of KTCA Saint Paul/Minneapolis. Made possible by a grant from 3M. \| SEGMENT TITLE \| SHOW# \| \|----------------------------\|-------\| \| Asthma \| 1505 \| \| Car Engines \| 1511 \| \| Glacier Climbing \| 1507 \| \| Glass Blowing \| 1508 \| \| Glaucoma \| 1501 \| \| Gliders \| 1506 \| \| Gold Mine \| 1503 \| \| Greenhouse Effect \| 1509 \| \| Kids on Mars \| 1510 \| \| Lightning \| 1513 \| \| Lost World Dinosaurs \| 1501 \| \| Mammoth Dig \| 1509 \| \| NASA Robots \| 1512 \| \| Novocain™ \| 1506 \| \| Pack Behavior \| 1504 \| \| Pet Food \| 1504 \| \| Phases of the Moon \| 1503 \| \| Proteins \| 1513 \| \| Robots \| 1512 \| \| Scuba Diving \| 1502 \| \| Smiles \| 1508 \| \| Sunken Slave Ship \| 1502 \| \| White-water Rafting \| 1505 \| \| Wilderness Training \| 1507 \| \| Wind Blow \| 1510 \| \| Zoo Vet \| 1511 \| Look inside for information about the newest season of NEWTON'S APPLE. NEWTON'S APPLE takes you around the world and into your own backyard to bring you and your students the excitement of real science inquiry. In addition to this free teacher's guide, NEWTON'S APPLE has lots of new science education products that help put kids, teachers, and parents in the driver's seat. What's the Secret? CD-ROMs NEWTON'S APPLE Science Kits for Home and School NEWTON'S APPLE Educational Materials Online—www.pbs.org NEWTON'S APPLE Classroom Science Charts NEWTON'S APPLE Live! Traveling Theater Show NEWTON'S APPLE Multimedia Collection Videodiscs and Software CALL 1-800-588-NEWTON Don't Miss Out! Don't miss out on the next edition of the NEWTON'S APPLE Teacher's Guide. Send back the postcard inside today. The demand for these guides is so great that unless we receive a card from you, we cannot send the next issue! 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Popular music 10.5920/railways.18 18 Sounds of the railroad in boogie-woogie, bluegrass, blues and jazz Several musicologists specializing in blues and jazz have written about the connection between train sounds and the development of American popular music in the twentieth century.$^1$ This chapter looks further into these railroad sound connections in the evolution of different popular music styles, boogie-woogie, bluegrass, blues and jazz. The section on jazz focuses on some of the most well-known locomotive-inspired pieces for jazz bands, notably the big band sounds of Duke Ellington and Glenn Miller, moving on to the R&B classic ‘Choo choo ch’boogie’ by Louis Jordan’s band. The chapter opens with instrumental pieces whose main intention is to replicate the sounds of the train. The favourite instruments for train imitation pieces are the harmonica and the fiddle. The harmonica, or blues harp as it is often known, lends itself to replicating train sounds because of the special effects that can be produced in various ways: cupping the hands over the instrument and opening and closing them to vary the sound; fluttering the fingers; and controlling the flow of the breath. It is also easy to ‘bend’ notes on the instrument. Note bends, a characteristic of blues and jazz, are where the pitch of a note is changed slightly, usually raised. Each of the following harmonica solos depicting the sounds of a train was recorded in the Southern States of America in the late 1920s. 10 train imitations with harmonica \| SONG TITLE \| ARTIST \| \|-------------------------\|-----------------\| \| C & O excursion \| Frank Hutchinson\| \| C & NW blues \| Bert Hunter Bilbro\| \| Chickasaw Special \| Noah Lewis \| \| Dixie Flyer blues \| De Ford Bailey \| \| Double headed train \| Henry Whitter \| \| Lost train blues \| Henry Whitter \| \| McAbee’s railroad piece \| Palmer McAbee \| \| Pan American blues \| De Ford Bailey \| \| Railroad blues \| Freeman Stowers \| \| Riding the blinds \| Eddie Mapp \| The two pieces, ‘Pan American blues’ and ‘Dixie Flyer blues’, are both performed by the African-American De Ford Bailey who spent many years perfecting the sound of both the engine and the whistle. These impressions are alternated in ‘Pan American blues’ which imitates the sound of an express freight train. ‘Dixie Flyer blues’ also alternates the engine and whistle sounds, but it has a more bluesy feel and makes much use of note bends. ‘C and NW blues’ is performed by the one-time blackface comedian Bert Hunter Bilbro.$^2$ It opens with an accelerating rhythm imitating the engine sound and then, with great instrumental skill, Bilbro introduces a train whistle sound and actually combines it with the sound of the engine. Palmer McAbee’s rendition of ‘McAbee’s Railroad Piece’ is an astonishing virtuoso harmonica solo. McAbee’s imaginative interpretation of train sounds opens with the sound of steam escaping as he blows across the top of the instrument. The engine accelerates and when it gets to full speed he uses his throat to produce growling engine sounds. The fiddle also lends itself to train imitations, this is partly because of double-stopping (where two notes can be played at once) and partly because it is a fretless instrument meaning that it is possible to slide from one note to the next. Most of the pieces listed below are played by string bands which were made up of acoustic stringed instruments - fiddles, five-string banjos, mandolins (occasionally) acoustic guitars and double bass. Apart from the recording of ‘Orange Blossom Special’, all of the listed pieces were recorded in the 1920s and 1930s when the popularity of the string band was at its height. They are all rooted in bluegrass music, a type of energetic folk music which originated in the American Appalachians and is noted for its rapid tempos and solo improvisations. Country music scholar Charles Wolfe has argued that bluegrass resembles the unique sound of the train: the clattering of the drivers echoed by the rolling banjo; the straight, true, hard steel rails resembling the empowering drive of the rhythm guitar; and the wail of the whistle calling up the long, edgy strokes of the low bow fiddle.$^3$ ### 10 train imitations with fiddle \| SONG TITLE \| ARTIST(S) \| \|--------------------------\|------------------------------------------------\| \| C & NW railroad blues \| Byron Parker’s Mountaineers \| \| Donkey on the railroad track \| Al Hopkins And His Hillbillies \| \| Engineer Frank Hawk \| Rainey Old Time Band \| \| Lost train blues \| Fred Perry (fiddle) Glenn Carver (guitar) \| \| New lost train blues \| JE Mainer’s Mountaineers \| \| Orange Blossom Special \| American Music Shop Band with Mark O’Connor \| \| Peanut Special \| Byron Parker’s Mountaineers \| \| Southern No 111 \| Roan Country Ramblers \| \| Train Special \| Walter Hurdt and his Singing Cowboys \| \| Western Kentucky Limited \| E E Hack String Band \| From 1925 to 1953, the Orange Blossom Special was a deluxe passenger train on the Seaboard Airline Railroad connecting New York City and Miami. The song ‘Orange Blossom Special’ was written in 1938 by Ervin T Rouse. It has become best known as a show piece for the fiddle, a vehicle showcasing the player’s virtuosity, often performed at breakneck speed. The recording by Mark O’Connor and the American Music Shop Band is particularly impressive, showcasing the pyrotechnic skills of both the fiddler and the harmonica player. ### Railroad sounds The Canadian composer and educator R Murray Schafer, who has written extensively on the soundscape of our environment, writes that in comparison with their modern counterparts, the sounds of steam trains were rich and characteristic. Of all the sounds of the Industrial Revolution, those of trains seem across time to have taken on the most attractive sentimental associations...the whistle, the bell, the slow chuffing of the engine at the start, accelerating suddenly as the wheels slipped, then slowing again, the sudden explosion of escaping steam, the squeaking of the wheels, the rattling of the coaches, the clatter of the tracks ... these were all memorable noises.$^4$ Schafer goes on to write about the sound of train whistles. ‘In North America... the whistle is low and powerful, the utterance of a big engine with a heavy load. On the prairies...the periodic whistlings resound like low haunting moans.’$^5$ Howard Bloomfield, one of Schafer’s colleagues on his soundscape projects at Simon Fraser University, believed that the railroads influenced the development of jazz and that ‘blue notes can be heard in the wail of the old steam whistles.’$^6$ By ‘blue notes’ Schafer was referring to a musical characteristic of blues and jazz where some notes, are flattened by a semitone or ‘bent’ by a smaller interval. Blue notes are usually found on the third, fifth or seventh degree of the scale. Alan Lomax, arguing that ‘the distinctive feeling of American hot music comes from the railroad’, also makes reference to the characteristic sound of the whistle. He holds that ‘it is the surge and thunder of the steam engine, the ripple of the wheels along the tracks, and the shrill minor-keyed whistles that have colored this new American folk music.’$^7$ In his analysis of the ways that the railroads have influenced American popular music, Lomax describes how the influence can be found in the music’s texture. The word ‘texture’ refers to the simultaneously sounding lines in a piece of music, the number of layers, and the way that the rhythms bind together, for example. It is in the textures of our popular music, however, that the railroads have left their deepest impression. Listen to the blues, the stomps, the hot music of the last fifty years, since most Americans have come to live within the sound of the railroad. Listen to this music and you’ll hear all the smashing, rattling, syncopated rhythms and counter-rhythms of trains of every size and speed. Listen to boogie-woogie with its various kinds of rolling basses... What you hear back of the notes is the drive and thrust and moan of a locomotive.$^8$ Boogie-woogie Lomax makes specific reference to the counter rhythms and the rolling basses of boogie-woogie music. Boogie-woogie is a piano style which was most popular during the 1920s and 1930s but has had a major influence on different rock and blues styles. It is thought to have originated in Texas but became popular in Chicago and Detroit where boogie-woogie pianists provided the music for dancing at ‘rent parties’ during the years of the Depression. Rent parties were thrown in urban black communities; an entrance fee was charged to pay for food, drink and entertainment and the money was collected to pay the rent. The piano was the only instrument playing so it had to be loud, partly to attract passing custom. The front was taken off and newspaper was put between the strings.$^9$ The essence of the boogie-woogie piano style is the contrast between the left and right hands. The left hand plays an ever-recurring driving bass line, sometimes known as a ‘walking bass’ or a ‘rolling bass’, keeping the beat and providing the chords. The chords usually followed the twelve-bar blues pattern. At the same time the right hand provides an embellished melody often set up in cross rhythms, what Lomax refers to as counter-rhythms, against the left hand. Here are some examples of the rolling basses of the left hand bass part. Notice how the note pattern of each bar is repeated, but shifted up or down to the next chord. Boogie-woogie bass lines often use quavers (eighth notes) as in the following example. Sometimes chords are used providing a useful musical imitation of an engine moving along the tracks. These are played in a swung rhythm where, in each pair of notes, the first note is performed a little longer than the second and with a little more emphasis. Honky tonk train blues by Meade Lux Lewis The boogie-woogie piano piece ‘Honky tonk train blues’ was first recorded in 1927 and soon became very popular. The chugging engine rhythm can be heard in the right hand. These bars, taken from near the opening, show the polyrhythmic interplay between the left and right hand. The left hand notes come in pairs, whereas those of the right are often in threes – triplets. Boogie-woogie pieces are often technically demanding, mainly because of the rhythmic independence required between the player’s hands where twos are set against threes. In the next section Lewis uses another common device found in the boogie-woogie style where the right hand uses riffs (short repeated figures). No. 29 by Wesley Wallace This boogie-woogie piece by Wesley Wallace is about the No. 29 train. It is unusual in two ways. In the same way as most popular songs, the very large majority of boogie-woogie pieces have four beats to the bar, whereas ‘No. 29’ has three beats in a bar. Secondly, Wallace makes a running commentary about his train journey throughout and illustrates this with train sound effects on the piano. The performance is a tour de force. The left hand has running quavers throughout depicting the train’s motion, whilst the intricate melodic right hand is interspersed by train imitations. Wallace’s running commentary is as follows. This is the train they call 29. Leavin’ out of Cairo, comin’ to East St. Louis. Soon as she got in Murphysburg, she blowed that whistle. She blowed her whistle this way: (piano imitates whistle with repeated chords in its high register). She blow the whistle this way I caught that train in Murphysburg. I was intendin’ to get off in Sparta, Illinois. I mean, that train was runnin’! She wasn’t doin’ nothin’ but runnin’, hot, a’ somethin’ like this: (piano imitates train runnin’). I mean that train was runnin’. She wasn’t doing nothin’ but runnin’ hot, something like this Just before she got to Sparta, she thought she’d blow that whistle again. She blew that whistle somethin’ like this: (piano imitates whistle). She’s lopin’ now. I wanted to get off that train, but she’s goin’ too fast. I hardly ain’t touched one foot on the ground, my heel like to knock my brains out. I always step four or five, right tight … and fell off. This is the noise I made when I hit that ground: (piano imitates impact with clattering chords). I’m rollin’ now. I got up and waved my hand, told ‘em, “Good-bye.” This is the way she was cakewalkin’ on into East St. Louis: (piano plays in the cakewalk dance style). Wesley Wallace is not the only musician to set a narrative to music depicting a train. Here are some more examples. 10 Train songs with spoken narratives \| Song \| Artist \| \|-----------------------------\|----------------------\| \| Travelling blues \| Blind Willie McTell \| \| The train \| Furry Lewis and Will Shade \| \| Talking Casey blues \| Mississippi John Hurt \| \| Streamline ‘Frisco Limited \| Rev. Robert Wilkins \| \| Special streamline \| Booker White \| \| Ragtime Texas \| Henry Thomas \| \| Panama Limited \| Booker White \| \| Going North \| Tom Bradford \| \| Frisco leaving Birmingham \| George ‘Bullet’ Williams \| \| Big boy blues \| Leon Strickland \| Jazz Duke Ellington and locomotive music Edward ‘Duke’ Ellington (1899-1974) was an American pianist, composer and bandleader. He came from a well to do family in Washington DC (his father was a butler at The Whitehouse) and moved to New York in the early 1920s playing at the fashionable Cotton Club in Harlem. This was at the time when big bands were becoming popular and Ellington helped to develop the big band jazz style. His band was made up of three sections – saxophones, brass (trumpets and trombones), and a rhythm section – each playing off each other in a call-and-response style. He wrote hundreds of compositions for them, discovering new tone colours and textures and always writing to the strengths of individual musicians. As well as writing successful popular songs he also composed sophisticated jazz music. Soon his band, with him at the piano, was making tours of the US and then later, worldwide. He continued to lead bands until his death in 1974. Ellington loved trains and he spent long hours on them travelling on tour. At times he even rented his own train car in order that he and his band members would have a place to eat and sleep when they were touring in segregated towns. The train was his sanctuary. His sister Ruth once told his biographer Derek Jewell that ‘You’d see him in a siding somewhere in Texas, the heat at 110, the sweat pouring off him on to a piece of manuscript paper on his knee’. Jewell writes He would listen to the chattering of trains at crossings, to the hissing and chuffing as they left stations, and above all the whistles. ‘Especially in the South. There the firemen play blues on the engine whistle – big, smeary things like a goddam woman singing in the night.’$^{10}$ He often composed while riding on trains and wrote a whole series of pieces evoking the joys, and often imitating the sounds, of train travel. His locomotive-inspired songs include ‘Daybreak Express’ ‘Happy go lucky local’ and ‘The old circus train turn-around blues’. His signature tune, ‘Take the A train’, however was written by Billy Strayhorn. In Stompin’ the Blues, Albert Murray argues that, although train sounds were integral to such songs, Ellington’s compositional approach was in terms of form and craft rather than ‘railroad mimicry’. Murray writes ‘although the railroad sounds in such Ellington compositions…remain unmistakable…even the most literal imitation of the sound of the most familiar everyday phenomenon becomes an element of musical stylization and convention… what all the whistles, steam-driven pistons, bells, and echoes add up to is the long-since-traditional sound of blues-idiom dance-hall music.’\textsuperscript{11} This point is reinforced by Jewell when he writes that the ‘feeling for trains is obvious; but what Duke added to the mixture of train-like sounds and rhythms provided the magic.’\textsuperscript{12} \section{10 train pieces by Duke Ellington} \| Title \| \|--------------------------------------------\| \| Take the A Train \| \| Daybreak Express \| \| Across the track blues \| \| Lightnin’ \| \| The old circus train turn-around blues \| \| Choo choo (gotta hurry home) \| \| Build that railroad (sing that song) \| \| Loco Madi \| \| Happy go lucky local \| \| Track 360 aka Trains that pass in the night\| ‘Daybreak Express’ Barney Bigard, a clarinettist in Ellington’s band once said in interview You know the record, ‘Daybreak Express’? Well, when we were in the South, we’d travel by train in two Pullmans and a baggage car. Duke would lie there resting, and listening to the trains. Those southern engineers could pull a whistle like nobody’s business. He would hear how the train clatter over the crossing, and he’d get up and listen to the engine. He’d listen as it pulled out of a station, huffing and puffing, and he’d start building from there… He had the whistles down perfectly, too.\textsuperscript{13} ‘Daybreak Express’ (1933) is built on the chords of ‘Tiger Rag’, an earlier Ellington song. It portrays a steam engine leaving the station, accelerating to top speed, blowing its whistle and then coming to a halt. It provides one of the most vivid pictures of a speeding train in music. With its noisy, powerful chords, rolling ostinati, complete with wailing whistle and clanging bell, it has a sense of the immediate urgency of a pounding express. The piece abounds with bends and slides on the saxophones and wah-wah trumpets. In 2013 the Los Angeles Times* maintained that ‘Daybreak Express’ was rarely performed ‘because no one has figured out precisely how he got his reeds to replicate the sounds of a steam whistle.’$^{14}$ ‘Happy go lucky local’ In his autobiography, Ellington wrote that ‘Happy go lucky local’ told the story of a train in the South, not one of those luxurious, streamlined trains that take tourists to Miami, but a little train with an upright engine that was never fast, never on schedule, and never made stops at any place you ever heard about. After grunting, groaning, and jerking, it finally settled down to a steady medium tempo.$^{15}$ The big band composition opens with rumbles, groans, shrieks, squeaks and dissonance, one repeated pattern (ostinato) after another, all set over a steady beat. There is no clearly identifiable melody until well into the piece. In the early bars we hear piano and bass as the train starts to move. Reeds and brass enter with saxophone solos and long, screaming notes on plunger muted trumpet, reminiscent of the whistle of a passing train, all accompanied by the trombones, sounding like the chugging of the train’s engine. ‘Take the A train’ ‘Take the A Train’ is a jazz standard, composed in 1939 by Billy Strayhorn. Ellington was in the middle of a negotiating stalemate with the licensing agency American Society of Composers, Authors and Publishers (ASCAP); all music by ASCAP members—including Ellington himself—was barred from the airwaves. Ellington needed a new library of songs by a non-agency member, and turned to his young friend – the arranger and collaborator, Billy Strayhorn. Its opening theme is unusual in its use of wide leaps, but it is also very hummable. Ellington soon adopted it as his signature tune. The lyrics are about choosing the then-new A train to get to Harlem in preference to the D train. Apparently a common mistake was to take the ‘D’ train and end up in the Bronx. The story goes that the title evolved from the directions that Ellington gave Strayhorn on how to get to his Harlem apartment by subway. Ellington lived in the elegant African-American of Sugar Hill located between 144th and 155th Street. As Strayhorn once said, he was writing subway directions.\textsuperscript{16} \begin{quote} You must take the A train \\ To go to Sugar Hill way up in Harlem \\ If you miss the A train \\ You’ll find you’ve missed the quickest way to Harlem \\ Hurry, get on, now it’s comin’ \\ Listen to those rails a-hummin’ \\ All aboard get on the A train \\ To go to Sugar Hill way up in Harlem. \end{quote} The song is in the 32-bar AABA form which was popular with swing and jazz bands of the time. It opens with solo piano playing the same bar of downward flourishes four times. The locomotive is suggested in the constant movement and rolling ostinato of the rhythmic brass and reed accompaniment. The joyful main theme is first played by saxes in unison, punctuated by the other horns. A muted-trumpet solo backed by the reeds leads to another stirring riff by the full band. A long trumpet solo follows, first muted and then open. The song changes key by means of blasts from the full band in the passage between the muted and open trumpet. Loud dissonant chords from the band towards the end of the solo are suggestive of a train’s warning signal. Ellington and the band performed the song in the film \textit{Reveille with Beverly} (1943) with the singer Betty Roche. The band is shown performing in a railroad passenger car rather than a subway car. The song was an instant hit and since Ellington’s recording there have been many others including those by Ella Fitzgerald, Joe Henderson, Charlie Mingus, Sun Ra, and the rock band Chicago. The Glenn Miller Orchestra Glenn Miller (1904-1944) was a bandleader, trombonist, composer and arranger. His band had a more commercial sound than Duke Ellington’s. In his search for a unique sound he doubled he clarinet and tenor saxophone, whilst three other saxophones played in close harmony. He was the best-selling recording artist from 1939 to 1942 with 16 number-one records and 69 Top Ten hits. In 1942, he volunteered to join the US military to entertain World War II troops. He joined the US Army Air Forces, directing the American Air Force band and contributing a good deal to morale during the war. On December 15, 1944, when France had been newly liberated, Miller’s Paris-bound plane disappeared in bad weather over the English Channel. Neither the plane nor its occupants were ever found. ‘Chattanooga Choo Choo’ was written by Harry Warren and Mack Gordon for the band to perform in the film Sun Valley Serenade (1941). It was arranged for the Glenn Miller Orchestra by Jerry Gray. The band were incorporated into the story line, the lyrics describe the train’s route, starting from Pennsylvania Station in New York and running through Baltimore to Carolina before reaching Chattanooga. A past love will be waiting at the station and he plans to settle down for good with her. At the time soldiers abroad were facing death, the song reminded them of the excitement of coming home. The main song includes a passage of dialogue. “Pardon me, boy, is that the Chattanooga Choo Choo?” “Yes, yes, Track 29!” “Boy, you can give me a shine.” “Can you afford to board the Chattanooga Choo Choo?” “I’ve got my fare, and just a trifle to spare.” The train station in Chattanooga, Terminal Station opened in 1908 and was a major transportation hub in the 1930s and 1940s. Gordon and Warren were reputed to have written the song while traveling on the Southern Railway’s Birmingham Special train - one of three trains operating from New York City via Chattanooga. However some of the details in the song don’t apply to the Birmingham Special, suggesting a certain amount of artistic licence on the part of the team. The song mentions ‘Track 29’ but New York’s Pennsylvania Station only had 21 tracks. The Birmingham Special left at 12. 30 rather than ‘bout a quarter to four’. Although ‘nothing could be finer’ than to eat ‘dinner in the diner’ it would be difficult to do this since none of the trains between New York City via Chattanooga passed through Carolina. Chattanooga’s former Terminal Station was saved from demolition after the withdrawal of the passenger rail service in the early 1970s. It is now part of a large resort complex and Chattanooga is home to the National Model Railroad Association. That year it won an Academy Award for Best Song from a movie, even though it could not be heard on network radio due to the ASCAP boycott, the same boycott which had brought about the composition of ‘Take the A Train’. Once the ASCAP strike was over it was featured heavily on radios across the country and in 1942 it went on to receive the first Gold Record for selling over a million copies. Other railroad pieces performed by the Glenn Miller Orchestra were ‘Tuxedo Junction’, Sleepy Town train’, ‘Slow freight’ and the Count Basie song ‘9.20 Special’. ### 10 choo choo songs \| SONG TITLE \| ARTISTS \| \|-----------------------------------\|------------------------------------------------------------------------\| \| Boogie-woogie choo choo train \| Mabel Scott 1948 R&B \| \| Bye bye black smoke choo choo \| Recordings by bluegrass artists Joe Glazer, The New Lost City Ramblers, and Arthur Smith and his Crackerjacks (1955) \| \| Chattanooga choo choo \| Glenn Miller and his Orchestra 1941 Big band \| \| Choo choo \| Frankie Trumbauer 1930 Big band \| \| Choo choo \| Jack Hylton 1931 Big band \| \| Choo choo \| Fats Waller 1939 Piano \| \| Choo choo (gotta hurry home) \| Duke Ellington 1924 Jazz band \| \| Choo choo blues \| Virginians 1922 Blues band \| \| Choo choo ch’boogie \| Louis Jordan 1946 R&B \| \| When the midnight choo-choo leaves for Alabam’ \| Written by Irving Berlin in 1912. Recordings include Judy Garland, Ethel Merman and Tommy Dorsey \| ‘Choo choo ch’boogie’ by Louis Jordan & His Tympany Five Louis Jordan (1908 –1975) was an American saxophonist, bandleader and songwriter whose music was so popular that he was sometimes referred to as the King of the Jukebox. Born in Arkansas, Jordan left home in his teens and eventually moved to New York and formed the Tympany Five, an R&B dance band made up of a horn section along with drums, double bass, guitar and piano – a sort of scaled down big band. R&B (or rhythm and blues) was a blues style made for entertainment and dancing. Jordan teamed up with Milt Gabler, Decca’s producer of ‘race’ records to produce a series of hits and he became the first black artist whose records crossed over to the pop charts. The song was co-written by Milt Gabler and two country and western musicians who worked at a radio station in New York City. Like many of Jordan’s songs ‘Choo choo ch’boogie’ is in the jump blues style, a sort of swing-oriented happy version of the blues with a boogie-woogie beat. The verses follow the 12-bar blues structure and the choruses have eight bars. It has rapid-fire witty lyrics and a hard-driving energetic sound. The record was released in 1946 and was soon a massive hit selling over two million copies. Part of its appeal is the way that the lyrics encapsulated the feelings of excitement, coupled with disillusionment, which many must have felt on returning from service in World War II; ‘The only job that’s open needs a man with a knack’. The song opens with a 12-bar instrumental introduction in which the horns (two saxophones and a trumpet) imitate the sound of a train whistle. The rhythm section sets up a boogie-woogie shuffle and the vocals are joined by riffing horns, a boogie-woogie piano solo and a 20-bar saxophone solo. The rapidly fired vocals have their emphasis on the rhythm and some, including those of the catchy chorus, are onomatopoeic – ‘whoo, whoo,’ ‘choo, choo’ - suggesting the sounds of a train. The success of the song inspired a number of the first rock ‘n’ roll artists including Bill Haley and his Comets. Endnotes 1 These include the blues expert, Paul Oliver, American folklorist, Alan Lomax, country music expert Charles Wolfe, and the American jazz and blues critic, Albert Murray. 2 White performers blackened their face with cork for the performance of black caricatures in minstrel shows. 3 Taken from the sleeve notes to the album Bluegrass Express, a compilation of train themed bluegrass songs. 4 R Murray Schafer. The soundscape. Our sonic environment and the tuning of the world. (Rochester, Vermont: Destiny Books, 1977): 81. 5 Schafer, The soundscape, 82. 6 Schafer, The soundscape, 113. 7 Alan Lomax, ed. Folk Song: USA, 1947. 8 Ibid. 9 Eileen Southern. The Music of Black Americans. A History. (New York: Norton, 1971): 372. 10 Derek Jewell. A Portrait of Duke Ellington. (London: Sphere Books, 1977): 79. 11 Albert Murray. Stomping the Blues. (Minneapolis: University of Minnesota Press, 1976): 125. 12 Jewell, A Portrait of Duke Ellington, 79. 13 James Lincoln Collier. Duke Ellington. (Oxford: Oxford University Press, 1987): 162. 14 Los Angeles Times, May 10, 2013. 15 Edward Kennedy Ellington. Music is my mistress. 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Select the most correct answer and write the letter in the blank (1 pt. each). 1. Movement of molecules down their concentration gradient is called diffusion. A. osmosis B. diffusion C. hypotonicity D. hypertonicity E. isotonicity 2. In the dialysis experiment, the color of starch solution changed to blue because iodine molecules moved into dialysis bag. A. iodine molecules moved into dialysis bag. B. starch moved outside dialysis bag. C. starch moved into dialysis bag. D. NaOH molecules moved outside the dialysis bag. E. both iodine and starch moved in both directions 3. The goal of the experiment in which you have used Petri dishes with agar medium is to show that A, B and C are correct. A. molecules move from high concentration to low concentration. B. malachite green and methylene blue have different molecular weight. C. molecules of different sizes move at different rates across semi-solid medium. D. A, B and C are correct E. Only A, and C are correct 4. Elodea cells became turgid when they were placed in a hypotonic solution. A. hypotonic B. isotonic C. hypertonic D. high salt E. only A and B are correct 5. What happened to the level of sugar solution when you placed the osmometer in water? It increased. A. increased. B. decreased. C. did not change. D. decreased then increased. D. increased then decreased. 6. In fermentation experiment, which of the following sugars was expected to produce the highest amount of CO$_2$ in 15 minutes? Glucose A. Sucrose B. Glucose C. Maltose D. starch e. Cellulose 7. In the absence of oxygen, yeast obtains energy by fermentation. A. photosynthesis. B. fermentation. C. respiration. D. B and C are correct E. Non of the above is correct 8. In the photosynthesis experiment, you observed Elodea carrying out photosynthesis because CO$_2$ bubbles were formed in the inverted tube. A. it changed its color. B. the water became turbid and cloudy. C. CO$_2$ bubbles were released out of the beaker. D. CO$_2$ bubbles were trapped in the inverted tube. E. CO$_2$ bubbles were formed in the inverted tube. 9. During photosynthesis experiment, you have added sodium bicarbonate to BA, B and C are correct. A. increase the rate of photosynthesis. B. increase the amount of CO$_2$. C. increase the amount of O$_2$ produced: D. A, B and C are correct. E. only A and B are correct 10. During photosynthesis experiment, moving the light closer to the plant resulted in only A and C are correct. A. increased photosynthesis rate. B. increased amount of CO$_2$ released. C. increased number of bubbles produced. D. A, B and C are correct E. only A and C are correct Fill in the Blank (1 pt. each) 1. Mention one of the major types of epithelial tissues: Simple epithelial tissues (simple cuboidal epithelium) 2. Where can you find stratified keratinized epithelial tissue? Skin 3. What type of epithelial tissue lines the inner part of kidney tubules? Simple cuboidal epithelium 4. Give an example of aspecial connective tissue. Bone/Blood 5. What type of cartilage does the trachea have? Hyaline cartilage 6. In which tissue can you find osteocytes? Compact bone 7. Blood supply is carried to the bone through Taversian canals 8. Name the tissues below i) Hyaline cartilage ii) Simple squamous epithelium iii) Skeletal muscle tissue	<urn:uuid:98443ae3-d686-4dfd-b7fe-d73b168b5f7b>	CC-MAIN-2019-43	http://msg2018.weebly.com/uploads/1/6/1/0/16101502/bio_lab_quiz_basem_jaber_2011.pdf	2019-10-13T20:56:41Z	crawl-data/CC-MAIN-2019-43/segments/1570986647517.11/warc/CC-MAIN-20191013195541-20191013222541-00324.warc.gz	192,048,461	911	eng_Latn	eng_Latn	0.986902	eng_Latn	0.997434	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2767, 3494 ]	[ 4.28125 ]	1	0
Lunar Supply Pod Honorable Mention for NASA HUNCH Design and Prototyping 2021 Congratulations for being chosen to receive an Honorable Mention for NASA HUNCH Design and Prototype 2021. This is to provide more praise for those who have done significant design and testing. Take pride in knowing that your work demonstrated many significant innovations and ideas. HUNCH recognizes that your team put a lot of thought and time into your design and testing. You had multiple prototypes you worked through, completed several interesting ideas, did testing with each prototype, demonstrated a deeper knowledge and skill in CAD. Although you are not being invited to the Final Design Review, your work will remain on the HUNCH design and prototype page where it will continue to show the hard work your team put into the project. Lunar Supply Pods Spherical Supply Pod with Struts School: Bridgeland Highschool Teacher: Mr. Laughlin Creators: Isaak Gonzales An 11th grader in Mr. Laughlin’s Engineering Design and Presentation class. For this project, he mostly worked on creating the original sketch, beginning parts, and trifold. Julie Treesh An 11th grader in Mr. Laughlin’s Engineering Design and Presentation class. She worked mostly on the drawing files, fixing/changing the design, and setting up the prototype. This Pod is used to supply water, food, and other day to day items needed while on the moon. The pods had to be inexpensive and durable so the materials they are transporting do not get damaged. Our design includes crush zone struts to help keep the supplies intact, a hatch to keep items secure, and it is shaped so that it can roll to a stop instead of hitting the ground and stopping immediately. Prototype Fully Assembled: Connector Front 1 can be turned in order to make the Lock Pipes move. Different Parts of the Design: \| ITEM \| QTY \| PART NUMBER \| MATERIAL \| \|------\|-----\|----------------------\|--------------\| \| 1 \| 2 \| CASING HALF \| Aluminum 6061\| \| 2 \| 2 \| HANDLE \| Aluminum 6061\| \| 3 \| 16 \| CRUSH ZONE STRUTS \| Aluminum 6061\| \| 4 \| 4 \| LOCK PIPE \| Aluminum 6061\| \| 5 \| 1 \| CONNECTOR BACK \| Aluminum 6061\| \| 6 \| 1 \| HATCH FRONT \| Aluminum 6061\| \| 7 \| 1 \| HATCH BACK \| Aluminum 6061\| \| 8 \| 1 \| CONNECTOR FRONT 2 \| Aluminum 6061\| \| 9 \| 1 \| CONNECTOR FRONT 1 \| Aluminum 6061\| The HATCH Lock Connector is used to lock the hatch - it will not be possible to open the hatch completely or throw it open. Only slowly turn the connector "E" to create a working Hatch. Critical Design Review Project: Lunar Supply Pods School name: Space Coast Jr/Sr High School Teacher: Mr. Luis Reyes Team Members: Sean Tomlinson Zachary Bramelett Description: Our prototype shows the basic functionality of our design of the lunar supply pod. It demonstrates how it opens and we will explain how it will lock. Our prototype does satisfy the constraints, it shows how the basic parts will work and we can explain how the lunar supply pod can land on the surface of the moon. We understand the microgravity on the moon and how our design could fail depending on the circumstances. The gravity on the moon is about 1/6th of the gravity on earth so us using that we considered different scenarios on how the lunar supply pod would be launched off a vehicle. We have the solidworks file showing the design that can be replicated including what material we chose which was stainless steel. Since we do not have a software that can prove that our design works we have to explain more clearly on how the functionality of the design is gonna work. Since our design is a reversed engineered design of the opportunity lander that delivered the rover to mars, it was already done and proven it works so it is easier to produce. The top image shows a 3D model of a device with a black and gray color scheme, featuring a triangular shape with a hinge mechanism at the base. The bottom image displays a physical prototype made of light-colored wood, also in a triangular shape but with a more open structure and visible hinges. Project name: Lunar Supply Pod School name: Space Coast Jr/Sr High School Teacher: Mr. Luis Reyes Students: Nicholas Scuderi, Kevin Taylor Description: Our project satisfies the requirements and the constraints. We made the pod to have a design to be able to crash land on the moon. Our prototype has a small 3D model that demonstrates how it will be used. The legs will work as a cushion to absorb the impact of the crash. The tests showed that our design works and can be a good way to deliver supplies on the moon. The legs can be reused because once they break or bend, they can be taken off to then reuse on a different pod. With there being no gravity, we designed the pod with legs all around it knowing that it would be crash landing on the moon. Since we don’t know what face, it is going to hit first the legs are meant to help with that. While our design doesn’t look like something like anything you can get it is a very simple design. This is the solid works drawing and this shows on how it is a little bit different from the CDR prototype and shows how the legs were put in and how the door was changed. This is the end of the leg which shows that it has holes for the mover. This is a look at the legs can work by crashing on the moon. This is a look at the door and where people will be go in and out. Limitations 1. Weight of supply pod 2. Size of supply pod 3. Velocity at touchdown 4. Strength of supply pod 5. Spinning of pod - In air and on the impact of the ground 6. Angle of contact with surface 7. The amount of fuel to slow down the pod 8. Undulating of the moon’s surface 9. Surface particle sizes 10. Internal and external dampening of container’s effects on the pod Design and create a Supply Pod that can hold supplies that can withstand a high velocity impact. The Pod must also be able to make putting supplies on the moon at a cost-efficient rate. CLEAR CREEK WILDCATS 2020	75dfbcd9-6f8e-4f17-a0d8-0bd8797feb2d	CC-MAIN-2022-27	https://www.hunchdesign.com/uploads/2/2/0/9/22093000/lunar_supply_pod_honorable_mention_2021.pdf	2022-07-06T23:04:45+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104678225.97/warc/CC-MAIN-20220706212428-20220707002428-00084.warc.gz	867,690,065	1,384	eng_Latn	eng_Latn	0.996471	eng_Latn	0.998648	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	true	rolmOCR	[ 824, 1721, 2625, 3865, 4163, 5358, 5488, 5870, 6057, 6084 ]	[ 2.765625 ]	1	1
THE PROGRESS OF POWER Today Chicago and the territory which makes up what is known as the Chicago Metropolitan Area stand on the threshold of a new era of still greater growth and achievement. Destined to Lead the World The March of Progress continues. Metropolitan Chicago because of its location, its resources and its people still imbued with the conquering spirit of the pioneers, looks forward to even greater accomplishment—destined to become the greatest industrial and business center in the world. Although the city of Chicago is celebrating its century milestone this year with a great World’s Fair—A Century of Progress International Exposition—its greatest growth and development has come within the last half century. In fact, another World’s Fair—the World’s Columbian Exposition—held in Chicago in 1893 might well be said to have been the beginning of the new Chicago. Just as the World’s Fair of 1893 marked the beginning of a new period in Chicago’s growth, the Century of Progress Exposition this year is the foundation on which is being built a Greater Chicago—a Metropolitan Chicago which knows no city boundary lines, but which spreads from the city into the suburbs and across the rich farm lands of northern Illinois, uniting a population of four and one-half millions of people into one great community. The interests of these people are interwoven in their business, cultural, social and home life. Together they face the coming of the new day which will bring greater prosperity and achievement to all of Metropolitan Chicago. Electricity, the Builder The one single agency which has aided most the growth and progress of Chicago and its adjacent territory is Electricity. Plentiful power has made possible the great city of Chicago and the still greater Chicago Metropolitan Area. Adequate and reliable electric service in this great territory has built up great industries, speeded transportation, enabling people to live away from the heart of a great city, and brought comfort and beauty into the home. Electricity is ready today to do its part in the upbuilding of the great Chicago Metropolitan Area of the future. Electricity has been used for light and power only a little more than fifty years. Chicago had a population of only half a million when, on April 26, 1878, the crude, flickering arc lamps were first publicly displayed from the old Waterworks Tower at North Michigan and East Chicago Avenues. Thomas A. Edison did not invent the incandescent electric lamp until the next year. The beginning of the electric business in Chicago really dates from 1888—only forty-five years ago. More electricity was used in lighting the buildings and grounds at the World's Fair in 1893 than was used in all the rest of Chicago. Yet the amount used was less than is consumed by a single State Street department store of today. A New Era Begins The electric generating plant on the World's Fair grounds was the largest in the world at that time. It was the dawn of the Electrical Age. The eyes of the world were turned on Chicago and on electricity. The rapid growth of Chicago and the development of the use of electricity have gone forward together since that time. The same pioneering spirit which pulled one of the world's greatest and most beautiful cities from the mud, built the electric light and power business in the Chicago Metropolitan Area. The development of the use of electricity in this section is a story of private initiative and enterprise; of pioneers who led the way to a great development. Forward-looking, resourceful and daring, these pioneers set the pace for the world in electrical development. Here, in 1882, in the midst of a field in operation the first large steam turbine ever built. It marked the abandonment of the use of reciprocating engines, which had been universally used and opened the way for the building of larger and more efficient generating units and lower costs for electricity. Scattered Plants Are Interconnected But while developments seem to have been rapid thirty and forty years ago, the greatest progress in the electric light and power business has come during the last twenty years and particularly within the last decade. It was only a little more than twenty years ago that the number of communities in Lake County, just north of Chicago, all served by small, isolated electric plants, were interconnected and served from one large plant. This experiment was the forerunner of the establishment of widespread transmission systems interconnected with centrally located generating plants not only in the Chicago Metropolitan Area, but throughout the world. The spirit of the pioneer had triumphed again. Within the last five years there has been placed in operation in the Chicago Metropolitan Area a generating unit which has a capacity of 200,000 kilowatts or 268,100 horsepower—the largest ever built. Area Served by Four Companies All of this great electrical development in the Chicago Metropolitan Area has been accomplished without the aid of such natural resources as water power. In this flat country there is no possibility of water power development. All the generating plants in this section therefore are operated by steam. In the operation of such large plants as are essential in such an extensive and thickly populated industrial territory, large amounts of cold water for condensing purposes are necessary, however. For this reason plants have been built on the shores of Lake Michigan and on rivers where there is an ample supply of water. The Chicago Metropolitan Area is served with electricity by four companies. The Commonwealth Edison Company supplies electrical energy to all of Chicago's homes, industries, offices, electric railroads, elevated railways and street cars. It lights the streets and the stores, the theaters and restaurants. In general it does all of the myriad jobs that modern inexpensive electricity can do in a modern city. Serving the Suburbs and Beyond Outside the city limits of Chicago, north, west and south, lies the large territory served with electricity by the Public Service Company of Northern Illinois. This diversified area of 6,500 square miles includes the suburban residential territory around Chicago, excellent industrial sections with outstanding advantages, as well as hundreds of farms and rural towns beyond—120 separate communities in all. Directly west of Chicago and beyond the area served by the Public Service Company of Northern Illinois lies the somewhat smaller territory served with electricity by the Western United Gas and Electric Company. This section includes a portion of the beautiful Fox River Valley. Twenty-two communities and many of the rural districts between are served by this company. Still further westward, stretching across the state to the Mississippi River, is the widespread territory served by the Illinois Northern Utilities Company. This organization serves 120 communities and reaches out into the agricultural sections, providing light and power to farms as dependable as that supplied to the city dweller who lives across the street from the power plant. Strictly "Home Institutions" These companies are integral parts of the territories which they serve. They are home-managed and home-owned. They have thousands of employees—both men and women—who are a part of the business, civic and social life of the communities in which they work and make their homes. These companies have over 107,000 stockholders and over 96,000 of them live in Illinois, most of them in the territories served by these companies. In addition there are, of course, thousands of bondholders, which include banks, and insurance companies as well as individual investors. The great Chicago Metropolitan Area served by these four companies has available at all times a great and reliable supply of electricity. Large generating stations are advantageously located at various points throughout the area. High tension transmission lines interconnect these generating stations, forming one great network, pulsating with energy, ready to serve every individual customer anywhere in the whole area day and night. A Superpower System In order to serve adequately this important section of the country and to provide power for future growth and development, several large generating stations have been built and interconnected with a 132,000 volt transmission system, which feeds energy into the area from a number of sources. This Superpower system is the backbone of the electricity supply network which extends over the many thousands of square miles of the Chicago Metropolitan Area. The largest of the generating stations interconnected by this great system are the Crawford Avenue station (capacity 42,000 kilowatts or 56,400 horsepower) and the Calumet station (capacity 187,500 kilowatts or 251,300 horsepower) of the Commonwealth Edison Company in Chicago; the Waukegan station (capacity 290,000 kilowatts or 388,700 horsepower) of the Public Service Company of Northern Illinois on the lake shore at Waukegan, north of Chicago; the State Line plant (capacity 200,000 kilowatts or 268,100 horsepower) of the Chicago District Electric Generating Corporation on the shore of Lake Michigan at the Chicago-Indiana state line; Powerton station (capacity 210,000 kilowatts or 281,500 horsepower) of the Superpower Company of Illinois on the Illinois River near Pekin. Striking Capacity Increase These great plants which have a combined capacity of 1,311,500 kilowatts or 1,758,200 horsepower and the Superpower transmission system which interconnects them are operated as a unit, resulting in greater reliability of service and more economical operation. Smaller generating stations and transmission lines of lower voltage are also interconnected with the result that the entire Chicago Metropolitan Area has adequate and dependable electric service at all times. The total generating capacity of the plants in this area is 1,649,300 kilowatts or 2,210,900 horsepower. In 1912 the capacity was 820,000 kilowatts or 430,200 horsepower. In twenty years the amount of electrical energy available in the area has increased 414 per cent. Truly this is the Land of Promise for all industry. Excerpts from address of Bernard E. Sunny at dedication of Electrical Group at A Century of Progress Exposition October 12, 1933 "As showing the improvement that has been made since then (World's Columbian Exposition, Chicago, 1893) in incandescent lamps, a downtown theater has just completed the redecoration of its sidewalk canopy in white and gold, and has equipped it on the under side with 5,500 frosted incandescent lamps, perhaps the largest mass of lamps in a limited space that has been attempted. "A display of the kind in Columbian Exposition days would have been impracticable because the heat from the lamps would be almost sufficient to fry eggs on the sidewalk. "The light produced each hour on the canopy is the equivalent of 23 pounds of coal. The same light in the Columbian days at the efficiency then possible would have required 184 pounds per hour, eight times more—the coal going into heat. "In forty years, the life of the incandescent lamp has been increased five-fold, and one dollar will buy twenty-nine times more light! "In the taming of the watt, we have evolved a paradox, in that for years we put up lightning rods to keep electricity out of our homes, while now we eagerly bring it in, to do a hundred tasks, and the lightning rod has gone into the discard. "Electricity cooks the breakfast, washes the dishes, does the laundry, sweeps the floor, goes on errands to the market, keeps us cool in summer and warm in winter, brings the news every few hours and croons to us—if we don't mind what she listens to. "The cat—household best friend—chores to put the cat out and wind the clock. Electricity now winds the clock, and when we find out how to eject the cat electrically, another serious household care will be lifted." Today Chicago and the territory which makes up what is known as the Chicago Metropolitan Area stand on the threshold of a new era of still greater growth and achievement. Destined to Lead the World The March of Progress continues. Metropolitan Chicago because of its location, its resources and its people still imbued with the conquering spirit of the pioneers, looks forward to even greater accomplishment—destined to become the greatest industrial and business center in the world. Although the city of Chicago is celebrating its century milestone this year with a great World's Fair—A Century of Progress International Exposition—its greatest growth and development has come within the last half-century. In fact, another World's Fair—the World's Columbian Exposition—held in Chicago in 1893 might well be said to have been the beginning of the new Chicago. Just as the World's Fair of 1893 marked the beginning of a new period in Chicago's growth, the Century of Progress Exposition this year is the foundation on which is being built a Greater Chicago—a Metropolitan Chicago which knows no city boundary lines, but which spreads from the city into the suburbs and across the rich farm lands of northern Illinois, uniting a population of four and one-half millions of people into one great community. The interests of these people are interwoven in their business, cultural, social and home life. Together they face the coming of the new day which will bring greater prosperity and achievement to all of Metropolitan Chicago. Electricity, the Builder The one single agency which has aided most the growth and progress of Chicago and its adjacent territory is Electricity. Plentiful power has made possible the great city of Chicago and the still greater Chicago Metropolitan Area. Adequate and reliable electric service in this great territory has built up great industries, speeded transportation, enabling people to live away from the heart of a great city, and brought comfort and beauty into the home. Electricity is ready today to do its part in the upbuilding of the great Chicago Metropolitan Area of the future. Electricity has been used for light and power only a little more than fifty years. Chicago had a population of only half a million when, on April 26, 1878, Excerpts from address of Bernard E. Sunny at dedication of Electrical Group at A Century of Progress Exposition October 12, 1932 "As showing the improvement that has been made since then (World's Columbian Exposition, Chicago, 1893) in incandescent lamps, a downtown theater has just completed the redecoration of its sidewalk canopy in white and gold, and has equipped it on the under side with 5,300 frosted incandescent lamps, perhaps the largest mass of lamps in a limited space that has been attempted. "A display of the kind in Columbian Exposition days would have been impracticable because the heat from the lamps would be almost sufficient to fry eggs on the sidewalk. "The light produced each hour on the canopy is the equivalent of 23 pounds of coal. The same light in the Columbian days at the efficiency then possible would have required 184 pounds per hour, eight times more — the excess going into heat. "In forty years, the life of the incandescent lamp has been increased five-fold, and one dollar will buy twenty-nine times more light! "In the taming of the watt, we have evolved a paradox, in that for years we put up lightning rods to keep electricity out of our homes, while now we eagerly bring it in, to do a hundred tasks, and the lightning rod has gone into the discard. "Electricity cooks the breakfast, washes the dishes, does the laundry, sweeps the floor, goes on errands to the market, keeps us cool in summer and warm in winter, brings the news every few hours and croons to us—if we don't mind what we listen to. "The time-honored bedtime chore is to put the cat out and wind the clock. 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In The Weeds Take control of undesirable plant growth and minimize adverse impacts on citrus trees. By Steve Futch and Ryan Atwood Many years ago, citrus growers mechanically controlled weeds using hand hoeing, mechanical tree hoes, or other under-canopy cultivation implements to eliminate weed growth. However, in today’s citrus-production systems, these methods are no longer economically feasible due to the high cost of labor or for potential damage to low-volume irrigation systems. Today, a citrus grower must use a variety of different herbicides to provide control of a broad range of different weed species in an economically and environmentally sound manner. A weed is defined as any plant growing where it is not wanted. Weeds not only compete with citrus trees for nutrients, moisture, light, and space, but also harbor insects and rodents that attack citrus trees. Weeds also might affect harvesting operations, water distribution patterns from irrigation system emitters, disease control, and environmental conditions within the grove. Size Matters The growth developmental stages of weeds can be divided into four basic groups: seedling, vegetative, seed production, and maturity. Each of the groups has different characteristics that aid in determining weed type, species, or its potential impact to the citrus tree. Seedlings are small, very young, delicate plantlets. Close examination of the seedling stage will allow you to determine if the plant is a grass or broadleaf species by looking at the number of leaves or their pattern when they emerge from seed. The vegetative stage occurs when plants are rapidly growing and begin... to produce stems, roots, and foliage. The third stage is when the plant begins to produce seeds and most of the energy is directed to that process. When the plant reaches full maturity, there is little or no further growth within the plant and the movement of water and nutrients is greatly reduced. At each of the four growth stages, the weed will have different growth characteristics that impact its potential for control by selected herbicides or herbicide combinations. In general, when weeds are in the seedling stage, they are the easiest to control and become more difficult to control as they advance to each successive stage. When the plant is fully mature, it is the most difficult to control, as water movement is reduced compared to other more vulnerable growth stages. Reduced water movement into and within plant tissue will limit the uptake and movement of herbicides within the plant. Life Cycles Plants can be classified by their life cycle as well. Annuals have a one-year life cycle. They will grow from seed, mature, and produce seeds for the next generation in 12 months or less. Examples of annuals are crabgrass, goosegrass, pigweed, and morning-glory. Within the annual classification, they can be further divided into winter and summer annuals. Winter annuals will grow from seeds that sprout in the fall, mature, produce seeds, and then die before summer. Summer annuals grow from seed that sprout in the spring, mature, produce seeds, and then die in the fall. Plants with a two-year life cycle are called biennials. During the first year, they sprout from seed and develop an extensive root system and compact cluster of leaves. In the second year, they mature, produce seeds, and die. Examples of biennials are bull thistle and wild carrot. Plants that are perennials normally live more than two years. Some perennials mature and reproduce in the first year and then repeat the growth cycle, seed production, and maturity stage for another year or more. Examples of perennials include Johnsongrass and purple nutsedge. Identification Information Weeds growing on land can be classified as either as a grass, sedge, or broadleaf weed. When grasses emerge from seed, they have only one leaf. Grass leaves are generally narrow, upright, and contain parallel veins. The stems are generally round and can be solid or hollow in cross section. Grass seedlings have a fibrous root system with the growing point being sheathed and located below the soil surface. Grasses can be annuals or perennials. Sedge is very similar to a grass, but not truly a grass. Sedges have triangular stems and their leaves are arranged in groups of threes. Herbicide products for the control of many grasses may not control sedges. Thus, one must properly identify the weed before selection of an herbicide product. Sedges are perennial weeds that produce rhizomes and tubers. Common examples of sedges are purple and yellow nutsedge, commonly called nut grass. Broadleaf weeds will have two leaves as they emerge from seed. Leaves of broadleaf weeds are broad (rather than narrow) with net-like veins. The root system is fairly coarse and has a strong central taproot. Broadleaf plants can be annual, biennial, or perennial. To properly identify the plant, you need to closely look at the leaf shape, size, and if the leaves are opposite or alternate in arrangement on the stem. Controlling Weeds When selecting an herbicide product for the control of a specific weed, you will need to determine the type of weed you are trying to control (grass, sedge, or broadleaf) as well as its stage of growth (seedling, vegetative, seed production, and maturity) to select the proper herbicide product and application rate. Product labels will provide information on weeds controlled as well as the rate that is necessary for control of selected weeds and stages of growth. When using any herbicide product, please remember to carefully read the label and follow each applicable section of the directions. Remember, the label is the law. Information for this article was sourced from Agricultural Tree Crop Pest Control, SM 63, Fred Fishel, University of Florida. Steve Futch (email@example.com) and Ryan Atwood (firstname.lastname@example.org) are multicounty Extension agents at the Citrus Research & Education Center in Lake Alfred, FL, and the Lake County Extension Service in Tavares, FL, respectively.	cd1c380e-e04e-487e-97af-0a392d09719f	CC-MAIN-2024-33	https://crec.ifas.ufl.edu/media/crecifasufledu/extension/extension-publications/2010/2010_Feb_weeds.pdf	2024-08-12T03:59:44+00:00	crawl-data/CC-MAIN-2024-33/segments/1722641028735.71/warc/CC-MAIN-20240812030550-20240812060550-00107.warc.gz	149,531,294	1,243	eng_Latn	eng_Latn	0.99759	eng_Latn	0.997977	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1660, 6081 ]	[ 3.09375 ]	1	0
MOSAiC The greatest Arctic expedition of our time Photo: M. Nicolaus The Arctic: Epicenter of global warming Surface air temperature in the Arctic ... has increased by more than double the global average over the last two decades ... has exceeded 2 °C already now Observed temperature change in 2020 [°C] (compared to 1951-1980) Source: data.giss.nasa.gov/gistemp/maps/ Arctic change is dramatic "What used to be skidoo or skiing trips are boat trips now" Spring in Kongsfjorden, Svalbard The future of Arctic sea ice September mean of Arctic sea ice extent from 1979-2021 Source: www.meereisportal.de IPCC 2021: The Arctic is likely to be practically sea ice free in September at least once before 2050 under all scenarios. Changes also in sea ice volume, timing and properties. Summer minimum: -12.7% per decade 2050? 2070? Source: www.meereisportal.de Consequences for lower latitudes More extremes Potential for cold air outbreaks => Cold spells in Europe and US Warm and humid air advection into the Arctic Source: www.climate.gov/media/11999 Largest uncertainties of climate projections Range of projected warming until 2100 IPCC climate models for RCP8.5 scenario Warming of more than 2 °C in most regions Arctic warming: 5 to 15 °C Huge uncertainty in the Arctic Largest uncertainties of climate projections Range of projected warming until 2100 IPCC climate models for RCP8.5 scenario Many processes in the Arctic climate system only roughly represented in Climate Models Understanding of key climate processes in the Arctic is limited by lack of observations! The challenge: Our future - Better understand the coupled system - Improved forecasts with reduced uncertainties What are the causes and consequences of the Arctic sea ice retreat? Five teams --- One mission - ATMOSPHERE - BIOGEOCHEM. - MODELS - ECO-SYSTEM - OCEAN - SEA ICE Specific challenges - Energy exchange between atmosphere, sea ice and ocean? - Formation, properties and life cycle of clouds and aerosols? - Exchange rates of (climate) gases? - Reaction of the eco-system to environmental changes? - Global consequences of Arctic change? Understanding the mechanics of the Arctic climate system Need of field observations - All seasons - All disciplines => linkages - All scales Need of models - Describe processes - Couple the components - Enable reliable predictions Need of an expert consortium The MOSAiC-Expedition How can we observe and reach the central Arctic in winter? 1893-1896: Fram-Expedition Fridtjof Nansen The legacy of F. Nansen Use a fully equipped modern research ice breaker Perform a well coordinated and consistent program MOSAiC: Multidisciplinary drifting Observatory for the Study of the Arctic Climate The largest Arctic expedition ever - 7 icebreakers & research vessels - 90 institutions - 20 nations, 37 on board - 450 people One mission: Explore the climate processes of the central Arctic year round One year in the Arctic Ocean Leg 1: 20 Sep 2019 – 13 Dec 2019 (4 Oct – 13 Dec) Leg 2: 13 Dec 2019 – 24 Feb 2020 (13 Dec – 24 Feb) Leg 3: 24 Feb 2020 – 04 Jun 2020 (24 Feb – 16 May) Leg 4: 04 Jun 2020 – 12 Aug 2020 (19 Jun – 31 Jul) Leg 5: 12 Aug 2020 – 12 Oct 2020 (21 Aug – 20 Sep) Nicolaus et al. (2021, under review) 3 October 2019: Last exchange with Ak. Fedorov Photo: M. Rex 4 October 2019: First day on floe and last ray from sun Photo: M. Rex 16 October 2019: Securing equipment from ridges Photo: S. Hendricks 28 October 2019: Ice coring at the “dark site” 06 December 2019: Measuring surface topography Photo: M. Nicolaus 28 February 2020: Exchange in winter at 88.5°N Photo: UFA Show Facutal 5 March 202: Balloon town at twilight Photo: M. Gutsche 10 March 2020: Ice Camp after sun rise Photo: M. Ernst 16 April 2020: Snow sampling and measurements Photo: S. Fons 1 May 2020: Sea ice thickness survey Photo: C. Rohleder 4 June 2020: Rotation in Svalbard Photo: M. Ernst 30 June 2020: Summer melt Photo: M. Rex 31 July 2020: Decay of the MOSAiC floe Photo: M. Rex 19 August 2020: North Pole Photo: M. Rex 21 August 2020: Drift with the new floe Photo: M. Nicolaus 10 September 2020: Freezeup Photo: S. Graupner 20 September 2020: Last day on the ice Photo: M. Rex 12 October 2020: Reception in Bremerhaven Photo: M. Nicolaus Logistics in the Arctic Ocean Unique logistical challenges (... during the pandemic ...) Our city on the ice - Sounding Program - Ship based Measurements - Airborne Measurements - ROV City - Met City - Remote Sensing Site - Ocean City - Balloon Town GEO HELMHOLTZ Nested multiscale observations Local: Central Observatory - Ship based - Central ice camp - Process scale observations - < 5 km Regional: Distributed Network - Sea ice stations visited by helicopter - Unmanned aircrafts - Process & regional model - Model grid cell - < 50 km Arctic-wide linkages - Measurements on supply vessels - MOSAiC Aircraft campaign late summer 2020 - Arctic buoys, satellites - Regional & global climate models - > 1000 km Isolation The expedition is in the hands of nature. The drift follows the natural movement of the ice, driven by winds and currents. It is completely isolated, with the next humans being 1000km away. Darkness The polar night results in complete darkness between October and February. All work is carried out with the help of headlamps, creating small bubbles of light in the vast darkness. Ice Camp - 100t scientific equipment, 5km power lines, 70kW electrical power on ice. - Continuous measurements of over 100 climate parameters to support modelling of dozens of climate processes. - Dozens of first observations. Cold Temperatures of down to -40°C together with high wind speeds lead to wind chill temperatures below -55°C. Frostbites occur on unprotected skin within seconds. Fierce storms destroy infrastructure on the ice, power lines and scientific instruments. Snow drift massively affects visibility and make work on the ice extremely hard. Pressure ridges form as the result of pressure in the ice within minutes. Some reach heights of a two story building. They bury power lines, tracks and instruments. Cracks Due to climate change the ice is thin and dynamic. New cracks form on a near daily basis. Sometimes parts of the ice floe move by several hundred meters relative to the ship or the main camp. Polar bears The central Arctic is polar bear habitat. They are extremely curious and frequently explore the research camp. But they could attack humans. Permanent polar bear protection is essential. Melt ponds The summer sea ice surface is characterized by melt ponds. They form from melting snow and ice. They control most energy fluxes, create a fascinating landscape and make travelling across the ice most challenging. Winter: Temperatures have been almost 10°C higher than during Fridtjof Nansen’s expedition 130 years ago. The ice was only half as thick. Summer: We have seen the Arctic ice disappearing. If climate change continues like this, the Arctic will become ice free in summer in a few decades. Understanding the mechanics of the Arctic climate system Data set for generations - 150 terabyte of scientific data - 30,000 samples from the atmosphere, snow, ice, ocean will allow us to represent these processes much better in our climate models. Already >30 (peer reviewed) scientific publications High-impact news and media products Fast drift and high dynamics of sea ice Krummen et al. (2021) New scientific insights Fast drift and high dynamics of sea ice Unknown and hidden winter processes and properties Kattlein et al. (2020) New scientific insights Ocean temperature during MOSAiC from autonomous measurements Rabet et al. (2021, under review) Belter et al. (2021) Fast drift and high dynamics of sea ice Unknown and hidden winter processes and properties Increased heat input from the ocean into the ice New scientific insights Fast drift and high dynamics of sea ice Unknown and hidden winter processes and properties Increased heat input from the ocean into the ice New description of snow accumulation on sea ice New scientific insights - Fast drift and high dynamics of sea ice - Unknown and hidden winter processes and properties - Increased heat input from the ocean into the ice - New description of snow accumulation on sea ice - Pathways of trace gases (CO2, methane) through the Arctic What’s next? Involving indigenous communities New EU-funded project, goal: To achieve Arctic observations together with indigenous representatives to combine all forms of knowledge for environmental monitoring and finding solutions. 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Streets of Paris- Ceramic sculpture The Boyle Family: Mark Boyle was born in Glasgow, Scotland. His sculptures focus on the patterns and movements and textures of the ground. Boyle recreates fractions of streets in the slightest detail as if it was almost real. I recreated a pattern on the ground using watercolors and markers. For this project I looked at the streets of Paris. I began taking pictures of the ground to see the different textures. Then I took pictures of people's feet because of the movement and their attachment to the road. My idea for this project is to focus on the streets of Paris. Looking at people's feet and details around the streets, mainly focus on patterns. For my chalk drawing I decided to use these pictures because of the interesting shadows on the floor created by the threes and the movement of the feet. In this screen I am exploring different techniques and textures to create with clay, looking at sculptures by Jennifer McCurdy and the Boyle family. Jennifer McCurdy sculptures create a movement I wanted to recreate the same feeling of movement and softness. Jennifer McCurdy creates movement in her sculptures which bring to life the object. Creating a cone shape and adding pieces shade like tiles around the cone, creating an effect of a never ending street. Boyles Family, 1970-1979, (122 x 366 cm) Boyle Family, Rock and Screen Series (1977) Puzzles, Four Point, et al. “Nature-Inspired Porcelain Sculptures Glow From Within.” My Modern Met, 16 June 2016. mymodernmet.com/jennifer-mccurdy-gilded-porcelain-sculptures/. https://www.richardsaltoun.com/exhibitions/16-boyle-family-the-1960s-and-70s/works/ Streets of Paris- Ceramic Sculpture The first shape that came into my mind was a cone, because I like the idea of being able to see things 360 degrees all around. To create the cone shape I folded a piece of paper and found a tube where I could build up my sculpture so it wouldn’t fall while drying. The other idea was to cut out a small piece to give it more dimension and the sense of ruined and street-like. Trying to combine the two ideas of sculptures, sense of movement and streets textures. This was my base before adding the stones and more texture to finalize the feeling of street. The piece of cardboard was getting wet every time I would work on the clay so I had to do everything rather quickly. My own work, Streets of Paris, 2020 I will try collecting rubbish that are usually found on the streets (not from the actual ground). The last step was to put the paint and then bake it. Streets of Paris - Acrylic painting of a door - I tested different shades of green, blue and yellow. - I used watercolor but for painting I will be using acrylics. - Anne Françoise - She paints very realistic colors. - Uses different tones to create shadows and light. - Different perspective focuses on parts of the house. - Door knob looks like a flower. - Difficult to get the angle. - I tried making a green with acrylics. - Smooth. - Blue + Green + Yellow = Blaize and white for lighter shade. - To create the stone, I had some difficulties getting the shades. Lot of layers to create. - Used darker shade of brown to create the texture of stone. - None of these cream colours worked because they are too warm. - I used a variation of grays. - I have an idea of the stone color but I was busy that I fit with my scheme of stones and texture. - Different shapes of the stone. - To create the right shade: stone → shade of gray and purple. I will compare two artworks of Pierre Bonnard and Henri Matisse, both very similar in style and colour yet different in sensation and location, the two greatest colourist of the 20th century inspiring each other with technique and color coordination. I chose these two artists because of their bright colour choice and their interesting choice of perspective of a painting and mostly the connection to my door painting. Context and Cultural Significance- Bonnard (1867- 1947) Pierre Bonnard was a French painter known especially for his use of bright colours and decorative quantities of his paintings. In this particular painting Bonnard uses a range of colours, mostly shades of reds and oranges for the interior. More natural tones like greens and blues for the outside, blue for the sky and some green and orange that fades into the interior of the house. The lighter shades in the interiors are contrasting with the exterior colours that are darker tones. Bonnard has a vast collection of window paintings, he always finds the perfect perspective that lets him paint a vast view of the outside but also the inside. The colors he uses are bright and in different section he uses a small brush strokes that creates texture, he uses this skill mostly for plants and floor tiles. It allows him to make the painting more abstract, where as other parts of the painting he puts details to enhance the setting. Pierre Bonnard “Table in Front of the Window” 1934-1935. Oil on canvas, (101.6 cm x 72.4 cm) Artistic movement and influences Pierre Bonnard was part of the symbolist group of painters known Les Nabis, however he was satisfied with the scenes of simple daily life around him. For bonnard colour was a way of experiencing the world, when he had mixed a particular colour to his liking he would go back to his old paintings and retouch them with that colour. Bonnard painted many of his scenes from memory, catching the vibe of the moment, he would never paint from life but rather take notes on the colour and subjects, sometimes photographing the moments and than paint them. Hoakley, et al. “Pierre Bonnard: The World Beyond.” The Eclectic Light Company, 10 Sept. 2018, eclecticlight.co/2018/09/19/pierre-bonnard-the-world-beyond/. “My Room at the Beau-Rivage Henri Matisse - 1917-1918.” Pinterest, www.pinterest.co.uk/pin/361062095117255066/. Context and Cultural Significance - Matisse (1869-1954) Henri Matisse became a famous painter, sculptor and graphic designer, and one of the most influential artists of the 1900s. His style began to change in 1897 when he was exposed to the work of Van Gogh. In 1905 Matisse painted Woman with a Hat, the painting was a portrait of his wife using thick brush strokes and bright shades of blues, whites and greens. The painting left any critics shocked for its diverse painting, Matisse quickly gave rise to an art movement called Fauvism. Matisse first came to Nice in December 1917 to recover from bronchitis, after a few days he decided to explore the Bay of Nice. The painting “Interior at Nice” shows Matisse view of the room at the Hotel du Beau Rivage, overlooking the sea even though he preferred to return home to his wife and warmth. The painting has soft tones of beige and more bold colours for the details of the walls and carpet. The perspective of the room is off and the other objects aren’t quite in proportion to the room. Two different shades of pink are used for the floor, the darker tones used for details as it stands out from the monochrome colours. Comparison of two paintings These two paintings have a similar perspective but in very different settings. Matisse is resting in this hotel room for a few days to recover, he painted the view outside of the hotel through a window with white silk curtains with some flowers as decoration. The tones are more soft and cold as to represent the winter in December, even if it was windy Matisse drew an open window to show the top of a palm tree and the sea. Bonnard has painted a dining table with a view to the outside garden, he used cold tones such as blue for the sky and a minty green for the leafs. He uses warm tones such as red and oranges for the curtains and the table, darker tones are used for details like the stripes on the tablecloth or the strong orange ashtray that blends with the rest of the room. The two paintings also portray different seasons, Matisse painting was created during winter and Bonnard’s painting was created in autumn because of the oranges and reds that represent the leaves. Artist Movement and Influences Fauvism, the first 20th-century movement in modern art, inspired by Van Gogh, Paul Cézanne and other several french painters. Matisse came to be the leader of the group, they share the use of intense colour for describing light and space, other that used pure colour to communicate the artist emotional state. One of Fauvism major contributions to modern art is goal from separating colour from its descriptive. Colour could project a mood and establish a structure in the work without having it to be true to the natural world. The Fauves simplified forms and saturated colours drew attention to the flatness of the canvas or paper. Comparison to my artwork I choose Bonnard and Matisse because they both give a feeling of calmness in their paintings and usage of colours really shows what they feel but also the ambience and the atmosphere they are feeling. I photographed a green door near Passy in Paris, the colours were reflecting and the sun was bringing out the emerald green. I decided that I had to make a painting out of this door. Both Bonnard and Matisse choose to paint a view of the window, in both paintings we can see the outside. For my painting I only choose a section of the entire door, a section that includes the door and the stone pillars beside the door to contrast the green. In this screen I am exploring how do people see realities differently, in different settings such as public spaces or alone in a room. Some questions rose while thinking of reality like what’s not reality? What’s normal and not normal? My own work, Our Bed, 2020 I created this crossed hatched print of a messy bed because sleeping and dreaming is like entering another reality. * He creates these realistic but not-realistic paintings. * The features of the face are very realistic but the porphrons make it look cartoonish. Collins Street 8pm by John Brack 1945 * Unusual portrayal of people. * His use of colour is mostly based on warm colours but very monochrome. * His depiction of everyday life is very interesting because everyone is very similar. Automat by Edward Hopper 1927 oil on canvas 71 x 91 cm * Hopper transmits the feeling of loneliness and sadness. * The dark background makes everything stand out more and sets the mood. * I will use this as a reference for my girl sitting at the coffee table. * The use of colour is very neutral and the painting is realistic. But the background makes you question whether it’s a reflection. With hands raised in a gesture of both admission and repulsion. Eyes transfixed and body tense. He uses very bright colours and mixed them with more subtle tones. He doesn’t blend but rather leaves brush strokes to show the true colours. Asnen, Alan. “Egon Schiele.” Medium, Contemplate, 28 Nov. 2019, medium.com/contemplate/egon-schiele-4329541a3345. Mixed media sculpture - explaining of the reality of different worlds The idea is for the fish to have its own reality and for humans to have their own realities. These two realities do not come into contact. Rather it's a one sided disruption of reality. Humans invade the reality of the sea but the sea does not invade the reality of our world. 1. The sculpture will be made out of clay. It will be a very realistic face but with no colour because the main focus is the top half part where the fish will be. 2. The interior of the head will look very unrealistic, the fish will look like it's a cartoon and with weird shapes. 3. The 'fish bowl' will be a semi sphere made of transparent plastic. The fish will also be made with ceramic. 4. The fish will give that sense of movement through the water. Also I will be using different shades of only three colours: green, blue, red. 5. The face will be sculpted in clay but it will not be realistic, it will look odd and unusual for a face. I would use the same three colours: green, blue, red. 6. The 'fish bowl' will be a very realistic setting. I will create a real fish in clay; around there will be fake plants and other living organisms found underwater. 7. For the semi sphere, I will use a clear plastic cup bowl and cut it in half. Acrylic portrait painting - solitude The ideas was to create a fishbowl that resembles the sea, inside putting the ceramic head into the fishbowl. Combining realities from two different worlds. Due to the Covid-19 pandemic I was not able to finish this piece so instead I created a portrait with the same idea of loneliness and different realities. JDD, Le. “À La Découverte Des Visages Engloutis De Jason DeCaires Taylor.” Lejdd.fr, www.lejdd.fr/culture/a-la-decouverte-des-visages-engloutis-de-jason-decaires-taylor/4020653. Acrylic painting: Solitude Deciding between the gray background or the orange. Edvard Munch Edvard Munch was a Norwegian painter, best known for his work, The Scream, has become one of the most iconic images of the world of art. His life was overshadowed by illness, inheriting a mental condition that ran in the family but this didn’t stop him from his work; it actually pushed him to creating meaning in his works. His studies began at the Royal School of Art and Design in Oslo, Norway and soon began living a bohemian life under the influence of Hans Jaeger who urged him to paint his own emotional and psychological state. From this emerged is distinctive style. Munch’s way of expressing his feelings through colours and lighting connects with my sculpture of a girl’s head that sank to the bottom of this pond, the water is dirty and only when the sunlight hits it is visible. The head is sank alone for so long it started growing its own vegetation, not being able to live anywhere else, the feeling of no return, knowing there is only solitude in the pond and the acceptance of the life that surrounds the head. Painted in 1895 during the period of expressionism, when Munch was 32 years old, Self-portrait with Cigarette is loaded with subtle contradictions. Munch portrait is lit theatrically from below, his face and right hand holding a cigarette are emphasized and seem luminous against the dark background, in a manner that is related to Rembrandt. At the center of the composition his hand is raised by his chest as if to touch the heart and although he is looking at the viewer he is also looking at himself, yet distanced from the world. Illuminated from below with the diffuse background and the smoke from the cigarette, this lends the picture a hint of gloom in himself. Tiny spatters of blue paint on his cheeks and shirt collar, show the gradual absorption of the artist darkly body by the gloomy blue background. The control and self assurance projected by Munch rigid posture and gaze contradict the sickness shown with sickly ochre highlights on his hand, lips and eyelids. The cigarette Munch is holding in his right hand, from which the smokes integrates with background creating an hazy atmosphere. Edvard Munch, Painting with cigarette, 1895, (110.5 x 85.5 cm) Metmuseum.org, www.metmuseum.org/art/collection/search/668124. For this project the initial idea was to make a drawing of something and I chose to draw a self portrait and drew it in pencil. I chose a front view with a slight turn of the head to get a dramatic shadow. I used various shades to bring depth and light into the drawing. The eyes tell a lot about a person because I feel the eyes are very expressive and can really show the emotion of a person. I then decided to focus on specific parts of my face, looking at the eyes for expression and emotion. The lips and nose and just one eye. The nose and cheekbones create the structure of the face, it constructs the face and enforces emotions and expressions, each face is unique. Pencil eye sketches that will contribute to my final ideas My ideas mostly focus on drawing the eyes and the lips, I started some sketches of the eyes and then decided to focus on only one eye for detail. I could have used more paper for tiny details but it was challenging to get the colours and shades right. I then based my collage on this eye but in colour, I ripped and cut pieces from newspapers of different colours and glued them on creating a pattern of light and shadow. I see, 2020, collage (my own painting) I started to develop my ideas further by creating sketches with oil pastels. I didn’t give much thought on the colours and I didn’t spend a lot of time details. The oil pastels are difficult to use without the right colour combination. I used mostly cold colours such as blues and purples, and for lighter parts to contrast I used brighter colours such as yellows and reds. I started sketching the eye in red and purples which eventually ended up making brown, I didn’t like the colour combination so I chose to use more colours. Egon Schiele was an Austrian painter, the twisted body shapes and the expressive line that characterize Schiele’s paintings and was 21 and they became lovers and Wally drawings show the artist as an early creator of Expressionism. Wally, Egon Schiele, 1912, oil on panel, (32cm x 39.8cm) Wally Neuzil is a girl that Schiele met when he because his muse for many of his striking paintings. Schiele paints very excessive facial features and expressions so I wanted to recreate my own version but up close. “Ideas.” Wikipedia, Wikimedia Foundation, 6 Feb. 2021, fr.wikipedia.org/wiki/Ideas. My own work, 2020, pastel on paper This is my final piece, I felt I wanted a more abstract drawing and more my style. I decided that it would be more expressive if I didn’t put too many details, I used a variety of primary colours and black for details. My own work, 2020, pastel on paper I decided that I would bring more expression and life to the drawing, so I started sketching more eyes. The theme for this project is based on expressions of the face and to better understand the emotions we take in consideration the distortion of the face. Babies are not afraid to show their emotions bluntly which makes it most of the time funny and sometimes emotions you wouldn't expect they knew. These are my nephews and one of them is my brother, they are family and they are very expressive kids. They are not afraid to show emotions to the fullest and this makes make them more interesting because we can assume that children are more expressive than adults and maybe more happy. Looking through family pictures of children making weird expressions and being very honest with their feelings. Types of emotions discovered and felt by kids: - happiness - disappointment - frustrated - nervous - embarrassed I finally chose to use this picture as I thought it would represent better the theme. The face is distorted and it looks very long, the eyes look huge compared to the face. I wanted the background to represent the emotions and expression of the face with colours. I photoshopped the background using photoshop. I then decided not to add a bright colour as a background as it might take away the attention from the face. So I ended up with a light blue background. For my artist I decide to research Freud because I relate to the study he did of faces and expressions, as he only painted those who interested him. Using thick paint and marking brushstrokes Freud developed his technique through his years of career. I tried using his technique but I still have to master it completely. I was sure of the materials as they are materials I use often to paint, the acrylics would also play a major role in creating the texture and the vividness of the brushstrokes. Started with a light sketch with charcoal and then I decide to shade in the shadows to guide me through with the acrylics I had difficulties mixing the acrylics and get the proper shade of skin without looking too pink or too pale. Like Freud I wasn’t thinking too much about shading everything together but rather leave colours to show. I started with a light shade on the skin and progressed with shadows and tones, trying to use thick paint and leave brush strokes visible a I used a big square brush to work quickly with acrylics, when I started I was very focused on getting the right shade to match with another colour but then I realized that I didn’t need to work in detail, so I started working loosely. Lucian Freud Style: Expressionism Freud uses many colours in his portraits but he doesn’t blend them all together, he usually kept lights and shades one way depending on shade. His style can be described as having the use of two brush leaving apparent strokes and a thick amount of paint. I will try to adapt more to my painting and start using thicker paint as I think it will look better and not so patchy. Investigation of technique and texture in Lucian Freud paintings Intro Lucian Freud is an interesting painter, his style is focused on portraits, especially of friends to family. He’s not afraid to paint scenes of nudity, he brings the paintings to life by exaggerating shadows and lights. Freud mostly paints people he is interested with because of the depth of meaning behind each face he paints, he’s also focused on the distortion of faces and how depth is shown within the creases of the face. The connection between Freud and my artwork is the use of the brush, leaving deep brushstroke to create texture which play a major role in the uniqueness of the painting. Like Freud I am interested in portraits, faces and the distortion of the expressions. Context Freud wanted to share his love of portraying people that interest him, “I paint people not because of what they are like, not exactly in spite of what they are like, but how they happen to be. (Lucian Freud cited in: William Feaver, Lucian Freud, London 2002, p.15). Born in Berlin, Freud was the grandson of Austrian Psychoanalyst Sigmund Freud. From the 1950s, Freud began to focus on portraiture, often nudes, by the middle of the decade developed a much more free style using large hog’s-hair brushes, concentrating on the texture and colour of flesh, and much thicker paint. Freud than peaked during the years of expressionism where the artist to depict subjective emotions, with the portrait of John Deakin as it was executed at the end of a period that saw a change in the way he painted, as he finally masters his style. That’s how he met Deakin a fashion photographer for Vogue until his chronic alcoholism, notorious rudeness, and frequent loss of photographic equipment got him fired. Like Freud, he shared the desire to explore the psychology of his human subjects through portraiture. Analysis Frans Hals’ brushwork helped persuade Freud to change his painterly technique by changing brushes while painting. Swapping his fine sable brushes for ones made of dry, more springy hog’s hair enabled him to develop his portraits from the flatter into one in which layers of paint acquire a texture. The brush strokes become more apparent and the oil visible on the surface. A further new technical aspect of Freud’s painting is also at play in this work, the use of Cremnitz white, an unusually heavy, granular pigment Freud had begun to use for flesh. Together these innovations enabled him to develop his style to the fullest. Personal opinion I personally really like Freud’s style and motivation, he doesn’t stop to just look at the face as an expression or a figure, but rather tries to figure out the person’s emotions and purpose. Figuratively, Freud understood that he needed to develop his painting by actually bringing the paint to life, creating textures and colour strokes. I have also noticed the increase of contrast between light and shadow and it just really shows how texture and colour coordination can create an almost realistic portrait. Freud mastered his style in 1960, from there on his paintings followed a theme such as portraits and nude paintings. A recurring method in his paintings is the use of a rough brush and thick paint to create single lines of colour. As the years went on his style developed, one of his latest paintings its possible to see the texture of the paint packed on the canvas. These three paintings represent the development of Freud style through the years, the use of brush and texture become more prominent towards the end of his career, the thickness of the paint shows mostly in his last piece, before his paint technique would allow us to see the different colours used while in the last painting the colours are more blended together but the texture allows the reflection and shadow to be more emphasized. Connection to my own work I took as inspiration from Freud because of the unique style that characterizes his paintings, the meaning behind them makes me reflect how deep he would have to understand someone for him to be interested and than portray their feelings. My painting is of my younger brother who is not afraid to show his emotions, children especially have no sense of restrain and are very honest people. I have yet to master the technique, but practicing Freud’s style will give me more insight on how to use appropriate brushes and colour palettes. Rocco, (My own painting), 2020, oil on canvas, 108x130cm “Now Contemporary Art Evening.” Freud, Lucian John Deak \|\| Contemporary Art \|\| Sotheby’s Abrams, Amah-Rose. “The Genius of Lucian Freud.” Artnet News. 20 Nov. 2015, news.artnet.com/art-world/genius-lucian-freud-368807. “Lucian Freud.” Wikipedia, Wikimedia Foundation, 6 Oct. 2020, en.wikipedia.org/wiki/Lucian_Freud. In this screen I am exploring emotions in children, these are my nephews and they are very funny, especially their expressions. I am exploring the idea of the human face being the main point of expressiveness. Especially in children because they have no shame in expressing themselves. My ideas revolve around how people express their emotions differently, everyone is different in many ways but truly only oneself can understand how they deal. To understand better people I always like to look at their faces to understand how they feel, especially with wide open eyes and don’t lie about their emotions. I sketched some of the photos to allow me to experiment with different shapes of the face and different angles. I found it challenging to draw at some angles so I decided to go with an easy angle. Some expressions are difficult to do so it doesn’t look real. A lot of shading and light needed. I chose this one because his face is angular and is It’s important to fully draw correct proportions. Shading is important to create depth. (All my own pictures) In this screen I decided to choose this picture for my painting, because I find it easy to draw but it gives good expressions. I then started to sketch the face and try colours with the acrylic paint. To finish my painting I added some purple colours to give it more life and warmth. Jenny Saville uses bright colours to sketch her portraits. She uses different mediums but is consistent with the brush. Her half realistic paintings depict the emotions of her model. Pietro, 2021, oil on canvas, 108x130cm, (my own painting) “Jenny Saville.” Gagosian, 12 Apr. 2018, gagosian.com/artists/jenny-saville/. “Jenny Saville.” Jenny Saville - 21 Artworks, Bio & Shows on Artsy. www.artsy.net/artist/jenny-saville. Jenny Saville Intro Jenny Saville depicts naked overweight women in unusual positions, often in angles that create shapes and distortion. Her paintings are very large and she uses oils to paint, Saville style is a mix of realism and expressionism, she uses a vast range of colors and often doesn’t blend them together to create this effect of visible brush strokes. Jenny Saville is source of inspiration for my paintings, as I like to paint large scale and I have been looking more into the distortion of the face, using different brush techniques and a thicker use of paint. Context Jenny Saville is a contemporary painter, born in Cambridge, England in 1970. She is known for her large scale paintings of nude women, depicted in uncomfortable positions and unusual angles reviving figure painting for the contemporary art. During her time in Cincinnati she began noticing big women in shorts and shirts and they became of interest to her. Saville was partially inspired by Picasso, as she sees him as a painter that depicts subjects as if “they were solidly there…not fleeting.” (Wayback Machine, 13 March 2008). After graduating the University of Cincinnati, Charles Saatchi offered her a 18 month contract supporting her work to be exposed later on in 1994 at the Saatchi Gallery in London. Since 1992, Seville has always been interested on the female body, she also spent a lot of time observing plastic surgery operations in New York city in 1994 which contributed to her paintings of distorted flesh, brush strokes and patches of oil colour. Analysis Saville works on large canvas and mostly paints with oil paint, she depicts naked women in unusual positions and angles. Her painting technique is commonly compared to the technique of Lucian Freud. Her approach to painting is very traditional, she mainly uses brushes as her tool and oil paint as her primary media, she carefully depicts every colour in every shade and light area but always leaving a sense of the brush stroke. Her use of oil is to layer thick paint with each brush stroke, leaving a permanent mark of the shade. Propped is a self-portrait where she sits naked, wearing only pointy white flats, her nails are digging in the flash of her legs pushing her breasts together. The angle she painted makes it look distorted as if looking from below. Personal opinion I personally find Saville’s paintings very interesting because of her unusual way of depicting the human body, without shame she paints in details every bit of the body. The meaning behind her interest in the nude women is psychological and physical, as every stroke of the brush represents a piece of flesh. Personally I am really interested in the distortion of faces and want to develop further my skills and ideas by looking at the human body and the shapes it crates. Connection to my work I took as inspiration from Seville because of the unique style and technique that characterizes her paintings, the meaning behind them makes me reflect how distorted a human body can be and to understand to be interested in portraying every angle and crease even if it is not perfect. I am really interested in looking at the meaning behind every laugh or frown, especially looking at distortion in the face it is easy to spot what emotions are going through that person because of the expression they have on the face. For my large scale painting I wanted to incorporate Saville use of colours and integrate it with my own style. I want to elaborate the idea of distortion and psychology in a painting, there should be a understanding of technique and medias. The use of oranges and yellows depict the emotions of happiness. “Jenny Saville.” Wikipedia, Wikimedia Foundation, 4 Feb. 2021, en.wikipedia.org/wiki/Jenny_Saville. “Jenny Saville.” Gagosian, 12 Apr. 2018, gagosian.com/artists/jenny-saville/. Large Scale Portrait Painting #3: "Children's Expressions" Silly face, shadows and light a bit confusing. No focus on the face, hard to draw entire body I decided to choose these two pictures that would represent best my theme. I edited the background with Photoshop. Jenny Saville at Gapohan - Whitford Magazine of Contemporary Art, whitfordmagazine.com/artist/jenny-saville-argagasian4852. Jenny Saville from 2010 Pastel & Charcoal on canvas, (600 x 160 cm) Jenny Saville, Second Nature, 2020, Oil on linen (230 x 210 cm) In this screen I am developing techniques such as the use of colour, and different uses of the brush. I experimented with bright colours and thick brush strokes to make the colours contrast one another. At first I wasn’t sure about the colours of the skin and wanted it to be more colourful so I decided to do the hair more colourful. Throughout the painting process I decided to take more inspiration from Jenny Saville. 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THE MORMON TRAILS IN IOWA Rome, it is said, conquered barbarian nations by means of roads no less than by means of well-drilled armies. The nineteenth century conquest of the American West reminds one of this Old World story. A vast wilderness, once the haunt of Indians, the scene of their hunts and intertribal wars, has passed into the hands of hordes of persons impelled by the migratory instinct to forsake their homes in the Atlantic States, in Canada, and in European countries. Ambitious, enterprising, and irrepressible, these emigrants everywhere cut their way through trackless forests, spanned bridgeless streams, and crossed roadless stretches of prairie. As if by magic they transformed unpeopled regions into prosperous farms and peaceful towns. The reclamation of the country which constitutes the State of Iowa forms an interesting chapter in this romantic story of the conquest of the West. When the first wave of settlers from the East and South entered the Iowa country in the year 1833, rivers, ridges, and Indian trails offered the best and only means of access to the interior. Then, almost at once, the people’s representatives in the legislature of Wisconsin Territory pushed the work of laying out suitable routes of travel across the lands so recently acquired from the Sac and Fox Indians. Not until the “Iowa District” obtained from Congress a separate Territorial government, however, did the pioneers of this trans-Mississippi region receive proper legislative attention and fostering care. An extensive network of wagon roads then came into existence. When it is remembered that the inhabited portion of Iowa in 1846 consisted only of the area east of the present city of Des Moines, and that the Territorial legislature authorized the establishment of nearly two hundred roadways by blazing trees in the timber, setting stakes in the prairie, and erecting mileposts and guideboards, one can get a fairly adequate idea of the emphasis placed by pioneers upon the importance and need of avenues of communication between different parts of the new Iowa country. But most important and most romantic of all the highways of Territorial Iowa were the Oregon trail and the Mormon trail—the first thoroughfares connecting the Mississippi and the Missouri banks of Iowa: the result, not of legislative intercession but of "land fever" and of persecution. Of the former trail nothing remains but the fact of its existence, but of the latter much has been written: such a mass of historical material, both fragmentary and misleading, and of local tradition has accumulated, fortified by modern county maps, that it is necessary to investigate and sift apparently conflicting details in order to fix, if possible, the course of the main and original routes of the Mormon hegira. It was just a few months before Iowa became a member of the Union of States that the exodus of Mormons from western Illinois commenced. Expelled from their homes in Ohio and later from Missouri, these refugees had taken up their abode in Illinois and had built a prosperous community around their temple city of Nauvoo. Across the Mississippi River, in Iowa, they had bought part of the town of Keokuk, the whole of a town called Nashville six miles north, part of a settlement named Montrose four miles farther north, besides several thousands of acres of land in the notorious "Half-breed Tract", all in Lee Coun- 1 See the Laws of the Territory of Iowa from 1838 to 1846, and the writer's article on The Roads and Highways of Territorial Iowa in The Iowa Journal of History and Politics, Vol. III, pp. 175-225. ty. One hundred families of Mormons were said to be living in Iowa in 1840. How the Mormons created in the minds of their Illinois neighbors strong feelings of dislike and distrust is a story which requires no repetition here. Scarcely had they completed the building of their Holy Temple at Nauvoo when the storm of hate burst over their heads, involving the death of their prophet, Joseph Smith. The upshot of the whole strife was that late in the year 1845 the Mormons under the leadership of Brigham Young promised their neighbors to depart "so soon as grass would grow and water run". They asked the citizens of Illinois to help them sell or rent their properties, thus enabling them to secure means to assist their widows, orphans, and poor to move on with the rest. They ventured to hope that "all men will let us alone with their vexatious law-suits". They advertised a willingness, and sent out agents, to exchange property for cash, drygoods, oxen, cattle, horses, sheep, and wagons; and they begged not to be subjected to further house-burnings or other depredations while they remained. The winter months were spent in "the most prodigious preparations for removal." Wagon and tent makers, blacksmiths, and carpenters — all were busy: "Nauvoo was constituted into one great wagon shop", and before spring hundreds of wagons were in readiness. Real estate was sold at extremely low prices, as was the case with all property. Setting out for a land of promise in the Rocky Mountains --- 2 Bancroft's History of Utah, p. 140. In a letter written by Governor Robert Lucas of Iowa these people were described as "'generally considered industrious, inoffensive, and worthy citizens.'" The article in Annals of Iowa (Third Series), Vol. II, pp. 586–602, is based almost entirely on Bancroft's researches into Mormon sources. 3 History of the Church of Jesus Christ of Latter-Day Saints, Vol. III, p. 159. 4 Linn's The Story of the Mormons, pp. 339, 344; and History of the Church of Jesus Christ of Latter-Day Saints, Vol. III, p. 161. —at first they knew not where— the refugees left Nauvoo, even sooner than they had contemplated. Early in the month of February, 1846, the twelve apostles with about two thousand followers were ferried across the broad Mississippi: wagons and teams in flat-boats and persons in smaller craft. After the 16th of February, owing to a sudden change of temperature, the emigrants could cross the river on ice. Landing in Iowa, they pushed on about nine miles and pitched camp in the snow, on Sugar Creek in Lee County. Here the company remained two or three weeks, daily receiving accessions, while snow fell heavily, the thermometer dropped to 20 degrees below zero, and supplies grew scarcer. At the camp on Sugar Creek (every halting-place of the president and twelve apostles was called “Camp of Isra- --- 5 Bancroft’s History of Utah, pp. 214–217; Ford’s History of Illinois, p. 412; and Linn’s The Story of the Mormons, p. 359. It was calculated that every family of five persons should prepare an outfit of one wagon, three yokes of oxen, two cows, two beef cattle, three sheep, one thousand pounds of flour, twenty pounds of sugar, a rifle and ammunition, a tent and tent-poles, from ten to twenty pounds of seed, from twenty-five to one hundred pounds of farming tools, and a few other items, at a cost of about $250, including bedding and cooking utensils. In the historical magazine Americana there has appeared a serial history of the Mormon Church by Brigham H. Roberts, Assistant Historian of the Church in Utah.—See Volume VII. 6 It is believed that the removal was hastened by the indictment of nine apostles for counterfeiting.—Ford’s History of Illinois, p. 413. But see Americana, Vol. VII, p. 74. 7 Americana, Vol. VII, p. 72; Hyde’s Mormonism, p. 142; Lee’s Confessions in Lewis’s The Mormon Menace, p. 225; and Bancroft’s History of Utah, p. 218. 8 For details of the march across Iowa the writer is indebted in the main to Bancroft’s History of Utah, pp. 218–223; Roberts’s account in Americana, Vol. VII, pp. 172–189; and Linn’s The Story of the Mormons, pp. 362–370. These historians, together with Charles Negus in the Annals of Iowa, are the chief authorities consulted with regard to the Mormon trails. Bancroft and Roberts furnish the reader rough sketches of the route of travel, but make no attempt at exactness. One should like to know just where the Sugar Creek camp was pitched—whether it was west of Montrose, New Boston, or Charleston. el”) Brigham Young “proved himself a general as well as a commander. He directed everything. Thousands were leaving; many destitute, and all poor”. On the 17th of February he addressed his followers from a wagon. On March 1st, the refugees took up the line of march in five hundred wagons: “without confusion, without hurrying or even discord, their long trains rolled by him, while he comforted, inspirited, blessed, and counselled the weeping emigrants.” Only five miles of country were traversed the first day. On the second they reached the eastern bank of the Des Moines River four miles below the village of Farmington, whose citizens, it is said, were delighted with the Mormon brass band. The course then lay along the river and a crossing was effected at “Bonaparte’s Mills” on the 5th of March. For the reception and assistance of later followers this vanguard of two or three thousand Mormons stationed a permanent camp at Richardson’s Point, fifty-five miles west of Nauvoo, near a branch of Chequest Creek. Here the weary travelers rested, working for Iowa settlers in return for provisions and awaiting pleasanter weather, while several men were appointed hunters “as there was much game in the country — turkey, deer, and some elk.” 9 Hyde’s Mormonism, p. 142. 10 Probably on the site of the present town of Croton. See Journal of History (Lamoni, Iowa), Vol. II, p. 106. 11 The Iowa Capitol Reporter, April 1, 1846, quoting from The Bloomington Herald, told of an encampment on the Fox River in Davis County, “about fourteen miles above Keosauqua”. This is probably a reference to Richardson’s Point. As to the route, Negus varies from all other authorities, declaring that the Mormons followed the Des Moines River until the western part of Van Buren County was reached. He must have been writing of later companies of Mormons. See Annals of Iowa, Vol. IX, p. 578. 12 Journal of History, Vol. II, p. 106. See also Lee’s Confessions in Lewis’s The Mormon Menace, p. 226. Roberts’s history in Americana, Vol. VII, pp. 178–182, contains a general account and sketch of the route through Iowa. On the 19th of March the little army resumed its journey, and as the frozen ground of Territorial and county roads thawed out and spring rains began to fall, progress became slower and more difficult. Traversing the central townships of Davis County and crossing the Fox River a little above Bloomfield, they struck an old Mormon trail of 1838 that led from Caldwell County, Missouri, to Muscatine, Iowa. This trail they followed as far as the Chariton River in Appanoose County, where they established their second permanent camp in a large body of timber.$^{13}$ Detained by a swollen river from March 22 until April 1, the pioneer band then went in a southwest direction, camping upon Shoal or Locust Creek in the southeastern corner of Wayne County on the 6th of April. Here it was decided to locate another permanent camp.$^{14}$ Thus far the exiles had been laboring through the sparsely settled counties of the Territory over more or less well-defined roadways, however bad. Wayne County was the $^{13}$ The writer is indebted for this information to Mr. Heman C. Smith, historian of the church at Lamoni, Iowa. He adds: "I do not know just where to locate the large body of timber, but I think it was a little above Centerville, as the old trail they were following would bring them somewhere near that point." Negus states that the Mormons passed through the northern parts of Davis and Appanoose counties, and then divided and followed the highlands on both sides of the Chariton River. He must have been writing of later bands of Mormons. On page 273 of the 1904 Atlas of Iowa, compiled by the Iowa Publishing Company of Davenport, a writer asserts that the Mormons on their way from Missouri to Illinois "left so well beaten a road that it was known by first settlers, and for years, as the Mormon trail." That there was a well-defined trail in this neighborhood in 1843 is shown by the fact that the legislature appointed three commissioners to lay out a Territorial road from Iowaville to the Missouri boundary "where the Mormon trace crosses the line."—Laws of Iowa, 1843-1844, p. 92. $^{14}$ Mr. Heman C. Smith declares that the first Mormons passed through this region and that their marching in a southwesterly direction is accounted for by the existence of the earlier trail. The accounts of Roberts and Bancroft accord, but Negus does not. The former had access to Elder Orson Pratt's observations and diary. THE MORMON TRAIL Pioneer or "Camp of Israel" Mormon Trail THE MORMON TRAIL Pioneer or "Camp of Israel" Mormon Trail TRAVELING ACROSS IOWA Later Mormon Trails "jumping off place": henceforth the Mormons were going into an unknown, unpeopled, trackless wilderness, the domain of wild animals and Pottawattamie Indians. Bidding farewell to Iowa's western frontier line of settlements, they journeyed northwestward and entered Decatur County, then but recently surveyed and established. In this newly-opened region stretching to the Missouri River it became necessary to appoint a small party of "pioneers" to go in advance of the main body, to explore the route, blaze the trail, seek suitable camping sites, and make fords and bridges,$^{15}$ for progress became exasperatingly slow. On the 24th of April one of the elders jotted down the following entry in his diary: Yesterday we traveled about eight miles, to-day, six miles. We came to a place which we named Garden Grove. At this point we determined to form a small settlement, and open farms for the benefit of the poor, and such as were unable, at present, to pursue their journey further and also for the benefit of the poor who were yet behind. Thus, after a toilsome journey through prolonged rains and deep mud, the Mormons established Garden Grove. On the 27th of April, "at the sound of the horn", the emigrants gathered to organize for labor. One hundred men were chosen to fell trees, split them into rails, and set up zig-zag fences; forty-eight were set to cutting logs for log-houses; several were detailed to build a bridge; others dug wells; some made wood for plows; a few watched the flocks of sheep and herds of cattle; while a small party was despatched on an expedition into Missouri to exchange property for cows, provisions, and other necessities. The remaining members of the party were directed to plant and sow the crops that later comers should reap.$^{16}$ $^{15}$ Annals of Iowa, Vol. IX, p. 578; and Americana, Vol. VII, p. 184. $^{16}$ Journal of History, Vol. II, pp. 110, 188; Lee's Confessions in Lewis's The Mormon Menace, pp. 229, 230; and Americana, Vol. VII, p. 187. On the 11th of May the pioneers once more set their long wagon trains moving and proceeded northwestward. Game became very scarce, "thinned out by a tribe of Indians, called Pottawattamies, whose trails and old camping-grounds were to be seen in every direction." Near the middle fork of Grand River, in what is to-day Union County, they concluded, on May 18th, to establish another settlement. They all fell to building, ploughing, planting, and fencing, and completed a vast amount of work in a few days' time. On account of the hilly nature of the spot they named the place Mt. Pisgah. Towards the end of May "most of the Twelve, with large companies, proceeded in a westerly direction." In order to get a level road and to avoid the crossing of numerous small streams, they were compelled to bear northward to about the center of Adair County, "passing by what was known, in early days, as Sargent's Grove, in Adair County, and Campbell's Grove, in Cass County." Their course lay through the southern part of what is to-day Cass County, past an Indian village on the East Nishnabotna River, and thence through the southern part of the present county of Pottawattamie, reaching Indian Creek on the 14th of June. Here, within the present limits of Council Bluffs the travel-worn exiles rested for a while, but soon ferried themselves and their animals and wagons across the Missouri: Winter Quarters, on the site of Florence, Nebraska, became their main encampment. 17 Journal of History, Vol. II, pp. 189, 190. The Pottawattamie Indians were not removed from western Iowa until after June, 1846. Although fearing their hostility, the Mormons encountered nothing but good will. 18 Annals of Iowa, Vol. IX, p. 579. The trail as laid down by Negus from Mt. Pisgah westward accords with the trail as described in detail by Edgar R. Harlan, Curator of the Historical Department, who traced the old route over township roads and farmers' fields with the aid of the original surveys of the western counties. The Mormon trail "came to be noted by the first surveyors in the Such, then, in a general way, was the route of the first or pioneer band of Mormons—it was the trail of the pathbreakers. As the slow-moving horse and mule teams and heavy-gaited oxen had drawn their exiled owners across the Territory of Iowa, log-cabin villages sprang up for the accommodation of later Mormon emigrants. To quote from the church historian: "Thus the 'Camp of Israel' had become a veritable marching, industrial column; founding settlements as it marched; planting for others to harvest, and leaving behind them within easy reach bases of supplies that insured their own safety in case of emergency."¹⁹ The life and experiences of the emigrants for five months on that three-hundred-mile stretch of sparsely settled or wholly uninhabited country would supply materials for a separate volume: the description of a journey begun in mid-winter, over snow-covered roads and frozen ground, "with arctic weather and all the inconveniences of ice, rain, and mud until May," must be left to the imagination of the reader.²⁰ During all these months of the year 1846 the roads of eastern Iowa were alive with Mormon emigrants. It was soon discovered that the pioneer or "Camp of Israel" route was unnecessarily circuitous, and so another trail invited same way that they noted streams or other visible land marks." See an interesting report in the Twelfth Annual Conference of the Iowa Daughters of the American Revolution, pp. 29–36. The members of this organization have taken up the commendable work of marking the trails which became important factors as avenues of emigration to the West. ¹⁹ Americana, Vol. VII, p. 186. ²⁰ See Linn's The Story of the Mormons, p. 364. Thomas L. Kane, who lectured before the Pennsylvania Historical Society in 1850, presented a lucid picture of the burials along the road. He tells how coffins were made of bark stripped from trees, and adds: "The name of the beloved person, his age, the date of his death, and these marks were all registered with care. . . . Such graves mark all the line of the first year of the Mormon travel—dispiriting milestones to failing stragglers in the rear."—Journal of History, Vol. II, pp. 108, 109. more travel than the first. Later Nauvoo emigrants left the old trail at the crossing of the Fox River in Davis County and bore across the northeastern corner of Appanoose County, following the highlands along the Chariton River through Monroe and into Lucas County. Here, at a point about one and a half miles south of Chariton, they fixed a camp, and then continued westward to a place about six miles south of the present town of Osceola, Clarke County, where they struck and followed the original trail to Winter Quarters.$^{21}$ Even this new trail north of the Chariton River was not exclusively used, for in that event the Mormon settlement at Garden Grove would have served no purpose whatever. Accordingly a third route became established in the northern townships of Wayne County: the main road there today is known as "Mormon Trail."$^{22}$ Modern roads similarly designated in other counties are best regarded as auxiliary routes which perhaps received the name because a small $^{21}$ Charles Negus, who probably traveled upon this later trail, roughly indicated what Mr. Harlan has presented in detail. Compare their accounts in Annals of Iowa, Vol. IX, p. 578; and the proceedings of the Twelfth Annual Conference of the Iowa Daughters of the American Revolution, pp. 33, 34. Negus, however, gives one the impression that the pioneer Mormon band of two or three thousand persons divided near the western border of Appanoose County, followed the highlands on each side of the Chariton River, and re-united in Clarke County, when the fact is they proceeded together as has been indicated: later companies of Mormons selected the northern route. In the proceedings of the Twelfth Annual Conference of the Iowa Daughters of the American Revolution, pp. 34, 35, Mr. Harlan lays down a route which traverses the eastern settled counties of Iowa and which joins the Mormon Trail referred to in the land surveys of Monroe County and beyond. He does not, however, ascribe to this road the name of Mormon Trail, but believes it was most frequented by emigrants to the Far West. Mr. Harlan's location of the trail north of the Chariton River is supported by the 1904 maps of Lucas and Clarke counties: in one the modern highway is known as "'Mormon Trace Road'" and in the other as "'Mormon Trail'". $^{22}$ See map of Wayne County in the Atlas of Iowa (1904), compiled by the Iowa Publishing Company. Mr. Heman C. Smith corroborates this information concerning the northern route. body of Mormon proselytes happened to pass that way.\textsuperscript{23} Indeed, many such went through Des Moines. In July of the year 1846 fifteen thousand Mormons were said to be encamped or toiling along the Iowa trails westward, with 3,000 wagons, 30,000 head of cattle, horses, and mules, and a vast number of sheep.\textsuperscript{24} Indeed, at one time no less than two thousand covered wagons could be counted. On the 17th of September the last Mormons evacuated Nauvoo, terror-stricken by the military preparations and threats of their bellicose neighbors. They comprised a miserable remnant of about seven hundred people, physically unfit and poorly equipped, and they lay huddled at a camp north of Montrose until wagons arrived for them from Garden Grove and Mt. Pisgah in October.\textsuperscript{25} \textsuperscript{23} Such as the "Mormon Ridge" in Marshall County. Local traditions have been responsible for much of the confusion incident to a study of the Mormon exodus through Iowa. \textsuperscript{24} Bancroft's \textit{History of Utah}, p. 221; Ford's \textit{History of Illinois}, p. 412, where the number of persons who had crossed the Mississippi in May is placed at 16,000; and Linn's \textit{The Story of the Mormons}, p. 365. On p. 345, there is a record "that the ferries at Nauvoo and at Fort Madison were each taking across an average of 35 teams in twenty-four hours. For the week ending May 22 he reported the departure of 539 teams and 1617 persons; and for the week ending May 29, the departure of 269 teams and 800 persons, and he said he counted the day before 617 wagons in Nauvoo ready to start." The \textit{Nauvoo Eagle}, July 10, 1846, printed an interview with a person who had left the Mormons on June 26th. The advance company including the Twelve, with a train of 1000 wagons, was then encamped on the east bank of the Missouri, the men busily building boats. The second company, 3000 strong, were at Mt. Pisgah, recruiting their cattle for a new start. The third company had halted at Garden Grove. Between this place and the Mississippi the \textit{Eagle}'s informant counted more than 1000 wagons. He estimated the total number of teams engaged in this movement at about 3700, and the number of persons on the road at 12,000. It seems that from 2000 to 3000 Mormons had left Nauvoo for other regions, some joining the Strangites at Voree, Wisconsin.—Linn's \textit{The Story of the Mormons}, p. 369. See also \textit{The Bloomington Herald}, May 8, 1846; and Niles's \textit{National Register}, May 30, 1846, Vol. LXX, p. 208. \textsuperscript{25} Linn's \textit{The Story of the Mormons}, p. 350; Lee's \textit{Confessions} in Lewis's \textit{The Mormon Menace}, p. 230; and \textit{History of the Church of Jesus Christ of Latter-Day Saints}, Vol. III, pp. 172, 173, 177, containing an extract from a lecture delivered by Colonel Kane before the Pennsylvania Historical Society. It was while the Mormons were scattered along the river-to-river trails that James Allen, a United States army officer, arrived at Mt. Pisgah from Fort Leavenworth to enlist volunteers for the Mexican War. Accompanied by Brigham Young, he proceeded to the camp on the Missouri River, opened a recruiting office and secured five companies of one hundred men each. An ex-elder of the Mormon Church asserted afterwards: "Money was needed to enable them to move. Their design they desired to cloak under a sham patriotism. The United States offered $20,000 bounty money, and Brigham recruited a regiment, persuaded, commanded them to leave their families, many of them perfectly destitute, and join General Scott's Army, then in Mexico, and they obeyed." For several years the trail across the State of Iowa guided hundreds of Mormons to the new asylum of their church amid the Rocky Mountains. Mormons in Lee County, Iowa, found no more favor with their neighbors than had their brethren in Illinois. Many were the crimes charged to them, and at a mass-meeting the citizens resolved that the Mormons must depart from their community. In 1847, it is said, "the last of these objectionable people left the county." For five years the Mormons were in almost exclusive occupation and control of the present counties of Mills and Pottawattamie. After the camp at Winter Quarters broke up in the spring of 1847, those who did not accompany Brigham Young westward recrossed the Missouri to live at Kane was an eyewitness of much of the Mormon life in Iowa, but authorities are inclined to think he sacrificed accuracy to word pictures. See also Bancroft's History of Utah, pp. 231, 234. 26 Hyde's Mormonism, p. 143; Linn's The Story of the Mormons, p. 370; History of the Church of Jesus Christ of Latter-Day Saints, Vol. III, p. 191; and Roster and Record of Iowa Soldiers, Vol. VI, p. 826. 27 History of Lee County, Iowa, pp. 470, 477, 479, 481. See also Niles's National Register, October 17 and 24, 1846, Vol. LXXI, pp. 99, 124. "Miller's Hollow" in Iowa. This place, later called Kanesville and, after 1853, Council Bluffs, became an important rendezvous for western emigrants, rivalling the town of Independence, Missouri, on the Oregon Trail. Emigrants to Oregon and California who preferred not to go so far south to reach the old Oregon Trail had only one alternative: the Iowa roads which converged upon the Mormon Trail in the western counties. Hence they arrived at the chief Mormon town, halted for equipment and supplies, and then hastened on to find homesteads or gold. Garden Grove and Mt. Pisgah, little farming and business communities in the midst of an almost uninhabited country, remained in the hands of their Mormon founders until the spring of 1852. They were resting-places for emigrating hosts of Mormon converts from eastern States and European countries, especially England; for it is a noteworthy fact that from the first the Mormons have been zealous missionaries in foreign lands, spreading no little dismay and alarm among the educated classes. John Hyde, in company with nearly four hundred fellow proselytes, sailed from Liverpool to New Orleans in 1853 and ascended the Mississippi to Keokuk, Iowa. There, on a hill overlooking the --- 28 Though Garden Grove and Mt. Pisgah passed into the hands of Gentiles, the surrounding country is to-day largely in possession of Mormons who dissented from the rule of Brigham Young and his polygamous adherents. In 1853 they called themselves the Reorganized Church of Jesus Christ of Latter-Day Saints, the original church of Joseph Smith, whose son Joseph has been their president since 1860. At the city of Lamoni in Decatur County they maintain a college, church offices, and a large publishing house.—Journal of History, Vol. II, p. 190. 29 Annals of Iowa (Third Series), Vol. II, pp. 596–600; Annals of Iowa, Vol. IX, p. 580; and Journal of History, Vol. II, pp. 112, 190. In 1856 a company of several hundreds of men, women, and children—Mormon proselytes from England—arrived at Iowa City and were fitted out with hand-carts, which they dragged westward, with terrible suffering and loss of life.—Annals of Iowa (Third Series), Vol. II, p. 599; and Paxson’s The Last American Frontier, pp. 100, 101. 30 Hyde’s Mormonism, p. 19. city and the majestic river, he found a "camp thronging with life, there being nearly two thousand five hundred Mormons preparing to start for the plains." Indeed, the stream of emigration westward set in with a rush after the Mexican War had ended. Thus thousands of Mormon refugees, fleeing from persecution in Illinois, passed over Iowa's Territorial roads and highways into an Indian country beyond, and opened up for themselves a thoroughfare which guided hundreds and thousands of later homeseekers to the fertile valleys and plains of Nebraska, Utah, California, and Oregon—indeed to the whole American West. Not only did the Mormons mark the first great Iowa route from the Mississippi to the Missouri, but they founded settlements along the way, the first places of permanent habitation in the western half of Iowa. JACOB VAN DER ZEE THE STATE HISTORICAL SOCIETY OF IOWA Iowa City Iowa	edfeaa79-6993-4906-b444-eede51e1e550	CC-MAIN-2024-33	https://pubs.lib.uiowa.edu/ijhp/article/32325/galley/140834/view/	2024-08-08T03:56:02+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640719674.40/warc/CC-MAIN-20240808031539-20240808061539-00864.warc.gz	384,232,355	6,917	eng_Latn	eng_Latn	0.99795	eng_Latn	0.998182	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1662, 3621, 5682, 8160, 10275, 12722, 12782, 12842, 12886, 14910, 16984, 19167, 21675, 24615, 26659, 28943, 29842 ]	[ 2.640625, 1.8125 ]	2	0
NORWAY HOUSE ANTHOLOGY STORIES OF THE ELDERS Volume I by Byron Apetagon Frontier School Division No. 48 Cover Photograph: Women waiting for Treaty Payment at Norway House, 1910 A.V. Thomas Collection 172 (courtesy Manitoba Archives, Provincial Archives of Manitoba) The following is the first volume of stories as told by elders from Norway House, recorded, written, and illustrated by Byron Apetagon, a Cree language teacher and resident of Norway House, edited by Raymond Beaumont and Cynthia Livingston with typing and layout by Kate Friesen. The purpose of this collection is to provide relevant reading for anyone interested in the history and social life of Norway House during the twentieth century. by Byron Apetagon Frontier School Division No. 48 ACKNOWLEDGEMENTS This booklet is the first in a series recording the stories of the elders of Norway House and represents a continuation of Frontier School Division's commitment to providing children with material related directly to their experience and community. Special thanks are due to Byron Apetagon, local teacher and historian, who spent countless hours talking to the elders and recording their recollections of the past. And to Viola Menow and Roxanne Kozak for typing the text, Raymond Beaumont for editing and layout, and Kate Friesen for preparing the final draft for the printers. Thanks to the Norway House School Committee and community leaders for their continuing interest and support. And to Manitoba Education and Training for generously supplying through the compensatory grant programme the funds necessary to bring this booklet to completion. Finally, a heartfelt thanks to all the elders who have so generously given of their time and history, so that the younger generation might remember the courage and dedication they had in facing life's challenges. Cam Giavedoni June, 1991 \| Illustration \| Page \| \|------------------------------\|------\| \| Charles Queskckapow \| 1 \| \| The Hunter \| 2 \| \| The Wetigo's Lodge \| 3 \| \| The Hunter and his Family \| 4 \| \| The Old Man and the Children \| 6 \| \| The People escape from Wetigo\| 7 \| \| Wesakayjack meets the Wolves \| 8 \| \| The Strange Looking Stick \| 12 \| \| A Cree Indian Camp, undated \| 13 \| \| Sarah Balfour \| 14 \| \| A One Room School at Norway House \| 16 \| \| The Old Anglican Church \| 17 \| \| Frederick Moore \| 18 \| \| The Boarding School at Rossville \| 20 \| \| Norway House Band Hall at Rossville \| 23 \| \| Hauling Wood to Norway House Residential School \| 24 \| \| Houses Past and Present \| 26 \| \| A Shaking Tent \| 28 \| \| Mary Farmer \| 30 \| \| Residential School and Hospital at Rossville \| 34 \| \| Tommy York \| 35 \| \| Receiving Rations at Treaty Time \| 36 \| \| A Game of Football on Christmas Day at Norway House, undated \| 39 \| \| Horses at Mission Point, 1989 \| 41 \| \| Barn and Shed at Residential School \| 42 \| \| York Boats at Norway House, 1989 \| 44 \| \| The Archway Warehouse on the left, 1989 \| 45 \| \| A Close-Up of the Archway Warehouse, 1989 \| 45 \| \| A Temporary Hospital at Norway House in the Early Years, undated \| 47 \| \| Norway House Hospital, 1989 \| 48 \| \| The War Memorial \| 49 \| \| Residential School Burns \| 50 \| \| Children at Norway House Residential School, undated \| 52 \| \| The School at Rossville Today \| 56 \| \| John Bull at age 100 \| 58 \| \| Warren's Landing, Lake Winnipeg, 1922 \| 59 \| \| A Sailboat on Lake Winnipeg near Warren's Landing, 1922 \| 60 \| \| Donald Muswagon \| 61 \| \| Red Willow \| 62 \| \| Kākikēpakwa \| 63 \| \| Irene Muswagon \| 64 \| \| Rock Paintings \| 65 \| \| Hyer's Old Store at R.C.M.P. Point \| 66 \| CREE PRONUNCIATION GUIDE a as in maskwa (bear), or ahead á as in ástam (come) or ask i as in mistik (tree) or it í as in nína (me, myself), or machine o as in mispon (it's snowing), or foot ó as in kóna (snow), or food é as in pimohté (walk), or café c as in mwác (no), (pronounced mwáts: c similar to ts in English) hp as in tépakohp (seven) hk as in áhkosiw (he is sick) ht as in mitátaht (ten) hc as in anohc (today) k assumes a hard g sound when located in the middle of a word or expression. CONTENTS CHAPTER I: Charles Queskekapow Remembers ........................................ 1 The Teachings in the Legends .......................................................... 1 Wetigo and The Hunter ................................................................. 2 Lynx and Jack Fish ........................................................................... 5 The Old Man and the Children ....................................................... 6 The Hand ......................................................................................... 6 The People who feared Wetigo ....................................................... 7 Wesakayjack and The Wolves ...................................................... 8 Wesakayjack Tricks Bear ............................................................... 9 Values Gained from Past Experiences ............................................ 10 Wesakayjack and The Boulder ..................................................... 11 My Strange Looking Stick ............................................................... 13 Nature's Natural Medicines ............................................................ 13 CHAPTER II: Sarah Balfour: Images of Yesteryears ............................... 14 What do I Remember? .................................................................. 14 Chores and Duties .......................................................................... 15 Seasonal Activities ......................................................................... 15 Educational and Work Experience .................................................. 16 Cree Place Names I Remember ..................................................... 17 CHAPTER III: Frederick Moore Speaks .................................................. 18 Residential School .......................................................................... 18 Building Trenches and Drainages .................................................. 19 Cord Wood ....................................................................................... 19 Burning of Rossville Residential School ........................................ 20 School Maintenance Worker .......................................................... 20 \| Title \| Page \| \|----------------------------------------------------------------------\|------\| \| At Warren's Landing \| 20 \| \| Welfare Vouchers \| 21 \| \| Boiler Room Nightwatchman \| 21 \| \| Electricity Brought Change \| 22 \| \| Home Away Education \| 22 \| \| The Band Meetings \| 22 \| \| The First Engine, Travel and Freighting \| 23 \| \| Horses and Old Tractors \| 24 \| \| Leadership Roles \| 24 \| \| Band Controls Its Funds \| 25 \| \| Future is Dim \| 25 \| \| Creating Housing with Peeled Logs \| 26 \| \| Brutter's Islands \| 27 \| \| Place Names I Remember \| 27 \| \| Cree Names on Playgreen Lake \| 27 \| \| Celebrations \| 28 \| \| The Medicine Man \| 28 \| \| In Conclusion \| 29 \| CHAPTER IV: Mary Farmer's Story \| Title \| Page \| \|----------------------------------------------------------------------\|------\| \| Survival Needs - Food \| 30 \| \| Learning to Work \| 31 \| \| Shelters \| 31 \| \| At the Winter Camps \| 31 \| \| Discipline, Respect, and Obedience - Today and Long Ago \| 32 \| \| The Later Years \| 32 \| \| More Work \| 33 \| \| Rossville \| 33 \| \| Ration and Treaty Days \| 33 \| \| Local Doctors in Norway House \| 34 \| CHAPTER V: Memories of Tommy York Lifestyles ................................................................. 35 Treaty Days ............................................................... 35 Ration ........................................................................... 36 Chief and Council Message ............................................. 37 Fall and Winter Activities .............................................. 38 Christmas Festivities .................................................... 38 New Year's Day ............................................................ 38 My Occupations ............................................................ 39 Tommy at the Boarding School ....................................... 40 Building Roads at Rossville .......................................... 40 The Students at the Boarding School ............................. 41 Work Schedule ............................................................ 42 School Animals, Gardens, and Fall Work ......................... 42 Reminiscing about those Days ....................................... 43 York Boats: The Tail End of an Era ................................. 43 Arrival of the Engines .................................................. 46 The First Airplane ....................................................... 46 Doctors, Nurses, Indian Agents... and War Veterans .......... 46 Fire and Flu ................................................................. 49 War's End ................................................................. 49 Concluding Remarks .................................................... 50 CHAPTER VI: Residential School Burns The Hero: Donald A. Beardy of Cross Lake, Manitoba ........ 51 May 29, 1945 ............................................................. 51 Fire Destroys Boarding School at Rossville ..................... 54 Work Skills were a Loss .............................................. 55 Dark Cloud of Smoke .................................................. 55 Smoke and Flying Children .......................................... 55 Background Information .............................................. 56 CHAPTER VII: Places of Interest ................................................................. 57 John Bull's .................................................................................. 57 Warren's Landing ........................................................................... 59 CHAPTER VIII: Irene Muswagon's Herbal Remedies ............................. 62 Red Willow Crystals....................................................................... 62 Balsam Gum or Spruce Gum.......................................................... 62 Muskeg Leaves.............................................................................. 62 Pine Needles.................................................................................. 63 Ginger Roots or Wihkés................................................................. 63 CHAPTER IX: Stories From the Past.......................................................... 65 A Peculiar Experience on The Gunosao............................................ 65 The Log House at Mission Island.................................................... 67 CHAPTER I CHARLES QUESKEKAPOW REMEMBERS Charles Queskekapow (Kwéskikápów) is a well-known Norway House elder. His wife is Helen, the daughter of James Robertson and Mary Grieve, and they have had eight children: George Arthur, James, Nancy, Lydia, Sally, Debra, Nora, and Priscilla. Charles was born 26 February 1924 at Norway House, the son of Joseph Queskekapow and Lydia Captain. His grandfather was Peter Queskekapow, a well known fur trapper in his day, and his great-grandfather was Joseph Queskekapow. After his mother's death at Two Rivers, Charles, his three brothers, and one sister grew up in the homes of friends and relatives. Charles lived with several families, learning and experiencing ways of survival in the wilderness. He spent many evenings listening to the stories and legends of the elders. Charles explains that legends are tools for teaching life values such as love, kindness, giving, and caring. Sometimes these values are depicted through legends about negative life forces such as greed, jealousy, and envy. Humour is often part of the stories, too. It is used to mock foolishness and register disapproval for inappropriate actions. In the following pages, Charles shares some of the stories and their teachings. THE TEACHINGS IN THE LEGENDS Living in the wilderness camps with my elders, I learned many things by listening, asking questions, and observing my people doing things. Later as I grew older and matured, many of the things I learned I applied. Often I waited impatiently for older men to return from their hunting trips. I wanted to hear the stories of long ago, many of which were called "Kayási Acanohkéwina," meaning old legends. I remember while we were living at a place called Ininowi Sákahikan, an older man told the following legend. WETIGO AND THE HUNTER Long ago, people believed in wetigos (wih tikowak), and feared them because they were ruthless killers. Wetigos lived like ordinary human families but they were cannibals who enjoyed eating people. There was a man at this time who had a family to support, and food was getting scarce. Knowing he had to go look for game, he left home after saying goodbye to his family and telling them he would return in a few days. After walking for a while, the hunter came upon moose tracks. He followed these tracks for a long time. Somehow the moose sensed they were being followed and ran away, leaving the hunter far behind. Unaware this had happened, the hunter kept on following the tracks. Becoming tired, he sat down to rest. Two human-like figures came towards him. Realizing too late they were wetigos, he was unable to escape. The wetigos grabbed him and started carrying him away. The hunter was so frightened, he did not know what to do. All he noticed was that one of the wetigos was much younger than the other. They carried him on their backs for many kilometres until they finally arrived at their lodge. There they spoke quietly to each other, but the hunter could still hear what they were saying. "The man is too thin to eat," said the younger wetigo. "Yes, I think we'll have to make him fatter before we eat him," replied the older wetigo, "We'll have to get some moose meat to make him fatter. Fatter humans taste juicier." The wetigos left the hunter in the lodge which was well secured. There was no chance for him to escape. Sometime later, they returned with plenty of moose meat. The younger wetigo cooked a large portion and fed the hunter, who was so hungry that he accepted the food. Day after day, the wetigos fed him, and he became fatter and fatter. One afternoon while pretending to be asleep, he heard the wetigos talking. "He's getting quite fat now. I think we'll have to eat him soon," said the younger wetigo. "Yes, I agree," replied the older wetigo, "We'll eat him the day after tomorrow." After hearing the conversation, the hunter became very scared. He had to make a plan of escape. Some time later he looked outside and noticed that the younger wetigo was wearing snowshoes. That gave him an idea. The hunter went outside (he was allowed greater freedom when the wetigos were nearby) and pretended he was going to make kindling for the morning fire. The young wetigo walked over to help him. "My, you have a nice pair of snowshoes," the hunter said in a pleasant voice. "Do you like them?" the young wetigo asked, highly flattered. "Yes, I like them," the hunter replied. "I'll make a pair for you to use when you're helping around here," said young wetigo. "The plan is working well," thought the hunter. In no time at all, the young wetigo finished making the snowshoes and gave them to him. The hunter put them on and began to haul dry wood from around the lodge. He made many snowshoe trails in every direction. Soon there were many paths leading everywhere. The next day, the wetigos returned with more moose meat and the man was well fed again. Meanwhile, the fire started to die. As it got colder in the lodge, the older wetigo told the hunter to get some dry spruce boughs to start up a new fire. Now was his chance to escape. The hunter jumped up and went out quickly, put on his snowshoes, and hid those of the young wetigo. Both wetigos stayed inside the lodge, paying no attention to the hunter, who had taken some of the frozen moose meat and ran away into the forest. A long time passed, and the young wetigo was getting cold and impatient. "The man is taking too long to get dry boughs," he said. "We better go and find out what he's doing," said the older wetigo. Once outside, the wetigos could not see any trace of the hunter. Slowly they realized they had lost their delicious food. They ran around the lodge looking for the hunter's footprints, but there were so many snowshoe trails, they did not know which trail to follow. The young wetigo became furious with the older wetigo. "We should have eaten the man yesterday," he said, shouting angrily. "Now we have lost our food." "Don't worry. We will find him tomorrow morning," said the older wetigo. The hunter ran all night until he reached a large lake. The wind was blowing hard and the snow was flying across the open space. The man raced downwind. When he reached the far end of the lake, he looked back. As the snow had already covered his trail, he knew if the wetigos followed him, the drifts would hide his tracks. He made a hole in the snow along the shore, snuggled inside, and went to sleep. The next morning, the wetigos lost the hunter's tracks in the middle of the lake. They gave up the chase, returned to their lodge, and were never seen again. Later the same day a group of ordinary hunters came walking close by. The hunter emerged from his hiding place and ran towards them. He told them of his encounter with the wetigos. They believed him because they had already seen the wetigos' tracks in the snow. After staying with the hunters for some time, the man decided to return home to his family. He walked alone for many days and nights, following the trees which stood along the way. He watched the stars at night. He looked at the sun every morning and evening. Finally, he arrived at his home. His family was happy to see him and the bag of moose meat he brought with him. That night everyone had a good meal. LESSON Be on your guard, lest some unforeseen danger engulf you. But even the most dangerous situation can offer some means of escape to the person who uses his head. A legend such as the one above gave the elders a chance to teach children many things, such as how to avoid getting lost in the woods. With such stories as an introduction, we can learn how people used the heavens while they were travelling. They knew the location of the North Star, the most important compass of the old days. They observed sunrise, sunset, the moon, and movement of the stars. They received knowledge, understanding, and wisdom through observation and experience. When I was younger, I sometimes stayed outdoors late into the night following game. I saw the North Star; I followed it, and it took me home. We can also learn how the trees were used to determine direction. Sometimes while they walked in the night, people observed the branches. The branches towards the north are shorter than those on the south side. The north side of the poplar trees is usually darker in color, and the bark is covered with moss and lichen. When people studied this, they could tell which way was south, east, and west. The wind is an unreliable way of telling direction. It can shift every so often and confuse the hunter. Most rock beds are found in a line stretching out from east to west. When people walked from one place to another, they used the rock formations to find the four directions. At other times, the people followed rivers, creeks, and streams to find safety after being lost in the wilderness. The flow of a stream will eventually pour out into a large tributary, such as the main river or lake. Muskegs and bogs are almost treeless barrens. In these barren lands, tall trees can be seen at a great distance. People used to follow the barren lands which would lead them eventually to a lake or river. Here is another legend shared by Charles Queskekapow. LYNX AND JACKFISH One warm afternoon, Lynx rested sleepily on a tree which was leaning towards the river below him. The afternoon sun made him feel lazy. He did not feel like chasing any animals today. While resting on the tree, Lynx noticed Jackfish hovering near the surface of the river. Feeling mischievous, Lynx wanted to have fun with him. "Hey, you silly, scaly flathead, where are you going this time?" he teased. "I'm going down river about three rapids below," the fish replied, abruptly. He was furious at Lynx's insult. "Furthermore," he added, angrily, "I curse you. In a while you will be dying. Be careful if you eat rabbit," he warned. "Well, since you're going down river, I curse you, too. You will drown three rapids below," replied the Lynx, laughing. Not long after Jackfish swam away, something did happen. At the third rapids, he was found floating. He had drowned. Several days went by and Lynx forgot about Jackfish's warnings. One day he could not find any food to eat. While hunting in the forest, he remembered he had hidden a rabbit which had been killed for a later meal. He found the rabbit and began to eat. It tasted very good. Suddenly, the lynx felt a sharp pain. A bone was stuck in his throat. Rolling over and over, he remembered Jackfish's warning. He cried loudly. Not far away, Wesakayjack (Wisakécáhk) was out prancing around looking for victims to trick. As he stopped to rest, he heard someone crying and coughing. He walked in the direction from where the crying came. He found Lynx rolling over and over, holding his throat with his front paws. Wesakayjack saw what was happening and told Lynx he was going to help him. He took a medicinal plant and pulled off a piece of lynx's tail, which was longer in those days. Adding the medicinal herb to it, he made Lynx swallow them both. When they had gone down far enough into Lynx's throat, Wesakayjack pulled them out. Sure enough, the bone was attached to the furry part of the tail. Lynx thanked Wesakayjack and told him what had happened. Wesakayjack forgave Lynx for the actions he had committed, but he told him his tail would not grow back. That is why the Lynx has a short black tail to this day. LESSON The moral in the legend is very important. In this story, we learn it is unwise to call people down for we don't know what our own fate will be. We must be humble and caring towards everyone and everything. We learn that there are things in Nature that have medicinal value. Herbs and roots can be used to treat illness and promote healing. Long ago, people told legends to their children. They explained the morals of the stories in a way which made young people think. Young people learned which values were most important. The legends are still told; however, not many of them are used to teach the values of life. Below is a bible story to think about. It is followed by another legend we often heard when we were growing up. Both deal specifically with obedience and respect. THE OLD MAN AND THE CHILDREN It is written that an old man was walking along when he came upon many children. When the children noticed the old man was bald, they began to tease and laugh at him. While they were mocking the man, a wild bear ran out of the bushes and attacked and killed them. THE HAND A child was born to a young couple. As the child grew older, he became very disobedient, demanding, and bad-tempered towards everyone - even his own parents. One day the child took ill and could not be healed. In a short time he died, and the parents were very hurt at the loss. After the child was buried on the funeral day, his hand appeared out of the grave. People wondered why this had happened. A minister was asked to help. When he saw the hand, he told the parents to whip it. The parents obeyed, and began to punish their dead child's hand. The hand disappeared into the grave. This was a very important lesson for these young parents. They learned a child must be taught obedience and discipline. Sometimes a child learns a lesson after being punished. The legend also teaches parents not to be overprotective with their children. Here is another legend which shows if one is willing and capable of doing something, success can be achieved. THE PEOPLE WHO FEARED WETIGO Many years ago in the spring, a group of nomadic people stopped near a big lake. They set up camp near the shore because they feared Wetigo. Wetigo was an evil being who lived in the forest. He was a cannibal. While the people rested in the camp, an old man came out of his tent and talked to the villagers. "Listen, I have something to tell. I feel something strange and bad is going to happen in our camp. I'm warning you, take care of yourselves," he said ominously. After a while the people learned that someone was dying in their group. It was an older man whom everyone knew. Later in the day, the first old man came out of his tent again. He told everyone something was about to happen shortly. Soon afterwards, a young man heard crying and shouting sounds coming from the forest. Then everyone heard them and began to run towards their canoes. They were going to get away because the shouts and cries were those of Wetigo. As the people prepared to leave, the dying man came running out of his tent where he had been left to die. He jumped into the nearest canoe and yelled, "Come on, everybody. Let's go before Wetigo gets us." Once anchored far off the shore, the people watched Wetigo searching for humans throughout the camp. Then they went away to look for another place. They laughed and chuckled amongst themselves for the dying man had looked so funny when he heard Wetigo coming near his tent. The man's body had looked so weak, yet he had run as if he were not dying. Even funnier, and stranger still, the dying man recovered from his disease. LESSON The lesson can be identified if the story is studied carefully. For example, people who always say they are sick are often hypochondriacs. They only imagine they are sick. There are cases where people have recovered quickly from such "diseases." People are capable of doing almost anything. If they believe they can achieve success, they only need the willingness to make that belief a reality. The following legend emphasizes the value of sharing. WESAKAYJACK AND THE WOLVES One winter day, Wesakayjack was walking along a river. He noticed moose tracks before him. He took no serious notice but kept walking. Wesakayjack had not gone far when he saw a wolf pack following him. He tried to walk fast but the wolf pack was faster. Wesakayjack began to run but in a short while the wolves jumped him. They were about to tear him to pieces with their vicious teeth when he thought of a plan. "Wait! Wait! Don't eat me," he said in a trembling voice. "I saw some moose tracks back there. I'm going to hunt them later but I need to rest first." The wolves stopped and looked at Wesakayjack. "Now, what did I get myself into this time," he thought. "I did not want to follow them right away," he said to the wolves, "I thought I'd wait until early next morning when the moose would still be resting." There was a long silence. Finally the oldest wolf began to speak. "You saw moose tracks back there. That is good. We'll help you hunt them in the morning," he said. Now Wesakayjack was more afraid. He had gotten himself into a terrible situation. He knew the moose would have probably scented the wolves. Wesakayjack had to make a plan to escape before the wolves found out there weren't any moose nearby. That evening the old wolf called three young wolves to hunt for moose meat. Later, the three of them returned with an old rotten log stump and told their exciting story. They said they had killed a moose and brought back a hind leg. But it was all make believe. The log looked like a moose leg, and as he was getting too blind, the old wolf could not tell the difference. The old wolf invited everyone to take a piece of the meat. Wesakayjack played along with the wolves and took his share of the old rotten stump. The wolves pretended to break the pieces as if they were bones. Some were loudly slurping on the marrow. There was no marrow but Wesakayjack continued to play along. After all of them had eaten their pieces, the old wolf told everyone to sleep. Wesakayjack was placed in the middle of the pack so he could not run away during the night. The night was cold. The wolves smelled awful. The next morning, the wolves followed Wesakayjack to the place where he had seen moose tracks. Soon, they saw them, too. Quickly, the wolves dispersed and ran into a large cluster of brush and tall trees. Wesakayjack followed because he was curious. Before long, he heard the wolves snapping and growling at something. By the time he appeared, the wolves had killed a moose. Wesakayjack stayed with the wolves and ate with them. While the wolves continued with their feast, Wesakayjack quietly trotted into the bush and went away. LESSON In this story, we can see the sharing and giving aspects of Indian values. Wesakayjack shared the moose tracks he had seen with the wolves. Later, when the wolves killed the moose, they allowed Wesakayjack to eat with them. I remember some time ago, when a person died in the community, people got together to help the grieving family. They shared food, money, and other things which they could give. Sometimes I saw people going to all the homes. They carried three bags with them. People gave lard, milk, flour, meat, and many other things. When the three bags had been filled, they were taken to the home of the grieving family. Sometimes, people gave money to help buy coal oil and other things which were needed. Sharing is an important Indian value. Legends are excellent tools for teaching such values, especially to children. A story teller must have the gift of understanding when telling them. Here is another legend which stresses the value of intelligence. WESAKAYJACK TRICKS BEAR One day Wesakayjack was out looking for something to eat. Somewhere along the trails, he noticed Bear was looking for food as well. Because Wesakayjack was a clever old being, he devised a plan to trick Bear. Wesakayjack slouched down to pick up some berries and began to squeeze the juice from them. He rubbed this juice all over his face. Then he began to roll over and over, making laughing sounds in order to catch Bear's attention. Bear heard the commotion Wesakayjack was making and came to investigate. "What are you doing?" Bear asked. "Oh, this is so much fun!" Wesakayjack said as he kept on laughing and rolling over and over. Bear watched for some time. He saw Wesakayjack having fun. "Can I try it, too?" Bear asked. "Sure, just take a handful of berries. Squeeze the juice and rub it into your eyes," Wesakayjack said persuasively. Bear squeezed the juice into his eyes. He began to roll over but he didn't have fun. The juice gave him so much pain, he could not open his eyes. He screamed from the hurt. Wesakayjack stopped rolling over. He stopped shouting and laughing. He saw Bear was suffering. His trick had worked. Then Wesakayjack took a big stick. He struck Bear and killed him almost instantly. That was his plan for he wanted to eat bear meat. LESSON In this story, we learn to use intelligence to satisfy our needs. One of our needs is food. Such stories have been passed down orally from grandfathers to grandchildren for generations. The stories were never written down and each orator gave the stories new meanings. The morals of these stories are valuable teaching tools. VALUES GAINED FROM PAST EXPERIENCES When I was growing up in the wilderness, I used to live in a log mikiwáhp. A mikiwáhp is a tipi-like shelter, conical shaped with an opening at the apex of the cone. This opening allows smoke to leave from the interior. I slept on the bare ground during the summer. We had to do this sometimes because we used to travel all day and late into the night. I loved to sleep in the outdoors. I heard many noises all night long. In colder seasons, I used to seek warmth in a nest-like structure. This shelter was made from sticks, spruce boughs, and grass. The walls kept the cold winds out, and a fire could be made inside the shelter. These are the Indian ways which people used in the past. In the days when I was more able and active, I did plenty of trapping and hunting. As there were no other jobs available, I had to collect fur pelts. I followed game everywhere and learned many hunting skills. I made close observations of the wind movements. I, and others like me, had to learn these things in order to meet the needs of our families. Everyone had to work and there was no room for laziness. Long ago, there were no skidoos or airplanes. People had to use dogs and snowshoes, and walk by foot to get to their traplines. I could not afford to buy a skidoo or charter an airplane when I went hunting or fishing. Sometimes I brought back fish from the trapline. I tried my best to put fifty on a toboggan to bring them back to Norway House, where I sold them for fifty cents a fish. However, I had to present them to the Conservation Officer before I sold them, as he wanted to know if they had parasites. They didn't. We had to pull the toboggans for two to three days from the trapline. Now, with a skidoo the same trip only takes a few hours. An airplane takes even less time, but costs more money. Today, my son George traps in the same area I did. He uses the skidoo, but it is still hard to make a living from trapping. It is cold, but not as cold as when we had to make camp outdoors all night. The coldest time of the year was always between January and February. I do not wish to see my young people live like that anymore. I want them to live a good life but they must work very hard to meet their needs. In the past, people worked hard all the time. We must support the young people, especially by sharing legends which reflect the work ethic, so that they will learn to work hard, too. Here is another story which reflects the work ethic. WESAKAYJACK AND THE BOULDER One day, sly old Wesakayjack was roaming all over the forest. He was looking for someone or something to tease. While walking along, he noticed a large boulder seated on top of a rock shelf. Wesakayjack smiled to himself and began to mock the boulder. "Rock! Rock! Come on down and play with me," he said teasingly. "I can't play with you. Once I have been placed here, you know very well I cannot move," the boulder replied. "Come on down from there. Quit making excuses and don't be so lazy," Wesakayjack said, as he kept on teasing. "I'm sorry, I can't play with you," insisted the boulder. Wesakayjack kept on teasing. He knew the rock could not move even if he tried. In the meantime, the boulder was getting annoyed with Wesakayjack. Just at this moment, part of the rock shelf slipped away, and the boulder could feel himself beginning to move. "Okay then, Wesakayjack, I'll play with you," he said. He began to roll down hill and chased Wesakayjack. Wesakayjack ran ahead, laughing and teasing. The boulder began to roll faster and faster until he was right behind Wesakayjack. Wesakayjack felt him hitting his heels. "Watch it, Rock. You'll trip me," Wesakayjack yelled back and began to run a bit faster. But the boulder rolled more rapidly still, until he knocked Wesakayjack down and rolled on top of him. Wesakayjack could not move because the rock was too heavy. "Rock! Rock! Get off me. You know you are very heavy," Wesakayjack said, barely breathing. "I have told you before that once I stop some place, I cannot move for a long, long time," Rock answered. It was the last time he spoke. For hundreds of years, Wesakayjack lay under the boulder. His nimble body could not move. His eyes, face, and hands became covered with moss and lichen. His clothes decayed. Wesakayjack was very sorry he had teased Rock about being lazy. LESSON Wesakayjack learned a valuable lesson. No one should tease someone else as this can lead to unforeseen consequences. There is another lesson also. Laziness is a habit for everyone; but, in order to survive, one must work hard daily. As people get older, many become less mobile. They remain indoors or lie in bed until they die. The old and sick can only desire to be active and energetic in the outdoors, just as Wesakayjack could only desire to be active when trapped by the heavy boulder. We need to work hard when we are young and active, and not waste time as Wesakayjack did, because we will be unable to work when we have grown old. MY STRANGE LOOKING STICK Today, Alcohol is hurting us. Many bad things are happening to individuals and their families. The young people are greatly affected. As a people, we have to learn to put aside alcohol and the problems it can cause. It is difficult for an individual to quit, once alcohol has gained control. Once I had a strange looking stick. It grew straight up from the bottom, curled in an odd shape at the mid-section, and then grew straight up again. When I saw the stick and its peculiar shape, I was able to relate it to my life from the time I was a child until now. When I was a child, I was clean, honest, and learning to live by the values of my people. Just like the stick, I was starting out life straight and true. As I grew older, I began to leave those values. I did much exploring and experimenting with many things which made my life a terrible mess. When I saw the spiral section of the stick, I was reminded that I was very much like it. My life was a mass of confusion, conflicts, temptations, and trials. The top part of the stick grew upright again. As we mature, we begin to understand the purpose of life. Now, my life is like that. I am old and I want to get away from wickedness. We must learn to comprehend using the values of life which have been given to us. I kept the stick at the Cultural Centre and talked to many children about its complex structure. I used to go with students into the wilderness camps, where I shared many of my experiences about life in the past. I remember telling them that if we made an attempt to straighten the stick, it would be a difficult task to do. With this example, I told the children that our lives are very much like that. Sometimes we have difficulty accepting the mistakes we have made. NATURE'S NATURAL MEDICINES Long ago, people used certain herbs and roots to cure diseases. This knowledge was passed down through the generations by word of mouth. It was never written down. Indian people always had respect and honour for medicines. Only certain members of families were taught how to produce and apply them. Today, doctors and hospitals are aware of the value of the medicinal herbs and roots. They want to know all about them, so they can record these remedies in books. They want to make money. Our young people should make an attempt to record and publish materials on medicinal herbs and roots. They must try to do it soon, before another culture does it. We know our young people have a new form of education—they have a new kind of intelligence, wisdom, and understanding. I have travelled. I have worked with other people. I have come to understand their values in life. Sometimes I worked with people who spoke different languages. I have come to understand some of the things they have told me. I have shared many things, but the time has come to stop. I need more time to think and refresh my soul. Until next time. Thank you. Written by Byron Apetagon, 1987 Originally told in Cree by Charles Queskekapow in a videotaped interview with Gwen Balfour A Cree Indian Camp, undated Wm. Rackham Collection 95 (courtesy Manitoba Archives, Provincial Archives of Manitoba) CHAPTER II SARAH BALFOUR: IMAGES OF YESTERYEARS Sarah Balfour was born 19 March 1926 at Norway House, the daughter of Moses Gore and Eva Robertson. Her paternal grandparents were Charles Gore and Sarah Neepin. Her maternal grandparents were James Robertson and Maria Paupanekis (Pahpanakis) daughter of the Rev. Edward Paupanekis and Margaret Stevenson. Sarah’s husband was Richard, son of Albert Balfour and Flora Stevenson. Their ten children include Beatrice, Valerie, Victoria, Richard, Alex, Nancy, Eva, Frieda, George, and Alfred. Here is Sarah’s story. WHAT DO I REMEMBER? I cannot remember my grandmother. I barely remember my grandfather. He died when I was about five years old. I remember people rowed and paddled around Towers Island when he died. My parents lived a hard life. I remember my father used to take any job he could get. He supported and fed us well. Some types of work he did were fishing, ice harvesting, guiding, and freighting. He was also a church helper. He became deeply involved with church work. People used to help each other when they built houses. Families used to work together; people shared. Families had big gardens. My family had a garden and we learned how to maintain it. We were taught certain steps to care for a healthy garden. We seeded the potatoes. We hoed and weeded all summer long. By the time I was fifteen years old, I was already learning to be a responsible worker. I remember several families had cows and horses. I used to see the animals. CHORES AND DUTIES The duties around our house were routine, year after year. In the early spring when snow was thawing, our parents kept us very busy. We picked garbage and carried it away far from the house. Sometimes we burned it. I remember some people used to put unwanted things on the melting ice. As the river ice broke free, the wastes were carried down river. We helped by hauling, cutting, and chopping wood. Later we piled the wood neatly beside our house. Our home had an upper level, which was one large, open room. The large family room on the main floor had a partition enclosing it into two sections, and an addition to the house served as the kitchen. Many days we spent hours cleaning up the house. We cleaned the floors. We also changed the wallpaper inside our houses occasionally. When we washed clothes, we used a washboard to remove the dirt and stains. We always used our hands; we did not have switches and knobs to do our work. Furthermore, when water was low, we had to haul it from the river. I remember in the winter time we used to keep the fire burning all night long. Sometimes the nights were very cold. Our parents woke up very early in the mornings. No one was allowed to sleep late. Our parents had very strict rules; we had to be obedient. Many times we were told only once to do things. We used to live on the Nelson River side of Mission Island. There used to be many tall trees in our yard. In the backwoods, huge boulders stood where we found many kinds of berries. We picked blueberries, raspberries, and strawberries. Today, I find there’s hardly any berries around. I remember everything was so peaceful. We used to have a radio; however, we didn’t listen to it much. We were always busy doing other things. SEASONAL ACTIVITIES In the summer, people went everywhere by boat. They rowed and paddled as few people owned motors. Many times people walked to go places. Later, several families had horses, and we could see them going to the stores, to the churches, and everywhere. Sometimes they taxied people, too. I believe the first time bombardiers arrived at Norway House was in 1948. The hospital owned the first bombardier. Next to get a bombardier was the Roman Catholic mission. Then the Bradburn brothers got one, and with it they started the local taxi service. I remember they charged fifty cents for one passenger in those days. Several families would leave for their traplines in the fall where they remained all winter long. Sometimes they came home for a few days, but most families did not return for long. Usually, the men came back on occasion to pick up more supplies and goods needed on the traplines. The families came home late in the spring. EDUCATION AND WORK EXPERIENCE I attended the Jack River Day School on Mission Island. The building was small, and only a few students attended classes. I remember there were about forty seats in the classroom. The highest grade students could take was Grade Eight. I remember some parents pulled out their older boys to go trapping with them. My older brother James was one of these boys. As my father Moses used to trap, he needed James to help him on the traplines. While James and my father were gone, I helped my mother with the work which needed to be done. In the meantime, I received a Grade Eight education at the school. Later, as I became older, I used to work for Mr. Israel Grosser, who owned a store at Crooked Turn. Basically, I cleaned and washed for which I received eight dollars a month. People did not make much money but we tried to help support our family. On Sundays, people took big lunches with them when they went to church. They used to build fires near the church where they would boil tea and cook some food. People stayed around until about four o'clock in the afternoon. I used to be part of a choir at the Anglican Church. A local priest led the choir. We learned to sing many songs. There were schools scattered all over the community. My younger sister Marion attended the South School on West Island. North School was another Métis School. Towers Island School, Playgreen School, and Neckaway School were federal schools. There used to be a large skating rink near North School. People used to walk to the rink to watch hockey games. They stood outside to watch even if it was very cold. The Trappers' Festival was an annual event in the past. The festival lasted for several days. It had foot races, snowshoe races, and many other games and contests. The games are still held in Cross Lake. As for me, I did not attend The Trappers' Festival very often. Today, the community is rapidly growing. There are many changes. I guess it is good for the young people, but life will get harder later on. I regret the changes and the way people live now. They have destroyed the way people used to live long ago. I remember houses were whitewashed. There were only a few roads which were always used daily. The days used to be quiet; there was less noise and little commotion from events in the community. Things are also very expensive now. I would rather live the way people used to live in the past. CREE PLACE NAMES I REMEMBER Kettle Island - Askihko Ministik Mosquito Island - Sakiméwi Ministik Whitefish Island - Atihkaméko Ministik Sípástikohk and Sípástikos Channels There are many others but I have forgotten their Cree names. That's all for now... Written by Byron Apetagon, 1987 Originally told by Sarah Grace Balfour in a videotaped interview with Gwen Balfour The Old Anglican Church CHAPTER III FREDERICK MOORE SPEAKS Frederick Moore was born 12 February 1908 at Rossville, the son of John George and Mary Moore. His grandfather was Chief William Moore, of an old Hudson's Bay Company family from Oxford House. Frederick had two full sisters, Emma (Mrs. Horace Budd, then Mrs. Alex Hart) and Clara (Mrs. Alex Tait). His father's second wife was Helen Osborne, and they had four more children, Henry, Mauda, Victoria, and Esther. Frederick married Bella Dorcas McDonald, born at Norway House 25 December 1928, the daughter of John McDonald, son of Levi McDonald, and Alice Omand, daughter of Isaiah and Bella Omand. Their eleven children are William, Ida, John, Emma, Peter, Lawrence, Frank, Gordon, Sandra, Frederick, and Winnifred. Here's is Frederick Moore's story. I will share some things I know about the history of Norway House. I didn't attend much school; therefore, I have very little education, although I managed to learn how to count. I left school early and did not return. I preferred to learn the Indian way, a transition I made to survive in the outdoors. RESIDENTIAL SCHOOL Students who lived in the residential school were not treated well. Since I had been a day student, I used to take bannock for lunch. The children would ask me to give them my bannock as they did not have much bannock to eat. When I told them I could not share my bannock, I was threatened. I quit school then. For some time, I looked for employment, but I had a difficult time. Later, I worked for a white man named Brutter, my Aunt Margaret Moore's husband. He paid me little, but it was an income. There were two types of schools. One was the old boarding school. There were two levels or groupings within this school. One group was made up of the students who did well academically. Students in the other group did not do so well academically, and were given physical work to do around the school compound. The other school was better known as the Day School and stood where the Pinaow Wachi (Pinéw waciy) now stands. At this school, students went home every day. Some Métis children attended the Day School, and I attended there for a little while. BUILDING TRENCHES AND DRAINAGES I remember horses were used to haul water for the school to use. As time went by, a pipeline was constructed to pump water into the building. Before the pipeline was made, the residential school got its water from the Old Indian Hospital. Later a fellow by the name of James Clyne, better known as Tipiskáw, and I went to inquire if we could work on the construction of the pipeline. The main task in preparation for the pipeline was digging a trench. The pipeline needed a pump and a trench to drain water from the school. James Clyne and I were hired on and we worked all through the fall and winter season at that time. When the weather became colder, we covered the trenches with spruce boughs. Digging by hand and spade was tedious, physical work. I recall that only the stronger men could throw wet gravel and mud up from the inside the trenches. We had to dig deep into the ground; therefore, it was a slow process, but necessary. I remember one man whose strength, patience, and endurance I admired as he threw gravel from the bottom of the trench. His name was Alec Moodie. He was a powerful man. Sometimes we had problems as we dug deep into the ground. The underground seepage would overflow the trenches. We had to use pails to empty out water which had poured in during the night. I remember when we first began digging, we worked at a quick, comfortable pace. However, at the tail end of the construction, there was so much underground drainage water seeping in, the work was slowed because we had to keep bailing it out. The most difficult part of the trench to dig was located where the old pump house stands at Rossville. There was much underground seepage at this spot. We slowly moved along while another group of workers fitted the pipes. The pipe fitters came from elsewhere and were fed and accommodated at Forestry Island. The work was very tedious and physical; many men quit working. This was one type of job I did when I was much younger. CORD WOOD The school used wood for heating. Cutting wood provided an opportunity for men to find work. I found a place where I could help cut cord wood. Every winter we used to cut five hundred cords. The price of one cord was $1.25 in those days. When we had finished cutting, the school-owned horses driven by the older boys from the boarding school hauled the cord wood to Rossville. Although we did not make much money, it was still a source of income for several local families. The old boarding school, also known as the Indian Residential School, was destroyed by fire in the spring of 1946. The school was built around 1917. Students travelled from Cross Lake, Oxford House, God's Lake Narrows, and Island Lake to attend school. The majority of them were from Norway House. The old boarding school was heated by a furnace room where the fire was believed to have started. Students attended academic classes in the mornings and did industrial work in the afternoons. Some of the industrial work consisted of cooking, sewing, cutting and hauling cord wood and hay, gardening, bush cleaning, and tending to the barn animals. BURNING OF ROSSVILLE RESIDENTIAL SCHOOL I remember when the boarding school was destroyed by fire; I had only been married for a short time. The principal of the school was a man by the name of Mr. Jones. I recall he had gone to Winnipeg just before the school burned down, leaving on one of the Lake Winnipeg boats from Warren's Landing. Somewhere between Norway House and Winnipeg, the local authorities informed Mr. Jones about the school fire, but he did not return until two weeks later. When Mr. Jones did return to Norway House, he sold many of the things retrieved from the fire. Other buildings were erected which were used as temporary classrooms until the school was later rebuilt. SCHOOL MAINTENANCE WORKER After the boarding school was destroyed by fire, I found employment. I helped with the building of two temporary classrooms. I earned forty dollars a month. Once the temporary classrooms had been completed, I found work as a maintenance worker for the classrooms. In the mornings, I would set the fires to heat the schools. Another chore was keeping the floors mud-free. There used to be much mud and dirt. I also cleaned the classrooms. I cleaned up everything. Sometimes my wife used to help me. AT WARREN'S LANDING Every summer, I used to go to Warren's Landing. I had saved some money to buy food in bulk at the store there. Flour, sugar, tea, and other things were sold there in bulk. Sometimes I worked at Warren's Landing, where there were fishermen who needed men to help them. WELFARE VOUCHERS Despite my casual employment opportunities, I had to go see the Indian agent in order to assist my family with food. It was a hard life in those days. When I told the Indian agent I was in need of assistance, he used to scratch his head. He knew he had to help me, even if the ration was not available. In the end he would give me some assistance. It was not much, but enough to survive on until the next ration. He used to give out food vouchers. With the food voucher, I made sure I bought things I needed the most. I knew I could not ask for more until the next rations were distributed to the people. I always managed to find casual work. While working at the schools, I received very little salary. Once I asked for a raise and I was given one. However, I managed to find extra work. I became the caretaker for the Indian agent's home. That also helped a little. Later, I worked at a Métis school. Basically I did the same things I had always done. When the new school was built at Rossville, once again I inquired for work. I was hired on with other men to do carpentry. Two other men, I remember, who worked as head carpenters at the school were Stephen Towers and Jimmock Muskego. Already in those days, there was electricity being used. While I was working at the Day schools, the Indian agent approached me. He informed me I could not work there anymore because they needed someone who could read and write. I found myself out of work once again with no income to support my family. One day, James Apetagon came to talk to me. He asked me if I would be a church helper. The duties there were to keep the building heated, ring the bell, and be a doorman. The work allowed me to be busy every Sunday and every Wednesday evening during church services. I received two dollars every Sunday and one dollar every Wednesday. It was not very much but it was an opportunity to keep working for myself. I agreed to work in the church. The Women's Auxiliary knew I had a family so they gave me other chores to do. The women purchased a lawnmower for me. I used to cut grass around the church and at the cemetery. I worked with dedication, and usually I finished my duties early. BOILER ROOM NIGHTWATCHMAN An opportunity came for me to work once again. This time someone was needed to maintain the operation of the boiler room at the Rossville School. I was told by the authorities that I had to prove to them I could be a dedicated worker. I was told if I missed work due to alcohol, I would be laid off immediately. I informed them I did not use alcohol which causes many people to fall and lose jobs. I worked very well. I did not miss work unless I had a very good reason. I proved I could handle the operation of the boiler room. I worked there for almost sixteen years. While I worked there all those years, I remained sure that alcohol was not a good thing. The work in the boiler room was all routine. There was a big tank into which I put water every day during the late afternoon. The tank was quite large; therefore, the water did not boil quickly. So, usually, I put the water in at about four o'clock, and by six thirty it was boiling. The steam from the boiler was transmitted into the school building. This was how the various rooms in the school were heated. During the night, I would make my rounds to all the dormitories. I made sure everything was operating smoothly. I examined all the pipes which were scattered throughout the building. I made sure everything was operating well. Sometimes I found myself working as a supervisor. I used to catch students being in places where they were not supposed to be and would report them to the authorities. When I did this, I earned respect from everyone. The principal of the school at the time was called Mr. Lee. Teachers used to live on the top floor of the school. Mr. Lee did not permit anyone to have or use alcohol at anytime in the school. I remember I used to see all the residential students in one room studying their books. They used to study for two hours every evening before they were sent to bed. ELECTRICITY BROUGHT CHANGE One day I was approached to see if I wanted to have electricity in my own home. I agreed because I saw the opportunity for my children to do their homework with plenty of light. My home became "electrified." It was a new thing. At first, I was paying twenty-five dollars a month for my hydro bill. There were families who could not get electricity immediately because they lived too far from central Rossville. For example, the families who resided at North end had to wait. HOME AWAY EDUCATION Before a high school was built at Norway House in 1981, students were sent to Winnipeg, The Pas, Brandon, Portage la Prairie, Teulon, Birtle, and Thompson to continue their education. Many of the students stayed in residential schools. Some were placed in private homes where they lived with other students who had chosen to live in private homes, too. My children attended school at Rossville. Most of them did very well when they were younger. However, as they got older, they began to drop out. They were not getting along with other children and with their teachers. There were divisions taking place amongst the children at school. Then some of my children reached the age they had to leave home to attend school elsewhere. I recall the people who were responsible for this idea. One was Verna Kirkness, a Cree Indian from Fisher River. Another person was a man by the name of Jim Wasacase, a teacher here at the time. The other people or teachers I can remember were Stanley McKay and Mr. Bradford. Mr. Bradford is Evelyn Omand's husband. I found out my son William was being sent to high school at Portage la Prairie. Later my daughters, Ida and Emma, were gone, too. My other son John could not go because he had a handicap, a hearing problem. He spent some time in Winnipeg where he received therapy. He was gone for a long time. When he returned home, he would not go back to school. He had to wear hearing aids which Mr. Lee had found for him. THE BAND MEETINGS I used to attend many meetings. The men debated and quarrelled over important items. Once I remember a policeman was asked to be there to settle the people's differences. I remember one chief. His name was Chief Jacob Menow. In those days the Indian agents had much power over the chiefs. I remember in one meeting, Chief Jacob Menow requested two hundred pigs from the Indian agent. He wanted to raise them. The Indian agent hesitantly responded, "You can't have two hundred pigs. That's too many. I don't think you can have any." That was the end of that request. Some time later, another meeting was held in the same building. Jacob Menow was still the chief. There were many people present. Many of the people had walked to Rossville to participate in the gathering. In the meeting a white man named Mr. Morris, all dressed up in his finest suit, had come from the government to hear the local people's concerns. When given the opportunity, Chief Jacob Menow arose and told the white man of his request for pigs from the Indian agent at the last meeting. Chief Menow gradually worked towards another request. He asked, "Now, Mr. Morris, I ask you if you can give me two hundred pigs to raise. I could not get any from the Indian agent." Mr. Morris could not answer. However, the policeman spoke, "We have two pigs. They eat lots. How can you manage to feed two hundred pigs?" Chief Jacob Menow did not answer. It was clear he could not persuade Mr. Morris. This incident proved that Indian people did not have much voice. The Indian people did not make decisions for themselves long ago; what the Indian agent said was final. Norway House Band Hall at Rossville THE FIRST ENGINE, TRAVEL, AND FREIGHTING I remember one policeman had a 7.5 horsepower motor. Later a doctor had a four horsepower motor which made a loud sputtering noise. It had a putt-putt-putt sound. Much later, another man named Richard Stevenson had a three horsepower motor. As far as I can remember, he was the first local native to own a motor in Norway House. I remember, before changes in travel occurred, dog teams were used to transport mail and freight to faraway places, such as Riverton. The dogs would race off across Lake Winnipeg to Riverton where the train took the mail on to Winnipeg. The dog mushers also went to other outlying posts, such as Island Lake. There were many trails in the wilderness. With the construction of a railroad, connecting the north with the south, the mail, freight, and cargo were taken to Wabowden (Méskanáhkánihk). The mail route to Wabowden was faster and more efficient. The dogteams were still used; however, horses teams were also used to haul freight and mail. The horse teams were more suitable because they carried more weight. One of the best known mail carriers was Charlie Campbell. Sometime afterwards, two bombardiers arrived in Norway House. Charlie Campbell drove one; another man named Mowatt drove the other. With bombardiers, the mail moved even more quickly. They also transported passengers between Wabowden and Norway House. Sometimes I came in on these bombardiers. These are some things I remember about travel long ago. HORSES AND OLD TRACTORS I remember while local men were cutting cord wood, horses were used to bring wood to the school. The residential boys drove the horses. ![Hauling Wood to Norway House Residential School](image) Hauling Wood to Norway House Residential School (courtesy Western Canada Pictorial Index) Later, the school purchased an old bombardier from Cross Lake to be used for hauling wood. The bombardier did not work effectively and required many repairs to keep it operating. So, the school bought a tractor from a man called Herbie Mowatt. Herbie was a good mechanic. He made sure the tractor operated well before he sold it; and it was used to haul wood for a long time. LEADERSHIP ROLES I did not get involved in leadership roles in the community. I never was a councillor. But I did work to help the community be a better place. I did this when I participated in the band meetings and discussions. I remember one leader, James Apetagon, who was a councillor for many years. He knew many things about the procedures involving the Government and band systems. I did not want to get involved in politics because I valued my work with the church more than anything else. I did not want any conflicts of interest. I also realized that handling and managing large sums of money was an important responsibility to have - one must know the books. I was afraid of making mistakes. BAND CONTROLS ITS FUNDS On behalf of the Government, the Indian agents informed the band leaders of the opportunity to control their own finances. One of the first steps the band took was to brainstorm ideas of how it could invest monies given to it by the government. Many discussions took place in the community and several people had excellent ideas. I remember speaking loudly for having a farm where domestic animals could be raised. I believe this idea would have helped local people buy cheaper meat and dairy products. Gardening would have been a part of the whole concept, too, so that people could buy local vegetables. Trapping, fishing, and hunting were already declining at the time, partly because of hydro electric development. I also mentioned the best place to have a domestic farm was at Hope Island where cows, chickens, and other animals could be kept. Furthermore, cutting cord wood and clearing land for big gardens would have created more work for people. Because cows would have been bred and raised, a butchery could have provided another means of employment for some people. This idea did not get approval. I was not the only person offering ideas and suggestions; there were other worthwhile ideas, too. Later, some ideas were generated by the band. One was to have a site where young people could learn about hunting, trapping, and fishing. These were mainly survival and life skills. I knew, although I did not debate it, that survival and life skills would go into transition. People were getting hydro into their homes; life was getting easier and new roads were being built to the outside world. My idea was not completely forgotten or dismissed, as I now see young people tilling soil for new gardens all over the community. I'm glad part of the idea I had is happening. Gardening is not a new thing in Norway House, however, as people always had gardens. I remember when I mentioned having a domestic farm, some people told me it would be difficult maintaining food for the animals. I feel people are lazy today. In the past, horses and cows were common in the community. Men used to go out to the surrounding lands to cut hay and make haystacks. Once cut, the hay was left to dry for two to three days before being piled. Later, horses travelled to various places to haul the hay back to storage places in Rossville. I remember one man, David Chastellaine, used to supervise the boys cutting hay. They piled many hay stacks. The work is not difficult, but I recognize the fact that hydro damming is destroying the hay lands. FUTURE IS DIM Today, almost everything is being reduced to waste. The lands, forests, and waters are spoiled. Because of that, people are losing their way of life. People rely now on changes made possible by technology - technology such as electricity, which is one expensive asset and necessity. Long ago, wood and coal oil did not cost much. People managed to survive, but I don't know what our natural resources will be like in the future. It looks very bleak for our young people, unless they adapt to the changes like we did. Now I hear electricity is being sold to the United States. That's a great deal of work to provide electricity for the Americans. I don't know what will happen to us, but it is the young people who will experience the outcome. CREATING HOUSING WITH PEELED LOGS I remember the sturdy log houses which were built by local people in the old days. Some men cut and peeled logs to make a living; I remember my father was one of them. He used to peel about sixty logs per house and sold them for a dollar each. (An average house took anywhere from sixty to one hundred and twenty logs.) He collected and peeled fresh logs in the spring, the season when the peeling is easiest. Sometimes my father was hired to build houses from the logs he had sold. Some houses he constructed had an upper level where families slept at night. Log houses were common when I was very small. More recently, newer types of houses were built by using boards instead of logs. I remember an Indian agent requested some houses for the older people who could not work for themselves. The buildings were constructed neatly and, although they appeared quite small, they had a touch of beauty to them. I remember the Indian agents assigned these houses to the following elders: Martha Clyne, Jojum McDonald, and Moses Tait, while Nellie Monias and Louisa Muswagon shared one. These people were old and needed shelter. Someone was assigned to care for them. Later, the housing in the community changed even more. The houses were bigger, more attractive, and made with what appeared to be better quality materials. I remember these houses were given to community members by the government but they did not last long, unlike the log houses which lasted for many years. Mr. Brutter bought two islands just off Chubb's Point. When he left, he sold the islands to a Rev. and Mrs. Richardson for five thousand dollars. Later, they were returned to the band. The band, in turn, advertised in the community the sale of the log house that stood on one of Brutter's Islands. PLACE NAMES I REMEMBER Joe Island: also known as Long Island. (by Forestry Island) Népémakáhk: a tiny peninsula across from Rossville. Kischi Akámihk: probably at York Village. Mistoso Ministik: (Bull Island) My elders used to tell a story about Bull Island. A young bull had charged and killed a young Hudson's Bay clerk. Later the bull was taken captive and sentenced with the death penalty. The bull was taken to the island where he was tarred all over and burned to death. Later the island came to be known as Bull Island. Paskánakáhk Ministik: It is named that because it is a flat, rocky island. Néhonán: It meant people used to paddle near or by the point. Nehonan is on the north shore of the Little Playgreen Lake, across from the Rossville settlement. Hope Island - Pakoséwi Ministik: Long ago, the island was owned by the boarding school. The minister who had been here used to ask for monies to clear land for gardens and cord wood. Every year people cut wood for $1.25 a cord. Later, the gardens were planted and seeded. This was what the minister had asked for - hoped for. CREE NAMES ON PLAYGREEN LAKE Playgreen Point - Paskoskákanihk Whitefish Island - Atihkaméko Ministik Warren's Landing - Neyáwahkáhk Duck Point - Asawisipéwinihk Mud Point - Néchéskowakáhk Kettle Island - Askihko Ministik Sandy Island - Mistawakám Ministik Narrows (Sandy Island) Kasípáyásik Catfish Point - Manamékonociwinihk Sand Point - Niyáwahkasihk Little Mossy Point - Neskamikasik Two Rivers - Ayitawakám Kásípíwahk Narrows - Wápanakáhk John Bull's - Pakitawáwkansihk Whiskeyjack - Kwíkwísowacíhk CELEBRATIONS I remember that people who kept dog teams used to organize races. I was told people cherished their dogs, and that it was the white people who introduced dog racing to Norway House. The dog races must have gone on for a long time, but eventually that type of contest came to an end when the local dog owners defeated the white people who owned dog teams. Today no one owns dog teams anymore. That is gone. The York boat races they have today are a new thing. Long ago, people did not have races locally. York boats were working boats. My elders used to talk about a special dance which was held at Cross Lake long ago. It was called Ininiwisimowin. (When translated, it means an Indian dance - probably a pow-wow dance of some sort.) These dances were usually held in the summer and many people gathered at Cross Lake. THE MEDICINE MAN I used to hear my father talking about a medicine man who was powerful and well respected. People knew him as "Okosápahcikéw" which means "One who foresees things." He was better known as "Opámohtéwikimáw" which means "One who travels around like a boss or someone of great importance." Once I remember my father telling a story about Opámohtéwikimáw. My father and other men were returning from Nelson House at the time. Along the way near Cross Lake, they met a group of people who were camping along the river. My father and his companions had heard about the Opámohtéwikimáw and his great power to communicate from a strange looking place. (This was probably a reference to a shaking tent). Anyway, my father and his friends were very curious to find out more about this magic man. A Shaking Tent (Courtesy Manitoba Archives, Provincial Archives of Manitoba) They decided to send my father to ask this man to show them his great powers. The old man, Opámohtéwikimáw, agreed, and my father and his friends were quite excited to be able to witness such an event. They were ready to pay the medicine man for his show, but later that evening, Opámohtéwikimáw returned to tell them he could not perform because there was an old woman dying. His wife had told him not to perform at such a time. My father and friends understood the old man, but they were quite disappointed because they had heard some strange stories about the Okosápahcikéw Opámohtéwikimáw. IN CONCLUSION I have said many things already. I have told you what I have heard and experienced. I trust I have not told lies, but if I have made inaccurate statements, I apologize. I realize a storyteller must be careful not to make false statements and mislead people. We look at our lives. God, our Creator, gave us life to meet our needs. The food we eat comes from the land. Sometimes money is a bad thing and forces within the government give us a hard time. We must try to return to the way our aboriginal forefathers lived. Men worked hard then. Women did much of the work after men killed a moose. They treated the hides, using bones to remove unwanted meat. This was hard work; I saw it being done. There are many procedures to follow when tanning hide. The hair is removed with a sharp object, and that meat is scraped off with a chisel-shaped bone. The hide is turned over and over again. I used to see people feeling its thickness. They were very careful when they prepared hide, from which the women later would make clothes. Today if our young people tried this, they would find it very difficult. One must know the ways of the land. In the past the young people learned to hunt moose. They were expert hunters; the gun was used well. Inflation is affecting everyone. Perhaps we’ll have to return to wood heaters and coal oil lamps; then maybe, we can show our young people the past. The Government will not look after us. We must be like our aboriginal grandparents, who were good hunters and trappers. Our young people need this understanding. Let’s ask our Creator to help us more in our walk of life. Let’s ask with love and thankfulness for earth’s resources. We must thank each other and everyone should remember our Creator. With humbleness, I ask the Creator’s blessings. Written by Byron Apetagon, 1987 Information shared by Fred Moore in a videotaped interview with Gwen Balfour Mary was born at Norway House 1 January 1915, the daughter of Thomas Farmer, originally of Oxford House, and Martha Laugher. Her husband, who served as a soldier in the First World War, was Donald Crate, son of Willie and Agnes Crate. Possibly because there is another Mary Crate in Norway House, Mary is known by her maiden name. Mary shares some brief memories of her life as a child growing up in Norway House. She also shares her feelings as she speaks of the changes and frustrations she has experienced. This is her story. MARY FARMER SURVIVAL NEEDS - FOOD Every fall we went to our winter camps in the wilderness to find food and collect animal furs. Many other families moved along with us. We stayed away all winter long, and did not come back until the late spring when the rivers and lakes had opened up. When our families came home, I remember the boats were filled with all kinds of wild food. No one seemed to mind eating the same old fare of rabbit and fish day after day. People were well adapted to eating wild food. They were always healthy. I guess it was mainly because the wild foods we had were clean and rich. I remember our mother used to pound meat into dried pieces which they later mixed with animal grease. This was called pemmican. I loved the food I ate when I was a child. I miss it now. That is probably the reason I do not eat much store-bought food. I believe that's where many strange diseases come from. People were healthy in the past because they ate mainly wild food. There were plenty of edible animals such as rabbit, moose, caribou, and ducks. I used to help set rabbit snares. I would see many rabbits scurrying away as we walked in the snow-covered forest, a sure sign of plenty to eat near our winter homes. Rabbit was always a favorite meal; no one tired of eating it every day. LEARNING TO WORK My father was ill for a long time, so he could not do everything the average trapper and hunter did. Therefore, he taught us skills. When we became older, we were able to help with the traps. Whenever an animal was caught, we would watch our father skin and stretch the pelt. It was not long before we could do this work for him while he looked on. When we finished, we used to hang to dry the pelts of animals we had caught outdoors. Many times I saw older men and women stretching and tanning hides. I used to help in the process and soon learned how to work with animal pelts by myself. Today, very few people do these things. In those days everyone had to help with the work, even the small children. They were taught to do the basic chores, such as hauling dry sticks of wood from the bush which they later cut, chopped, and piled neatly. At other times, children carried water from the ice holes. Nothing stopped our elders from teaching us to do work. We hauled water through blizzards, cold winds, and even slush. We used to mop the floors. In those days we did not always have soap. I remember once being told to use ashes from the stove to mop the floor. Believe me, I didn't think it would help any, but to my surprise, the floors turned out very clean, absolutely clean! It still amazes me how black ashes made the floors clean - somehow it worked! SHELTERS I remember the shelters we lived in during the winter. Many logs were cut and peeled and later carried to an area where the house was to be built. First, the walls were erected, then the roof was put on and covered with roofing paper. When roofing paper was unavailable, narrower logs and soil were used instead. I never recall seeing those roofs leaking when it rained. Later the younger people would go into the forest to collect spruce boughs. As children, we collected lots of them. These were used to cover the bare ground because some cabins did not have wooden floors. The spruce boughs were placed carefully with each one overlapping the other. Finally, when they covered the entire ground, a tarpaulin was placed on top of them. The spruce boughs were changed occasionally. The houses were always kept neat and tidy. AT THE WINTER CAMPS Sometimes in the winter, fur buyers and traders arrived at our camps, bringing food and supplies with them. They sat down to look at the furs while the families chose supplies such as flour, tea, lard, and other necessities. In those days the buyers paid well for the pelts, and people could buy many things. I also remember things were not expensive but they were available in limited quantities only. When we were coming home in the spring, we used oars and paddies. In those days, there weren't any motors. In the spring just before the ice and snow melted, there was much slush all over the land. As many trappers did not have waterproof shoes, they had to walk on the wet slush with their moccasined feet when they went to check their muskrat traps. Later, more and more people purchased waterproof shoes, but if one wanted long rubbers, one had to place a special order. DISCIPLINE, RESPECT, AND OBEDIENCE - TODAY AND LONG AGO The children are very stubborn today. They are very disobedient. They have no respect for parents and other people. They run around at all hours of the night. They are exposed to many negative things. These things motivate the young people to become disobedient and disrespectful. The children are not punished anymore, and get away with many things - even with the R.C.M.P.. The young people do not want to work or help their families meet their needs. They would rather go from house to house to find a place to eat and sleep. When I was a child, if I did any of those things, I was severely disciplined. I could not go outdoors after sunset. I was told to relax and rest. Every morning, I was told to get up early and most times it meant getting up before the sun rose. There was much work to be done. I was taught to be kind and respectful, as well as obedient and thankful. I obeyed my mother. She was a special person. One day she became very ill, and was taken away to a place not far from Brandon. Some time after she left, we heard news that she had died. Her body was never returned to be buried here. I always think of her. She was good to me and I obeyed her. Today, the young people are rebellious towards their parents. But when they need something, they run to them for help. However, because many elderly parents received Indian values, they still show their young people those values regardless of the disobedience, disrespect, and ignorance their children possess. Sometimes I try to counsel my young people. I am still kind because I was raised to be that way. I remember I had to do things I was told. One thing I remember I hated doing was working with raw fish. Whenever fishermen went out, they would bring back many fish. I hated dressing and filleting the catch but I had to do it because I was told to do it. If Indian people try to return to the old ways, they will never succeed because there is cultural conflict. The children are living in a white man's culture. It is too late to return to the old ways, to the way Indian people used to live. Life in the past was different in many ways. Food was abundant and the instinct for survival strong. The difficulties began when people became more centralized. The old ways of life vanished when people were given rations, welfare, education, and medicine. Many people took that route and only a few remained with the old ways. The old ways are gone and they'll never return. THE LATER YEARS My children have gone their separate ways. I stay at home peacefully where I spend much time thinking about my young people. I worry for their future. The discipline I had is not used anymore. The children have much freedom. They can do anything they want to do; they have everything. I didn't have everything when I was a young girl. We could not attend school because we had to go with our families to our winter homes on the trapline. We learned another kind of education - survival education. Today, I work with other women where we get together to make homemade handicrafts. I make good money which meets my needs. Sometimes I go to people's homes where I do housework. At other times, I find odd jobs nearby. I do all this to continue supporting myself. I have difficult times. Sometimes I have a hard time paying my bills. I remember when my children were still small, the only income we had was the family allowance. Welfare only came sometimes. I remember I had to go to Welfare for help when I was in need. Sometimes they gave me just enough to get by, but there were times I could not be given assistance. My children did not go to the hospital often; I gave them my own medicine. I cared for them. MORE WORK My family used to live near Hope Island, located at the north end of Small Playgreen Lake. There were other families living there at that time as well. I remember seeing hundreds of frozen fish stacked in racks. This was one way people preserved the fish that had been caught in the fall. In those days the log cabins did not have electricity, but some houses had coal oil lamps. People used to go to bed early. Sometimes the fire in the old stoves provided a little light inside the homes. These fires were kept burning all night long. We used to haul wood every day. Many families used dog teams for this purpose. We piled the wood near the entrance of the doorway. Our parents were strict and wanted us to be good workers, so we worked hard. When I became older, I continued to help my family meet its needs. I would walk across to Rossville to work for other people, and in this way, assist my parents. ROSSVILLE Long ago, Rossville was covered with brush and tall trees. There were only a few open yards and a narrow trail along the shores of the lake. In those days, no one dreamed of highways. The boarding school owned much of the land. The trees and brush were gradually cleared for big gardens where potatoes were grown. There was a big long fence all around the school yard. No one was allowed to walk through the school property, and local people had to walk around the fence to bypass the yard. The school children worked very hard. I know this because I worked in the school when I was older and saw the students working. It's not like today; no one wants to work. In those days, one had to work with diligence and dedication. RATION AND TREATY DAYS When I went to ask for my share of the rations, I received flour, tea, lard, and sometimes sugar. One of the people who gave out rations was a man called George Balfour. I remember the treaty days when people received their annual treaty monies. The chiefs used to help give out the money. Whenever there were monies or rations left over, some local people went to get more. LOCAL DOCTORS IN NORWAY HOUSE There was a hospital in Norway House but some families lived far away, so the midwives were important. There were many midwives in Norway House. When women were in labour, the men sometimes rushed them to the hospital by dog team, but usually they did not go unless they were very ill. Most times the midwives were called upon to help. There were few mishaps when midwives were delivering children. I know of some women who had difficulties while in delivery but the midwives always knew what to do in these cases. Evelyn and Priscilla Osborne and Sophia McDonald were three midwives I remember. Evelyn was one of the best midwives in Rossville, delivering many children in her day. When women were near delivery, she was there all the time getting ready, often spending several days and nights waiting for her patients to go into labour. When the child was born and cared for, Evelyn Osborne would leave. If asked how much she charged, she would usually say "Five dollars." She asked for payment if she needed money. Other times she refused payment altogether. The midwives were our doctors. Shared by Mary Farmer in a videotaped interview with Gwen Balfour and written by Byron Apetagon, 1987 Residential School and Hospital at Rossville CHAPTER V MEMORIES OF TOMMY YORK Tommy York was born 19 January 1908 at Sipastikok near Norway House, the son of James York and Bella Hall. His father was the son of Jacob York, who came from around the Red River area, and Rebecca Omand of York Factory. His mother was the daughter of Tommy Hall and Catherine Hart of Oxford House. His brothers and sisters include Daniel York, Bill York Sr., Jean Folster, Rebecca Saunders, Betsy Towers, and Helen Folster. My name is Tommy York. I want to share some of the things I saw and experienced while I was growing up in Rossville. LIFESTYLES The way of life long ago was not easy. I remember seeing families moving away each year to the surrounding lakes and river tributaries where the men set their nets to do some fishing for a good part of the summer. Sometimes the men hunted, too. Other members of the families picked berries. There were people living all over the land. TREATY DAYS Treaty days were a main attraction long ago. I recall when they were held at Rossville. People and families came from all over to join in the festivities and collect treaty payments. Treaty Days were usually held around August 16 every summer. When people arrived at Rossville, tents were set up near where the Hudson's Bay store, Lakeside Restaurant, and the cemetery are now. The tents were all lined up in long rows. In those days a big boat filled with tourists, pedlars, and Indian agents arrived at Norway House. I remember a man was hired to be an informant. Whenever these people were about to arrive, the informant went around Rossville shouting and telling people the Indian agent had arrived. Then the celebrations would begin. A big tent was set up where the treaty payments were to be distributed to all the recipients. When the Indian agent finished his preparations, the man who had been hired as an informant told everyone it was time to collect the treaty monies in Rossville. Only the father or the headman of a family went to see the Indian agent. Each reported the number of people he had in his family. While the treaty people collected their money, the pedlars laid out goods, food, and other merchandise which the people purchased from them. The pedlars came from around Selkirk and Winnipeg. They usually followed wherever the Indian agents went to distribute the treaty annuities. I remember things were inexpensive in those days. A twenty-five pound bag of flour sold for a dollar, sugar and tea were five to ten cents a pound. Lard was ten cents a pound, and salt pork was under fifty cents a pound. Once I remember my father bought flour, sugar, tea, and salt pork for less than five dollars. Receiving Rations at Treaty Time RATION Just before the treaty days were over, the event began for which everyone had been anxiously waiting. This was the giving of winter provisions, better known as "The Ration." A large table with goods and merchandise was laid out on the open grass where the Lakeside Restaurant now stands. Once everything had been carefully sorted out, people sat around the table forming a large circle. The people who gave out rations stood at the centre of the circle. One by one, the families received their rations according to the size of their families. The main necessities were the only items distributed. They included flour, tea, sugar, lard, salt pork, and white beans. The flour was given out in portions determined by family size. Tea and sugar were also given in scoops by the pound. I remember the salt pork was thick and had plenty of meat. Beans were also given out in portions by the pound. Bullets and shells were provided and were again given according to size of family. Both parents received one bullet and one shell each. Other items distributed were thread for fish nets and rope for each family. Whenever there were leftover goods and merchandise, they were stored away. Later these supplies were used at community events. Just before the treaty days ended, the pedlars lowered prices on their goods and merchandise. People purchased more necessities they might use later. Before leaving for home, the pedlars usually sold all their goods to the local people. CHIEF AND COUNCIL MESSAGE The very last event of treaty days was a general public meeting called by the chief and council. Everyone attended the meeting - even the children. The Métis were also present to hear the chief and council's message as they had taken time off to participate in the events during the treaty festivities. The message usually lectured the people to respect each other and behave accordingly. Kind words of encouragement and fellowship were emphasized also. There was not much alcohol in those days. Those who used it were well behaved and did not publicly display rowdiness. The R.C.M.P. came in to help with treaty days and walked all around Rossville seeing if everything was all right. In those days, I never saw canned foods. Everything was in bulk. For example, the butter was kept in a box-like carton. When someone bought butter, it was cut and weighed. Jam was also kept in a box-like container and sold by the pound. The sugar was sold in scoops at eight to nine cents a pound. There were no fancy cookies, except for sweet biscuits and pilot biscuits. Things were very cheap long ago, but were sold in limited quantities. In the evenings, dances were held. Children were not permitted to go to them. Sometimes the mothers stayed at home with their children while the men went. As children, we used to listen to the people having a good time. During the day, people played games such as soccer. The adults always had a good time. While some played soccer and others danced, the old men sat around in little groups all over Rossville shuffling and playing cards. The old men shouted and roared with laughter. Everyone had a good time. Usually the police did not have much to do, except be a part of the treaty payments. When treaty days ended, the people once again packed up and dispersed in their boats. They returned to their homes and began preparations for another winter. FALL AND WINTER ACTIVITIES When the treaty day festivities ended, families returned to their homes and began to prepare in earnest for the fall and winter seasons. The men cut wood for days. They also went out to hunt moose nearby, while the women smoked fish and meat. Sometimes families went around picking berries and did more fishing. When enough wood had been gathered and food preserved for the winter, the men left for the traplines where they hunted and collected fur. They took their dogs and sometimes their families with them. Therefore, many children could not attend school. They helped out in any way they could at the traplines. When animals and birds were killed, nothing was thrown away. The feathers of geese and ducks were used to make down-filled sleeping robes. The animal bones were cut into smaller pieces for use in soup. Sometimes bone marrow was used to make grease. After the trappers and their families moved away to their winter camps, they lived in mikiwáhps. Mikiwáhps are shelters made from logs, muskeg, moss, and spruce boughs. They have a conical shape something like the prairie tipis. These shelters were heated by making a fire place at the centre of the floor. There was an opening at the apex of the mikiwáhp which allowed smoke to leave the lodge. All through the early months of the winter, the men trapped, skinned, and stretched pelts. They hunted moose, rabbit, and ptarmigan. Some kept nets in the water to catch fresh fish. CHRISTMAS FESTIVITIES Prior to Christmas Day, people returned to Norway House to visit their friends and relatives. Those people who had remained behind made early preparations for the Christmas feast. Women were asked to bake and cook food; men donated fish and moose meat. There used to be a day school where the Pinaow Wachi (Pinéw waciy) now stands. In that building the women set up long tables for the feast, while a man made a fire outside the school for a big pot in which he boiled tea. As people arrived at the feast, they were given hot tea to drink. People came from all over the community. Everyone had a good time talking and visiting with each other. The tables were filled with all kinds of food. There were several settings. Groups of people sat down and were served as each setting took place. The feast ended with a dance. Most people loved to dance. Those who did not participate went outside and played games. NEW YEAR'S DAY In the aftermath of the Christmas feast, people made more preparations. Only this time it was to celebrate New Year's Day. In those times, it was called "Ochémi Kisikáw," meaning "Kissing Day" when properly translated. Once again the women baked and cooked. The men helped by providing wild game. The New Year's feast was much like that of Christmas except, as people entered the school building, everyone had to kiss everyone else. Once again, a man boiled tea in a big pot outside the old school building. The feast ended late in the afternoon. Then, it was time to go to Balfour's Hill where the adults went sliding. Later in the evenings, the children were taken home to rest, and the parents went over to the old school to dance until midnight. As the Christmas and New Year's festivities ended, it was back to the traplines to begin the whole routine of fishing, trapping, hunting, and cutting wood all over again. While some people stayed behind, the rest left by dog team for their winter homes. MY OCCUPATIONS When I became older, I was placed in a boarding school at Rossville. It was called a boarding school because local children were kept there to be educated. I stayed for about nine years. I did not learn much but I managed to go beyond Grade Seven. I learned how to take care of horses, pigs, cows, and chickens. I became quite knowledgeable about horses which were used to haul wood. I knew how to take good care of them. I left the boarding school after nine years and moved away to a farm in Southern Manitoba. I lived and worked on farms for seven and a half years. I did not have a hard time working with domestic animals because I had had some experience at the school at Rossville. I knew how to milk cows and drive horses. While I was there, I began to use alcohol and spent most of the money I made. When I returned to Norway House I didn't have much. In those days, making forty dollars was a lot of money. I stayed at Norway House for a while, then went up to God's Lake where a new gold mine had opened. I stayed at the mine for two months. I returned and found employment at the boarding school where I worked as a boys' supervisor. I did the same things with the boys as I had done when I was going to school there; that is, fed the animals, took care of horses, hauled wood and gravel, cleared the land, pulled stumps, made fences and many other things. I helped there for three years. --- A Game of Football on Christmas Day at Norway House, undated (William Rackham Collection, courtesy Manitoba Archives, Provincial Archives of Manitoba) I changed occupations to work at the old hospital where the band building now stands. I looked after the machinery there. It happened I had to move away from Norway House to Nelson House. I stayed there for three more years working at the nursing station. By that time I was married to my first wife. We had six children. We lost one daughter later. We moved back to Norway House and I worked at the new hospital where I stayed on for another thirty-three years until I retired. Now I live with my wife, Mary. We are happy. We live with one dog who barks at any visitor we get. Sometimes we go to the local bar to have a few drinks. We go there mainly to see and visit people in the community we don’t get to meet regularly. I have many grandchildren. I turned seventy-seven years old on January 19 this year. I am getting old but I can still get around slowly. TOMMY AT THE BOARDING SCHOOL In the days when Tommy stayed at the old Boarding School at Rossville, he gained much work experience with his responsibilities. Here he describes those days. BUILDING ROADS AT ROSSVILLE There were many children boarding in the old residential school which was better known as “the boarding school” in those days. There were few houses at Rossville, located near a small creek which flows out from the thickets and brush. Much of the area around Rossville Bay was densely covered with brush, thickets, and tall trees. Only a small rough trail existed along the shores of the bay. At that time, the school authorities made the boys work, and making better roads was one of the things they had to do. The boys were assigned to construct a decent road, one which everyone could use, from the school to the church at Mission Point. We boys were told to haul gravel from the bay at Rossville. All summer long this was our work. We took the gravel to Rossville and dumped it over the old roads to make them smoother and wider for easier accessibility. When we completed the road between the school and church point, we continued to make other roads. Another one was made from the school to the creek at the bay. This was a better road, much better than the old trail which had been there previously. We hauled more gravel from Rossville Bay for other roads. Sometimes we hauled it from the shores near Chubb’s Point, too. We used the sand, not only for road building but also for making cement foundations. In those days, there was no fancy machinery, machinery such as tractors and cement mixers. Everything was done by hand and with a few tools such as axes, pitchforks, shovels, and spades. We made cement - lots of it - with the use of big containers and shovels. It was hard work even with the use of wheelbarrows. Not only did we pour gravel to make cement foundations, we also made cement for fences. Once again the boys had to haul gravel from Rossville Bay and Chubb's Point. Horses at Mission Point, 1989 A reminder of bygone days THE STUDENTS AT THE BOARDING SCHOOL When summer holidays arrived, there were always a few students who remained behind to help in the boarding school. Usually it was the older boys and girls who stayed on to work. There were five to six boys, and an equal number of girls. They were paid by the day for their efforts. The girls cooked, did laundry, and kept the buildings tidy. The boys worked in the gardens, weeded, and turned up soil, milked cows, groomed and fed horses and cows, made and repaired things, and did many other jobs. For the work we did all summer, we received twenty-five cents a day. Ten to fourteen days prior to the new school year, and before the students returned to the boarding school, the summer students were allowed to go home and visit their families. I remember when we received our pay, I went home thinking I had lots of money. In those days twenty-five cents a day was plenty. While we were working at the school during the summer, we had more privileges, unlike the regular school year with its rules and regulations. Still, we had a curfew. We had to be in by eight o'clock at night. We were awakened at seven o'clock every morning to begin our chores almost immediately. The work was routine. We went to the gardens, cleared stumps and brush, and took care of the animals in the barn. There was always something to do in the school yard. There was a supervisor helping and giving directions. He was the person in charge and assigned the many tasks for everyone. We built a road and fence all around the school yard. There was also a fence near Laugher's Point which extended to where Joseph Apetagon now lives. All that area was fenced in and used for the gardens and cow pasture. I would say it was the boarding school students who cleared the land for what is now a good part of Rossville. With the use of horses and oxen, we pulled out the stumps and tilled the soil for bigger gardens. The children spent many hours working on the land. Although some local men were hired to help with the tedious work, it was mainly done by the children in the boarding school. WORK SCHEDULE Some children went to classes in the morning while others worked in the gardens, barns, and school yard. In the afternoons, they were switched around. The "morning students" went to work outdoors and the "afternoon group" went to classes. Everyone had the same duties and received the same amount of education. SCHOOL ANIMALS, GARDENS, AND FALL WORK There were many horses owned by the school, at least forty at one time. There were some cows, chickens, and a few other animals as well. The horses were important workers. Driven by the bigger boys from the boarding school, they pulled and toiled as they tilled new gardens. In the winter, they hauled cord wood every day. There were long rows of piled wood right behind the barn. The gardens were very big. Although there were other vegetables grown, carrots and potatoes were the main crops. In the middle of September, it was time to harvest. Potato picking was the biggest job to do. Many of the boys worked - even the small boys. We pulled and were left to dry for some time. Later we put them in one hundred pound bags. A horse drawn cart went around and carried the potatoes away to the storage house which was better known as "the root house." I remember when we picked the carrots, too. What an opportunity for us to steal a few! It was risky but one could not resist. Sometimes we got caught and we were punished for stealing. Other times we were innocent but got blamed for stealing anyway. We were punished mainly because all the crops from the gardens were the school's supplies for the whole winter season. Once all the crops had been completely harvested, we went back to the gardens to pick up all the remaining debris. We piled it into large mounds and later the horse carts came around and disposed of them far away. This was in preparation for next year's gardening. When the horses were finished their work, they were let free to wander around and eat grass in the pasture. The pasture extended to where Joseph Apetagon now lives. By the first week in September, children returned to the boarding school. They came from all over. Some parents of these children would be leaving for the traplines and winter homes. REMINISCING ABOUT THOSE DAYS Today when I walk by the school and Balfour's Hill, I think back to my younger days. I remember the times I worked hard on those big gardens and at building roads, pulling stumps, clearing brush, turning soil, and feeding the animals. I don't see the many trees that once stood there. All have been cleared away for new homes. I remember when other roads were built from Rossville to Jack River and when a road was cleared to the Roman Catholic Mission School at Fort Island. I remember the times I could not go home from the boarding school. We only went home when our parents came and took us for a short visit. Today there are few of my fellow classmates alive. I remember names of some who were there: John Muswagon (Miswakan), Donald Paynter, Sammy Anderson, and Nellie Cromarty. I remember Nellie clearly. She was one of the girls who worked at the school; she left the same time I did. YORK BOATS: THE TAIL END OF AN ERA Tommy has clear memories of many interesting aspects of our history. He remembers the last days of the York boats and changes that swept away that type of transportation. Here he touches on these changes. Long ago, York boats, or "Mistiko Cimána", were necessary for hauling freight, supplies, merchandise, and transporting important people. Many local men worked on those boats. It was a means of support and a way of life. In June, York boats used to arrive from as far south as Red River, Selkirk, and Riverton. The boats crossed the lake, passed by Warren's south as Red River, Selkirk, and Riverton. The boats crossed the lake, passed by Warren's Landing, and eventually drifted into Norway House. Other York Boats arrived from the north, sailing up the mighty Nelson, and out the mouth of the river near Hope Island. Hope Island is to the north of Rossville where the Nelson begins its long, rough, and meandering flow. Sometimes these big wooden boats came from places like York Factory, Nelson House, Oxford House, God's Lake, Split Lake, and Cross Lake. I vividly remember seeing them arrive at Rossville Lake. We used to hear them coming from the mouth of the Nelson River - moaning, thumping sounds beating in rhythm. Some time before the big boats actually appeared, everyone prepared to go down the bank to see them pass by. Sometimes there were two, three, four, five, and even six boats - all in a line. We could see the men pulling and heaving on the oars. It was quite a remarkable sight to see. In those days, we lived at York Village. It is about three miles across the lake from Rossville. Many families lived there before it became deserted in the 1940s. It was there I remember seeing the York boats. I was just a small boy but it was something I could not forget. When the boats came into the open waters past Hope Island, they went on the north side of Long Island and Forestry Island. Once the wooden boats hit the open lake and caught a tail wind, they used their sails to go across. Sometimes the York boats dispersed to the Hudson's Bay Fort, to Hyer's Point where the R.C.M.P. detachment is now, and to the Indian agency at Rossville. The boats usually stayed for one to two days. They were unloaded, loaded up again, and would leave one by one. Some headed towards the south and others to the north, all returning to where they had come from before. Sometimes the York boats met here in Norway House. The people who worked on them were fed and accommodated at the Hudson's Bay Fort. In those days, the Hudson's Bay Fort had a wall all around it, making it look like an enclosed compound. The wall must have been about six to seven feet high. The only entrance to the fort was through the Archway Building. The Archway Building was originally built in 1843; however, renovations were made in 1864, 1880, and finally in 1961. The building had many uses. It had been used as a store and warehouse for goods and merchandise. A bell sits inside a small steeple on top of the Archway Building. It had belonged to a ship called Sea Horse. The inscription on the bell reads, "Ship Sea Horse, launched March 30, 1782, Hudson's Bay Company." The bell had been brought in to Norway House by voyageurs from York Factory in the early days. Many people from the community went to see the arrival and departure of the boats. The arrival times of the York boats into Norway House were amazing in those days, especially in view of the fact that modern means of communication were almost nonexistent. The authorities knew of those times because letters had been sent to them previously. The York boats travelling from far had to make portages, go against storms, windy lakes, and other bad weather conditions. Generally, little time was lost reaching destinations; only occasionally were there overdue boats. The Archway Warehouse on the left, 1989 A Close Up of the Archway Warehouse, 1989 ARRIVAL OF THE ENGINES By the year 1927, people were getting more small engines, such as outboard motors. There were many more canoes as well. With the wider distribution of the engine and canoe, the era of the York boats came to an end. I can remember this happening quite well as I left school in 1927. With the demise of the York boat, many local men became canoe freighters. The last York boat which arrived from the North sat at the Hudson’s Bay Fort for a long time. Later it was taken away to a museum in Winnipeg. It is still there. I saw it and read the inscription written on it. It says it came from Norway House, the last York boat from the North. THE FIRST AIRPLANE My father began to shout, “Here it is!...Look to the West!...You can see it!” We all looked towards the western horizon, and clearly I saw a strange looking spectacle. We all looked with curiosity and were quite uneasy. The day was Sunday. It was late afternoon, very peaceful and calm. A loud thundering sound was heard all over the silent lake. It sounded like it was going to storm, but all that noise was coming from the airplane. As it came closer and closer, the noise increased and the airplane got bigger. It flew over the lake, lowered its altitude, circled over Drunken Island, hovered over Fifty Cent Island, and landed on the waters passing Bull Island. It sped over to Forestry Island where it docked safely. In the meantime, people jumped into their boats and canoes and paddled to Forestry Island. Some went very close; many others watched from their boats in the open waters off the Island. This was the first airplane to arrive in Norway House. It came during the summer of 1920 or 1921. In the winter of 1924-25, two more airplanes landed at Norway House. They were heading somewhere to the North. After that, several other airplanes arrived occasionally. Because airplanes were not generally available for transportation, dog teams and canoe brigades were still used for hauling and carrying goods. Later people began to use horses to deliver freight and mail to Wabowden. DOCTORS, NURSES, INDIAN AGENTS... AND WAR VETERANS While growing up at Norway House, Tommy recalls a chronology of dates and names of doctors, nurses, and Indian agents who arrived and left. The first doctor I knew was named Norquay. He was here just before World War I, and I believe he was the first doctor to remain posted at the old Indian Hospital at Rossville. This hospital was small, not much more than a shabby nursing shelter. It had a few hospital beds for the very sick but there was a limited amount of medicine. Norquay had a second job as well. Besides working as the local doctor, he served as Indian agent. The war began in 1914 and doctors were needed. Doctor Norquay left to join the army, and Norway House was left without a doctor and Indian agent for some time. Another medical person named Miss Bolster arrived to take charge of the hospital at Rossville. She brought her father with her. Mr. Bolster eventually died here and was buried at the Rossville Cemetery. Not long after his death, a Dr. Dent arrived at the hospital and worked alongside Miss Bolster. They were married shortly after. During the war, another man named Jones arrived and worked as an Indian agent and minister. Like Dr. Norquay, Mr. Jones also left Norway House to join the army. For a long period, Norway House was without a resident Indian agent. However, arrangements were made with the government to send an agent twice a year for a week-long stay at a time. In 1915, Mr. Jones returned to Norway House as a recruitment officer for the army and persuaded many men to join. Later, Dr. Dent left the hospital to join the army, too. Mrs. Dent was already the Nurse-in-Charge and remained here. Her husband never returned to Norway House. He had left his wife. Finally, another doctor from Selkirk or Riverton arrived, but only for week-long visits. He saw patients and travelled by dog team. This doctor was an older man and had other responsibilities because of the war. In the meantime, another nurse was stationed here to assist Mrs. Dent at the hospital. When World War I ended in November, 1918, people in Norway House were unaware of it. In the summer of 1919 or 1920, Dr. Stone arrived at Norway House. An Indian agent named Taylor arrived at the same time. He was a war veteran and chose to be posted here. Mrs. Dent eventually became the Matron of the old Indian Hospital. Some time after her appointment, the hospital burned down. The year was 1923. Doctor Stone was still here then. I remember we were cutting hay at the time it burned. After the fire, about six cabins were built to accommodate the sick patients. Each cabin had wood heaters and two to three beds. A separate lodge was built for Dr. Stone and Mrs. Dent. They used the lodge as a nursing station where they treated their patients with limited amounts of medicine. George Balfour and old Nathaniel Queskekapow worked there to keep the fires burning in the cabin stoves as patients had to be kept warm. By 1924-25, a new hospital was built. I worked there in later years. Mrs. Dent and Mr. Stone continued to work in the new hospital which had sixteen beds in it. It also had some equipment. After 1925, George Balfour and Nathaniel Queskekapow continued to work at the new hospital. George worked with the dog teams, cows, and horses. The hospital got its milk from the two cows it kept. Both men hauled wood and hay with the horses, and sometimes local people came and sold wood and hay, too. Besides horses, oxen were used for hauling. At that time, the government provided two oxen for Norway House; one for the Jack River people, and one for the Rossville people. Chief William Moore also had two oxen. In the winter he hauled wood for everyone in Rossville. He had to do this because he was the chief and it was his responsibility to take care of his people. Later, more people began to have their own horses which eventually put the oxen out of the wood business. The oxen were later killed and butchered for food. By 1926, the York boats began to disappear. Canoes, motors, and dog teams were used more and more. In the same year, Mrs. Dent died and was buried at the Rossville cemetery. Soon after, Miss Oliver and another nurse came to replace her. Norway House Hospital, 1989 (Built in 1953) FIRE AND FLU Around 1915, the old school burned down and was rebuilt the following year. By 1917, the second school was finished. I remember this because I had entered school in 1918 in the fall. The school was cold. It was constructed from lumber and required wood for heating. It burned down again in 1946. Before I entered school in 1918, the first minister I can remember was Mr. Lousley. He had been a principal at the old school, also. But when I began school, he was not there anymore. In 1919, the flu epidemic took many lives in Norway House. Children, adults, and whole families were stricken ill by the disease. This happened right after the first war. There used to be a deserted house where the Lakeside Restaurant now stands. It belonged to a man called Sandy Crate who had moved away to Cross Lake. That winter, when people were dying one after the other, the men who were healthy could not dig graves fast enough. The dead were left in the deserted house all winter long. People were too busy caring for the sick and dying to take time to bury the dead. In March, 1919, the flu epidemic came to an end. Many families had recovered. The bodies of the dead at the deserted house were all buried at last. I remember many children in the school were sick from the flu. Everyone was sick, except for the principal's wife and some of the older boys. I saw the big boys cooking fish for the sick children. The principal's wife helped too. Only one girl and one boy died in the whole school building. When the flu ended, we were not allowed to go outdoors right away. Everyone was well taken care of by the bigger and older children. This was a horrifying time because many people had died. WAR'S END One warm spring day in March, 1919, the principal came out and shouted "The war is over." It had taken almost five months for us to find out! Not long after, two veterans returned, John Neckaway and John Morris. Everyone was eager and anxious to meet and welcome them home. When they arrived, they went all around Rossville with their uniforms on. People were proud of them. Later in the following summer, the rest of the war veterans returned home on one of the Lake Winnipeg boats. Today, a monument stands at Mission Point with the names of those men who never returned home inscribed on it. CONCLUDING REMARKS While I worked on a farm down south, another man, Dr. Turnbull, arrived. He interacted with the people and soon learned to speak Cree. When I came home in 1933, I worked in the hospital. Dr. Turnbull left shortly after, and another doctor came in. His name was Dr. Cowan, and he stayed only temporarily. Later, Dr. Turnbull returned and stayed until 1939, when he left Norway House permanently. In that year, Doctor Quareen arrived at the hospital. He was a very strict man and quite mean and sarcastic in his manner. Later, I left to work at the Nelson House Nursing Station where I lived for three years. Then I came home with my family and continued to work at the hospital until February, 1953. Then I retired...that's all. Written by Byron Apetagon, 1987 Based on a videotaped interview with Tommy York, by Gwen Balfour Residential School Burns CHAPTER VI RESIDENTIAL SCHOOL BURNS THE HERO: DONALD A. BEARDY OF CROSS LAKE, MANITOBA On May 29, 1945, at about 2:30 a.m., a fire started in the old Boarding School at Norway House. The fire which began in the boiler room destroyed the activity that had been going on in the school for many years previous. The students living there were from Cross Lake, Grand Rapids, Poplar River, Oxford House, Island Lake, and God's River. The quick thinking of one these students saved over one hundred children and staff members. The student, Donald Beardy, was from Cross Lake, but had relatives living in Norway House. He was attending school so he could receive both a good education and work experience. However, on that particular night, Donald was sleepless. Something was in the air. The following is based on Donald's story as told to his wife Ruby Beardy: May 29, 1945 The fire started at 2:30 during the night. Donald was awakened by a burning sensation in his nose. When he opened his eyes, the dormitory was filled with smoke. Donald jumped out of his bed and ran towards the window which had been left partially open. He pushed the screen out and looked down onto the ground. He could see flames gushing out from the wood bin in the furnace room. Instinctively, he woke up his friend, Oliver Sinclair, who was sleeping in the bed next to his. Oliver leaped up and obediently followed Donald's orders. The two young boys quickly woke up everyone, telling each one to make much noise. All the boys began to bang and hit the beds. They did this to wake up the little girls who were sleeping in another dormitory just below their floor. Donald ran out of the dormitory to wake up the boys' supervisor, Mr. Organ, who then went and rang the fire alarm. Mr. Organ told Donald to go outside and catch the girls as they came flying down the fire escape pillars. Meanwhile, Oliver was catching the boys at their fire escape. Less than a half hour later, all the children were out of the building and secure in the care of local people who had run to the burning building to help. The matron of the school lined up all the children and head-counted each one. All were saved, including the staff members. Most of the children were wearing only their night clothes and socks. Donald had his pants and socks on. Within an hour after Donald and Oliver had awakened everyone in the school, it was completely demolished by the raging flames. The principal, Mr. Jones, had gone south a day before the school burned down. He was travelling on the Keenora to Winnipeg. Local authorities managed to contact him at Berens River. The next morning, most of the children had breakfast at the hospital. The students from Norway House returned to their homes with parents, guardians, or relatives. Donald and his sisters were taken to Douglas McIvor's place and stayed there for almost four days. Then Donald, Alice, and Christina went home to Cross Lake. Six canoes travelled to Norway House to pick up the Cross Lake students. The paddlers included Jimmy Magnus Ross, Jimmy Muswagon, George Mason, and Zacheus McKay among others. Before Donald went home to Cross Lake, he was promised verbally by Indian Affairs in Norway House that he would be given a house to reward his quick thinking and brave actions. However, to this day, Donald Beardy still has not received the promised reward. Ironically, he has not even received an official "Thank-You" from anyone for saving one hundred or more people. In the following list are most of the students Donald Beardy saved: CROSS LAKE STUDENTS (35) Beardy, Alice McKay, Katherine Ross, Arthur Beardy, Christina McKay, Lillian Ross, Charlie Isaac Beardy, Jessie McKay, Morris Ross, Elizabeth Beardy, Kenena McKay, Verna Ross, Freddie Isaac Beardy, Roderick Monias, Clarence Ross, Gilbert Beardy, Thomas Monias, Florence Ross, Jessie Garrick, Sarah Monias, Jean Ross, Virginia Halcrow, Horace Monias, Richard Sinclair, Jane Mary Halcrow, Katherine Monias, Ronnie Sinclair, Oliver McKay, Betsy Muswagon, Isabelle Spence, Betsy McKay, Christine Richard, Katie Yellowback, Rebecca McKay, Herman Ross, Annie Children at Norway House Residential School, undated (courtesy Western Canada Pictorial Index) NORWAY HOUSE (62) Albert, Alex Crate, Jane Muminawatum, Martha Albert, Hattie Crate, John Munroe, Tom Albert, Samuel Crate, Mac Muskego, Albert Anderson, Luke Cromarty, Sandy Muskego, Andrew Anderson, Moses Cromarty, Thomas Muskego, Jimmock Apetagon, Eva Darcee, Francis Muskego, Johnny Apetagon, Mary Ann Darcee, John Robert Muswagon, Alex Thomas Apetagon, Matilda Ettawacappo, Fred Osborne, Angus Apetagon, Norman Ettawacappo, Wm. Osborne, Dorothy Balfour, Arthur Farmer, Jessie Osborne, Jimmy Budd, Betty May Folster, Agnes Osborne, Sarah Chubb, George Folster, Katie Osborne, Sidney Chubb, Tamar Forbister, Louisa Queskekapow, Andrew Clarke, Bertha Gamblin, Reggie Queskekapow, Milton Clarke, Clinton Grieves, Helen Queskekapow, Wilkens Clarke, Eleanor Houle, Matthew Scatch, Michael Clarke, Ida McDonald, Jane M. Settee, Alex Joe Clarke, Maria McDonald, John C. Settee, Doreen Cline, Mary Jane McDonald, Roderick Settee, Katherine Cline, Zacharius Monias, Thompson GRAND RAPIDS Lillian Ross POPLAR RIVER Victor Spence OXFORD HOUSE Henry Chubb Betsy Hart ISLAND LAKE John Flett Charlie Harper GOD'S RIVER Elizabeth Harper Naomi Trout NOTES: 1. Local people say the date of the fire was June 6, 1946. Donald Beardy's date is May 29, 1945. 2. Some of the persons mentioned on the list may have left school prior to the fire. For example, Norman Apetagon Sr. was out of school when the fire took place. He was at home on Jack River when a cloud of smoke was seen rising from the Rossville direction. Later, he learned that the school had burned down. Shared by Donald Beardy & Ruby Beardy Written by Byron Apetagon, 1987 FIRE DESTROYS BOARDING SCHOOL AT ROSSVILLE As told by Charles Queskekapow and written by Byron Apetagon, 1987 After spending some time in a hospital, I came home to Norway House on June 5, 1946. I had served in the army during World War II. At about four o'clock on June 6, in the wee hours of the morning, we were awakened by the loud sounds of the school bell. Everyone rushed outdoors after someone called out, "The Boarding School is on fire!" Because I was not physically well, I hurried along as best I could towards the school. I could see the flames shooting high into the dark skies. The flames gave much light - a great circle of light - all over central Rossville. People ran around shouting excitedly. As I arrived at the scene, there were already many people standing or running around. Others were trying their best to keep people from going too near the blaze. The school was constructed primarily of wood and timber, making attempts to put the fire out useless. Little by little, the building crumbled into the raging flames below. We stood and watched helplessly as the ashes and smoke drifted into the dark skies. The children who were residents in the school had all been taken from the building. They were all accounted for; no one was missing. I believe most were taken to the nearby buildings and homes where they were cared for until their families came for them. Although some men were said to have entered the school while it burned, it was difficult to retrieve anything. Other men stood guard near the outbuildings making sure they did not get burned. These buildings included a barn where animals were kept, a stone building, and a root cellar. The fire appeared to have started on the northwest side where the furnace room was situated. The furnace used wood to keep the buildings heated, and pipes were laid all over the building. The kitchen was also situated in the same section of the building. There used to be a cook stove there where all meals were prepared for the students. I'm unsure of this, but I believe there was a power plant near where the band offices are now. It gave light to the building. I believe James Muchikekwanape was the nightwatchman at that time. He had been working there for some time and may have been the one to notice the fire before anyone else did. I also believe Hedley Ross was the mechanic of the school at that time. His job was to maintain the machinery around the Boarding School compound. Later, I remember people talking about the fire and speaking of those who entered the burning school to retrieve some things. One man, Sandy Scribe, was said to have gone in and run out with a large bundle of clothing. When it was checked, everyone laughed and chuckled. It was a bundle of girls under clothing! As for the man, well, he was teased for some time for his efforts at the great fire in Rossville. The principal of the boarding school at the time was an older man called Mr. Jones. He had boarded one of the Lake Winnipeg boats the day before, and was on his way to Winnipeg. After the school burned down, people contacted him at Berens River, and he returned two weeks later with plans for a new building. WORK SKILLS WERE A LOSS The school was a loss for our people. The children who attended were taught well. They learned to read and write for half a day, and the other half day was spent doing industrial work. The industrial work involved survival skills such as sewing, cutting cord wood, breaking and tilling soil for gardens, milking cows, brush clearing, mechanical work such as small engine repair and pipe fitting, and other types of work which needed to be done around the school yard. As children received both academic and industrial work at the school, it provided them with better survival skills. When the school was destroyed by fire in 1946, another school was built and officially opened in 1952. This time, it was all academic work. Children went to school to learn to read and write all day long. The industrial work was no longer emphasized. DARK CLOUD OF SMOKE As told by Norman Apetagon I had been out of school for one year already. I was at home at Jack River when we spotted dark smoke rising. Later we were told the school had been destroyed by fire that morning. SMOKE AND FLYING CHILDREN Donald tossed and turned; he tried but just couldn't sleep. There was something strange about the Rossville School dormitory on that morning of June 6, 1946. All the boys were fast asleep. Donald knew the doors were always locked, but that was not why he found it hard to relax. Lying under the warmth of the blankets, the air in the dormitory was making Donald feel like sneezing. Something was making his nostrils quite itchy. Finally, Donald sat up to clear his nasal and throat passages; it was then he noticed the room was full of greyish-black smoke. Clearing his eyes, he knew instinctively everyone was in great danger. He shook his friend Oliver, who was sleeping in the next bed. He did not need to show him the smoke, as Oliver had woken up and could see it for himself. Donald ordered Oliver to wake up the rest of the boys while he woke up the girls in the next dormitory. Donald tried to open the door which the supervisors always locked. He kept banging and pushing until it finally gave away. He ran to the girls' dormitory and told everyone to get out quickly. By this time, the boys were already getting away through the fire escapes. Soon, one by one, the girls came flying down the fire escapes, too. Down to the ground below Donald and Oliver hurried, so that they could catch each one as they came sliding down. The school bell rang loudly and was heard all over Rossville as the fire and smoke raged higher. Many people arrived at the scene. Some of the children were taken to nearby homes, while others were taken to the stalls in the barn. Every student and staff member was accounted for before the building sank into the flames. Luckily, everyone was safe. If it had not been for Donald's sleepless night, many children and staff could have died in the fire while sleeping. BACKGROUND INFORMATION Donald and Oliver are not fictitious characters. Their full names are Donald Beardy and Oliver Sinclair, and they were the two boys who saved everyone when the Rossville School burned down on June 6, 1946. Donald and Oliver were residential students who originally came from Cross Lake. After the school burned down, two large freighter canoes transported the Cross Lake students back to their homes. Some were placed in the Cross Lake Residential School which was still in full operation at the time. Based on information shared by Ruby Beardy and Charles Queskekapow Written by Byron Apetagon, 1987 Norman Apetagon was born 5 July 1929 and died 4 September 1989. He was the son of Frederick Apetagon and Mary Ann McLeod. His paternal grandparents were John Apetagon and Annie Hart. His maternal grandparents were Donald McLeod and Sarah Neepin. Ruby Beardy is the daughter of John Paupanekis and Lydia Anderson. Her paternal grandparents were Joseph Paupanekis and Margaret Garson and great-grandparents, the Reverend Edward Paupanekis and Margaret Stevenson, James Garson and Adelaide Crate. Her maternal grandparents were Robert Anderson and Emily Swanson. The School at Rossville Today CHAPTER VII PLACES OF INTEREST "JOHN BULL'S" John Bull's is a name given to an inlet forty to fifty miles northwest of Norway House and is situated on the northern end of Big Playgreen Lake near the Whiskeyjack Narrows. The bay is quite large, with several islands jutting out at various points. Hidden reefs can be noticed easily when the whitecaps pound against the rocky shores. Much of the region is covered by rocky terrain, muskeg, bog, and marsh. Trees grow abundantly along the shoreline; a wide variety of coniferous and deciduous trees can be seen all around the inlet. A number of backwood potholes and a smaller lake on the southern end of the bay empty into John Bull's. The inlet has a Cree name commonly used by the Native people. It is "Pakitahwákansihk", which means a place of fishing. The Cree name indicates why John Bull's was a common place of retreat for the people of the past. In the old days, John Bull's channels, creeks, and small rivers were excellent spawning grounds for many species of fish, much better than they are today. Not only did the area provide a natural habitat for the fish, but many types of game were also adapted to the surrounding boreal forests, muskeg, and rock outcrops. The birds, too, were attracted to the marshy areas of the region, and returned every year to nest there. Because of the availability of wildlife, people also migrated to this area to harvest its riches. For many years people arrived at John Bull's early in the fall. They made preparations and stocked food for the winter. Shelters had to be built and maintained, nets repaired, and old clothes mended or new ones made to keep the children and old people warm. Furthermore, fish and wildlife were preserved by methods such as smoking, drying, and freezing as well as by making pemmican. In the early fall season, men and boys were always busy catching fish and hunting. John Bull's produced many fur bearing animals which were another source of family income. Year after year local people went to John Bull's to catch and stock fish for their winter's use. At a later time, companies from southern Manitoba such as Booth Fisheries and Canadian Fisheries experimented with winter fishing there. Several Norway House men were employed for several winters. However, because of its location and distance from Norway House and Warren's Landing, the fishery ceased. Fish populations decreased drastically as winter fishing progressed. Transporting fish back to Norway House and Warren's Landing was costly and difficult. Nearly all the trees in the area were excellent for building purposes. The early inhabitants around John Bull's lived in lodges arranged in small clusters. The lodges were usually wigwams or log shelters. Many of the dwellings had little furniture. The floor was usually bare ground covered with spruce boughs and grass on which the people slept at night. Fish, rabbit, moose, and beaver were the main courses for the inhabitants' meals. All year round people hunted animals for food, clothing, and materials for tool-making. Late one summer, Frederick Apetagon and Edward Albert, two Norway House residents, went up the Gunosao River to trap at Little Jack Lake. The Gunosao consists of many rapids and portages and much of the terrain up river is overgrown with muskeg and tall trees. At intervals along the way there are marshlands. Further up, the land rises higher with rock outcrops and shelves. Frederick and Edward had been travelling for at least two days when one evening they decided to make camp at a place called Ká Kinwá Wáskák, meaning a place where the river makes a long curve. Across the river from their camp, large rock shelves were visible. The two men pitched their tent and ate a light supper. It was about eight o'clock in the evening after they had spread out their bedrolls to sleep when they heard a humming sound. Thinking it was only some animal making noises, they listened to determine which animal it might be. But the sounds were not of an animal or a bird. Curious, they went outside to listen. The sounds were coming from the rock shelves across the river. The two men listened carefully, trying to determine what was making the peculiar noises. However, they could not figure them out. Edward suggested that they go across to make a closer observation. Reluctantly, Frederick agreed. Drifting slowly to the rock shelves across the river, the men heard the noises growing louder and clearer. They listened. It sounded like drums beating in rhythm, and During the evenings, the people socialized amongst themselves by gathering at certain lodges where stories, legends, and myths were passed down to the younger men, women, and children. As they listened to the stories, a fire at one end of the room kept the lodge warm and comfortable. Later, people began to centralize at Norway House. Many did not return to the inlet, choosing instead an easier lifestyle where stores, a hospital, and churches were available. Only a few families continued to live in the old way of life at John Bull's. Today, an occasional visitor, hunter, or fisherman will enter the bay to camp for a few days. Signs of the old log houses and sites can still be seen; however, much of the land is overgrown with new plant life. John Bull was a man who trapped, fished, and hunted at this place for many winters. The bay was eventually named after him. Written by Byron Apetagon Based on interviews with Donald Muswagon Sr. 1988 and Charles Queskekapow 1989 John Bull at Age 100 Brother-in-law to Chief Thomas Mestagon or Balfour (courtesy Western Canada Pictorial Index) Warren's Landing is situated at the narrows where Lake Winnipeg meets Playgreen Lake. The people used to make their summer camps there to fish and hunt. Across from Warren's Landing are the rivers where they used to spend many evenings calling moose, catching sturgeon, and shooting ducks. In the old days, York boats made camp at Warren's Landing because it was strategically situated for incoming boats from Lake Winnipeg. People who migrated back and forth from the south would stay at the camps there. Consequently, people loved to go to the Landing because it was also a place where they could meet old friends, relatives, and strangers. On account of its strategic location, Icelandic fishermen from the south made a fish storage camp there. Shortly, other southern fishermen arrived because they had heard about the fishing camp. After their arrival, people from Norway House moved to Warren's Landing every summer. It was like a summer resort for them. It had an excellent beach where children could spend many hours swimming and splashing each other. And, behind the campsites was a beautiful forest where the women and men could snare rabbits and hunt grouse. Many of the men from Norway House worked as shore hands, fisherman's helpers, and guides. The income was sufficient. It met their needs for the coming winter. Early in the morning, even before the sun rose, the sailboats would make their trips out onto the lake. There, the fishermen would set their nets, then move to another area of the lake to lift ones set the day before. They always caught fish. Sometimes there were too many to put into the sailboats, so that part of the catch had to be thrown back into the water. Lake Winnipeg was a dangerous place to be during stormy or foggy weather. After the storms, many boats returned safely while others never came back. Several fishermen lost their lives for the kind of work they loved doing. Sailboats were not built for fishing; they could not carry large amounts of fish, and the men in the boats had to work hard on the masts after lifting the fish. The work was endless and exhausting. The winds even made it worse when they shifted to different directions. Sometimes the boats were blown far off the shores in the windy lake. Many men remember the storms and the lives of those who were lost. The strongest gales are never forgotten. One time, the winds blew up after a beautiful morning. Many of the sailboats were caught in the white caps of high rolling waves. All came in to safety, except one. There were three men on that last boat. After the storm had calmed down, another sailboat making its way to Warren's Landing spotted the vessel. All the fishermen could see was the nose of the missing boat. Further off, they saw the broken masts and poles. They could not see any survivors nearby. The news of the missing boat arrived at Warren's Landing soon after, and the search began immediately for the three men. Several days passed before the bodies of two drowned men were recovered. The third man could not be found. The body of one of the drowned men was located near the river across from Warren's Landing, while the second was found afloat on Lake Winnipeg. Edward Albert and Donald Muswagon had gone out to set nets when they noticed far out in the lake a dark figure, submerged upright. It was one of the drowned men. The body would disappear, reappear, and disappear again as the waves carried it along. The men soon figured out a way to retrieve it. Heading straight at the drowned man, Edward threw a rope and lassoed him, then threw a tarpaulin to cover him. When he had done that, both men pulled the body into the boat. It was a tricky thing to do. They had to estimate the speed of the waves because the drowned man appeared at certain intervals. The timing had to be right because, if they had missed the first time, they could have interfered with the movement of the body which was being carried by the waves. Later on that summer, while Paul Fletcher and a companion were taking a missionary to Grand Rapids in a canoe, they located the third man near Limestone Point. Paul had seen a seagull pecking at something. He knew of the missing man, and decided to investigate the seagull's food. As he went closer, he saw that the drowned man was covered with sand, with only the arm and shoulder exposed. The men buried the body there, and the R.C.M.P. later returned it to Norway House. After these three men drowned, sailboats were not used for fishing purposes. Gasoline-operated tugboats, which were safer, but much noisier, now made their appearance. Men trusted the bigger boats. The gas-powered boats made many overnight trips. They had bunk beds and kitchenettes aboard. Furthermore, they had the instruments needed for navigating in fogs, storms, and other emergencies. When the boats returned daily to Warren's Landing, men would rest after their well-deserved meals. Many people sat around sharing stories and discussing their catch for the day. Children ran around. For them, this was a holiday; school would not start until September and everyone had fun. Some evenings, people would gather around the stage platform where square dances were held. Fishermen, men and women, young and old, danced until late into the night. Dancing was something people loved doing in those days. By the end of the summer, the southern fishermen from Gimli and Selkirk returned to their homes. The people of Norway House came back. Children would soon be starting school, men would be leaving before long for the traplines, and women would be preparing the winter clothing. Today, Warren's Landing stands like a ghost town. There were a few long-time residents, but because of change, they now live in Norway House or have moved elsewhere. Occasionally, the former residents return to visit their old homes. Others go back to reminisce about those good old days they had at Warren's Landing long ago. Told by Donald Muswagon Sr. and written by Byron Apetagon, 1988 Donald Muswagon was born 8 September 1908 at Norway House, the son of John Henry Muswagon and Elizabeth Allen. His paternal grandparents were James Muswagon and Catherine Cromarty. His maternal grandparents were James Allen and ? McKenzie of Churchill or York Factory. CHAPTER VIII IRENE MUSWAGON'S HERBAL REMEDIES RED WILLOW CRYSTALS The red willows produce sugar-like crystals in the spring. Usually the crystals form from a sugary substance which seeps through the pores of the willow bark. This substance becomes hard once it is on the outer bark. Herbalists collect red willows, scrape off the crystals, and wrap them in a cloth bundle. Such crystals are collected and stored in large amounts. Later these crystals are pounded into a powdery substance. This produces a medicine used to soothe teething pains for smaller infants, and for other tooth and gum complications. The crystals are divided into smaller bundles which are then moistened in water and rubbed along the infected areas of the gum and teeth. Usually the rubbing will cause the child to salivate. Sometimes the child will swallow the saliva which allows the medicinal element to enter the internal system. Rubbing with the crystal bundles is repeated until the patient shows improvement. BALSAM GUM OR SPRUCE GUM Balsam, or spruce gum, is a sticky substance which seeps from the trees, collects on the outer bark, and hardens. Once it is on the outer bark, it changes into a dark brownish-grey colour. Later, this hardened gum can be chipped off and collected in large amounts. The hardened gum is placed in a pot or can where it is melted over a hot fire which separates the gum from the unwanted debris of bark and wood. When the gum is still hot, lard or animal grease is added and the whole thing is mixed well. The mixture is left to cool in a shaded area, away from heat or warm sunlight. This medicine is used as an ointment to soothe scabs, itchiness, open cuts, and sores. MUSKEG LEAVES Kákiképakwa means "forever leaves" in Cree. Kákiképakwa plants grow in areas where there is plenty of water and muskeg. The plant usually has a stem which can grow as high as thirty-five centimeters. The leaves are narrow and grow as much as five to seven centimeters in length. The leaves never all die off at once, regardless of what season it is or what the weather is like. This is the reason why they are called "Forever Plants" in Cree. They can be collected in all seasons, including winter. These plants are used for medicinal purposes. They soothe and heal internal pains and digestive complications such as those relating to the intestine. Other uses include soothing and curing ulcers, gall stones, and pains in the diaphragm. The muskeg plants are collected, then tied and bound together in bundles. They are usually stored like this until they are needed for applications. The leaves are boiled in a large container for some time. As they boil, they give off a bitter odour and the water becomes very dark-colored like strong tea. After the liquid has cooled, it is used as a drink for stomach pains and complications. It is said this drink was used to remedy diseases like tuberculosis and reduce cancer symptoms. It was also used to ease diarrhoea as well as menstrual problems in women. PINE NEEDLES Pine needles are collected in large numbers and placed in containers. Water is added and the mixture is boiled for a long time. An odour is given off by the pine needles. Once the mixture is steaming, the patient covers his head and bends over the container. The patient remains under the covering and inhales and exhales the steam given off from the mixture. This method soothes and opens up the throat and nasal passages for easier breathing. It is said the medicinal needles and steam can relieve coughs, colds, and headaches by clearing the nasal passages. They can be used for other purposes as well. It is said pine cones can be substituted if pine needles are not available. The results are the same. GINGER ROOTS OR WÍHKÉS The ginger root, better known as wíhkés, is found in marshy areas where cattails and bulrushes grow. One can quickly find the roots in marshy areas. A sense of smell is important here because, in areas where wíhkés grow, a strong sweet odour is given off. This root is used for medicinal purposes. It soothes toothaches, headaches, stomach ulcers, indigestion, and stomach cramps. There are several ways to apply wíhkés. It can be chewed directly and placed over the toothache, or it can be kept in the mouth to treat headaches and colds. The wihkés can also be boiled and later the steam from the boiling wihkes is inhaled to soothe and cure headaches. Sometimes wihkés is mixed with warm water and consumed in the same way as citron. This soothes stomach ulcers and internal body cramps. Information shared by Irene Muswagon and written by Byron Apetagon, 1988 Irene Muswagon was born 6 December 1909, the daughter of William Kirkness and Mary Clarke. Her paternal grandparents were James Kirkness and Mary Miaham (Miydham). Her maternal grandparents were Thomas Clarke Senior and Victoria Chubb of God's Lake. Irene had one brother named Gilbert, who died when he was around thirteen or fourteen years of age. they could hear people's chanting as if they were singing a song. Fred and Edward continued to listen for some time from their canoe. The sounds were indeed coming from the rock shelves. The two anchored nearby. They climbed the rock shelf where they thought they might see who was making the sounds. They stood there, but could not see anyone. The drumming and the chanting seemed to be coming from below the rock where they were standing. Realizing this, they walked away quickly, knowing it was extraordinary for people to hear such strange noises in the wilderness. Frightened, they left in their canoe. As night fell upon the land, they did not build a campfire. The sounds continued to hum. The two men could not sleep. Their minds kept drifting back to their families. Maybe this was a sign of something bad which had happened at home. At midnight, the drumming and chanting stopped. Just before they stopped, the sounds grew louder, then ended abruptly. Next morning, the two men continued on their trip to Little Jack Lake. They had had little sleep after an incident which neither man would ever forget for the rest of his life. The following spring, Frederick and Edward returned home and told their story to several people. It was explained to them that those sounds were made by mémékwésiwak, or little people who live in the rocks. These little people are sometimes called Rock People. They are the ones who drew paintings on the rock walls just above the waters of the rivers and lakes. Shared by Donald Muswagon and Norman Apetagon, and written by Byron Apetagon, 1987 THE LOG HOUSE AT MISSION ISLAND When I was a young girl, I lived with my mother at Mission Island. In those days, travel was not easy. Most people had dogs, good dogs, which could pull heavy loads and even carry families on visits. The dog teams were used mostly for trapping and fishing. I remember we used to walk to a local store. The owner was kayás móniyáwi(ni)iw, meaning a white man of bygone years. He provided most of the people's needs. His store was situated where the R.C.M.P. Detachment now stands. People from all over the community used to walk there. In the winter, people used their dog teams, and in summer they went by boat and canoe. At first people rowed and paddled, but in later years, they used motors which made much noise. The people had to go to the store to buy their basic needs such as sugar, tea, lard, and flour. In those days, people did not have much money, but whatever income they had was spent wisely. Old Móniyáwiniw's store was a large wooden log house where everything was sold from food to cloth, and it was heated by a woodstove. Part of the building was his living quarters. He always allowed visitors to come at all hours of the evening because he knew the people didn't have everything in their homes. In later years, old Móniyáwiniw left Norway House. His store was bought by the band, partly from money earned by the Homemakers' Sewing Club. The log house was given to the community people for their use, and was taken apart, log by log, board by board, and transported to Mission Island, either by boat or horse sleds. Upon its arrival there, men worked voluntarily to set it up. For years, the log house was used for various purposes. Here, people held square dances regularly, wakes when someone died, and feasts and other celebrations as well. The log house developed an atmosphere of friendship and good relationships. It was a place to meet old friends and talk about former days. It was a place to keep informed about the latest news and local gossip. The building stood for a long time. It slowly aged but it did not show signs it was getting fragile. Unaware of its hidden dangers, people continued to use it for celebrations and other important events in the community. One day in 1959, there was a wedding at Mission Island and a reception held at the log house. While the meal was being prepared upstairs to be served on the floor below, the old people sat around talking about local news and current events. Once in a while, they broke into loud laughter, then it was back to politics. By late afternoon, more people had arrived to see the newlyweds. Because they were packed together so closely on the main floor, some of the well wishers went upstairs to join the old folks. More joined them to make room below as the people cleared the reception tables and put back the chairs in anticipation of the square dance. Unknown to everyone, the big log beams which held up the top floor had weakened, their decay hidden under layers of paint. They began to crack and creak as more people arrived, but there was so much laughter, hustling and bustling, no one noticed. A few people had gone outside for fresh air. They did not realize they would soon be saving people's lives. In the meantime, people sat or walked around the main floor, talking and waiting for the dance to begin. The newly-wedded couple was the center of attraction. People wished them happiness; old timers lectured them about their marriage. The couple waited and listened earnestly as each elder came and spoke to them. This was the custom when young couples joined hands and made their vows. Upstairs a large crowd had gathered. Unnoticed, the old beams continued to give way. The excess weight was too much for them. Then, suddenly it happened. The top floor caved in on one side, crashing down heavily to the main floor below. Screams and shouts were heard all over the building. Many people were trapped on the lower floor. Many could not escape the weight which had fallen on them. As the floor continued to fall to one side, the people upstairs went sliding down. The woodstove on the lower floor began to burn the paper covered walls. But people outside the building acted quickly. The men tried to open the door but it had jammed as the building shifted. They tried kicking it down; they tried pulling on it. But everything they did was useless. Then someone came running with a log. The men grabbed it and ran at the door, smashing it open with several blows, and hurting in the process a young girl who was stuck between the fallen top floor and the wall. Then one group removed men, women, and children from the top floor while another fought the fire. Other people were trapped under the debris, and they had to be rescued quickly before they panicked. Logs provided leverage to raise the fallen floor as one by one these people were pulled to safety. Luckily, no one had been killed. A number of the people who had been trapped were injured. Most of them were treated immediately. After all had gathered outside, some men went inside to examine the building's destruction. Food, clothes, pots, and pans were all over the place. The stove pipes, still hot from the fire that had cooked the reception meals, lay scattered. As the men looked up where the floor had once been, they saw a tiny hammock. Inside the hammock was a small baby who had slept through the whole commotion. A gasoline lamp still burned where it hung from the ceiling - giving the light needed to help the men quickly rescue the little infant. Right to this day, people talk about this breathtaking experience. If people had not responded to the danger immediately, many lives could have been lost that evening. For years, the building which had been a store, a dance hall, a gathering and meeting place stood empty. No one ever thought of reconstructing it again. It was not very long ago when the log house was demolished and taken away by local people to be used for firewood. Although the building was untouched for years, people who walked by late at night claimed they could hear music and laughter. Other individuals claimed they saw people looking out the windows, but when they went near the house, they found it dark and empty. These incidents caused people to have jitters run up their backbones. Today, when one walks by where the house once stood, the old days are still remembered, especially the day the floor of the log house collapsed. 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Scale Insects of Trees and Shrubs Robert P. Wawrzynski and Mark E. Ascerno Introduction Scale insects are often inconspicuous pests of many evergreen and deciduous plants. They can occur on leaves, twigs, branches and/or trunks. Their small size and general lack of mobility make them difficult to notice to the casual observer. Scales derive their name from the shell-like, protective covering they form over themselves. Scale insects are broken into two categories based on their shell type: Soft Scales—generally secrete an attached, thin, waxy layer over themselves. The soft covering they secrete cannot be separated from the scale’s body. Armored (Hard) Scales—use shed skins and wax that is unattached to their body to form their hard, shell-like cover. These covers can be separated from the scale’s body. Immature scales, upon hatching from eggs, are soft-bodied, mobile and are termed “crawlers”. These crawlers seek suitable sites in which to feed, secrete their protective shell, and mature to adulthood. The immobile, “shell stage” of scales are adult females; males are small, fly-like and infrequently seen. Damage Natural controls (parasitoids, predators, pathogens, environmental conditions) usually maintain scale populations below damaging levels. Also, maintaining healthy, vigorous plants through proper watering, fertilization and pruning (including removing scale-infested branches), will often increase a plant’s ability to withstand pest pressure. However, under certain circumstances, scale populations can increase and become injurious. Once scales begin adversely affecting plant health, control measures should be taken. Scale insects cause damage by removing vital plant juices from their hosts using their sucking mouth parts. Leaf/needle stunting and yellowing, twig and branch dieback, as well as plant death are possible depending on population levels. In some instances, scales weaken plants making them susceptible to damage from secondary pests (i.e. borers) or environmental extremes, which may ultimately kill the plant. Scales can also create nuisance problems by producing a sticky, sweet substance called honeydew, which they secrete while feeding. The stickiness and/or associated black sooty mold that grows on the honeydew can be an annoyance if cars, patio furniture, decks, etc. are underneath scale-infested trees. COMMON SCALES FOUND IN MINN. Scales Occurring on Evergreen Plants Armored Scales Pine Needle Scale, Chionaspis pinifoliae (Figure 1) Appearance: White, oval-elongate scales, 2.5–3 mm long. Hosts: Pine, spruce, fir, hemlock and Douglas fir. Damage: Light to moderate feeding causes needles to turn brown and drop. Heavy infestations can kill young trees and reduce vigor in mature trees. Life History: Overwinter as eggs beneath the dead mother scale. Eggs hatch in mid-late May and the mobile crawlers seek feeding sites on new needles where they settle and form their scale shell. Eggs are laid in the fall. There is one generation per year. A closely related species (Chionaspis heterophyllae), but much less common in Minnesota, may produce a second generation in August. Fig. 1—Pine Needle Scale Adult and Crawlers Soft Scales Pine Tortoise Scale, Toumeyella parvicornis (Figure 2) Appearance: Adult females are reddish-brown, wrinkled, helmet-shaped, and occur in clusters on twigs. Hosts: Scotch, jack, red, Austrian and other pines. Damage: Feeding causes needles to become off-colored and stunted, with trees taking on an overall pale, thin appearance. Annual, heavy infestations can kill branches or entire trees. The copious amounts of honeydew produced can attract large numbers of wasps, and often results in trees turning black due to the associated sooty mold growth. Life History: Overwinter as fertilized females on branches. Females greatly enlarge by late spring and lay eggs. The tiny crawlers appear in early July, and begin feeding on needles. Nymphs mature, mate and females then seek overwintering sites on twigs and branches. There is one generation per year. Spruce Bud Scale, Physokermes piceae (Figure 3) Appearance: Globular, reddish-brown, adult females are found at the base of new growth, often in clusters of 3 to 8 individuals. They closely resemble the buds of their host. Hosts: Spruce, particularly Norway spruce. Damage: Lower branches are most commonly infested and heavy infestations can kill lower branches, reduce tree vigor and retard tree growth. Large amounts of honeydew with associated black sooty mold are also produced. Weakened trees may support higher numbers of bud scales than healthy trees. Life History: Overwinter as immatures on undersides of needles. Females move to twigs in April and complete development. Crawlers appear in mid-June and settle on new growth to begin feeding. There is one generation per year. Fletcher Scale, Parthenolecanium fletcheri (Figure 4) Appearance: Round, brown scales on twigs, at needle bases. Hosts: Yew, arborvitae, and juniper. Damage: Weakens plants, causing foliage to drop. Copious amounts of honeydew result in noticeable black sooty mold growth. It is more commonly a serious pest of yew than other hosts. Life History: Overwinter as nymphs on branches. They grow quickly in spring, producing noticeable damage and honeydew. Eggs are laid in May and hatch in mid to late June. Newly-hatched crawlers look for feeding and overwintering sites. Crawlers don’t move far from their hatch site and thus populations can be dense on certain parts of the plant. There is one generation per year. Scales Occurring on Deciduous Plants Armored Scales Oystershell Scale, Lepidosaphes ulmi (Figure 5) Appearance: Purple-gray, about 3 mm long, and shaped like tiny oystershells. Hosts: Lilac, ash, cotoneaster, willow and many other deciduous trees and shrubs. Damage: Sap-sucking causes cracked bark and chlorotic, stunted foliage. Heavy infestations can kill trees or weaken them to the point of being susceptible to secondary pests (i.e. borers). Life History: Overwinter as eggs beneath the dead mother scale. Crawlers hatch in late May to early June and seek suitable feeding sites on branches and trunks. Nymphs mature in mid-summer to mate. Eggs are laid in late summer to early fall beneath the mother’s scale. There is one generation per year. Scurfy Scale, Chionaspis furfura (Figure 6) Appearance: Females are flat, pear-shaped, dirty white-gray and about 3 mm long. Males are similar in appearance but smaller. Hosts: Apple, mountain ash, crabapple, Prunus spp. and many other deciduous plants. Damage: Sap sucking can cause twig and branch dieback and weaken plants. Life History: Overwinter as eggs beneath the dead mother scale on branches and trunks. Crawlers appear in June and begin feeding on leaves, branches and trunks. Nymphs mature in August, mate and lay overwintering eggs. There is thought to be one generation per year in Minnesota, but a second generation may occur. --- Soft Scales Cottony Maple Scale, Pulvinaria innumerabilis (Figure 7) Appearance: The most conspicuous stage is the brown female with a large cottony mass (egg sac) protruding from the rear. Females without egg sacs are 2-3 mm long, flat, pale-dark brown and soft. Hosts: Maples (especially silver), honeylocust, linden and other hardwoods. Damage: Infestations are usually not threatening to the health of the plant. Large amounts of honeydew support sooty mold growth. Heavy infestations can cause premature foliage drop and dieback of twigs and branches. --- Life History: Overwinter as immature, flat females on twigs. They begin growing in spring and by early summer, the conspicuous, white egg sac appears. Crawlers hatch in late June to early July and move to the undersides of leaves to feed. After spending the summer feeding on the leaves, mated females move back to twigs to overwinter. There is one generation per year. --- European Elm Scale, Gossyparia spuria (Figure 8) Appearance: Mature females are up to 10 mm, oval, red-brown with a white, waxy fringe. Blood-like, red liquid results when scales are crushed. Hosts: Elms. Damage: Sap sucking can cause stunted, chlorotic foliage, premature leaf drop and/or branch dieback. Associated black sooty mold growth from honeydew secretions on tops of branches gives trees an overall black appearance. Honeydew secretions are also commonly a nuisance to cars parked under infested elms. Life History: Overwinter as second instar nymphs in bark cracks and crevices. Females mature in late May, mate and begin laying eggs. Crawlers begin appearing in late June and egg hatch may extend through the end of July. Crawlers feed on leaves throughout summer, then migrate to branches before leaves drop in the fall. There is one generation per year. Lecanium Scales, Parthenolecanium spp. (Figure 9) Appearance: Females are initially flattened and brown in appearance. As they mature, they become hardened, brown and round in shape. Lecanium scales as a group are often difficult to distinguish one from another. The European fruit lecanium scale (Parthenolecanium corni) is probably the most common lecanium scale found in Minnesota on deciduous plants. Hosts: A wide variety of trees and shrubs. Damage: Dieback of twigs and branches as well as host weakening are possible, depending on population levels. Life History: Overwinter as second instar nymphs on twigs. In spring, scales mature and females lay eggs in May and June. Crawlers hatch in June and July and migrate to leaves to feed. In late summer, crawlers migrate back to twigs to overwinter. There is one generation per year. ![Fig. 9—Lecanium Scale (photo courtesy D. A. Leatherman)](image) There are many other less commonly encountered scales on trees and shrubs in Minnesota that are not illustrated in this publication. For identification and life history information, contact your local Minnesota Extension Service Office. Management In order to determine the best time to attempt control, you must determine when the scale is in its most vulnerable stage. For most scale insects, this is directly after egg hatch when the crawlers begin searching for feeding sites, but before they begin producing their protective cover. Use one or more of the following as a guide to determine when scale crawlers are present: 1. Calendar approach—where predetermined dates are used to treat for a pest each year (i.e. the approximate dates given in this publication). This is not always an accurate method due to annual weather fluctuations. 2. Pest Phenology—an event in a pest’s lifecycle (i.e. egg hatch) is approximated by using seasonal temperature data. 3. Plant Phenology—an event in a pest’s lifecycle coincides with an event in a plant’s lifecycle (i.e. flower bloom), although not necessarily the host plant. For instance, oystershell scale crawler activity has been associated with flower bloom in lilacs. 4. Visual inspection—plants are physically inspected and presence or absence of pests is determined. For instance, shaking branches over a sheet of paper and looking for crawlers moving about. Visual inspections are the most accurate way to determine control times and should be used to confirm the presence of scale infestations. If, however, plants cannot be inspected on a regular basis, pest or plant phenologies can be used as guides to determine approximate control times. If available, this information can be obtained from university extension personnel. Chemical Controls Adult scales are generally not affected by insecticides. However, because the crawlers have not secreted their protective cover, they are very vulnerable to insecticides, including alternatives to conventional insecticides such as soaps and oils (Table 1). Some scales have extended egg hatch periods and may require repeat applications to achieve satisfactory control. Caution: Read all insecticide label directions very carefully before buying and again before using to ensure proper use. In addition to treating at the crawler stage, some scales are vulnerable in their overwintering phase to dormant oil applications. These oils asphyxiate the scales, ultimately causing their death. Oils should be applied in spring before plant bud break (March-April). There are temperature and host restrictions for applying these oils, so read all labels carefully. Thorough coverage is essential for achieving good control. Table 1. Common Insecticides for Scale Insect Control \| Pesticide Options \| Timing/Remarks \| \|------------------------------------\|-------------------------------------------------------------------------------\| \| paraffinic oil (Horticultural Oil) \| Spray after crawlers have hatched. A second treatment 10 days later is sometimes necessary. Read label to determine if product is labeled for host in question. \| \| insecticidal soap (Safer’s Soap) \| \| \| chlorpyrifos (Dursban) \| \| \| carbaryl (Sevin) \| \| \| acephate (Orthene) \| \| \| malathion (Malathion) \| \|	2e2f60e8-4ac8-43d3-9114-77d2564c6b07	CC-MAIN-2024-33	https://conservancy.umn.edu/server/api/core/bitstreams/d9a5af9d-9938-48be-befd-9cafc3e1946f/content	2024-08-11T12:26:36+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00044.warc.gz	136,265,625	2,918	eng_Latn	eng_Latn	0.996855	eng_Latn	0.996875	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3200, 6411, 8931, 13720 ]	[ 3.546875 ]	1	1
MY ACTIVITY WORKBOOK Name: Activity Book Created By: Melissa Vienneau All designs & concepts were interpreted and modified for the activity book via Canva and other illustration tools. The purpose of this activity book is to be used as a tool for caregivers and a way to introduce children to healthy coping strategies as well as promote general emotional health and well-being. The booklet also encourages dialogue with caregivers and children through simple questions and interactive activities. Each activity will have a guide to provide instructions and goals. The pages marked "Doodle Page", however, are simpler activities that are more self-explanatory and meant to engage the child and break up harder tasks. Read through each section before engaging in the activities and remember to allow room for inaccuracies as the main goal of this booklet is to engage with the child and to simply introduce them to these strategies. The most effective way for the child to continue developing these coping strategies is by repetition and positive reinforcement. It is advised that before doing the activity, the caregiver should try to create a safe and quiet space for the child, away from distractions and stressors. Practice active listening (See attached guide-sheet) when going through each section to gain the most value out of the activities and interactions. Asking questions is also suggested throughout the workbook while keeping in mind not to overwhelm the child or to create a situation where they may not feel comfortable answering. In order to make these activities and topics a positive experience, move to the activities that you think will be useful depending on the child’s temperament and mood as you are completing them. You can also print out extra pages made available on the "Capital Region Mental Health and Addictions Association Inc." website to revisit the pages you find most helpful. & Most importantly, have fun! -M.V. ACTIVITY #1 This activity was created as a way to break the ice and evaluate the child’s temperament, in order for the caregiver to gain insight and adjust in order to be accommodating. Allow them to take their time finding each item listed and assist by re-reading to them the features/colour of each object as written in the list while they search. Another suggested approach to assisting in the object search would be to prompt their existing knowledge by describing the object’s typical attributes. For example, with the pink bunny search, you may say something like: “Have you seen a bunny before? Do they have small ears or big ears? This bunny is pink, what do you see in the picture that is pink?” Give as much or as little assistance as the child needs, the goal is for them to establish a dynamic with their caregiver and provide them with a sense that the caregiver is a source of help and support. Help Tommy and Dina Find their Toys - Pink Bunny - Purple Boat - Green Spaceship - Blue Train set - Yellow Rocking Horse Help the bird get to its nest. Doodle Page The goal of this activity is to practice reflection and awareness of positive life experiences. In this activity, encourage the child to write or draw something that makes them happy. Engage in a conversation about the subject matter of their choice. You can also make suggestions to help them if they are struggling to find examples. You can ask questions like: - “What do you like most about school?” - “Do you have a toy you really like playing with?” - “What is your favourite colour?” Suggestions should also take into consideration the specific age of the child, as interests change quickly. Keep things simple with younger ages and add specificity with children who are older when appropriate. Write or draw something that makes you feel happy on each water drop, to make your garden grow! It's okay to draw or write outside of the lines. Example: Baseball Example: My Happy Garden The goal of this activity is to help children understand how they feel and why by practicing emotional awareness and verbalization. In this activity, the child is to circle the cat that best reflects their mood at the time of the activity. The caregiver is then to ask the child what the reason behind their choice is, in order to ensure the child understands the task. It is also a good idea to help the child figure this out by asking questions about how they feel physically in order to help guide their decision as they are more aware of bodily sensations but may not be able to distinguish the emotions behind how they are feeling physically. Try asking general questions like: “Are you smiling a lot today?” “Do you feel shy today?” “How does your tummy feel today? Is it upset?” “Are you feeling tired today?” If the child does not identify with any of the options, allow the child to explain what they are feeling and write down some keywords with them in the “why” section. After the previous tasks are completed, read with the child through the bullet point affirmations before moving on to a different activity. How Do You Feel Today? Circle the cat that best reflects you. Write down why: Example: I am sad because I lost my favorite toy. Always Remember: • You can ask for help • It's okay to have feelings • You can talk to a friend • You can talk to a teacher • You can talk to a parent In this activity, you will guide the child through a breathing exercise. For this activity, you will lead by example and do the exercise while the child observes, then repeat the exercise concurrently with the child. 1. Place your open palm hand facing up, mimicking the image. 2. Trace your finger along the side of your pinkie upward simultaneously taking a deep breath in. 3. Hold your breath at the tip of the finger for 2 seconds (demonstrate by counting down two fingers with your tracing hand for the child to get a visual reference of the counting). 4. Then trace the inside of your pinking finger downwards while exhaling as the image shows. 5. Continue the demonstration with the rest of your digits to reinforce the example. 6. Go through each step again with the child following your direction this time. The goal of this activity is to teach the deep breathing exercise as a coping strategy for stressful situations and can also be used as a form of “grounding”. Deep breathing practices have been used more and more due to their beneficial effects. There have also been clinical studies conducted that showed a relationship between deep breathing exercises and overall health. Deep Breath Practice Deep breath Hold for 2 seconds Release Trace your Hand with your Finger for each step Illustrated by Melissa Vienneau Color in all of the bugs to catch them with Amol's net! For this activity, the child is to write an example on each of the snowflakes, they may write more than one example and go outside of the snowflake area if they need more space to write. If they are struggling to find an example, ask them broad questions and let them take their time answering each one. - In the “I Have…” snowflake you could ask: “do you have any pets? do you have a brother or a sister?” etc. - For the “I Can…” example, you can ask things like: “Is there anything you enjoy doing in class? Did you learn something new in school?” and so on. - In the “I Like…” you can broaden the topics and include things like their favourite colours, food, sport, toy, game etc. During the exercise, you can also move on to the next snowflake with the child completing them in no specific order. Try to empower them to complete the snowflakes without jumping in right away to help, and give them positive encouragement in the process. The goal of this activity is to make the child reflect on their differences in a positive light, as well as, allowing them to think independently when working through each snowflake. What Makes Me Unique? Write in the snowflakes what comes into your mind. You can write as many or as few as you want! I have... Example: I have... A dog I Like... I can... Remember: Being different is a good thing, we are all unique and special in our own way! This activity involves either the child or their caregiver reading the statements on the left in the "Negative Thoughts" section then reading the "Positive Outlook" statement on the right. If the child is able to read, allow them to read through the examples themselves then continue through. A way in which the caregiver can further expand on this is to ask the child if they recognize the negative thoughts as something they have previously felt. If the child does choose a familiar example, ask them to describe what happened, then have them read the accompanying positive statement and relate that situation in this new respect. It is important to remind them that feeling frustrated, upset, and disappointed is normal so that they feel validated by their caregiver. The goal of this activity is to challenge instinctual negative cognitions about the self and suggest an alternate way for dealing with these negative thoughts. This is an important coping strategy that helps build positive self-regard, confidence, and resilience. Turn: Negative Thoughts. Into: A Positive Outlook! I'm not good at this. I Don't understand. This is too hard. I made a mistake. I didn't do this right. I can get better! I can ask for help! I will challenge myself! Mistakes help us learn! I can try again! Connect The dots and color in your ocean friend! This activity is a way for the child to interact with the workbook and provide them with a respite from the other activities to ensure there is a good balance between reflection tasks and simpler interactive activities. Get the child to start with one example and allow them to color in the heart. They can begin with one heart in the first read-through and come back to them at a later time as well. The goal of this activity is to promote positive feelings and a sense of belonging. They may use any example that they can think of, it does not need to be a person. Allow the child to use examples like places, things, pets, activities etc. Color in the hearts and write down something you love for each one! Example: I Love: My grandparents I Love: ______________________ I Love: ______________________ I Love: ______________________ The purpose of this activity is to promote positive self-regard and identity. The child may not understand the specificity of the concept, but the goal is for them to reflect on themselves as individuals. Allow them to use examples that are closely related to the “self”, they may use more superficial examples like an item of clothing they have or own. You can also ask questions that will make them reflect on the positive aspects of themselves by asking things like “Do you share your toys with friends?” which would prompt the example “I like that I’m good at sharing”. Allow the child to also decide how many examples they wish to write. They may have just one example for this section, but they can simply revisit it at a later time. Once they have already been introduced to the concept it may be easier for them to think of examples at a later time as well. Things I like about myself: 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ 5. ____________________________ Example: I like that I am good at sharing This exercise has been frequently used as a way to “ground” children who are over-stimulated or experiencing stress. Children and adults alike experience over-stimulation and stressors, this example is a great way to allow the child to understand the concept of "centering" themselves as a coping strategy. For this exercise, walk the child through each step while allowing the child to take initiative on the objectives. The goal of this activity is to teach children how to use this "grounding" method as a coping tool when feeling stressed or over-stimulated. Grounding Exercise When you're feeling overwhelmed... List 5 things you see. List 4 things you feel. List 3 things you hear. List 2 things you smell. List 1 thing you taste. For this activity, every day the child will have a "goal" to complete. These goals vary from doing a one-time act to adapting a behaviour like saying "thank you" throughout the day when appropriate. At the end of each day the caregiver will ask the child if they accomplished their goal. Ask the child to tell you about this accomplishment and allow them to colour in the star if they were successful. If the child was not able to accomplish the goal, caregivers may give them the option to trade in their bonus star or simply try again the next day. The purpose of this activity is to practice positive behaviours at an early age in order to foster healthy practices throughout adulthood. Many of these "kindness goals" revolve around tasks and healthy habits. By creating a situation where the child is able to contribute, the concept is that it will help give them a sense of accomplishment as well as belonging within their social systems. This activity can be repeated each week or caregivers may print out a blank version in order to have more specific and tailored goals for their child. Caregivers may also incentivize the child with the added "Bonus" star as a motivational tool. Some reward examples could be: - An extra half hour of television - Cooking their favourite meal (opportunity to continue promoting the habit of helping with meal preparation) - An activity of their choice Daily "Kindness" Goals Complete your goal for each day and colour in your star! You can even write your own kindness challenge for the bonus star! Day 1: Help with tidying Day 2: Say "thank you" Day 3: Give compliments Day 4: Write a letter to someone. Day 5: Call a grandparent or family member to say hello. Day 6: Help prepare a meal Day 7: Share Write your own!: ____________ References, Activities, and concepts, informed by: Activity #4: “Deep Breath Practice” concept: Burnett, C. (2020, May 30). Take 5 Breathing Exercise for Kids: Learn to Manage Big Emotions, from https://childhood101.com/take-5-breathing-exercise/ Activity #6: image layout reference: Brown, B. (n.d.). The Gifts of Imperfection: https://brenebrown.com/tgoi-downloads/?utm_medium=social&utm_source=LinkedIn&utm_campaign=goi_hub. Illustration adapted from “wholehearted guidepost” by artist: Andrea pippins. Activity #8: “5 Thing I like about myself” concept: Bhattacharjee, K. (2020, September 19). FREE Printable Self Esteem Worksheets, from https://www.freebiefindingmom.com/free-printable-self-esteem-worksheets Activity #9: “Grounding” exercise example: Tumminia, A. (n.d.). 54321 Grounding Technique/Coping Skill: Classroom Poster: Student Reference. https://www.teacherspayteachers.com/Product/54321-Grounding-TechniqueCoping-Skill-Classroom-Poster-Student-Reference-4122777 This activity book aims to promote general emotional well-being. With special thanks to Capital Region Mental Health & Addictions Association Inc. 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\| Month \| Class 1 - M.A Punjabi (F) \| Class 2 - M.A Punjabi (F) \| Class 3 - B.A. (H) \| Class 4 - B.A. (H) \| \|-------------\|---------------------------\|---------------------------\|--------------------\|--------------------\| \| August 2022 \| \| \| \| \| \| Week 3 \| \| \| \| \| \| Week 4 \| \| \| \| \| \| September 2022 \| \| \| \| \| \| Week 1 \| \| \| \| \| \| Week 2 \| \| \| \| \| \| Week 3 \| \| \| \| \| [Handwritten notes in Punjabi] \| Month \| Class M.A Final \| Class B.A 1ST \| Class M.A Brevious \| Class B.A III (H) \| \|-------------\|-----------------\|---------------\|--------------------\|-------------------\| \| August 2022 \| \| \| \| \| \| Week 3 \| \| \| \| \| \| Week 4 \| \| \| \| \| \| September 2022 \| \| \| \| \| \| Week 1 \| \| \| \| \| \| Week 2 \| \| \| \| \| \| Week 3 \| \| \| \| \| Notes: - The lesson plan is for the session 2022-23, odd semester. - The department is Punjabi. - The classes include M.A Final, B.A 1ST, M.A Brevious, and B.A III (H). - The papers are listed in Punjabi script. The content of each week's lesson plan is written in Punjabi script and includes topics such as: - Literature - Grammar - Composition - Translation - Critical Analysis The teacher's signature is present at the bottom of the page. \| Week 4 \| October 2022 \| \|--------\|--------------\| \| Week 1 \| मेरे मातियों नहीं हैं जिसमें विलास बनाए रखने का अनुभव \| \| Week 2 \| ग्राम पंचायत-दा मुक्त-मानव शासन माध्यमिक सिक्का के दिशानिर्देश द्वारा रचित \| \| Week 3 \| भूतल माध्यमिक शासन द्वारा वृत्तांत विकास बनाए रखने का अनुभव \| \| Week 4 \| शासन दिशानिर्देश - दिशानिर्देश शासन द्वारा माध्यमिक शासन के दिशानिर्देश द्वारा रचित \| \| November 2022 \| \|----------------\| \| Week 1 \| दीर्घकाल दे भूतल शासन द्वारा वृत्तांत बनाए रखने का अनुभव \| \| Week 2 \| शासन दिशानिर्देश द्वारा विकास विकास द्वारा प्रदर्शित शासन के दिशानिर्देश द्वारा रचित \| \| Week 3 \| \| \|--------\|---\| \| \| \| \| \| \| \| Week 4 \| \| \|--------\|---\| \| \| \| \| \| \| \| December 2022 \| \| \|---------------\|---\| \| Week 1 \| \| \| \| \| \| \| \| \| Week 2 \| \| \|---------------\|---\| \| \| \| \| \| \| \| Preparatory Days \| \| \|------------------\|---\| \| \| \| \| \| \| Dated Signature of Teacher Sukhloinder Kaur \| Month \| Class B.A. III (H) \| Class B.A. II \| Class M.A. F \| Class M.B.A. I Behaviour \| \|-------------\|--------------------\|---------------\|--------------\|--------------------------\| \| August 2022 \| \| \| \| \| \| Week 3 \| \| \| \| \| \| Week 4 \| \| \| \| \| \| September 2022 \| \| \| \| \| \| Week 1 \| \| \| \| \| \| Week 2 \| \| \| \| \| \| Week 3 \| \| \| \| \| [Handwritten notes in Punjabi] \| Week 3 \| હું તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| હું તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| પ્રથમ (પ) વિભાગ માટે રચનાત્મક અને લખાઈ માટે પ્રથમ (પ) વિભાગ માટે રચનાત્મક અને લખાઈ માટે \| \| Week 4 \| જીબા ક્રિયા દ્વારા જાણની જાણશો સહજી \| જીબા ક્રિયા દ્વારા જાણની જાણશો સહજી \| પ્રથમ (પ) વિભાગ માટે રચનાત્મક અને લખાઈ માટે પ્રથમ (પ) વિભાગ માટે રચનાત્મક અને લખાઈ માટે \| \| December 2022 \| \| \| \| \| \| Week 1 \| અને તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| અને તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| પ્રથમ (પ) વિભાગ માટે રચનાત્મક અને લખાઈ માટે પ્રથમ (પ) વિભાગ માટે રચનાત્મક અને લખાઈ માટે \| \| Week 2 \| અને તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| અને તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| અને તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| અને તમારી પણ જાણે છું કે તમારી જાણની જાણશો સહજી \| Dated Signature of Teacher \| Month \| Class M.A. Final. Paper 2 \| Class B.A. Dual Paper Punjabi Elective \| Class M.A. Final. Paper 2 \| Class M.A. Previous Paper 2 \| \|-------------\|---------------------------\|----------------------------------------\|---------------------------\|----------------------------\| \| August 2022 \| \| \| \| \| \| Week 1 \| \| \| \| \| \| Week 4 \| \| \| \| \| \| September 2022 \| \| \| \| \| \| Week 1 \| \| \| \| \| \| Week 2 \| \| \| \| \| \| Week 3 \| \| \| \| \| [Signature] \| Week 3 \| નિયમની જાહેરાત રજીસ્ટરના પ્રશ્નની માહિતી અને તુલના કરવાની વિધિ \| \|--------\|------------------------------------------------------------------\| \| Week 4 \| જન્યુઆરી ફિક્સેડ હિસ્ટોરી શેડ્યૂલની પ્રશ્નની માહિતી અને તુલના કરવાની વિધિ \| \| December 2022 \| \| \| Week 1 \| નિયમની જાહેરાત રાંગ દી ફિસ્ટમાં પ્રશ્નની માહિતી અને તુલના કરવાની વિધિ \| \| Week 2 \| નિયમની જાહેરાત રાંગ દી ફિસ્ટમાં પ્રશ્નની માહિતી અને તુલના કરવાની વિધિ \| Preparatory Days Dated Signature of Teacher	745093e4-15e8-4c26-a124-ab051d7a3f2c	CC-MAIN-2023-06	https://storage.googleapis.com/zmg-mmcollege/Lesson_Plan_of_Punjabi.pdf	2023-02-08T07:25:43+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500719.31/warc/CC-MAIN-20230208060523-20230208090523-00010.warc.gz	561,429,283	2,896	eng_Latn	eng_Latn	0.966323	eng_Latn	0.985919	[ "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown" ]	true	rolmOCR	[ 1060, 2332, 2940, 3394, 4281, 5127, 6415, 6890 ]	[ 2.328125 ]	1	0
Central Institute for the Deaf's Word of Mouth class: developing its future Rachel Condon Follow this and additional works at: https://digitalcommons.wustl.edu/pacs_capstones Part of the Medicine and Health Sciences Commons Recommended Citation Condon, Rachel, "Central Institute for the Deaf's Word of Mouth class: developing its future" (2001). Independent Studies and Capstones. Paper 346. Program in Audiology and Communication Sciences, Washington University School of Medicine. https://digitalcommons.wustl.edu/pacs_capstones/346 This Thesis is brought to you for free and open access by the Program in Audiology and Communication Sciences at Digital Commons@Becker. It has been accepted for inclusion in Independent Studies and Capstones by an authorized administrator of Digital Commons@Becker. For more information, please contact firstname.lastname@example.org. CENTRAL INSTITUTE FOR THE DEAF'S WORD OF MOUTH CLASS: DEVELOPING ITS FUTURE by Rachel Condon An independent study submitted in partial fulfillment of the requirements for the degree of Master of Science in Speech and Hearing Emphasis in Audiology Washington University Department of Speech and Hearing May 25, 2001 Approved by: Nancy Tye-Murray, Ph.D., and Elizabeth Mauze, MS CCC-A, Independent Study Advisors Introduction Aural rehabilitation (AR) programs were first seen implemented at the end of WWII to help the thousands of soldiers who returned home from the war with hearing loss. In the beginning of AR, most programs mainly consisted of speechreading and/or lipreading (Alpiner & McCarthy, 2000). Since that time AR programs have grown to typically include the following: hearing aid orientations, speechreading, listening training, communication strategy training, and counseling on the impact of hearing loss (Kricos & Holmes, 1996). Although, aural rehabilitation programs have grown there has been debate on what type of programs have been effective in fulfilling the goals of AR. The goals of AR are to minimize communication difficulties and decrease psychosocial handicaps that arise as a result of hearing impairment (Kricos, Holmes, & Doyle 1992; Tye-Murray, 1998). In a study done by Kricos and Holmes (1996), two types of intervention were compared to see if they improved speech recognition, self-perceived hearing handicap, and psychosocial status or in other words were effective AR programs. Seventy-eight adults with bilateral sensorineural hearing loss were divided into three training groups. One group received analytic auditory training, which is structured syllable drill, aimed at improving the recognition of individual consonants and vowels. Another group received active listening training which emphasizes using linguistic and contextual cues to comprehend the general meaning of the spoken message. The third group received no treatment. Those groups receiving AR treatment did so for 1 hour, two times a week for four weeks on an individual basis (Kricos and Holmes, 1996). Kricos and Holmes stated that “the active listening training was found to be an effective rehabilitation procedure for older adults with hearing loss, significantly improving speech recognition and psychosocial functioning.” They came to this conclusion based on the fact, the individuals involved in active listening training improved their abilities to cope with communication breakdowns. The analytic auditory training was not found to be an effective AR program in that it did not improve speech recognition, hearing handicap, or negative psychosocial effects (Kricos & Holmes, 1996). Although the analytic auditory training was not beneficial the active listening training resulted in benefit for the hearing impaired individuals. This suggests that AR programs that are directed toward improving an individual's confidence so they can feel better about themselves and concentrate more on the overall meaning of the spoken message are more beneficial to hearing impaired individuals. This was further looked at in research done by Beynon, Thorton, and Poole in 1997. They looked at the efficacy of a communication course for first time hearing aid users. The communication course was a four week long course consisting of sessions that discussed the nature of hearing impairment and the effects of hearing loss in different situations, hearing aid orientation, communication strategy training, lipreading, and counseling. The study resulted in the group that had received the communication course showing a significant reduction in hearing handicap compared to those who had received a hearing aid fitting alone. This once again supports the utilization of AR programs and emphasizes its importance to hearing impaired individuals and their communication abilities. It has been mentioned that hearing impaired individuals often experience negative psychosocial effects as a result of their hearing impairment. In a review done by Danermark (1998) examining hearing impairment, emotions, and rehabilitation he stated that anxiety, reduced satisfaction, negative self-image, irritation and embarrassment are possible emotions experienced by adults with hearing impairment. The negative emotions that the individual is experiencing may be the result of communication breakdowns. In an article by Foster (1998), examples of the impact of communication breakdowns were given. For instance, the individual with the hearing impairment may be teased or ridiculed. He or she may miss information and perceive misinformation. They may experience social rejection and isolation, which may result with the individual withdrawing from social life. AR programs are aimed to prevent and lessen the impact of hearing impairment and communication breakdowns. Abrams et al (1992) examined whether participating in a counseling-based AR program would reduce the patient’s psychosocial problems any more than simply using a hearing aid. In their study, after the individuals were fit with hearing aids they completed the Hearing Handicap Inventory for the elderly (HHIE) and were counseled as to the effects of their hearing loss on communication. They then were randomly assigned to three different groups. Group one received an additional three weeks of treatment, which included a general overview of hearing physiology and the communication process. Treatment also included speechreading, communication strategy training, and information about other resources that offer support for their hearing impairment. Group two only received the initial counseling at the time of the hearing aid fit. Group three, the control group, did not receive any counseling. Abrams et al (1992) investigated the effectiveness of counseling treatment by administering the HHIE once again two months following the hearing aid fitting. The findings suggest that hearing aid use in combination with a counseling-based AR program is effective in reducing a hearing impaired individuals’ self-perception of hearing handicap. Both groups that received counseling showed a reduction in perceived hearing handicap, however, those that had the more extensive counseling treatment had a greater reduction of perceived hearing handicap (Abrams et al., 1992). These findings once again support AR programs, particularly, those that focus on communication counseling. Although research suggests that AR is effective, the question still remains to why there is a need to develop and continue to implement AR programs. The fact is that about 28 million people in the United States have some degree of hearing loss (Tye-Murray, 1998). This number is only expected to increase with the aging of the “baby boom” population. Already in a survey by the National Center for Health Statistics (1986), “Hearing impairment is the third most prevalent condition affecting older adults.” With the expected increase of the hearing impaired population, more individuals will be seeking audiologic services to obtain hearing aids and to get help in dealing with their hearing loss. This suggests that more and more people with have a degradation in their overall quality of life due to their hearing impairment. Implementing AR programs would abate the problems experienced and improve communication skills. Therefore, AR is important for treating the hearing impaired in the future. Currently, the Central Institute for the Deaf has an AR class called Word of Mouth. It’s aim is to enhance speechreading abilities and teach communication strategies in an interactive way. In a study done by Susan Hamilton in 2000, Word of Mouth was found to have positive long-term effects on speechreading and the use of communication strategies. To date, the class is one hour, one day a week for four weeks and is taught by an audiologist or speech language pathologist. The content of the class consists of various materials from a variety of sources. The participants are given handouts on the various topics of discussion during each class. The treatment entails teaching communication strategies particularly repair strategies and speechreading through informative lecture, interactive computer software, and homework. Word of Mouth’s success has prompted further work to organize the class in order to make it available to other audiologists that are interested in implementing an aural rehabilitation program. The additional work has resulted in a step by step guide to implementing the class respectively called Word of Mouth. Procedure Observations were made of five Word of Mouth courses. Based on these observations and the current instructor’s requests changes have been made. The course was made up of material, which had been gathered from a variety of aural rehabilitation programs, articles, and books. In order to develop an aural rehabilitation program to be available for other audiologist, revisions of the material had to be made. The materials also had to be compiled in an organized manner. Each week of the class was reviewed and the appropriate changes were made. For week one of the course, “get to know you” exercises were added. This was added to provide organized exercises for the group members to get to know one another and hopefully feel more at ease throughout the program. Along with the “get to know you” exercises, a variety of hearing handicap scales were added to the program. The original class used the Communication Scale for Older Adults (CSOA) by Kaplan et al. (1997). This scale measures an individual’s use of communication strategies and attitudes toward their communication abilities on a three point scale. The CSOA is very long, consisting of 72 questions. Due to its length, the option to choose different hearing handicap scales, which may be shorter and less time consuming, may be beneficial to the instructor. Observations were also made during week one that the group members did not finish filling out the hearing handicap scale all at the same time. Therefore, suggestions were made to the instructor to implement another “get to know you” activity or to provide literature on lipreading or repair strategies for the members that are finished to begin reading. The materials to administer the different activities were compiled and added to the course for the instructor. In addition, to including new materials into week one, a step by step guide on how to administer the course was developed. The development of an administration guide was also developed for the other three weeks of the course along with the development of handouts. The result is a instructors binder divided up into four weeks. Each week has been further divided into a step by step guide and handouts. All the handouts are labeled with the appropriate week in which it should be used and a letter key. This organization will enable the instructor to easily access the materials needed to administer the program. Results: Please refer to the next page for the resulting Word of Mouth instructors manual. INTRODUCTION: Word of Mouth is an aural rehabilitation course designed to enhance speechreading ability, improve the use of communication strategies, and help to decrease negative psychosocial effects caused by hearing loss. It is directed toward adults with hearing impairments, particularly professionals, whom are having difficulty communicating due to their hearing loss. The course is designed for four one in a half hour long sessions. We have organized this manual into 4 weeks, one session per week. Each week will provide you with step by step instructions to administer the course. All of the materials are provided. Our goal is to provide you, the clinician, with the appropriate tools to implement your own Word of Mouth class or to use as a guideline. We have found this program to be very successful in our own clinic at the Central Institute for the Deaf and we hope that you do as well. Visual Guide to Lipreading Rachel K. Condon Elizabeth Mauze, MS CCC/A Nancy Tye-Murray, Ph.D. # Table of Contents \| Topic \| Page \| \|--------------------------------------------\|------\| \| What is Lipreading? \| 1 \| \| What is Speechreading? \| 2 \| \| Tips to improve lipreading \| 3 \| \| Tips to improve speechreading \| 4 \| \| How do I use this manual? \| 5 \| \| Lesson 1: P, B, M \| 6 \| \| Lesson 2: F, V \| 7 \| \| Lesson 3: TH \| 8 \| \| Lesson 4: SH, ZH, CH, J \| 9 \| \| Lesson 5: WH, W \| 10 \| \| Lesson 6: Long O \| 11 \| \| Lesson 7: Long U \| 12 \| \| Lesson 8: OY \| 13 \| \| Lesson 9: OW \| 14 \| \| Lesson 10: KW (Q) \| 15 \| \| Lesson 11: Long I \| 16 \| \| Lesson 12: Long E \| 17 \| \| Lesson 13: Long OO \| 18 \| \| Lesson 14: Short OO \| 19 \| \| Lesson 15: AH, AW \| 20 \| \| Lesson 16: Long A \| 21 \| \| Lesson 17: R \| 22 \| \| Lesson 18: UR \| 23 \| \| Lesson 19: L \| 24 \| \| Lesson 20: NK, NG \| 25 \| \| Lesson 21: S, Z, T, D, N \| 26 \| \| Lesson 22: Y, H \| 27 \| \| Lesson 23: K, G \| 28 \| \| Lesson 24: Short E, A, I, U \| 29 \| What is Lipreading? Lipreading is the process of recognizing speech by only using visual cues. In other words, it is understanding what is said by watching lip movement and facial expressions. It is different from Speechreading, in that it doesn’t rely on auditory or contextual information. Due to the fact that lipreading is independent from auditory information, individuals with hearing impairments sometimes find it helpful to communicate when they lipread. Although, some find it beneficial it is a very challenging task. Many speech sounds look alike on the mouth when they are produced. In addition to speech sounds looking alike, 40-60% of words look alike on the mouth. Not only do sounds and words look the same, but 60% of sounds are not visible when they are produced. Talker differences can also make it difficult to lipreading. As well as very rapid speech. When an individual speaks rapidly it allows very little time to visually integrate what the speaker has said. Other factors that contribute to lipreading’s difficulty are coarticulation and word stress. Coarticulation is when the same sound appears different due to the sounds that come before or after it. For instance, the sound /p/ looks different in the word pat than in the word put. As you can see there are a lot of reasons why lipreading is difficult. This manual is meant to help you deal with the challenges that lipreading presents. It will give you tips on how you may improve your lipreading ability and give you exercises for you to practice your lipreading. What is Speechreading? Speechreading is the process of recognizing speech by using auditory and visual cues. While speechreading, the person attends to the talkers' lip movement and facial expressions as well as auditory and contextual cues. Speechreading differs from lipreading in that it looks at all the information available that gives cues to the communicating message. Lipreading only looks at lip movement and facial expressions. Most people speechread every day to help them communicate and they don't even realize it! For instance, if you are in a noisy environment understanding what is said is easier when you watch the speakers' face while listening. When you have a hearing loss, you have to rely more on speechreading than using it just in noisy situations. Speechreading will help you communicate in every environment when you have a hearing loss. The importance of developing speechreading skills only increases with degree of hearing loss. The greater your hearing impairment, the greater your need for speechreading. This manual emphasizes lipreading. However, lipreading is one aspect of speechreading. Practicing lipreading will help develop your speechreading skills. Exercises will be provided to practice your speechreading as well as your lipreading. Tips to Improve Lipreading Lipreading poses many challenges for the hearing impaired individual. However, lipreading performance is highly variable. How well an individual can lipread cannot be predicted by the individual’s intelligence, educational achievement, duration of deafness, age at onset of hearing loss, socioeconomic status, verbal ability, personality, or visual attention span. The following are tips to help you lipread. - Vision: According to Woodland and Barber (1960) only 40% of speech sounds are visible on the mouth, due to the limited amount of visual sounds it is important that you see the few that are visible optimally. If you feel like you are having trouble seeing the speakers’ mouth, make an appointment with your eye doctor. Good vision will enable you to see the speakers’ lips optimally. - Attention: Pay close attention to your speaker. - Relaxation: Relaxing while you lipread will prevent you from tiring quickly or letting your attention drift from the speakers’ mouth. Instead, you will be able to focus on what the speaker is saying. - Patience: Learning how to lipread takes time. Even after you have learned the basics you will still need to practice. - Confidence: Don’t be overly concerned by making simple mistakes. Guessing what the talker has said, makes for a good lipreader. With continued practice you will see improvement. - Recall: Have a good visual memory of how the sounds are shaped. - Practice: Practice whenever you can. Always be aware of the sounds others make by silently forming each sound. - Don’t give up! Make lipreading enjoyable. Try watching your favorite game show with the volume turned down and see how much you can understand what they are saying. Tips to Improve Speechreading Remember lipreading is one aspect of speechreading. Your main goal in lipread is to improve your communication with people. Recognizing each sound is not as important as understanding the content of the message. Speechreading looks at the whole picture: auditory, visual, and contextual information about the message. The following are tips you, as the speechreader should do to enhance your speechreading skills. ♦ Look at the speakers’ whole face! If you limit your line of vision to the lips you may be missing out on clues about the speakers’ message. For instance, raised eyebrows can tell you if the speaker is asking you a question. ♦ Pay attention! ♦ Provide feedback! If the speaker is covering their mouth or talking too fast to the point where you can’t see or understand what is being said, ask the speaker to move to where you can see their mouth or ask them to slow down. ♦ Plan Ahead! ♦ Take a break if frustrated! ♦ Tell the speaker what communication strategy would be most beneficial for you to understand what they are saying. Tell them to move into the light if they are standing in a shadow and you cannot see their lip movements. ♦ Confirm details! ♦ Have realistic expectations! Even people with normal hearing have trouble communicating in noisy environments. ♦ Ask for the topic! Knowing the topic of discussion will narrow-down the possibilities of what the speaker is saying. For instance, if the topic is weather, you know that they won’t be talking about what they had for dinner the night before. ♦ Always face the speaker! If you cannot see the speaker, you will have less of a chance in understanding what is being discussed. ♦ Never Bluff! Pretending that you understood what was said will not help you communicate, it may even put you in an embarrassing situation. How do I use this manual? This manual was developed to enhance your visual skills. Each lesson will provide exercises to improve both lipreading and speechreading. Remember to use the tips discussed on pages 3 and 4 to help you improve your skills in both areas. If you follow the directions you will be on your way to improving your communication ability. For each lesson do the following: 1. Memorize how each sound looks by studying the pictures. 2. Use a mirror to watch yourself produce each sound. Always start each sound with the lips together. 3. Practice each exercise until you feel comfortable recognizing the sound shape. You may be asking yourself, “When should I move onto the next lesson?” You are ready to move on to the next lesson, if you can easily identify the sound you have practiced with different communication partners. Have your communication partner mouth each exercise, so you can practice your lipreading. Lesson 1: P, B, M \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| P \| \| Lips are closed. For sounds P & B, the lips will burst open toward the end of the sound. \| \| B \| \| \| \| M \| \| \| Exercises: P, B, M Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds P, B, and M appear in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|------------\|----------\|----------\| \| Bunch \| Picture- \| Number \| Happy \| Rhubarb \| Trap \| Breakfast \| Play \| \| Make \| Bill \| Someday \| Maybe \| Climb \| Rub \| Prize \| Firm \| \| Pound \| Mother \| Suppose \| Grandma \| Droop \| Room \| Smile \| Stamp \| \| Bouquet \| Pizza \| Neighbor \| Tomato \| Sob \| Dime \| Bleak \| Blow \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ April showers will bring may flowers. ♦ Grandma made pumpkin bars last night. ♦ The picture on the mantle is beautiful. ♦ I need to buy a stamp to put on my envelope. ♦ For breakfast I had scrambled eggs and bacon. ♦ Pecan pie is my favorite dessert. ♦ My neighbor went on a camping trip. Lesson 2: F, V \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| F \| \| Lips are opened slightly. Upper teeth rest on top of lower lip for both sounds. \| \| V \| \| \| Exercises: F, V Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds F and V appear in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|----------------\|----------\|------------\| \| Four \| Vacation \| Offer \| Movie \| Tough \| Save \| Flower \| Resolve \| \| Vision \| Fumble \| Favorite \| Before \| Off \| Stove \| Sift \| Wives \| \| Feet \| Visit \| Information \| Even \| Reef \| Have \| Friend \| Shovel \| \| Very \| Fill \| Television \| Giving \| Above \| Safe \| Serve \| Flood \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - I shoveled the driveway after the first snowfall. - The flowers were put in the silver vase. - We went to Florida for Vacation this past November. - We keep our movies in the cabinet above the television. - My audiologist gave me information on hearing aids. - The quarterback fumbled the football after the first down. Lesson 3: TH Sounds TH How sound looks Lips are opened slightly. Tongue is raised forward and upper teeth rest on tongue. Exercises: TH Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound TH appears in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|------------\|----------\|----------\| \| Thumb \| Thing \| Birthday \| Tooth \| Bath \| Wealth \| \| Throat \| The \| Anything \| Other \| Smooth \| Truth \| Throw \| \| Those \| That \| Although \| Weather \| Breathe \| With \| Healthy \| \| Theory \| Three \| Bathroom \| Rather \| Mouth \| death \| Threat \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - The game was canceled due to the weather. - On my birthday we went to the theatre. - I would rather take a bath than a shower. - I held my breath when the game went into sudden death. - My mother told me to throw away the dirty paper plates. - The trip to the zoo with my grandchildren went smoothly. Lesson 4: SH, ZH, CH, J \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| SH \| \| Lips are rounded and slightly open. Teeth are brought together. \| \| ZH \| \| \| \| CH \| \| \| \| J \| \| \| Exercises: SH, ZH, CH, J Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds SH, ZH, CH, and J appear in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|-----------\|----------\|----------\| \| Chicken \| Sure \| Kitchen \| Engine \| Speech \| Large \| Shrink \| March \| \| January \| Shark \| Machine \| Casual \| Cash \| Each \| Preacher \| Shrub \| \| Champagne \| June \| Erosion \| Picture \| Mileage \| Wash \| Danger \| Partial \| \| Sure \| Chair \| Enjoy \| Digital \| Language \| Judge \| Finished \| March \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I enjoy going to church to hear the preacher. ♦ The explosion damaged the expensive machine. ♦ I am not sure what the mileage is on my car. ♦ Each page has a different picture on it. ♦ I received my digital hearing aids from my audiologist. ♦ Teaching people how to speechread is very rewarding. Lesson 5: WH, W \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| WH \| \| Lips are rounded and slightly open. Teeth are brought together. \| \| W \| \| \| Exercises: WH, W Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds WH and W appear in different positions in a word or when blended with different consonants. ★ Notice that WH and W do not exist in the final position of words. \| Initial \| Medial \| Blends \| \|-----------\|--------------\|-----------\| \| Went \| Window \| Dwell \| \| Wink \| One \| Toward \| \| Wheat \| While \| Sweet \| \| West \| Went \| Anguish \| \| Everyone \| Awake \| \| \| Forward \| Always \| \| \| Reward \| Power \| \| \| Anywhere \| away \| \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I enjoy going to church to hear the preacher. ♦ The explosion damaged the expensive machine. ♦ I am not sure what the mileage is on my car. ♦ Each page has a different picture on it. ♦ I received my digital hearing aids from my audiologist. ♦ Teaching people how to speechread is very rewarding. Lesson 6: Long O \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| O \| \| Lips are rounded and brought forward to where they look like the letter O. \| Exercises: Long O Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the long O sound appears in different positions in a word. \| Initial \| Medial \| Final \| \|---------\|----------\|---------\| \| Open \| Okay \| Close \| Coke \| Go \| Crow \| \| Over \| Own \| Boat \| Home \| Bow \| No \| \| Old \| Order \| Foam \| More \| Tow \| know \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - The sailboat came into the harbor. - The garage door was open when she arrived home. - We had to close the windows when it rained. - Do you go to the grocery store once a week? - It is okay to sleep in on the weekends. - No one knows where to go for dinner. Lesson 7: Long U \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| Long U \| ![Lips image] \| Lips are slightly rounded with corners of mouth together. \| Exercises: Long U Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the long U sound appears in different positions in a word. \| Initial \| Medial \| Final \| \|---------------\|---------------\|-----------\| \| Ukulele \| Fuel \| Sue \| \| Useless \| Juice \| Two \| \| Unit \| Music \| True \| \| United States \| Cute \| You \| \| Utah \| Include \| Blue \| \| Uniform \| Community \| Few \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ The soldier got in trouble for not wearing his Uniform. ♦ We went on vacation in Salt Lake City, Utah. ♦ A glass of orange juice in the morning will fuel you for the day. ♦ Is it true that the color blue has a calming effect on people? ♦ Do you know how to play the ukulele? ♦ I only own a few business suits. Lesson 8: OY Sounds OY How sound looks How sound is made OY is made with two lip movements. First, lips are rounded and brought forward. Then corners of mouth are spread backward as if the person is smiling. Exercises: OY Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound OY appears in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|------------\|----------\| \| Oink \| Soil \| Choice \| \| Ointment \| Poison \| Noise \| \| Oyster \| Boiled \| Toy \| \| \| \| Destroy \| \| \| \| Enjoy \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - The boy enjoyed watching the bull fight. - The baby played with the noisy toy. - I rubbed ointment on my sunburn. - Have you ever been to an oyster bar? - The poison destroyed the farmer’s crops. Lesson 9: OW Sounds OW How sound looks How sound is made OW is also made with two lip movements. First, lips are slightly spread. Then the lips are brought together and are slightly puckered. Exercises: OW Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound OW appears in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|------------\|----------\| \| Out \| House \| Wow \| \| Ounce \| Town \| Now \| \| Ouch \| Mouth \| How \| \| Outdoors \| Found \| Cow \| \| Outside \| Proud \| Prow \| \| \| Crown \| Sow \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ “Ouch! I hate it when I burn my mouth!” ♦ A pound equals sixteen ounces. ♦ The kids are playing outside on the playground. ♦ The cop found the prowler behind the bushes. ♦ Now it is time to move on to the next lesson. Lesson 10: KW (Q) Sounds KW (Q) How sound looks How sound is made Like OY and OW, KW (Q) is made with two lip movements. First, lips are slightly spread. Then the lips are brought together and are puckered. Exercises: KW (Q) Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound KW appears in different positions in a word. ★ Notice that KW does not appear in the final position. \| Initial \| Medial \| \|-----------\|--------------\| \| Quail \| Quarter \| \| Quart \| Quilt \| \| Quit \| Quotation \| \| Quirk \| Quarrel \| \| Inquiry \| Consequence \| \| Sequoia \| Acquaintance \| \| Tranquil \| Liquid \| \| Equal \| Require \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ My uncle was quoted in today’s paper. ♦ Tonight’s featured special is stuffed quail in a garlic cream sauce. ♦ My great grandmother made the quilt that is on my bed. ♦ Did you quit your job or did they let you go? ♦ The student could not answer the professor’s question. Lesson 11: Long I Sounds Long I How sound looks How sound is made Two lip movements are once again needed to produce the long I sound. First, lips are spread wide open. Then the lips are brought together slightly closed. Exercises: Long I Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the long I sound appears in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|-----------\|---------\| \| Ice \| Find \| Pie \| \| Ivy \| Hide \| Guy \| \| I’ll \| Hike \| Why \| \| Isle \| Fight \| Lie \| \| Ideal \| File \| By \| \| Identify \| Bright \| Rely \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - The island was full of bright colorful flowers. - A fight broke out between two guys in the front of the line. - Many people lie about their weight on their drivers’ license. - I always have pecan pie on Thanksgiving day. - The boy couldn’t find anyone when he played Hide and Go Seek. Lesson 12: Long E \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| Long E \| ![Image] \| Corners of mouth are spread up and back as if you are smiling. \| Exercises: Long E Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the long E sound appears in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|--------------\|-----------\| \| Eagle \| Deep \| Knee \| \| Easter \| Sleep \| Free \| \| Easy \| Feed \| Me \| \| Eat \| Teacher \| Three \| \| Each \| Speak \| See \| \| Efferent \| Please \| Plea \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - My ice cream melted before I had the chance to eat it. - The eagles nest is in that tree. - There are three apples on the teacher’s desk. - She fell and skinned her knee. - They say that kids need at least eight hours sleep a night. - Each person had to speak in front of the class. Lesson 13: Long OO \| Sounds \| How sound looks \| How sound is made \| \|--------\|----------------\|-------------------\| \| Long OO\| \| Corners of mouth are brought toward center causing the lips to open and round slightly. \| Exercises: Long OO Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the long OO sound appears in different positions in a word. - Initial - Oops - Ooze - Oodles - Medial - Tooth - Moon - Soup - Final - Who - Two - Threw - True Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. - Would you like soup for lunch? - There is a full moon tonight. - I threw away the oodles of junk mail that arrived while I was on vacation. - My tooth hurt, so I went to see my dentist. - Oops, I forgot my check book at home. Lesson 14: Short OO \| Sounds \| How sound looks \| How sound is made \| \|--------\|----------------\|-------------------\| \| Short OO \| ![Image] \| Corners of mouth are brought toward center causing the lips to open and round slightly. \| Exercises: Short OO Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the short OO sound appears. ★ Notice that short OO only appears in the medial position. Medial - Book - Put - Would - Cook - Foot Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ Please put the book on the table. ♦ Just keep putting on foot in front of the other. ♦ Would you look in the drawer for a flashlight? ♦ My favorite thing to do when I have some free time is cook. Lesson 15: AH, AW \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| AH, AW \| ![Image](image) \| Lips are spread wide open so that only upper teeth are visible. \| Exercises: AH, AW Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds AH and AW appear in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|-----------\|---------\| \| Awful \| Olive \| Fall \| Caught \| Saw \| \| Awesome \| On \| Knot \| Dawn \| Jaw \| \| Honor \| Awkward \| Bomb \| Fought \| Straw \| \| Often \| Auto \| Pop \| Doll \| Raw \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I saw an awesome sunrise at dawn today. ♦ How often does your uncle come to visit. ♦ I caught the ball with one hand. ♦ I felt awful when I woke up this morning. ♦ On Wednesday, I saw the movie “Some Like It Hot.” Lesson 16: Long A \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| Long A \| ![Lip Image] \| Corners of the mouth is brought back while the lower lip is in lowered position. \| Exercises: Long A Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the long A sound appears in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|------------\|----------\| \| Ate \| Baby \| Day \| \| Ache \| Nation \| Away \| \| Apron \| Face \| Play \| \| Ape \| Cake \| Stay \| \| Aid \| Name \| Clay \| \| Air \| Tape \| Anyway \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ We saw apes at the zoo. ♦ The woman put on an apron when she baked the cake. ♦ What is the date of your birthday. ♦ I stayed late to work on a report yesterday. ♦ My back aches from moving the furniture in my apartment. ♦ I forgot the name of the Lady who helped me at the store. Lesson 17: R \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| R \| Lips are slightly open. \| Exercises: R Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound R appears in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|------------\|----------\|----------\| \| Roast \| Ripple \| Worry \| Before \| Star \| Truth \| \| Ravishing \| Rain \| Siren \| Correct \| Bear \| More \| Broke \| \| Round \| Rope \| Already \| Barber \| Dear \| Rear \| Friday \| \| Write \| Ruin \| Children \| Hearing \| Pier \| Nor \| Swarm \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I had to work hard to earn my promotion. ♦ The speaker came early to prepare for her presentation. ♦ Cream the butter and sugar before you add the eggs. ♦ The earth revolves around the sun. ♦ You must spell the words correctly to win the spelling be. ♦ I wrote to “Dear Abby” last Friday. Lesson 18: UR \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| UR \| \| Lips are slightly open. \| Exercises: UR Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound UR appears in different positions in a word. \| Initial \| Medial \| Final \| \|-----------\|----------------\|----------\| \| Urn \| Work \| Burger \| \| Earn \| World \| Father \| \| Early \| hamburger \| Interior \| \| Earth \| Membership \| Stir \| \| Irk \| Powerful \| Hungrier \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ The girl did not tell her father the truth about her sister. ♦ It irks me when people are not hard workers. ♦ I was hungry for a burger and french fries. ♦ My friend wakes up early every day. ♦ The Urn was placed to the right of the doorway. Lesson 19: L \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| L \| \| Lips are opened slightly. If you look closely you can see the tongue resting behind the upper teeth. \| Exercises: L Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sound L appears in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|----------------\|----------\|--------\| \| Love \| Lavender \| Miller \| Salute \| Little \| Mall \| Half \| \| Label \| Light \| Delicious\| Yellow \| School \| Bottle \| Blind \| \| Look \| Level \| Audiology\| Also \| While \| Spill \| Told \| \| Little \| Load \| Reload \| Police \| Tall \| Boil \| Melt \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ The tuna melt I had for lunch was delicious. ♦ The Lieutenant had to salute the colonel. ♦ The girls skipped school and went to the mall. ♦ I was blinded by the sunlight when I walked outside. ♦ I love the color yellow. ♦ Did you look at the exhibit when you walked through the library? Lesson 20: NK, NG \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| NK \| \| Lips are opened. Tongue tip is lower and resting behind bottom teeth. \| \| NG \| \| \| Exercises: NK, NG Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds NK and NG appear in different positions in a word. ★ Notice that NK and NG do not exist in the initial position. \| Medial \| Final \| \|----------\|----------\| \| Blanket \| Bank \| \| Wings \| Swing \| \| Singer \| Hang \| \| Ankle \| Drink \| \| Tongue \| Biking \| \| English \| Plank \| \| Anchor \| Listening\| \| Pancake \| Ring \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I sprained my ankle when I tripped down the stairs. ♦ The singer’s voice carried across the room. ♦ The child won’t go to sleep without his blanket. ♦ Did you know the giraffe’s tongue is three feet long? ♦ Do you drink eight glasses of water a day? ♦ The tire swing hung on the tree. Lesson 21: S, Z, T, D, N \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| S \| \| Lips are opened to make a slit. The teeth are held together. \| \| Z \| \| \| \| T \| \| \| \| D \| \| \| \| N \| \| \| Exercises: S, Z, T, D, N Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds S, Z, T, D, and N appear in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|----------------\|----------\|------------\| \| Sing \| Zipper \| Afternoon\| Frozen \| \| Night \| Take \| December \| Only \| \| Dish \| Sign \| Battery \| Adore \| \| Not \| Too \| Tuesday \| Pencil \| \| Cheese \| Use \| Someone \| Let \| \| Smile \| Pleased \| Pocket \| Glad \| \| These \| Skip \| Face \| \| \| Certain \| Fold \| Important\| Grant \| \| Thrills \| \| \| \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I never walk alone at night. ♦ Tuesday afternoon I have a dentist appointment to get my teeth cleaned. ♦ The sun rarely shines in Seattle. ♦ The lady used a dictionary to finish her crossword puzzle. ♦ My hearing aid battery only lasts about two weeks. ♦ The teacher let the student take the test before the rest of the class. ♦ These cheese curds are delicious. Lesson 22: K, G \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| K \| \| Lips and teeth are open. K and G are not visible on the lips. The sound is made in the back of the mouth. \| \| G \| \| \| Exercises: K, G Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds K and G appear in different positions in a word or when blended with different consonants. \| Initial \| Medial \| Final \| Blends \| \|-----------\|------------\|----------\|----------\| \| Kitchen \| Gain \| Napkin \| August \| Make \| Fog \| Glad \| Silk \| \| Gorgeous \| Coin \| Together \| Turkey \| Rug \| Took \| Crib \| Great \| \| Ketchup \| Grow \| Bucket \| Sugar \| Synagogue\| Nick \| Crib \| Milk \| \| Computer \| Gun \| Ago \| Blanket \| Bike \| Big \| Grab \| Cling \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ My computer took up most of my desk space. ♦ The child stuck the coin in her pocket. ♦ It was a gorgeous August day when we took our grandchildren kite flying. ♦ We always have turkey on Thanksgiving. ♦ I couldn’t see out my kitchen window this morning because of the fog. Lesson 23: Y, H \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| Y \| \| Lips and teeth are open. Y and H are not visible on the lips. The sound is made in the back of the mouth. \| \| H \| \| \| Exercises: Y, H Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the sounds Y and H appear in different positions in a word or when blended with different consonants. ★ Notice that Y and H do not exist in the final position. \| Initial \| Medial \| Blends \| \|-----------\|------------\|----------------\| \| Yellow \| Happy \| Lawyer \| \| Have \| Year \| Ahead \| \| Yesterday \| Her \| Behind \| \| Yes \| Unique \| Million \| \| Harvest \| Use \| Overhead \| \| \| \| Rehearse \| \| \| \| Royal \| \| \| \| \| \| \| \| Beautician \| \| \| \| Accuse \| \| \| \| Computer \| \| \| \| Continual \| \| \| \| Peculiar \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ I was not happy when the lawyer contacted me this morning. ♦ The yellow crayon was missing from the crayola box. ♦ Have you heard what we are doing for New Year’s Eve? ♦ Yes, I would like to have a hot dog for dinner. ♦ I overheard that you just won a million dollars. ♦ The hay was harvested for the horses. Lesson 24: Short E, A, I, U \| Sounds \| How sound looks \| How sound is made \| \|--------\|-----------------\|-------------------\| \| Short \| \| Lips and teeth are open. These short vowel sounds are not visible on the lips because they are made in the back of your mouth. \| \| E \| \| \| \| A \| \| \| \| I \| \| \| \| U \| \| \| Exercises: Short E, A, I, U Word Drill: Repeat the words while watching yourself in a mirror. Pay attention to how the short sounds E, A, I and U appear in different positions in a word or when blended with different consonants. Notice that the short E, A, I and U do not occur in final position. \| Initial \| Medial \| \|---------\|--------\| \| Enter \| Hit \| \| Animal \| Sunday \| \| In \| Cat \| \| Ugly \| Instead\| \| Egg \| Big \| \| At \| From \| \| If \| Other \| \| Other \| Sell \| \| \| Bath \| Lipreading/Speechreading Sentences: Repeat or mouth the sentences watching yourself in the mirror. You may also practice lipreading/speechreading the sentences with a partner by having your communication partner mouth the sentences for lipreading and/or reading the sentences to you. Practice until you feel comfortable recognizing the sound on your communication partner’s lips. ♦ Instead of taking a bath, I went straight to bed. ♦ How often does your uncle come to visit? ♦ Sunday at church we read scripture from the book of psalms. ♦ It was hot sitting in the sun. ♦ “The Cat in a Hat” is my favorite Dr. Suess book. ♦ The red dress in the window did not sell. Conclusions: The Word of Mouth instructor's manual will be a useful tool. It provides the instructor with all of the materials and resources to administer an effective aural rehabilitation course in an orderly fashion. Few changes were made to the content of the course based on the research done by Susan Hamilton, which demonstrated that the Word of Mouth class is an effective aural rehabilitation program, providing long-term positive effects on speechreading and the use of communication strategies. However, the format of the course has been modified. The course is now an hour and a half long and the materials that are used are now available from one source. The finished product of the new Word of Mouth instructor's manual be given to the class to be used in the future of the Word of Mouth program. However, further research must be done to conclude if the revisions result in an effective aural rehabilitation program. Bibliography: Abrams H, Hnath-Chisolm T, Guerreiro S., & Ritterman S. (1992). The effects of Intervention strategy on self-perception of hearing handicap. Ear and Hearing. 5: 371-377. Alpiner J. & McCarthy P. (2000). Rehabilitative Audiology: Children and Adults 3rd Ed. Baltimore, Maryland: Lippincott Williams & Wilkins. Beynon, G.J., Thorton, F.L., & Poole, C. (1997). A randomized, controlled trial of the Efficacy of a communication course for first time hearing aid users. British Society of Audiology. 31: 345-351 Danermark, B.D. (1998). Hearing impairment, emotions and audiological rehabilitation: a Sociological perspective. Scandinavian Audiology. 27 supplement 49: 125-131. Demorest and Erdman (1987). Development of the CPHI. Journal of Speech and Hearing disorders. 52: 143-155 Erber, N. (1988). Communication Therapy for Hearing Impaired Adults. Victoria, Australia: Clavis Publishing. Foster, S. (1998). Communication as social engagement: implications for interactions between deaf and hearing persons. Scandinavian Audiology. 27 supplement 49. Hamilton, S. (2000). The effectiveness of “word of mouth” classes on the use of Communication strategies, communication attitudes, and lipreading skills. Independent Study, Central Institute for the Deaf Library. Kaplan H., Bally S., Brandt F., Busacco D., & Pray J. (1997). Communication Scale for Older Adults. Journal of the American Academy of Audiology. 8(3): 203-217. Kriscos P. & Holmes, A. (1996). Efficacy of audiologic rehabilitation for Older adults. Journal of the American Academy of Audiology. 7: 219-229 Kriscos P., Holmes, A., & Doyle D. (1992). Efficacy of a communication program for hearing impaired adults. Journal of the Academy of Rehabilitation Audiology 6: 69-80. Newman CW, Weinstein BE, Jacobson GP, and Hug GA. (1990). The hearing handicap inventory for adults: psychometric, adequacy, and audiometric. Ear and Hearing. 11(6): 430-433. Tye-Murray N. (1998). Foundations of Aural Rehabilitation: Children, Adults, and Their Family Members. San Diego, California: Singular Publishing Group, Ltd. Ventry IM. And Weinstein BE. (1982). The hearing handicap inventory for the elderly: a new tool. 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Holy Week BIBLE READING PLAN from MUSCADINE PRESS Using This Guide Begin each day with a prayer for understanding and clarity. Ask the Lord to reveal himself to you through your reading. Read the appropriate scriptures slowly. Reflect on what it teaches you about the character of God as revealed through Jesus Christ. What did you learn about God? What did you learn about yourself? Respond to the reading and your reflections in prayer. Palm Sunday On Palm Sunday, Jesus entered Jerusalem with his disciples riding a borrowed donkey. He arrived to much celebration, but it was the beginning of the end of his human life. Read Zechariah 9:9 Read Luke 19:28-40 Holy Monday On Holy Monday, Jesus asserted his authority by throwing out anyone and everyone who was doing business inside the temple complex. The Jewish leaders were less than impressed with the display of power. Read Isaiah 56:1-8 Read Luke 19:41-48 Holy Tuesday On Holy Tuesday, temple leaders challenged Jesus by putting him to the test. Literally. They raised a number of theological debates with him and questioned both his teaching and his God-given authority. Read Psalm 118:19-27 Read Psalm 110 Read Luke 20 Spy Wednesday On Spy Wednesday, Jesus continued his teaching, which only riled up Jewish leaders. The tipping point came when a woman honored Jesus by anointing him with really expensive oil. This didn’t sit well with Judas, who went straight to the religious authorities and offered to deliver Jesus into their hands. Read Luke 21 Read Mark 14:1-11 Maundy Thursday On Maundy Thursday, after celebrating the Passover with his disciples, Jesus went to the Garden of Gethsemane to pray, where Judas betrayed him. He was arrested and tortured while Peter denied him. Read Isaiah 50:4-10 Read Luke 22:1-65 Good Friday On Good Friday, the Jewish leaders, with the help of Pilate, subjected Jesus to a mock trial that resulted in a death sentence for the one who would be called the King of the Jews. He was hastily crucified and quickly buried before the Sabbath began that evening. Read Psalm 22:1-18 Read Luke 22:66-23:56 Holy Saturday On Holy Saturday, not much happened...that we know of, at least. Since it was the Jewish Sabbath, all activity came to a grinding halt, and Jesus’ followers had to wait until the next day to properly prepare his body for burial. Read Isaiah 52:13-53:12 Read Luke 23:56 Easter Sunday On Easter Sunday, a couple of women went to Jesus’ tomb to anoint him for burial, but when they arrived, he wasn’t there. The tomb was empty, and an angel greeted them with the news that Jesus was alive. The women hurried back to tell the others, and Jesus surprised his grieving disciples by showing up in their midst. Read Isaiah 52:7-10 Read Luke 24	b1c3c2d1-9dbc-4121-8086-2853b05e429a	CC-MAIN-2021-31	http://www.wtbaptist.org/uploads/4/5/9/1/45912033/holy_week_bible_reading_guide_from_muscadine_press.pdf	2021-08-02T15:22:48+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154321.31/warc/CC-MAIN-20210802141221-20210802171221-00356.warc.gz	91,088,484	688	eng_Latn	eng_Latn	0.994537	eng_Latn	0.994537	[ "eng_Latn" ]	true	rolmOCR	[ 2872 ]	[ 2.421875 ]	1	0
Dr. Jay Campbell Utah State Board of Education 250 East Fifth South Street Salt Lake City, Utah 84111 Dear Dr. Campbell: I have received your letter of November 22 relative to suggestions as to how you might strengthen your programs for the deaf. Perhaps you might consider the following: a) Identify those children who are "hard-of-hearing" (not by an audiogram but rather by performance) and separate them from the classes for the deaf. These students should not consider themselves as "deaf" but rather as a hearing person with a handicap. There is a definite psychological difference in how such a person views him/herself. These students should be mainstreamed—but still have a teacher for the deaf responsible for language and reading developmental skills until such time as it becomes obvious that such support is not needed. These students should not identify themselves with the deaf community—but should be given every opportunity (academic and social) to enter into the mainstream. While a number of states have "dabbled" in such an approach, most of them have relied upon speech therapists for supportive services—when speech isn't the main concern. Having strategically placed classes with top-flight teachers would really pay dividends in reduced numbers of years of required services, improved employment attainment, and general success of the program. "Hearing is the birthright of every child. It is the deaf child's one fair chance to keep in touch with his fellows." —HELEN KELLER SCHOOL FOR DEAF CHILDREN • PRIVATELY FINANCED • DONATIONS FULLY TAX DEDUCTIBLE b. Separate out those children identified as multiply handicapped: 1) Intellectually limited 2) Learning disabled Set up some regional programs to serve these children. However, before you do that, establish some type of training center where teachers of the deaf can go and pick up a second master degree or about 45 hours of upper division credit in working with these students. Utah would be years ahead of the rest of the country! There is a need for some teachers of the deaf to build up expertise in working with these students. All too often they are given the "burned out" or the "grassy green," when it comes to teachers. There are hardly any universities offering any courses specifically in the multiply handicapped deaf, but you have enough resources at the U of U and Utah State that you could develop your own training curriculum and establish regional centers for the students. These kids are being short-changed all over the country. These would be my two main suggestions on how to improve a program that is gaining recognition for being "independent" of the "fads and pressures" of education today. Good luck, Wallace L. Bruce, Director Tucker-Raxon Oral School December 9, 1976 Dr. Jay J. Campbell, Associate Superintendent Office of Administration and Institution Services Utah State Board of Education 250 East Fifth South Street Salt Lake City, Utah 84111 Dear Dr. Campbell: This is in response to your letter of November 22, and I am enclosing copies of two articles that I have written. The one on mainstreaming was published in the American Annals of the Deaf in August 1975. The one entitled "Interpretation of Least Restrictive Environment" will be published in The California Palms, our school paper, in December. These two articles represent my philosophy, but are not direct recommendations for legislation. I recognize the need for what is sometimes termed a "cascade of services" and I am somewhat familiar with PL 94-142 and the third draft of regulations which are as yet to be adopted. I think that many people misinterpret the concept of "least restrictive environment" to automatically assume that placement in the most integrated situation is always to be preferred. I believe that in Utah you have the structure for a program that does provide for a variety of programs for deaf children, and I think that centralized administration of the entire program coming from the head of the residential school is one of the best organizational patterns. The question, of course, is whether it is truly effective. To determine this, I think it takes a system of valid evaluations and continuing re-evaluations of all children in all programs. It then takes someone in authority to effect transfers of children from one program to another when the evaluation indicates that the child is not making the kind of progress in the program he is enrolled in because he is in fact in the wrong program. I think that there should also be a valid, objective evaluation of total programs to determine whether they in effect are doing the job they are supposed to be. As you probably know, I have a certain professional bias toward supporting Total Communication as the best means of carrying on an educational program for most all prelingually deaf children. I can see that there are a very few deaf children who can be successful in a totally oral program, and I think that nearly all severely hard-of-hearing children should be in such a program. One of the problems that can arise when a system such as that in Utah has a dual program is that the total communication program gets labeled as being primarily appropriate for the multihandicapped deaf and a stigma may be attached to others who are in the program. I believe this should be looked at carefully to be sure that such is not the case. Another way of looking at it is that I do not believe that mental level is a prime criterion in determining placement of children in total communication programs versus in oral programs. This is one of the kinds of things I think should be looked at when a program is being objectively evaluated. I hope these random thoughts will be of some value to you. Yours sincerely, Richard G. Brill Superintendent 3(5):bp Enclosures Mainstreaming: Format or Quality? by Richard G. Brüll, Ed.D. The implementation of the philosophy of mainstreaming is a current wave in American education initiated and supported by certain parent groups, some administrators in the field of education, many professors of special education, and certain groups formulated for the protection of individual and civil rights. The methods used to attain mainstreaming in education are through legislation and through court orders resulting from law suits. Many professional educators of the deaf and many parents of deaf children are greatly concerned about the quality of the education of deaf children that may result from the mainstreaming movement. Thus it is time to analyze the factors involved. As had been cited in many places, the Pennsylvania case involving the Association for Retarded Children and the Mills vs. Board of Education case in Washington, D.C., were the first two landmark cases in this area. A significant principle in these court decisions is, "the right to educational services equal to those received by typical children and the right to an education in the least restrictive or most typical school setting possible". The interpretation of this has been that every child is generally best placed in a regular classroom, secondly, he is best placed in a special class or being provided special supportive services while still in his local school, and only as a last resort should he be separated physically from all of the so-called typical children in his educational placement. This has great appeal to parents who quite naturally want to keep their children at home. They also want to continually reassure themselves that in fact their child is not very different from other children. They hope that in time the child's handicap will be completely overcome, and there will be little or no difference between their deaf child and other members of society. All proponents of mainstreaming or integration of prelingually deaf children make the tacit assumption that every child will achieve optimal emotional, social, and intellectual development, be accepted by his peers, and have access to vocational training in any program where a child is allowed to attend school, without any knowledge as to what is necessary to bring about these much-to-be desired objectives. Local educational administrators often bear the brunt of criticism and accusations that they resist providing a local program for deaf children because it is costly. Frequently they are not credited with the professional integrity which has resulted in their resisting local programs because they are aware that a truly appropriate program cannot be established in a local area where there are insufficient numbers of children. We seem to be in an era of simplistic solutions to complex problems. The less one knows about the details of the situation, the easier it is to generalize and pronounce panaceas. Unfortunately, jurists, lawyers, legislators, general educators, and strangely enough, parents of many deaf children, know very little about the actual educational problems facing prelingually deaf children. Dr. Brüll is Superintendent of the California School for the Deaf at Riverside. It was no accident that special education for deaf children was the first type of special education established in the United States in 1817. The first school for the blind was not established until 1837, and the first program for the education of the mentally retarded was undertaken in 1848. The reasons why deaf children require special teaching and special services are just as true today as they were 150 years ago. While much publicity has been given to the Pennsylvania case and to the Mills case which were referred to above, another very important case occurred in California in which a Superior Court judge found that the professional staff of a school for the deaf were those most competent in determining the appropriate placement for a particular deaf child with additional handicapping conditions. The issue was not whether or not the state had a responsibility for providing appropriately for the child, but rather the issue was one of who was to determine what was appropriate. The findings in Case vs. the State of California were upheld by the Appellate Court of the State of California. The appeal by the plaintiff to the California State Supreme Court was rejected. In determining appropriate educational programs for various categories of handicapped children, those categories must be analyzed both in terms of the degree of the handicapping condition of the child and also in terms of the incidence in the population. The generic term of Hearing Impaired ranges from the person who has a mild hearing loss to those with a moderate hearing loss and eventually to those with a profound hearing loss. By definition, the person with a hearing loss which still allows him to hear and understand connected speech is defined as hard of hearing, while the individual who has such a severe or profound hearing loss that he cannot hear and understand connected speech, even with the assistance of amplification, is defined as deaf. Also contributing to the degree of the educational handicap of deafness, in addition to the amount of hearing loss, is the age of the child at the time deafness was acquired. Today we find that nearly all children who are deaf have been deaf since birth and thus are prelingually deaf, meaning that they have no language or speech which was acquired through hearing. Until a few years ago a large number of the children who were classified as deaf were postlingually deafened as a result of one or a variety of common childhood illnesses during which they had a high fever over an extended period of time. The educational problems of this type of child were quite different from those of the prelingually deaf child's because the postlingually deafened child had a communication base rooted in a knowledge of language. The reason such children are not prevalent in our schools today is due to the development of various medications that successfully treat the diseases associated with high fever in young children before they reach the stage where deafness can develop. Thus nearly all deaf children today are prelingually deaf and constitute the most severely handicapped group in the general category of the hearing impaired. The other important factor is the ratio of incidence in the population. Certain handicapping conditions have a high incidence. These include the mentally retarded, children with speech handicaps, and perhaps those with learning disabilities. Included in low incidence groups are autistic children and deaf children. There is less than one deaf child per 1,000 children. For each 10,000 hearing children enrolled in public schools, there are approximately 7.5 deaf children requiring special education placement. If children who are classified as severely hard of hearing are added to this number, it raises the incidence to approximately 10 deaf and severely hard of hearing children per 10,000, or one child per thousand which can be used as a valid figure for estimate purposes. However, it must be remembered that the 10 children per 10,000 may range in age from about 5 to 18, or the same age span normally encompassing the years of primary and secondary education. Since about two-thirds of the children enrolled in public school systems are on an elementary level and the other third on a secondary level, we might expect to find, in a school population of 10,000 hearing children, about seven in elementary programs and three in secondary programs. If these children are distributed proportionately according to age, this means that for every 10,000 hearing children there is less than one deaf child for each of the "2 chronological years. of the typical school program extending from the first grade through the twelfth grade. These are very important facts, generally completely ignored by people with simplistic answers, when considering the establishment of an appropriate educational program for deaf children. The essential problem is to provide the best and the most appropriate educational program so that every deaf child has the opportunity to develop to his maximum potential. To devise an appropriate solution to this problem three components must be analyzed and understood. The first of the components is the nature and effect of deafness. We are talking about the prelingually deaf child who as a result of lack of hearing does not naturally acquire language through hearing as is true of nearly everyone else. He does not learn that he has a name, that there is a name for milk, for table, for chair, for mother, and thus he does not have a knowledge of a basic symbol system for communication. Knowledge and learning is dependent upon communication. An individual's mental health, his acceptance by his peers, his general adjustment to society, and his ability to earn a living are all dependent upon communication. This is not to say that there are not other important factors, but rather that without communication the other factors cannot play their part. So the educational program must concentrate on helping the child to overcome this communication handicap, and simultaneously provide him with all the skills and content knowledge that the communication handicap has prevented him from obtaining. Given the nature of the effect of deafness, the second essential in analyzing the problem is to review the competencies needed by the teacher who is going to assist this child in overcoming his deficits. In addition to having knowledge about the general learning processes and teaching methods used with people who have normal communication channels, the teacher of the deaf must develop the competencies to teach the deaf child to overcome his communication handicap to the highest degree possible. Communication itself is very complex. Communication must utilize a symbol system, which in this country is basically the English language. Communication is both expressive and receptive, and the two are not identical. Modes of expressive communication are writing, speech and manual communication. Modes of receptive communication are reading the written or printed form, speechreading the voiced form, and reading of manual communication. Every one of these is different, it takes highly developed specific skills and competencies, much experience, and the supportive services of a supervisor who knows more about the problem than the teacher himself for a teacher of deaf children to function successfully. In addition to teaching communication in all of its aspects, the teacher of deaf children also must have the abilities and competencies to teach subject matter. This requires a different skill from that of the teacher of typical hearing children. Hearing children bring a great deal of knowledge to the classroom which they have acquired as a result of their constant auditory input all of their waking hours. This continuous input makes possible the accumulation of an extensive body of knowledge which the child's teacher guides, directs and refines in the educational process with hearing children. In contrast, a deaf child brings very little incidentally acquired knowledge to the classroom. The teacher is essentially responsible for the deaf child's total input. This not only applies to the content material commonly expected to be taught to all children, but it also includes the many aspects of incidental learning concerned with social living which deaf children have not been able to acquire from their parents and their peers because they have not had the continual meaningful input through their hearing. Having looked at the nature and effect of deafness and very briefly at the competencies of the teacher, how are these appropriate resources which are required by the deaf child to be brought to him? Here is where the factor of incidence becomes of maximum importance. The deaf child learns best when he is in a small class composed of children who are approximately the same age and educational level. The class must be small enough to allow constant eye contact between each pupil and the teacher. Ideally this is a class of six to eight pupils. If the pupils are to get the most from the time spent with the teacher there cannot be wide discrepancies in the communication ability level of the class members. It is most unlikely that a limited geographical area will contain a small number of deaf children, all of approximately the same chronological age and educational level. Rather, a large population area, which may extend over a large geographical area, will provide a sufficient number of deaf children to organize homogeneous classes. The number of classes in turn must be sufficient to justify having a supervisor who should be highly skilled and experienced as a teacher of the deaf and who also has the ability to help the trained teachers working with each class. It is only with such an educational team that the majority of the pupils will be able to achieve their educational potential. Thus, if the real objective is to provide a quality education, personnel with the appropriate competencies, a structure to use these competencies to the maximum, and other appropriate supportive services are essential. The structure must provide for an enrollment of deaf children which will ensure homogeneous grouping in relation to chronological age, intellectual ability and academic achievement. In terms of grouping, this would require a minimum of 40 children for an elementary program and a minimum of 150 students for a secondary program. In terms of incidence figures, it would require a population of 60,000 children, not a total population of 60,000 to yield 40 deaf children for an elementary program. Not only should there be a sufficient number of children, but the teachers should have full specialized preparation, they should have supervisors and there should also be adequate diagnostic testing services. The rationale for the existence of residential schools has been, and continues to be, the fact that even with our urbanized areas, a large majority of deaf children live in areas too sparsely populated to provide for a sufficient number of children to form a base for adequate local programs. Where there are a sufficient number there is no reason why a local program should not be established. But the program should be one which provides the specific educational program needed by the deaf child, utilizing teachers who are professionally competent to carry it out. Having reviewed the components of the nature and effects of deafness, the competencies needed by the teacher of the deaf child, and the manner in which the appropriate resources required by the deaf child can be brought to him, it is appropriate to relate these to the principles of mainstreaming. As was pointed out earlier, the interpretation of the right to an education in the least restrictive or most typical school setting possible has been that every child is generally best placed in a regular classroom, secondly, that he is best placed in a special class by being provided special supportive services while still in his local school, and only as a last resort should he be separated physically from all of the so-called typical children in his educational placement. The typical deaf child with a tremendous communication handicap is not best placed in a regular classroom. The teacher in the regular classroom does not have the competencies to meet this child's needs. Placement of one deaf child in a class of hearing children precludes his receiving the proportionate amount of time he needs even from the best intentioned teacher. The deaf child's lack of knowledge and communication as compared to the typical hearing children in his class further magnifies the misplacement. The prelingually deaf child is almost never appropriately placed in a regular classroom. Where there is a single special class for hearing impaired children, homogeneous grouping can rarely be achieved. A wide age span in such classes is what is usually found. This mitigates against a quality educational program. Even if the special teacher of such a class has been prepared as a teacher of the deaf, but works without the support of other teachers of the deaf and more particularly without a supervisor who is highly knowledgeable, she can rarely provide even mediocre teaching, much less superior teaching. The claimed integration of deaf children in a special class with the hearing children in a school is most frequently a token integration. The children are on the playground at the same time and in the lunch room together. There is usually little communication between the groups. Thus there is a superficial format of integration because of physical association, but it is not real integration when real communication is lacking. Placing a nine year old deaf child in a third grade with hearing children because that is where other nine year olds are, completely ignoring the fact that the nine year old deaf child does not have the communication skills or the total amount of knowledge of the average third grader or even the slow third grader at the bottom of the class, is not doing justice to the deaf child. Special supportive services in an integrated program generally mean some individualized tutoring. This is not sufficient for the typical prelingual deaf child. He needs a constant total program and he needs to associate with other children in the class who are truly his peers if he is going to learn to get along in society. The majority of parents of deaf children have no real understanding of the educational implications of their child's hearing loss nor are they aware of the potential negative consequences of mainstreaming for their child. Similarly, many professional educators are naive about the educational needs of such children and the administrative considerations inherent in providing a quality education for them. With very few exceptions the prelingually deaf child requires a very special educational program. The details of such a program have been spelled out in a policy statement by the Conference of Executives of American Schools for the Deaf in 1973.4 It has been stated that there is no objective evidence that segregation of the more severely handicapped children, which would include the deaf, results in any better education for them. It must be assumed that the term objective evidence is in terms of data obtained through research studies. To an extent this is true, but the reason for this is that research studies of this type, to be valid, require well matched groups and the control of all but one independent variable. Because the tendency throughout the country for many years has been that the child with the greater hearing loss attended specialized programs for the deaf while the children with a less severe hearing loss attended less segregated programs, any conclusions drawn on a comparison of the level achieved by the school leavers of either group were not valid. The relatively small numbers of children and the large number of variables is the reason there has been relatively little valid research on this subject. There is a great deal of evidence from the parents of older deaf children, as well as from school administrators, of the great harm done to many children in the past whose parents would not allow them to attend an appropriate program established for deaf children because it was a segregated program. When the children became older many parents then discovered that their children had neither communication nor an education. The segregated schools have been deluged with requests to salvage the lives of children who had been misplaced educationally for many years. Unfortunately, the best school program cannot overcome the effect of years of misplacement. Are proponents of mainstreaming more concerned with a format for education which seems to serve a particular philosophical position or with the opportunity for a truly quality education for every deaf child? In view of the present social climate, it is unfortunate, but nevertheless probable that there are going to be many more deaf children who will suffer irreparable harm as a result of being placed in the mainstream where their needs will not be met rather than being placed in a program that can provide a quality education. References 1. Abeson, A. (Ed.): A Continuing Summary of Pending and Completed Litigation Regarding the Education of Handicapped Children, No. 5, Arlington, Virginia: Council for Exceptional Children, October, 1972. 2. Brill, R. G.: The Education of the Deaf: Administrative and Professional Developments, Washington, D.C.: Gallaudet College Press, 1974. 3. Lori Case, etc., et al. v. Department of Education, et al, Superior Court of the State of California for the County of Riverside, No. 101679, Findings of Fact and Conclusions of Law, January 1973. 4. Brill, R. G., Merrill, E., Frisina, D. R.: Recommended Organizational Policies in the Education of the Deaf, Washington, D.C.: The Conference of Executives of American Schools for the Deaf, Inc., December 1973. The term "least restrictive environment" is used frequently in a discussion of both the philosophy and the implementation of the educational concept of Mainstreaming. In actuality, those three words taken alone have been lifted out of context and are frequently universally applied to all forms of special education when such was not the intention of those truly knowledgeable in the entire area of special education or by the wording of the fundamental legislation itself. The fundamental federal law PL 94-142 refers to the least restrictive environment which is appropriate to provide the necessary educational program. Specifically, Section 612 (5) states "... special classes, special schooling, or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily". It is important to analyze the educational handicap of prelingual deafness and the factors that must be considered in overcoming this handicap in order to relate the educational procedures needed in this special field, to the intention of the law. First, it is necessary to define the population being referred to. The prelingually deaf child is the one whose hearing loss, usually from the time of birth, is so great that even with amplification, the child is unable to understand the spoken language and thus is unable to learn his native language through hearing. Thus this person suffers a major communication handicap from the earliest years. While other children are learning to communicate very extensively long before they enter a school program, these children generally do not even know they have a name by the time they are old enough to enter school. The communication handicap of the prelingual deaf child is in both the expressive and receptive forms of communication. He cannot communicate to others and he cannot receive communication from others. Another very important factor is the matter of incidence. Early deafness is a low incidence handicap. The ratio is approximately one per one thousand children. With the typical proportional age span and typical proportional distribution of children, this means that only an occasional elementary school would have as many as one child living in its district, and generally two or less living in the district served by any particular high school. A communication handicap is not only a barrier to learning, it also contributes to social isolation. The term "restrictive environment" is generally thought of in terms of physical barriers or physical placement. Such a concept assumes that if one is physically placed within a group that automatically the individual is part of that group. In actuality, communication and psychological relatedness are essential for integration or lack of restriction in the environment. If an individual is at the dining room table with members of his family, but no one at the table can communicate with him or includes him in the conversation, that individual is in effect isolated. On the other hand, if that same individual is with a group of people with whom he can communicate easily, perhaps through using manual communication, then in a very literal, as well as psychological sense, that person is part of the group and is not in a restrictive environment. Thus, merely because a child is placed in a regular classroom with many other children rather than in a special class, does not mean that this child is automatically in a less restrictive environment. If there is little communication between the child and other children in the same class, if it is not possible for the deaf child to be part of the continuing flow of communication between teacher and the class as a group, between the teacher and other children as individuals within the class, between other children and the teacher, between one child and another, then that deaf child is in fact isolated in that class. When children with normal hearing enter school they have an extensive formal symbol system which we call the English language. Knowledge of this system includes understanding the meaning of various words, understanding the concepts to be communicated when these words are put together into phrases and sentences, being able to transmit ideas using these words expressed through speech, and understanding ideas that are expressed by speech through the sense of hearing. One of the major problems in public schools today is the teaching of reading. Reading is the ability to understand a symbol system in written form which again stands for thoughts expressed through words and combination of words. We find that we can only teach reading to a child when the child really understands the concepts for which the words stand. The deaf child does not have these concepts because of his lack of communication with others in his environment. All of these matters related to communication are what constitutes the educational handicap of deaf children. For the child to have an opportunity to overcome these handicaps, he requires a teacher who has had long formal preparation including a practicum experience in ways to teach the meaning of words, phrases and ideas to children with whom he cannot communicate by merely talking. to them. In addition to this basic knowledge of the English language, the teacher of the deaf must try to teach a deaf child how to speak, how to best utilize his residual hearing, and how to understand through various forms of receptive communication. In addition to this, in spite of this major communication handicap, it is essential to teach content material to the deaf child. The typical classroom teacher of hearing children who has not had this special preparation cannot teach this deaf child very much. Supportive help by a speech therapist, or a teacher of the deaf providing relatively few hours per week to each deaf child, will not overcome the deaf child's handicap. Deaf children need more hours per week of education than that provided the typical hearing child, and this education must be provided by teachers who have had the long and complex preparation to do the job. Socialization, the opportunity to work with others, to compete on fairly even terms, and to achieve recognition when appropriate, is an important factor in any child's training or education. The deaf child who can never be elected to class office and conduct a meeting in a group of hearing people, the pupil who cannot participate on the athletic teams because of the communication barrier between himself and the coach and between himself and his teammates, the deaf child who is not really included in social situations such as parties and dating because of the communication handicap, is in a very restrictive environment. For him the least restrictive environment is being with other children and adults where communication is not such a handicap and where the socializing activities can easily take place. Following is a description of a goal to be achieved when a child is in a regular class: "When a child is in the educational mainstream, he is accepted as a member of a regular class. In theory, he is accepted because he is acquiring the skills that every child must master to become a full contributing member of society."¹ The deaf child with a communication barrier does not fit this description. A part of the implementation of Public Law 94-142 requires the individualization of plans to meet each child's specific and unique needs. A policy which mandates that the interpretation of "least restrictive environment" is one where a child must first be placed in a regular classroom with supplementary help, is contradictory to the philosophy requiring the individual treatment of each child on the basis of his individual needs. Current legislation on both the state and federal level emphasize freedom of choice of both student and parents. The parents of deaf children who are truly aware of the major handicap their child faces and deaf students themselves as they grow older, generally demand an educational program where such children will have the opportunity to be taught by teachers who have been appropriately prepared to work with individuals who have this major handicap. All of this means that the "least restrictive environment" for the prelingually deaf child is one in which this child is taught by teachers who are appropriately prepared, in which the child has the opportunities to learn how to communicate both expressively and receptively, in which the child has the opportunity to learn content material as expected of all children in the public school system, is in a situation where he has the opportunity for socialization which must be carried on with children and adults with whom he can communicate. To meet these needs, the least restrictive environment for that child is generally in a special class or in a special school designed to bring these out. ¹ Jenkins, J.R. & Mayhall, "Development and Evaluation of a Resource Teacher Program", Exceptional Children, Vol. 43, No. 1, September 1976, pp. 21 - 29.	2c2bc466-7b40-44cf-b5f0-cde7c941ddcc	CC-MAIN-2021-04	https://www.utahdeafhistory.com/uploads/5/4/2/6/5426987/g._letters___materials_received_from_national_leaders___others_in_the_field_of_education_for_the_deaf_91_%E2%80%93_104.pdf	2021-01-23T21:25:16+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703538431.77/warc/CC-MAIN-20210123191721-20210123221721-00633.warc.gz	1,034,747,776	6,811	eng_Latn	eng_Latn	0.998582	eng_Latn	0.998798	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1585, 2771, 4523, 5845, 9088, 13714, 18290, 22964, 27194, 28647, 30629, 32577, 34514, 36423 ]	[ 1.546875, 2.8125 ]	1	0
THE TEACHER OF AGRICULTURE Many students in high schools, especially in the farming sections of Minnesota, plan to become farmers. They have grown up on farms and have received valuable "pick up" training for farming. They need instruction which will directly help them to become successful farmers in competition with the highly trained farmers of the future. In the regions about these high schools are boys who have left school anywhere from the sixth grade to the last year of high school. A study by L. E. Jackson shows that in eighteen townships of western Dane County, Wisconsin, in 1925, there were 640 young men between the ages of fourteen and twenty out of school working on their home farms. Of the same age group and also out of school, seventy-one young men were either renters or hired hands. A very few of these young men from fourteen to twenty had finished high school. In the same townships were 231 young men between the ages of twenty-one and twenty-four on their home farms and 108 who were hired out or were operating farms as renters or owners. Adding the two age groups together, 1,050 young men between the ages of fourteen and twenty-four were found in an area roughly thirty miles by twenty miles. The same study of hundreds of areas in Minnesota would probably reveal large numbers of young men out of school working on farms. These persons need and desire instruction in agriculture. Add to high school students, and this out-of-school or part-time group, a third group, adult farmers. In every farming community are many farmers who deTHE VISITOR Published monthly by the Division of Agricultural Education, University of Minnesota, University Farm, St. Paul, Minn. Entered as second-class matter at the post-office at St. Paul, Minn., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized August 2, 1918. THE STAFF A. V. Storm D. D. Mayne A. M. Field F. W. Lathrop L. E. Jackson V. E. Nylin sire to study their immediate farming problems. For example, dairy farmers would like to know how to combine their available feeds into the most effective ration. During the fall and winter of 1922-23, 709 farmers enrolled in evening school classes in Minnesota. In the area about every rural high school we find regular high school students, part-time students and adult farmers who need agricultural instruction. Since 1909, the state of Minnesota has recognized this need by contributing toward the salaries of teachers of agriculture in high schools. In 1917 the Congress of the United States passed the Vocational Education Act under the terms of which money is granted to the states for the training of teachers of agriculture and for the salaries of teachers of agriculture. Since the passage of that act, agriculture departments have been established in the high schools of all the states. For the year ending July 1, 1927, forty-seven Minnesota high schools employed teachers of agriculture under the terms of the Vocational Education act. Of the states around Minnesota, Iowa had 115 agriculture departments in high schools; Wisconsin 74, South Dakota 29 and North Dakota 26. Some other states had larger numbers of departments, for example, Texas 212 and Ohio 186. The purpose of the facts and figures given so far has been to show that the teaching of agriculture in rural communities is now nation wide. Young men of the proper ability and training are in demand as teachers for this work. The teaching of agriculture offers unexcelled opportunities for a busy, interesting life and a large measure of service. The Work of a Teacher of Agriculture The teacher of agriculture is employed twelve months in the year. His year begins July first. We can get an idea of the teacher's work if we follow him through some of his tasks as he begins his work in a community where an agriculture department has been newly established. The study of his community will constitute one of his first tasks. The farming in every Minnesota community varies. The teacher of agriculture needs to know soon what the farming of his community is like because it determines largely what he teaches, what equipment he needs and what his community work will be. As long as he teaches in the community he must be a close student of its farming. He will obtain information from all possible sources. Bankers, merchants, members of farm organizations and others can give valuable information. The most reliable and useful data comes from a systematic survey of the farms. The teacher will secure data from fifty to one hundred farmers concerning such things as crops and animals raised, products sold, crop varieties, animal breeds, and the like. As he travels from farm to farm he will incidentally do other things such as becoming acquainted with farmers, noting persons of the three groups referred to above who are interested in agricultural instruction, collecting specimens to use in teaching, such as plants, seeds, disease specimens and insects, and noting for later use such teaching materials as herds, barns and machinery. It might be said in this connection that farmers welcome such visits from a teacher of agriculture. When the information is collected, the teacher will need to tabulate, summarize, and draw his conclusions. This study gives him a view of what a person must know and be able to do in order to farm successfully in that community. Later in the summer the new teacher will visit certain boys and adults to explain to them what agricultural instruction is and what its advantages are. Usually the people of a community do not understand the purpose of an agriculture department. The teacher must place his department before the community. If he is wise, he will seek out certain individuals who are leaders and tell them about his work. In addition to personal contacts, he will write for the local newspaper, set up an exhibit for the local fair, speak before gatherings of farmers and others. Several teachers, for example LeRoy Uptagraff of Chatfield, fill a special column in the local paper each week. If the agriculture department has been in existence during the previous school year, the boys who have been enrolled in the regular high school and part-time classes will be at work on farms. These boys, in addition to their regular farm work, will be working at special tasks under the supervision of the teacher of agriculture. This supervised farm practice, as it is called, will be as varied as the activities of the several farms. Two examples, furnished by Minnesota teachers will illustrate. Mr. A. C. O'Banion, teacher of agriculture at Park Rapids, Minn., has given the following description of the work of Wilfrid Norman: "Wilfrid Norman was 14 years of age when he enrolled in the Freshman class. The home farm consisted of 160 acres. Dairying was the main enterprise with a herd of twenty high grade Jersey cows. Cream was marketed at an co-operative creamery six miles distant. Wilfrid had been a member of the dairy calf club for two years previous and was the owner of a high grade two-year-old heifer and a senior yearling grade heifer. After discussing plans with his father and teacher, the following arrangements were made: Wilfrid was to take charge of the herd during the coming year. He felt that the butterfat production of the herd was not as high as it should be, compared with what certain neighbors were getting. This was due, he thought, to poor rations fed, which he believed were poor because they were not balanced. He needed more legume hay so he planned to put in a field of alfalfa for future needs and to purchase clover hay in the meantime. He was to have ownership of all the heifer calves from that time on. A scale was purchased and the production of each cow was recorded. Milk was tested for butter fat at the school once each month. A record of the feed consumed was also kept. In the fall he plowed a five-acre field to be planted to alfalfa in the spring. He bought two tons of marl per acre, purchased certified Grimm alfalfa seed and used oats as a nurse crop. The result was a fifty bushel crop of oats and an excellent stand of alfalfa. As a result of the rations being balanced and fed according to the production of the individual cow, the butterfat average for the herd was increased twenty pounds per cow for the year. At the end of the year he owned besides the two original club heifers eight high grade heifer calves. The financial statement is not nearly as important as the knowledge and skills acquired by Wilfrid. These are the true measure of the success rather than the money made. The plan is to give the ownership of a good herd to Wilfrid by the time he is through school." Two brothers on their home farm near New Prague, Minn., are conducting some supervised farm practice of a different sort. The description is contributed by Harold G. Sandhoff, their agriculture teacher. "The elder brother, Emil Dietz, is 21 years old and is in the part-time class. The younger brother, Ben Dietz, is 19 years old. Last year he was in the part-time class and this year has entered high school. Dairying is the most important enterprise on the farm. The boys keep detailed milk and feed records and as a result have culled two cows. They have disposed of the sire and bought a pure bred bull. The milk house has been rebuilt. "The boys have also taken an interest in the poultry flock. The feeding of an egg mash has made a noticeable improvement in egg production. The floor and furnishings of the poultry house have been improved. Better lines of breeding have been introduced. The old roosters have been sold off. Some caponizing has been done. "The boys have changed the breed of swine, bought a good boar and six pure bred gilts and are following the best known feeding practices. A minor rotation was established and rape and alfalfa pasturage provided for the swine. The pasturage involved a re-arrangement of the fencing. "It was decided that the oat yields were too small. The boys bought Gopher seed oats, treated them for smut and are running a seed improvement plot. They planted ten additional acres of alfalfa. The farm buildings were painted." Up to the time when the boys enrolled for agricultural instruction, the farm on which they lived was not different from the other farms of the community. The changes made are due to the program of supervised farm practice which Mr. Sandhoff stimulated and assisted. If the teacher of agriculture has twenty or more boys like the ones in the two illustrations, he will need to do much visiting. Nearly every day some sort of supervisory trip will be necessary. He will do some of his most effective teaching with these boys on their home farms. A task awaits the new teacher at the school, especially if the department is just starting. The new department must be equipped. Equipment must be ordered, some from supply houses and some locally. Valuable free materials such as charts, samples and booklets must be sent for. The agriculture library must be selected and organized. The number of agriculture books published is large and a selection of the most valuable forty or fifty books must be made with care. The available bulletins are almost unlimited in number and variety. In addition a few of the most suitable farm periodicals must be selected. When all these items of equipment are assembled, the teacher must arrange his equipment most effectively, considering such things as lighting, seating arrangement, location of cabinet and the like. The father has turned over to this boy the management of the swine herd as a part of his supervised farm practice. In many departments there are shops in which the teacher gives instruction in the mechanical phases of farming. The selection and arrangement of the shop equipment is another problem for the new teacher. The tasks mentioned so far suggest that the teacher will be busy during July and August. Then comes the opening of school in early September. The first days of school are busy ones. The teacher of agriculture must advise and enroll students. The class work starts. The teacher visits the home farms of new students and makes contacts with the parents. This is the season of fairs. The supervised farm practice is in progress. There are not enough hours in the day at this season. It is not necessary to describe in detail the class work of the teacher of agriculture. His methods are perhaps more varied than those of other high school teachers. The agriculture classes take trips to nearby farms, have special provision for supervised study, have periods in the shop, perform exercises such as testing milk, observe demonstrations, engage in classroom discussions. The nature of the subject matter should appeal to the interests of the students. The quently results in pupils electing the agriculture courses when they enter high school. For example, all except one pupil in an elementary agriculture class taught by Elmer Quist at Bertha, Minn., entered the vocational agriculture class the next year. The need of out-of-school young men on farms for instruction has been mentioned. The first responsibility of the teacher is to discover these persons and interest them in a class during the slack season on the farm. Usually such persons need and desire instruction in such subjects as English, arithmetic and the like along with agriculture. The teacher of agriculture sometimes teaches these additional subjects. Usually an extra teacher is hired to teach some or all of them. Many of the young men left school because it did not seem worth while to continue. They need to be shown the worthwhileness of the subjects they study and perhaps need a more concrete presentation than the regular high school classes receive. Shop work often appeals to this group. Frequently a number of these part-time students leave home during the period of instruction and board near the school. The teacher then feels some responsibility for their living conditions and wholesome recreation. Evening school instruction for adult farmers is one of the most interesting activities of the teacher of agriculture. Farmers have definite ideas as to what they want. The teacher must deal with their vital problems in a practical way. Moreover, these farmers may be expected to put their instruction into practice. Mr. J. B. Holger, formerly teacher of agriculture at Hinckley, sent an inquiry to the members of one of his evening school classes and received twelve replies. These replies showed that as a result of their instruction all tested soil for acidity, six started weighing and testing milk, two started feed and milk records, one grew soybeans, one grew sweet clover and several used lime. Teachers who engage in evening school work usually organize and teach one or two groups. Some teachers of agriculture secure an additional instructor and organize several groups. In 1922, Mr. L. H. Thurwachter at Albert Lea organized eleven groups, enrolling 258 persons. Some teachers of agriculture do extension work. The teacher co-operates with the county agent, if there is one in charge of extension work for the county. This extension work may take the form of boys' and girls' club work, participating in demonstrations, giving lectures, and the like. The participation of the teacher in the affairs of the community is sometimes an important part of his work. Just to mention a few types, Felix Kaplan of Hinckley plays in the local band, H. O. Anderson of New Richefield plays an important part in the local band, and H. J. Johnson of Fosston is a member of the State Legislature. The writer once attended a choir rehearsal with a teacher of agriculture whom he was visiting. Two previous teachers had sung in the choir and the present teacher was expected to carry on. As a teacher of agriculture he ranked much higher than as a vocalist but he did his best. The teacher of agriculture is expected to do his part in local organizations. How One May Become a Teacher of Agriculture A teacher of agriculture should have three kinds of training. First, he must have a thorough practical knowledge of farming and the ability to farm successfully. A lifelong experience on the farm is especially desirable. Second, he must know the technical side of agriculture, that is, he must know the facts and principles of agriculture which have been discovered by scientists and the experience of successful farmers. We have come to assume that this training may best be obtained by pursuing a four-year course in a college of agriculture. Such a course must be varied enough so that the student shall be trained in all the more important branches of agriculture. The teacher of agriculture cannot teach his favorite subject to the exclusion of all other subjects; he must teach all the phases of agriculture that are important in his community. It is necessary for him to study such subjects as he would need in order to prepare himself to engage in general farming as contrasted with some specialized type like poultry farming. In addition to practical and technical training, the teacher of agriculture must have professional training. Professional training has as its aim making a person able to teach. Such training does not make a teacher of one who has no aptitude for teaching. It does enable a person to make the most of what aptitude he has. Along with his technical courses in agriculture, the prospective teacher takes a group of professional courses. Not only does he study principles of education, methods of teaching agriculture and the like, but he observes the teaching of agriculture and obtains practice in teaching. The University of Minnesota has been designated as the institution to train teachers of agriculture for the state of Minnesota. When the student in training has completed the prescribed course, he receives a certificate which entitles him to teach agriculture in the high schools of Minnesota. Opportunities in Teaching Agriculture The description of the work of the teacher of agriculture has perhaps suggested that his work gives many satisfactions and rewards which cannot be measured in terms of money. The outlook for a reasonable monetary return is also good, especially if one considers the somewhat lower cost of living in rural and village communities. The average salary of a teacher of agriculture in Minnesota for the year 1925-26 was $2,125. The highest salary paid was $2,820 and the lowest $1,625. One who is considering the teaching of agriculture as a career may wish to know what the opportunities are for advancement or for changing to other occupations. The writer recalls 62 teachers of agriculture who left their positions during the period 1921-27 in Minnesota. Twenty-two of these went to other schools to teach agriculture and are teaching agriculture at present. The following list shows the present occupations of the forty other former teachers of agriculture: County agent, 8; farming, 7; school superintendent, 6; business, 5; teacher training in agriculture, 2; graduate student, 2; assistant state leader of boys' and girls' club work, 1; state director of vocational education, 1; state supervisor of agricultural education or other of other subjects in high school, 1; athletic coach, 1; present occupation unknown, 4. The duties of a teacher of agriculture afford him contact with other occupations. He often discovers some special fitness for one of these occupations, notable examples being county agent work and school administration. He has a special incentive to succeed as a teacher of agriculture in the fact that supervisory and teaching training personnel is selected from the successful teachers of agriculture. References Further interesting points of view on the work of the teacher of agriculture may be found in the following references: Stewart, R. M. and Getman, A. K. Teaching Agricultural Vocations. Chapter 1. Quick, Herbert. The Brown Mouse. Case, J. F. Tom of Peace Valley. These books should be found in your school or town library. F.W.L.	122820c0-1eeb-404b-835a-d302905b2d11	CC-MAIN-2024-33	https://conservancy.umn.edu/server/api/core/bitstreams/a61c2afa-e729-4a54-a58b-6a36662e32e1/content	2024-08-08T20:40:25+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640740684.46/warc/CC-MAIN-20240808190926-20240808220926-00518.warc.gz	144,777,579	4,040	eng_Latn	eng_Latn	0.999261	eng_Latn	0.999378	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1570, 6274, 10940, 12905, 17689, 20188 ]	[ 2.71875, 1.765625 ]	1	0
Brechfa Oil fields Brechfa has been referred to as the Texas of Wales as it was a major source of oil! Brechfa also supplied explosives and timber for the trenches during the First World War. Fforest Glyn Cothi Cultural Heritage Project The Fforest Glyn Cothi Cultural Heritage Project set up by the Brechfa Forest and Llanllwni Mountain Tourism Cluster raises awareness of the traditional lifestyle of forest dwellers and the built and natural heritage sites within Brechfa Forest, Llanllwni Mountain and the communities which encircle them. You can find information about famous local figures and about spiritual, religious and tourism sites in our literature and on our website: www.roam-brechfaforest-llanllwnimountain.co.uk Arianwyd gan / Funded by Cyfoeth Naturiol Cymru Natural Resources Wales Cynllun Sir Gâr Carmarthenshire County Council RDP Sir Gâr European Agricultural Fund for Rural Development: Europe Investing in Rural Areas Ymddiriedolaeth Genedlaethol National Trust Llywodraeth Cymru Welsh Government Brechfa Forest was one of the major sources of oil and explosives for a number of centuries leading up to the 1920’s, yet there are no signs of drilling for oil! This was an ingenious industry extracting every possible benefit out of making charcoal. At the ‘chemical works’ (powered by a water wheel) Oak saplings extracted from the forest were cut into three foot long lengths and stacked into ovens. It took twelve hours of controlled burning to turn them into charcoal. During this process the vapours from the ovens were piped through a pond which acted as a condenser. The vapours condensed into tar, water and oil which were collected in sumps (tar-wells). Wood tar had many uses, such as providing a universal source of grease and glue, insulation for buildings and ship hulls, as skin and wood preservative and for traditional medicines. The watery oil was pumped into vats and mixed with lime. The mixture was churned until there was a froth on top and then allowed to settle before being transferred into a boiler. When it was boiled the vapour produced was taken by pipes into a cask in the naphtha room. Solvent naphtha has a higher flashpoint than paraffin. It was used in blow lamps to burn old paint off wood. More processes were applied to the residue before it was left in a series of barrels to settle with part producing a light oil to lubricate machinery. Charcoal from other trees had different uses. Charcoal from the Alder wood was used for making gunpowder and this was an important source of explosives for the First World War. Black powder for “sooting” was made from Birch. Ash and Hazel charcoal was also produced. Another side product of the charcoal industry was lime salt (Calcium acetate), which was used to make vinegar for pickling. Both women and men were employed at the works. Women took the bark off Alders because if the bark of an Alder was burnt the charcoal was spoilt. The men employed at the works before the First World War were paid 2s. 6d (12.5 pence) per day. There is nothing on the ground at the site of the works anymore. These closed after the First World War and the site is now a private house.	9fd57537-db26-486d-b6a1-95d3610f4218	CC-MAIN-2020-50	https://www.roam-brechfaforest-llanllwnimountain.co.uk/wp-content/uploads/9th_AUGUST_ENGLISH_Brechfa_Oil_Fields_PDF.pdf	2020-11-26T20:27:19+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141188947.19/warc/CC-MAIN-20201126200910-20201126230910-00020.warc.gz	839,246,974	722	eng_Latn	eng_Latn	0.991854	eng_Latn	0.998945	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1032, 3191 ]	[ 2.515625 ]	1	0
CHINA... and INDIA? and INDONESIA? and BURMA? by Maud Russell 50c CHINA... and INDIA? and INDONESIA? and BURMA? by MAUD RUSSELL INTRODUCTION China is today an independent, modern nation and an increasingly significant and powerful factor on the world scene. But she has inheritances from her past semi-colonial and semi-feudal status. One of these inheritances is the question of territorial borders; another is the status of Chinese living abroad—"overseas" Chinese; still another is the wounds and memories of colonial and imperialist aggressions which she shares with all her Southeast Asian neighbors. She also shares with these neighbors their post-independence need and effort to become modern industrialized nations. China also lives in a world where all nations are to some degree affected by the cold war. To understand the current issues between China and her neighbors the background of preliberation inheritances, the now new but differing economic systems of these neighbors, and the cold war must be kept in focus. The question of the status of Chinese nationals living abroad and the issue of territorial borders assume a new dimension now that China is an independent, powerful and self-respecting nation. China can now speak out in her own interest—no longer to be bullied into silent acceptance of impotence in international relations. This new articulateness of China is improperly labelled "aggression" by certain interested hostile elements; but when long established nations protect their borders and their citizens abroad the governments of these nations are characterized as only doing their patriotic "national duty." The memory of historical wrongs inflicted by imperialism and colonialism creates a common emotional bond between China and her more and her less friendly neighbors. The common move toward modernizing their economies and their societies has a two-fold effect on China's neighbors; on the one hand, the Asian people feel a surge of hope and pride as China demonstrates the possibility of emerging from a feudal society into a modern society; "It can be done," says the example of China to the Asian people. On the other hand, the contrast between China's speed in building a modern industrial society and the slow, tortuous pace of the non-socialist neighbors intensifies the internal conflicts—conflicts of interest—between rulers and people within these neighboring countries. Some of China's neighbors, like China herself, have chosen socialism as their modern industrial goal: North Korea, Outer Mongolia, and North Vietnam; with these neighbors China is in mutually helpful relations. Some of China's neighbors have chosen to line up with the goals and policies of the so-called "free" world (the capitalist world)—Japan, The Philippines, South Vietnam, South Korea, Pakistan and Thailand. Some of China's neighbors have a declared policy of neutralism—Indonesia, India, Cambodia, Nepal, Burma, Ceylon, Malay, Singapore, Laos—but with varying degrees of relations with both the capitalist and the socialist nations. China and her neighbors live in the larger world where competing social systems exist. The "cold war" (in terms of possible military conflict) is giving way to economic competition—"competitive coexistence" (with economy and culture as the weapon); the Asian nations find themselves subject to the pressures of the power and policies of the major protagonists in the competing systems, capitalism and socialism; both protagonists aim to line up these Asian nations on their side; their methods vary, but the efforts of the two major protagonists are a part of the relationship between China and her neighbors. The third party interest and impingement are obvious. Washington has a policy of taking advantage of (if not creating) opportunities to discredit China in the eyes of the neutralist nations—a policy of attempting to negate the influence of China's international status and of her domestic achievements in these ten short years since her liberation; this policy involves egging on and cooperating with reactionary Asian elements who would maximize and exploit the issues with China; and this policy involves misleading American public opinion by headlines, editorials, omissions and falsifications in the news and false interpretation of the nature, aim and method of so-called American "aid to backward areas." Of the latter there has been some debunking documentation in recent months; and of the former—one has only to compare the flaming front page headlines with the petered-out news items a few weeks or months later—Laos, for example. The third party interest and involvement are obvious in such international ("free world" international, that is) groupings and policies as are found in the South East Asia Treaty Organization and the Colombo Plan. The former, SEATO, involves eight countries, five of them Western (U.S., Great Britain, France, New Zealand, Australia) and three Asian countries (The Philippines, Pakistan and Thailand)—this is a military pact to combat Communism, even Communism in the non-pact nations. The Colombo Plan involves twenty-one nations and colonies; fifteen of them are recipient countries (Burma, Cambodia, Ceylon, Malaya, India, Indonesia, Laos, Nepal, North Borneo, Pakistan, The Philippines, Sarawak, Singapore, Thailand, South Vietnam) and six are donor countries (Australia, Britain, Canada, Japan, New Zealand, U.S.). This Plan is aimed at aiding the non-socialist countries of Asia compete with China in providing a modern and decent economic system: an attempt to make capitalism more attractive to Asians than socialism. The Plan was organized in 1950 "to make the recipient nations less vulnerable to economic penetration from the Communist bloc" as the New York Times put it (10-26-59). The recipient nations have received five billion dollars in aid since the Plan's inception. To sum up this introduction and background: the current issues between China and her neighbors, India, Indonesia and Burma have to be viewed and evaluated in terms of the long historical genesis of the issues (territorial and nationals abroad), of what's developing within each country, and of the interest and involvement of third party nations in the issues and relations involving China. The issues do not exist in a vacuum, nor are they one way or even just two way affairs. THE OVERSEAS-CHINESE ISSUE Tens of thousands of Chinese live in Chinese communities abroad. Many of them were born in these lands; few of them have become citizens in the lands where they dwell. Now that there is an independent government in Peking able to speak in the interest of its nationals abroad, the question of the status of Chinese in Southeast Asian lands has become a subject of formal discussion between the governments concerned. The Chinese Government has agreed that these overseas Chinese living in Southeast Asia should now definitely decide on their citizenship: they should become citizens of the land where they dwell; or, if they choose Chinese citizenship they should be subject to the laws governing non-citizens if they remain overseas; and of course, as Chinese citizens, they will at the same time have the usual protection a government affords to its citizens abroad. Chinese communities abroad are known for their success in business. Their long experience and their established business and commercial success have never harmed the lands in which they live; but the Southeast Asian people's newly won independence from colonialism and their drive to modernize and run their economies has both intensified their nationalism and drawn envious attention to the established economic position of the Chinese resident in their midst. The presence of these Chinese communities becomes a handy tool for domestic chauvinistic political elements. Through no faults of their own—the Chinese abroad are famous for their law-abiding existence—these Chinese communities easily become victims and pawns of economic and political interests. Of course, the enhanced international status of China as a powerful and independent and progressive nation and the established economic position of the Chinese communities abroad does furnish an enlarged avenue for promoting the prestige and influence of the People's Republic of China in these Southeast Asian lands: Chinese banks, Chinese shops offering the amazing variety of new products from China, Chinese press and publication media, Chinese individuals visiting their home-land and bringing back information about development within China, Chinese diplomatic and consular officials stationed in these countries—all these serve as powerful propaganda factors; and it is easily understood how this irks the reactionary elements in Southeast Asia—and in turn makes the Chinese resident in their lands serve as political and economic scape-goats. China and India China and India have a long territorial border, some 2,500 miles. This border has never been delimited; but the two governments, India and China, now independent countries, have been discussing the subject for several years. An intriguing question arises: "Why has the 'subject' now become an 'issue'?" The disputed areas consist of 1) 36,000 square miles at the northeastern end of the border—the so-called McMahon Line, 2) 15,000 square miles at the northwestern end of the line—the Ladak Area, and 3) a small and narrow Central Area. The McMahon Line The Indian Government bases its claim to territory in this area on the 1914 Simla Conference, attended by representatives of Britain, China and the Tibetan area of China. The Simla Treaty is one of those unequal treaties left over from colonial days, imposed on countries too weak to stand up for themselves. Not only does the present Government of China reject the terms of that treaty but the Chinese representatives at the time refused to sign the Convention and acting under instructions from Peking declared, at the Conference, on July 3rd, 1914, that the Chinese Government would not recognize any treaty or similar document that might be signed between Britain and the Tibetan local authorities. On July 3rd and 7th, 1914 similar declarations were delivered in formal notes to the British Government. All Chinese Governments since have persisted in this stand; the Chinese are puzzled why India, who like China has won her independence from imperialism, should insist on China recognizing an unequal treaty, and one which no Chinese government ever even signed. China claims that the McMahon Line was not even discussed. at the Simla Conference, but was the result of an exchange of secret letters at Dehli on March 24th, 1914, before the Simla Conference was held, between the British representatives and the representatives of the local Tibetan authorities. Sir Charles Bell, whose duty at the time of the Simla Conference was to get the Tibetan delegate to agree to the McMahon Line, described the Line as "desired by Sir Henry" McMahon; and in his book "Portrait of the Dalai Lama" reveals that the Dalai Lama was dissatisfied with his delegate's conduct of the negotiations, nor was he happy with the Simla treaty. Sir Eric Teichman, British Consul in Tibet, wrote in his book "Travels of a Consular Officer in Eastern Tibet," that the Simla "conference finally broke up in the summer of 1914 without an agreement having been reached." And even if the Tibetan delegate did sign a secret letter with the British, this document had no status in international law since Tibet was not a sovereign state. Not only has there never been any acceptance of the British imposed McMahon Line by any Chinese government, but for a long time its existence was not publicly admitted by British and Indian governments. It was not on the official map "Tibet and Adjacent Countries" published by the Survey of India in 1938; nor was it on the map of India in the 6th edition of the Oxford Advanced Atlas of 1940, compiled by the Cartographer to the King of Britain, John Bartholomew. It did not appear on any Indian maps until 1942 when China was going through a most difficult period, the war with Japan; during this period, from 1943 on, the local Tibetan authorities were under the control of British Imperialism with consequent deterioration of their relations with the central government at Peking; and in spite of its preoccupation with the war with Japan, the Kuomintang Government four times protested to the British embassy representative in Peking; and after India became independent in 1948 the Koumintang Government made formal repudiation of the Simla Convention to the new Indian Government. In 1946 Nehru published "The Discovery of India"; in the 3rd edition published in English in 1951, a map entitled "India 1945" attached to this edition did not follow the McMahon Line for the eastern section of the border. On official maps of India, published by the Survey of India for 1950, 1951, and 1952 the so-called McMahon Line was drawn but marked "undemarcated." Up to 1958 on the "Map of China West and Tibet" in the Times Atlas of the World, edited by John Bartholomew, the traditional Sino-Indian boundary and the McMahon Line were both drawn with the word "disputed area" marked between the lines. As a matter of fact, in the 1914 draft agreement neither the latitude nor the longitude of the McMahon line were mentioned. The Ladak Area The Northwestern end of the disputed line is the Ladak area, a sparsely inhabited mountainous area, bordering on the province of Indian-held Kashmir. In 1842 a treaty was made, following an armed clash, between China's Tibetan authorities and the Kashmir authorities, a treaty which mentions only in general terms that Ladak and Tibet would each abide by its borders, but made no specific provision or explanation regarding the location of this section of the boundary. In 1847 the British representative in Canton proposed to the Chinese Government a delimitation of this section; the Chinese answered that this was unnecessary, since there was a traditional boundary. In 1889 the British Government was still proposing to the Chinese Government a formal delimiting of this section of the boundary. Thus, it can be seen that for over a century Britain has recognized Chinese sovereignty in Tibet and the fact that no settled boundary existed. British and Indian sources have recognized a boundary line close to the traditional Chinese line which dates back a thousand years: as in the East India Company line drawn in 1854, the Encyclopedia Britannica of 1929, and Mr. Nehru in his book "Discovery of India" (1946). On August 28th 1959 Mr. Nehru stated "This was the boundary of the old Kashmir state with Tibet and Chinese Turkestan; nobody has marked it." In 1956-57 the Chinese built their famous road connecting Tibet and Sinkiang, a fact well known to the outside world; India made no protest at the time; Cyril Falls, Sometime Chicele Professor of the History of War at Oxford, writes in The London Illustrated News (12-5-59): "To the detached observer it would seem that the best time for a protest and negotiation was when the road began to develop. There may have been a private approach then, but we have been told that Nehru was aware that the work was in progress... now the situation has changed in a way that must be called extraordinary, even allowing for the fact that the place is inaccessible and almost uninhabited. Mr. Nehru has stated that he does not know anything about events there." In fact no protest was made until after July 1959 when Tibetan aristocrats and landlords staged their revolt. Today India's maps claim 120 miles of Chinese territory in that area, beyond any previously issued maps; and Indian troops have made raids in the attempt to cut the Chinese highway. The Central Area Little prominence has been given to the central area in dispute. This small populated area lies between India's Punjab and China's Ari. Several decades ago Tibetan inhabitants there and the government in Lhasa repeatedly protested the British occupation of Sang and Tsungsha; not only is this thus an issue left over from the days of British India, but in 1951 newly independent India seized seven additional places (Parigan, Chuva, Shiki Pass, Puling-Sumdo, Sangsha and Pathal). The Chinese Government, while protesting to the Indian Government, did not make public announcement to the world about these seizures, feeling that India's policy of neutrality and the emergence of the Bandung Agreement were of prime importance. Walter Lippmann on the Border Issue "The Chinese, and that includes the National Chinese on Formosa quite as much as the Communist Chinese on the mainland, do not recognize the legality of the McMahon Line as a frontier. They assert that this line, which the Indian Government now claims is the legal one, was imposed on Tibet by the British who dominated Tibet when China was helpless and in the throes of a revolution. The old frontier was bound to come into question when China was strong enough, as she is now, to reconquer. And it is true, I believe, that most of the disputed territory is inhabited by Tibetans or is geographically related to Tibet." He goes on to say that the road which the Chinese have built across territory which India now claims "evidently is of no interest to India except as a point of honor; it has no strategic or political relevance to India and is in fact designed to connect two great Chinese territories which are vital to the control of Central Asia. There is no conceivable way in which the Indian army could recapture the road for there is no way that army could get there. The disputed territory is about as inaccessible from India as is the South Pole." (N. Y. Herald Tribune, 12/10/59.) Secretary of State Christian Herter on the Border Issue "The border issue, as you know, has been for many years pretty ill-defined. And I don't think we have any first hand knowledge, particularly from the viewpoint of the northwestern area, with respect to the definite border that could rightly be claimed by either side. From an objective point of view we have no basis to go on. We have only the word of a friend." (N. Y. Herald Tribune, 11/13/59) Tillman Durdin, N. Y. Times Correspondent "In fact China's position in rejecting the McMahon Line and other sections of the border as defined by India has considerable justification in tradition and documentary evidence of the past." (N. Y. Times, 12/22/59) Sulzberger of the New York Times "The United States has not taken a stand on India's China border. Since this was first delineated as the McMahon Line in 1914, its precise location has never been officially communicated to Washington. . . . We don't know where the boundary runs." (12/28/59) WHERE THE ISSUE STANDS BETWEEN INDIA AND CHINA India after 1951 pushed north of the McMahon Line; the Chinese Government, while asserting its non-recognition of the Line, explained to the Indian Government that, for the sake of Sino-Indian friendship and the maintenance of unity, Chinese troops would not cross the line; the Chinese Government repeatedly formally stated to the Indian Government that the Sino-Indian border was yet to be delineated by negotiations between these two newly independent nations. A memorandum delivered to the Indian Embassy in China by the Chinese Ministry of Foreign Affairs on November 3rd 1958 reiterated that the reason why the Chinese were following the delineation of the old maps was because no survey had yet been undertaken of the boundary, and that the Chinese Government would not make any unilateral change. After the early summer 1959 rebellion of the reactionary Tibetan elements in Tibet, Tibetan rebels crossed the Line into India; and Indian troops pressed northward, invading Longju and occupied Shatze, Khin and Tamaden in Chinese territory. Indian troops also carried out provocations against guard units dispatched by the Chinese Government to the north of the Line to prevent remnant armed Tibetan rebels from going back and forth across the border to carry on harrassing activities. The first instance of an armed clash between Indian and Chinese units along the border occurred August 25th 1959 when Indian troops which had intruded into Longju launched an unprovoked armed attack on these Chinese guard units; 3 Indian guards were killed; later Indian troops retreated south of the Line. A second armed clash occurred in Ladek in October, resulting in the death of 9 Indians with three wounded and ten detained by the Chinese, since returned. After the second armed clash both governments ordered their frontier guards to stop patrolling. The Chinese Government proposed that the armed personnel of the two sides of the border respectively retire twelve miles or some appropriate distance; the Indian Government indicated to the Chinese Government that in any case neither side should resort to force except as a last resort in self-defense. Notes were exchanged between the two governments. On September 8th 1959 China wrote India; Nehru replied on September 20th and the Indian Foreign Ministry on November 4th. These notes expressed disagreement about the facts. China again wrote on December 26th, a lengthy document setting forth "various details so as to clarify the true picture of the historical situation and the views of the two sides." The introductory paragraph of "Question One" of Chou's letter sets forth the basis for the dispute between the two countries: "The reason for the present existence of certain disputes over the Sino-Indian boundary is that the two countries have never formally delimited this boundary and that there is a divergence of views between the two countries regarding the boundary. According to the Indian maps, the boundary line in the Western sector cuts deep into Chinese territory, including in India an area of over 1,300 square kilometers. The boundary line of the Middle sector is relatively close to the delineation on the Chinese maps, but still a number of areas which have always belonged to China are included in India. In the Eastern sector the whole boundary line is pushed northward including in India an area of ninety thousand square kilometers which originally belonged to China. "The Chinese Government therefore considers it necessary to conduct friendly negotiations to bring about a reasonable settlement. The Indian Government, however, holds that the greater part of the Sino-Indian boundary as shown on current Indian maps is defined by international agreements and therefore sees no reason to hold overall boundary negotiations. Thus the negotiations themselves have run up against difficulties and there is danger of the boundary disputes remaining deadlocked for a long time. The Chinese Government considers that to say that the greater part of the Sino-Indian boundary has been formally delimited is totally inconsistent with the facts." On November 16th 1959 Nehru proposed that Chinese forces vacate Longju in the Northeast Frontier Agency whereupon India would agree not to send her own armed forces there; that in the Ladak area the Chinese should withdraw to the east beyond the border traditionally claimed by India and the Indians withdraw west beyond the border line the Chinese claim. Nehru considered these as necessary preliminary steps before any negotiations could take place. On December 26th, Chou En-lai proposed meeting for negotiations, but did not accept Nehru's suggested preliminary steps. In a letter dated February 5th, Mr. Nehru answered Chou En-lai's note of December 26th, suggesting that the two Prime Ministers meet; Mr. Nehru pointed out that on November 16th he had suggested certain preliminary steps which "unfortunately" Mr. Chou had not found himself able to accept; but "nevertheless . . . I think it might be helpful for us to meet . . . I would be glad if you could take the trouble to come to New Dehli . . . I would suggest some time in the second half of March . . . if it is convenient to you." On February 26th Mr. Chou replied, accepting Nehru's invitation to confer on the border dispute, saying that he could go to New Dehli in April. His letter, cordial in tone, said, "The Chinese Government has consistently held that the friendship between the Chinese and Indian peoples is eternal and that it is necessary and entirely possible to settle the boundary issue between the two countries in a friendly, peaceful manner. The two countries must not waver in their common desire for a peaceful settlement of the boundary issue on account of temporary differences of opinion over certain unfortunate unexpected incidents"; he said he particularly hoped "to see the dark clouds hovering between our two countries dispersed through our joint efforts so that long-standing friendly relations between the two countries may be consolidated and developed." A WORD ABOUT TIBET: A CHINESE AREA ON THE INDIAN BORDER Tibet has long been historically and diplomatically recognized as a part of China. "From the latter part of the 7th century until the abdication of the Manchus in 1912, Tibet regularly paid tribute to Imperial China, without any clearly defined definition of the relationship between the two countries. Tibet's position has been like that of a rather wayward foster child in a great patriarchal family, who has sometimes been obstreperous and defiant, but who always came home to pay his respects." (Rodney Gilbert, N. Y. Herald Tribune, 10/1/59.) In the 13th century Kublai Khan, as emperor of China, selected the sovereign of the Tibetans; and when the Chinese Empire gave way to the Republic of China under Sun Yat-sen one of the five bars of the new flag of the Republic represented Tibet, as integral a part of China as Manchuria, also represented by its bar. The fact that during the centuries Tibet never had diplomatic representatives accredited to other governments only underlines its position as an integral part of China. Even Great Britain, which again and again attempted to separate Tibet from China, has through the years reaffirmed China's sovereignty over Tibet. In 1861 the strategic border of Sikkim (then a province of Tibet adjoining India) was compelled to sign a treaty with Great Britain under which the conduct of Sikkim's foreign affairs was taken over by Great Britain and her military forces placed at the disposal of Great Britain; but the treaty reaffirmed China's sovereignty. On January 8th 1903 Lord Curzon, Viceroy of India, proposed to the British Government an attack on Tibet since "the military power of the Tibetans is very low and would not involve serious resistance"; accordingly, in August 1904 a British expedition of 3,000 troops invaded Tibet and compelled the local authorities to exempt British imports into Tibet from any duty, and required these authorities to pay over 500,000 pounds sterling as "indemnities for the expenses incurred by the dispatch of British troops." This indemnity was paid by the Chinese Government. Then, by an agreement made August 31st 1907 England again pledged herself, together with Russia, to recognize China's sovereignty over Tibet. In the fall of 1913 England again recognized China's sovereignty in the attempted Simla Agreement which sought unsuccessfully to sever part of Tibet from China by providing for an "inner" Tibet to remain under China's control and an "Outer" Tibet to become "autonomous." It was at this same Simla Conference that a clandestine attempt was made to establish a British dictated boundary—the now controversial "McMahon Line." Britain did however for the hundred years before the independence of India, exercise a dominant influence over Tibet, Lhasa, the capital of Tibet, though paying an annual tribute to China, was geographically remote from Peking; and its trade route with the outer world lay through the more accessible territory of India. After Indian independence, this trade relation continued, with India maintaining telegraph and postal stations in Tibet and military guards along the trade route to and in Tibet; these privileges were, by agreement between the Government of India and the Government of the People's Republic of China, abrogated in 1954; and Tibet was then, by India this time, formally recognized as a part of China. U.S. Secretary of State, Christian Herter, replying in a letter on February 20th 1960 to a letter from the Dalai Lama said, "It has been the historical position of the United States to consider Tibet as an autonomous country under the suzerainty of China" (N. Y. Times, 3/1/60) Not a single country, not even the United States nor Great Britain, raised any question about Tibet as a part of China until after 1949; then, as the Chinese People's Liberation Army advanced into Tibet—as they had into all the provinces and regions of China, with the reactionary elements, like Chiang Kai-shek, fleeing before them or like some giving in to the people's armies—then, reactionary elements abroad, chiefly those of the United States, began branding the People's Republic of China as "aggressor." Hostile foreign elements have long recognized the strategic importance of Tibet. "Tibet is strategically the keystone of Central Asia," wrote Walter Lippman (12/10/59). And he goes on to say "Intrigue to establish a mid-Asian base in Tibet did not cease when India became independent." Americans, for whom the Lowell Thomases, Senior and Junior, write glamorously about the "God-King" and his feudal-clerical setup, should be acquainted with a letter written in May 1950 by Lowell Thomas, Jr., to the "Foreign Affairs Bureau" of the then local feudal authorities in Lhasa, a letter linking the American State Department and President Truman to the already started plots of the Tibetan reactionaries: "Your Excellencies: About the first of November it was my privilege to call on Mr. Truman, our President, and to present to him the message from your government. The President asked many questions about your country; he particularly was anxious to know as much as possible about the Panchen Lama because he had just heard that one of the young candidates for that office had been captured by the Chinese Communists; and President Truman wondered what significance his capture would have. The President told me it was his hope to organize the moral forces of the world against the immoral, and that he had communicated with His Holiness the Dalai Lama about this. The President realizes the tremendous moral force of His Holiness the Dalai Lama, and of Buddhism. "I made a particular point of telling President Truman what you had told us in your Foreign Office last summer about the threat to Tibet's independence and explained your urgent need for assistance. I asked him if America could supply your army with modern weapons and sufficient advisors to instruct your soldiers in their proper use. But President Truman did not commit himself to either an affirmative or a negative answer. However, he is sympathetic with your country's problems. There is no doubt about this. "While in Washington I also talked with some of the heads of the State Department and told them all that you had told us, both about Tibetan independence from China since 1912 and about the present danger from the Communist Chinese. What action of assistance they may have taken I do not know. "In this connection, the U.S. Secretary of State, Dean Acheson, recently told my father that he feels there is a need for more information about your country before a definite program of support can be worked out. "The Secretary implied that if by any chance I should be granted permission to make another trip to Lhasa this coming summer, he would like to send along an American government representative who would be qualified to discuss matters fully with your government. The Secretary suggested that this special representative would be a man who had no apparent connection with our government and so would not attract attention as being an American official. This person might be one who had worked for the State Department but no longer does so. He would enter Tibet merely as another traveler. "The disguised government representative might be like the gentleman my father and I told you about last year, Mr. Max Thornburg, with whom I worked for two summers in Turkey and Iran. He has been an advisor to the U.S. State Department for a number of years and heads a group of American industrial and economic consultants to the Iranian Government. "Mr. Thornburg, an American elder statesman, 57 or 58 years old, is an extremely able and wise man. He has been working hard to keep Communism out of the Middle East and I think the chances are good he can come to Lhasa this summer representing our Government, provided I can let him know in time to make preparations; we have been advised by our State Department that Mr. Thornburg would be most suitable for this assignment. "May I say again, Your Excellencies, that I hope the threat to your country's independence is growing less and less, and that the strength of your army and the difficulty of terrain will continue to keep the Chinese behind their frontiers, also that I hope Your Excellencies are enjoying good health, as my father and I are in America. (signed) LOWELL THOMAS, JR." India too has reactionary elements who, trained under the long British imperial rule, easily inherit the attitudes of their former military tutors and now easily collaborate with the policies of the current cold-war plotters and strategists. An aristocratic officer class with the Indian Army units on the northern borders feels sympathy with the Tibetan nobles, aristocrats, landlords and exploiters just across their borders; and the presence of the Dalai Lama and his entourage in exile presents the possibility of a holy war to establish bases on Tibetan soil or at least to harass the Chinese government. These officers would welcome military action in Tibet which would help implement their desire for a military alliance with the United States and its Southeast Asian "allies." It is noticeable that the Indian General Staff have attacked the socialist-minded Krishna Menon and demanded his dismissal as Minister of Defense; and they have attacked Nehru for his weakness in refusing to get into military action against China. That China is strengthening her defenses in her Tibet region is natural; it is especially understandable in the light of the modern continued attempts of third-party nations to establish bases in Tibet. The N. Y. Times reported (12/25/59) that "heavy concentration of Chinese Communist troops were reported along much of India's 2,500 mile northern frontier. The Chinese were reliably reported to have established heavily fortified positions well equipped to withstand the sub-zero temperatures and blizzards that distinguish Himalaya winters. . . . Heavily armed units are said to have moved in recent months into the Chumbi Valley. Tibetans recently escaped to India said the Chinese had completed a new airfield at Kampa Dzong, about 40 miles north of Sikkim, an Indian protectorate. They say another airfield had been established near Tingri, about 50 miles north of Mount Everest which is on the Nepalese-Tibetan frontier. A major headquarters post of the Chinese Army and Air Force was reported at Nagchuka in Central Tibet about 100 miles north of Lhasa." (Hanson Baldwin, N. Y. Times, 12/22/59) "The Chinese are in possession of the high ground. They can operate from the relatively level Tibetan plateau to support their troops in the disputed area. Their supply line extends back hundreds of miles. . . . The Communists are reported to have built one or more main roads into Tibet, one of them a lateral road paralleling the Indian frontier. They have completed or are working on several roads that lead toward Ladakh and other areas of the disputed frontier." And a railway project into Tibet is already underway. The days when China was unable to protect not only her outlying borders and territories but not even her very coastal and interior provinces are over. No more foreign gunboats on the Yangtze and no more foreign troops stationed in China; and now, in far away Tibet, third party nations are being made to think twice—if not furiously!—before going ahead in the attempt to use Sino-Indian border questions as an excuse to implement their cold-war strategy in China’s part of Central Asia. ATTEMPTS TO BRAND CHINA AS “AGGRESSOR” While there is hesitation on the part of outsiders to get into active military operations against China on the Sino-Indian border—historical facts and China’s military potential being rather obvious hurdles—the attempt to lay the foundation for such possible action goes on in terms of labelling China as “aggressor.” In December 1959, for example, there was a spate of headlines in the New York press picturing China as aggressor in Nepal. “Threat to Nepal Cited: Chinese Agents Are Reported Active Near Tibet Border” (N. Y. Times, 12/6/59). “Nepal Paper Says Chinese Cross Border” (N. Y. Herald Tribune, 12/22/59). “Red Chinese Troops Said to Raid Nepal” (N. Y. Times, 12/22/59). “Say Chinese Reds Build Nepal Road as Tibet Link” (N. Y. Tribune, 12/26/59). The news items under these headlines, the fine print, contain charges of Chinese intrusion and denials by Nepalese. The December 6th item: “The deputy chief whip of the ruling Nepali Congress Parliamentary Party disagreed today with the Prime Minister B. P. Koirala’s statement what there was no longer danger to Nepal from any course.” The chief whip had reported that “disguised Chinese agents were active propagandists” in a Nepal town near the Tibetan border. The items on December 22nd: “The newspaper of the ruling Nepali party said today Chinese Communist troops have penetrated into Nepalese territory ‘in large numbers’ at two points. An ‘important’ political leader was quoted as saying the Chinese forces crossed the border at Doti and Dadelhura, in Western Nepal, in a remote and mountainous area . . . cutting timber in a Nepalese forest . . . to construct barracks and other military buildings.” “Nepalese Defense Minister M. B. Gurung charged last Monday that Chinese Communist troops are encamped in Tibet ‘within a few days march’ of the northern border of Nepal. Unofficial reports to Katmandu, the capital of Nepal, said 100,000 Red Chinese troops are involved.” How "encamped in Tibet" "within a few days march of the northern border of Nepal" is twisted to mean "crossing the border" passes understanding! An AP dispatch (N. Y. Herald Tribune, 12/25/59), headlined "Say China Reds Build Nepal Road as Tibet Link," quoted "a high Nepali official" as saying that the Chinese were constructing a road fifty miles inside the extreme northwestern end of Nepal." Six days later the same newspaper headlined an AP dispatch "Nepal Reported Clear of Chinese" and reported "The Home Minister Surya Prasad Ubadhyaya denied reports that Communist Army units are inside Nepal's territory" but continued to imply invasion by adding "His denial left open the possibility that Chinese troops entered the Himalayan kingdom and then withdrew." The New York Times, (2/23/59) likewise admitting "Nepal has not confirmed any of the reports, nor has India" went on to comment, "However, the possibility of Chinese infiltration in some outlying area is not entirely ruled out by Nepalese and Indian sources." Thus, for example, is American public opinion conditioned to think of China as "aggressor" and conditioned to favor military alliances and aid to Asian governments. NEPAL OFFICIALS SPEAK The Chinese press on January 4th 1960 gave a fuller account of the statement of the Nepalese Minister of Home Affairs, Law and Justice Upadhyaha; he told the press the Nepal Government was well informed on the border situation and said, "To the best of our knowledge our borders, both in the south and the north, are safe; and we do not fear any aggression from either side. We are sure of our best friendship with our great neighbors. . . . We have full faith in our neighbors." In a press interview with a Nepal newspaper on December 29th, denying rumors of Chinese troops inside Nepal territory, he added, "It goes against the national interests to create non-existent fears in the general public" and regretted efforts to create suspicion and dissention among the people by resorting to unfounded criticism of Nepal's friendly neighbors. The British Daily Telegraph on December 8th reported that Nepal's Prime Minister Koirala told its special correspondent in Katmandu, "I think China has no real intention of invading us or India; it is my genuine feeling that we are in no danger of aggression from China." Nepal's Deputy Prime Minister Shamsher, in Calcutta, on November 6th, also denied that there was any violation of Nepal's frontier by Chinese troops; he said, "The Bandung spirit is very dear to every heart in Asia and Africa and it is the concern of these countries to preserve it." Nepal's Minister of Village Development Tulshi Giri on October 22nd, said he was convinced that China was upholding the five principles of peaceful coexistence. On January 22nd 1960 Nepal's Home Minister, speaking in Calcutta, India, said Chinese troops had not come to Nepal's border nor had they crossed into Nepal at any known point. On January 19th Nepal's Prime Minister Koirala, arriving at Patna, India, for a twelve day visit in that country, said there was no need for any joint Indian-Nepali defense pact; asked whether Nepal would mediate between India and China on the border dispute he said it was for both parties to arrive at a solution; and on leaving India on January 31st, after the twelve days visit, at a press conference said, "No incursion has taken place on the Nepal border... We do not know what is happening across the border... Nepal does not apprehend any danger from China." He said he could not imagine a war between India and China and that he did not envisage a joint defense between India and Nepal as military alliances are "worse than useless" and that joint defense between India and Nepal was absolutely unnecessary. Asked if he thought China had committed "aggression" he said, "I do not know; there are differences between the two countries about certain areas, but they are of a minor nature." BHUTAN TOO SPEAKS ABOUT CHINA On December 23rd 1959 the Prime Minister of Bhutan, Jigme Dorji, said in Calcutta, that the situation on the Bhutan-China border was "absolutely normal and peaceful" and that there was no truth in reports of China massing troops on Bhutan frontiers. SIKKIM NOT THREATENED BY CHINA On September 6th the N. Y. Times reported that "there were unconfirmed reports early last week of Chinese incursions into Sikkim.” But the Maharajo Kumar, the heir apparent to the throne said his country had not fear of Chinese attack from Tibet. He told a news conference in Calcutta, “The Chinese are not that stupid. . . . So far as we are aware the Chinese have not crossed our border. Our frontiers are well defined and they have been accepted for years. They are not like the Northeast Frontier Agency (McMahon Line—Ed.) and Ladak, where the borders are just lines drawn on maps.” (N. Y. Times, 9/6/59) PAKISTAN SPEAKS The New York Times (10/22/59) presented a map captioned “Maps issued by Communist China claim territory that is considered Pakistani . . .” But the news item, in fine print, said “the Pakistan Foreign Minister Manzoor Qadir cautioned that the Chinese Government has not so far made any reference in any official communications to any map or any territory of Pakistan to which they might lay claim.” He said there were no Chinese patrols in the Gilgit area “as far as we know.” There has been no positive identification of foreign planes reported to have violated the Pakistani air space in recent month. He appeared to go out of his way to assert that Pakistan, unlike India, had no border dispute with Communist China now.” In a letter to the United Nations on December 3rd 1959 regarding its interest in this part of Kashmir (over which India and Pakistan dispute) the Pakistan delegation said it is not in a position to determine the veracity of the reports of Communist China’s aggression “or to determine the actual extent of the encroachment, if any.” (N. Y. Times, 12/4/59) What China Herself Says About “Aggression” “Although the Chinese people have begun to score some achievements, China is still very backward economically and culturally and it will still take the Chinese people decades or even over a hundred years of arduous effort to overcome such backwardness. But at no time in the future will China become a threat to its neighboring countries, just as China does not believe that India, after it has grown as strong as China fervently hopes, would become a threat to China. "To say that the growth of China's population and industry would constitute a threat to its neighbors is utterly incomprehensible to the Chinese people. China's social system is a socialist one under which the political and economic powers are in the hands of the working people, and the people and government of socialist China have not, nor should they have, any intention of threatening others. "Moreover, the following facts must be taken note of: firstly, although China's population has increased at a higher rate since liberation, yet the average annual rate of increase is only 2%, while the average annual rate of increase in China's grain output has reached 9.8%... In the future the per unit area grain output and agricultural labor productivity in China will still be greatly raised. "Apart from that, China has a vast territory, more than half of which is sparsely populated and will take great efforts to develop. Therefore the Chinese people absolutely do not need to seize the territory of other countries to feed themselves. Secondly, although China's industry has undergone some development, it still by far cannot satisfy the needs of the people at home. China is rich in natural resources and has a huge domestic market; its industry neither needs to grab raw materials from abroad nor needs to dump its products in foreign countries. Thirdly, the development of China's industry and agriculture has led to a shortage, not a surplus, of labor power in China. Therefore, China has no surplus population to send abroad. In order to attain their great goals in peaceful construction, the Chinese people are in urgent need of a long-term peaceful international environment." CHINA AND INDIA: WHY THE BOUNDARY "SUBJECT" BECAME AN "ISSUE" IN 1959 Not only must the historic background be taken into account if we are to understand the question about boundary between India and China; but the current issue can be fully understood only, and perhaps mainly, by taking into account what is happening today in India itself. Not only are alien cold war interests attempting to use the Sino-Indian problem for their own strategic objectives, but entrenched interests within India itself have likewise seized upon this border dispute to implement and further their objectives. Even Mr. Nehru, losing his temper in the lower house of Parliament as he defended his invitation to Premier Chou En-lai, charged that there are in India "certain vested interests opposed to any settlement between China and India" (N. Y. Herald Tribune, 2/23/60) Mr. Nehru after listening intently to hours of speeches on the dispute with China in both houses of Parliament declared that behind the border trouble lay far more significant things. The real problem of India is not some mainly inaccessible mountainous boundary line but basic economic, social and political problems which so far those who now rule India have been unable to solve. A flag-waving dispute is a convenient diversion. India lives with a terrifying economic problem: how to feed her population and how to secure enough funds to carry out the modernization of her economy. "The basic problem is how to raise food production to the point where the country will be able to feed itself. . . . This problem has baffled Indian planners since independence and before. Although crop yields are improving slowly, they are still among the lowest per acre in the world. The country has been importing food grains at the rate of more than three million tons a year, and experts predict that the shortage will reach 28,000,000 tons annually by 1965 unless drastic measures are taken; experts estimate that it would cost in the neighborhood of one billion, five hundred million dollars ($1,500,000,000) in capital outlay to raise India's food production to adequate levels during the next six years. . . . About a billion dollars of this total would have to be paid for with foreign exchange much of which India presumably would hope to obtain from the United States. The only alternatives are chronic food shortages, inflation, possible political unrest and increasing dependence on the United States and other countries. . . . The backwardness of India's rural hinterland is illustrated by the fact that in the whole of India there are 10,000,000 bullock carts and 400,000 automobiles." (Steele, N. Y. Herald Tribune, 12/8/59) Reports the New York Times (1/28/59): "In the vital state of West Bengal there are perennial food shortages, massive unemployment, difficulties in resettling refugees from Pakistan and labor and student unrest. . . . To many observers, dissatisfaction with the present and blind hope for the future are bitter facts of life in Calcutta. The border dispute with China appears far from being settled, but Calcutta's economic ills seem even further from solution. The Government says it is doing its best. But a major question is whether it can move fast enough to block a growing demand for a change." There are 3,160,000 Hindu refugees from East Pakistan; though many have been resettled in townships set up for them, hordes of others remain in temporary camps. At the Dealdah railroad station hundreds of refugees have existed for years in hovels of jute and boards erected in a waiting room and in the cobblestone courtyard outside; there is virtually no sanitation and the air is often choked with railroad soot. (N. Y. Times, 2/27/59) Dr. Herbert Stroup, Dean of Brooklyn College, who headed a team surveying refugee conditions in India, in an interview described these refugees as "probably the largest and most miserable population on the face of the earth"; he said many of the refugees lived in transit camps, theoretically temporary abodes, that have been in existence for thirteen years. Others have been settled in 563 colonies that vary in size from a few dozen families to more than a thousand. He said that once a refugee has been settled in a colony he technically loses his status as a refugee, but that unfortunately there is little to distinguish between the plight of the dwellers in the colonies and in the camps. All of them have lost their sense of confidence and are convinced "the gods as well as their fellow men have turned against them." (N. Y. Times, 2/5/60) Another important problem is the job frustration of the educated. . . . Last year the University of Calcutta has a record enrollment of 125,000; many of the students are hoping for jobs in a government that could never employ even a small fraction of them, and the outlook for most youths is black. The result is that Calcutta has a Communist organization that continues strong despite severe set-backs because of India's border dispute with China. The New York Times adds that there is great interest in the rest of the world; some feel however that this interest serves chiefly as a sort of sedative to help Calcutta live with itself. Have not India's ruling conservatives, unable to solve their basic economic and social problems, used the border "issue" as a spice, a substitute for the real food that Indians need? Nehru realizes that India's fundamental need is to get on with the modernization of her economy. To do this India needs as Mr. Nehru put it "blood, sweat and tears"; and, under her present leadership, also huge sums of help from outside nations, A. T. Steele, writing from India, said, "The need of India for American financial and economic aid is greater today than at any time since independence was attained in 1947." (N. Y. Herald Tribune, 12/9/59) The issue with China is now being used to stimulate both the Indian populace and American aid. Stressing the idea of China as "enemy" courts the favor of the United States Government and having an external "enemy" helps mobilize the Indian people, distracting and using their energies in the interest of the ruling class. Said Mr. Nehru, "Conceding obvious physical limitations on India's capacity to develop her economy, every big effort put in now helps us go ahead faster... when you add our present border troubles and the possible consequences it becomes all the more important. The vital element in planning is the popular reaction to bearing burdens—hard work." And Mr. Nehru went on to say that the reaction was likely to be greater when people "have a sense of dangers ahead which they have to face." (N. Y. Times, 12/4/59) It may be noted, writes A. T. Steele (N. Y. Herald Tribune, 2/9/60) that "India's border troubles are bringing some benefits along with difficulties to this country. Certainly the frontier friction has made Western governments more sympathetic to India than they might otherwise have been and hence more disposed to extend economic assistance in satisfactorily large quantities. Another beneficial result of the border tension has been to stimulate India's production effort by providing a patriotic cause worth producing for; it is partly because of the Sino-Indian dispute that the Indian Government has been able to justify higher targets than originally contemplated for the Third Five Year Plan." It will take more than blowing up a really insignificant border issue which could have easily been settled by negotiations to solve the problems which now face India. Its current leaders know they have problems. The head of the Indian Commission on Economic and Commercial Affairs, speaking to the Overseas Press Club in Washington, said that India's present rate of economic progress was not enough to keep Indian society politically and socially stable. (N. Y. Times, 12/23/59) Krishnimachari, Chief Deputy Chairman of India's Planning Commission, told Senator Gore on his recent trip to India "Our population seems to be growing faster than our plans." Are these leaders capable to solving these problems? INDIA'S CURRENT RULERS Walter Lippman (N. Y. Herald Tribune, 12/11/59) points out that plans for the meeting of India's economic needs—the feeding of its people and the development of an independent Indian economy—are being made by the men of the generation of the founding fathers; but that these current leaders, the old guard, are not grooming their successors who must carry out the plans, nor are the old guard making known to the public who these successors are to be. Lippman writes, "I asked myself whether the gigantic economic revolution—the revolutionary change in the traditional way of life of the Indian masses in their villages—can be carried out by parliamentary politicians and civil servants without the dynamism and the discipline of an organized mass movement. . . . I would suppose it would require the organized pressures of a popular movement under government leadership so dynamic and so purposeful that it can inspire the people to do voluntarily the things done in Communist China"—"by compulsion," Mr. Lippman adds. (Be that as it may!) The current ruling group in India is the Congress Party and the dominant elements in this party are the industrialists and feudal landowners. "A sizeable segment" of this party (N. Y. Times, 1/16/60) oppose Nehru's policy of neutralism; a real out-and-out struggle with China might furnish them an opportunity to dilute if not end this neutralist policy which has kept India outside military alliances. These Indian rulers feel more at home with American investors than with the socialist world; their interests, as contrasted with the interests of the Indian people, would be bulkwarked by formal alliance of their country with the West. Also, these ruling elements are faced with the steady growth of Communism. Necessary social change comes hard enough to reactionaries, but when that necessary change includes the possibility of being Communist frenzy mounts. Nehru's Congress Party crushed the peasant uprising in Telengana (in Andrah Pradesh) in 1949; they suppressed the Communist led government in the province of Kerala in 1959; they elected a staunch anti-Communist Neelam Sanjiva Reddy, as chairman of the Congress Party in January 1960; and they combined with opposition parties to defeat the Communists in the Kerala elections of February 1st 1960. COMMUNISM IN INDIA The Indian Communist Party is the strongest Communist Party in any of the non-Communist nations of Asia. Their presence and strength have already frightened the ruling elements of India. In 1945 the Congress Party purged itself of all Communists and since then this governing party has arbitrarily suppressed and negated popularly initiated Communist gains. The conditions in India favor the growth of a Communist Party. The basic change needed in India—land reform—has yet to be implemented—but how could it be when the land reform program (to which the pre-liberation Congress Party was pledged) is from the top down and the "top" are the landowning-class officials? The meeting of the basic need—food—is also in the hands of the same landowning and industrial class who are depending, not on the Indian people's initiative, but on foreign aid—and aid specifically granted as an anti-Communist measure! And a government that can find no work for its hundreds of thousands of college graduates is only adding to the dissatisfactions that make people seek an alternative to what they now have. The Communist Party has had political successes in India. In 1954 the Congress Party lost the control of a state government, Travancore-Cochin, to a leftist coalition of Communists and Socialists. In 1953 in a bitterly contested election campaign in the state of Andra the Congress Party had to rush in its national leaders, including Nehru, to save the situation with tactics that were widely criticised even by some Congress Party leaders. In 1954 a coalition including Communists won a landslide victory over a Congress backed candidate in the Sikh community of the East Punjab. In March 1957 the state of Kerala elected a Communist Government. In the 1958 by-election in Devinculorn, in Kerela State, a woman Communist candidate, won a majority of the votes. All these Communist successes have been negated—at least politically—by the Congress Party Government. In the 1957 election the Communist Party won 60 of their 126 seats in the Assembly and having the support of the five non-party independents became the Government of the State of Kerala. In June 1959 opposition parties (Congress Party, People's Socialist Party, the Muslim League) together with reactionary forces campaigned to overthrow this Communist Government of Kerala; these parties and forces were alarmed by the Communist Government program for land and educational reforms and the continuing evidence of popular electoral support of the Communist Party in Kerala. Success in these reforms, of benefit to the people, would have repercussions in other parts of India. On July 31st the Central Government took drastic action: President Prasad dismissed the Communist Government, ousting this popularly elected government and placed the administration of the state under a governor appointed by the President. The Manchester Guardian, (2/3/60), characterized this ouster as "a severe wound to the democratic Indian Constitution itself." According to the Constitution this centrally appointed governor's rule should last a maximum of six months. Accordingly, on February 1st 1960, elections were held; the main contestants were the Triple Alliance (the three opposition parties) supported by the Catholic Church and the Communist Party supported by non-party independents. Even Nehru traveled to Kerala to campaign for the Triple Alliance. What was the result? The three party coalition (Triple Alliance) won 94 of the 126 votes and the Communists and the independents they supported won 29 seats; broken down the votes were as follows: Congress Party, 63; Communist Party, 27; Praja Socialists, 20; Muslims, 11; Independents supported by Communist Party, 2; and splinter parties 3. The total vote was almost 7,000,000 —over a million more voters than in 1957; the Communist vote was 2,890,000 which was 700,000 more than they received in 1957. In 1957 the Communist Party and the independents it supported received 49% of the total vote; in 1960 this same coalition received 42.5% of the total vote. "It would seem that those in Kerala who voted for the Communist Party in 1957 have lost none of their enthusiasm," wrote the New York Times, (2/4/60). "Despite the resounding rebuff (?—Ed.) suffered by the Communists in the Kerala elections, their hard-core strength remains formidable. . . . Indications are that the Communist vote will prove substantially larger both quantitatively and percentage wise than in previous elections. . . . The fact that the Communists have been able to increase their voting strength in the face of the Sino-Indian tension, the anti-Communist agitation of last summer, and the dissolution of their regime by Presidential decree is a disturbing thought to the triumphant alliance of non-Communist Parties," writes the New York Herald Tribune, (2/4/60). The New York Times, (2/4/69): "The Communist Party is also strong in West Bengal and there is a possibility that the Kerala story may be played out again there in 1962." Editorially the New York Times says, "There is little reason for jubilance. In the popular vote the Communist show an absolute gain." The New York Herald Tribune editorial, (2/4/60), wrote: "The results of the Kerala election must be interpreted as a serious defeat." Earlier, (12/28/59), the Times had written, "A lot of life remains in the Communist Party here in Calcutta. The Communist are sharply criticized for their fuzzy wavering on the border issue . . . but their economic doctrine continues to have strong appeal. In the capital at New Dehli one gets the impression that the Communist Party is nearly dead: in November when the Party's National Council met at Meerut, near New Dehli, public functions were abruptly cancelled because of mass anti-Communism; in Calcutta, however, the Party can still draw ten thousand staunch supporters to a public meeting in the Maiden, SKETCH MAP: SINO-INDIAN BOUNDARY QUESTION References: Boundary line in maps generally published in China (green edge) and India (red edge) is not marked by the Sino-Pak Front (where it coincides) The boundary line in maps generally published in India. The so-called McMahon Line, Boundary line at the eastern end of the Sino-Indian border, compiled by John W. McMahon in 1894, by order of the Court of Directors of the East India Company. a huge public park in the center of town. There at Maidan Communist leaders spoke from a pedestal of the 165 foot pillar built in memory of Sir David Ochterlony, a British governor. They exhorted a cheering audience to campaign for a peaceful settlement of the border dispute and continued Indian-Chinese friendship. Students wearing large hammer-and-sickle buttons patrolled the fringes of the crowd. Book sellers offered the writings of the Mao Tze-tung and Lenin . . ." At this gathering two youths who exploded two large fire-crackers were pursued by fifty Communist youths who pummeled and kicked them until the police arrived and arrested the two. One of the Communist youths who a few minutes before had been kicking and punching the captured couple identified himself as a college student and said he did not know what he would do after graduation, but he voiced confidence that the Communists would make it a better world for him. On December 1st, in Assam State, the Communist candidate Phani Bora won a seat in the state legislature, polling more votes than his total opposition; this was the first by-election for a state legislature since the beginning of the Sino-Indian border dispute. (N. Y. Times, 12/1/59) COMMUNISM ABROAD ALSO SPEAKS TO THE INDIAN PEOPLE It is not only the Communist movement within India, politically active, that challenges the role of the current ruling elements and offers an alternative to their failure to meet the needs of the people; Indian rulers are faced not only with the economic ills of their country, and the base there ills furnish to the Communist appeal to the people, but they are under equally great pressure to compete with Communist China's social and industrial achievements. China, after decades of internal (war-lord) wars, world war and civil war—with fifty million people uprooted during the forties—today has no refugee conditions nor population: all her people are engaged in the constructive work of building and modernizing their country and all are enjoying an already enhanced standard of living. In China hundreds of thousands of students graduate from colleges, universities and technical schools every year—and yet are too few to meet the demands of the growing economy. These are facts pressuring the harassed reactionaries of India. Nehru, on December 22nd 1959 called for a rapid increase in India's industrial potential so that India could negotiate from strength for a solution of her border quarrel with China. U. S. Congressman Hale Boggs of Louisiana, after a visit to India, said: "The impact in India of Communist propaganda is so big because the Communists are doing a tremendous job there. For instance, the people are flooded with slick propaganda not only from Russia and Red China but from each of the satellite countries. It is very clever stuff—it is all about how these nations have made the 'great leap forward.'" But, is this just wordy "propaganda"? Is not the "great leap forward" a fact? A fact increasingly impressive to the people of India who, still living in miserable conditions, have a government that still must look to the outside, exploiting, capitalist world for economic viability? There have been over ten years of independence and still "the need of India for American financial and economic assistance is greater today than at any time since independence was attained in 1947." The New York Times, (12/8/59), reported that the major preoccupation at a conference in Hongkong of U.S. aid officials in Asia was "the growing economic potential of China... Conference sources expressed the view today that China's economic power had replaced the threat of aggression and political subversion as the chief problem in U.S. relations with most countries of south and southwest Asia. 'Even if you eliminate exaggeration in China's production claims,' said one official, 'you must still accept the possibility that Communist China is going to have big productive capacity in ten to fifteen years. This will mean greater influence in other Asian countries, not only through the Chinese example of one way to achieve economic growth, but also through trade and technical channels.' The Times account went on, "Ways of using aid to help Asian countries deal with prospective Chinese Communist economic power are an important part of the conference which brought together directors of aid programs in eleven countries." A U.S. Senate resolution passed in September 1959 asked the President to explore with other friendly democratic nations "the feasibility of establishing an international mission" to consult with the free countries of South Asia on their long range economic requirements. Wrote the New York Herald Tribune, (12/11/59), about this resolution: "At its core is the fear that Communist China will advance more rapidly than democratic India in economic development. China might thereby become the example for all the underdeveloped countries of South Asia, with possibly drastic repercussions both in India and on the world balance of power." Walter Lippmann (2/18/60) put it bluntly: "The 4.1 billion dollars... for foreign aid... programs have a common purpose. It is to prevent the expansion of Communism... The Soviet Union has developed a high rate of economic growth which acts as a very powerful example and magnet in the underdeveloped countries. . . . The threat and possibility of overt military aggression by the S.U. has declined almost to the vanishing point. . . . In the underdeveloped countries it is armies that make and unmake governments. . . . What is described as military aid and defense support in our appropriations is in a very considerable degree a subsidy to keep the army on the side of government. . . . Economic aid is not to be scattered about but it is to be focused and directed upon key countries, particularly India, Pakistan and Taiwan." On February 3rd it was announced that Washington had decided to increase aid to India by at least 50%, and probably more. A New York Times editorial (2/7/60) said, "It has become an axiom in international politics that... the fate of democracy in Asia will be determined by the outcome of the economic development race now under way between democratic India and Communist China. . . . It is in recognition of this fact that the Administration has decided to increase our economic aid to India... from between $150 million and $170 million a year to $250 million and even $300 million. In addition President Eisenhower proposes to ask Congress to endorse the Indus River development project worked out by the World Bank." In an editorial on "The Indus River Project" on March 3rd the New York Times says this is "A billion dollar enterprise that would... help India and Pakistan... in the face of the Communist menace." "India, the test of democracy in Asia" is the reiterated slogan of the American interests who urge aid to and investments in India. This only slogansizes the fact that Communist appeal is a pressing problem for India's rulers. China's economic progress is a major element in the friction between the Governments of India and China. One can easily see why the ruling elements in India feel a hostility toward China. The "issue" of an inaccessible border line fades into insignificance alongside the internal problems caused by China's demonstration of what a people, newly independent and modern, can do for themselves. Of course it is not the actual economic strength of China—already established industrial nations have greater strength—but the fact that China, ten years ago poorer and weaker than India, has shown a new path to national advance. This is not lost on India's populace. And what a convenient issue in the border quarrel to hasten and increase anti-China Washington's assistance just at this terrifying stage in India's economic planning! How neatly the anti-Communist Washington and the anti-Communist element in New Dehli meet over this border quarrel! Of course it is ironic that in spite of all the eager assistance of the West in maintaining India as a non-Communist country, India has had to call on and/or accept the aid of a socialist power, the USSR. Three steel plants have been built for the Indian Government by outside interests. There is a British built plant at Durgapur in West Bengal, a West German-built plant at Rourkela in the State of Orissa, and a Soviet-built plant at Bhilai in the State of Madhya-Pradesh. Each is to produce one million tons of steel ingots annually. The costs of these plants are, respectively, British, $289,000,000, German, $357,000,000, and Soviet Union, $275,000,000. All have gone into partial production but the Bhilai (SU) plant began producing finished steel in November 1959. A. T. Steele commented (N. Y. Herald Tribune, 12/30/59): "As it looks now, the Bhilai plant will be fully operating with all its ancillary enterprises by the end of 1960. . . . Some Americans connected with the United States aid program in India believe the program would carry more impact if it included a few projects of the spectacular type. They point to the Soviet success in making propaganda capital of the Bhilai plant, which has come to symbolize the Soviet aid program in many Indian minds. The Russians have been helped by the fact that the Bhilai project has gone ahead more smoothly than the West German and British efforts at Rourkela and Durgapur. . . . It is no secret the Indian Government would like to obtain American cooperation in financing and erecting a new steel plant of large capacity and there have even been some tentative but inconclusive conversation on the subject." In February 1960, a few months after Mr. Eisenhower's copiously reported visit to India, Mr. Khrushchev visited India; American newspapers compared the visit in terms of the crowds that turned out to greet each of these leaders. But far more significant, in fact and in the eyes of the Indian populace, is the comparison in terms of the concrete results. On February 12th, India and the Soviet-Union signed an agreement whereby the SU built Bhilai steel plant, is to be expanded so that it can produce 2,500,000 tons a year, an increase of 1,500,000; the agreement also includes expansion of a heavy machinery plant at Ranchi in the State of Bihar; a mining machine plant at Durgapur in West Bengal; completion of an oil refinery at Barauni, Bihar; the manufacture of electrical equipment and precision instruments; exploration, development and production of oil and gas, expansion of a power plant in Madras and a thermal power station in Madhya Pradesh and another one at Singrauli, Utter Pradesh; also, it was reliably reported, Indian officials announced on March 7 that India has accepted a Soviet Union offer to build a nuclear power station. So, within India itself, at the essential centers of an industrial economy, the Indian people have a going demonstration of socialist capacity, socialist lower costs, socialist results—aid to the Indian people, not to American investors. WILL THERE BE WAR OVER THE BORDER QUESTION? Although American headlines played up the possibility of armed conflict between India and China developments in these two countries gave little basis for war between them. China and India continued to trade. An Associated Press report (12/30/59) dispatch said that although the trade agreement between India and China signed October 14th 1954 expires on December 31st 1959, "the failure to renew the pact will not result in any stoppage of Indian trade with China in the new year." The trade in the first nine months of 1959 amounted to $17,829,000; India sent to China tobacco, raw cotton, shellac, sandalwood, oil and jute products and bought Chinese newsprint, chemicals, steel, cassia and raw silk. A nation that exports chemicals and steel certainly does not consider that customer a potential enemy! And while the border dispute was filling the press China was a major participant in the great World Agricultural Fair held in New Dehli during December 1959-January 1960; the Chinese exhibit was visited daily by tens of thousands of visitors (900,000 up to January 11th). India's vice-president, Radakrishnan, visiting the Chinese pavilion, expressed his interest in seeing every part of the pavilion, made inquiries about Chinese rice and corn production, her farming implements and irrigation projects and was much interested in the development of the Chinese people's communes. K. C. Reddy, Indian Minister of Works, Housing and Supply, along with the Minister of State to the Ministry of Commerce and Industry, Mr. N. Kanugo and a group of members of Parliament also visited the Chinese exhibit, and expressed high appreciation of China's agricultural achievements and the hope for an exchange of experiences in agricultural production. The populace of India was not anti-Chinese; most of the anti-Chinese demonstrations reported in the American press were initiated by opposition parties, using the border quarrel as a political weapon against the ruling Congress Party. India continues to press for China's admission to the United Nations. On January 17th, Krishna Menon said that India's continuing plea for this admission is just. The meeting of the Indian Congress Party at its annual Conference in January 1960, revealed how far from war was both the popular sentiment and the considered attitude of the officials. Nehru, leader of the Congress Party, forcefully maintained his neutralist policy; on January 15th, his "wrath exploded" when he "angrily rejected any suggestion that India's policy of no-military-alliances be changed. 'Whatever the consequences, we will not have foreign armies on our soil.'" (N. Y. Times, 1/16/60) Attacking the Southern Asia Treaty Organization (SEATO) and the Central Treaty Organization (formerly the Bagdad Pact), he asserted, "I have not seen anywhere where they strengthened the member countries; they got arms, but arms do not always strengthen, and they could have got them in other ways too." He went on to say that the spread of military alliances to Asia had not added to any one's security but had hampered economic progress. "To be realistic, no country in the wide world can help us at the frontier." He defended at length his policy of non-alignment with power blocs. He said the new countries of Asia and Africa rejected the idea of "being told what to do and what not to do. The future of the world will not be decided by one or two great power blocs." The New York Times on January 10th, reported that at this current annual session of the Congress Party, it was expected that a major matter for discussion would be India's border dispute with China. But the Convention revealed the apathy of the populace. "Arrangements had been made for a turnout of 100,000, but barely 5,000 appeared. Some persons appeared disappointed that a firm stand had not been taken to oust the Chinese Communist troops from India's Northeast Frontier Agency and Ladak." (N. Y. Times, 1/18/60) In the sessions of the Convention "a sizeable segment of the Congress Party members who favor military alliances, particularly with the United States, declined to speak out for fear of incurring Mr. Nehru's wrath"—the wrath that did explode on the 15th. Krishna Menon, Minister of Defense, insisted that if India had been aligned with a power bloc when China attacked her northern border, other countries would have been drawn in. "No greater catastrophe could have resulted," he said; "the day we become part of a military bloc is the end of our independence." Convention action did not reveal any attempt to foment enmity toward China. "The discussion of a resolution on the peaceful settlement of disputes, which included a warning of peril along the frontier with Communist China, had been expected to be a high point of the Convention; although some speeches were fiery they appeared anti-climactic after Mr. Nehru's outburst against military pacts." (N. Y. Times, 1/16/60). "While there was talk about the peaceful settlement of disputes and the building of Indian strength to resist further aggression, the Party leaders avoided the subject of possible action against the Chinese aggression of last year." (N. Y. Times, 1/17/60) On the eve of Mr. Eisenhower's visit, Mr. Nehru speaking in the Indian Parliament Upper House, set the tone against military blocs, military assistance, and a military solution of the border dispute with China. He reiterated his belief in a policy of non-alignment, saying that this policy is meeting with a large measure of success in important capitals today. "Broadly speaking, the world is moving toward an attempt to put an end to the cold-war and even to those military blocs ultimately." He specifically regretted that in the present world context, India should be confronted with a situation that threatened military conflict and war. He said that the border crisis is long-term, not short-term, because India and China are neighbors bordering on each other for thousands of miles. "We have to think in long-distance terms; our stress is on peace and will continue to be on peace; and India will continue to be friendly with all countries, including China." He said India cannot forget the basic requirements for defense: "to strengthen India for defense—a major effort is needed, not just for enrolling people for the farms, but in building up the technological and industrial development of the country." Rejecting proposals that India use armed force to remove Chinese troops from the border he told the Parliament that such a move would lead to war with China and in that case it would become "an indefinite war—we will not give in and China will never give in and throughout our lives we will be warring. As far as my Government is concerned we will negotiate and negotiate and negotiate to the bitter end." Mr. Nehru kept emphasizing, before and during Mr. Eisenhower's visit, that Mr. Eisenhower was "a messenger of peace." "Tomorrow we will be welcoming President Eisenhower, a great leader of a great nation. Fundamentally our welcome is because he is a messenger of peace in the world today. The heart of our country which is for peace goes out to him." There were pressures on Nehru to use the Eisenhower visit to seek military aid. Members of the Congress Party called on him to accept foreign aid in case of an attack from China; but he steadfastly rejected this policy. American correspondents in India at the time of the visit promoted this idea directly with Mr. Nehru; in a broadcast interview, later shown in the United States, Mr. Nehru was asked, "Will you accept American mediation in your dispute with China?" Mr. Nehru replied, "This is an issue China and India will settle themselves." Asked if he would accept American military aid to fight China, Mr. Nehru replied, that "We are not going to fight China." Asked, if India did get into a war with China would she seek military equipment and aid from the United States, Mr. Nehru replied that in case of war, India would secure arms wherever she could. In an interview with four American correspondents on December 19th, the Prime Minister said he was not sure that the Chinese were deliberately trying to put pressure on India as an end in itself; that he noted the affected border had been in dispute for some time and that recent developments might have simply spurred the Communists' intention to lay claim to them. Nehru said he thought there was a desire among the Chinese to negotiate the issue on peaceful terms. "I must accept Mr. Chou En-lai's word; he says he wants to do so and he has offered to meet me." Nehru went on to say that he thought Peking's policies in the border argument were traditional and historical, more Chinese than Communist. (N. Y. Times, 12/21/59) WHY HAVE MR. NEHRU AND THE INDIAN GOVERNMENT PULLED AWAY FROM WAR WITH CHINA? Both Mr. Nehru and Mr. Eisenhower—but in differing degree—have each taken a stand for peace; both are the leaders of a political party and each is a representative of a national government that does not carry out domestic policies that furnish a basis for peaceful international relationships. Both governments in their domestic policies give weight (India less than the U.S.) to the pro-capitalist sector of the world; and both are forced by worldwide developments into accepting increasing coexistence with the socialist sector of the world. War for Mr. Nehru and for Mr. Eisenhower and for their nations would be disastrous. India has special reasons for avoiding war. Mr. Nehru knows that the border issue will not be settled by military conflict with China. For one thing—as Walter Lippman pointed out (N. Y. Herald Tribune, 12/10/59), "The Indian economy is so desperately deficit that if it had to shoulder the burden of a big mobilization: and an arms program the burden would be crushing and the consequence might be catastrophic. I use the word catastrophic advisedly; the Indian standard of life is almost unsupportedly low and if it does not become better but worse no one can be sure that the Central Government can maintain the unity of India against its variety of languages and races and of local nationalisms and against the deep historical tendencies toward separateness. What threatens India if internal development fails is not a general lapse into communism. It is the break up into separate states, some of which would no doubt be communist, others would be right-wing Hindu and no one knows what else." Paul Grimes writes in the New York Times (12/25/59) of the laborers on tea estates, in orange groves and on vegetable farms—how "Communist propaganda exploits the dissatisfactions between the hill people and the people of the plains who exploit them." "Many hill people who are largely of Nepalese stock, contend that Calcutta, the state capital of Bengal, has neglected their welfare. They feel that the hill people do not hold a just share of the Government jobs. . . . Many people doubt that the dissatisfaction of the hill people can be ended unless economic conditions improve. That could take a long time . . ." He points out that if conflict did break out in the Chumbi valley the hill people would have little will to resist the Chinese; he says observers "fear disorder unless the Indian army is prepared to deal firmly with any attack." The New York Times, in an editorial (12/26/59), admits the weakening conditions within—"the hostility between different linguistic and religious groups within India's variegated population . . . the economic distress and discontent which exist among the poorest groups of India's population . . . a military adventure that could so demoralize and disintegrate Indian political life that the Indian part of the subcontinent would vanish as an integrated nation and be replaced by a Balkanized congeries of small squabbling states. . . ." "What Is Mr. Nehru's Role?" What is Mr. Nehru's role? While rejoicing in his reiterated rejection of military alliances it puzzles many people that for months Nehru had steadily evaded the negotiations which China has offered. He insists the issue must be settled by negotiations, but rejected, even with bellicose statements, concrete opportunities to talk the issue over with China. What role does he play today? Does his current stand on the border issue throw light on his true role? Is he being forced to line up India with the United States—being forced by the pressures from India's still ruling and anti-Communist elements who feel their kinship with the capitalist world? Is he playing for time as he talks socialism and accepts aid from both sides—the United States and its western allies and the Soviet Union? Is he a frustrated leader, worn out by the unsuccessful attempt of India to solve its basic economic and social problems? His pre-liberation martyr role under the British, his post-liberation status as a world figure, and his eloquent insistence as a national leader that India is to take the socialist road have made him the beloved leader of the Indian people, a leadership bulwarked by his role as Ghandi's disciple; but in today's India and in today's world is Nehru the man who will lead the Indian people to solve their problems and build the India they want? The question of Nehru's role goes deeper than the issue with China. He may well negotiate and he and China may well settle this relatively minor border dispute. But what role will Nehru play in the direction that his country takes in the oncoming years?—capitulation to the anti-popular forces? or true leader of and participant with the people in the struggle for a genuinely independent and prosperous India? China and Indonesia Indonesia is another newly independent Asian nation with which China is in the process of working out a problem inherited from colonial days. This is not a border dispute, but a problem whose genesis occurred centuries ago. Fifteen hundred years ago there were Chinese in Indonesia but the major migration began when in the 17th century the Dutch imported Chinese laborers into their colonial Indonesia. Just as they had when imported into the United States in the late 19th century, thousands of imported Chinese laborers remained in Indonesia to become permanent residents; some of their descendants became citizens in the course of the years; most retained their status as Chinese; almost all, whether citizens or not, looked to China as "home," a home only a few have ever visited. These early laborers and their descendants contributed much to the economic build-up of Indonesia, living in friendly relations with the Indonesians over the centuries. Indonesia occupies first place in the world in the production of pepper; it was the Chinese who helped boost the pepper crop by introducing the method of allowing the pepper vine to twine around the pole, making close planting possible; this method increased the plants per hectare from 1,200 to 2,500. Chinese introduced tea planting into Indonesia, and today Indonesia ranks fourth as a tea-producing country. The Java sugar industry was introduced by the Chinese; they began to build sugar mills in the 17th century, using Chinese refining mills and water power to turn the mills. It was a Chinese, Pan Min-Ngam, who opened a canal for transporting firewood from the suburbs into the city of Jakarta (formerly Batavia) now the capital. A distillery using syrup as raw material was also developed by Chinese in Djakarta. The fishing area in Bagan Siapi-api, one of the biggest in the world, was first developed by WHERE THE OVERSEAS CHINESE ARE CONCENTRATED - BHUTAN - INDIA - E. PAK. - BURMA - Total: 20,300,000 - Chinese: 320,000 - THAILAND - Total: 20,800,000 - Chinese: 2,360,000 - LAOS - Total: 1,750,000 - Chinese: 10,000 - CHINA - N. VIETNAM - Total: 13,500,000 - Chinese: 50,000 - S. VIETNAM - Total: 12,000,000 - Chinese: 780,000 - CAMBODIA - Total: 4,200,000 - Chinese: 230,000 - MALAYA - Total: 6,250,000 - Chinese: 2,365,000 - Singapore - Total: 1,260,000 - Chinese: 965,000 - SUMATRA - BR.N. BORNEO - BRUNEI - SARAWAK - BORNEO - BRITISH BORNEO - Total: 1,000,000 - Chinese: 270,000 - INDONESIA - JAVA - Total: 80,000,000 - Chinese: 2,250,000 - PHILIPPINES - Total: 22,280,000 - Chinese: 270,000 Areas of principal Chinese settlement Figures on map show population Chinese who also developed the saw milling and charcoal industries in Riau. When the Dutch came two-thirds of the Indonesian people were concentrated on the island of Java while the other islands including Sumatra, Celebes and West Borneo, rich in minerals and forests were sparsely populated. Dutch colonizers induced Chinese from China's coastal provinces to go to work on these outlying islands, clearing the land for plantations. The Chinese workers in Indonesia shared with the Indonesian people the hardships and difficulties of Dutch colonial rule; though some have become capitalists like some native Indonesians, all have been sharers in the economic life or the country; to now try to present these Chinese as "enemy" is sheer misrepresentation fostered by interested foreign elements and local reactionaries. Since 1949 the Indonesian people have been completely free of colonial rule (Dutch to 1942, Japanese to 1945, fighting the Dutch 1945-1949). Since then they have been going through the process of establishing themselves as an independent and modern nation. From 1952 to 1958 the economy was badly disrupted by revolts led by dissident groups dissatisfied with the government's fiscal policy, with their political representation and with Communist influence in the government. And 1959 was a year of economic upheaval, the worst since Indonesia won independence. There was widespread deterioration and rampant pessimism; government measures had caused disastrous inflation and undermined confidence in the money unit, the rupiah; industrial output dropped, import of raw material was cut back, foreign private investment was frightened away; and there was a budget deficit of 22,000,000,000 rupiahs (about $491,000,000) out of a total expenditure of 46,000,000,000 rupiahs. In August the government took drastic steps to meet this upheaval; it devaluated the rupiah, it froze large bank accounts, it reduced the amount of money in circulation, it abolished the export certificate system, it imposed a tax on imports and on export proceeds. Earlier, in July 1959, it had passed a decree, to go into effect on January 1st 1960, paving the way for Indonesian cooperatives to take over the rural retail trade; this too was a part of the effort to stabilize and strengthen Indonesia's economy. This July decree hit the Chinese in Indonesia very hard, for most of the rural retail trade was in their hands. But the Government of the People's Republic of China in Peking made no protest against this decree—it was an internal affair of the Indonesian Government. In October 1959 Indonesia's Foreign Minister Dr. Subandrio was in Peking and a Joint Communique was signed on October 11th by the foreign ministers of the two countries. Only one of the eight paragraphs of the Communique touched on the subject of Chinese nationals living in Indonesia and their relation to Indonesia's economy: "Both the Foreign Ministers take cognizance of the fact that in the process towards economic development and stability in Indonesia, the economic position of the Chinese nationals residing there may be affected in some way. Both the Foreign Ministers consider that an appropriate way should be sought for the solution of this question so that it will be in the interest of the economic development of Indonesia and that the proper rights and interests of the Chinese nationals will be respected. Both the Foreign Ministers agree that the economic resources of the Chinese nationals will play a useful role in the economic development of Indonesia." Thus, there was no question raised on the part of the Chinese authorities of the right of the Indonesian Government to initiate economic measures they deemed necessary for the stabilization of the Indonesian economy; there was recognition that Chinese nationals in Indonesia would be affected, but assumptions by both governments that the rights and interests of the resident Chinese would be respected, and that the Chinese resources in Indonesia would be used to further Indonesian economy. Dr. Subandrio on his return to Djakarta from Peking said that China was making efforts to approach existing problems in a friendly and peaceful way, and that he had reached a basic understanding with the Chinese Communist leaders, but that there were still "practical difficulties," one of which was the decree coming into effect on January 1st banning alien traders from doing business in Indonesia's rural areas. Why then did friction arise over the question of Chinese national's in Indonesia? WHY DID FRICTION ARISE? Friction did not arise over the decree, but over the method of carrying it out. As the January 1st date approached the Indonesian Government pushed ahead with the implementation of the July 1959 decree (banning small and retail activities of an alien nature in rural areas outside the capitals of autonomous districts of first and second rank and residencies). This ban affected 300,000 Chinese who dominate Indonesia's rural economy. On November 16th the Chinese Embassy in Djarka issued a bulletin implying that the Indonesian authorities were pressing an anti-Chinese movement and charging that Chinese had been beaten in West Java and protesting anti-Chinese articles in some of the Indonesian newspapers. Chinese Embassy officials who went to West Java to advise Chinese nationals on the implementation of the decree were accused of meddling in Indonesia's internal affairs; and on November 18th, all of China's diplomats were temporarily banned from visiting West Java and all embassy personnel except the Ambassador and his counsellor were forbidden to leave Djakarta. There was official Indonesian accusation that "Chinese Embassy officials were ranging over the West Java hinterlands advising aliens to ignore the ban." But an official Indonesian statement quoted the Chinese Embassy personnel as telling a group in West Java, "If the fundamental human rights and personal property of the overseas Chinese are confiscated, then the Chinese Government will protect the Chinese with all its power. So in this regard it is expected that the overseas Chinese should not feel disturbed and should remain in their respective places, because the Chinese Government will try to solve the problem with the Indonesian Government in a friendly way." (N. Y. Times, 11/19/59) Rather than opposing the Indonesian Government's right to pass the decree and rather than interfering in Indonesian internal affairs this would indicate that the Chinese were both carrying out a policy of attempting to meet the situation by friendly negotiation and at the same time acting to protect the rights of its citizens in Indonesia. As Dr. Subrandio had said on his return from China, "there are still practical difficulties," and one was the question of evacuating retail traders from rural areas. This evacuation measure had not been included in the decree of July 1959; it was a supplementary regulation issued on November 19th, empowering regional and local military officials to order aliens out of rural areas on the basis of local security conditions and at their own discretion; the West Java Commander, whose province had been plagued for a decade by armed insurgent activity (Indonesian, not Chinese) had ordered all aliens out. In November, Chinese in West Java, were being evacuated to designated cities; 165 had been arrested for defying the order to move; some had been beaten. On December 9th 1959, China's Foreign Minister Chen Yi took official notice of the developing situation in Indonesia. He charged that certain forces in Indonesia were making use of the decree to sabotage the friendship between China and Indonesia, that in forcing evacuation they were going beyond the decree thereby impairing the rights of the Chinese and infringing on their personal safety; that great numbers had lost their means of livelihood and had become homeless; that in the process of compulsory evacuation force had been resorted to, causing bloodshed. He also charged that certain Indonesian newspapers were carrying statements hostile to China. He then proposed "in order to safeguard the friendly relations between our two countries and to leave no room for the forces hostile to the friendship between our two countries" that "the two countries should immediately adopt measures to bring about an overall settlement of the overseas Chinese question. His proposals were: "1. The Chinese Government has always considered that it is unreasonable for the overseas Chinese to hold dual nationality. Many overseas Chinese have lived in Indonesia for generations, they have merged with the Indonesian people in social and economic life. The Chinese Government would like to see these overseas Chinese choose Indonesian nationality in accordance with their own will. Once they have acquired Indonesian nationality, they will naturally pay allegiance to Indonesia, and at the same time be automatically entitled to the civil rights of Indonesia without any discrimination. The adoption of the nationality of the country of residence by overseas Chinese is in the interests both of themselves and of the country of residence. Therefore, the Chinese Government has always hoped that the Treaty Concerning the Question of Dual Nationality concluded between our two countries can come into force and be implemented at an early date. As far back as December 30, 1957, the Standing Committee of the National People's Congress of the People's Republic of China already decided to ratify this Treaty. The Chinese Government now proposes that the Governments of the two countries immediately exchange the instruments of ratification of the "Treaty Between the People's Republic of China and the Republic of Indonesia Concerning the Question of Dual Nationality," and at the same time appoint delegates to form the joint committee in accordance with the notes exchanged between the two Prime Ministers on June 3, 1955, to discuss and lay down the methods of implementing this Treaty. "2. Among the overseas Chinese residing in Indonesia, there will be some who want, of their own will, to retain Chinese nationality, and others whose choice of Indonesian nationality is not approved. The Chinese Government hopes that the Indonesian Government will, in accordance with Article 11 of the Treaty on the Question of Dual Nationality concluded between the two countries and the Joint Communique of the two Foreign Ministers, truly protect the proper rights and interests of these overseas Chinese, and check any discrimination against and persecution of them. The Chinese Government will continue to encourage these overseas Chinese to respect the laws and decrees of the Indonesian Government, to refrain from participating in local political activities, to contribute energetically to the economic and cultural development of Indonesia, and to live amicably with the Indonesian people. The Chinese Government, of course, hopes that the laws and decrees of the Indonesian Government will be impartial to all foreign nationals without discriminating against those of a friendly country or even being used as tools to persecute the overseas Chinese. "3. Regarding those overseas Chinese who have become homeless and lost their means of livelihood, or who do not wish to remain in Indonesia, the Chinese Government is prepared, in accordance with their desire to return to China, to make arrangements for their livelihood in China and provide them with opportunity to take part in the socialist construction of their motherland. The Chinese Government hopes that the Indonesian Government, in sending these overseas Chinese back to China, will also respect their own will without resorting to measures of compulsion, allow them to sell their properties and bring back the money they have acquired, and ensure their safety on their way home. In order to facilitate an orderly resettlement of these returned overseas Chinese by the Chinese Government, it is also hoped that the Indonesian Government will adopt measures to send them back to China by stages and in groups. "The above proposals clearly show that the Chinese Government is willing to achieve a thorough settlement of the overseas Chinese question existing between our two countries and to do its best to prevent friendly relations between our two countries from being undermined. The Chinese Government proposes that the two governments immediately appoint representatives to hold consultations on the above proposals of the Chinese Government and any proposals the Indonesian Government may put forward for the same purpose." That the Chinese Foreign Office had a basis in fact for its concern was documented in a report appearing early in January 1960 when twenty local and foreign correspondents accompanied Dr. Subrandio on a government-sponsored tour of West Java; the foreign correspondents "though not free to choose the place to visit were completely free to ask questions. The replies that emerged added up to a bitter indictment of Indonesia. The authorities were accused by these aliens of badly mistreating them, of evacuating them from their villages at rifle point, of failing to provide sufficient food, of forcing them to live in crowded quarters and of wholesale lack of official interest in their fate. The most glaring example that the reporters saw of cramped housing was in Sukabui where seven Chinese families totalling fifty-one persons were jammed in a one family house. Dr. Subrandio promptly instructed the local military to make two additional houses available for the evacuees. All the charges by the aliens were denied by the Indonesian authorities. Officials conceded that 'a few excesses' had taken place but blamed the aliens for provoking them by refusing to obey instructions. 'We have no hope any more in Indonesia,' said Tan Hong Chen, one of the Chinese aliens. 'There is no future here for us. And we have no money left.' Mr. Tan, a baker, about fifty years old said he had been living in Indonesia for about thirty-six years. His village was Chitarum, but when the ban went into effect he, his wife and their eight children had been relocated in a small room in the city of Bogor. His Chitarum shop, worth about 50,000 rupiahs (about $1,100) had been shut down by the authorities and has not yet been sold, Mr. Tan said. (Kalb, N. Y. Times, 1/28/60). Earlier (1/7/60) the New York Times had reported "Tens of thousands of Chinese residents in Indonesia have lost their homes and former means of livelihood as a result of the Indonesian action." The Manchester Guardian (2/28/59) wrote: "No self-respecting government could be expected to stand quietly by while its nationals were treated as the Indonesians propose to treat the Chinese trading among them. The Indonesian Government denies that its measures are racial, and says they apply to all foreigners. But the language used is sadly reminiscent of the language used to stir up racial prejudice. Some of the charges made against the overseas Chinese may be true, and the Indonesian authorities could no doubt claim that popular feeling is running strongly against them. But this is all the more reason why it should not be given the slightest encouragement by the government." On December 24th, 1959 the Chinese Foreign Minister sent another note to the Indonesian Foreign Minister. He pointed out that "The overwhelming majority of the overseas Chinese in Indonesia are working people. For generations they have lived amicably with the Indonesian people and played their part in the economic development of Indonesia; they differ fundamentally from colonialists backed by gunboats and intent on oppressing and plundering another country." He admitted, "It is true a very small number among the overseas Chinese do not behave well, but it would be unfair, merely on account of this, to describe the entire overseas Chinese community as a monopoly group." He also granted that "How to adjust the economic position of the overseas Chinese in the course of the development of Indonesia's national economy is a complicated question." He hinted that the current situation was being used: "Unfortunately the regulation on the prohibition of alien small and retail trade in rural areas has been utilized to make a concentrated attack on overseas Chinese... at present the imperialists are taking advantage of the situation to sabotage relations between our two countries and divert the people of the Asian countries from the goals of their struggles." A letter to the editor in the New York Times (12/26/59) points out that of course there has existed some anti-Chinese feeling in Indonesia, "not primarily political or racial, but economic; the Chinese are the largest and most successful merchants within Indonesia upon whom the rural Indonesian majority has depended for the sale of produce and for agricultural credit. The impact of inflation, population pressure and economic disorder impinges visibly on the farmer in the guise of unfavorable prices which it is the misfortune of the Chinese merchant to have to quote. Tension follows. The Chinese have not caused the economic deterioration of the country." Americans are not unfamiliar with hostility toward certain minority groups, hostility based on their economic status; we too have had our anti-Chinese days, our anti-Japanese days, our anti-Mexican days. In Indonesia this hostility has been intensified by the failure of the Government's attempt to provide lower cost trading and credit alternatives for their farmers. "Indeed, the present 'need' to remove the Chinese merchants by law is testimony to the failure of the Government's efforts to compete with the Chinese" to quote from the above letter. The Chinese Foreign Minister, in his note of December 9th, charged that certain newspapers in Indonesia were carrying statements hostile to China. A member of the Indonesian Parliament reported to the Indonesian Government that he had received reports that many important Indonesian figures had recently received copies of four newspapers to which, in fact, they were not subscribers, and that investigation showed that copies of these papers were sent them by the Information Service of the United States Embassy in Djakarta. This member of Parliament then raised the following questions with the government: "whether or not the Information Service of the United States Embassy was subsidizing certain papers through large subscriptions? Whether their action meant that foreign forces were interfering in the reports of certain papers? Whether it could be believed that as a result of such subsidy these papers had recently been very active in attempting to change the active and independent foreign policy of Indonesia and in undermining friendly relations among Asian and African countries?" Of course there are internal elements in Indonesia that are terrified over the growth of Communism in Asia; and they see in overseas Chinese resident in their land a potential fifth column in that many of the Chinese do claim allegiance to the Peking Government and some do display Communist propaganda and placards in their homes. However, "It would be misleading to say all of Indonesia's 2,500,000 Chinese are pro-Peking but a large number are" (N. Y. Times, 1/29/60). "Some Indonesian officials say privately that the unspoken political motivation behind Djakarta's current ban on aliens engaging in retail trade in the rural areas is this allegiance to mainland China." The current dispute over the treatment of the Chinese caught in this vast economic upheaval offers opportunity to these terrified Indonesian reactionaries to create a problem for Communist China, a problem of a possible break in relations between the two countries and to further a discrediting and fear of China among the other Asian neutralist nations. At the same time, their taking advantage of this dispute to further their own antagonism to what China represents serves to cement their ties with outside anti-China elements and secure capitalist backing for their own position in Indonesia. It might be noted here that the United States Export Import Bank announced on January 28th a loan of $15,300,000 for an electric power plant in Surabaya; that city is now a Communist stronghold; and also a loan of $33,200,000 for a fertilizer plant in Palembang, Sumatra, where the anti-Djakarta rebellion took place in 1958. At the time there was open and constant charge made of United States sympathy with the insurgents, the right wing opponents of Sukarno's pro-socialist government. In this current situation the Chinese in Indonesia are not only the unfortunate victims of Indonesia's lawful and understandable economic measures but they have become pawns in the world-wide attempt of reactionary elements to strike at the socialist world. Another measure to meet its economic problems was taken by the Indonesian Government on January 1, 1960—this was to raise the taxes on many every-day items including kerosene, gasoline and electricity. This action coincided with a stampede of buying occasioned by two other factors—one, the plunge of the black market exchange rate from 45 to 500 per American dollar; and the other, the purchasing by Chinese who were frantically converting their Indonesian rupiahs into any kind of goods; many of the Chinese planning to return to China want to take along as much of the value of their money as possible. Writes the New York Times (1/24/60): "It would be inaccurate to lay the entire blame for the rocketing prices on the overseas Chinese. It is felt here (in Djakarta) that the government helped push up the cost of living by increasing prices and taxes this month. This fact coupled with the government's dumping of millions of rupiahs into circulation to finance its deficit spending, has contributed to the price increases." The British newspaper The Scotsman (2/24/60) writing about Indonesia's "ramshackle economy" and "chaos" and "notoriously unstable currency" says "The Chinese are probably being used as scapegoats for the chaotic state of Indonesia's economy." How easily interested elements can blame and use the Chinese as scapegoats in Indonesia's economic upheaval! However, both governments indicated their intention to maintain friendly and improved relations. At the official New Year's Day reception in Djakarta attended by President Sukarno and leaders of the government and of the armed forces and Parliament and members of the diplomatic corps, the Chinese Ambassador, as dean of the diplomatic corps, conveyed the diplomatic greetings to President Sukarno. In China intense criticism of Indonesia ceased. In Indonesian Borneo the army administrator there deferred the January first deadline to March 31st in about a dozen rural areas. About the middle of January Indonesia's Foreign Minister Subandrio undertook a five-day trip to West Java to check on the implementation of the ban, taking with him 20 local and foreign correspondents. In Djakarta the Indonesia-China Friendship Association, which has 46 branches, celebrated its fifth anniversary on January 14th; the cultural counsellor of the Chinese Embassy there spoke; the Indonesian Vice-Minister of Culture and Education sent a written statement to the meeting; and the Djakarta Garrison Commander delivered a speech; the Chinese Ambassador, members of the Indonesian Parliament and the Supreme Advisory Council also attended. On January 13th, as reported by Reuters (N. Y. Times, 1/15/60), Foreign Minister Subandrio said "Relations between Indonesia and Communist China are now almost normal, though indeed in the past there has been some division. I admit we made some errors but I am fully confident that in carrying out the regulation we did not have any hatred or wildness in us." Earlier an Indonesian press agency quoted him as saying that the two countries had achieved a deeper understanding on the Chinese problem here. In his note of December 24th the Chinese Foreign Minister had welcomed the Indonesian Foreign Minister's readiness to exchange ratifications of the Treaty on the Question of Dual Nationality which the two governments had signed on April 22nd, 1955; and China specifically proposed an immediate setting up in Djakarta of a Joint Committee for this purpose, and added that the Chinese Government had appointed its Ambassador at Djakarta, Huang Chen, as the senior delegate on the Chinese side of the Joint Committee. On January 11th Subandrio announced that on January 20th instruments of ratification of the five-year-old treaty dealing with dual nationality would be exchanged. The proposals presented by China for ending the dispute were described by Subandrio as constructive; he told newsmen the proposals could be used to find a way out of the bitter dispute. The exchange of instruments of ratification took place in Peking on January 20th, 1960. The signers were China's Foreign Minister and the Indonesian Ambassador, Sukardojo Wirjopranto. The treaty, on dual nationality, became effective on the same date. Chen Yi, China's Foreign Minister, speaking at the signing ceremony, said: "Every one knows that the question of dual nationality of the overseas Chinese who have settled in Indonesia is one inherited from the development of history over a long period of time. The Chinese Government has always been of the opinion that the holding of dual nationality by overseas Chinese is irrational, because this not only runs counter to the vital interests of the overseas Chinese, but this may be made use of by forces hostile to the friendship between our two countries to sow discord and carry out disruptive activities. Therefore the Chinese Government has always taken a positive attitude in striving to bring about a reasonable settlement of this question through consultations with the Indonesian Government. . . . "We hope that the negotiations between the two sides will be successful, so that those who choose Indonesian nationality in accordance with their own will, will smoothly acquire Indonesian nationality and become citizens of Indonesia; so that those overseas Chinese who want, of their own will, to retain Chinese nationality and will remain in Indonesia, can stay on in peace of mind and continue to live amicably with the Indonesian people; and so that those who have lost the means of livelihood or who do not wish to continue to remain in Indonesia can return to China without difficulty." Ambassador Sukardjo, in his speech at the signing ceremony, said: "The treaty concerning the question of dual nationality between the Republic of Indonesia and the People's Republic of China is not only a concrete manifestation of the spirit and principles of the Bandung Conference, but it is also a pattern for the East Asian countries to follow in solving the problem of the overseas Chinese in the best possible way." He also expressed the hope "that the implementation of this Treaty on Dual Nationality will promote the solution of the problems existing between our two countries, so that the friendship between Indonesia and China will be further consolidated for the sake of friendship and peace in Asia and in the world." On January 26th the Joint Committee of eight was formed. Its task is to implement the Treaty which will require Chinese in Indonesia to choose between Indonesian and Chinese citizenship. The Joint Committee held its first meeting on the 27th, presided over by the Indonesian senior delegate, Susanto. Chinese and Indonesian senior delegates are to be alternate chairmen, with the committee meeting weekly, or oftener if necessary. So far China's proposal that a joint committee be set up to conduct negotiations on the rights and interests of Chinese ousted from trade in Indonesia has not been accepted by Indonesia. But the Indonesian authorities have assured the Chinese that "those affected by the ban on trading in rural areas may enter the field of production and industry"; for individuals recently farmers and small traders this will be no easy transition for those Chinese who choose to remain in Indonesia; there may be continuing uncertainty, discomfort, hardship and disputes. And there will be elements who will seek to magnify disagreements and use them to foster hostility, domestic elements who will play a catspaw role for hostile outside interests. China and Indonesia are still in the early stages of the process of working out their new relations as now independent nations, a process complicated by the pressures of the cold war. China and Burma Burma is one of China’s smaller neighbors, a neighbor with which China has had an unsettled question; this has been the border question, left over from the days of colonialism. Burma was long under British influence and control; from about 1612 to 1885 she was under the East India Company; and then from 1885 to 1937 she was administered as a part of British India. In 1937 she was detached from British India and made a self-governing unit of the British Commonwealth. On January 4th, 1948 Burma became an independent nation, completely outside the British Commonwealth. One of the tasks of the newly independent countries Burma (1948) and China (1949) was the delimiting of the boundary line, sections of which had been determined by Sino-British agreements in pre-liberation days when China had a semi-colonial status and subsequently disputed when these two countries became independent. In November 1956 China and Burma reached a temporary agreement, with their respective troops withdrawing from two disputed areas; compliance with this agreement by both sides provided the favorable conditions for concluding a more permanent agreement. On January 28th, 1960, during a visit to Peking by Burma’s then Premier, Ne Win, an agreement on principles for setting the boundary was arrived at, and provision made for a Joint Committee to discuss and work out solutions on the concrete questions on sections of the boundary, to conduct surveys of the boundary and set up boundary markers, and to draft the final Sino-Burmese Boundary Treaty. They agreed that the northern section of the boundary would be, with the exception of three villages (named below), the traditional boundary, but that the Joint Committee would determine the specific alignment and set up boundary markers. Burma agreed to hand over three villages, Hpimaw, Gawlum and Kangfang, about 200 square miles of territory at the northernmost tip of Burma, villages which China had long disputed with Britain and which Burma had subsequently claimed; these villages are important as they command major passes leading to China. The exact extent of the area is to be determined by the Joint Committee in accordance with proposals put forward and mapped on maps by the governments of Burma and China on February 4th and July 26th, 1957. China agreed to turn over to Burma Namwam (Mengmao), a triangular area of about 100 square miles, at the junction of the Namwam and Shweli Rivers. Britain had held this area as a "perpetual lease," granted by China in 1897. This area is about 250 miles southwest of the three villages area and is important to Burma as through it runs the highway linking the Shan and Kashin States and it is important as the highway from the north Burma city of Lashio. Burma agreed to turn over to China the Wa area, areas under the jurisdiction of the Panhung and Panlao tribes, about 80 square miles. Here again the exact area will be determined by the Joint Committee. The Manchester Guardian (2/6/60) points out that "there are ample opportunities in the agreement itself for a continuation of the dispute if either side feels inclined." The January 28th agreement itself specifically recognizes that there are "existing issues" and that part of the task of the Joint Committee they set up is the "working out" of these still unsettled issues. And of course there will be outside elements that may try to take advantage of these still "existing issues" to sow dissension and bitterness between China and Burma. An editorial in the Indonesian newspaper Harian Fadjar (2/5/60) pointed out that Asian and African peoples were very much exhilarated at the conclusion of this Treaty while some people felt disappointed; "these were those who wished to see disputes or even war between Asian-African countries so as to enable them to practice policies of 'divide and rule' and 'Let Asians fight Asians.'" The Ceylon weekly, The Tribune, commented: "That the Sino-Burmese agreement on the boundary question constitutes a landmark on the Asian political scene: in 1949 the Chinese People's Republic inherited from the old regime the legacy of unsolved problems including boundary questions with India and Burma. In the last ten years international and Indian and Burmese domestic reaction tried to make use of these problems to disturb the friendly relations between Asian countries and smash the spirit of Asian fraternity that arose after Bandung and the enunciation of the five principles of coexistence" (2/5/60). An Israeli commentator wrote that this treaty "dealt a blow to the anti-Chinese slanderers who tried to present this great Asian socialist power as 'aggressor'"; and he went on, "Who now is foolish enough to believe the story that China is carrying out a provocative line against India?" and he emphasized that the Sino-Burmese boundary agreement proved that even complicated border issues could be solved in accordance with the principle of coexistence. (Berl Balti in Kol Haam, 2/5/60). In Japan two major and conservative newspapers stressed the significance of the Sino-Burmese treaty. The Yomiuri Shimbun commented: "It is noteworthy that the treaty of friendship and mutual non-aggression is imbued with the spirit of the Five Principles; the following two points are worthy of even greater attention: one, the two parties undertake to settle all disputes between them by peaceful negotiation and force will not be used; second, each contracting party undertakes not to carry out acts of aggression against the other and not to take part in any military alliance directed against the other." (2/1/60) The Mainichi Shimbun said that the Sino-Burmese Treaty and Agreement would have "an epoch-making significance," adding "It will create a new situation in the Himalayas which has seen a period of unrest since the Sino-Indian border dispute" (1/30/60). "This was the first time for China to sign a non-aggression treaty with a foreign country and was a diplomatic step worthy of note" (2/1/60). Chou En-lai's speech at the banquet celebrating the signing of the treaty gives something of the spirit and significance of this agreement: "China and Burma are at once ancient and young states. Both of us have won independence not long ago, and both our peoples wholeheartedly want to build up their own countries. We have every reason to maintain mutual friendship and cooperation and no reason whatsoever to antagonize or to encroach on each other. . . . Indeed, there are certain issues between our two countries inherited from history. The question of the boundary between our two countries is one left behind by imperialism. This is the common understanding of the leaders of the two countries. In the past few years our two governments have made unremitting endeavors to achieve a fair and reasonable solution of this question. Now we have finally reached an agreement on the principles for the settlement of the Sino-Burmese boundary question and thus paved the way for its overall settlement. . . . The signing is furthermore strong support for the conviction that Asian and African countries should and can unite together and live in friendship. . . .” CONCLUSION: CHINA AND HER ASIAN NEIGHBORS Slowly but steadily the newly independent nations of Asia will eliminate the inheritances of colonial days and will work out their relationships on the basis of national dignity and mutual respect. There has been, there is, and there will be interference in this process by the reactionaries, domestic and alien, who see their entrenched privileges now threatened by increasingly aware populaces and by the example of China; they fear and resist the influence of this once colonial people now a nation in a position to stand up for its rights and already proving to all colonial and newly independent nations that an Asian people can build a modern society free from the pressures of Asia’s ancient exploiters, feudal, colonial and current. The workings out of the inherited and now current issues are but the growing pains of true independence. Genuine independence will enable these peoples of Asia to end the diabolical economic and strategic plots of those who now seek to preserve their profit-taking privileges in the underdeveloped areas. Genuine independence will add an overwhelming force to the peace-seeking peoples of the world, for, as Chou En-lai points out: “We have every reason to maintain mutual friendship and cooperation and no reason whatsoever to antagonize or encroach on each other.” Far East Reporter Publications NEW PEOPLE IN NEW CHINA 35c By Maud Russell THE NOT-SO-QUIET AMERICANS IN LAOS 10c By Susan Warren TIBET—WHAT HAPPENED? AND WHAT'S AHEAD? 10c By Anna Louise Strong THE REAL TIBET 25c By Susan Warren WE BUILD THE MING TOMBS DAM 10c By Israel Epstein A LOOK AT THE PEOPLE'S COMMUNES 5c By Elsie Fairfax Cholmeley Note Cards - Chinese Designs Folded 4½ x 3½ "activities in the Peoples Communes" Six Designs. Set of 12 with envelopes - - - 60c Folded 7 x 4½ 8 Chinese characters scroll design Set of 12 cards and envelopes - - - $1.00 Subscription to Far East Reporter - - $1.50 FAR EAST REPORTER Making available significant facts and analyses contributed by competent writers on the Far East MAUD RUSSELL Publisher P. O. Box 1536, New York 17, N. 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Whether you are a professional leader, a parent, or neither of these, one thing is for sure and that is . . . you will have to make decisions every day on a wide range of subjects and issues during your life. The quality of the decisions that you make will be the most important thing that determines how life turns out for you. A decision to drop out of school is a big one. A decision to use drugs is a big one. A decision to drive with no seat belt may be the last bad decision you make. At the Walt Disney World® Resort, we have some important models and concepts that you can use when you are put in a position to make a decision. You can use these same concepts and methods in your personal life as well when you are faced with a decision. One of my favorite decision-making filters is our Disney Four Key Quality Standards: - Safety - Courtesy - Show - Efficiency I like to use these when I am called upon or approached to make a decision . . . or when I hear about a situation and may need to interject a decision upon the situations—whether I was asked or not. You see, sometimes you learn something or are told something that triggers you into having to make a decision or override a decision that has already been made. Why? Because it is your responsibility to do so. When I am faced with decisions, I think about these four standards often. Decision making can be stressful, and often you cannot make the perfect decision. Very often the final decision you make is the best decision you can make at the time. And often it is not perfect, and someone will still be unhappy with your decision. That is why they say, “It’s lonely at the top.” Many very good decisions are still not popular with some large numbers of people. Even the President of the United States, when he is getting a 77 percent approval rating for his decisions, has 23 percent of the people disapproving and saying all kinds of negative things about him. It is true that you have to get thick-skinned and not worry about it when you have critics who disapprove of the decision that you made. One of the best things to do, by the way, is to tell people when you can why you made the particular decision that you did. Let them know how you came to your conclusion and what train of thought you used. This one thing of telling people “why” can gain you additional support or at least calm down your critics and keep them from making up their own stories as to why you made the decision you did. Going back to our Disney Four Key Quality Standards, let me give you a couple of examples of how I have used them in the past when confronted with a decision. One night about 6 p.m., I received a phone call informing me that a College Program Cast Member had received a threatening phone call from someone who said some pretty bad things about her nationality and her culture. The person calling me said, “Lee, this is what happened, and we plan to move her to another apartment tomorrow.” I said, “Wait just a minute.” (I had just finished doing some thinking about our Disney Four Key Quality Standards when I was writing about some other Disney tools and resources, so it was fresh on my mind.) While studying these Disney concepts, it had struck me that they are great for decision making, so it was easy for me to say, “No, let’s move her tonight—right now.” If there is any chance that someone’s safety or security is at risk, you should be able to make the right decision without fail, immediately. I said to him that our Disney Four Key Quality Standards state that “Safety is always first,” so let’s move her tonight—no matter what we have to do—and we did. Another time I got a call and was told that we had forgotten to budget the new nametags after the Millennium celebration. Since we had forgotten, one recommendation was that we just wear the nametags with the year 2000 on them for ten months until October of 2001, when we would have to have new nametags again anyway to start the 100 Years of Magic Celebration. I said, “Okay, let’s go through our Disney Four Key Quality Standards. This nametag issue is not a Safety problem, so let’s drop down to No. 2, Courtesy. Also, it is not a Courtesy issue, so let’s drop down to No. 3, Show.” Bingo! It is a Show issue and will not fit with our role in the show. Wearing the year 2000 nametags was last year’s show, and this is 2001—a new show, so we have to go ahead and get our old-style nametags back for the next ten months until we switch to the 100 Years of Magic nametags. The real reason for the original recommendation to continue to wear the 2000 nametags was purely an efficiency issue, which is No. 4, and show comes before efficiency. So, we spent the $75,000 to make the new nametags; and our Engraving Department worked day and night to make it happen on time Thanks, Engraving Department! Of course, all issues are not this clear, and often you will be faced with decisions that may be a very small show issue…and the cost may, in fact, outweigh taking care of the show issue. The best way to evaluate a show issue is to look at the Guest Satisfaction Data and Guest Communications data to see if this is an issue with our Guests or if we are just too close to it. Sometimes it comes down to just plain-old judgment and common sense…but something like wearing a 2000 nametag in 2001 for ten months would have been right in the face of our Guests and impossible to explain. It would have clearly been bad show. These are only two examples, and while not foolproof filters for decision making, they are very helpful. When faced with a safety decision, I have found them to be invaluable, especially as I continue to make Safety and Security recommendations and decisions since September 11. Even at home, I can tell you that when you think safety first, you find a way to put a pool fence around your pool before any “wee” people ever come to your house for the first time—no matter what it costs. If you can’t afford a pool fence, you can’t afford a pool in my opinion. When the children are running around our pool decks at the Walt Disney World Resort, we don’t think about courtesy first or efficiency first or even show. We think safety, and the lifeguards are taught to enforce safety procedures. In this example, the lifeguards can implement a decision on safety with courtesy but also with firmness. Lifeguards don’t have to yell at the kids. They just need to be firm in what the consequences are for repeated running, and this can be done with courtesy. If a child falls and gets injured while running, that is both bad show and an efficiency problem. Blood is the bad show element. Risk Management’s having to get involved is the efficiency issue. It may cost the family and us money depending upon the circumstances. More importantly, the child could be severely injured with a head injury or broken bones, so we enforce our policy using the Disney Four Key Quality Standards. In extreme examples, yelling would be okay if it stopped an injury, since safety comes before courtesy. An extreme example would be a Guest who decides to jump off of the Safari vehicle to get closer to some of the animals. This is a time to act fast, and it is okay to give up courtesy while you deal with such an extreme case. Frankly, we are willing to give up Courtesy, Show, and Efficiency to maintain Safety. A subtle example would be if we decide to delay a show for several minutes because we are in the middle of bringing in many unexpected, disabled Guests who need a special spot so they can see properly. The area we are going to place them in has a steep slope to get there, so we decide that we want a Cast Member to personally escort each one for safety reasons. We stay courteous during all of this and don’t get annoyed with them for being late. We give up the show issue by delaying the show, and we give up efficiency even if something like this causes overtime or results in our not being able to perform the last show of the day later on. We have made this decision in the right order. Safety first, Courtesy second or, when possible, at the same time as Safety, Show third, and Efficiency last. The wrong decision would sound like this: “Sorry! The show starts in five minutes, and we don’t have time to get all of you in place. So just go ahead and roll yourselves down there in that corner (pointing), and make it snappy because this show has got to start on time; and if you don’t like it, that is your problem. Now move it.” In this example we have it all backwards. Efficiency and show are paramount, safety is last, and there is no courtesy at all. This would go in the bad-decision column. The bottom line of all of this is for YOU to start to get some concepts in your mind about how you should think about decisions you are faced with. The Disney Four Key Quality Standards also help you overcome some of your uncertainty when you are faced with a decision that makes you nervous because you are thinking about what will happen to you if you make the wrong decision. Using the Disney Four Key Quality Standards as one of the filters for the decisions you make keeps you on safe ground. I think that if you use our Disney Four Key Quality Standards plus our Four Guest Expectations and our Four Cast Expectations, it would be very hard to not always make the right decision for our Guests and for your fellow Cast Members. Our Four Guest Expectations are: - Make me feel special, - Treat me as an individual, - Respect my children and me, and - Have knowledgeable Cast Members. Our Four Cast Expectations are: - Make me feel special, - Treat me as an individual, - Respect me, and - Make me knowledgeable, develop me, and know my role. In Part II, I will review the FIVE big questions that you need to ask yourself when you are faced with a decision to make. Until then, stay safe and keep our world safe and secure…and do it with courtesy, good show, and efficiency if possible. A conversation between a leader and a Front-Line Manager might sound like the following: “John, would you please keep this floor dry all of the time. I would really appreciate it. As a professional, I need for you to make sure this is done each and every day…and that way we will have a safe environment for our fellow Cast Members to work in…and no one will get injured…which will be your fault if they slip on a wet floor that you were supposed to keep dry. Thank you very much for your attention to this important matter. I know you can and will do it.” …Lee PART II IF YOU DON’T MAKE A DECISION, YOU STILL HAVE MADE A DECISION! In Part I, we examined three of the tools we have at Disney to use for Decision Making: - Disney’s Four Key Quality Standards, - Four Guest Expectations, and - Four Cast Expectations. Now we will explore some management techniques you can learn to use when faced with a decision. Walt Disney said, “Think, Believe, Dream, Dare!” In decision making, this might translate to the following: Think: Think about the decision—contemplate, and make it. Believe: Be confident in your own ability—make it because you can. Dream: Think about all of the possibilities—make the best decision you can. Dare: Take a risk, a calculated risk—dare to make a controversial decision. Decision Making—The Five Right Things to Think About Before Making a Decision! 1) Authority 2) Reversible or Nonreversible Decisions 3) Ground Rules 4) Impact 5) Time Investment No. 1: AUTHORITY Let’s take authority first. You can’t just own the passion. You have to own the business. You have to own the decisions you make. Questions to Ask Yourself Around the Authority Issue: - Do you have the right to make the decision? - Are you going to be held accountable for the consequences? - Do you know what you are not responsible for, and do you accept those things? - If you don’t have the authority to make the decision, can you support the person who has the right to make the decision? Examples of Authority: A Cast Member asks you for two weeks off to tend to some personal issues. The Cast Member reports to you. You have the authority to grant or deny this request. I hope you would say yes. A Cast Member asks you for six months off to do some personal travel. The Cast Member reports to you. You do not have the authority to grant this request, even if you would like to, because there is a Company policy that allows you only to grant a 30-day leave of absence. You are a new Chef in one of our specialty restaurants. You want to change several items on the menu that fit right into the concept. You have the authority to do this. You may want to gain the servers’ and restaurant managers’ opinions, so you can avoid taking something off the menu that is really loved by our Guests. You see, the authority to make a decision is not the main point. The main point is to make a good decision. I learned late in my career the value of involving others in decision making, especially big and difficult decisions. One of the main concepts of Performance Excellence is to involve our fellow Cast Members in the decisions that will affect their roles. A leader who learns to do this one thing will improve his or her leadership effectiveness tenfold. The paradox of what I just told you is that there will be times when you have the vision for the outcome of a decision, and you will have to go ahead and make it even in the face of resistance. You see, there is no concept that fits every decision you will be faced with in your life. When I decided to make an audiotape of Disney Great Leader Strategies years ago, I received a lot of grief for it. It was implied that I was way out of line; and frankly, I was made to feel that my motive for doing this was self-promotion versus my real reason . . . knowing that audiotapes are an excellent way to learn while you are driving in your car. I know this because I have used them for thirty years for my own development. Those same people who criticized me back then tell me today how good that concept is. Even more important is that the users report back that the audiotapes are a great tool. Also, when I started The Main Street Diary, I received some subtle messages that this may not be a good idea. They were subtle because of my position. No one wanted to just say, “No, you can’t do this.” I held my breath every week for a long time thinking that I would be called in and told to stop this. After a few weeks, the tide turned, and today those same people praise the effectiveness of The Main Street Diary. When you have a vision that others don’t understand, you stand alone with only your vision to cheer you on. Today the Archives department of The Walt Disney Company says that The Main Street Diary is the best Cast communication document in our Company in their opinion, and they see them all. Sometimes you just have to stick your neck out and test your authority in life if you want to make a difference. Remember the Five Steps in the Levels of Freedom concept. For more details on it, see the January 7-13, 2001, edition of The Main Street Diary. - The first (lowest) Level of Freedom is: Wait until you are told. - The second Level is: Ask what to do. - The third Level is: Maintain the basic expectations of your leader. - The fourth (next to highest) Level is: Ask for approval and then act. - The fifth (highest) Level of Freedom is: Act on your own, and keep your leader informed. If you can gain a total understanding and agreement from your leader about what kind of decisions you have the authority to make and what ones you need approval on, then you will know when to ask for approval and when you can act on your own and keep your leader informed. It is worth the time to get this straight from the beginning with your leader and to review it from time to time to see if you can be granted new and higher levels of authority, as you prove that you have good judgment, common sense, and a good batting average. Ask your leader for things that you would like to have the authority to make decisions on. If your leader says no, recommend a test period like 30, 60 or 90 days; and then review the results with your leader again to gain approval to keep those items on your list of responsibilities. Leaders have a safety net in that they can always reclaim the authority if they want to. Authority is a big timesaver for you, your leader, and your direct reports. It is worth pursuing greater and greater levels of authority, and it is worth your direct reports approaching you for this same trust. Sometimes it may take some training before you are granted additional authority or before you grant it to your direct reports. Sometimes it may just take an agreement on how much experience and time you need in the position before some level of authority is granted to you. One of the things I teach in Time Management is to ask yourself two questions: 1) What am I currently doing that others could be trained to do and given the authority to do? 2) What am I currently doing that I should stop doing and does not need to be done by anyone? Always remember that even if you don’t have the authority to make a decision, you still have the influence to get a decision made by pushing it out into the open! You are paid part of your salary for your opinion. No. 2: REVERSIBLE OR NONREVERSIBLE Let’s now study the two kinds of decisions that you will be faced with. There are decisions that are reversible, and there are decisions that are not reversible. Always think about which of these two you are about to make. This will guide how you go about making those decisions. One Question to Ask Yourself When You Are Faced With a Decision: Is this decision reversible? or nonreversible? Reversible Decisions Reversible: These are usually low-risk decisions that can be made quickly. When you make these kinds of decisions, communicate with those who have a need to know as soon as possible. These are the easiest kinds of decisions to make because they are low risk and can be reversed if they do not work out to the level of your expectation…or just turn out to be wrong. Often these are easy because you have been there before, and you just know it is the right decision. Experience helps build up this knowledge and confidence base, so many decisions become easy for you to make over time. Ask yourself: What is the worst thing that can happen if I make this decision? If it is reversible, it is even easier to make. Examples of Reversible Decisions: A server says that we should have two fresh fish on the menu every night. It is low risk and can be reversed. A Front Desk host says that we need more staffing between 6 p.m. and 9 p.m. when people come back from the park. Decide what kind of results and measurable improvements you are going for . . . then try it for 30 to 90 days . . . and then evaluate the outcome. You can either continue it or stop it, depending on the results. One thing for sure is that unless you try things, you will never know if they would have worked or not. This next example really happened years ago. I suggested not changing the sheets every day in our resorts, as they do in Europe. There was an outcry from many people who thought this was a terrible idea and that we should not pursue it. We did pursue it with a test of one property. It worked, and then we found out that our Guests did not care; and furthermore, they liked what it did for our environment by keeping water and chemicals from going down the drain. If it had not worked, the worst thing that could have happened would have been to start changing the sheets again. Sometimes there is no other way than deciding to try something if you really want to know. The reason this is so important to understand is that as a leader you will be asked to make many decisions every day . . . and the more you can say yes to the Cast Member or Guest who is asking, the more feedback and credibility you will gain from your followers . . . and the more successes you will discover by just trying things. If you say no to every decision that is put in front of you, it will not be long before you lose your leadership reputation and credibility. People will quickly think that you have no authority or no courage. At this point you will be rendered an ineffective leader. Continuous improvement relies on leaders who are open-minded, flexible, and calculated risk takers. Important improvements in the world have always been made by someone who said, “Let’s keep going. Let’s try it and see what happens.” Let’s go to the moon in the last century is a good example. No is the word I dislike the most. You dislike it too, as do our Guests and fellow Cast Members. It is one of the first words children learn from their parents, and they use it the rest of their lives, usually until their demise. In fact, all research says not to say no to babies. Just pick them up and redirect them away from what they are doing that you don’t want them to do; i.e., offer them an alternative. This works in business as well. Say yes as much as you can! Encourage others to make decisions and try things. - Give your coworkers more and more authority by training them, so they will be successful. - Learn to give up control and to trust others. - Learn to delegate. - Learn to work at the two top levels of the Five Levels of Freedom. - Learn to share your authority. We cannot maintain world-class service for our Guests unless every Cast Member has some level of authority to make decisions on the spot. These are the things that make leaders great. This is how they multiply themselves and get better and better results. Know when to be a leader and when to be a follower. Lead as you would like to be led, and follow as you would like to be followed. Nonreversible Decisions Nonreversible: These are higher-risk decisions that need discussion or study and probably need the involvement of a partner. In these types of decisions, take more time to make sure you are making a good, calculated decision. Involve others to help you think about it, including those who may be affected, as well as your leader and other people whom you really trust the most. Think about other people who might have information or expertise concerning the decision you are faced with and involve them. Tough decisions are tough, and that is why they say, “misery loves company.” All of us think differently, and that one person out there may give you just the point of view or piece of information that you would never have thought of. This may lead to an even better decision than you could have ever imagined. While we all like to do things fast in this day and age, taking time to work out nonreversible decisions is prudent and the trait of a great leader. Examples of Nonreversible Decisions: Hiring someone is a nonreversible decision or, at the very least, should be considered in this category. For instance, several years ago I was looking for a Vice President to run Downtown Disney®. By now I had learned all about the value of using the Disney Profiling process to make a good decision. We learned this from the Gallup organization. I hired a headhunter, and I also received recommendations from other executives, as well as resumes from Professional Staffing. The first person I talked with and flew in looked great on paper. I spent time with him. He said a lot of the right things about his talent and abilities. I had him profiled, and it was obvious that he did not have many of the leadership talents that we as a Company wanted. He had a lot of technical expertise and probably was a decent manager, but what I want in our top executives is strong leadership talent. This went on for six months. Another candidate was recommended by one of our own executives. He said this man was great, and he could do everything. He said he was the best he had ever seen. This sounded really promising, so I flew him in. He too sounded good and had a lengthy resume full of experiences that fit into the position we were trying to fill. His profile was not too bad but not great. I did an extensive reference check on him by calling everyone I knew and checking, checking, and checking. It turned out that his real reputation was one with many questionable ethical and honesty issues. I thought we would never find someone, and then one day I got a resume that looked great. I flew that man in. I liked his quiet self-assurance. He did not boast about what he could do. He too said a lot of things that I liked, but I was not falling for this … so I had him profiled, and it came back very strong. I was not falling for this either, so I did a very thorough reference check on him, and the references came back very strong. Everyone talked about his talent, but they talked most about his integrity and his ability to get the job done through people. I hired him. He is still with us six years later and very successful. This process took me six months, and I interviewed and profiled thirteen candidates. Was it worth it for this nonreversible decision? You bet it was! Promoting people falls into this same category. Make sure you are just as careful with internal candidates. Don’t make the mistake of confusing personality with talent. Other examples of nonreversible decisions might be getting married, having children, and getting a divorce. Others are buying a house, putting in a new attraction or a new restaurant, building a new park, buying something very expensive, signing a long-term contract, and on and on. Making a mistake on a nonreversible decision can be very miserable and/or costly for you, so take your time and use all of the resources at your disposal to make the best calculated decision you can that fulfills the expectation you have for the outcome of that decision. So, just start out with this one question: Is this decision easily reversed? When you answer this honestly, you are on your way to understanding the next step with the decision you are facing. Over the years and through experience, this will become instinctive. No. 3: GROUND RULES Questions to Ask Yourself Around the Ground Rules: Does This Decision Conform to Our Operating Guidelines or Well-Known Company Philosophy, Work Practices, or Policy? Consider the ground rules on which all of your decisions are based, e.g.: Performance Excellence: Read the February 25, 2001, Special Edition of The Main Street Diary to fully understand how we think about running our business. Don’t only read this, but study it and totally understand it; and if you don’t understand some part of it, get someone to explain what it means to you … and also to explain the implications of how we expect you to lead based on all of these Disney concepts. Honesty and integrity are two ground rules you should always consider when making any decision. One good question to ask yourself always is: Is this legal? Business Parameters Who should be involved? The Executive Committee of the Walt Disney World® Resort, the Steering Committee of the Walt Disney World® Resort, Legal Department, Security Department, Human Resources Department, Finance, Marketing or Sales Department, Community Relations, Government Relations, someone in Burbank, the Line of Business, WDI, your team members, your leader, your peers, etc. Understand the impact on our Brand Strategy, Vision Statement, Purpose and Role Statement, and Brand Essence. We have a unique reputation in the world. There are very high expectations and scrutiny about everything we do at Disney, and decisions can’t be taken lightly. We have a huge responsibility to the world for our actions. Use Guest Satisfaction Measurement and Cast Excellence Surveys to understand the potential value of your decisions and even if the decision needs to be made. Your Profit & Loss statement is another good place to find things that you need to be making decisions about. Understand the impact on the Annual Operating Plan (AOP). What is the financial impact of this decision? Does this decision have the appropriate financial return if a return is required on this issue? Think about the number of initiatives we are working on, if someone is already working on this one, or whether it needs to wait until later to be dealt with because of current workload. Examples of Ground Rules: We have many things that we do that are the “Disney Way,” so you really need to understand the “Disney Way” as you are engaged in decision making. Involving others who have been around for a while can help you avoid the pitfall of making a decision that is in direct conflict with the way we do things. An example would be if you don’t understand our Purpose and Role concept very well, and you start telling your fellow Cast Members that you want to implement the purpose statement from the last place you worked, which was: “Be so nice to the Guests that they won’t believe it.” This would not only confuse your fellow Cast Members, but you would soon find yourself in my office explaining why you don’t read The Main Street Diary every week where our Purpose is clearly stated in black and white. Your only hope would be to say that you can’t read. It is important that you as a leader find time to read these messages and pass them on to your teams. I read what Al says every week in his Cast Portal message. Years ago, I got out of my car at Team Disney and noticed a book on his front seat titled The Games Leaders Play. I promptly bought that book and read it. We have got to continue to educate ourselves and our teams so that they have the knowledge to make the right decisions and to lead effectively. Remember our heritage, our culture, our operating guidelines, our Vision, our Purpose and Role, and all of the other things that have made us famous around the world when you are faced with a decision. Often leaders want to change things because they have not taken the time to understand deeply why we do something the way we do. I am not saying not to change things or recommend change, but do it with your eyes open and get approval before you do it. An example might sound like this when someone comes to me with an idea for a change: “Lee, I know that we have the Seven Service Guidelines, but I think we should add an eighth one, which would be: ‘Make every Guest feel special in your own unique way.’ What do you think?” This way your leader knows that you know what you are talking about and the debate can begin; and if the decision is finally made to change it, then it would be implemented across the Walt Disney World® Resort and not just in your area of responsibility. This leads us to… No. 4: IMPACT Questions to Ask Yourself Around the Impact of This Decision: - Global Impact? - Local Impact Only? Does the decision affect only your local area, or is there a potential to impact the global arena? We are a campus of 56,000 Cast Members. How will your decision affect other areas when they hear about it? Sometimes local is defined as the Walt Disney World® Resort, while global might refer to our entire Company: The Walt Disney Company. Always understand the impact and ramifications of any decision you are contemplating. It can become a can of worms if you don’t think this through completely, and this is where asking the experts come in handy. Human Resources is always a good source to get an opinion from. At the least, they can refer you to the right resource to check out the anticipated impact on something you might not have thought about. As an example, can someone in another location say: “What about me?” or “What about us?” Depending on the answer, you know whom you have to involve or communicate with regarding the decision. Examples of Global/Local Impact: I will give you a very simple example of something that really happened right here at the Walt Disney World® Resort a few years ago. We had a brand-new General Manager in one of our resorts. This General Manager was extremely competent, an excellent leader, and was always coming up with new ideas on how to improve our Guest Service and Cast attitudes and training so they could perform at their peak level. One day I got word that he had ordered 900 turkeys so he could give one to each one of his fellow Cast Members for Thanksgiving, as he had done back with his former employer. He had the funds available in his budget. This, no doubt, would be appreciated by his fellow Cast Members. The cost was about $9000, which did not seem like much in the scheme of things to him. A nice note would go with each turkey, than king each Cast Member for the good job he or she was doing and wishing a Happy Thanksgiving to all. The only thing he forgot about, and even his own team who should have known better had not told him, was that this would create a huge global issue at the Walt Disney World® Resort, since we would immediately have 55,100 other Cast Members wanting to know where their turkey was. It really does not matter whether it was a good idea or not. If it is going to have a global impact, then it needs a lot more discussion and agreement before the decision is made. The total cost for the entire property would have been a half million dollars, plus the logistics of distributing 50,000+ frozen turkeys, which would have created even more costs. Another example is when I came to the Walt Disney World® Resort in 1993, we carried 27 different kinds of french fries in the warehouse. We told the Chefs to go into a room and not to come out until they picked only three. They did, and the vendor gave us an immediate $500,000 cost reduction for not having to warehouse all of those different fries. I could give you a hundred examples like this right here at the Walt Disney World® Resort, and that is why the Line of Business executives now are the ones who have the responsibility and authority to approve and track global usage of products, global operating guidelines, and other things where consistency is required. So make sure that you always ask yourself one question: How will my decision affect others? No. 5: TIME INVESTMENT Questions to Ask Yourself About Time Investment: - Is the time you invest in researching and thinking about the decision equal to the risk? - If the risk is high, spend the time. Start early enough so you have the time to consider all angles and to consult with others. - If the decision is low risk, low cost, or reversible, make the decision without spending a lot of time on it. Examples of Time Spent on a Decision: Some things are obvious. If you are going to run a marathon for the first time, you need to start preparing a year in advance; and you need to understand that it is going to take decision you made to run a marathon. I think the main things to consider are: - Is this decision I am faced with worth the time I will have to spend making the decision? - Will the time I have to spend on implementing the decision really be worth it? - Is the value there when I consider all of the responsibilities I have? All of the things I currently have on my plate? As well as, will I have the resources to get it done? - What other things will I have to neglect or give up if I take this decision on? When you make big decisions such as going back to school to get your MBA, running a marathon, or even taking on a new job, you have to think about how much time this decision is going to take once you have made it. I knew when I accepted the position at Disneyland® Paris that my life was going to change a lot. The idea to join Disney and live in France was exciting. The big part of the decision was to think about whether I wanted to commit to all of those hours and the stress involved in such an undertaking. When I made the decision to start publishing The Main Street Diary every week, I had to consider how much additional time I would have to allocate to this before I finalized that decision. The idea to do it was easy. The time needed to do it is where the harder part of the decision came in. When you as a leader commit to the decision to spend one hour with your direct reports once a month discussing their performance and giving them some professional coaching and counseling, then you are stuck . . . because it is better not to commit to a decision than to commit and then not follow through. Credibility is a leader’s best friend. When you make a decision, it is not only your time and your situation that you need to consider. Many decisions we make affect others’ time as well. Sometimes your family is deeply affected; and at work, a decision you make may take huge amounts of time of many others in the organization to get it accomplished. Often you want to make sure your team or family are on board with the decision you are about to make . . . since you probably can’t get it accomplished without them. One last thing to consider is your intuition. If something sounds wrong or feels wrong to you, it probably is. If something sounds or feels right, it might be. Don’t ignore your intuition as one of your decision filters. The bottom line is that there is only so much time in a day, week, or year . . . and time needs to be one of your primary considerations before you make a decision. Many of you may remember the song Free Will by the group Rush. One line in the song says, “If you decide not to choose, you still have made a choice.” This means that you can’t escape making decisions . . . because even if you don’t make a decision, you still have made a decision. So now you have eight tools to use when you are faced with a decision. You have the: - Five Right Things to Think About Before Making a Decision (the five big questions), - Disney’s Four Key Quality Standards, - Four Guest Expectations, and - Four Cast Expectations Using these will improve your batting average dramatically when you have to make a decision. In Part III, I will give you some other points of view and tools for decision making. I will show you how Performance Excellence and Decision Making fit nicely together. I will give you a tool called a Decision Tree, and I will give you a tool called the Decision Checker. Until later, go out there and make . . . or suggest . . . some big decisions . . . and remember that if you don’t make a decision, you still have made a decision! . . . Lee DECISION MAKING AND YOU! When I decided to write a three-part series on decision making a few weeks ago, I did not realize at the time that it would come in handy for so many people. I really did not realize that over 4,000 Office & Technical Cast Members, including the Disney Reservation Center, would be faced with a huge decision in the next few weeks. The decision to have or not to have a union to represent the Office & Technical staff is pretty monumental since we all spend at least one-third of our day at work. The environment is, I think, pretty good in most parts of the Walt Disney World® Resort, but obviously, we have some work to do in some parts as well since it appears that a lot of our fellow Cast Members signed union cards acknowledging that they think a union would be a good thing for them. I am not going to rewrite all of my points of view on this subject, as I have sent them to you already in some other Special Editions. The one thing that I would like you to do is to think carefully about how a decision to have a union represent YOU will affect your work environment where YOU spend so much of your time. Take the time to review the three-part series on Decision Making that can be found in The Main Street Diary on July 1, 8, and 15, 2002. I always ask myself one question when I make a big decision, and that question is as follows: What Is the Worst Thing That Can Happen if I Make This Decision? I also ask myself Is This a Reversible Decision, or Is It a Nonreversible Decision? For decisions that are nonreversible, I always take a lot more time to make sure I have all of the facts and especially when the decision is going to make a major impact on my life. Think about it, and use all of the resources available to you to make a good decision on this one. . . .Lee IF YOU DON'T MAKE A DECISION, YOU STILL HAVE MADE A DECISION! In Part I of this three-part series, we reviewed some excellent tools to use when we are faced with making a decision. In Part II of this three-part series, we reviewed the five big questions you should learn to ask yourself when faced with a decision. In Part III, I want to review how Performance Excellence fits in with decision making, especially when you are making Disney decisions. Performance Excellence summarizes our Disney Values, Empowerment and Partnership, Interpersonal and Communication skills, and Innovation and Change. If you have taken the time to study the Special Edition of The Main Street Diary dated February 25, 2001, in the Archives section of the Cast Portal, you will be very familiar with all aspects of what Performance Excellence means to you, to our Guests, and to our Company. If you don’t understand Performance Excellence, you will not be able to make the best decisions for your business. It is critical that you understand this and teach it to every single Cast Member. This understanding may be one of the most important and gianormous (pronounced g-nor-mous) things that you need to know before making a “Disney Decision” (DD). (Gianormous means “really big and important.”) We make decisions differently than the rest of the world, and that is why we are the best at what we do in the whole wide world. We continually make great, well thought-out, balanced, value-based decisions that consider Cast Excellence, Guest Satisfaction, and Business Results. On pages 13 and 14, you will find a chart entitled Decision Making and Performance Excellence. This chart simply makes some statements on decision making and compares that statement with the Performance Excellence leadership behavior that is expected at Disney. The second thing that may be helpful to you is on page 15. It is called a Decision Tree. This tree takes the Five Big Questions to ask yourself when you are faced with a decision and helps you think about those questions in a logical order. Think of it as a map that takes you from the decision you are faced with to the decision that you make. This Decision Tree, when used in conjunction with Performance Excellence, will increase your odds dramatically of making a great decision. The last tool I want to leave you with is called a Decision Checker. It is on pages 16 and 17. This simply gives you a quick checklist of the Performance Excellence behaviors that we have identified that not only ensure excellent decisions but ones that we find that Great Leaders use. Take the time to go through this Decision Checker and ask yourself the questions it poses to evaluate yourself on how well you are using all of the techniques that are available to you for great decision making. Decision making comes in small and big ways to us every single day of our lives. Seemingly small, bad decisions like not brushing your teeth and flossing can become very serious problems downstream in your life. Big decisions that are made in haste without the proper thought can destroy many people’s lives. Just look at Enron and WorldCom as examples of a few people’s making bad decisions because they had the authority to do so; and this ended up destroying thousands of people’s lives. The decisions we make today may not show their negative impact for years and years, and sometimes even centuries, when it comes to things like our environment. Bad decisions about how to develop our children can come home to be a huge mess twenty years later and even affect several generations as one affects the next. The bottom line is that decision making on all levels is a serious business for every single person on this earth. Leaders have a lot of authority to make decisions. Make sure that you have a reputation for making decisions and for making good, well thought-out decisions. Finally, remember that you really cannot escape making decisions because if you don’t make a decision, you still have made a decision. … Lee ## Decision Making and Performance Excellence \| Disney Values \| Performance Excellence Leadership Behaviors Described \| \|-------------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------\| \| My decisions exemplify the Disney culture. \| Modeling Disney Heritage \| \| My decisions positively impact the quality service we provide to our Guests. \| Assess skill in communicating and exemplifying the traditions and culture expectations that embody the Disney philosophy. \| \| My decisions have integrity because they are responsible and ethical. \| Guest/Customer Focus \| \| My decisions support the organization’s values and purpose. \| Integrity \| \| \| Measures extent to which a person exemplifies responsible, ethical, and honest behavior. \| \| \| Mission Skills \| \| \| Assesses how well a person creates a compelling picture of the organization’s values and purpose in order to provide motivation and direction to others. \| \| Empowerment/Partnership \| Performance Excellence Leadership Behaviors Described \| \|-------------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------\| \| I involve the appropriate people in making decisions peers, team members, stakeholders, cross-functional partners, superiors. \| Cooperation \| \| I demonstrate initiative by taking risks and making decisions. \| Partnering \| \| I encourage team members to work together to make decisions which impact the entire team. \| Initiative \| \| I teach my Cast Members the skills to make better decisions. \| Building a Team \| \| I regularly provide feedback to my Cast Members on the decisions they make. \| Staff Development \| \| I empower my staff by delegating decision-making authority. \| Performance Feedback \| \| I reward my Cast Members for making decisions. \| Empowerment \| \| \| Team Motivation \| \| \| Assess skill of motivating others to work hard by making good performance rewarding and satisfying. \| \| Interpersonal/Communication Skills \| Performance Excellence Leadership Behaviors Described \| \|-------------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------\| \| I trust other people’s ability to make decisions. \| Relationship Skills \| \| I am sensitive to the impact of my decisions on others. \| Demonstrating the ability to develop warm and friendly relationships at work. \| \| I communicate my decisions in a timely manner. \| Makes others feel that they are trusted \| \| \| Shows sensitivity to others’ feelings \| \| \| Sharing Information \| \| \| Assuring a consistent, timely flow of information to co-workers, keeping other Cast Members updated. \| \| INTERPERSONAL COMMUNICATION SKILLS (CONTINUED) \| Performance Excellence Leadership Behaviors Described \| \|-----------------------------------------------\|-----------------------------------------------------\| \| I persuade others to support my decisions \| Influence Persuading others, expressing ideas in a way which leads others to share his/her perspective and reach agreement. \| \| I communicate my decisions in an easy to understand manner, to all levels \| Communicating Clearly Expressing ideas lucidly and concisely, ensuring clear understanding. \| \| I encourage questions about the decisions I make. \| Asking Questions Asking questions to clarify own understanding of others, seeking additional information, exploring implications, and querying the reasons behind others' decisions in ways that are productive and non-confrontational. \| \| I listen to understand concerns about the decisions I make. \| Listening Paying attention and remembering what others in the organization have said, enhancing understanding and empathy through "reflective listening" – paraphrasing the factual and emotional content of what others are saying. ⇒ Listens without interrupting ⇒ Is a good listener, makes others feel they are truly heard \| \| I handle disagreements about my decisions in a non-defensive manner. \| Handling Disagreement Finding ways to reach agreement in conflict situations; dealing with disagreement openly and productively. \| \| INNOVATION/CHANGE \| Performance Excellence Leadership Behaviors Described \| \|-------------------\|-----------------------------------------------------\| \| I maintain focus on what is critical in making decisions and do not get distracted by irrelevant data. \| Organizing Work Using time and resources efficiently in a goal-oriented way; structuring work productively. ⇒ Does not get distracted by unimportant issues \| \| I do not delay making decisions. \| Decision Making Using appropriate information and input from others to make good decisions; acting decisively. ⇒ Does not delay decisions too long \| \| I analyze decisions I make that do not turn out as anticipated, in order to learn from my mistakes. \| Professional Expertise Mastering the technical aspects required by the work. ⇒ Learns from mistakes \| \| I make decisions in ways that balance financial and non-financial issues. \| Problem Solving Assessing problems and find solutions. ⇒ Makes decisions in ways that balance financial and non-financial issues \| \| I follow-up to determine the effectiveness (i.e., quality) of my decisions. \| Quality Improvement Emphasizing high quality and taking action to improve it; producing high quality work. \| \| I ask questions that help my Cast Member(s) see innovative and unconventional possibilities when I am coaching them on decision making. \| Promoting Innovation Generating and implementing innovative ways to accomplish work; creating useful new ideas. ⇒ Asks questions that make people see things differently ⇒ Encourages unconventional ideas \| \| I am open-minded and supportive of my Cast Member's decisions allowing them to learn from their mistakes. \| Welcoming Change Promoting and supporting change being open-minded and responding flexibly. \| \| I am comfortable with my decisions and do not continually revisit decisions. \| Efficiency Demonstrating the ability to provide information about important issues by using time and resources to deal with important issues at hand. ⇒ Does not duplicate or waste efforts \| \| I have a process in place for my Cast Member(s) to get the support necessary to improve their decision-making ability. \| Planning The degree to which a person organizes the work, sets priorities, and provides structure for tasks. \| Authority - Do you have the right to make the decision? - Are you accountable for the consequences? - Do you know what you are NOT responsible for? - Can you support the expert, who has the right to make the decision? Reversible or Non-Reversible - Is the decision Reversible or Non-Reversible? Ground Rules - Have you considered the ground rules on which your decision is based, e.g.: - Performance Excellence (see p.15) - Business Parameters (Executive Committee, Steering Committee, Legal, Brand Essence) - GSM/QPM - Annual Operating and Fiscal Year Plans - Initiatives Impact - Is the impact of your decision: - Global - Local - Know who you have to involve or communicate with regarding the decision. Time Investment - Is the time you invest researching the decision equal to the risk? Decision Checker Disney Values Does the decision I’m about to make: - exemplify the Disney culture? - positively impact our Guests? - appear ethical and honest? - support the organization’s values and purpose? Empowerment/Partnership In making this decision, am I: - involving the appropriate people - demonstrating initiative? - encouraging team members to work together? - teaching my team members the skills to make better decisions? - regularly providing feedback to my Cast Members on the decisions they make? - empowering my staff by delegating decision-making authority? - rewarding my Cast Members for making decisions? Decision Checker Interpersonal/Communication Skills In making this decision, am I: - trusting other people’s ability to make decisions? - sensitive to the impact of my decision on others? - able to communicate my decision in a timely manner? - persuading others to support my decision? - communicating my decision in an easy to understand manner? - encouraging questions? - listening to understand concerns about the decision? - handling disagreements about my decision in a non-defensive manner? Innovation/Change In making this decision, am I: - maintaining a focus on what is critical in making this decision? - delaying making this decision? Why? - learning from my mistakes? - balancing financial and non-financial issues? - following up to determine the effectiveness (i.e., quality) of my decision? - asking questions that help my Cast Members to see innovative and unconventional possibilities, when I am coaching them on decision making? - open-minded and supportive of my Cast Member’s decisions, allowing them to learn from their mistakes? - comfortable with my decision and not revisiting it?	b75106c0-c979-441b-9ad4-b347e67a809d	CC-MAIN-2024-33	https://rchmcms.smca.ucf.edu/hospitality2018/wp-content/uploads/sites/2/2012/12/Handout-D1.pdf	2024-08-07T05:05:45+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640682181.33/warc/CC-MAIN-20240807045851-20240807075851-00768.warc.gz	391,800,071	11,200	eng_Latn	eng_Latn	0.996338	eng_Latn	0.998751	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2995, 7615, 10923, 14240, 18284, 22492, 27016, 30943, 34808, 38614, 42107, 44472, 49599, 53349, 54179, 54814, 55926 ]	[ 1.4140625, 2.390625 ]	1	0
The official beginner's puzzle book series of the USCF Chess CAMP Elementary Endgames Volume 4 Igor Sukhin Igor Sukhin Chess Camp Volume 4: Elementary Endgames © 2011 Igor Sukhin All rights reserved. No part of this book may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without written permission from the publisher. Publisher: Mongoose Press 1005 Boylston Street, Suite 324 Newton Highlands, MA 02461 firstname.lastname@example.org www.MongoosePress.com ISBN: 978-1-936277-27-8 Library of Congress Control Number: 2010932524 Distributed to the trade by National Book Network email@example.com, 800-462-6420 For all other sales inquiries please contact the publisher. Editor: Jorge Amador Typesetting: Frisco Del Rosario Cover Design: Al Dianov First English edition 0 987654321 Contents Note for Coaches, Parents, Teachers, and Trainers ................................................................. 5 Endgames with Three Pieces King + rook vs. king .................................................................................................................. 7 King + queen vs. king .............................................................................................................. 11 King + pawn vs. king ............................................................................................................... 15 Endgames with Four Pieces King + piece vs. king + piece King + rook vs. king + rook .................................................................................................... 34 King + rook vs. king + bishop ............................................................................................... 38 King + rook vs. king + knight ............................................................................................... 42 King + rook vs. king + queen ............................................................................................... 46 King + rook vs. king + pawn ................................................................................................. 53 King + queen vs. king + queen ............................................................................................. 61 King + queen vs. king + bishop ............................................................................................. 67 King + queen vs. king + knight ............................................................................................. 72 King + queen vs. king + pawn ............................................................................................... 77 King + bishop vs. king + pawn .............................................................................................. 84 King + knight vs. king + pawn ............................................................................................... 90 King + pawn vs. king + pawn ............................................................................................... 94 King + two pieces vs. king King + two pawns vs. king .................................................................................................... 101 King + bishop + pawn vs. king ............................................................................................ 104 King + knight + pawn vs. king .............................................................................................. 106 King + bishop + knight vs. king ........................................................................................... 108 King + two knights vs. king .................................................................................................. 109 Solutions .................................................................................................................................. 110-114 It is impossible to become a competent chessplayer without the ability to play elementary endgames. Even though there are many books on endgames, those books often disregard the simplest endings. This book has been written to cure this deficiency. The present volume is dedicated to the most important three- and four-piece endgames. In the majority of the problems the first move is relatively easy to find. Positions where the white pieces fight against the black ones comprise the biggest part of this book. Such positions teach the student to keep an eye out for checkmate, stalemate, and a variety of other tactics. Other goals for this book include the following: • enabling the student to learn the skills needed to play elementary endgames; • revisiting the skills of attack and defense learned from previous Chess Camp volumes; • gaining an understanding of the coordination between pieces; and • discovering the hidden potential of the pieces in attack and defense. Many authors underestimate the importance of solving elementary problems for the development of young chessplayers. That is why most of the problems the student will encounter are original and were created specifically for this book. Endgames with Three Pieces King + rook vs. king Black to move. Should Black move the king? Watch out for king moves that lose a rook or deliver stalemate. 1 2 3 4 5 6 King + rook vs. king White to move. Force the black king to retreat to the last rank or the last file. 7 8 9 10 11 12 King + rook vs. king Black to move. Stop the white king from leaving the last rank or the last file. 13 14 15 16 17 18 King + rook vs. king White to move. Checkmate in two moves. 19 20 21 22 23 24 King + queen vs. king White to move. Is it best for White to move the king? King + queen vs. king Black to move. Force White’s king to retreat to the last rank or the last file. 31 32 33 34 35 36 King + queen vs. king White to move. Stop the black king from leaving the last rank or the last file. Watch out for stalemate. King + queen vs. king Black to move. Checkmate in two moves. 43 44 45 46 47 48 King + pawn vs. king Black to move. Can the black king catch the white pawn? King + pawn vs. king Black to move and win. Black pawn on the second rank or white pawn on the seventh rank. King + pawn vs. king White to move. Make a draw. 61 62 63 64 65 66 King + pawn vs. king White to move. Checkmate in two moves. 67 68 69 70 71 72 King + pawn vs. king Black to move and win. Black pawn on the third rank or white pawn on the sixth rank. King + pawn vs. king White to move. Make a draw. 79 80 81 82 83 84 King + pawn vs. king Black to move. Checkmate in two moves. 85 86 87 88 89 90 King + pawn vs. king White to move and win. Black pawn on the fourth rank or white pawn on the fifth rank. King + pawn vs. king Black to move and win. 97 98 99 100 101 102 King + pawn vs. king White to move. Make a draw. King + pawn vs. king Black to move. Black pawn on the fifth rank or white pawn on the fourth rank. Find the best move. King + pawn vs. king White to move and win. King + pawn vs. king Black to move. Make a draw. King + pawn vs. king White to move and win. Black pawn on the sixth rank or white pawn on the third rank. King + pawn vs. king Black to move and win. King + pawn vs. king White to move. Make a draw. King + pawn vs. king Black to move and win. Black pawn on the seventh rank or white pawn on the second rank. King + pawn vs. king White to move and win. King + pawn vs. king Black to move. Find the best move. Endgames with Four Pieces King + one piece vs. king + one piece King + rook vs. king + rook Black to move. Black wins White’s rook. King + rook vs. king + rook White to move. White wins Black’s rook. King + rook vs. king + rook Black to move. Black wins White’s rook. 175 176 177 178 179 180 King + rook vs. king + rook White to move. Make a draw. King + rook vs. king + bishop Black to move. Black wins the bishop. King + rook vs. king + bishop White to move. White wins the bishop. King + rook vs. king + bishop Black to move. Make a draw. King + rook vs. king + bishop White to move. Checkmate in two moves. 205 206 207 208 209 210 King + rook vs. king + knight Black to move. Black wins the knight. King + rook vs. king + knight White to move. White wins the knight. King + rook vs. king + knight Black to move. Make a draw. King + rook vs. king + knight White to move. Checkmate in two moves. King + rook vs. king + queen Black to move. Black wins the queen. King + rook vs. king + queen White to move. Make a draw. King + rook vs. king + queen Black to move. Make a draw. King + rook vs. king + queen White to move. White wins the rook. King + rook vs. king + queen Black to move. Black wins the rook in two moves. King + rook vs. king + queen White to move. Win Black’s rook in the fewest possible moves. 265 266 267 268 269 270 King + rook vs. king + queen Black to move. Checkmate in two moves. 271 272 273 274 275 276 King + rook vs. king + pawn White to move. White wins the pawn. King + rook vs. king + pawn Black to move. Win the pawn for Black in the fewest possible moves. King + rook vs. king + pawn White to move. White wins the rook. King + rook vs. king + pawn Black to move. Black promotes his pawn to a queen. 295 296 297 298 299 300 King + rook vs. king + pawn White to move. Make a draw. King + rook vs. king + pawn Black to move. Make a draw. 307 308 309 310 311 312 King + rook vs. king + pawn White to move. Checkmate in two moves. 313 314 315 316 317 318 King + rook vs. king + pawn Black to move. Checkmate in two moves. 319 320 321 322 323 324 King + queen vs. king + queen White to move. White wins Black’s queen. King + queen vs. king + queen Black to move. Black wins White’s queen. King + queen vs. king + queen Black to move. Make a draw. King + queen vs. king + queen White to move. Make a draw. 343 344 345 346 347 348 King + queen vs. king + queen Black to move. Checkmate in two moves. King + queen vs. king + queen White to move. Checkmate in two moves. King + queen vs. king + bishop Black to move. Black wins the bishop in two moves. 361 362 363 364 365 366 King + queen vs. king + bishop White to move. White wins the bishop in two moves. King + queen vs. king + bishop Black to move. Make a draw. 373 374 375 376 377 378 King + queen vs. king + bishop White to move. Make a draw. King + queen vs. king + bishop Black to move. Checkmate in two moves. King + queen vs. king + knight White to move. White wins the knight in two moves. 391 392 393 394 395 396 King + queen vs. king + knight Black to move. Black wins the knight in two moves. 397 398 399 400 401 402 King + queen vs. king + knight White to move. Make a draw. 403 404 405 406 407 408 King + queen vs. king + knight White to move. Find the best move. King + queen vs. king + knight Black to move. Checkmate in two moves. King + queen vs. king + pawn Black to move. Black wins the pawn in two moves. King + queen vs. king + pawn White to move. White wins the pawn in two moves. King + queen vs. king + pawn Black to move. Find the best move. King + queen vs. king + pawn White to move and win. King + queen vs. king + pawn Black to move. Find the best move. King + queen vs. king + pawn White to move. Checkmate in two moves. King + queen vs. king + pawn Black to move. Checkmate in two moves. King + bishop vs. king + pawn White to move and win. 463 464 465 466 467 468 King + bishop vs. king + pawn Black to move and win. King + bishop vs. king + pawn White to move. Is advancing the pawn the best move? King + bishop vs. king + pawn Black to move. Make a draw. King + bishop vs. king + pawn White to move. Make a draw. King + bishop vs. king + pawn Black to move. Checkmate in two moves. King + knight vs. king + pawn White to move and win. King + knight vs. king + pawn Black to move. Make a draw. King + knight vs. king + pawn White to move. Checkmate in two moves. King + knight vs. king + pawn Black to move. Checkmate in two moves. King + pawn vs. king + pawn White to move and win. King + pawn vs. king + pawn Black to move and win. King + pawn vs. king + pawn White to move and win. King + pawn vs. king + pawn Black to move. Make a draw. King + pawn vs. king + pawn White to move. Make a draw. King + pawn vs. king + pawn Black to move. Checkmate in two moves. King + pawn vs. king + pawn White to move. Checkmate in two moves. King + two pieces vs. king King + two pawns vs. king Black to move and win. King + two pawns vs. king White to move and win. King + two pawns vs. king White to move. Make a draw. 577 578 579 580 581 582 King + bishop + pawn vs. king Black to move. Find the best move. King + bishop + pawn vs. king White to move. Make a draw. King + knight + pawn vs. king Black to move and win. King + knight + pawn vs. king White to move. Make a draw. King + bishop + knight vs. king Black to move. Make a draw. King + two knights vs. king White to move. Make a draw. 1. No (because it loses a rook). 2. No. 3. No. 4. Yes. 5. No (due to stalemate or loss of the rook). 6. No. 7. 1. $g7+. 8. 1. $g8+. 9. 1. $d5. 10. 1. $d3. 11. 1. $d7. 12. 1. $f6. 13. 1...$g8. 14. 1...$a2. 15. 1...$a2. 16. 1...$g8. 17. 1...$c3. 18. 1...$d3. 19. 1. $f7. 20. 1. $b6. 21. 1. $f6. 22. 1. $e5. 23. 1. $c4. 24. 1. $f3. 25. No (due to stalemate). 26. No. 27. No. 28. No. 29. Yes. 30. Yes. 31. 1...$d3. 32. 1...$e4. 33. 1...$h2+. 34. 1...$e2. 35. 1...$e3. 36. 1...$g4. 37. 1. $a7. 38. 1. $g2. 39. 1. $b2. 40. 1. $d6+. 41. 1. $h7. 42. 1. $f7+. 43. 1...$e2. 44. 1...$f3. 45. 1...$c4. 46. 1...$d3. 47. 1...$g2. 48. 1...$f8. 49. Yes. 50. Yes. 51. Yes. 52. Yes. 53. No. 54. Yes, after 1...$c3(d3). 55. 1...$f3 2. $h2 $f2. 56. 1...$b3. 57. 1...$f3 (not 1...$e3, stalemate). 58. 1...$d2. 59. 1...$g1 $. 60. 1...c1 $. 61. 1. $xd2. 62. 1. $g1. 63. 1. $d1. 64. 1. $e2. 65. 1. $f2, stalemate. 66. 1. $c2, stalemate. 67. 1. d8$. 68. 1. $f2. 69. 1. h8$+. 70. 1. b8$. 71. 1. d8$. 72. 1. $g6. 73. 1...d2. 74. 1...$e2. 75. 1...$d3. 76. 1...$b1. 77. 1...$f4 2. $f1 $f3 3. $e1 $e3. 78. 1...$c4 2. $c2 $d4 3. $d1 $d3. 79. 1. $a1. 80. 1. $e1. 81. 1. $b3 a2 2. $c2, stalemate. 82. 1. $e3 $c4 2. $d2 $d4 3. $d1. 83. 1. $f1 $e3 (1...$g3 2. $g1) 2. $e1. 84. 1. $h1 g2+ (1...$f2, stalemate) 2. $g1 $g3, stalemate. 85. 1...e2. 86. 1...d2. 87. 1... h2. 88. 1...e2. 89. 1...d2. 90. 1...a2. 91. 1. b6. 92. 1. $f5. 93. 1. $e7. 94. 1. $c6. 95. 1. $b7. 96. 1. $b6 $c8 2. $c6. 97. 1...$h3 2. $g1 $g3. 98. 1...$g2. 99. 1...$f3. 100. 1...a3. 101. 1...$c2 2. $a1 $b3 3. $b1 $a3 4. $a1 b3 5. $b1 b2. 102. 1...$h3 2. $h1 g3 3. $g1 $g2. 103. 1. $c1. 104. 1. $f3. 105. 1. $d2. 106. 1. $d2. 107. 1. $d4. 108. 1. $d4. 109. 1...$d4. 110. 1...$f4. 111. 1...$b3. 112. 1...$a4. 113. 1...$b5. 114. 1...$e5. 115. 1. f5. 116. 1. $c5. 117. 1. $f4. 118. 1. $a5. 119. 1. $c5. 120. 1. $c2 $e6 2. $b3 $d5 3. $a4 $c6 4. $a5. 121. 1...$f8. 122. 1...$e4. 123. 1...$c8 2. $c4 $d8 3. $d4 $e8 4. $e5 $e7. 124. 1...$f7 2. $e5 $e7. 3. $d5 $d7. 125. 1...$b8 2. $b5 $b7. 126. 1...$g8. 127. 1. b4. 128. 1. $f4. 129. 1. $b4. 130. 1. $d2 $b4 2. $e3 $c5 3. $e4. 131. 1. $e5. 132. 1. $h4. 133. 1...a5. 134. 1...g5. 135. 1...$b4. 136. 1...$f5 2. $e3 $g4. 137. 1...$b4. \| 138. \| 1... $c7 2. $b5 $d6 3. $c4 $e5. \| \| 139. \| 1. $c6. \| \| 140. \| 1. $e3 $c4 2. $d2 $b3 3. $c1. \| \| 141. \| 1. $d2. \| \| 142. \| 1. $c4 $a3 2. $c3. \| \| 143. \| 1. $d2 $d6 2. $e2 $e6 3. $f2. \| \| 144. \| 1. $g2 $f6 2. $f2 $e6 3. $e2. \| \| 145. \| 1...$a5. \| \| 146. \| 1...$h5. \| \| 147. \| 1...$d5. \| \| 148. \| 1...$f6 2. $c4 $e6. \| \| 149. \| 1...$d5. \| \| 150. \| 1...$b5 2. $c3 $c5 3. $d3 $d5. \| \| 151. \| 1. e4. \| \| 152. \| 1. $e3. \| \| 153. \| 1. $g2 $e5 2. $g3 $f5 3. $f3. \| \| 154. \| 1. $g5 $f3 2. $f5 $e3 3. $e5 $d3 4. $d5 $c2 5. b4. \| \| 155. \| 1. $g5 $d4 2. $f4. \| \| 156. \| 1. $b7 $d6 2. a4 $c5 3. a5. \| \| 157. \| 1...$g3. \| \| 158. \| 1...$f3. \| \| 159. \| 1...$e4. \| \| 160. \| 1...$e5. \| \| 161. \| 1...$b6. \| \| 162. \| 1...$b6. \| \| 163. \| 1...$b8 +. \| \| 164. \| 1...$f4 +. \| \| 165. \| 1...$e1 +. \| \| 166. \| 1...$f5 + (discovered check). \| \| 167. \| 1...$d5 +. \| \| 168. \| 1...0-0-0 +. \| \| 169. \| 1. $e4 +. \| \| 170. \| 1. $h6 +. \| \| 171. \| 1. $h6 +. \| \| 172. \| 1. $e2 + $d5 2. $d2 +. \| \| 173. \| 1. $g1 + and 2. $h1 +. \| \| 174. \| 1. $a7 + any move by Black 2. $a8 +. \| \| 175. \| 1...$a2 (threatening 2...$a1#) 2. $c1 $a1 +. \| \| 176. \| 1...$b3 (threatening 2...$e1#) 2. $c1 $e1 +. \| \| 177. \| 1...$c4 (threatening 2...$a6# and 2...$xd3). \| \| 178. \| 1...$c6. \| \| 179. \| 1...$c2. \| \| 180. \| 1...$g3 (threatening 2...$d1+) 2. $e1 $f2. \| \| 181. \| 1. $c2. \| \| 182. \| 1. $b4. \| \| 183. \| 1. $f3. \| \| 184. \| 1. $b1. \| \| 185. \| 1. $f3. \| \| 186. \| 1. $e1 $a1 + (1...$e3 2. $g3+) 2. $f2. \| \| 187. \| 1...$g1 +. \| \| 188. \| 1...$d1 +. \| \| 189. \| 1...$d5 + (discovered check). \| \| 190. \| 1...$e5 (pin). \| \| 191. \| 1...$d4 +. \| \| 192. \| 1...$f7 (Zugzwang). \| \| 193. \| 1. $e2 +. \| \| 194. \| 1. $a8 (pin). \| \| 195. \| 1. $g8 + $g moves 2. $g7 (pin). \| \| 196. \| 1. $a8 $g8 2. $d6 (Zugzwang). \| \| 197. \| 1. $f8. \| \| 198. \| 1. $f7 $g5 2. $h7 $h5 3. $f6. \| \| 199. \| 1...$e4. \| \| 200. \| 1...$g3 +. \| \| 201. \| 1...$b7 +. \| \| 202. \| 1...$a4. \| \| 203. \| 1...$d6. \| \| 204. \| 1...$g3. \| \| 205. \| 1. $a8 +. \| \| 206. \| 1. $d8 +. \| \| 207. \| 1. $h3 +. \| \| 208. \| 1. $xh6. \| \| 209. \| 1. $h5. \| \| 210. \| 1. $c7. \| \| 211. \| 1...$h1 +. \| \| 212. \| 1...$c2 +. \| \| 213. \| 1...$a1. \| \| 214. \| 1...$d4 +. \| \| 215. \| 1...0-0+. \| \| 216. \| 1...$g2 (threatening 2...$g1+). \| \| 217. \| 1. $g2. \| \| 218. \| 1. $e5 +. \| \| 219. \| 1. $b5. \| \| 220. \| 1. $c4 +. \| \| 221. \| 1. $h8 + and 2. $h7 +. \| \| 222. \| 1. 0-0-0 +. \| \| 223. \| 1...$c8 +. \| \| 224. \| 1...$f5 +. \| \| 225. \| 1...$c4. \| \| 226. \| 1...$e3. \| \| 227. \| 1...$e6. \| \| 228. \| 1...$d6 (but not 1...$e6 because of 2. $f4). \| \| 229. \| 1. $a8 +. \| \| 230. \| 1. $h3 +. \| \| 231. \| 1. $h1. \| \| 232. \| 1. $g5. \| \| 233. \| 1. $c7. \| \| 234. \| 1. $g6. \| \| 235. \| 1...$f1 +. \| \| 236. \| 1...$d8 +. \| \| 237. \| 1...$e4 +. \| \| 238. \| 1...$b7(b8)+. \| \| 239. \| 1...$h6 +. \| \| 240. \| 1...$e8 +. \| \| 241. \| 1. $a8 + and 2. $a7 +. \| \| 242. \| 1. $h3 +. \| \| 243. \| 1. $b8 +. \| \| 244. \| 1. $f7 +. \| \| 245. \| 1. $f3 + $xf3, stalemate. \| \| 246. \| 1. $b3 + $g(x)b3#, stalemate. \| \| 247. \| 1...$c1. \| \| 248. \| 1...$g7. \| \| 249. \| 1...$b6 2. $xb6, stalemate. \| \| 250. \| 1...$h1 + (but not 1...$c2 + because of 2. $xc2) 2. $g2 $g1 + 3. $xg1, stalemate. \| \| 251. \| 1...$b7 +, and it is a draw by perpetual check, as the white king can't cross the c-file because the queen is lost after 2...$c7(+). \| \| 252. \| 1...$h7 + 2. $g5 (2. $g6 $h6+) 2...$g7 +, and draw by perpetual check, since (for instance) 3. $f6 $g6+ leads to stalemate. \| \| 253. \| 1. $e3 +. \| \| 254. \| 1. $h5 +. \| \| 255. \| 1. $b5 +. \| \| 256. \| 1. $c6 +. \| \| 257. \| 1. $a4 +. \| \| 258. \| 1. $e2 +. \| \| 259. \| 1...$a8 +. \| \| 260. \| 1...$g2 +. \| \| 261. \| 1...$a8. \| \| 262. \| 1...♛h7+ \| \|------\|----------\| \| 263. \| 1...♝d4+ \| \| 264. \| 1...♜f6+ \| \| 265. \| 1...♝g5+ \| \| 266. \| 1...♛e3+ \| \| 267. \| 1...♛e4 \| \| 268. \| 1...♝d3+ \| \| 269. \| 1...♜d4+ \| \| 270. \| 1...♜e5+ (White can't take the rook yet because of stalemate) \| \| \| 1...♜h7 (1...♜g7 2...♜h6) 2...♝e4(f5) ♜h8 3...♜xg6. \| \| 271. \| 1...♞c3+ \| \| 272. \| 1...♛a8. \| \| 273. \| 1...♝h3+ \| \| 274. \| 1...♝g4+ \| \| 275. \| 1...♝f5+ \| \| 276. \| 1...♜h2+ \| \| 277. \| 1...♜a5+ \| \| 278. \| 1...♜g2+ \| \| 279. \| 1...♜h8. \| \| 280. \| 1...♜a2. \| \| 281. \| 1...♞f3. \| \| 282. \| 1...♜c2. \| \| 283. \| 1...♜a7 2...h8♛ ♜a8+. \| \| 284. \| 1...♜h1 2...♝d8 ♜h7 3...a8♛ ♜h8+. \| \| 285. \| 1...♜e6. \| \| 286. \| 1...♜e5. \| \| 287. \| 1...♝d6 2...c7 ♜b5+ 3...♛a6 ♜c5. \| \| 288. \| 1...♛c7. \| \| 289. \| 1...h8♛+. \| \| 290. \| 1...e8♛+. \| \| 291. \| 1...d8♛(♛)+. \| \| 292. \| 1...b7+ ♜a7 2...b8♛+. \| \| 293. \| 1...f8♛(♛)+. \| \| 294. \| 1...a8♛+ ♜b6 2...♛b8+. \| \| 295. \| 1...♛e2+. \| \| 296. \| 1...f2. \| \| 297. \| 1...♞e3 (it's bad to move the king to the d-file, because of f2...♜a8 and 3...♜d8) 2...♜a3+ ♜e2. \| \| 298. \| 1...♛e5 2...♜c5+ ♜e6 (or 2...♝d6 3...♜c8 ♜d7) 3...♜c6+ ♜d7. \| \| 299. \| 1...♞e4 (but not 1...♛e2 2...♞c2 with a draw) 2...c4+ ♜e5 3...c5+ ♜e6 (or 3...♝d6 4...c8 ♜d7) 4...c6+ ♜d7. \| \| 300. \| 1...♞f4 (1...♞f2, for instance, is bad on account of 2...♜h8 e1♛ 3...♜f8+ ♜e2 4...e8+) 2...h4+ ♜f5 3...h5+ ♜f6 (or 3...♝e6) 4...h6+ ♜e7 5...h7+ ♜d6 6...h6+ ♜d5 7...h5+ ♜d4 8...h4+ ♜d3 9...h3+ ♜d2. \| \| 301. \| 1.g7 ♜xg7, stalemate. \| \| 302. \| 1...a7. \| \| 303. \| 1...♞h6. \| \| 304. \| 1...♞f7. \| \| 305. \| 1...h7 ♜h8 2...♝g6. \| \| 306. \| 1...h8♛+ (1...h8♛, or even 1...h8♛+, also draws). \| \| 307. \| 1...♞f3. \| \| 308. \| 1...♜g7. \| \| 309. \| 1...♜d6. \| \| 310. \| 1...♜e6+. \| \| 311. \| 1...♜d8. \| \| 312. \| 1...♜g4 2...f8♛ ♜f4+ 3...♛xf4, stalemate. \| \| 313. \| 1...a2. \| \| 314. \| 1...♛c4. \| \| 315. \| 1...♛g3. \| \| 316. \| 1...♜b1. \| \| 317. \| 1...♜d3. \| \| 318. \| 1...♜g3. \| \| 319. \| 1...b2+. \| \| 320. \| 1...g1♛+. \| \| 321. \| 1...c1♛+. \| \| 322. \| 1...b1♛+. \| \| 323. \| 1...d1♛+. \| \| 324. \| 1...gxg1. \| \| 325. \| 1...c3+. \| \| 326. \| 1...a6+. \| \| 327. \| 1...a1+. \| \| 328. \| 1...b1(b2)+. \| \| 329. \| 1...♝f3+. \| \| 330. \| 1...♜h2+. \| \| 331. \| 1...♛b1+. \| \| 332. \| 1...♛f1+. \| \| 333. \| 1...♛a1+. \| \| 334. \| 1...♜h6+. \| \| 335. \| 1...♛a5+ 2...♝d1 (2...f1#) 2...♛a1+. \| \| 336. \| 1...♝f2. \| \| 337. \| 1...♛xa6+. \| \| 338. \| 1...♛xf7+. \| \| 339. \| 1...♛f7. \| \| 340. \| 1...♛d8. \| \| 341. \| 1...♛xa3+. \| \| 342. \| 1...♛h8+. \| \| 343. \| 1...♛b4. \| \| 344. \| 1...♛c3 (but not 1...♛e3 because of 1...♛b3+). \| \| 345. \| 1...♛f6. \| \| 346. \| 1...♛c5. \| \| 347. \| 1...♛f5. \| \| 348. \| 1...♜h2+. \| \| 349. \| 1...♛h2+. \| \| 350. \| 1...♛d4+ (but not 1...♛g7 + 2...♛f6). \| \| 351. \| 1...♛c2+. \| \| 352. \| 1...♛c3+. \| \| 353. \| 1...♛a5+. \| \| 354. \| 1...♛xd3. \| \| 355. \| 1...♛e5+. \| \| 356. \| 1...♛d5+. \| \| 357. \| 1...♛xc6. \| \| 358. \| 1...♛xb3. \| \| 359. \| 1...♛a6+. \| \| 360. \| 1...♛c7+. \| \| 361. \| 1...♛h8+. \| \| 362. \| 1...♛e7+. \| \| 363. \| 1...♛d4+. \| \| 364. \| 1...♛e1. \| \| 365. \| 1...♛f3+. \| \| 366. \| 1...♛c4+. \| \| 367. \| 1...♛b5+. \| \| 368. \| 1...♛a2+. \| \| 369. \| 1...♛g5+. \| \| 370. \| 1...♛e4+. \| \| 371. \| 1...♛f5. \| \| 372. \| 1...♛f3+. \| \| 373. \| 1...♛g6+. \| \| 374. \| 1...♛c6+. \| \| 375. \| 1...♛g7+. \| \| 376. \| 1...♛a7. \| \| 377. \| 1...♛b1 + 2...♛xb1, stalemate. \| \| 378. \| 1...♛g6 2...♛xg6, stalemate. \| \| 379. \| 1...♛f6+. \| \| 380. \| 1...♛e6+. \| \| 381. \| 1...♛e5+. \| \| 382. \| 1...♛b3. \| \| 383. \| 1...♛c2+. \| \| 384. \| 1...♛h4+. \| \| 385. \| 1...♛c3. \| \| 386. \| 1...♛f2+. \| \| 387. \| 1...♛f1. \| \| 388. \| 1...♛f3. \| \| 389. \| 1...♛e3. \| \| 390. \| 1...♛b8. \| \| 391. \| 1...♛h5+. \| \| 392. \| 1...♛e1+. \| \| 393. \| 1. ♕c3+ \| \|------\|---------\| \| 394. \| 1. ♕c3+ \| \| 395. \| 1. ♕a8+ \| \| 396. \| 1. ♕a2+ \| \| 397. \| 1...♕a8 \| \| 398. \| 1...♕b1+ \| \| 399. \| 1...♕g6+ (discovered check). \| \| 400. \| 1...♕h3. \| \| 401. \| 1...♕f2. \| \| 402. \| 1...♕d4+. \| \| 403. \| 1. ♕f3+. \| \| 404. \| 1. ♕c3+. \| \| 405. \| 1. ♕e5+. \| \| 406. \| 1. ♕g6+. \| \| 407. \| 1. ♕a6+ ♕a8 2. ♕c7+ with perpetual check. \| \| 408. \| 1. ♕c2+. \| \| 409. \| 1. ♕g1. \| \| 410. \| 1. ♕b6. \| \| 411. \| 1. ♕b1. \| \| 412. \| 1. ♕a2. \| \| 413. \| 1. ♕a5. \| \| 414. \| 1. ♕h1. \| \| 415. \| 1...♕f3. \| \| 416. \| 1...♕a7+. \| \| 417. \| 1...♕a3. \| \| 418. \| 1...♕f3. \| \| 419. \| 1...♕g4. \| \| 420. \| 1...♕c1. \| \| 421. \| 1...♕e5. \| \| 422. \| 1...♕b4. \| \| 423. \| 1...♕b1. \| \| 424. \| 1...♕c2. \| \| 425. \| 1...♕d2+. \| \| 426. \| 1...♕e3+. \| \| 427. \| 1. ♕g2. \| \| 428. \| 1. ♕e8. \| \| 429. \| 1. ♕c4. \| \| 430. \| 1. ♕g4. \| \| 431. \| 1. ♕c1+. \| \| 432. \| 1. ♕e3+. \| \|------\|---------\| \| 433. \| 1...♕f8. \| \| 434. \| 1...♕h1. \| \| 435. \| 1...♕c5. \| \| 436. \| 1...♕a7. \| \| 437. \| 1...♕a2+. \| \| 438. \| 1...♕a4. \| \| 439. \| 1. a8♕+. \| \| 440. \| 1. h8♕(王)+. \| \| 441. \| 1. a8♕+. \| \| 442. \| 1. d8♕(王)+. \| \| 443. \| 1. h8♕+ ♕h2 2. ♕a8+. \| \| 444. \| 1. g8♕. \| \| 445. \| 1...♕a1. \| \| 446. \| 1...♕a1. \| \| 447. \| 1...e2. \| \| 448. \| 1...♕g1. \| \| 449. \| 1...♕e2. \| \| 450. \| 1...♕d2. \| \| 451. \| 1. b8♕(王)+. \| \| 452. \| 1. h8♕(王)+. \| \| 453. \| 1. a8♕+. \| \| 454. \| 1. a8♕(王)+. \| \| 455. \| 1. b8♕+. \| \| 456. \| 1. d8♕+. \| \| 457. \| 1...♕e3. \| \| 458. \| 1...♕b3. \| \| 459. \| 1...♕d3. \| \| 460. \| 1...♕d4. \| \| 461. \| 1...♕c7. \| \| 462. \| 1...♕e5. \| \| 463. \| 1. ♕b7. \| \| 464. \| 1. ♕f2. \| \| 465. \| 1. ♕e5. \| \| 466. \| 1. ♕f6 ♕g1 2. ♕e5. \| \| 467. \| 1. bxc7. \| \| 468. \| 1. ♕f6. \| \| 469. \| 1...♕f4. \| \| 470. \| 1...♕f2. \| \| 471. \| 1...♕f3 2. ♕e8 ♕g4. \| \| 472. \| 1...♕g6 2. ♕b7 ♕f5. \| \|------\|---------\| \| 473. \| 1...♕c3 2. ♕h2 ♕d4. \| \| 474. \| 1...h5 2. ♕c2 h4. \| \| 475. \| Yes (White promotes the pawn to a queen with check). \| \| 476. \| No. \| \| 477. \| Yes. \| \| 478. \| No. \| \| 479. \| No. \| \| 480. \| No. \| \| 481. \| 1...♕g5. \| \| 482. \| 1...♕h7. \| \| 483. \| 1...♕b4. \| \| 484. \| 1...♕b6+. \| \| 485. \| 1...♕d8. \| \| 486. \| 1...♕h6 2. ♕e4 ♕f8. \| \| 487. \| 1. ♕b2. \| \| 488. \| 1. ♕h3. \| \| 489. \| 1. ♕f4+. \| \| 490. \| 1. ♕d1. \| \| 491. \| 1. ♕f4. \| \| 492. \| 1. ♕b1. \| \| 493. \| 1...b1♕. \| \| 494. \| 1...b1♕. \| \| 495. \| 1...g1♕. \| \| 496. \| 1...c1♕. \| \| 497. \| 1...b1♕+. \| \| 498. \| 1...f1♕+. \| \| 499. \| 1. a7. \| \| 500. \| 1. h6. \| \| 501. \| 1. ♕b6. \| \| 502. \| 1. ♕g7. \| \| 503. \| 1. ♕e7. \| \| 504. \| 1. ♕e8. \| \| 505. \| 1...♕b5. \| \| 506. \| 1...♕a5. \| \| 507. \| 1...♕g5. \| \| 508. \| 1...♕d6. \| \| 509. \| 1...♕e6. \| \| 510. \| 1...♕b8. \| \|------\|---------\| \| 511. \| 1. ♕c1. \| \| 512. \| 1. ♕b4. \| \| 513. \| 1. ♕f2. \| \| 514. \| 1. ♕g4. \| \| 515. \| 1. ♕f1. \| \| 516. \| 1. ♕c2. \| \| 517. \| 1...g1♕. \| \| 518. \| 1...g1♕. \| \| 519. \| 1...a1♕. \| \| 520. \| 1...g1♕. \| \| 521. \| 1...d1♕. \| \| 522. \| 1...♕c7. \| \| 523. \| 1. ♕d7 ♕f7 (1... ♕f5 2. ♕d6) 2. ♕d6 ♕f8 3. ♕xe6. \| \| 524. \| 1. ♕d5 ♕f3 2. ♕d4. \| \| 525. \| 1. ♕e5 ♕f7 2. ♕d6. \| \| 526. \| 1. ♕g6. \| \| 527. \| 1. ♕e5 ♕d3 2. ♕f6 ♕e4 3. ♕g7 ♕f5 4. ♕xh7. \| \| 528. \| 1. d5 ♕c5 2. ♕e6. \| \| 529. \| 1...h3. \| \| 530. \| 1...d2. \| \| 531. \| 1...g3 2. h8♕ g2+ 3. ♕h2 g1♕+ 4. ♕h3 ♕h1+. \| \| 532. \| 1...a3. \| \| 533. \| 1...♕f4. \| \| 534. \| 1...g4 2. h4 g3 3. h5 g2+. \| \| 535. \| 1. ♕f4. \| \| 536. \| 1. h4 c5+ 2. ♕e3 ♕b3 3. h5 c4 4. h6 c3 5. h7 c2 6. ♕d2 ♕b2 7. h8♕+. \| 537. (Grigoriev) 1. ♕e4 ♕b3 (1...c5 2. ♕d5) 2. ♕d4 ♕b4 3. h4 c5+ 4. ♕e3 ♕b3 5. h5 c4 6. h6 c3 7. h7 c2 8. ♕d2 ♕b2 9. h8♕+. 538. (Rinck) 1. a4 b3 2. a5 c4 3. a6 d3 4. a7 f2 5. a8 539. (Hebers) 1. g4 b4 2. f5 c4 3. e4. 540. (Dedrle) 1. b1 a3 2. b3 e5 3. a2 d5 xa3 c6 5. a4. 541. 1...f7 2. d8 e6. 542. 1...d5 2. e5 c7 3. xdx5 d7. 543. 1...c3 2. xe3 (2. fxe3 xf6) 2...e5. 544. 1...h5 2. xh5 h7. 545. 1...f2 2. f8 xf1 3. xxf1, stalemate. 546. 1...h3. 547. 1. e4 e3 2. e1 xe4 3. e2. 548. 1. a4 xa4 2. a2. 549. 1. f4 e4 2. f1(e1) xf4 3. f2. 550. 1. e5 dxe5 2. c1 d5 3. d1. 551. (Grigoriev) 1. d7 c5 2. e6 d4 3. f5 c3 4. e4 b2 5. d3 xa2 6. c2. 552. (Réti) 1. g7 h4 (1...b6 2. f6 h3 3. e5) 2. f6 h3 (2... b6 3. e5 h3 4. d6) 3. e7 h2 4. c7 h1 5. c8. 553. 1...h1 554. 1...g1 555. 1...g1 556. 1...h1 557. 1...g2 +. 558. 1...c1 +. 559. 1. cxd7. 560. 1. e7. 561. 1. h8 +. 562. 1. g8 563. 1. b8 564. 1. d8 565. 1...a2. 566. 1...a2 2. c1 b3. 567. 1...g1 + (promoting the pawn into other pieces also wins) 2. xg1 g3 3. f1 h2. 568. 1...g1 + (or 1... g1) 2. xg1 f3 3. h2 f2 4. h1 g3 5. g1 h3 6. h1 g3 7. g1 g2. 569. 1...e6 2. f3 e5 3. e3 f4 + 4. f3 f5. 570. 1...f2 2. g2 e2. 571. 1. b5. 572. 1. f4 e7 2. f5. 573. 1. g6. 574. 1. a8 + (1. a8 or 1. a8 also win) 1... xa8 2. c6 b8 3. b7. 575. 1. d5 xd7 2. f6. 576. 1. g6 f8 2. f5 xf7 3. d6. 577. 1. b2 d3 2. c1. 578. 1. c1 a2 2. c2. 579. 1. e4. 580. 1. e1 d3 2. d1 e2 + 3. e1. 581. 1. g1. 582. 1. e5. 583. 1...d1. 584. 1...f3. 585. 1...f3. 586. 1...d3. 587. 1...g4(h4). 588. 1...g1 +. 589. 1. b2. 590. 1. f1. 591. 1. b1. 592. 1. c3 c4 2. c2. 593. 1. a3. 594. 1. e2. 595. 1...b5. 596. 1...e7. 597. 1...e6. 598. 1...c6 2. g5 e7. 599. 1...c3 2. a1 b3. 600. 1...e2. 601. 1. g5. 602. 1. h1. 603. 1. b2. 604. 1. f4. 605. 1. g3 h2 2. f2. 606. 1. c2. 607. 1...d5. 608. 1...g2. 609. 1...e5. 610. 1...c2, and there is no defense against 2... b2. 611. 1...g8, and the bishop cannot move because of stalemate. 612. 1...b8, and the knight cannot be saved because of stalemate. 613. 1. h3. 614. 1. c1. 615. 1. f8. 616. 1. g2(h1). 617. 1. a3(b4). 618. 1. e2(f3). Chess Camp is a new training system for beginning chessplayers, and for the parents and coaches who teach them. Starting with simple problems to illustrate key concepts, and then progressing to more complex positions, the student will learn by doing, methodically integrating new information with previous knowledge while building effective thinking habits at the board. In this fourth volume, Elementary Endgames, the student will: 1) learn how to deliver fundamental checkmates such as a king and a rook against a lone king; 2) discover how to avoid stalemating the opposing king, and how to induce stalemate when threatened with checkmate; and 3) develop not only an understanding of concepts such as passed pawns and king opposition, but also a sense of confidence in the final phase of the game. Igor Sukhin has been using the game of chess for more than two decades to teach children. His books have been selected repeatedly as recommended reading by the Russian Department of Education. The author of the acclaimed children's chess book Gary's Adventures in Chess Country (also published by Mongoose Press), Sukhin has written more than 10 titles, with over a million copies currently in print.	f5294bfe-7e5a-490b-84f8-21a944695784	CC-MAIN-2022-21	https://iweb.tatthanh.com.vn/pic/2141/file/Chess-Camp-Vol-4-Elementary-Endgames_Sukhin.pdf	2022-05-28T13:33:35+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663016853.88/warc/CC-MAIN-20220528123744-20220528153744-00382.warc.gz	391,261,034	13,186	eng_Latn	eng_Latn	0.927557	eng_Latn	0.972614	[ "eng_Latn", "unknown", "eng_Latn", "gmh_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "zsm_Latn", "unknown", "unknown", "unknown", "zsm_Latn", "eng_Latn" ]	true	rolmOCR	[ 110, 165, 906, 3896, 5112, 5282, 5408, 5530, 5611, 5689, 5812, 5942, 6024, 6103, 6215, 6285, 6366, 6475, 6545, 6626, 6736, 6804, 6855, 6977, 7023, 7074, 7183, 7229, 7280, 7392, 7438, 7496, 7630, 7700, 7800, 7858, 7928, 7998, 8058, 8159, 8229, 8299, 8359, 8430, 8498, 8557, 8616, 8683, 8763, 8886, 8986, 9052, 9150, 9216, 9327, 9385, 9473, 9572, 9671, 9744, 9817, 9877, 9967, 10038, 10109, 10223, 10307, 10398, 10459, 10531, 10645, 10754, 10845, 10913, 10985, 11065, 11145, 11211, 11265, 11331, 11401, 11471, 11556, 11611, 11695, 11755, 11815, 11886, 11941, 12001, 12072, 12143, 12196, 12249, 12302, 12360, 12418, 12487, 12556, 12634, 12685, 12771, 12838, 12898, 12953, 13013, 13075, 13133, 15341, 18913, 22483, 25906, 28051, 29260 ]	[ 3.125, 1.421875 ]	1	0
I. WILDLIFE Regular bi-weekly counts of waterfowl and wading birds were made on the prescribed inventory routes from Camp Cornelius boat dock to Buzzard Roost and Gunnet Lakes, and from the Jones Island boat dock to Big Water Lake. These counts were made from early October through December. These inventory routes cover an estimated five percent of the waterfowl and wading bird population. Water levels in the swamp were above normal during the summer but receded to normal during the period September to December. Normal and below normal water conditions provide optimum food conditions for wading birds and make some foods more available to waterfowl. A. Wading Birds. Common Egrets. High water during the summer months was probably responsible for a slightly lower common egret breeding population. The fall population was only slightly lower than last year. Snowy Egrets. These birds left the refuge during August. The population was normal with only occasional individuals seen in the interior of the swamp. Most snowy egrets are seen along roadside ditches and in ponds and borrow pits. Cattle Egrets. Arrival and departure dates for these birds correspond very closely to those of snowy egrets. Cattle egrets used the rookery in Chesser Prairie again this year. They feed mostly near the edge of the swamp or on pasture lands adjacent to the refuge. Great Blue Herons. These birds are seen regularly but remain well dispersed throughout the swamp and very few are seen in any one area. Little Blue Herons. The population of little blue herons was slightly lower this fall as compared to the previous year. The rookery in Chesser Prairie was used by little blue herons again this year. Green Herons. These birds were common during the summer and nested in the Chesser Prairie rookery, along the Suwannee Canal, and the Sapling Prairie boat run. Through the late fall and early winter they were seen only occasionally. Louisiana Herons. These birds were seen only infrequently in the swamp. Two were seen several times during the summer along the Savannas Canal. One was seen in early December and on January 2 in the same area. White Ibis. These birds were numerous again this year. The peak population occurred in late November when an estimated 6,000 of these birds were on the refuge. An estimated 900 were still here in late December. Wood Ibis. The wood ibis were late in arriving at the refuge this year. This was probably due to the high water conditions during the summer months. By early September they were numerous in the vicinity of Big Water Lake. The peak population occurred in late November with an estimated 620 birds using the refuge at that time. Sandhill Cranes. The peak population of these birds was estimated at 300 individuals during early December. The summer breeding population has remained stable at approximately 200 birds. Cranes are well dispersed over the refuge. They have been seen or heard in all of the areas of the swamp visited. They are present on the recently purchased addition to the refuge which includes Supp Prairie. The following tabulation shows the number of cranes seen on regular trips across Cheesser and Grand Prairies during the September-December period for the past nine years: \| Date \| 1958 \| 1959 \| 1960 \| 1961 \| 1962 \| 1963 \| 1964 \| 1965 \| 1966 \| \|-----------------\|------\|------\|------\|------\|------\|------\|------\|------\|------\| \| Early September \| 2 \| - \| - \| 5 \| - \| 3 \| 3 \| - \| - \| \| Late September \| 0 \| 7 \| - \| 4 \| 2 \| 9 \| 6 \| - \| - \| \| Early October \| 8 \| - \| 2 \| 9 \| 10 \| 9 \| - \| 3 \| 7 \| \| Late October \| 19 \| - \| 1 \| - \| - \| - \| 7 \| 27 \| 12 \| \| Early November \| 0 \| 2 \| 19 \| 16 \| 6 \| - \| 4 \| 14 \| 12 \| \| Late November \| - \| 31 \| 18 \| - \| 16 \| - \| 11 \| 12 \| 12 \| \| Early December \| 0 \| 23 \| 22 \| 12 \| 11 \| 15 \| 8 \| 22 \| 15 \| \| Late December \| 191 \| 23 \| 0 \| 10 \| 54 \| 6 \| 3 \| 19 \| 12 \| The Sandhill crane is considered a rare species and they receive complete protection with most of their breeding area in Georgia located within the boundary of this refuge. The breeding population during the summer months remains stable at approximately 200 birds and the wintering population varies considerably from year to year. Winter high and low populations have fluctuated from approximately 300 birds to 2,000 birds respectively. Miscellaneous Birds. Anhingas are common along the swamp water trails and lakes. They can be seen at Big Water, Gannet and Buzzard Roost Lakes almost any day. Black-crowned night herons are seen frequently but very few at a time. Ospreys and swallow-tailed kites left the refuge during August. American and least bitterns were seen infrequently during this period. One American bittern was found with its leg entangled in brush along the Suwannee Canal and it was released unharmed. Blackbirds established a roost in the swamp just south of the Camp Cornelia boat dock and they could be seen in large numbers as they left the roost early mornings. Tree swallows were numerous again this fall. Large flocks used the open prairies as feeding areas. No eagles were seen during the reporting period, however, one mature bald eagle was observed in Chester Prairie on January 10, 1967. This was the first eagle seen on the refuge since December 1965. The Okefenokee Bird Club reported visiting an active bald eagle nest near Yulee, Florida in January. B. Waterfowl. 1. Populations. The fall population of ducks was still low at the end of December. The peak fall population was only 5,950 birds in early December and 5,000 of these were wood ducks. Wintering populations have declined significantly since 1941. Peak populations occurring during January for 1944, 1965 and 1966 were 29,320, 19,920 and 10,040, respectively. 2. Food conditions. An expected increase in the wintering population had not materialized by late December despite greater production in northern nesting areas this year. This is probably the result of insufficient food being available to hold the migratory birds at this refuge. High water during the summer months results in less natural food production in the swamp. Water levels were above normal during most of the spring and all of the summer. During most of the September-December period the water level was near normal and this should have made naturally produced foods available to waterfowl. However, due to the high water conditions during the past growing season a very limited quantity of food was available. This same condition existed during the 1965 growing season. Some emergent species that did produce a seed crop were purple Peltandra virginica, pickerelweed Pontederia cordata and hardhead Lyng Emariata. One small area in Springle Prairie produced a good crop of arrowhead Sagittaria sp. that was being used extensively by mallards, black ducks and wood ducks during late November. Wood ducks were observed feeding in cypress timber more frequently this past fall and it is believed that they were feeding on cypress seed. Paintbrush Gynotheca tinctoria was abundant again this year but very little, if any, was utilized by waterfowl. This plant usually grows on batteries in close association with a variety of other plants and their entwined roots make a heavy mat of vegetation. The paintroot is hardly available to waterfowl unless these nuts are disturbed and the roots exposed in some number. Reports from local residents of waterfowl feeding extensively on the roots of this plant involved areas on lands adjacent to the refuge where hogs had rooted up wet meadows and exposed the roots. Bamboo vine Smilax laurifolia, several species of holly Ilex op. and swamp blackgum Nyssa aquatica produced a fair crop of fruit. Most of the blackgum is located in the north and northwest areas of the refuge. Oak mast was insignificant both in the number of trees and the amount of mast produced. 3. Wood Duck Nesting Boxes Cypress logs cut during construction of the Suwannee River Sill were milled out of the swamp and milled into one inch boards. This lumber was used to construct 101 new cypress nesting boxes during this period. These boxes were built according to recommended specifications and should last for many years. A quantity of surplus sheet aluminum was acquired from St. Marks Refuge and used to build 93 metal nesting boxes. These boxes are cylindrical in form, ten inches in diameter and have metal cone shaped tops. Approximately 200 pine posts were obtained by thinning a pine plantation on Cornhouse Island. These posts are 12 feet long and have been pressure treated with a wood preservative. They will be used to erect the 194 new boxes constructed this year. The posts were cut 12 feet long because they will be erected in the deep peat beds of the prairies on the east side of the refuge. It is planned to erect these boxes during January 1967. They will be located in open prairies or pond like openings, in colonies, and wood and metal boxes will be interspersed. They will be placed so that entrance holes will face open water or open prairie. Each box will be numbered and its individual history will be recorded as part of a permanent record. Each box will have approximately three inches of sawdust and wood shavings in the bottom for nesting material. Each box will have the inside of the lid painted with a mixture containing one ounce of chloro-dane and a quart of motor oil as a deterrent to wasps. This mixture has been used for the past two years and not a single wasp nest has been found in the nesting boxes. 4. Waterfowl Trapping and Banding Seventy-two wood ducks have been banded at Okefenokee Refuge during past years. Fifty-nine were banded in 1961, 12 in 1962 and one in 1953. Trapping of wood ducks was attempted again this year with a total of 47 being caught and banded. Bait sites were selected and baiting initiated in early September. Several batteries in Chassar Prairie were baited with shelled whole corn. Baiting was generally unsuccessful with only a few wood ducks being attracted to the bait site. Ohio type wire traps were used in an attempt to catch the few ducks that were taking bait. The net results were the capture of one mallard hen and seven coots. This trapping effort was terminated in late November. Two bait sites on the west side of the refuge were successful in attracting wood ducks. One site was located in the end of the Susanna River Sill Barrow Pit at Pine Island. The borrow pit near the emergency spillway is shallow and has a clean sand bottom. The other bait site is in Scyp Prairie beside a timber access road. The bottom is peat and approximately two feet deep. The number of ducks visiting the bait sites varied from day to day but at least 75 have been counted at each place. Two standard Ohio type traps were put at each bait site and left open to allow the ducks to become used to them. The ducks were extremely shy of the traps and would not take bait out of them for a long time. When the traps were closed or set we had exactly the same results at each bait site. One immature female was caught at each bait site on the first day the traps were closed. After that the ducks would take the bait string up to the trap and stop. They would not attempt to take corn from the open throat much less go in the trap after it. Nylon netting that had been ordered arrived in late November and two drop door type traps were constructed on the bait sites. An 18x30x6 foot trap was constructed in Scyp Prairie and a 12x21x6 foot trap was constructed at the Susanna River Sill Barrow Pit. Both traps operate successfully and the door was dropped three times on each trap between December 19 and 23. In six attempts 45 wood ducks were trapped and banded. Banding goals established for calendar year 1966 were 200 wood ducks and ring-necked ducks as can. Two wood ducks were caught before the hunting season opened. Since we had wood ducks coming into the bait sites and continued baiting would not influence hunting on adjacent lands, we requested and received permission to trap during the open season. The new drop door traps were completed and ready for operation by mid-December. During the next 11 days 45 wood ducks were caught. No further attempts were made after December 23. Species, sex and age of all ducks banded during 1966 are presented below: \| Species \| Male \| Female \| \|-------------\|------\|--------\| \| \| Imm. \| Ad. \| Unk. \| Imm. \| Ad. \| Unk. \| Total \| \| Mallard \| - \| - \| - \| 1 \| - \| - \| 1 \| \| Wood Duck \| 14 \| 11 \| 1 \| 16 \| 4 \| 1 \| 47 \| Our records contain only three recoveries for wood ducks banded at Chehawkee Refuge. One adult male banded on November 10, 1961 was shot at Lake Butler, Florida during the 1962 hunting season. One immature male banded on November 2, 1961 was shot at Orillia, Ontario on September 28, 1962. The third wood duck banded on November 11, 1961 was shot at Crockett, Texas on December 31, 1964. One recovery of a banded wood duck on lands adjacent to the refuge boundary was of an adult female on November 14, 1963. This duck was banded at Capon Bridge, West Virginia on July 23, 1961. Banding costs for the four month period from September through December is presented below: \| Month \| Labor \| Transportation \| Bait \| Trap \| Total \| \|---------\|-------\|----------------\|------\|------\|-------\| \| September \| $335.00 \| $35.50 \| $18.00 \| $27.00 \| $490.50 \| \| October \| $332.50 \| $18.20 \| 3.00 \| 2.00 \| $455.70 \| \| November \| $262.50 \| $8.92 \| $12.00 \| 2.00 \| $365.42 \| \| December \| $227.50 \| $10.80 \| 5.00 \| $10.00 \| $362.30 \| \| Totals \| $1207.50 \| $111.42 \| $39.00 \| $16.00 \| $1673.92 \| Average cost per bird banded is excessive, however, 45 of the wood ducks were caught in an 11 day period when two new traps were in operation and full attention could be given to trapping. It is believed that wood ducks can be trapped at a reasonable cost per duck banded in the future. Seventy-two percent of the cost above is labor and most of this was expended on trapping with the Ohio type traps which were non-productive. Twenty-five percent of the cost is transportation. Construction of the two new traps of the type used by Refuge Manager Martin at Santee should be enough traps to catch our quota in any given year. This would require two rolls of plastic covered weld wire at an approximate cost of $60.00 and angle iron which probably could be picked up from military surplus. One small wood duck roost was found in Sapp Prairie during October. The ducks were scattered with some in a cypress head and heavy brush and some in an adjacent prairie. Driving the roost was not attempted as the location and number of ducks involved precluded a successful and economical venture. C. Turkeys Only three turkeys were seen on refuge lands during this period. One was seen on Conhouse Island on October 14 and two were seen on the Camp Cornelia road on December 15. Apparently the turkey population has been declining over the past two years. C. Bears The bear population has apparently remained stable this year. Bear and bear sign have been seen with about the usual frequency. Bear sign has been observed on Cowhouse Island, at Camp Cornelia boat dock, on Timber Compartment 13, and in Sapling Prairie. A bear cub was accidentally killed on the Pocket Road by an employee of Stephen Foster State Park on November 20. Conflicts between bears and apiculturists continue on lands adjacent to the refuge. The number of bear killed each year in the vicinity of the refuge can only be estimated using unofficial reports as a basis. It is estimated that the annual kill would equal or exceed the annual production during years when the water level in the swamp is above normal. During years when the water level in the swamp is normal or below the bear would be more liable to remain within the refuge boundary and production or annual increase should exceed the annual kill. The number of bear and amount of bear sign seen during the past two years indicate that the population is rather stable despite the illegal kill. E. Deer Deer are frequently seen and deer sign is common on most of the upland area of the swamp. Two deer were seen at the edge of Big Water Lake in November and one at Gap-o-Grand Prairie in December. These deer were several miles from any dry land. Two were seen swimming the Suwannee River Sill Borrow Pit going into the backwater area upstream from the sill in December. One buck running through the heavy brush flushed 55 wood ducks away from a trap site late one afternoon near Pine Island. Deer can be seen along the Pocket Road and on the Suwannee River Sill almost any night. A legume that has been identified by the U. S. Plant Introductory Station as Tephrosia virginiana was found growing in a small but heavy stand along the Suwannee River Sill. At least 95 percent of the available lateral and terminal stems of this plant were browsed by deer. This plant was probably introduced in Bermuda grass seed used to reseed some eroded places in the sill during the summer. Jacklighting of deer along the Pocket Road going into Stephen Foster State Park has remained a problem. Several empty 12-gauge shotgun shells and one empty and one unfired .303 British cartridge have been found along the road. It would require patrolling nearly 100 percent of the time to prevent this type depredation. F. Raccoons Raccoons are common almost everywhere in the swamp and on perimeter lands and islands. Raccoons can be seen in numbers along refuge roads at night and are occasionally seen in the wetlands of the swamp. G. Otters Additional otter have been requested by Wheeler Refuge but none were caught during the past fall. Trapping efforts will continue during the colder months of 1967. H. Fishing High water during the summer months receded to normal during September and fishing was fair to good during the remainder of this period. A 10-pound largemouth bass was caught above the Suwannee River Sill in October. The spillways at the Sill remain popular as fishing areas even during the fall months. Application of lime and fertilizer was continued at the six borrow pits along the Pocket Road until November. This will be continued again about early March of 1967. Failure to obtain optimum water conditions during the past spring was determined to be a result of insufficient lime to neutralize the acid waters. Lime will be applied at increased rates as specified by Fishery Management Biologist Alex Montgomery. I. Alligators Alligators are numerous and can be seen in considerable numbers on warm days. This seems to be particularly true on exceptionally warm days during the colder months of the year. While using an airboat to transport and erect wood duck nesting boxes in Chesser and Grand Prairies (January 1967) alligators were observed on numerous occasions. These were lying out on batteries near their caves. On one occasion five young alligators estimated to be 14-16 inches long were seen on a battery with an adult. Poachers apparently ceased their efforts to make a fast buck during this period. There were no known losses during the July-December period. J. Miscellaneous A new species has been reported for the refuge. An armadillo was seen in the Pocket by Biological Technician William C. Cone on May 25. Several have been seen along the highways during the past two years but this is the first report for the refuge. II. WEED CONTROL The refuge program for control of noxious vegetation was executed during the spring and early summer and reported in the January-June Biological Report for 1966. III. ECOLOGICAL SUCCESSION FOLLOWING FLOODING BY THE SUWANNEE RIVER SILL The stop logs were placed in the spillways of the Suwannee River Sill in the spring and early summer of 1962. The extra flooding resulting from the sill has now extended through five growing seasons. The original "marked tree transect" along the Suwannee River Sill Borrow Pit contained 250 trees. Only 198 were found in 1964, 105 in 1965 and 92 in 1966. Only live trees were counted in 1965 and 1966. All of the Quercus laurifolia, Pinus elliottii, and Cliftonia monophylla are dead. The remaining species included in the transect and the percentage of the original number marked that are still living are Nyssa ogeche 71%; Nyssa sylvatica 47%; Taxodium distichum 89%; Acer rubrum 33%; Cyrilla racemiflora 24%; and Ilex myrtifolia 42%. Table 1 shows the status of each species. The Black's Island transect was checked this year and data for 33 chains of the 62 chain transect was recorded. Only the slash pine Pinus elliottii has died and the other species have reproduced prolifically and also gained in diameter growth. The number of stems per chain of transect have increased in some instances several hundred percent. Work on the transect was discontinued after it was obvious that the loss of trees along the transect consisted of the one species. This transect will be rerun at the termination of this study. IV. PLANT SUCCESSION ON PRAIRIE BATTERIES The Chesser Prairie and Sapling Prairie Batteries are to be checked on alternate years. The next check will be during the late summer of 1967. V. ECOLOGICAL SUCCESSION FOLLOWING THE 1954-1955 FIRES A resurvey of the Billy's Lake Burn Plot was made during early September of 1966. This plot was checked in 1957 and in 1962. New invading species found in 1966 were Decodon verticillatum, Hypericum sp., Ilex glabra, Pieris phillyreifolia, Iris caroliniana, Nymphoides odorata, Gyrotheca tinctoria and Scirpus cyperinus. Two species recorded in previous checks that were not found this year were Typha latifolia and Solidago fistulosa. Changes in the vegetative cover were slight with a general increase in both woody and herbaceous species and a corresponding decrease in the amount of open water area. Complete data on the transect for the years 1957, 1962 and 1966 can be found in Table 2. VI. SPECIAL ASSIGNMENT Wildlife Biologist Leonard O. Walker was assigned to the Regional Office for three weeks during August to work on the National Waterfowl Model. The assignment was to assimilate and record data needed for this model. VII. PUBLIC RELATIONS Dr. Robert Fleming, missionary and ornithologist from Nepal, was given a tour of the east side prairies on August 29. Mr. Robert McClung, a writer from Amherst, Massachusetts, and Mr. Tully Pennington, Professor of Zoology, Statesboro, Georgia, were given a tour of the refuge on August 31 and September 1. Mr. McClung was collecting data preparatory to writing a children's book on alligators. On October 8 a group of 14 students and a professor from Augusta State College was given a tour of the east side of the prairies. On November 12 a tour of the east side prairies and a chance to observe sandhill cranes was given to the members of the Augusta Bird Club. The 1966 Christmas Bird Count was conducted on January 2, 1967 in cooperation with the Okefenokee Bird Club. Eighty-two species and approximately 22,800 individuals were reported. February 14, 1967 Leonard O. Walker, Wildlife Biologist Table I. Survival of Marked Trees along Suwannee River Sill Borrow Pit - 1966 \| DBH (inches) \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| 9 \| 10 \| 11 \| 12 \| 13 \| 14 \| 15 \| 16 \| 22 \| 23 \| 24 \| Total \| Percent Trees Living \| \|--------------\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-------\|----------------------\| \| Quercus \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| B \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Laurifolia \| 2 \| 3 \| 12 \| 3 \| 3 \| 1 \| 5 \| 2 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| 35 \| 0% \| \| Nyssa \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| 3 \| 6 \| 8 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| 23 \| 71% \| \| B \| 9 \| 8 \| 8 \| 1 \| 1 \| 2 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| 32 \| \| \| ogeche \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Nyssa \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| 2 \| 2 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| 8 \| 47% \| \| B \| 6 \| 3 \| 2 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| 17 \| \| \| sylvatica \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Taxodium \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| 1 \| 2 \| 1 \| 1 \| 8 \| 5 \| 4 \| 1 \| 4 \| 3 \| \| \| \| \| \| \| \| \| 1 \| 32 \| 89% \| \| B \| 3 \| 2 \| 1 \| 1 \| 8 \| 5 \| 4 \| 1 \| 4 \| 5 \| \| \| \| \| \| \| \| \| 1 \| 36 \| \| \| distichum \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Acer \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| 7 \| 3 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 11 \| 33% \| \| rubrum \| B \| 12 \| 11 \| 3 \| 2 \| 3 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| 33 \| \| \| Prunus \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| B \| 1 \| 3 \| 15 \| 14 \| 4 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| 40 \| 0% \| \| elliotii \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Cyrilla \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| 4 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 5 \| 21% \| \| racemiflora \| B \| 4 \| 12 \| 3 \| 2 \| \| \| \| \| \| \| \| \| \| \| \| \| \| 21 \| \| \| Cliftonia \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| A \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| B \| 1 \| 2 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 3 \| 0% \| \| monophylla \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Ilex \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| myrtifolia \| A \| 8 \| 4 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 13 \| 42% \| \| B \| 4 \| 11 \| 9 \| 3 \| 2 \| 1 \| 10 \| 7 \| 1 \| 5 \| 1 \| 5 \| 3 \| 1 \| 0 \| 1 \| 1 \| 0 \| 2 \| 31 \| \| \| Total \| A \| 32 \| 55 \| 54 \| 33 \| 13 \| 5 \| 18 \| 0 \| 3 \| 6 \| 2 \| 5 \| 6 \| 2 \| 1 \| 1 \| 1 \| 0 \| 2 \| 92 \| 37% \| \| B \| 32 \| 55 \| 54 \| 33 \| 13 \| 5 \| 18 \| 0 \| 3 \| 6 \| 2 \| 5 \| 6 \| 2 \| 1 \| 1 \| 1 \| 1 \| 0 \| 2 \| 250 \| \| A - Trees still alive on September 2, 1966 B - Number of trees marked and included in original transect. Table 2. Ground Cover by Species and Percentage on the Billy's Lake Burn Plot \| Species \| 1957 \| 1962 \| 1966 \| \|-------------------------------\|--------\|--------\|--------\| \| Water and Sphagnum sp. \| 57.34 \| 48.32 \| 49.836 \| \| Cyrilla racemiflora \| 7.12 \| 7.07 \| 6.757 \| \| Nyssa sylvatica \| 1.97 \| 3.92 \| 5.370 \| \| Itea virginiana \| 1.07 \| 1.33 \| 4.142 \| \| Magnolia virginiana \| 2.55 \| 3.14 \| 4.215 \| \| Lyonis lucida \| 0.14 \| 1.27 \| 2.737 \| \| Smilax laurifolia \| 0.07 \| 0.04 \| 0.015 \| \| Ilex cassine \| 0.69 \| 0.58 \| 0.804 \| \| Clethra alnifolia \| 0.04 \| 0.10 \| 0.315 \| \| Pieris phyllyreifolia \| -- \| -- \| 0.290 \| \| Acer rubrum \| 0.07 \| 0.10 \| 0.250 \| \| Decodon verticillatus \| -- \| -- \| 0.175 \| \| Gordonia lasianthus \| 4.33 \| 0.41 \| 0.170 \| \| Persea borbonia \| 0.71 \| 0.29 \| 0.165 \| \| Myrica cerifera \| -- \| 0.01 \| 0.136 \| \| Taxodium distichum \| 0.04 \| 0.05 \| 0.110 \| \| Hypericum sp. \| -- \| -- \| 0.100 \| \| Ilex glabra \| -- \| -- \| 0.065 \| \| Cephalanthus occidentalis \| -- \| 0.05 \| 0.064 \| \| Smilax walteri \| -- \| 0.02 \| 0.0 \| \| Leucothoe racemosa \| -- \| 0.18 \| 0.0 \| \| Woodwardia virginiana \| 23.12 \| 29.46 \| 17.007 \| \| Kyris fimbriata \| 0.01 \| 0.01 \| 2.736 \| \| Iris caroliniana \| -- \| -- \| 1.050 \| \| Scirpus ariophorum \| 0.02 \| -- \| 0.100 \| \| Carex hyalinoclepis \| 0.65 \| 0.95 \| 0.360 \| \| Nymphoides odorata \| -- \| -- \| 0.250 \| \| Andropogon virginicus \| 0.04 \| -- \| 0.226 \| \| Gyrotheca tinctoria \| -- \| -- \| 0.180 \| \| Panicum hemitomon \| -- \| -- \| 0.100 \| \| Scirpus cyperinus \| -- \| -- \| 0.015 \| \| Typha latifolia \| -- \| 2.70 \| 0.0 \| \| Solidago fistulosa \| 0.02 \| -- \| 0.0 \| \| Totals \| 100.00 \| 100.00 \| 100.00 \| 1/ Open water areas were filled with Sphagnum sp. 2/ New invading species Water Elevation (Ft. M.S.L.) 1966 July August September October November December Monthly rainfall at Fargo Mean water elevation in Billy's Lake Rainfall (feet) Monthly rainfall at Camp Correllia Mean water elevation in Suwannee Canal Water Elevation (Ft. M.S.L.) Rainfall (feet)	<urn:uuid:479c96f7-45c6-42b8-a2a3-f7c0748e82bb>	CC-MAIN-2018-39	https://ecos.fws.gov/ServCat/DownloadFile/26812?Reference=27990	2018-09-19T06:02:59Z	crawl-data/CC-MAIN-2018-39/segments/1537267155924.5/warc/CC-MAIN-20180919043926-20180919063926-00524.warc.gz	519,982,052	8,619	eng_Latn	eng_Latn	0.940483	eng_Latn	0.998849	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2063, 4908, 7474, 10001, 12819, 15376, 17983, 20132, 22540, 23470, 29612, 31978, 32150, 32273 ]	[ 2.59375, 1.1875 ]	1	0
Contents Invitation to the JSGA's Education Project to detect asteroids using a newly developed software; Asteroid Catcher - B612 1 S. Isobe, A. Asami, D. J. Asher, T. Fuse, N. Hashimoto, A. I. Ibrahim, S. Nakano, K. Nishiyama, Y. Oshima, N. Takahashi, J. Terazono, H. Umehara, T. Urata, M. Yoshikawa Major Dynamical, Physical and Technological Concepts of Space Science: An Educational Approach Via Concepts 51 Melek M. and Celebre C. Laws of the Motion of Planets - Kepler (1571 - 1630) Interdisciplinary Activity 57 T. Cadefaru-Surroca, M.A.Catala-Poch, I.E.S.Pere Borrel-Puigcerda Education in Astronomy. The Creation of an Astronomical Culture in the Information Globalization Era 61 Mario Alberto Arrastia Avila Bench-testing of Interferometric Principles at Microwave Frequencies 64 W. Thresher, M. Wheatley, E. Budding Mitaka Tokyo Japan 2002.01.30 -- 1,500 -- This Bulletin is published annually or semi-annually by Syuzo ISOBE National Astronomical Observatory Mitaka, Tokyo, JAPAN e-mail: firstname.lastname@example.org Tel.: 81-422-34-3645 Fax.: 81-422-34-3641 Dear Reader of This Bulletin: If you want to receive our Bulletin regularly, please fill your information and send to Syuzo ISOBE National Astronomical Observatory of Japan 2-21-1, Osawa, Mitaka, Tokyo, JAPAN Fax.: 81-422-34-3641, e-mail: email@example.com Name: ____________________________________________________________ first middle family Affiliation: _______________________________________________________ Postal Address: _________________________________________________ ______________________________________________________________ ______________________________________________________________ Tel. number: ___________________________________________________ Fax. number: ___________________________________________________ e-mail address: _________________________________________________ If you intend to submit your paper(s) to this Bulletin, please send its tentative title(s) and inform a tentative day for its submission. Syuzo ISOBE Chairman of Teaching of Astronomy in the Asian-Pacific Region The Japan Spaceguard Association have been developing an educational software which is now opened to the public. We sincerely invite you to use this software, to get some knowledge of asteroids, to enjoy asteroid detection from real observational data, and to have a honor of new asteroid discovery under a fortunate situation. The Japan Spaceguard Association was set up in 1997 to work for the Near Earth Asteroids (NEA) problems. We started to build the Bisei Spaceguard Center with a collaboration of the Japan Space Forum (JSF) and a support of the National Space Development Agency (NASDA). Three telescopes with apertures of the primary mirrors, 25 cm, 50 cm, and 100 cm, have been set up. The 1 m telescope have a mosaic CCD camera with 10 times 2 k x 4 k CCD chips covering 7 square degree field which produces 160 Mbyte data for every shot. Additionally to detect many NEOs, we decided to use these data for educational purpose, and prepare a large data storage accessible through high speed network line. Beside of these hardware, our team have developed a software to be used for educational fields such as in school classrooms, in science museums, and by individual persons. The BATTeRS team worked and will work to prepare all the necessary data for those users. We hope you to enjoy asteroid detection and not to hesitate to send us any question, request, and suggestion for our software. Guide to Spaceguard Detective Agency - Tracking down the asteroids - Let's find asteroids!! Asteroid Catcher B-612 1st edition Japan Spaceguard Association CONTENTS Chapter 1 Welcome to the world of asteroids ................................................................. 5 Chapter 2 About projects ............................................................................................... 6 Spaceguard Detective Agency International Asteroid Detection Project International Schools' Observatory (ISO) Chapter 3 Installation and initial settings .................................................................. 7 3.1 Hardware 3.2 Operating system 3.3 Installation 3.4 File structure 3.5 Initial settings 3.6 Uninstallation Chapter 4 Hints for asteroid detection ...................................................................... 12 4.1 Let's find asteroids! 4.2 What are asteroids? 4.3 From Detection to Registration 4.4 Finding asteroids 4.5 You may find other interesting objects 4.6 Beware of noise Chapter 5 How to use AstCat.exe -1- ........................................................................ 20 Loading image files 5.1 Loading reference image 5.2 Manual matching with star catalog 5.3 Display option 5.4 Display image information Chapter 6 How to use AstCat.exe -2- ................................................................. 25 Blinking and measurements 6.1 Blinking 6.2 Useful functions 6.3 Measuring positions 6.4 Saving measured results on a file Chapter 7 Identifying detected objects ............................................................... 33 Chapter 8 Reporting ......................................................................................... 35 Chapter 9 Latest information ............................................................................. 36 Chapter 10 ICONs ............................................................................................ 37 Chapter 11 FAQ ................................................................................................. 41 Chapter 12 A little more about asteroids .......................................................... 42 Chapter 13 References ...................................................................................... 44 Chapter 14 Sample images ............................................................................... 45 Chapter 15 Dawn of the 21st Century ............................................................... 49 Copyrights/Acknowledgments/Health issue/Conditions of use/Redistribution of this software ........................................... 50 The Japan Spaceguard Association .................................................................. 51 1.0m telescope in Bisei Spaceguard Center Welcome to the world of asteroids There are a variety of celestial bodies in our universe. The Sun, the Moon, planets, comets, stars, nebulae and galaxies. All of them have their own unique characteristics and they are all mysteriously beautiful to look at. However, there are other celestial bodies which are not readily noticeable. They are the asteroids. Asteroids are very small objects circulating around the Sun. It is possible, however, that they may provide a clue to the birth of our solar system. They may also become very precious resources available to the human kind in future when human activities extend well into the universe. At the same time, however, it is possible that they may collide with the Earth, leading to the end of our civilization, as we know it today. The Japan Spaceguard Association (JSGA, http://www.spaceguard.or.jp/) invites you all to the world of asteroids. We are convinced that you will be very excited about them and find yourself looking at the new horizon which is yet to be explored by you and your friends. About projects The Japan Spaceguard Association (JSGA: http://www.spaceguard.or.jp/) is carrying out several asteroid detection projects, both independently and in association with external organisations. There are currently three such projects ongoing as follows; Spaceguard Detective Agency - Tracking down the asteroids- This is JSGA's own program and it is our very first program following the success of the "International Asteroid Detection Project". International Asteroid Detection Project This project was carried out in Japan in association with the Yomiuri Shimbun and the British Council, Japan (http://www.uknow.or.jp/bc/index_e.html). The project started in February 2001 and the results were evaluated at the end of March 2001. International Schools' Observatory (ISO) This web-based observatory (ISO: http://www.bciso.net/) is giving schools round the world access to professional robotic telescopes provided by Liverpool John Moores University (http://www.livjm.ac.uk/default.asp) and observational data for asteroids provided by the Japan Spaceguard Association. The ISO project is supported by the British Council (http://www.uknow.or.jp/bc/index_e.html). The ISO Observatory provides the opportunity for young people to work together on collaborative science projects, make new friends and experience the excitement of science observation and discovery. You do not need to worry about asteroid detection. You do not even need to have access to a telescope. You have this software specially developed by the Japan Spaceguard Association for detecting asteroids. It is called "Asteroid Catcher B-612" (AstCat in abbreviation). We will also provide you with the night sky data obtained by the Bisei Spaceguard Center located in the south west of Japan, either on a CD-ROM, or via Internet. Anybody who has a PC connected to the Internet can join the project for detecting asteroids. You do not need to be highly skilled in detection work. All you need is to follow this guide carefully and with a little bit of patience. This is because finding asteroids requires you to look at successive images carefully one by one. We do hope, however, that you will find it worth your time. * Please see the web site of Japan Spaceguard Association for the current project. NB: The Bisei Spaceguard Center (BSGC) was constructed by the Japan Space Forum (JSF: http://www2.jsforum.or.jp/) with the funds provided by the former Science and Technology Agency (STA: http://www.sta.go.jp/) of the Japanese Government and is operated by the funds of the National Space and Development Agency of Japan (NASDA: http://www.nasda.go.jp/index_e.html). The daily observations in BSGC are carried out by the Japan Spaceguard Association (JSGA: http://www.spaceguard.or.jp/). 3 Installation and initial settings 3.1 Hardware You need a personal computer to use Asteroid Catcher B-612 (AstCat). Hard disk requirement for AstCat is more than 100 MB (except for image files). Minimum of 64 MB main memory is recommended. Internet connection is preferable. 3.2 Operating system Windows95/98/ME, WindowsNT/2000. Mackintosh is not supported. If your Macintosh has Windows emulator, AstCat may work on the emulator. But the performance may be not good. 3.3 Installation There is a folder called NEA on your CD-ROM <A>. All you need to do is to copy the whole of this folder on your hard disk. NEA folder contains executable files as well as folders which contain star catalogs. All of these files will be copied to your hard disk if you copy the whole folder. AstCat.exe can be started from your CD-ROM <A> directly. But do not start it from CD-ROM. Because, the system will try to write onto the CD-ROM and you will get an error message. If it happens please remove your CD-ROM and re-boot your system. 3.4 File structure We show here the file structure of the folder NEA using. Please note that files may be a little different in practice. NEA folder Amongst these files there are only two user executable files, AstCat.exe and "manual.html". Please read "manual.html" through your browser. It has been confirmed that IE5 can display the manual properly. The contents of "manual.html" are the same as those of this guide, but you can see animation by "manual.html". Please note that "ASUB01.DLL" and "ASUB02. DLL" files cannot be shown unless display option is set for "Display all files". This contains star catalogs. Images folder This contains sample image data for your practice. See chapter 14. ObsData This is a folder for storing your measurements (in default). "AstObs.txt" is an output sample file. 3.5 Initial settings First, you need to start the software. In order to do so double click on AstCat.exe in NEA folder. Then following window will open. Start-up window When you start up this software for the first time you cannot proceed any further by clicking on "START" button on the main menu. You need to register your group name by "GROUP ENTRY" first and do your initial settings by "SET UP". Click on "GROUP ENTRY" at the lower left corner. You will then find the following window for registering your group name. Enter your group name within 8 alphanumeric characters. If you are taking part in one of the projects carried out by Japan Spaceguard Association (JSGA), this group name must be a pre-registered name. Please use the group name that will be given to you by JSGA. If not, use any name as you like. The group name used here will be automatically incorporated into the report data. In above example the group name "School" (6 alphabetical characters) is used. Please note that upper and lower characters will be differentiated. Having entered your group name please press OK icon and return to the main menu. NB: OK icon is used for confirming various settings and for saving them on your hard disk. The cancel icon is used to cancel your settings. You can also use online help by clicking on the help icon. Click "SET UP" and you will see the following window. Here, you set CCD characteristics and path of various files. This setting information will be stored on a text file called "CCDCTL". If you follow this manual and copy the NEA folder on your C drive such that you have C:\NEA there will be little need to change default settings. If, for example, you copy the NEA folder on your D drive then you need to change the setting from C: to D:. If you change your settings please return to the main menu by clicking on OK icon . You can also save your new setting by clicking the icon . Since the contents of your CCDCTL have changed you will be working with these new values. If you want to cancel your settings please use the cancel icon before clicking or . If you want to store your setting information on another file you may do so by "save with new name" icon . If you want to use such a file in place of CCDCTL file you must open it by clicking . Explanation: - CCD Type: Only "FTS-14" and "FTS14(binning) can be used. FTS-14 will read the image data as its original size. "FTS14(binning)" will use 2-pixel binning, that is to say that 2x2 pixels will be read as one pixel so the file size is reduced to one 1/4 of its original size. This will increase processing speed and leads to a lot of saving on your main memory, but measurement precision is slightly reduced. - Focal length: Enter the focal length in mm of the telescope used for data acquisition. The value of focal length must be accurate within 10 mm so that stars on the image data and those on the star catalog are matched automatically. With the Bisei telescopes their focal lengths are as follows. - 1 m diameter telescope: 3,000 mm - 50 cm diameter telescope: 946 mm - 25 cm diameter telescope: 1,264 mm Please note that the image data provided on your CD-ROM are those obtained using the 25cm telescope, so use 1264. - Observatory code: Enter 300 for the Bisei Spaceguard Center. Other observatory codes may be obtained from http://cfa-www.harvard.edu/iau/lists/ObsCodes.html. ● Star catalog: Choose only "2=GSC-ACT". No other star catalogs are used here. ● Header name of star catalog: Specify the file GSCH.TBL with full path. The default is "C:\NEA\GSC-ACT\GSCH.TBL". ● Folder name of star catalog: Specify the folder name of the star catalog. The default is "C:\NEA\GSC-ACT". ● Background color: Black or white only. ● Wave band: Use V for GSC-ACT. ● Folder name of planet data: Specify the folder name which has the files of XYZ.SOL and XYZ.M-C. The default is "C:\NEA\". ● Table of observatory codes: Specify the file OBSCODE.F with the full path. The default is "C:\NEA\OBSCODE.F". ● Orbit file: We do not use this setting. ● Perturbation: We do not use this setting. ● Folder name for output data: Specify the folder name where the output data are written. The default is C:\NEA\ObsData\. ● Contrast: The typical value is 10. Smaller values mean stronger contrast. ● Sky value: Larger sky values mean dim stars appearing brighter, but with more noise. ● Smoothing: Smoothing is recommended. ● Star detection Level: Use the value from 10 to 50. ● Star detection (Minimum pixel number): Use around 10. ● Star detection (Maximum brightness): Stars will not be recognized if maximum pixel brightness is less than the value specified here. ● Star detection method: 1 = Normal, 2 = Special. Use 1 here. ● Rejection threshold: Use 1 to 1.5. Some of the reference stars on the star catalog may not be used if there are large discrepancies on comparison with those on the image data. Rejection threshold refers to angular discrepancy (unit is arc seconds). 3.6 Uninstallation Delete the whole NEA folder. Asteroid Catcher B-612 does not interfere with Windows system files. No alteration of the registry is made either. 4.1 Let's find asteroids! There is almost limitless number of stars in the night sky. However, there are many more objects, which are too dim to be viewed with naked eyes. They are asteroids. They are so dim that even the use of telescopes will not allow you to see them. How do we detect them? We attach cameras to telescopes and take photos. Of course, cameras used are very sensitive ones which can image dim objects. Using long exposure times we can accumulate photons from these dim objects. Being able to record dim objects does not immediately mean that we can find asteroids. We must confirm that they are moving objects. Therefore, we take successive images of the same part of the night sky and compare those images. With this Asteroid Catcher B-612 anybody can find asteroids. We hope you will enjoy finding asteroids! Asteroid found near the center of the Pleiades on 1 January 2001. All the numbered points are asteroids. As you can see there are so many asteroids. 4.2 What are asteroids? They are literally small planets. The largest asteroid is the Ceres and its diameter is approximately 910 km. However, most of asteroids are much smaller in diameter and range from a mere few meters to a few kilometers. The smaller the size the greater the number of such asteroids exist. Currently, we have accurate orbital information on nearly 30,000 asteroids. In addition, we have orbital information less accurate on more than 100,000 of them. If we include those which we have observed only once, the number will jump up to more than 200,000. They are small in size, but in number they are the main players in our solar system. The first asteroid was found on 1st January 1801 at an astronomical observatory in Palermo on the island of Sicily in Italy. It was named after the Goddess of the island, Ceres. It was found halfway between the orbits of the Mars and the Jupiter. Subsequently, many more have been found in similar orbits. The region in which we find most of asteroids between the Mars and the Jupiter is called the asteroid belt. However, some asteroids are found outside the belt, sometimes even outside the orbit of the Jupiter or inside the orbit of the Mars. We pay particular attention to those that orbit inside the Mars orbit as they may collide with the Earth. They are major targets for the observation at Bisei Spacegurad Center. Until recently, we observed asteroids only through telescopes, but today we can send space probes to asteroids and get close up photographs. Some asteroids have been found to be shaped like potatoes. The world of asteroids is still surrounded in mystery. We remain very interested in further discoveries. 4.3 From Detection to Registration Just as the pocket monster grows from "peechyu" to "peekachyu", then to "reichyu" asteroids are also called with different names throughout the stage of being detected. (The names of pocket monsters mentioned here are Japanese ones.) Asteroid detection process is as follows. Stage 1 ---- Personal designation (just discovered) The discoverer or discovering group of the newly found asteroid can give a sorting code. Normally, it is a combination of alphabets and serial numbers. In the project using Asteroid Catcher B-612 it is assumed that the personal designation is an alphanumeric of less than seven digits. For example, you may use any arbitrary combination of 4 alphabetical characters of your own choice followed by a 3 digit serial number. Examples: BSGC001, BSGC002, BSGC003 etc, or UFO800, UFO801, UFO802 etc. Stage 2 ---- Provisional designation (unnumbered asteroids) This is the sorting code given by the Minor Planet Center (http://cfa-www.harvard.edu/cfa/ps/mpc.html). It is given to an asteroid whose orbit is not yet clear. Asteroids at this stage are called "unnumbered asteroids". You need a minimum of two night's observation in order to get this code. Examples: 1998 RX25, 2000 UV13 etc. Stage 3 ---- Registration number (numbered asteroids) This is the registration number given by the Minor Planet Center and is given to asteroids whose orbital information is accurately known. They are called "numbered asteroids". Examples: (1), (1862), etc. Stage 4 ---- Unique name (numbered asteroids) This is a unique name given by the Minor Planet Center. Advice on naming from the discoverer is considered. Naming can be made once a registration number has been assigned. Examples: Ceres, Apollo, etc. As you can see personal designation can be freely given by the discoverer or discovering group. However, beyond that stage all subsequent sorting codes will be given by the Minor Planet Center, and once given they become formal names. Unique names are also supposed to be given by the Minor Planet Center. However, it is customary that discoverer's advice is accepted after an assessment if there is no reason for objection. This is meant to pay respect to the effort made by the discoverer. In early days when the number of asteroids found was small names with origins in the Greek myth were frequently used. Nowadays we encounter many unique names. Usually, those named asteroids with corresponding registration numbers are denoted like (1) Ceres, (1862) Apollo. On the other hand numbered asteroids without names are often denoted like (17286) 2000 NB6. 4.4 Finding asteroids Asteroid Catcher B-612 is designed to help you find asteroids with ease. It uses more than one sky images of the same area and displays them in quick succession (blinking) alternately so that objects moving against the background of stars such as asteroids and comets can be found with accurate positional information. You can get the image data either via Internet or on CD-ROMs from Bisei Spaceguard Center. The method of obtaining data will be different from one project to another. Once you have the image data you are ready to use Asteroid Catcher B-612. Please note that the CD-ROM <A>, which contains "Asteroid Catcher B-612" also, contains sample images for your practice. Asteroids circulate in elliptical orbits around the Sun, and when viewed from the Earth they appear to traverse the night sky against the background of stars. Thus, blinking more than one images will show up asteroids as moving objects. If you use many images you will be able to see the motion of asteroids more clearly. That is how "Asteroid Catcher B-612" works. We hope that you will be able to find as many asteroids as you can and have some fun in doing so. Example of moving objects Motion of asteroids (1813) Imhotep and 2000 RJ72. (The brighter one is (1813) Imhotep.) The composite animation of "a" and "b" together (below) shows two asteroids as well as two noises. "a" is part of the image data "m2350n1630-1.fts and "b" is part of "m2350n1630-2.fts" in your CD-ROM <A> (See chapter. 14). The motion of normal planets and asteroids is, when viewed from the Earth, from the west to the east. However, some may move in the opposite direction and some may even appear stationary before changing directions. The relative motion of asteroids against the background can be very small or very large depending on the distance from the Earth, relative positions of the asteroids as well as the characteristics of the imaging device. In some cases you cannot detect motion at all due to the short time intervals used. As you may see from the figure above the distance to an asteroid becomes least as the Earth overtakes them. At this stage it is located at the opposite end from the Sun. The asteroid is then fully reflecting the light from the Sun and is very visible. This is the best time for detecting usually very dim asteroids. * Beware of excessive viewing for your own health! 4.5 You may find other interesting objects Long time ago people thought that the universe was stationary. Today, we know that it is not and in fact we know that the universe is constantly changing. It is therefore only natural that some previously undetected moving (or changing) objects are recorded on the vast amount of image data obtained by the Bisei Spaceguard Center. Such objects other than asteroids are usually comets, supernovae and variable stars. Comets move around the Sun just like asteroids, and usually they appear as fuzzy objects like galaxies at a large distance. As they approach the Sun and become brighter they appear to have long tails. If you find fuzzy moving objects on your image data please suspect that they are new comets. However, it is possible that they are known comets or simply noise due to the cryogenic CCD camera. You must be careful. You can obtain orbital information on known comets from magazines on astronomy. You can also obtain information from the home page of the Minor Planet Center. Animation of the comet LINEAR (C/2000 U5) moving to the northwest in the Orion. Magnitude is approximately 14 to 15. You can see a faint tail in the direction of the south. (Top of the image is the north.) Supernovae are explosive phenomena at the end of evolution of stars. They are rare and are found on average once in a few hundred years within any one galaxy. In fact, with our own galaxy no supernova has been detected since 1604 when a supernova called Kepler's supernova was detected in Ophiuchus. However, there is almost limitless number of galaxies on your image data. Even if, with any one galaxy, it is rare to observe supernovae you can still expect to find them with other galaxies. Checking for supernovae is easy. All you need to do is to compare the images of the same galaxy taken at different times and look out for a new bright star in or around the galaxy. You can find the images of galaxy, for example, by clicking here (http://dss.mtk.nao.ac.jp/). Image of the supernova SN1997dq found by Mr Masakatsu Aoki (Toyama-city, Japan). (From his home page, http://www.tam.ne.jp/aoki/pages/novamain.html) Brightness variation of the variable star ER UMa at the Bear Above two images contain a variable star ("a" on the image) called "Ursa Major ER" found by Mr Shin Iida of Nagano prefecture, Japan. On 21st October its brightness was similar to that of "b". You can see, however, that its brightness is greater on 6th November than "b". For your information, the line going across the image on the left is the orbit of an artificial satellite. Variable stars are the stars whose apparent brightness changes with time. There are different reasons for changing brightness. In some cases stars are periodically swelling and shrinking. In other cases they may be a binary with one star rotating around the other so that they appear like eclipsing when viewed from the Earth. Their brightness usually do not change overnight. Therefore it is not easy to find them from a series of images taken at short time intervals. However, with care and patience you may find them if you compare images separated by a few days. 4.6 Beware of noise Digital CCD cameras are very popular these days. For astronomical use we also use cryogenic CCD cameras so that we can record astronomical objects over a long exposure time. Long exposure leads to an increased amount of noise. However, cooling the CCD chip reduces noise. Unfortunately, cooling does not completely remove the noise. CCD chip consists of a large number of photo receptors called "pixels". For example, each image on your CD-ROM consists of a collection of some 4.19 million pixels. Some of these pixels are more photosensitive than others. Some may be faulty and do not respond to light at all. These may be regarded as "noise". Noise is a nuisance when we examine our image data. Sometimes they appear just like asteroids. We need to be very careful. This animation shows examples of noises. At the tip of arrow is the noise. How to use AstCat.exe -1- Loading image files In this chapter and the next we will explain how you can use the Asteroid Catcher B-612 (AstCat) in order to detect asteroids. Please also refer to the list of icons in chapter 10. First of all, double click on "AstCat.exe" in NEA folder to start the program. If you have not yet registered your group name and setting initial values please do so first (refer to 3.5) before you proceed any further. Next, Click on "START" button. You will see the following window. This is the window for loading image data. NB: There is a "return" icon on most of your windows. Alternatively, you can use the close button at the upper right corner of your window to close your current window. 5.1 Loading reference image Load the first image (Reference image) by clicking on at the top of your window. An image loading dialogue will be displayed. Choose your target image file and click on it, or alternatively type in the file name directly. Image loading window NB: Loading image files takes a lot of time, as they are all large files. It may take a few minutes to load one image depending on the processing speed of your PC. Please be patient even if the screen appears to be stopping. Once the first image is loaded, the following window will be displayed. Window for matching with the star catalog The coordinates (right ascension and declination) of the center of the image and other information are displayed. Click on "automatic matching" and match your image with the star catalog. Automatic matching with the star catalog is the process whereby stars on your image data are checked with the reference stars on the star catalog and the exact location of your image on the night sky is determined. If this automatic matching is successful with the first image data, then please load images 2, 3 etc. Automatic positioning of these images with reference image (the first image) will be carried out. If you want to delete a loaded image click either on icon (currently displayed image is deleted), or on icon (all loaded images are deleted). If your image currently on display is the image 1, then clicking on icon will delete all currently loaded images. NB: You can output the image currently on display as a BMP (bit map) file by "output image as BMP" icon . Original images are of FITS format and some of image processing software may not be able to handle them. In that case this is a useful function. 5.2 Manual matching with star catalog If automatic matching with the star catalog fails, you must do manual matching. It rarely necessary to do this. However, occasionally if images are taken around the Polar Star (right ascension larger than +89 degrees), or if images are not very good, automatic matching may fail. In that case you must compare your image with the star map (map of the star catalog data) in the following way so that both are matched. Window when automatic matching fails If automatic matching fails, you will see a window shown left. You click on the OK button on the message box and a new window (below) will show up. It is within this window that you do your manual matching. This window shows your image on the left and the star map on the right. Manual matching Window First of all, you must check if both images are of the same area of the night sky by the resemblance between the image and that of the star catalog. It is possible that the values of right ascension and declination are wrong if there is no resemblance between the two images. The star catalog is partitioned with a blue square that indicates the field of view. This is for your ease of operation and you should not differentiate the inside from the outside. You should select 4 pairs (or more) of the same stars. These pairs should be evenly located over the entire area of your image. Having decided on these paired stars you then must click on them both on the image and the star catalog in the same order. Therefore, you are advised to click on your target stars alternately between the image and the star catalog. Clicked reference stars will turn red. If you wish to cancel your selection you only need to click again on the selected pair. After the selection of pairs, clicking on "manual matching" icon will start the process of matching the image file and the star catalog. If you click on "reference stars" icon after your matching operation, those pairs with good matching accuracy will appear red and those with significantly less accuracy will turn blue. If there are red pairs evenly across the screen, your manual matching is a success and click on "return". If you click on table of residuals icon you will be able to know the amount of residual between your image and the star catalog. Even on this manual matching window you still have "Automatic matching" icon . This has nothing to do with manual matching and it starts automatic matching, but it allows you to know the result of automatic matching. If you click on "initialize" icon selected (or marked) stars are all cancelled. You may use it for selecting your reference stars all over again. If you click on "Match with star catalog" icon in the image loading window then a window for this operation will appear. Normally, images are automatically matched with the star catalog when they are loaded. You may use this icon in case automatic matching fails to take place. 5.3 Display option - getting good images to analyze - You may use icon for adjusting contrast and others. Display option window Contrast: Default value is 10. Larger values will lead to smaller contrast. Sky Value: Larger values of "Sky Value" will brighten up stars, but also increase noise level. Test display: This is done by "Show test display 1" or "Show test display 2" icons. At first, "Test display 1" will display currently adopted setting values, but you can change them. If you click anywhere on either display you can use values set for that display. Apply to all images: Setting values will be applied to all images and redrawing of images will be made. Use default setting values: This is used to return to default values. 5.4 Display image information If you want to know information on your image please click on icon. Image information window By clicking on image 1 to image 6 you get information on each image. Clicking on an image number that has not been loaded will not cause any change in the display. Number of stars This is the total number of objects recognized as stars upon scanning the image. Brightness constant This is a constant used to calculate the magnitude of stars and is obtained from the magnitude listed on the star catalog and the CCD brightness. From this you can calculate the magnitude of your target star as: \[ \text{Magnitude} = \text{Luminosity constant} - 2.5 \times \log(\text{brightness}) \] Table of residuals With this table you can find the residual of matching between the images and the star catalog. 6 How to use AstCat.exe -2- Blinking and measurements 6.1 Blinking Once you have successfully matched your first image data with the star catalog you can load other image data files. Automatic matching is made with image data 2 and beyond. If you have loaded all image files you can now proceed to blinking stage by clicking on blink icon . You are now ready for detecting asteroids. Blinking window Clicking on "Automatic blinking" will start the process of blinking (alternate showing of all images). Blinking speed can be changed by the up and down icon found to the right of . If you click on "Manual blinking" icon you can see images one by one. Look at blinking images very carefully and try to find moving objects. You must not be confused by noise. For details on noise please refer to chapter 4.6. You may find it easier to work with enlarged images. Use following icons. - Display whole image: Whole image is displayed (This is the default setting) - True scale: One pixel on the CCD is displayed as one pixel on the screen. - Set image size: Display will enlarge or shrink. Choose the value from the combo list to the right of the icon. Direct keyboard input is also possible. Please note that the displayed area may be limited by the display of your PC. If one whole image cannot be accommodated within your screen you can scroll your image by one of the following methods. 1. Direct clicking on scroll bar or by dragging the bar itself. 2. Pressing space bar will move the image across. 3. Clicking in the grid which is shown upper left 4. Use arrow keys. On the blinking window itself you also have a display option icon. Use it when trying to find dim objects. You can selectively blink your images. Use following icon. - Select images for blinking: On the blinking window you can see the values of the right ascension and declination where your cursor is currently positioned. You can move your cursor about to see the scale of your images. NB: Some examples of angular distance are as follows. - From the horizon to the Zenith: 90 degrees - Size of the Plough: Approx. 15 degrees - Three stars of the Orion: Approx. 2.5 degrees - Apparent diameter of the Sun and the Moon: Approx. 0.5 degrees (= 30 minutes) - Daily movement of asteroids: Approx. 0.2 degrees (= 12 minutes) - Apparent diameter of the Jupiter: Approx. 0.7 degrees (= 42 seconds) - Apparent diameter of Pluto: Approx. 0.1 second 6.2 Useful functions - Search for known asteroids You cannot use these function in this edition. This is because we would like you to enjoy detecting even known asteroids. Followings in this paragraph are just for your information. If there are known asteroids within your image their predicted positions will be displayed in a red frame and their names and predicted magnitudes will be displayed in red. You can search for known asteroids by clicking on . Also, if you click on detailed information about the known asteroids will be displayed. NB 1: Asteroids' names are displayed as follows: \| (1862) \| Asteroid registered as one thousand and eight hundred and sixty second \| \|----------\|-----------------------------------------------------------------------\| \| 2000UV13 \| Asteroid registered with provisional designation 2000 UV13 \| \| 3040P-L \| Asteroid registered with provisional designation 3040 P-L \| \| 5778T-3 \| Asteroid registered with provisional designation 5778 T-3 \| NB 2: Accuracy of predicted positions of asteroids The accuracy of predicted positions of numbered asteroids is pretty high to within a few arc seconds. However, with asteroids with provisional designation numbers you may not find them at predicted locations because information on their orbits is insufficient for accurate prediction. The accuracy differs from one asteroid to another. All astronomical objects in our solar system are under mutual gravitational influence and their orbits are constantly changing by perturbation. Therefore, positional accuracy decreases with time. - Search for moving objects If you click on this icon moving objects will be marked blue. However, it is you who must decide if they really are moving objects. Sometimes this function fails to mark moving objects. Use your own eyes to find them. (This function can only be used when you have loaded more than one image files.) - About stars If you click on objects recognized as stars will be marked red. If you click on then the objects recognized as stars and those that match with the star catalog will be marked. If matched properly marking will be in red and if matching is not very good marking will be in blue. - Delete markings All markings will be deleted if you click on this icon . 6.3 Measuring positions If you find an object moving relative to stars in the background, you should measure its position. It is necessary to measure the position of the same asteroid for all the blinking image files. In order to measure the position, put the cursor at the center of the object and click. Its positional information will be displayed immediately at the top of your screen (Following figure). Of the two lines displayed the lower line shows the positional information you just clicked for and its contents are as follows (From left to right): \| Measurement serial number \| \|---------------------------\| \| Time of observation (Universal Time "UT"). \| \| (Hour, minute, second is converted into decimals in units of day) \| \| Right ascension (Hour/minute/second. Year 2000 equinox) \| \| Declination (Hour/minute/second. Year 2000 equinox) \| \| Group name \| \| Magnitude (V= Visual magnitude) \| \| Observatory code \| \| Standard deviation etc. \| The position of the selected objects are determined by using several sets of reference stars. The numbers such as (0.07 0.12) 12 in the right show the standard deviation and the number of times of determinations. Pixel brightness map The pixel brightness map is a sky brightness distribution of the objects and the surrounding sky recorded on the CCD camera. You may use the pixel brightness map in one of the following two cases. (1) Objects are too dim and clicking on them does not give measurements (No red frame appears, which means that automatic measurements is impossible.) (2) When you want to know detailed information on the pixel brightness and to determine the position manually. In the case of (1) drag your mouse and draw a blue frame around the object you selected (Next figure), and release the right button of your mouse. It will show the pixel brightness map around the selected object. In the case of (2) after clicking your object, click on "pixel brightness map" icon. Following figure is the pixel brightness map. Pixel brightness map window Each number within the cells gives the amount of light that fell on each pixel. Large numbers are bright stars and their surrounding areas. When the pixel brightness map is displayed drag your mouse, with the left mouse button pressed down, to draw an area which you wish to recognize as a star. Selected area will turn blue and an asterisk is placed in front of the brightness value (following figure). This is the area you select as your star candidate. As soon as dragging stops the center coordinates of the star are calculated and the result will be shown above the matrix. Brightness matrix Your drag will initially select a square, but you can make fine adjustments by clicking the left button of the mouse on each pixel (Each clicking corresponds to "on" and "off"). Just after each clicking, the star position will be calculated and the result will be displayed at the top. You can also make automatic star recognition while on the pixel brightness map itself. Put your cursor at the center of your target star and click the right button on it. It will show the result. If you want to cancel all pixel selection just click on the clear icon. This is how you make measurements on the blinking window or on the pixel brightness map. If you are satisfied with the results you then save them on a file. 6.4 Saving measured results on a file In order to save the result of your measurements on a file, you click on "Output measured data" icon. Display will change to the following. Observed data saving window You will see the lastly measured data in the frame at the data will be saved on a Followings are how to save the measured results. (1) Selecting astronomical object type First, select unnumbered asteroid, numbered asteroid, or comet. However, it may be difficult to know what your discovery is. If you want to check the type of the object please use the method explained in chapter 7. If you find it difficult to check, you may just select "Unnumbered asteroid" and give it a personal code as follows. (2) Naming your object Once you have selected an object type the next step is to name it and you may do so according to the format as follows. Above is the case of unnumbered asteroids. In this case a personal code of "SCL001" is being given. Here, you can arbitrarily choose the portion corresponding to "SCL". "001" is a serial number. You can choose any name as you wish such as SCL001 when you cannot identify your object as one of the known astronomical objects. If your discovery is an unnumbered asteroid with a temporary code just enter that code as the name of your discovery. If, for example, it is the asteroid 2001 AS you enter "2001 AS" or you can also enter just "01AS" and hitting the Enter key will convert that into a proper format. In the case of a numbered asteroid you enter its registration number such as 1 or 2382. In the case of a comet you should enter the name of the comet according to the IAU formal format. This format is used by the Minor Planet Center (http://cfa-www.harvard.edu/cfa/ps/mpc.html). NB: Please hit the return key (CR) after you have entered the object name. It will insert that name into the top of the data string. (3) Entering the file name After you have entered the object name you must also enter a file name. You can use any file name as long as it makes sense to you. Unless you specify your own folder the file will be stored in the folder that was specified when you made your initial setting. You may also use a full path specification such as "C:\NEA\ObsData\AstObs.txt". (You find this file in your CD-ROM. This is a sample file for measurements.) Finally, clicking on "OK" icon will save the result on the specified file. If a file already exists with the same name, then data will be added and if not a new file will be created. Examples of measurements [IAU format] \| > \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| \|---\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\| \| > \| 02382 \| C2000 06 19.51343 16 45 18.68 -07 01 35.3 \| 300 \| \| > \| 02382 \| C2000 06 19.51860 16 45 18.36 -07 01 28.6 \| 300 \| \| > \| J87K00L \| C2000 06 19.50797 15 32 50.88 -19 36 34.3 \| 300 \| \| > \| J87K00L \| C2000 06 19.51601 15 32 50.25 -19 36 45.7 \| 300 \| \| > \| AB001 * \| C2000 06 04.66535 18 28 01.17 -10 47 47.9 \| 17.3 V \| 300 \| \| > \| AB001 \| C2000 06 04.66762 18 28 00.11 -10 47 49.7 \| 300 \| The data format used in AstCat is quite similar to the IAU format. IAU format consists of 80 columns of text with alphanumeric characters. However, with AstCat we added extra columns from 81 to record X and Y coordinates of the object and the name of the image file. The first 80 columns from the left are as follows. (1) Name of the celestial body (2) Asterisk at the 13th column indicates the new observation (3) Date of image acquisition (Time as a fraction of one day) (4) Right ascension and declination (5) Magnitude (6) Color band (V if CCD is used) (7) Observatory code Please take care that the same objects are measured more than once in the above example. This is because you must measure the position of the same object for every images that you blink to show that the objects that you find are moving objects. Identifying detected objects -for advanced users- If you find a moving object please do check whether it is a newly discovered object or an already known object. There are a lot of new discoveries everyday and you need to check your object with latest information. Here we show you how to use the home page of the Minor Planet Center. First of all, you need to determine the position of your moving object. Please refer to chapter 6.3. At this stage you need not determine its position very accurately. An accuracy of one arc minute is enough and note down its right ascension and declination. NB: Position and accuracy of an astronomical object In determining the position of an astronomical object its accuracy must be appropriate for the purpose. For example, if the brightness of the Space Shuttle in orbit is something like that of magnitude 1 star, you may simply describe the motion of the Shuttle like "moving from the low altitude in the south western part of the sky to right above our heads." Then other people can find it. However, you need much more accurate information on the position of an asteroid. The accuracy required is less than 0.1 arc second. Since the diameter of the full Moon as viewed from the Earth is approximately 0.5 degrees, determining the position of an asteroid with such accuracy is equivalent to measuring it with an accuracy of 1 in 18,000 of the full Moon. \| Examples of positional accuracy \| $ \alpha $ \| $ \delta $ \| \|---------------------------------\|-------------\|-------------\| \| 0.1 arc second \| 13h 30m 42.84s \| -22° 49' 18.2" \| \| 1 arc second \| 13h 30m 42.8s \| -22° 49' 18" \| \| 1 arc minute \| 13h 30.7m \| -22° 49' \| \| 0.1 degree \| 13h 31m \| -22° 8 \| $ \alpha : 13h 30m 42.84s $ and $ \delta : -22° 49' 18.2'' $ are respectively equivalent to the right ascension 13 hours 30 minutes 42.84 seconds and the declination -22 degrees 49 minutes and 18.2 seconds. Let us now check your data (time of observation, the right ascension, the declination) with the latest data. Here, for the sake of explanation we assume that the time of observation is day 14.76 of October 2000 (UT) and you found a moving object at the right ascension 22h 53.7m and declination -15° 09' with a magnitude of 18.5. Let us now check if this is a known astronomical object or not. The latest data are available at the Minor Planet Center (MPC) of the IAU. Please access "MPChecker" in MPC (http://cfa-www.harvard.edu/iau/ps/mpc.html). You will find right window. Then enter your data and finally click on "Produce list" icon. After a few seconds you will see the following window. (These Web pages or MPC may be changed.) According to this window you know following things: "At the time and in the vicinity of the position you specified, there is an asteroid named 2000 QX136, with a magnitude of 17.8. The position is 6.6 arc minutes to the west and 1.4 arc minutes to the south from the position that you input. This asteroid is moving due west at 0.2 arc minutes per hour with no movement in the north-south direction." This is very similar to your object in magnitude and direction of its movement. Its position is similar to less than 0.1 degree. It is therefore very likely that your object is not a new discovery. On the other hand, if there is no object in the vicinity it is likely that your object is a new one. However, we cannot be sure because right at this moment somebody, somewhere out there, may be writing up a report on exactly the same object! Yes, race is on for new discoveries!! Reporting If you are taking part in a project, please send your data of asteroids to the coordinator of the project. The data format must be the one that Asteroid Catcher B-612 produces. Otherwise, your report cannot be recognized by the checking software. How to make your reports: Please send your reports by e-mail. If other informations are announced to you from your coordinator, please follow them. You must use exactly the same format that this software uses. In doing so, please copy-and-paste the data to your e-mail in order to prevent transcription mistakes. Please add following information in your report. (1) Group name or registration number (2) Your name (or group leader's name) (3) E-mail address (4) Telephone number (5) FAX number An example of reporting (Expand) (6) Other information that your coordinator requires NB: E-mail software setting: (1) Please do not use HTML format. Use only text format. HTML format is not accepted. (2) Ensure that a long line is not carriage returned and disrupted in transmission. Please ensure that at least 110 characters are not disrupted. Latest information Japan Spaceguard Association provides you information about the projects, Asteroid Catcher B-612, and the image data, etc. Please see the homepage http://www.spaceguard.or.jp/. Bisei Spaceguard Center The 1m telescope is in the left dome, and 50cm telescope is in the right sliding roof. 1m telescope 50cm telescope \| ICON \| Description \| \|------\|-------------\| \| ![Image Information Icon] \| image information Clicking this icon will display information about the image. \| \| ![Match with Star Catalog Icon] \| match with star catalog Shows a window, where you can re-input the center coordinates of the image in order to match with the star catalog. It is the same window which appears upon loading the first image file. \| \| ![Image Display Option Icon] \| image display option Modifies contrast and sky brightness of the image. \| \| ![Blink Icon] \| blink Moves to the blink window, where loaded images will be displayed in succession. \| \| ![Save with New Name Icon] \| save with new name [on SET UP window] This allows you to save your current setting on a new file. \| \| ![Output Image as BMP Icon] \| output image as BMP [on window for loading image files] This allows you to save your current image in BMP format. \| \| ![Output Measured Data Icon] \| output measured data [on blinking and pixel brightness map windows] This allows you to save the result of your measurement on a file. \| \| ![Read Image (1) - (6) Icon] \| read image (1) - (6) [on window for loading image files] This allows you to load the images into memory. Load them in order of data acquisition. \| \| ![Images NO.1 - 6 Icon] \| images NO.1 - 6 [on window for image information and table of residuals] This icon selects images and displays their properties. The display will not be changed if you select the number of image that you have not yet loaded. \| \| ![Clear Icon] \| clear [on window for loading images] This icon clears the image currently being displayed. However, if it is the image NO.1 then all of the images will be cleared from memory. \| \| ![Clear Pixel Brightness Map Icon] \| clear [on window for pixel brightness map] This icon clears pixel selection. \| \| clear all \| Clears all of the images from main memory. \| \| help \| Displays information relevant to the current window. \| \| index \| If this icon is clicked whilst in the help display mode it will display help index. Use this icon in order to get information on another window. \| \| return \| Return to previous display without saving the result of your last operation. \| \| open [on SET UP window] \| This reads parameters from the user-specified file. \| \| reference \| This will show existing paths and files when you save your data or images on a file. \| \| default values \| Current setting values are saved as the standard setting, and they are used when the program is next executed. \| \| automatic matching \| Stars on the image are automatically matched with those on the star catalog. There are occasional errors. If an error occurs please use manual matching. \| \| manual matching \| This allows you to match manually stars on the image with the star catalog. Please mark stars by clicking on them which, you think, are the same stars on both. You must mark more than three pairs both on the image and the star catalog so that they form a polygon as large as possible on your display. After selecting stars, click this icon once again. \| \| table of residuals \| This shows you the amount of discrepancy in the positions between stars on the image and the data on the star catalog. \| \| Icon \| Description \| \|------\|-------------\| \| ![OK icon](image) \| OK Click on this icon if you are satisfied with your current setting. Your current setting becomes effective and the display returns to that of just before this operation. \| \| ![Cancel icon](image) \| cancel Click on this icon when you wish to invalidate your currently chosen setting on your current window. Once you select default setting you will not be able to cancel it. \| \| ![Apply to all images icon](image) \| apply to all images Click on this icon if you are satisfied with your current setting and want to apply it to all other images. \| \| ![Show test image 1 icon](image) \| show test image 1 The sample image to the right of this icon will be redrawn according to your current setting. \| \| ![Show test image 2 icon](image) \| show test image 2 The sample image to the right of this icon will be drawn or redrawn according to your current setting. You can use this icon in order to compare images by leaving the sample image on the Test Display 1 as it was. \| \| ![Display whole image icon](image) \| display whole image Whole of the picture will be shown on your display. When this mode is selected, the icon will change to one with the Sun in the background (right). \| \| ![True scale icon](image) \| true scale In this mode, one pixel of the image corresponds to one pixel of your display. When this mode is selected, the icon will change to one with the Sun in the background (right). \| \| ![Set image size icon](image) \| set image size Choose scaling % of your preference to enlarge/shrink your image on your display. Upon choosing the scale in the box to the right of this icon, click on this icon. When this mode is selected, the icon will change to one with the Sun in the background (right). \| \| ![Select images icon](image) \| Select images Currently loaded images are shown with image numbers. You can choose images that you want to blink by checking those you want to blink. If you remove checking marks then they will not be displayed on the blinking window. \| \| ![Manual blink icon](image) \| manual blink Click on this icon, then images will be displayed one by one each time you click on this icon. You may use this in order to check objects you find with automatic blinking. \| \| automatic blink \| \|---------------------\| \| Click on this icon, then blinking will start automatically. The number shown in the box on the right can control the blinking period. The minimum blinking period is 1/1000 second. Pictures will be replaced every one second if you select the number 1,000. Please use this automatic blinking when you try and detect objects such as asteroids. Automatic blinking is stopped if manual blinking icon is clicked. \| \| reset, initialize \| \|----------------------\| \| This will remove all markings on the image. \| \| find moving objects \| \|-------------------------\| \| This will mark objects in blue which are suspected as moving objects. More than two images must be loaded in the main memory. \| \| find known asteroids \| \|--------------------------\| \| Clicking on this icon will mark known asteroids in red. However, this function does not work in the current project. \| \| table of known asteroids \| \|-----------------------------\| \| Detailed information on known asteroids will be displayed. However, this function does not work in the current project. \| \| detect stars \| \|------------------\| \| Objects that are recognized as stars will be marked red. \| \| stars used for analysis \| \|-----------------------------\| \| Stars on the image that are correctly matched with those on the star catalog will be marked red. Stars with large discrepancies will be marked blue. \| \| pixel brightness map \| \|--------------------------\| \| Click on this icon after you have marked your target object in the blinking window. The area around the selected object will be enlarged. The pixel numbers are shown on the upper end and left side. Numbers in the cells indicate the brightness. The greater the numbers the brighter the stars. Use this map in order to determine star positions manually with high accuracy. \| \| Q \| Display on screen appears to stop when loading images. Why? \| \|---\|----------------------------------------------------------\| \| A \| It takes a lot of time to load images. It depends on your CPU speed. Sometimes it takes a few minutes. \| \| Q \| None of the icons functions in the blink mode. Why? \| \|---\|-----------------------------------------------------\| \| A \| AstCat sometimes does not function properly when the Japanese character input system, MS-IME, is used. Put it in the task bar. \| \| Q \| Moving the cursor on the blinking screen does not show up the position (right ascension/declination) at the cursor. Why? \| \|---\|------------------------------------------------------------------------------------------------------------------\| \| A \| Position matching between the image and the star catalog has not been made. \| \| Q \| No blinking takes place. Why? \| \|---\|-------------------------------\| \| A \| You need more than two images covering the same area of the sky. Load them in turn and click on blink icon. \| \| Q \| Blinking does occur, but some areas are not well matched. Why? \| \|---\|-----------------------------------------------------------------\| \| A \| Either the subsequent images are rotated with respect to the first image, or they are partially distorted. This happens when the time interval is large and atmospheric conditions change over that period. \| \| Q \| There is no asteroid. Why? \| \|---\|---------------------------\| \| A \| Asteroids are not evenly distributed across the sky. Try other images. \| \| Q \| I can see a star on and off, but it is not moving. Why? \| \|---\|--------------------------------------------------------\| \| A \| We think it is noise. It may also be the effect of a cosmic ray. \| A little more about asteroids What is the difference between asteroids and minor planets? Small planets are called "asteroids" or "minor planets" in English. The former originates from the usage of the word meaning "something like stars" at the start of the 19th century. This is because they looked like points even if viewed through a telescope. The latter simply means "small planets". Both are correct ways of calling asteroids. According to a British astronomer, Dr D.J. Asher, there are a little more astronomers who use the term "asteroids". Where are they found? Most of asteroids are found in the orbit between that of Mars and Jupiter. It is called "asteroid belt". However, an increasing number of asteroids have been found in the inside of Martian orbit. They are called Near Earth Objects (NEO) and pose potential threats to the Earth. Also, a lot of them have been found in the vicinity of the orbit of the Pluto. They are called "Edgeworth-Kuiper Belt objects". As you can see they are distributed all across our solar system. Orbital calculation On 1st January 1801 the first asteroid was found in the vicinity of the constellation Taurus. It was named "Ceres". However, it quickly went missing. Then, a German astronomer and mathematician, C.F. Gauss, calculated its expected orbit using known positions of the first few days of its discovery. Ceres was found again according to his prediction near the constellation Virgo, about one year later on 31st December 1801. It was confirmed for the first time that Ceres was an asteroid circulating the Sun (It was much smaller than any other known planets). If we can measure the apparent positions of an asteroid over a few nights we will then be able to calculate its orbit. Young Gauss, the mathematical genius, was the first astronomer to do so. Identification An asteroid often goes missing without giving us its accurate orbital information. Some years later another observatory may detect it and report it as a new discovery. That means that the same asteroid can be found many times over and each time it is "discovered" it is given a new provisional designation. In the same way you may well find an asteroid, using Asteroid Catcher B-612, one that was detected in the past and went missing. One day, a more accurate orbital calculation can be made and an asteroid with different provisional designations may be identified as the same single asteroid. In that case the asteroid may be described as something like 2000 SD7 = 1997 YW18 = 1999 JY85. We call this process "identification". Who discovered it? The difference between "saw" and "discovered" Did you notice that in the above example the order of detection is irregular? The fact that the same asteroid can be found many times means that there are many discoverers of the same asteroid. However, IAU (http://www.iau.org/) only recognizes one person (or one group) as the true discoverer. The glory goes to the person who calculated its elliptical orbit for the first time. You cannot calculate elliptical orbits from observations over a few nights. So, we will not be able to predict their future positions. If we know the elliptical orbits of asteroids, then we can predict their future position. Therefore, in order to say we have discovered asteroids, we need to have its elliptical orbital information as a minimum condition. In the above example the person who discovered 2000 SD7 is the true discoverer and other people only "saw" the same asteroid. Unusual asteroids Most of asteroids are found in semi-circular orbits between the orbits of the Mars and the Jupiter. However, some follow narrow elliptical orbits and there are others that even cross Earth and Martian orbits. On the other hand, there are others that circulate near the orbit of the Jupiter and some even go out as far as the Pluto. These are called "unusual asteroids". Some approach the orbit of the Earth and they are called Near Earth Asteroids (NEA), or Near Earth Objects (NEO). An asteroid discovered at BSGC on 21st October 2000 is one of the "Apollo" type asteroids. Its orbit crosses that of the Mars and approaches the Sun closer than the Earth. Its diameter is assumed to be between 5 to 12 km. It is similar to the asteroid which collided with the Earth at the Yukatan Peninsular some 6.5 million years ago, wiping out most of the species on this planet. It is getting a lot of attention for that reason. This asteroid is called 2000 UV13. The figure depicts the orbits of the Mars, Jupiter, and the Earth at the time of 2000 UV13 discovery. (An illustration drawn by Dr D. J. Asher). Its orbit inclines to the Earth orbit at an angle of 32 degrees. The portion of its orbit below the line linking the Sun and the intersection with the orbit of the Earth is located below (south) the plane of the Earth orbit. Animation of unusual asteroid 2000 UV13 moving across the constellation Ursa Major. (Photo: Bisei Spaceguard Center) Exploration of Asteroids Asteroids were not very well known until recently. However, they are becoming topical now. For instance, we can now send space probes to asteroids to get more detailed information. In 1991 and 1993 Galileo approached the asteroids called Gaspra and Ida respectively and sent photos back to the Earth. In 1997 a space probe called "NEA" approached asteroid "Mathilde" and was placed in the orbit around asteroid "Eros". A Japanese space probe is expected to be launched in 2002. It is called "MUSES-C" and it is a sample return mission. It will no doubt unveil even more information on asteroids. References - Japan Spaceguard Association (http://www.spaceguard.or.jp/) - IAU Minor Planet Center (http://cfa-www.harvard.edu/cfa/ps/mpc.html) - Find asteroid names (http://cfa-www.harvard.edu/cfa/ps/lists/MPNames.html) - Dictionary of Minor Planet Names: Lutz D. Schmadel, Springer - Minor Planet Circular (http://cfa-www.harvard.edu/iau/services/MPC.html) - Minor Planet Electronic Circular (http://cfa-www.harvard.edu/iau/services/MPEC.html) Sample images In your CD-ROM <A>, you will find several sample images that the 25-cm reflective telescope with CCD camera at the Bisei Spaceguard Center took. The size of these images is $2,048 \times 2,048 = \text{approx. } 419$ million pixels. This corresponds to an angular area of the night sky of about 1.3 degrees by 1.3 degrees. What follows is the list of images. If the first 11 characters of the file names are the same it means they are of the same area of the night sky. The numbers that follow characters denote the number of order in which images were taken. For your information, "fts" means that the images are of FITS format. - Please try to find asteroids using these images. For your convenience, the blinking animations are also attached. \| Set \| File name \| Date \| time (End of exposure) \| Exposure (sec) \| Note \| Blink \| \|-----\|--------------------\|----------\|------------------------\|----------------\|-------------------------------------------\|-------\| \| (1) \| m01250n3500-1.fts \| 2000 11 04 \| 12:09:16 \| 200 \| m01250n3500-?.fts \| \| \| \| m01250n3500-2.fts \| 2000 11 04 \| 12:34:21 \| 200 \| \| \| \| \| m01250n3500-3.fts \| 2000 11 04 \| 12:58:47 \| 200 \| \| \| \| (2) \| m02350n1630-1.fts \| 2000 11 03 \| 13:17:37 \| 240 \| m02350n1630-?.fts \| \| \| \| m02350n1630-2.fts \| 2000 11 03 \| 13:41:33 \| 240 \| \| \| \| (3) \| m02506n2050-1.fts \| 2000 11 05 \| 13:22:16 \| 300 \| m02506n2050-?.fts \| \| \| \| m02506n2050-2.fts \| 2000 11 05 \| 14:14:09 \| 300 \| \| \| \| \| m02506n2050-3.fts \| 2000 11 05 \| 15:04:11 \| 300 \| \| \| \| (4) \| m02591n2500-1.fts \| 2000 11 04 \| 13:47:07 \| 300 \| m02591n2500-?.fts \| \| \| \| m02591n2500-2.fts \| 2000 11 04 \| 14:34:24 \| 300 \| \| \| \| \| m02591n2500-3.fts \| 2000 11 04 \| 15:07:53 \| 300 \| \| \| \| (5) \| m04590n0244-1.fts \| 2000 11 04 \| 15:24:39 \| 200 \| LINEAR comet C/2000 U5 (animation in Chap.4) \| \| \| \| m04590n0244-2.fts \| 2000 11 04 \| 15:36:13 \| 200 \| \| \| \| \| m04590n0244-3.fts \| 2000 11 04 \| 15:43:57 \| 200 \| \| \| \| \| m04590n0244-4.fts \| 2000 11 04 \| 15:51:40 \| 200 \| \| \| \| (6) \| m05467n0003-1.fts \| 2000 11 04 \| 16:01:16 \| 200 \| m05467n0003-?.fts \| \| \| \| m05467n0003-2.fts \| 2000 11 04 \| 16:12:55 \| 200 \| \| \| \| \| m05467n0003-3.fts \| 2000 11 04 \| 16:28:22 \| 200 \| \| \| \| (7) \| m10243n4939-4.fts \| 2000 10 30 \| 18:40:01 \| 240 \| 2000 UV13 (animation in Chap.12) \| \| \| \| m10243n4939-5.fts \| 2000 10 30 \| 18:44:27 \| 240 \| \| \| \| \| m10243n4939-6.fts \| 2000 10 30 \| 18:48:52 \| 240 \| \| \| \| \| m10243n4939-7.fts \| 2000 10 30 \| 18:53:17 \| 240 \| \| \| \| \| m10243n4939-8.fts \| 2000 10 30 \| 18:57:43 \| 240 \| \| \| (Time used is Universal Time (UT).) Dawn of the 21st Century Did you enjoy finding asteroids? How did you find the Asteroid Catcher B-612? Perhaps, your eyes may be pretty strained by now. Either way, you must be feeling that there are so many tiny astronomical objects in our solar system. It will be our greatest pleasure if you remain interested in the vast expanse of the universe, all starting from this asteroid detection project. You may even reverse your views and reflect on the life on Earth, its environment, and fellow humans. That will be an added bonus, we think. As we entered the new century we ask ourselves where we are heading for. How much progress in science and technology is expected during this new century? We are not sure. However, it is certain that time will move on with a lot of changes in its wake. Beyond the horizon of space and time lie dreams. Copyrights 1. Document of the Asteroid Catcher B-612: Copyright © 2000 Japan Spaceguard Association, all rights reserved. 2. Program codes of the Asteroid Catcher B-612: Copyright © 2000 Hiroshi Kaneda, all rights reserved. 3. Illustration used in the Asteroid Catcher B-612: Copyright © 2000 Akemi Ogura, all rights reserved. 4. The Image character used in the manual of Asteroid Catcher B-612: Copyright © 2000 Misao Sato, all rights reserved. Acknowledgments We are grateful to Mr. Hiroshi Kaneda, Ms. Akemi Ogura and Mr. Misao Sato for their help to this asteroid detection software and this guide. We also thank to Mr. Tadashi Tsuji for his help to the English translation of this guide. We are particularly obliged to Japan Space Forum for their tremendous contribution to the project. Star catalogs used in the program derive from GSC-ACT and Tycho-2. Asteroid orbital data derive from the Minor Planet Center. We are most grateful to NASA, ESA, and MPC for the provision of these data. Health issue You should be careful about your eye strains. Please rest your eyes from time to time. Conditions of use You must agree to all the following conditions in order to use this software. If you cannot agree to any one of the conditions you may not use this software and must delete this software. In using this software it is assumed that there exists an agreement between Japan Spaceguard Association (Program provider) and the user (Program user) as follows: - Program provider holds all the copyrights and agrees to allow users who agree to these terms to use this software free of charge irrespective of whether its purpose is commercial or non-commercial. If the user duplicates this software and provides the copy to a third party user the distributor must obey the following conditions for re-distribution as set out separately by the program provider. - The provider agrees to the user to modify this software for personal uses, but the provider prohibits the distribution of the modified software for use by a third party. - The provider does not provide any guarantee of any kind with respect to this software. The provider is under no obligation including modification/improvement of this software. - The provider is not legally responsible for any damage, real and assumed, direct or indirect whatsoever. - The user must not attempt with this software reverse engineering, reverse assembling, reverse compilation and other illegal actions and is not allowed to encourage third party users to do so. - The user cannot modify these terms (copyright, conditions of use, redistribution of this software) anywhere in the software including data files or on associated documentation. Redistribution of this software Redistribution of this software is allowed only when the redistributing user agrees to the following terms. - Redistribution is allowed without alteration to the file name and contents. However, renaming of the file name due to the availability of operating system may be accepted. - Terms of conditions specified here are not modified at the time of redistribution. The user should not expect any gain of any kind from redistributing this software. - However, it does not include the cost of postage and others required for redistribution. The provider will not accept any responsibility whatsoever arising from the redistribution. Major Dynamical, Physical And Technological Concepts Of Space Science: An Educational Approach Via Concepts Melek M.\textsuperscript{1} and Celebre C.\textsuperscript{2} 1. Astronomy Dept., Faculty of Science, Cairo University, e.mail: firstname.lastname@example.org 2. Philippine Atmospheric, Geophysical and Astronomical services Administration, e.mail: email@example.com Abstract The major dynamical & physical concepts and their associated technological concepts of space science are identified and discussed. A conceptual approach to space science education is developed and recommended. The concepts; which are built within the framework of the suggested educational scheme; are shown as a way to teach different theories and applications. The computational, experimental and technical training techniques that are needed in space science are described at which steps may be introduced through the suggested educational scheme. Different jobs description are designed to correspond different educational structures (modules). 1. Introduction Any educational process is made up of several components. These include teachers, students, curriculum and teaching methodology. The standardized method in building an educational scheme (curriculum) for any specialization is to divide the knowledge (scientific material) to major subjects and then divide each subject into major topics. However, education of any specialization through its major concepts is, relatively, a new trend in developed world which may be called "conceptual approach". The approach is based on considering the major building blocks of any specialization to be its major concepts. It possesses several advantages that can be summarized as follows: 1. develops an integrated specialist who knows, applies and uses several concepts in different subjects and specializations, 2. improves the capabilities of lecturers in understanding and teaching parts from several subjects and specializations using well known concepts to them in one subject and specialization, 3. saves time in order to impart more educational materials to students. These advantages can be tested and verified by using any suitable "lecture feedback project" (cf. Hodgson and Mc Connell (1980)). In this article, a conceptual approach is developed for space science education on the undergraduate level. In general, there should be several educational structures (modules) on the undergraduate level that should aim to have graduates with certain specifications which will cover several job descriptions in space science institutional structures. To fulfil the objective, the paper will discuss the major dynamical & physical concepts and the associated technological counterparts are exposed with the required credits in the proposed educational scheme. Hence, one can choose the needed building blocks out of the major concepts, for certain job description in a certain position in the matrix of space science organisations. 2. Major Concepts Of Space Science Space science is a good example of a science in which many concepts of different sciences are integrated and used to build up its educational scheme. The major building blocks; concepts; of space science are discussed in the following sub-sections. 2.1 Concept Of An Object Orbiting Around A Source Of Gravity This concept is dealing with the choice of an orbit for a space mission to move around any celestial body; belonging to the solar system; to fulfil definite objectives. In this context, students should learn different types of orbits and determine which type will conveniently preform the specified aim of the mission. Also, they should learn different types of space missions, e.g. remote sensing; meteorological; geophysical; environmental; communications; scientific; astrophysical...etc. They should realize that any space mission has six degrees of freedom, which are its position and velocity in three dimensional space. To enable the students to do such job; i.e. choosing the most suitable (optimal) orbit; they should learn the relevant kinematical and dynamical concepts of astronomy and how to use them in this context (cf. Roy (1978), Kaufmann (1994) and Melek (2001)). While students are learning this concept, it is necessary to introduce to them the influence of: 1. the earth's oblatness at the equator, 2. the earth's atmospheric drag force, 3. the earth's magnetic field and 4. the direct and indirect solar radiation pressure; on the chosen orbit. 2.2 Concept Of Optimization In the context of this concept, students should learn how to use the optimization techniques in the following issues: 1. determination of the best latitude for launching the mission, 2. determination of the best time (month, day and hour) to launch the mission, 3. determination of the best initial launching angle, 4. determination of the best maneuvering angles within the mission’s trip to its chosen final orbit, 5. determination of the best geometrical shape for the mission, e.g. sphere, cylinder, hexagonal shaped surface, ... etc, 6. determination of the minimum payload will suit the mission’s objectives, designed initial trajectories and chosen final orbit. While teaching the students how to determine all of the previous parameters; they should also learn how to calculate the minimum amount of energy (fuel) to put the mission on its final orbit. 2.3 Concept Of The Needed Energy Budget To Put A Space Mission On Its Chosen Orbit And For The Payload Instruments In the framework of this concept, students should study how to calculate the needed energy (fuel) for the carrier of the mission; whether it is single stage or multistage carrier. Also, they should learn how to calculate the needed electrical power for the payload instruments; using solar energy cells panel which can serve the mission during its life time. 2.4 Concepts Of Designing And Choosing The Mission’s Shape And Materials These concepts are dealing with the physical and chemical properties of different materials used in constructing the mission and its payload instruments. For example, properties like rigidity, elasticity, conductivity, resistivity against high temperature differences and all existing hazards in space. In this context, students should study space physics in a way to know almost all different hazards that can meet the mission. Therefore, they should study material science and failure analysis for different materials under different conditions, for the purpose of getting the best performance either of the mission structure or of the used instruments. Also, they should learn vibrational mechanics and aerodynamics. 2.5 Concept Of Stability And Life Time This concept is dealing with different factors affecting the mission life time and the order of magnitude of each factor in relation to the others. The theory of stability of differential equations and the catastrophe theory are useful to be taught, in this context. 2.6 Concept Of Guidance And Automatic & Attitude Control Given emphasis in this sub-section is the role of communication science, electronics, software and hardware engineering to transmit orders and information from the mission to the ground stations and vice versa (up and down links). Students should learn how to find the difference between the actual orbital elements; via tracking stations; and the calculated (theoretical) ones. They should then learn how to design a software for the mission and the ground tracking stations that can be used to modify the orientation (attitude) and the position of the mission to the desired values. 2.7 Concept Of Transmission Of Information And Their Analysis In the framework of this concept, students should learn finite mathematics and its applications in digital technology that can be used to transmit information from the mission to the ground stations and vice versa (up and down links). They should study different factors causing possible distortions of the transmitted information and how to avoid them or to correct the received distorted information. They should also learn how to analyse the obtained information from the mission. 3. Designing Different Educational Structures (Modules) It is clear from the previous section, that the major concepts of space science do represent a mixture between concepts of basic dynamical & physical sciences as well as basic and applied engineering sciences. Therefore, when one wants to fix the one-to-one correspondence between different job descriptions and different educational modules; he has to start, firstly, with designing all possible job descriptions that will cover all the needed functions of space organizations. Then, one has to choose the relevant major educational building blocks; major concepts; to construct different modules corresponding to different jobs. Moreover, one may look upon space institutional structures (the matrix of relevant space science organizations) as composed of two main divisions namely: the space segment organizations and the ground segment organizations. Therefore, using this kind of division; one may divide the relevant jobs as follows: 1. mission analysis job: determining mission objectives and demands, 2. mission dynamics job: designing the initial trajectories, choosing the final orbit and choosing the controle attitude method, 3. mission structure job: choosing the geometrical shape, type of antenna and the used materials & sensors, 4. mission payload job: choosing the optimal needed instruments to be fixed on the mission’s board, 5. mission carrier job: choosing the most suitable carrier and calculating the optimal needed energy & its type and source to be fixed on the board, 6. mission hardware and software job: choosing and designing the needed software and hardware to be fixed on the board & on the ground segment, 7. mission tracking and control job: correcting the mission dynamics to its desired orientation and orbit, 8. mission information analysis job: analysing the received data and information. At the end of this section, it is worth to point out that by the end of the undergraduate studies; students choosing any educational module should be familiar with the relevant applications of the following theories: 1. Newtonian Mechanics, 2. Aerodynamics, 3. Special and general relativity, 4. Electromagnetic radiation, 5. Propulsion and energy transformations (thermodynamics), 6. Optimization, 7. Automatic control and 8. Stability. ### 4. Equivalent Credits To Each Concept In this prototype scheme, the required mathematics, physics and chemistry to be taught during the first two semesters in the full educational programme is not specified. In the next table, it is suggested the needed lectures, theoretical exercises, experimental & technical training and the equivalent credits for each concept. \| Concept \| Lectures (hrs.) \| Exercises (hrs.) \| Training (hrs.) \| Credits \| \|------------\|-----------------\|------------------\|-----------------\|---------\| \| orbiting \| 12 \| 8 \| – \| 16 \| \| energy \| 4 \| 4 \| – \| 6 \| \| optimization \| 6 \| 4 \| – \| 8 \| \| shape \| 10 \| – \| 12 \| 16 \| \| stability \| 6 \| 6 \| – \| 9 \| \| control \| 8 \| 4 \| 8 \| 14 \| \| information\| 10 \| – \| 10 \| 15 \| \| sum \| 56 \| 26 \| 30 \| 84 \| References 1. Hodgson V. and Mc Connel D., Institute of educational technology, University of Surry, Great Britain, 1980. 2. Roy A. E., "Orbital Motion", Adam Hilger Ltd, Bristol, 1978. 3. Kaufmann W. J., "Universe", Freeman and company, New York, 1994. 4. Melek M., Proceedings of the IAU Symp. # SPS, 2001, and to appear in "Teaching of Astronomy in Asian-Pacific Region", published by the national observatory of Japan, Mitaka, Tokyo, vol. 17, January 2001. The Kepler's laws describe the motion of planets around the Sun. They usually justify Newton's law of universal gravitation, but the procedure was the other way round: first Kepler derives his famous laws from accurate data of Brahe, and Newton about a century late formulates his law of universal gravitation. The Earth with Copernicus lost part of its importance or protagonism, but it is still working in circles and epicycles, deferents and eccentrics, and hasn't lost the idea of a uniform circular motion of the planets. With the first law, Kepler gave up the circular motion, with the second he removed the uniformity of motion. He thought the Sun was the reason of the motion of planets, although he wrongly associated a motive power with the Sun and with the third law he tries associating their ideas of harmony and perfection of Universe. That's why, we propose an interdisciplinary essay for students 17-18 years old, the objective will be the study and analyses of the process followed by Kepler until finding the three laws of planetary motion. This way we obtain a natural form implicating the subjects of Astronomy-Physic, Mathematics, Music and History in the essay. We can summarise in the reasoning of Kepler: First explanation of the radius of the orbits and the eccentricities of the planets are determinated values and no other Kepler explained it with the theory: - The values of the radius of the planet orbits belong to the radius of a set of spheres (six) circumscribes and inscribes in the convex regular polyhedrons (five) or platonic solids. MATHEMATICS: STUDY OF REGULAR OR PLATONIC SOLIDS. There are only six convex regular polyhedrons: cube tetrahedron, icosahedron, octahedron and dodecahedron. All they are made up of regular polygons and their faces and their vertex are the same. There is symmetry (good proportions, concordance, equilibrium,...) harmony, regularity and beauty. We can study the polyhedrons on the whole, classify them and centre in the convex regular polyhedrons: - Their properties - Symmetries - Regularities - Relations between their elements - Relations between the regular polygons Kepler could not justify their values, and He wonders, if the centre is the centre of the Earth’s orbit just as Copernicus supposed or if it was the Sun. - He determines the correct orbit of the Earth and he fixes the position of the Sun. - He calculates the orbit of Mars. MATHEMATICS: STUDY OF CONICS. Plain curves result from cutting the surface of a cone of revolution with a plane: elliptic, hyperbolic and parabolic. Which are their equations? Which is their form? How are obtained?... We can study: - What is their form? - How is it obtain? - Equations - Relations among their elements. - Kepler extends to the Earth and the other planets the results found in Mart, Kepler’s enunciate: - 1st Law of the planetary motion The planets move in elliptical orbits with the Sun as one of the focus - 2nd Law of the planetary motion The area is swept out by a line joining any planet to the Sun and is equal in equal intervals of time, which are equal areas in equal intervals of time. If the area is double the time is double. Kepler didn’t give up their idea about the harmony creation, and he thinks a new theory: the maximum and minimum velocity of planets in their orbits has to be harmonic in the musical sense. The planets broadcast a special harmony, where as the value of the note is proportional to the velocity of planet MUSIC: STUDY OF BARROC MUSIC AND THE DIFFERENTS ASPECTS OF MUSICAL SCALE. Kepler didn’t give up their idea about the harmony and perfection of the Universe: He thinks that planets give off a range of melodies, they are determined by the relation into apparent diurnal motion of the aphelion and the perihelion. He uses the size of the planet orbits, their eccentricities and their periods to obtain a system of notes: to Saturn a thirty major (4:5), to Jupiter a thirty minor, a fifth to Mart, a semitone to the Earth, ..... We can study this intervals of entonation, his characteristics, play these melodies, ..., how they have developed?. Difference between a major third and a minor third, .... • Kepler enunciates • 3rd law of the planetary motion The squares of the periods of revolution of the planets are directly proportional to the cubes of their mediums distances from de Sun. On the whole, Kepler stands out because of his singular personality; he is the first one that openly agreed with the heliocentric theory of Copernicus. He was Lutheran and his mother was charged of witchcraft. HISTORY- PHILOSOPHY: STUDY OF KEPLER’S PERSONALITY AND COMPARE THEIR IDEAS WHIT THE GENERAL ORDINARY. CHRONOLOGIC TABLE. A possible plan could be: • Kepler’s personality and factors that could have determinated • Place Kepler in their time and compare his ideas, which the general trends • Make a chronological table or at least find the historical facts happening in the years he published his laws. • 1609, year of publication 1st and 2nd law. Rudolf II assures Bohemia’s Protestants the confessional freedom. Expulsion of the Spanish Moslems. • 1618, year of publication 3rd law. The 30 years war starts. W.Harvey discovered the circulation of the blood. J.R. Cysat discovered the Orion nebular • What happened in our country? We must realise the way followed by Kepler in all his reasoning and great work carried out and the mistakes made. PHYSICS - ASTRONOMY: STUDY OF LAWS OF MOTION, VALIDITY AND LIMITATIONS. ANALYSIS OF THE PROCESS FOLLOWED. Some observations we can point out: • If there is a problem of two bodies the three laws of planetary motion are correct, but their aren’t because we have a multiplebody • According to the theory of Einstein, the mass of the bodies, they move with great speed, increasing by proportion to it. Mercury is the fastest planet of the solar system and we must consider it in the calculation of the position of the planets. • The third law is an approximation to true law. Actually this law only it applies when the planets are some mass: \[ \frac{P^2}{P'^2} = \frac{R^3}{R'^3} \cdot \frac{\mu}{\mu'} \] Where: P and P’ are the periods of revolution R and R’ are the mean distances from the Sun to planet, and μ and μ’ are the sum of the mass of the primary (sun) and the secondary (planet), $ \mu = m_{\text{sun}} + m_{\text{planet}} $ and $ \mu' = m_{\text{sun}} + m'_{\text{planet}} $ If we make $ \mu/\mu' = 1 $ in the System Solar, the error made is smaller than 0,001. • The square of the period is proportional to the cube of mean distances: If R is in A.U. (astronomical units) an P is in years: \[ P^2 = K \cdot R^3 \] (We are making $ \mu/\mu' = 1 $) - The orbit described to artificial satellites is calculated in basis to the movement of a body with regard to other carrying out Kepler laws (basic value, the Kepler’s way, it joins two planets for a time). - Kepler formulates and shows a theory in basis to observation. Kepler associates a circular motion to Mart, but this doesn’t coincide with the observations of Brahe, and the positions can have a difference in an 8° of arch. He calculates the orbit; he finds an oval and determinates an ellipse. - The same year, which he publishes the two first laws, he writes a book “Lunar Astronomy”, he wonders: how are for a resident of the moon, the rest of the heavenly bodies and the Earth?, also he explains the problems of a travel to the Moon: destructive effects of the Sun outside of the atmosphere (for this reason he suggests travel during an eclipse of the moon), orbital flight, resistance the astronauts on leaving the Earth, outside earthly attraction of propulsion is not necessary and must brake for not to crash on the surface of the moon, hardness of the travel, coldness of the lunar nights.... - A mistake made by Kepler is the belief that the Sun supports the planets in motion. --- The activity is thought for a group of students, this way we can work it on the whole, although we don’t disregard a single student, that can work someone aspect, is enough captivating to attract and interest to pupil, because behind of the enunciate the three laws of the planetary motion of Kepler, it’s not questioned, we can discover a great project: process, ideas, personality, crevices, form to work,... --- BIBLIOGRAPHY: - “Johannes Kepler 1571/1971” – 1971 Inter Nationes Bonn-Bad Godesberg - Hoyle F. “Astronomía” – Ed. Destino 1967 - J.J.de Orús Navarro y M.A.Catalá Poch - Apuntes de Astronomía - Departamento de Física de la Atmósfera, Astronomía y Astrofísica, Universidad de Barcelona Facultad de Física, 1986-1987. - “Johannes Kepler, El secreto del Universo” - Ed. Alianza Editorial, Madrid 1992 Education in Astronomy. The creation of an astronomical culture in the information globalization era. Mario Alberto Arrastía Avila. Pedagogical University of Havana. CUBA Faculty of Sciences. Department of Physics. Email: firstname.lastname@example.org We live in an epoch signed by enormous scientific and technological advances which are provoking colossal sociocultural transformations, whose influence reach in one way or another all the humankind. The impetuous development of communications and the easy access to information that we enjoy today thanks to Internet, have situate us in the information globalization era. In the educational context is clear that not only the goals and methods but also the ways of work and the teaching contents are changing. This is happening in the teaching of astronomy too. Activities that before seem only to the reach of professionals, can be developed today by the students themselves, using computers and the adequate software. In October, 1998, three high-school students from Northfield Hermon School in Northfield, Massachusetts, made a remarkable finding; in fact they were the first amateurs discovering a Kuiper Belt Object, studying images taken with the 4-meter reflector telescope in the Inter American Observatory in Cerro Tololo, Chile. Undoubtedly, this is an outstanding discovery because it was made by students, nevertheless would be absurd to think that all the students will be astronomers, or even scientists. What is it about, as the Indian astrophysicist Jayant Narlikar have pointed out, is to make science reachable to everyone, since we should understand that science is part of the culture. The main goal of the International Astronomical Union Commission 46 "Teaching of Astronomy", is to promote an astronomical culture at a worldwide scale. This idea was aforesaid by the Mexican astronomer Julieta Fierro, president of the Commission 46, in a paper delivered at the Special Workshop on Education during UNISPACE III, last August 1999. Besides this, she pointed out that after a secondary education, concerning astronomy, every person should, at least: 1. Know her or his spatial and temporal place in the Universe. 2. Be aware of cosmic evolution. 3. Know the uniqueness of Earth in the universal context and the need for life preservation. 4. Understand the way in which astronomical knowledge is achieved. 5. Be able to understand a popularization article on astronomy and grasp its importance. Today is recognized that the educational activity requires to form cultured citizens, more and more informed, able to orientate themselves in the historical framework in which they have to live in, because as José Martí, the most remarkable exponent of the Cuban culture said; \begin{quote} to educate is to store in each man all the previous humankind work: is to make each man a summary of the living world, until the day he is living on: is to put him at the level of his time to make him floatate over it. \end{quote} The teaching of astronomy can contribute to achieve this goal, since with its remarkable interdisciplinary character and its deep cultural roots, let the students to penetrate in the essence of the knowledge of several natural phenomena, to understand the laws of the world around, and to familiarize with the sense of nature historicity. Pablo Valdés and Rolando Valdés, from the Pedagogical University of Havana, have pointed out that the methodological idea of the cultural orientation of teaching, supposes the teachers to planify, organize and actuate in the teaching-learning process, taking into consideration the objective links between concepts like science, culture, society and education. Undergraduate students during an outdoors astronomy class, at the Pedagogical University of Havana Campus. In this didactic context, the teaching of astronomy must be conceived starting from qualitative, open and contextualized problematic situations, of an appropriated level to the students cognoscitives capabilities, to foster their interest in studying every topic and creating a good atmosphere for revealing their misconceptions. Although, is not possible to conceive the cultural orientation of the teaching of astronomy in the narrow outlook and limited framework of the traditional pedagogical framework, based on the transmission-reception of information. More participative methods of teaching are needed, in correspondence with an student-centered learning, revealing besides, the characteristics of the contemporary scientifical activity: boundary mark of open problematic situations, collaborative work, hypothesis emission and strategy design, results presentation in scientifical activities (the class in the didactic conditions), the use of computer software for data acquisition and process of the scientifical information, etc. To achieve that the astronomical culture reaches every corner of the planet, Internet is undoubtedly, the most effective way. The educational possibilities of remote controlled telescopes that can be accessed via the World Wide Web, are invaluable. Internet can also provide, access to current astronomical data, otherwise unavailable to students and teachers, and could be the better way to enable and update the educators who teach the astronomical issues at the elementary and secondary levels. An international network for astronomy cultural education will make easier the teacher’s work by supplying them specially designed didactic materials in order to fulfill the proposed goals. Thinking in a cultural approach to the teaching of astronomy, we should not forget the important contribution that a subject like this can provide to the moral values formation, an issue internationally recognized as a weakness of today’s educational systems all over the world. The educators have to reflect about the educational challenges we are facing today and work together to achieve an astronomical culture at a worldwide scale in the information globalization era. Bench-testing of Interferometric Principles at Microwave Frequencies W Thresher, M Wheatley & E Budding New Zealand Radioscience Group CIT, PO Box 40740, Upper Hutt Abstract We report on tests for the detectability of coherent interference effects in the microwave range using commercially available "off the shelf" components. We comment on the applicability of such components to astronomical interferometry. 1. Introduction There are various facts about contemporary availabilities of technical commodities, particularly relating to telecommunication electronics, which are making practical facilities for radio observations of astronomical objects very much more easy to obtain for the smaller-scale, lower-budget astronomer; especially in the 'microwave' (cm) region of the spectrum. The present article reports steps in educative experimentation aimed at bringing these facilities into use in interferometry and thence radio astronomy. Modern radio astronomy relies very heavily on interferometry. The main reason for this is that, in principle, astronomical sources are very much weaker in the radio region relative to background or local emissions than at optical, or higher, frequencies. It is therefore important that full angular resolution capabilities be extracted from any device ('telescope') used to detect remote emissions. Such sources will often have high surface brightness, but over a very small angular range. If they are not resolved, this brightness then becomes smeared out over an 'Airy disk' of usually much greater size, reducing the contrast proportionately. Since many astronomically remote sources are of very small angular dimensions, loss of resolution will then inevitably entail poor S/N statistics in their detection and consequent information loss for their study. 2. Materials and Methods: Dual Emitter An antenna was designed to emit simultaneously a 4 GHz signal from two dipoles positioned approximately 1 wavelength apart (Figure 1). A 400 mm length of coaxial cable (RG213/U) was modified by trimming the shielding and insulation away from the center core so approximately 38 mm of core was exposed. The exposed core was bent to form a $90^\circ$ angle with the long axis of the cable, thus forming a half-wave emitter at the terminus of the signal-bearing cable tuned to 4 GHz. ![Image](image.png) Figure 1. Dual emitter mounted on a turntable. The uprights are positioned approximately 1 wavelength apart. A protractor was used to mark the 0, 60 and 90° positions relative to the line between the center of rotation on the turntable and the LNB dipole. The second emitter was located approximately 78 mm from the terminal emitter by soldering a 38 mm brass rod perpendicular to the core of the cable. First the outer insulation and shielding were sliced away to expose approximately 2 cm of the center conductor. Then the brass rod was soldered to the conductor. Upon cooling, the two emitters were visually aligned and fixed to a turntable. The turntable was then positioned approximately 30 cm from a commercial 4 GHz low noise block (LNB) downconverter (Echostar model 0950). The amplified signal was then connected to an Icom-7000 radio receiver tuned to 1160 MHz. The Icom-7000 acted as a second LNB by shifting the 1160 MHz input down to audio frequencies that were accessed through the auxiliary speaker output of the radio receiver. This signal was connected to the sound card (Vibra 16, Creative Labs) of a Pentium 75 PC. The signal was analyzed using Skypipe software from Radio-Sky Publishing (PO Box 3552, Louisville, KY 40201-3552 U.S.A; http://www.radiosky.com). 3. Experimental Procedure All electronic equipment was allowed to equilibrate for at least 20 minutes before data collection commenced. The signal generator (HP model 8620C sweep oscillator) was adjusted manually to emit a narrow band signal centered on 4 GHz. The dual emitters were positioned by rotating the turn-table until they were aligned with the LNB probe. After a steady baseline was established, the data collection software was activated and the table was manually rotated though $90^\circ$ relative to the LNB. In these experiments, total power was logged as a function of time. The power curves, as observed, are inverted, so that maximum power corresponds to the lowest ordinate positions on the graph. This is simply due to a polarity inversion between the LNB and the input to the sound card. This procedure was repeated 2 times for a total of 3 data sets (Figure 2). The angle formed by the imaginary line between the LNB and the center of rotation of the dual emitter, and the line connecting the two emitters, was noted visually during the course of the experiment. It corresponds to the scale across the top of the figure. The $0^\circ$ position was taken to exist when all three dipoles were aligned, i.e. when the two emitters were in a straight line with the receiving probe in the LNB. The dual emitter was returned to the $0^\circ$ position by rapidly reversing to the starting point, hence data collection remained continuous throughout this experiment. ![Graph](image) Figure 2. Interference data for 0 to 90° rotations. The dual emitter was rotated through 90° manually and the signal intensity relative to 0, 60 and 90° was noted visually and recorded. The antenna was rapidly repositioned to 0° prior to each repetition. A second experiment, performed in duplicate, extended the rotation though $180^\circ$ (Figure 3). In this case the turntable was rotated continuously to the $180^\circ$ position and then reversed slowly back to the $0^\circ$ position. Both experiments involved manual rotation of the table and, although effort was made to keep the turning rate uniform, there are small variations in the time frame between and within data collection periods. Figure 3 Interference data for 0 to $180^\circ$ rotations. The antenna was first rotated from 0 through $180^\circ$ and then reversed back to the $0^\circ$ position as indicated by the scale at the top. 4. Discussion Figure 2 clearly shows the expected quasi-sinusoidal variations expected as the path difference between the two signals allows the wavefronts to reinforce (aspect angle zero) or cancel (aspect angle $60^\circ$). The pattern in Figure 3 duplicates that in Figure 2 for the first $90^\circ$ of rotation. The remaining data, from $90$ to $180$ degrees mirrors that of the former. In other words, the interference pattern is symmetrical about the $90^\circ$ position as would be expected. The principles that this experiment is demonstrating are (a) that coherent microwave signals over a frequency band $\Delta \lambda / \lambda \sim 0.00025$ behave according to a classical Huygens representation of their propagation and (b) that a single, commercially available, 'off-the-shelf' LNB is capable of receiving and passing on such effects in amplified form to a suitable recorder to allow their study. An alternative arrangement with two LNBs and a single emitter will not behave in this simple way. This is probably due to lack of phase coherence in the output from the LNBs, associated with their frequency downconversion. We are considering this point in a separate study. From the foregoing, however, we conclude that a single LNB detection arrangement would be capable of producing similar effects from astronomical signals at a comparable flux density, e.g. from the Sun, and over a similar bandwidth (cf. Lonc, 1996). 5. 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MINNESOTA SCIENCE A publication of the University of Minnesota Agricultural Experiment Station During recent months environmental pollution, including water, land and air pollution control, has been the focal point of widespread and intense public interest. More and more frequently we hear the phrase "quality of life" or "environmental quality" which seems more appropriate because it encompasses the enormous range of physical, biological, and economic problems confronting man in his world today. Environmental quality control is not a new area of research to the University of Minnesota Agricultural Experiment Station. Its research program through the decades has focused attention on man and his environment and has provided an opportunity for man to better understand the environment in which he lives and to develop methods whereby he could improve it. From this environment there things which we have come to regard as necessary to the "good life." Many of the projects established during the past 30 years were not thought of as environmental quality control, but in fact results of this research have had that effect. When we think of environmental quality in its largest context, it includes any endeavor that not only preserves resources but contributes directly to improve their natural state. In the agricultural sector this could mean eradicating disease and insect problems of livestock, poultry, and crops. Or it might mean developing new crop varieties or changing plant species so they are better adapted to the environment. Experiments in livestock breeding have taken into account the changing environment in which animals are raised and, in fact, attention must continue to be given to complete environment control for efficient livestock production. Most problems that deal with environment are difficult to solve. A single disease, such as Dutch elm disease, has eluded scientific solution since its existence was established in 1870. Thousands of man-years have been concentrated in the effort to develop an effective vaccine against these insects. But the stubborn bacterial strain still persists today. Cereal rust research programs have made it possible for man to understand and breed about some aspects of this disease. But in nature, rapid hybridization brings about new rust races that keep the plant breeder and plant pathologist busy developing resistant strains. Studies of wildlife and fish habitats have been a major effort at the station's Agricultural Experiment Station. Environment in spawning areas is critical if Minnesota's sports fishermen are to have an adequate supply. Knowledge and understanding of the habitat of such game birds species as the ruffed grouse has not only produced interesting academic information, but also have slowly resulted in an increase of this bird in areas of former abundance. Each year the Experiment Station conducts field trials of cereal crops to evaluate and compare new hybrids and lines of plant material with established varieties. During crop selection tests, we conduct breeding experiments to develop uniformity in stands, early maturity, and disease-resistant progeny. Animal science research on the use and methods of applying agricultural chemicals is carried out to insure that these materials can be brought into production without harming our environment. It may not be apparent at first glance, but all these efforts contribute to man's ecological well-being and quality of life. Occasionally agricultural research which may simply appear to be an attempt to exploit the productive efficiency of our land resources, actually results from indirect fertilizers and pesticides have on the environment. But studies such as the controlled tests to measure the amount of nitrogen leached from plots in which fertilizer has been plowed down, broadcast, or applied in bands, bear directly on the attempt to reduce pollution. Chemical control agents have also been carefully scrutinized and evaluated to determine their effect on the environment, and also livestock that feed on previously treated forages and grains. These tests have required many considerations with respect to strength of mixtures, application rates, frequency of application, and a host of precautionary measures in handling agricultural chemicals. Most research projects are conceived in terms of multiple objectives. Ten years ago research on air pollution in turkeys has yielded valuable data on a similar condition in man. Studies of waste disposal not only hold implications of quality of environment, but also concern sanitation specialists, microbiologists, and soil fertility experts as well as petroleum chemical engineers. The complex relationship between agricultural research and environmental quality will be even more tightly interwoven in the years to come. Application of modern technology to traditional and new research projects should lead to faster identification and resolution of the problems that face us. Computerized soil testing will enable farmers to determine precisely what nutrients are needed, copiously apply them, and promote efficient use of fertilizer additives and reduce a potential source of pollution. Chromatographic analysis of soil samples, and their study of pesticide residues. Infrared film will enable plant pathologists and foresters to pinpoint previously undetectable plant and tree diseases before they become fully established. Plant growth hormones will permit growers to time maturity dates when markets are most favorable. Agricultural research, in the final analysis, goes far beyond maintaining the quality of our environment. It seeks to discover what is valuable, and to overcome and master those destructive and harmful elements that are also part of our environment. Minnesota Science is published by the University of Minnesota Agricultural Experiment Station, Institute of Agriculture, St. Paul, Minnesota 55101. Director — W. F. Hueg, Jr. Editorial Committee — Craig F. Forman, chairman; Hsai Chiang; Harold Dzauk; Joan Gordon; James Hosiek; Jean Lambert; A. J. Lueck; and C. W. Young Dean of the Institute of Agriculture — Sherwood O. Berg Editor — Craig F. Forman Design — Dianne Swanson Craig Forman (inset photo) is the newly appointed editor of Minnesota Science and also an assistant professor of journalism for the University of Minnesota Agricultural Experiment Station. He continues as a faculty member of the Department of Information and Agricultural Journalism where he was a publications editor for the past 2 years. A native of Pipestone, Forman attended St. John's University and graduated with the University of Minnesota. He spent 3 years in the Army with the Military Advisory and Assistance Group in Bangkok, Thailand. Later he taught English and modern math in the Michigan school system. Then he came to Pipestone to join the editorial staff of the Farm and Market News, Nobles County Review, and The Pipestone Pioneer. He came to the University from Pipestone. Forman succeeds former editor Robert Turner, who made several improvements in the magazine's format during his 2 years at the post. Turner was involved in planning this issue. CONTENTS Research in a Growing Minnesota William F. Hueg, Jr. ................................................................. 2 The DDT Scare — Do We Have All the Answers? Laurence M. Combsrop .......................................................... 4 Economic Aspects of Dairy Quality John L. Ward and Robert C. Lewis ........................................... 6 Saltier Fallout — Does It Injure Plants? Edwin C. Selim and Alfred C. Caldwell .................................... 8 Lead Poisoning: Man's Ancient Foe P. B. Hammond ................................................................. 11 Microorganisms About Pesticide Residues in Soil Russell S. Anderson ............................................................. 13 Poisons, Pests, and World Food Problems Phillip E. Morell ................................................................. 16 To simplify terminology, trade names of products or equipment occasionally are used. No endorsement of products or firms named is intended, nor is criticism implied of those not mentioned. Contents of the magazine become public property upon publication; written material submitted, regardless provided no endorsement of a commercial product is stated or implied. Please credit authors, Minnesota Science, and the University of Minnesota Agricultural Experiment Station. Volume 26, No. 1 — Fall 1969 3 DDT has fallen into disrepute—despite its remarkable and undeniable successes for over two decades. Reliable sources estimate that DDT has saved over 600 million lives from the ravages of mosquito-borne malaria, freed millions of acres of agricultural crops from insects, and rescued many, many square miles of paper and lumber-producing forests from multiple insect attacks. DDT's most striking feature, its long-lived persistence, is a characteristic of great value for insect control. But this characteristic has also contributed to the downfall of DDT and its chemical relatives. Small, detectable amounts of DDT and DDE, a toxic breakdown product of DDT, have been found in fatty tissues of man, birds, and fish, sometimes at levels which form the food chain for birds and fish. Furthermore, DDT and dieldrin commonly persist for several years in treated soils and ground beneath orchard and shade trees sprayed to control pests. CHANGING PATTERNS OF USE Without question, domestic uses of DDT, DDE, aldrin, dieldrin, heptachlor, and endosulfan are rapidly declining. Many recommendations have been withdrawn for these chlorinated hydrocarbon pesticides, especially when a suitable alternative has been found. Organophosphate and carbamate compounds, such as malathion and carbaryl (Sevin), are now used instead of chlorinated hydrocarbons. These shorter-lived chemical replacements are detectable in crops, but they are less persistent. Withdrawing the DDT group of compounds has resulted in a gradual decline of their presence in soil-dwelling organisms and in some soils. The degrading process for DDT compounds is slow but continuous and in time they disappear. This method of reducing DDT residues was first employed several years ago when dairy farmers were forbidden to use DDT-contaminated hay in feeding cows or directly to dairy barns and animals with DDT compounds. Consequently, levels of DDT, DDE, and DDD in milk were reduced to quantities not to exceed 50 parts of the insecticide per billion parts of milk. This minute quantity is roughly equal to 1 ounce of contaminant in 20 railroad tank cars each holding 150,000 gallons of milk. A regulated type of control has been an effective tool for growers, including dairymen. U.S. dairy farmers and food growers will lose their livelihood if they fail to abide by label requirements administered by the federal and state agricultural departments, or if producers exceed legal tolerances established by the Federal Food and Drug Administration (FDA) to protect consumers. INSECTICIDE PERSISTENCE AND HUMANS Persistent insecticides have caused concern in two major areas: their effect on human beings and on wildlife. Human tissues and organs have been analyzed for insecticide since 1948 when DDT became the chief repository for DDT, DDE, dieldrin, and similar compounds. No measurable ill effects occur in fatty tissues, but the deposits indicate the degree of insecticide burden. Over 1,000 samples have been analyzed since sophisticated gas chromatographic techniques became available. In the United States (1962-1966) the average person had 2.6 parts of pure DDT per million parts of fat, and 7 ppm of the less toxic breakdown product, DDE. Comparative analyses of samples from both 0.35 ppm of DDT) among India's population. Countries such as Israel and Poland also have higher levels on the average than those in the U.S. The highest levels were recorded among Canadian Indians and populations of several western European countries. The compound dieldrin, used less extensively than DDT, averaged 0.14 ppm in the U.S., about 1/20 of the amount of DDT found. The chief source of insecticide traces is food, notably meat, fish and poultry (about 40 percent), followed by dairy products, fruits, cereals, and vegetables. A 1965-67 survey revealed that 28 and 21 micrograms of DDT and DDE were present in a large daily intake of feed (meal) large enough to satisfy the appetite of a 16 to 19 year old boy). On a comparative basis, 28 micrograms is approximately one-millionth of one ounce. To provide up-to-date information on detectable residues the FDA conducts "Market Basket" surveys six times each year at five major metropolitan areas of the United States (including Minneapolis). Experiments have verified a predictable relationship between food intake and DDT storage in fat. The detectable amounts of DDT and related compounds found in fat have not changed significantly during the last 15 years, except for a small decline reported in 1966. Several medical studies have assessed the effects of low levels of chlorinated hydrocarbons on man. In one study, volunteers were fed doses of DDT 200 times greater than levels found in the average diet. Medical examinations revealed no abnormalities in any of the volunteers. This experiment was completed nearly 15 years ago. More recently chemical workers who had been exposed to DDT for periods ranging from 11 to 20 years were given thorough medical examinations. Their body fat showed levels of DDT that were from 39 to 128 times greater than that found in the general U.S. population. Findings from medical histories, physical exams, clinical tests, and chest x-rays revealed no ill effects from their exposure to DDT. These studies represent only a portion of the experiments conducted on the health of people having lived in several regions where pesticides have been widely used. A few of the areas studied were the orchard areas of the Pacific Northwest; citrus-growing areas of California, Arizona, and Texas; the cotton growing lands of the south; and intensive vegetable growing Florida. The United Kingdom has also made similar studies. The overwhelming conclusion is that there is no evidence to support the charge that residues of pesticides are endangering man. Even chronic DDT poisoning has not been detected in humans, including many spraymen and formulators of persistent insecticides. INSECTICIDE RESIDUES AND WILDLIFE Insecticides residues in wildlife bring up several points that have also generated concern. Persistent insecticides display the same characteristics in all wildlife species, and the organisms in which they become pesticides do in man. That means that insecticides of this type are long-lived, accumulate in fatty tissues, degrade slowly, and are detected in greatest quantities in fats. DDT, and sometimes DDE, are associated with soil particles, and these sometimes get blown into the atmosphere. Very minute amounts are found in some bodies of water. Because this review must be brief, little attention is given to early incidents where the unwise use of insecticides caused serious injury and death. Situations where spraymen used a large dose of a persistent insecticide (because it was the most efficient way) with little concern for the game birds in the area are also passed over. The unfortunate happenings took place in early days of use. No such large scale treatments occurred in the Upper Midwest. Almost from the outset, it has been known that most fish and crustaceans (shrimp, crawfish, crabs, and lobsters) are highly sensitive to persistent hydrocarbons. Some early users failed to take this into account. The greatest concern centers on how traces of these insecticides affect all living things, particularly those highly regarded by man. DDT has been found in many animals. Levels approach the same range found in humans. In one study seven animals collected near Long Island's primary confined DDT dump ranged from 40 parts per billion in tiny organisms called plankton to 75.5 parts per million in ringed seals. The largest amounts of residues in animals other than studies were found in carnivores and scavengers. These animals normally eat more contaminated organisms containing DDT and DDE in their fatty tissues. However, in an unexpected situation many diverse organisms are affected where the source, source and amount of the persistent insecticide may be unknown. Laboratory data provide a more reliable means to interpret the meaning of this information. Substantial experimental evidence shows that animals exposed to DDT, DDD, and DDE show no abnormal symptoms (tremors are evident), but this occurs with rather high doses. Those animals are affected only after insecticides have reached a critical level in the brain and nervous tissues. Carefully controlled experiments with rats showed that exposure to more than 200 parts per million of DDT in the brain was required before tremors appeared. Amounts deposited in fatty tissues of the rats could not be related to symptoms. More subtle effects related to low-level DDT and DDE residues have been reported. Hatching problems of carnivorous bird eggs is one of the most frequently occurring difficulties. A recent 615-page book devoted to the decline of the American falcon population shows that chlorinated hydrocarbon residues are correlated with thinner egg shells. Similar problems have been noted among bald and golden eagles, ospreys, and the Bermuda Petrel, an ocean-faring bird of the Atlantic. Much of this evidence appears to be circumstantial. One controlled experiment showed that DDT had no harmful effect on sperm from treated male bald eagles. The most pertinent findings involved finding a calcium-lacking or deficient eggshells. This has been related to the production of thinner egg shells and a "calcium hunger" of birds exposed to DDT and dieldrin. The crux of the disagreement primarily rests on whether the amount of insecticide encountered is sufficient to cause an effect. Researchers have had difficulty showing adverse effects in any animal when minute quantities of pure DDT were used. As a result, attention has been directed to two compounds closely associated with DDT. One is an isomer, or chemical twin, of DDT called dieldrin. The other is DDE, which constitutes about 20 percent of commercially produced DDT. USDA researchers are working to determine its effect on reproduction in the Japanese quail, a sensitive laboratory bird. Others are wondering if DDE, the metabolite of DDT, can upset metabolism and jeopardize reproductive success. This has not been resolved. AN ANALYTICAL PROBLEM Proper identification of DDT residues further complicates the already snarled question of how hazardous minute residues are to bird and fish. Certain industrial chemicals used as plasticizers and for other purposes can appear in the same analytical run as DDT (using gas chromatography) and might be mistaken for DDT. Conceivably those chemicals could be the culprits that are plaguing bird eggs. Clearly, some DDT analyses are suspect. The issue is far from being closed. WHAT CAN WE CONCLUDE? Domestic use of DDT and related compounds are rapidly falling off. As a result, detectable amounts of the chlorinated insecticides are slowly declining. They are still present, however, and pesticide monitoring stations are operating all over the United States. They measure not only human presence but also monitor residue levels in wildlife, food, and water. There is no indication of hazard to humans from the minute residues. However, subtle effects, particularly those affecting reproduction in birds, are associated with low residue values. Further research will be needed to resolve the validity of these reports, and also to provide analyses that discriminate between minute amounts of DDT and unsuspected chemicals. Economic Aspects of Water Quality JOHN J. WAELTI assistant professor Department of Agricultural Economics ROBERT C. LEWIS research assistant Department of Agricultural Economics Unabated pollution of Minnesota's lakes and streams is becoming an increasingly important factor in the quality of our state's physical environment. Burgeoning industrial development, greater population concentration in urban centers, and more elaborate and costly sewage treatment in many communities are adding to the amount of wastes entering Minnesota waters. Use of waterways for waste discharge is competing with recreational uses and undermining the overall quality of our environment. Pollutants of two major categories, degradable and nongradable, cause deterioration of Minnesota's water resources. Degradable pollutants include organic matter discharged by municipal, industrial, and other sources. The organic material is decomposed by biochemical processes after it enters into waterways. These materials are broken down by bacteria in a process that uses oxygen, which is dissolved in the water. Gradually, the organic matter undergoes decomposition and in the process the stream becomes purified. However, the capacity of each waterway to purify organic matter is limited. The amount of flow, the surface area, turbulence, and temperature of the water all play a role in the purification process. If the waste load is heavy for the stream's capacity to purify, the amount of oxygen dissolved in the water becomes dangerously low. As a result, game fish and other desirable aquatic life perish. In contrast, nondegradable pollutants are not altered by biochemical processes along the entire waterway. These pollutants include some chemical compounds and nutrients such as nitrates and phosphates. Farm lands, and fertilized lawns and golf courses, are sources of nitrates, which wash into nearby ditches or streams. Nitrates also originate from the breakdown of degradable materials. Nutrient pollution stimulates excessive algae and aquatic weed growth in lakes and deteriorating streams. The same nutrients that stimulate vigorous plant growth on land also foster underwater plant growth. Many other forms of pollution trouble our lakes and streams, but organic matter pollution and nutrient pollution in lakes are the most widespread and problematic. Both forms of pollution, oxygen-demanding wastes and nutrients, have common economic aspects. LOSS OF ECONOMIC PRODUCT Lakes and streams are valuable assets to society. They furnish water for municipal and industrial use, for recreation, and a host of other uses. Pollution severely reduces the value of water, especially for recreational and aesthetic uses. The released values of a deteriorated lake to society, though it is difficult to measure these losses in dollars and cents. A lake clogged with algae is certainly not as valuable for recreation as a clear lake. Uncontrolled water pollution could hold severe economic consequences for Minnesota. Since a large part of our tourist trade is attracted by the state's high quality lakes and streams. If lakes deteriorate to the extent that game fish are replaced by rough fish, or to the extent that swimming, boating, and waterskiing are no longer enjoyable, tourist trade would be drastically curtailed. If nobody favors pollution, and it clearly represents an economic loss to society, why should it continue? A major reason is that while pollution is costly, pollution control also involves costs. Additionally, costs of pollution and costs of controlling pollution do not fall to the same people. If pollution control laws don't exist or if they are not enforced, municipalities and industrial firms use the cheapest means to dispose of wastes. The incentive for industry is to take advantage of the purifying capacities of streams to decompose wastes. Similarly, there is pressure for municipalities to keep taxes low by not providing adequate waste treatment facilities. Since the costs of pollution in terms of deteriorating lakes and streams is shifted from municipal and industrial polluters to society, the polluters see little reason to incur pollution control costs. A similar example exists in instances of nutrient pollution of lakes. Consider the case where several resorts and several hundred homes around a lake discharge varying amounts of nutrient-laden wastes into the lakes. The contribution of each pollutant source is relatively trivial. However, if a single individual bore the expense of providing adequate waste treatment facilities, the costs to the individual would far outweigh the benefits he received if others continued to pollute the lake. The all-too-familiar result is that the problem is ignored until pollution reaches crisis proportions. The only effective means of controlling pollution is for every potential polluter to have access to adequate waste treatment facilities. Effective control further requires cooperative community action as well as a strong sense of social responsibility among individual citizens. POLICY DECISIONS Although economic decisions have an important bearing on water quality, these decisions are meaningful only in the context of the total problem. A useful way of organizing the policy issues, of which economic aspects are a part, is as follows: 1. What are the best means of attaining a given level of water quality? Although several technical solutions exist to improve water quality, some are more economically or politically feasible than others. There is probably less controversy on this set of issues than in the remaining two. 2. What level of water quality should be attained? Alternatives range from no waste treatment to complete waste treatment designed to meet standards close to their natural state. Few people will argue no waste treatment. Most citizens would likely opt for cleaner water than we now have in Minnesota. The central question is "What resources will be made available for pollution control in Minnesota and how strictly will pollution be regulated?" Private resources and tax revenues are limited. Resources for pollution control must compete with countless private and public wants and needs. 3. What is the best means of implementing a water quality control policy? Even the most idealistic plans for water quality control are meaningless if they cannot be put into effect. An effective water quality control policy must involve an agency that is responsible for monitoring and enforcing standards. Such an agency depends on the willingness of citizens and legislators to provide the necessary technical and legal staff. In turn, the agency requires sufficient monitoring equipment and legal authority to enforce regulations. The decisive factors regarding Minnesota's water quality in the future, as in the past, will be political. Increasing concern among citizens over Minnesota's water quality problems has provided the momentum necessary to bring about political action necessary for higher water quality standards and more stringent enforcement. For centuries man has considered the earth's atmosphere to be a "breath of life." Chinese writers "free as the air" reflect this carefree attitude toward the earth's air supply. But, in fact, it is not present in endless abundance. The great mass of air that envelopes the earth varies from 6 miles in depth at either pole to 10 miles at the equator. But the thin portion, which reaches 80% of the air called the "breathosphere," extends only a few thousand feet above sea level. Even this "breathosphere" is not always entirely available for breathing. Man has polluted the atmosphere for thousands of years, but in the last half-century the rate of pollution has accelerated alarmingly. During this same time, man's need for unpolluted air has increased tremendously. Major pollutants of the earth's atmosphere are sulfur dioxide, carbon monoxide, carbon dioxide, ozone, fluoride, sulfuric acid droplets, smoke dust, toxic metals, and hydrocarbons. Sulfur dioxide is perhaps the best known gaseous air pollutant. Since it is present in the atmosphere nearly everywhere, it is often a general index of air pollution. Power plants, buses, and even home heating plants, and factories all contribute sulfur dioxide to our atmosphere. The gaseous pollutant is colorless, noninflammable, heavier than air, and it mixes easily with water. In low concentrations it affects breathing and at higher concentrations it irritates the eyes, nose, and throat. High sulfur dioxide concentrations were erroneously linked to the major air pollution disasters, which resulted in hundreds of deaths in London, New York City, and St. Louis. Sulfur dioxide exerts both a direct and an indirect effect upon plant life, depending on its level of concentration. Damage to vegetation may be acute or chronic. Acute damage results from distinct fumigation; chronic damage to plants occurs when they are exposed to low concentrations of sulfur dioxide gas. But at very low concentrations the gas may have no harmful effect on vegetation if it is converted to sulfate. In this state, it may be used by plants to form sulfate-containing compounds such as protein and certain enzymes. Different plant species and varieties vary considerably in their susceptibility to sulfur dioxide damage. Sulfur content in rainfall was investigated as early as 1825. Rainfall was found to contain sulfate particles, which occur naturally in sea spray or may be formed through a chemical reaction that produces sulfur trioxides. This gas then reacts with water vapor to form hydrosulfuric acid. Early investigations of sulfur dioxide in the atmosphere made use of a lead-dioxide-coated fabric on a Sulfur-laden smoke drifts away from a Lake Superior dredge. spool, called a "lead dioxide candle." This method has been updated by more sophisticated sampling techniques, but the lead dioxide candle still provides the best means of measuring sulfur dioxide concentration over long time intervals. Work is now underway to determine what role soil plays in removing sulfur from the atmosphere through natural processes. The cyclical nature of atmospheric sulfur is well known but until no measurements have been made during various stages of the cycle. In Minnesota, investigations of the sulfur dioxide content of air and rainfall, along with other research on sulfur nutrition of plants, were carried out during the 1930's by Dr. F. J. Alway and his Experimental Station coworkers. More recent research efforts were initiated in 1962 with studies of sulfur fertilizers and sulfur nutrition of legumes, corn, and small grains. Air samples, fallings, the amounts of sulfur contained in the atmosphere, and deposited by rain and snow were measured at four sites in Minnesota: two rural areas — Lamberton and Park Rapids — and two urban sites — Duluth and St. Paul. Atmospheric sulfur was measured by exposing the lead dioxide candles to the atmosphere for one month and then replacing them with fresh candles. Exposed candles were analyzed using the method described by Alway and his associates. Rainfall and snow were collected in Alway-developed gauges, and amounts of sulfur were calculated after each snow or rain event. Snow and ice were melted and measured in liquid form. All precipitation was stored and grouped into monthly samples over a 5 year period beginning January 1963. For the entire period sulfur in the atmosphere ranged from a low of 5.8 pounds of sulfur per acre at Park Rapids to a high of 36.4 pounds per acre at St. Paul. "Candles" exposed at Lamberton registered nearly the same amount as Park Rapids (6.2 pounds). But at Duluth they absorbed nearly twice as much sulfur, 10.1 pounds, as at Park Rapids. Most monthly averages maintained the same spread over the 5 years. But sulfur levels in the industrial St. Paul area rose during the winter months to 14 times the Park Rapids levels. During summer months, it again fell to within three times the Park Rapids' values. Sulfur content in precipitation collected at Park Rapids averaged 3.65 pounds per acre each year, compared to 47.1 pounds at St. Paul. Yearly averages at Duluth and Lamberton were almost identical, 8.01 and 8.29 pounds per acre. The amount of sulfur directly absorbed by the soil varies considerably. But Alway found that it usually averaged about 22 percent of the amount absorbed by the lead dioxide candles. This figure can be used to calculate how much sulfur was directly absorbed by the soil at each site. That amount was then added to the total sulfur deposits contributed by precipitation. Final annual estimates of the amount of sulfur added to the soil at each location from atmospheric sources were 4.93 pounds at Park Rapids, 9.6 pounds at Lamberton, 10.2 pounds at Duluth, and 22.7 pounds per acre at St. Paul. Distribution of sulfur deposits at each of the four sites falls into distinct patterns. At Park Rapids and Lamberton the pattern is one of nearly uniform absorption throughout the year. During summer months absorption levels rise steadily to peak. Summer peaks at these two sites probably come from natural sources of atmospheric sulfur. Winter peaks, such as those that occur at St. Paul, however, indicate increased fuel consumption during the heating season. These peaks can almost undoubtedly be attributed to increased urban traffic pollution. The amounts of sulfur deposited by precipitation show no seasonal fluctuation. No significant connection between the amount of precipitation and the amount of sulfur deposited is evident. After a heavy dry period, an amount of sulfur may fall with a small amount of precipitation. Similarly, after the atmosphere has been "cleaned" of accumulated sulfate, a prolonged rainfall may bring down only a small amount of sulfur. The amount of sulfur being brought to the soil by rain and snow has declined in the metropolitan area. In 1936 Alway reported that 25.96 pounds of sulfur were deposited by rain and snow in the University area and that figure climbed to 27.9 pounds following year. When sulfur levels declined to nearly half that figure in 1963, researchers decided to investigate possible explanations for the change as part of their overall study of sulfur nutrition. The principal reason appears to be that types of fuels being used in homes and by industry dump much less sulfur dioxide gas into the atmosphere. The switch to natural gas, which contains two to four percent sulfur, to fuel oil (maximum of 2.5 percent) and natural gas with no sulfur content, drastically cut back the amount of sulfur in the atmosphere. The decline in sulfur levels is even more apparent if it had not been offset by tremendous industrial and urban growth, and increased numbers of automobiles and trucks. For every 1,000 gallons of gasoline burned, an estimated 17 pounds of sulfur dioxide gas is released into the atmosphere along with countless other byproducts that pollute the air. The amount of sulfur in precipitation at Park Rapids appears also to have declined but it has been slight. No previous figures are available for comparison with levels at Duluth and Lamberton. Results of the 5-year study indicate that the atmosphere of the Twin Cities metropolitan area contains considerable amounts of sulfur. Whether these levels are high enough to damage plant life is difficult to determine without further study and improvements in data-gathering equipment. Midwinter pollution levels are certainly capable of causing damage; the city would be confined to herbaceous and other evergreen vegetation capable of absorbing large quantities of gases. Many north central Minnesota soils are naturally low in sulfur, and many of our soils contain sulfur may be lost by leaching. For this reason, along with the atmospheric sulfur levels, many crops grown in that area are sulfur deficient. This is especially true for crops like alfalfa, which contain high amounts of protein and sulfur. Soils in the metropolitan area will not require sulfur fertilizer for at least another decade unless pollution continues. However, more information on the effect that sulfur from atmospheric sources has on the acidity of these soils and their subsequent nutrient-supplying capacity is needed. In recent years the controversy centering around pesticides has obscured the fact that lead poisoning continues to plague wildlife managers, livestock owners, veterinarians, and public health officials. Industrial lead poisoning, which has affected many millions of workers, has nearly been brought under control. But other exposures affecting children, livestock, and wildlife have not been substantially reduced. Lead poisoning was first recorded centuries ago among ancient Greek miners and smelters. Lead was a popular item of commerce then because it could be easily procured and refined. Since lead was more malleable than most other metals available, it was used to construct primitive plumbing systems and also for kitchen vessels in wealthier homes. Poorer Greeks and Romans used earthenware for cooking and drinking. The fall of the Roman Empire, according to one theory, may have resulted from the effects of chronic lead poisoning on the ruling class. Sterility and weakness among adults, and mental retardation among children of the upper class patricians were common. Studies of lead concentrations in the bones of wealthy Romans support the theory that chronic exposure to lead was apparently not considered dangerous since it was common practice to sweeten wine with lead acetate. This practice was eventually recognized as extremely hazardous centuries later. Some medieval officials even imposed the death penalty for adulteration of beverages with lead. This mallard exhibits the classic symptoms of lead poisoning — disheveled head and wings. Photo courtesy of Jerry Longcore, Patuxent Wildlife Research Center, U.S. Dept. of Interior. By the late 19th and early 20th century many new uses for lead were introduced, including lead pellets for shot guns, lead paint pigments for homes and artwork, and a host of other uses. During the period of technological advance, poisoning among workers in lead-using industries reached shocking proportions. Most legislation enacted then to protect workers from industrial lead poisoning could be traced to aroused public opinion over the issue. Today, accidental lead poisoning occurs far less frequently and in a much milder form. Perhaps the most tragic aspect of lead poisoning is its effect on infants. At one time, virtually all paint contained high concentrations of lead, making any painted object a potential source of lead poisoning. This was unfortunate for children who developed the habit of licking and chewing inanimate objects or who craved unusual foods. The craving for unusual foods, often referred to as pica, is also common in livestock, particularly when their diet is deficient in certain minerals. Curiously, lead poisoning in animals wasn't extensively studied until after World War II, although it undoubtedly existed before then. Lead poisoning in infants is hardly noticeable at first. The child experiences stomach pains and is irritable. This may go on for years before the sick child is taken to a doctor. The rather common symptoms of lead poisoning were overlooked by physicians many years ago and simply regarded as an upset stomach. However, the neurological disorders that often follow the onset of lead poisoning are extremely serious and often fatal. If the child survives, his brain may be permanently damaged or, at best, impaired for several years. Today, lead-based paints and other finishing materials are no longer used. Lead on objects to which infants have ready access. Yet poisoning continues to occur, mostly in slum areas where dwellings abound with crumbling plaster and flaking paint, and where children are poorly supervised. Lead poisoning in livestock was recognized as a serious problem in a bygone era when horses served as the principal source of power. Lead poisoning was a common affliction of animals that worked in lead mines or lead product factories. Horses, however, reacted differently than humans to lead poisoning. After prolonged exposure, nerves controlling the chews of their muscles became paralyzed. Poisoned horses exhibited a peculiar grinding in the throat, commonly referred to as "roaring," when they were exercised. The advent of the gasoline engine marked the decline of the horse, and lead poisoning in horses became rare. Today, the domestic animal most frequently affected is cattle. In fact, lead poisoning is one of the most common toxicological problems of livestock in this area, due almost solely to Minnesota's large cattle population. Cattle, along with young children, share the unfortunate habit of chewing and eating foreign objects, including painted boards. Cattle have actually drunk fresh paint that was carelessly left lying around. Greases are also attractive. A dozen or so cows on a farm near Princeton, Minnesota cleaned out a tub of gear compound containing lead. Nearly half the animals died. Old car and tractor batteries are also a popular item with cows. The acid taste is probably attractive because it adds zip to an otherwise bland diet. Lead-poisoned cattle often die so suddenly that owners suspect lightning strokes. But a correct diagnosis can be made because the animals are found in times of day animals. A search of the premises usually turns up the source of the trouble. Animals that survive long enough to receive professional attention often recover. Lead poisoning in cattle often afflicts the nervous system. Odd behavior patterns may take the form of severe depression (sometimes referred to as "dumb form") or exaggerated movements or even convulsions. Unlike dairy cattle that recover rarely show any lingering brain damage. Other domestic animals are poisoned much less frequently than cattle. Several factors contribute to their infrequent among other animals. Most animals are less inclined to eat or drink inedible material. Also, absorption of lead from the stomach and intestine is not as great. The large particles of lead act as a barrier for these material like gravel, nails, wire, and probably for other forms of metallic lead such as paint flakes. The longer a substance remains in the stomach and intestines, the more completely it is absorbed. In recent years debates on the effect of pesticides on wildlife have overshadowed the fact that lead poisoning is also taking its toll, particularly among waterfowl. The problem is hardly new. Instances of lead poisoning in ducks and geese were described by German researchers as early as 1842. Sporadic episodes in this country were reported at the turn of the century and continue today. All birds require grit as grinding material in their gizzards, which act as a mill. Birds will readily pick up clay and retain small pebbles or coarse sand for this purpose. The bottoms of lakes and streams that are favorite hunting haunts are heavily sprinkled with lead shot. Birds seeking cover from hunters ingest the grit along with the lead shot. The shot remains in their gizzards as if it were pebbles. The grinding action and strong acid secretions of the gizzard slowly erode the shot and convert it to lead salts which are absorbed by the bird. Sometimes spectacular "die-offs" involving hundreds and even thousands of birds occur when flocks end up lead-infested waters. Complete individual birds are also poisoned and die unnoticed in remote places. Conservationists estimate that four percent of the mallard ducks traveling the Mississippi Flyway die each year from lead poisoning. Animals that feed on these ducks and geese, and all wild waterfowl in this country are fatally poisoned. The problem will probably get more serious as the number of wildlife feeding areas steadily declines. Efforts have been underway for several years to develop non-toxic shot. Some approaches include coating the shot with plastic, substituting other metals for lead, and mixing the ammunition with lead. Hard steel shot will dissolve quicker. Iron shot is the most common substitute but it would be more costly to produce. Hunters might be willing to pay more for ammunition once they become convinced that lead shot is harmful. Being shot is not protected by lead shot. Most conservationists feel that lead shot can be outlawed only through public pressure. And they think that the time to force the issue is now, before it is too late. Misconceptions About Pesticide Residues in Soil RUSSELL S. ADAMS, JR. associate professor Department of Soil Science Throughout the world people concerned about pesticides residues are playing a numbers game: ten parts per million here, three parts per billion there, one part per trillion somewhere else. If most of you can visualize one part per trillion? It's like sifting through 1,280,000 bushels of wheat for one kernel of smutty grain. A staggering task, yet it is easily accomplished with modern techniques. But even the most experienced agricultural scientists who are familiar with methods used to measure pesticides often find it difficult to interpret how important these small amounts are. No wonder that those unfamiliar with amounts as small as one part per trillion have trouble understanding their importance. Current confusion and misconceptions regarding pesticide residue analysis are largely due to the development of more sophisticated analytical instruments. These devices make extremely sensitive quantitative measurements, but exceed our ability to identify the measured compound. Without supporting data one can only assume that the compound measured is the sought-for pesticide. Often the only way to establish the identity of these minute amounts is by circumstances of the case. Absolute proof of the identity of residues requires expensive and involved purification and concentration in the laboratory. When DDT is present in a sample at less than the detection limit of the instrument, it is not worth going to the trouble and expense of confirming its identity. Failure to use adequate purification techniques has undoubtedly led to many false claims of the presence of DDT. There are many naturally occurring compounds, and some synthetic organic compounds being added to our environment that "look like pesticides" when they pass through analytical instruments. For example, several not crop toxic compounds which cannot be separated from aldrin and dieldrin (see charts A, B, and C) on some gas chromatographs—the device used to analyze samples. This fact has been known for years. Yet some pesticide analysts still appear unaware of it. Cyanuric acid and similar compounds are also common in soil organic matter. These natural compounds can interfere with some determinations for the triazine herbicides since these herbicides are made from cyanuric acid. A large number of previously unidentified chlorine-containing compounds have been detected in bird and fish samples. Recently these compounds have been identified as polychlorinated biphenyls; compounds that are used in petroleum products, rubber, coolants and several other products. They are toxic to animals because they affect their calcium metabolism. (Holmes, D. C., et al. Nature 216: 227-229. 1967.) Since these compounds are used extensively, since they resist chemical breakdown, and are easily confused with DDT, some early findings that pointed to widespread DDT contamination are open to question. Table 1. Amount of DDT required to kill one-half the flies in a bioassay over a 24-hour period in three different soil types* \| Soil Type \| ppm \| \|--------------------\|-----\| \| Zimmerman sand \| 92 \| \| Nicollet clay loam \| 159 \| \| Blue Earth clay loam \| 428 \| * Data courtesy of James Peterson, Soil Science Department, University of Minnesota. Table 2. Effect of 3/4 parts per million of simazine on the growth of oats* \| Soil Type \| Without simazine \| With simazine \| \|--------------------\|------------------\|---------------\| \| Zimmerman sand \| 0.41 \| 0.13 \| \| Nicollet clay loam \| 0.48 \| 0.27 \| \| Blue Earth clay loam \| 0.44 \| 0.67 \| * All figures represent grain weight of the dry stems grown in pots containing different soil types. Neither the amount of these compounds present in our soil and water nor their potential effect on our wildlife has been studied. Another misconception fostered in recent years centers around the idea that the accumulation of any amount of pesticide residues in soils constitutes a potential hazard. Pesticides do not last long in soils. For example, about one half the DDT sprayed on an apple tree disappears in 7 days. If that same DDT falls on soil, it may take 7 years for one half the DDT to disappear. However, the amount of persistent pesticide found in soil offers no indication of the biological effect that a pesticide is likely to have. One reason why DDT persists in soil for such a long time is that it is adsorbed by soil. Adsorption may in no way change the DDT. What is important, however, is how potent it is and how it cannot control insects as effectively. Furthermore, its resistance to breakdown by microorganisms is increased. For this reason it remains much longer than it would on the surface of the soil. The effect of soil adsorption on the biological activity of DDT and simazine is shown in tables 1 and 2. Adsorption of either DDT or simazine by the soil reduces its activity. The potential toxicity of these pesticides is true only with the soil of soil containing the residue. With both these chemicals, organic matter in the soil plays the greatest role in the adsorption process. Small amounts of triazine herbicides have been shown to stimulate plant growth. This effect was observed with simazine in Blue Earth clay loam where 3/4 parts per million actually increased the growth of oats. But oats planted in Zimmerman sand were killed (see table 2). Clearly, the amount of pesticide present in soil is not a measure of its potential hazard. Hazard resulting from exposure to or consumption of a pesticide depends on a combination of many factors including the effective dose, chronic and acute effects, and the amount and frequency of exposure. Contrary to popular belief the persistence of a pesticide in our environment does not necessarily indicate a greater human hazard. Potential danger to human health, may, in fact, be greater from the use of less persistent pesticides. Dr. D. D. Kaufman has observed that with herbicides of aromatic chemical structure (the 2,4-D's) any change in chemical structure that increased soil persistence decreased its toxicity. ("Pesticides and Their Effects on Soils and Water," American Society of Agronomy Special Publication No. 10, 1967). The same is true for DDT. DDT roughly applied to all pesticides. Some of the less persistent pesticides in soil are quite toxic. Larger amounts of less persistent pesticides must be used to ensure that enough pesticide is present for control when the insect appears. If the timing of application is not right then a second application may be necessary. In either case, more chemical must be used due to the chance of accidental exposure to toxic amounts located larger. The term "toxicity" is often carelessly used. Pesticides are selective chemicals: They are highly effective against some pests and much less deadly to other animals. For instance, it takes 1 pound of DDT to kill one million flies; weighing 1 pound is approximately 0.01 gram. About 3 grams are required for a 15 pound rabbit. But that dosage would kill a 1500 pound chicken. A dose of 6 grams, more than double the amount lethal to the larger animal, would have to be administered. Many microscopic bacteria survive in almost pure pesticide environments. Not only are these bacteria unaffected by the pesticide, they use it as a source of food. It is because they are so "resistant" that making sense less if it is expressed in terms of dosage (i.e., a given quantity of pesticide per pound of live weight of a specific organism). The repeated worldwide distribution of DDT also raises some questions of credibility. Pesticides are normally used over limited areas. For them to be distributed all over the globe requires some form of transport either by atmospheric or water routes. Most of the pesticide applied eventually reaches the soil, either by direct application or by rainfall which washes it from plant surfaces. A great portion of the pesticide reaching the soil will be consumed by microorganisms in the soil or through chemical reaction with soil water. Pesticides move out of the soil either by vaporization, through leaching, or by surface runoff—all potential sources of environmental pollution. Factors that determine whether a pesticide will vaporize from the soil depend on how strongly the chemical is adsorbed by soil particles and how soluble it is in water. Since the majority of pesticides are weakly adsorbed by soil colloids, they become free to move through the soil and are not easily broken down by chemical or other means—the major avenue of escape from soil is vaporization. Because this is a slow process it has never been considered a serious source of pollution. Moreover, most pesticides exist only a short time in the atmosphere due to the degrading effects of ultraviolet rays in sunlight. If DDT is truly present in the Antarctic snows, the only way it could have moved there is through the atmosphere. Neither the mechanisms of atmospheric distribution nor the stability of pesticides in the atmosphere have been studied well enough outside the laboratory to make any firm statements, however. Leaching is as well as is generally regarded as a minor source of pesticide pollution. Most pesticides that are soluble enough to leach are easily broken down. Note in table 3 that the more water soluble, less persistent atracThe three charts shown above illustrate how naturally occurring chemical compounds in root crops might be confused with residual levels recorded for aldrin and dieldrin by a gas chromatograph. Chart A is a recording of two natural compounds, and Chart B shows the same chemicals after extraction. Chart C is a recording of the natural molds present in a carrot extract that was not treated with chemicals. Note that the peaks or high points on Chart C resemble those recorded for aldrin and dieldrin in both Charts A and B. The chromatograph cannot distinguish between the two compounds in food at their actual values. Data courtesy of Jon Barber, Soil Science Department, University of Minnesota. Pesticides usually are carried from where they were applied to another point in a field or to streams by soil movement. The incidence of pesticide contamination or its residues in water is dependent on intentional application from promiscuous discharge or disposal of chemicals and containers, or through runoff of sediments from treated fields. Most documented fish kills have resulted from disposal of pesticide wastes or compounds directly into streams or at locations that drain into nearby streams. The number of fish killed by pesticide-bearing sediments is unknown. Due to low water solubility of pesticides the amount of pesticide detaching from a sediment particle is about one molecule for each 1,000 adsorbed. (Warwick, S.J., et al. Journal of American Waterworks Association 58:604-608, 1965.) Normally this would not release enough pesticide to present a hazard to fish. However, the problem is more complex than this ratio suggests. Bottom-feeding fish, such as carp, constantly churn the sediments. With rough water conditions, the gasses fish force out to exist in turbid waters. Direct transfer of pesticides from sediment to fish seems likely. This possible mode of transfer has been largely unexplored. Further study of biological consequences along the food chain must not be ignored. The use of the so-called "hard" pesticides by farmers has rapidly declined during the last decade. In many rural regions of the United States agricultural use of DDT is practically nil. Instead the principal use of DDT is mosquito and Dutch Elm disease control in rural towns and cities. A study by the Cincinnati Water Control Administration in 1966 indicated that in the Cincinnati, Ohio area the principal source of organochlorine pesticide residues in streams was urban. (Weibel, S. R., et al. Journal of American Waterworks Association 58: 1075-1084, 1966.) As our technology advances; as our population expands; as our standard of living improves, the demands upon us will inevitably be placed upon our natural environment. The task of contending with our wastes will become increasingly greater. The amount of pesticidal pollution contributed by rural areas may undergo dramatic changes as our technological advances. As of now the total amount contributed by the rural community is relatively static and, if anything, it is likely to decline. In future years, the real battle against environmental pollution will be waged in our cities and metropolitan areas rather than the sparsely populated countryside. Research to obtain original data reported in this article were supported in part by NIH Grant CC00257 and USDA Grant 12-14-100-8177 (41). In America where overeating has become a problem, it is difficult to understand that 65 percent of the world's population suffers from malnutrition. We also are unmindful that at least 50 percent of the people on this earth are desperately in want of virtually everything that we regard as bare necessities of life. This means that hundreds of millions of humans today live and die without adequate food, and also without adequate clean air, shelter, water, and other opportunities to protect them from disease and harmful insects. Their average life span scarcely reaches beyond 30 years. Because our world food production generates a demand for more effective pest control, and in turn encourages a rapidly growing pesticide industry. In the United States, farmers, industrial and governmental users, and home owners are becoming increasingly dependent upon the usefulness of chemicals to control pests. Total U.S. production of pesticides in 1967 amounted to about 1 billion pounds — with a manufacturing value of $800 million. The U.S. Department of Agriculture estimates that without pesticides, we would lose approximately 25 percent of our total production of fruits and nearly 40 percent of our high vitamin crops. Our food supply would dwindle under attacks from some 4,500 harmful species of insects and rodents and the effects of 45,000 known plant diseases. The loss would be double. Today, the average American family spends about 16 percent of its daily living expenses on food. This figure is considerably higher in other countries. Canadians spend 22 percent, Australians 23 percent, and Danes 24 percent. Swedes, Belgians, Puerto Ricans, Britains, and Norwegians spend slightly less than 30 percent. In Korea, India, 30 to 35 percent of their gross are South Africans, French, Irish, Greeks, Spaniards, and Panamanians. The rest of the world pays out 40 to 70 percent of its daily living expense on food. The increase in food cost is not solely the result of pesticides. But pesticides form a vital link in the chain of events involved in food production. Prohibiting pesticide use in the United States would greatly alter our eating habits and lead to more starvation and death. The relatively low cost of food in the U.S. has released 90 percent of our people from the farm, permitting us to spend 80 percent of their effort on production other than food. This enormous human resource has staffed our schools, colleges, and research laboratories. It has built our cities, bridges, and highways; developed our communications; created our cultured arts; and made our nation a leader in today's world and in space. As with automobiles, drugs, and firearms, man must weigh the advantages and disadvantages of continued use of pesticides. We must make the right decisions if we are to continue to enjoy the benefits of modern medicine, modern farming, and modern pest control. Chemicals used for pest control are correctly called poisons. Their misuse has resulted in unnecessary losses of produce, wildlife, and humans. To reduce these losses, it is absolutely necessary that pesticides be used properly. We cannot conclude that chemicals, including pesticides, are an essential part of food and fiber production and marketing. It is obvious that in years to come these chemical tools will be even more widely extolled. Fortunately there is no reason to believe that the use of pesticides to control medically important insects will decrease. In the foreseeable future we will probably rely heavily on chemicals to cope with critical pest problems. Also we will undoubtedly develop better pesticides that are safer and more effective against resistant pests. Chemicals are not the only chemical methods to society in emergencies. We not only need them, we are highly dependent on them, especially to meet growing world demand for increased food and fiber production. MINNESOTA SCIENCE is published by the University of Minnesota Agricultural Experiment Station. It reports the results of research conducted by the Station, both on the St. Paul Campus, and at outlying branch stations throughout the state. YOUR COPY of this magazine is sent you by your local county extension agent. He represents the University's Institute of Agriculture in your county and helps make results of University research available to you.	173a5bad-3501-44af-9ddf-cabd407d4ce2	CC-MAIN-2024-33	https://conservancy.umn.edu/server/api/core/bitstreams/af7d4b01-f60f-4361-8fca-15358b50319b/content	2024-08-07T22:04:04+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640713269.38/warc/CC-MAIN-20240807205613-20240807235613-00487.warc.gz	150,592,674	11,937	eng_Latn	eng_Latn	0.966827	eng_Latn	0.997973	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 95, 5796, 8576, 10821, 17058, 21069, 27110, 29771, 29832, 36328, 37989, 44620, 47631, 54119, 57478, 61823 ]	[ 1.6171875, 2.078125 ]	1	0
Yellow-legged hornet (aka Asian hornet) Species Description Scientific name: Vespa velutina Native to: Asia Habitat: Nests usually high in trees and man made structures, sometimes closer to the ground; hunts honey bees, other insects and also feeds on fruit and flowers. Not easily confused with any other species. Dark brown or black velvety body. Characteristically dark abdomen and yellow tipped legs. Smaller than the native European Hornet. Introduced to France in 2004 where it has spread rapidly. A number of sightings have been recorded in the UK since 2016. High possibility of introduction through, for example, soil associated with imported plants, cut flowers, fruit, garden items (furniture, plant pots), freight containers, in vehicles, or in/on untreated timber. The possibility that it could fly across the Channel has not been ruled out. A highly aggressive predator of native insects. Poses a significant threat to honey bees and other pollinators. Do not disturb an active nest. Members of the public who suspect they have found a yellow-legged hornet should report it with a photo using the details provided in the red box at the top of this ID sheet. Key ID Features - Entirely dark brown or black velvety body - Legs brown with characteristic yellow ends - Abdomen black / brown, fourth segment yellow / orange - Queens up to 30 mm; workers up to 25 mm long Yellow-legged hornet abdomen is almost entirely dark except for 4th abdominal segment. Yellow-legged hornet “hawking” for honey bee prey Version 6. Produced by Lucy Cornwell, Olaf Booy (NNSS), Gay Marris, Mike Brown (National Bee Unit) with assistance from Colette O’Flynn (National Biodiversity Data Centre Ireland) Stuart Roberts (BWARS) Yellow-legged hornet, aka Asian hornet (Vespa velutina) for comparison - Queen up to 30mm long, worker up to 25mm long - Legs yellow at the ends - Dark brown / black abdomen with a yellow / orange band on 4th segment - Head dark from above, orange from front - Dark coloured antennae - Entirely black velvety thorax - Never active at night Similar Species *European hornet (Vespa crabro)* - Queen up to 35mm long, worker up to 30mm long - Legs brown at the ends - Yellow abdomen marked with brown on the upper part, not banded - Head yellow from above, yellow from front - Yellow antennae - Thorax black with extensive brown markings - May be active at night *Giant woodwasp (Urocerus gigas)* - Larger than yellow-legged hornet, female up to 45mm long - Legs yellow - Distinctive yellow and black banded abdomen - Long cylindrical body unlike yellow-legged hornet which has an obvious waist - Long yellow antennae - Female has an obvious long sting-like appendage (ovipositor) which it uses to lay eggs in trees *Hornet mimic hoverfly (Volucella zonaria)* - Abdomen has more yellow stripes than yellow-legged hornet - Legs darker than yellow-legged hornets - Only one pair of wings (hornets and wasps have two pairs) - Large, globular eyes *Median wasp (Dolichovespula media)* - More extensive yellow and orange colouration on abdominal segments than yellow-legged hornet - Yellow markings on thorax unlike yellow-legged hornet Field Signs Active April-November (peak August/September). Mated queens over winter singly or in groups, in various natural and man-made harboursages – underneath tree bark in cavities left by beetle larvae, in soil, on ceramic plant pots – potentially any small, well-insulated refuge. Makes very large nests in tall trees in urban and rural areas, but avoids pure stands of conifers. Will use man made structures (garages, sheds etc.) as nesting sites. For more information visit: www.nonnativespecies.org www.nationalbeeunit.com Alert! Report sightings of this species: - with the iPhone and Android recording app: Asian Hornet Watch - online at: [www.nonnativespecies.org/yellowleggedhornet](http://www.nonnativespecies.org/yellowleggedhornet) - by email: firstname.lastname@example.org	3822ec62-28ca-4a75-a684-3b7410d9c11f	CC-MAIN-2022-21	https://www.nonnativespecies.org/assets/Uploads/ID_Vespa_velutina_Asian_Hornet_5.0-1.pdf	2022-05-19T02:12:23+00:00	crawl-data/CC-MAIN-2022-21/segments/1652662522741.25/warc/CC-MAIN-20220519010618-20220519040618-00621.warc.gz	1,090,666,274	950	eng_Latn	eng_Latn	0.989615	eng_Latn	0.990426	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1732, 3989 ]	[ 3.296875 ]	1	0
The gum tree is an ever-present element in the Australian landscape, so do you know how to paint it? Just Another Gum Tree By John Wilson FRAS Students often ask me, “How do you paint a gum tree?” and it’s a fair question to ask and not so easy to answer without demonstrating the process. So in this article I will show you how I paint them. However, for me, it is important to capture the character and individuality of each tree, so the process you use should not override the purpose of the painting. Otherwise, you are painting what amounts to just another gum tree. Summer Gums, Seymour Victoria, oil on stretched Belgian Linen canvas, 200 x 120cm Last year I attended my old aunt’s funeral at Seymour north of Melbourne. We flew to Mangalore Airport, picked up a rental car and drove to Seymour. It was late summer and the landscape was the classic Australian Blue and Gold. These gnarled old warriors were just off the road near the township of Seymour. This is a major painting as the size and shape of these old gums demanded a large canvas. 1 THE ALL-IMPORTANT INITIAL SKETCH Remember that this is not attempting to be anything but a sketch. When sketching in, I always start with the main trunk then the largest branch, slowly putting in the remaining branches as they get smaller and smaller. There is usually so much going on that it is very important to simplify. This means giving some serious thought to what to put in and what to leave out. If you start by seeing all the detail, you just might decide that painting a tree is too difficult. Instead, just see the main shapes and the main structure of the tree. Decide on what detail to use once you have this right. 2 START WITH TRADITION I usually work in the traditional landscape method of painting. That means dark to light and also thin to thick. At this point I am establishing all the darks in the painting, starting with the darkest darks which are at the base of the trunk. In the foreground I used a transparent wash of Burnt Sienna and Viridian. The background, in real life, was very busy so I elected to make it simple like the background of a portrait. There were trees and a hillside with browned off areas of grass with warm areas of earth showing through. I painted a warm wash of Yellow Ochre and Burnt Sienna in the background. My plan was to paint the background over this wet wash and let its colour bleed through, giving a subtle warmth to the background. I use distilled gum turps for the transparent washes and for mixing with the paint. My aim is to control the drying rate and keep the paint as thin as possible for as long as possible. “Check that your foreground and background complement the subject and do not overwhelm it.” 3 CONTINUE WITH THE DARKS Here, I am still establishing the dark, moving along the whole painting wherever the darks need to be placed. I used Burnt Sienna and Viridian for the foliage. - I see the foliage and paint it as abstract shapes. You can always pick up and place highlights of light and space into it later. “There is usually so much going on that it is very important to simplify.” 4 ONTO THE SKY For the sky I used Cerulean Blue with White and a little Lemon Yellow. I started working on some of the edges where the sky is bending around the foliage clumps. I also started to establish the warm reflected lights under the branches and sky which was reflecting on the tops of some branches. - The bending of light is called diffraction and a good understanding of this is very important in landscape painting. It accounts for the atmospheric edge as the light diffuses itself over the edges of any object placed against it. This is especially important with the sky holes in trees. Invariably the novice will paint these sky holes between the foliage groups to light. It is a fact that none of these, except possibly the largest sky holes, are as light as the sky. 5 WORKING ON THE FOLIAGE I normally treat foliage areas as you would any object that you are painting. I placed a mid-tone highlight, then a high key highlight, followed by the reflected lights in the shadow areas. This gives form and shape. Then I painted more of the smaller branches and started pushing sky holes through the foliage areas, being careful to get a diffractive edge. There has also been more refinement by painting in some of the highlights and reflected lights. - Only at this stage do you start to see and place detail, remembering that much of the detail is in fact...light! 6 BRANCHING OUT AND ONTO THE FOREGROUND Some time was then spent putting the branches in and out of the foliage areas. I re-established some of the highlights and slightly increased the intensity of some of the reflected lights. Then I started to paint the log in the left of the foreground, prior to painting the foreground itself. - After putting the focus on the actual tree, now you have to look at the context in which it sits in order to “ground it” and “give it a story”. 7 HOW TO FINISH IT OFF Firstly, I finished off the foreground by adding a few more details. Because this was a quite busy tree, I left out several of the smaller branches. I had to be careful to keep the background of the painting as simple as possible. - Restrain yourself from doing endless detail, or you will ruin your painting. - Check that your foreground and background complement the subject and do not overwhelm it. - What works well is to have some of your initial transparent washes still showing through, as well as the build-up of thicker paint. This gives form and texture to the bark. It cannot happen if you overwork your painting with brushwork. NB: Colour in final painting image differs from demonstration photos as taken in a different light. about the artist John Wilson is a highly respected and sought after artist/tutor and judge who has been painting for 42 years. He is one of Australia’s leading oil painters, a multi award winning Artist who has had 47 solo exhibitions. John has exhibited in London, USA, Japan, Canada, Beijing, China and Seoul, Korea. John’s paintings are in collections throughout Australia and internationally. His works have been reproduced extensively, including several articles in Australian Artist and International Artist. John was included in “Fifty Australian Artists” and the fine art book “John Wilson – Blue Mountains Artist”. John is a member of the Australian Plein Air Artists Group, he is also a Fellow of the Royal Art Society of NSW and Patron of the Society of Mountain Artists. John’s new book, “The Journey Continues” will be available soon. The book includes stories from John’s early childhood growing up at Katoomba and the Megalong Valley, to painting through Australia’s vast inland and the magnificent cliffs and valleys of the Blue Mountains. Beautifully bound with a glossy dust jacket the new book features over 100 colour plates printed on high quality glossy art paper. “The Journey Continues” will be launched with a major exhibition later this year. For details or orders please contact John: Wilson Fine Art Gallery Ph: (02) 4782 3703 Email: firstname.lastname@example.org Website: www.johnwilsongallery.com	037cda4e-9358-4760-b129-200c3e11ecf5	CC-MAIN-2024-51	https://www.johnwilsongallery.com/files/2015/john-wilson-just-another-gum-tree.pdf	2024-12-06T07:26:31+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066384744.74/warc/CC-MAIN-20241206063209-20241206093209-00183.warc.gz	752,958,547	1,514	eng_Latn	eng_Latn	0.998894	eng_Latn	0.999123	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1056, 2734, 4511, 7191 ]	[ 2.03125 ]	2	0
THE CAPITOLS AT DES MOINES When Iowa became a State in 1846 Iowa City was designated as the capital city. Scarcely had statehood been established, however, when agitation was begun for removal of the capital to a more nearly central point within the State. In 1847 a site in Jasper County was agreed upon for a new capital and named Monroe City. This site was soon abandoned, and Oskaloosa, Pella, and Fort Des Moines became the leading contestants for capital city honors. In 1855 Fort Des Moines (incorporated as Des Moines in 1857) emerged as the winner of the contest; the General Assembly passed a measure which provided that a site should be selected within two miles of the junction of the Des Moines and Raccoon rivers in Polk County. SELECTION OF A SITE The law for the removal of the capital provided that five commissioners should be appointed by the Governor to select the exact site. The commissioners were authorized to obtain at least as much land as was necessary for the government buildings and as much in addition as it might "be practicable to obtain without charge to the State". It was also stipulated that the capital should remain at Iowa City until such time as buildings were erected at the new site "without expense to the State."¹ In accordance with the provisions of this law Governor James W. Grimes appointed Joseph H. D. Street (a son of Joseph M. Street, who had come to Iowa as Indian agent), ¹ Laws of Iowa, 1854-1855, p. 105. For a discussion of the contest for relocation of the capital see Briggs' Removal of the Capital to Des Moines in The Iowa Journal of History and Politics, Vol. XIV, pp. 72-95; Laws of Iowa, 1856-1857, pp. 281-296. Stewart Goodrell, Benjamin R. Pegram, Guy Wells, and John A. L. Crookham as the locating commissioners. Pending the decision of this commission great excitement prevailed in the vicinity of the Raccoon Forks. Fort Des Moines and the settlers west of the Des Moines River appeared to have the advantage. A donation of twenty acres of land valued at nearly $100,000 and the possibility of purchasing at a fair price other lands worth approximately $200,000 were inducements offered by citizens living west of the river. Members of the commission, however, favored a site east of the river, and on April 21, 1856, a tract of land containing a little more than ten acres, donated by Willson Alexander Scott and Harrison Lyon, was selected as the site for the new capitol building. The location was described by Governor Grimes as "a gentle swell of land about three quarters of a mile east of Fort Des Moines, and on the east side of the river. It commands a good prospect and seems to be well adapted to the purpose for which it has been selected." This area is designated in the records as "Capitol Square" and is the site of the present State Capitol. On the 29th of April, 1856, Thomas K. Brooks and Willson A. Scott conveyed five and sixty-one hundredths acres of land to the State of Iowa. This was located a little south and east of Capitol Square, and was familiarly known as Governor's Square. At the same time James A. Williamson and Thomas A. Walker executed a bond guaranteeing to convey to the State a little more than two acres of wooded area a few blocks north and east of Capitol Square. This was later known as State Square. T. S. Parvin, Register of the State Land Office in 1857, --- 2 Shambaugh's Messages and Proclamations of the Governors of Iowa, Vol. II, p. 36. The selection of a site east of the river gave rise to accusations of fraud, but these were never proven.—Report on Alleged Frauds in the Location of the Capitol, pp. 1-29. said that these areas were situated "upon beautiful wooded eminences, and the policy of the State should be to 'spare the trees,' protect and improve the grounds by a good, substantial fence, and otherwise, and guard against that vandalism which pervades so generally in this State to destroy, that the succeeding generation may have something to do in repairing their ravages. Better, far better, at less labor and expense, preserve the beautiful groves of native growth, than in after years expend greater sums to replace them." 2 Soon after this real estate was acquired by the State measures were taken to preserve and improve it. When the Seventh General Assembly met in 1858, it passed a law appropriating the sum of $1500 "for the purpose of fencing and otherwise improving the plat of ground known as the Capitol Square". At that time it was not certain that the title to the land was entirely clear and this measure provided that it should not be "construed into any waiver by the State of any right of the State by reason of any defect in the title to said plat of ground, if any such defect exist, nor into any waiver of any right of the State by reason of any objection to the action of the Commissioners appointed to select and locate such plat of ground, if any such objections exist." PLANS FOR A TEMPORARY CAPITOL To provide a building to be used as a temporary capitol without cost to the State, Thomas K. Brooks, Willson A. Scott, James A. Williamson, Joseph M. Griffith, Harry H. Griffith, Alexander Shaw, J. D. Cavenor, Harrison Lyon, and other public spirited citizens organized themselves into --- 2 Report of the Register of the State Land Office, December 1, 1857, in the Annals of Iowa (Third Series), Vol. XIII, pp. 470, 471; Brandt's Removal of State Capital to Des Moines in the Proceedings of the Pioneer Lawmakers' Association of Iowa, 1902, p. 79. a Building Association. They purchased lots eleven and twelve in block six, Scott's addition to the town of Des Moines, and began erecting a brick capitol building. Plans for the new building were published in the Iowa City Republican, June 5, 1856: The building is to be 100 feet long by 56 wide, and three stories high. The first floor is divided into eight or ten committee rooms, and an office and vault for the Treasurer of State. The second floor is divided into rooms for the Governor and other State officers, a Supreme Court Room and Library Room, both of which are 21 by 43 feet each. The third floor into two capacious halls for the House and Senate—the former 48 feet [by] 58 [feet] in the clear—the latter 32 by 53 feet—both chambers to be provided with an eighteen foot ceiling, and the whole building to be heated with furnaces. The Representatives and Senate Hall besides being capable of accommodating one-third more members than are authorized by the Constitution, will also be supplied with large and convenient lobbies. The contractors for this building were Willson A. Scott, John Hyde, and John Bryan. John P. Huskins was foreman on the work from September 19, 1856, to September 1, 1857. The contract price for the building was $37,000. It was understood that when the building was completed it would be leased to the State at a nominal rental. In 1857 a writer described this building in the following words: It is situated on a fine eminence on the east side of the Desmoines River, overlooking the entire city. It is composed of brick, with the sills of the windows and foundations made of cut stone. The dimensions of the Capitol are one hundred feet long, and fifty-six feet wide. The first story is eleven feet between floor and ceiling; the second is eleven and a half; the third is eighteen feet. The Senate Chamber is fifty-six [feet] long, and thirty-four wide. The Representative Hall is fifty-six feet long, by fifty wide. The Supreme Court Room is fifty feet long by twenty-four wide. The State Library Room is thirty-four by twenty-four, and the State Office Rooms, each, are twenty-four by twenty-three feet. The building is roofed with tin, and the style of Architecture is Ionic. The entire height of the Dome is eighty-five feet. A bell has been contracted for, weighing fifteen hundred pounds. There is also a fire vault, the dimensions of which are nine feet by eleven. The Building fronts the Public Square [Capitol Square] on the north, and the city on the west, and will be completed by the 1st. of May, 1857. Although the masonry work for the new structure was completed in October, 1856, the building was not finished and ready for use when the Sixth General Assembly convened in December of that year; the General Assembly again convened at Iowa City, and there was some thought that a removal to Des Moines might yet be prevented. An Iowa City newspaper hopeful of continued delay expressed the thought that it would be "the part of wisdom to keep the Capital where it is, until permanent buildings are erected; in view of the accessibility of Iowa City and the unquestioned fact that it is the centre of the more populous part of the State." 4 There was some agitation in the Sixth General Assembly to repeal the law of 1855 locating the capital at Des Moines. Indeed an act for this purpose was introduced in the House of Representatives on January 12, 1857, but it was tabled the following day. The agitation for repeal was augmented by a lack of understanding in regard to the land and buildings that were being provided at Des Moines. Many people became alarmed when they learned that the temporary capitol building was being erected by private funds on private grounds and was not to be owned by the State. For a time it appeared that the repeal might carry, but the building committee explained that a lease had been executed whereby the State would have the continued use of the 4 Laws of Iowa, 1858, p. 253; Lathrop's The Capitals and Capitols of Iowa in the Iowa Historical Record, Vol. IV, p. 111; The Washington Press, March 25, 1857, quoted in The Iowa Journal of History and Politics, Vol. XIV, pp. 90, 91. building for a rental of one dollar per year. This explanation seemed to satisfy the critics. At all events work was continued, and the new building was the scene of a public celebration on July 4, 1857. Speeches were made by Thomas K. Brooks, Thomas A. Walker, and others. It is reported, too, that William Lowry, one of the master mechanics, "hoisted the stars and stripes on the flag-pole on the dome, it being the first flag raised on the new capitol." The building was first occupied by State officers in November, 1857, and by the General Assembly in January, 1858. ALLEGATIONS OF FRAUD While the capitol building was being erected there was widespread criticism of the commissioners who had been named to locate the capitol site. There were two charges. First — that the commissioners in selecting the location on the east side of the Des Moines River did not act with a "strict regard to the interests of the entire State", and Second — that they, or a majority of them, were improperly influenced in their decision, and were induced to make this selection for the promotion of private and personal interests, and that a bribe or bonus was given to the commissioners for their decision. On February 11, 1858, a special committee in the House of Representatives, consisting of L. G. Collins, H. Anthony, B. Milliser, D. A. Mahony, and George W. McCrary, was named to investigate these charges. On March 20th, four members of the committee — Collins, Anthony, Milliser, and Mahony — submitted a report to the House of Representatives. In this the committee expressed "the opinion that each and all of the Commissioners did not act with a strict regard to the interests of the entire State". With regard to the second charge, these members of the committee were of the opinion that Mr. Pegram, one of the locating commissioners, "did receive a bribe or bonus in consideration of his vote for the location of the Capitol." They also expressed the opinion that although some of the other members may have been influenced by personal or private interests there was not sufficient evidence to sustain the charge of fraud. Mr. McCrary, the fifth member of the investigating committee, filed a separate report. He expressed the view that the committee was not required to judge whether or not the locating commissioners acted for "the best interests of the State". The sole question for consideration, he thought, was whether they "wilfully disregarded the interests of the whole State". Except in the case of Commissioner Pegram, he did not find sufficient evidence to sustain the charges. With the rendering of this report criticism of the locating commissioners subsided.$^5$ LEASING THE CAPITOL Another question that confronted members of the Seventh General Assembly was the authority by which the government officials were using a capitol building that did not belong to the State. On February 11, 1858, a committee in the House of Representatives, consisting of D. A. Mahony, A. M. Cassiday, and Thomas Mitchell, was named to investigate this question. On the same day this committee reported that on the 12th of January, 1857, the Capitol Building Association had adopted a resolution authorizing Alexander Shaw to lease the building to the State, "for the sum of one dollar per annum, or any other sum that the State may agree to pay for the use of the same, and for such length of time as the State may continue to occupy the same for the use of the $^5$ Annals of Iowa (Third Series), Vol. XIII, p. 470; Proceedings of the Pioneer Lawmakers' Association of Iowa, 1902, pp. 77–81; Journal of the House of Representatives, 1858, pp. 711–717. officers of State and for the meeting of the General Assembly.” In accordance with this resolution Alexander Shaw, on January 15th, executed a paper which purported to be a lease for an indefinite period of years. There was no evidence, however, to show that the State had accepted the lease. Accordingly, the committee was of the opinion that “the paper purporting to be a lease of the Capitol Building to the State, is of no legal effect, and that the State occupies this building by mere sufferance.” In view of this situation D. A. Mahony was appointed to confer with the Capitol Building Association and was authorized to have a new lease executed. PURCHASE OF THE BUILDING In reality, however, the building was not erected entirely with private funds, nor was it used rent free in accordance with the original plans. It appears that members of the Capitol Building Association were loyal and conscientious men, who were anxious to make good their promise to provide a building without expense to the State. But public sentiment was somewhat divided, local support was not always assured, and a depression was making money scarce. When members of the Association found themselves unable to provide private funds with which to meet financial obligations, they borrowed money from the school fund and completed the building. To obtain this money the borrowers agreed to pay ten per cent interest and mortgaged their own property as security. This program was carried forward, it is said, “on the indefinite assumption that the city, or county, or both, would come to the borrowers’ relief, inasmuch as the entire city, and county, would be benefited by the location of the capitol.” The borrowers were inter- 6 Journal of the House of Representatives, 1858, pp. 267, 272, 273, 307. ested in east side real estate, and hoped to "make good" in any event, by the increase in land values.\textsuperscript{7} Indeed, in March, 1856, Mr. Scott wrote that he had laid out "upwards of eight hundred lots", which he was selling at a price ranging from one hundred to three hundred dollars per lot. He thought they would double in value in one year, "and if the capitol should come on my side they would more than do that." But the panic of 1857 prevented increased land values and brought financial distress. Despite these conditions the building program was completed and the capital was removed to Des Moines. When the Seventh General Assembly convened there in 1858, J. A. Williamson, a member of the Capitol Building Association, and others, petitioned that body to purchase the capitol building as the simplest way to effect a just settlement. The petition was referred to the Committee on Ways and Means, but no further action was taken by the General Assembly, and two years passed before the question could be presented again. Meanwhile, the hard times of 1857 and 1858 sadly affected Willson Alexander Scott. Perhaps he had been too generous. Still a young man, with the spirit of adventure strong within him, he joined an expedition leaving for Pike's Peak, with the hope of regaining his wealth. In June, 1859, while en route westward, Scott became ill and died at Fort Kearney, Nebraska. His remains were returned to Des Moines and interred on Capitol Hill not far from the capitol building.\textsuperscript{8} \textsuperscript{7} \textit{Journal of the House of Representatives}, 1856-1857, pp. 289, 290; \textit{Briggs' Removal of the Capital to Des Moines} in \textit{The Iowa Journal of History and Politics}, Vol. XIV, pp. 91-93; \textit{Brigham's History of Des Moines and Polk County, Iowa}, Vol. I, p. 149. \textsuperscript{8} \textit{Brigham's History of Des Moines and Polk County, Iowa}, Vol. I, p. 149; \textit{Journal of the Senate}, 1858, p. 241; \textit{Huntington's Willson Alexander Scott} in the \textit{Annals of Iowa} (Third Series), Vol. XIII, pp. 254-260. When the Eighth General Assembly met in 1860 Governor Ralph P. Lowe in his biennial message recommended purchase of the building. He called attention to the fact that the money borrowed from the school fund, through the office of the Superintendent of Public Instruction, with ten per cent interest up to that date amounted to $52,130. The building costs, including lots and interest, had been $53,733.61. Moreover, the divided public sentiment in regard to the particular site to be selected had precluded the possibility of erecting the building at the common expense of the town or county, thus imposing an unusual burden upon the builders. "These men", the Governor said, "are quite unable to supply the State with so large and costly a building for nothing. The State ought not to consent to become a pensioner upon this bounty. It cannot do so without compromising its magnanimity. She ought to own this building—it is convenient, substantially built, and worth the money it cost." The Governor further called attention to the fact that the State officers and employees had occupied the building for two years, and that important changes had been made in the building—"inconsistent, perhaps, with the legal rights of the proprietors". In this situation he "gravely suggested whether the interest and honor of the State would not be quite as well subserved, by directing the mortgages against these men to be cancelled, assume the liabilities to the School Fund, and pay to them the difference between this fund and the cost of the building". On March 7, 1860, Nathaniel B. Baker, Representative from Clinton County, introduced a bill in the House of Representatives to purchase the building in compliance with the recommendations of the Governor. The bill was read --- 9 Journal of the House of Representatives, 1860, pp. 38, 39; Annals of Iowa (Third Series), Vol. XIII, pp. 258, 259. a first and second time and referred to the Committee on Ways and Means. On March 13th, this committee reported, recommending that the bill "do not pass". Accordingly, the measure was lost in the House and was never presented to the Senate.\textsuperscript{10} This was the situation which confronted Iowa at the beginning of the Civil War. The capital had been removed to Des Moines. A capitol building had been erected, ostensibly by the use of private capital, but in reality by the employment of money borrowed from the school fund at a high rate of interest. The builders could not repay the money they had borrowed nor could they afford to maintain the building rent free. They were caught on both horns of the dilemma — what was best to do, or what could be done in justice to all parties interested became a matter of much concern. Meanwhile, war measures occupied the attention of members of the Ninth General Assembly, in 1862, and nothing was done with regard to the capitol building. In 1864, six years after the State had taken possession of the capitol building, provision was made for purchase of the building. On March 28th of that year Governor Samuel J. Kirkwood approved a measure which had been passed by the Tenth General Assembly to make a final settlement in this matter. By the provisions of this law the Census Board and the Attorney General of the State were constituted a Board of Commissioners to arrange terms of settlement. They were authorized to arrange for the purchase of the capitol building and to release from further obligation the makers of the school fund notes when a good and sufficient conveyance of title to the property, unencumbered, should be made to the State. Thus the State finally \textsuperscript{10}Journal of the House of Representatives, 1860, pp. 388, 389, 421, 435; Brigham's History of Des Moines and Polk County, Iowa, Vol. I, p. 149. paid for the capitol building with interest at ten per cent "making good the diverted school fund", and "saving the State the humiliation of driving a hard bargain". In making this adjustment the State relieved the builders of further losses which might have resulted because their enthusiasm for securing the capital had exceeded their ability to provide for its needs.\textsuperscript{11} Prior to the purchase of the building by the State some changes and repairs had been made at State expense. Other changes were made a little later. These alterations included rebuilding the roof, "adding a cupola", the installation of two furnaces, and building a fence around the "State House". But with these changes the capitol building was still not commensurate with the needs of the growing State. \textbf{FROM THE OLD TO THE NEW} There are those who believe that the character and reputation of a State may be indicated by the housing of its governing bodies. "A grand building, displaying the noble lines and proportions of elegant architecture, is an object lesson and source of instruction for all the people. Like a superb monument to a national hero, it awakens noble sentiments, and is an inspiration to a loftier plane of thought and of life." So it was in the decades of the sixties and seventies that Iowa statesmen aspired to build for the State a new capitol—one that would be commensurate with its needs and in keeping with the prosperity, the pride and dignity of the State.\textsuperscript{12} \textsuperscript{11} Brigham's \textit{History of Des Moines and Polk County, Iowa}, Vol. I, p. 149; \textit{Laws of Iowa}, 1864, pp. 106-108. The Census Board consisted of the Governor, the Secretary of State, Auditor, and Treasurer. Its duties were later transferred to the Executive Council.—\textit{Code of 1860}, Sec. 993; \textit{Laws of Iowa}, 1874, p. 59. \textsuperscript{12} Kasson's \textit{The Fight for the New Capitol} in the \textit{Annals of Iowa} (Third Series), Vol. IV, p. 252. The old brick capitol had never been quite adequate for the needs of the State. And as the years passed by there was some apprehension that dissatisfaction might open the way for reviewing the whole question of the permanent location of the capital. Indeed, there were interests in various parts of the State that would have welcomed a campaign for a new capital site. But there were also many interests that advocated the building of a new capitol at Des Moines. When the Twelfth General Assembly convened in January, 1868, Governor William M. Stone, in his biennial message, called attention to the unsafe condition of the State House, with its "cracked walls", its "unsecure foundation", and its "admitted incapacity for the purposes required". He said that the building, constructed largely of wooden materials with articles of a combustible character scattered through its various apartments, and having no vaults or fireproof rooms, was a constant fire hazard. In case of fire, valuable libraries, documents, and archives might be burned, and the State suffer an irreparable loss. The possibility of such a calamity, he thought, was sufficient to command the immediate attention of legislators. Accordingly, he recommended that commissioners be appointed to select plans for a new building, "that they be empowered to commence the work at the earliest day practicable, and that an appropriation be made sufficient to carry it forward until the next meeting of the General Assembly." In accordance with Governor Stone's recommendation the Twelfth General Assembly appropriated the "sum of fifteen thousand dollars, or so much thereof as may be necessary for the construction of a fire-proof vault", and other necessary repairs, "to render the present capitol building 13 Journal of the House of Representatives, 1868, p. 26. THE OLD BRICK CAPITOL AS ERECTED IN 1857 fit for the purpose for which it is used, until a new capitol building shall be erected and completed." To accomplish this purpose excavations were made, the building was raised somewhat, and a basement story was constructed. S. A. Robertson was the contractor for this work, the greater part of which was done in the fall of 1868. As early as July 15th a bill for $500 was presented for "excavating"; five days later an additional bill for $300 was presented. During the month of August bills totaling $1300 were allowed for work and materials. In September and October more than $3000 was expended, and in November more than $8000 was paid out. One of the items of interest in the remodeling program was the "building of 12 chimneys". Evidently some of these were used for stoves or fireplaces, and some for furnaces, as another item of expense was for the "Setting of Furnaces". Other items included the building of vaults, papering, painting, and frescoing. An item of $49 was allowed for oak posts "for fencing", $1.25 was allowed for a half day's "work on flag-staff", and $20 was paid for "40 feet Lightning rod and Repairs on Old Capitol". BUILDING THE NEW CAPITOL Notwithstanding the extensive repairs on the old capitol, the chief interests in the decade of the sixties and seventies were directed toward the erection of a new capitol. Citizens of Des Moines and Polk County were particularly interested in this development. Polk County was represented in the Senate of the Twelfth General Assembly by Jonathan W. Cattell and in the House of Representatives by John A. Kasson and J. H. Hatch. Mr. Hatch was named chairman of the Committee on Public Buildings in the House of Rep- 14 Laws of Iowa, 1868, p. 126; vouchers in the archives at the Iowa State Department of History and Archives. representatives and at once started a campaign to secure legislation for a new capitol building. On the first of February, 1868, he introduced a bill authorizing the building of a State House at a cost of not to exceed $1,500,000. Amendments were at once introduced to limit the expenditures to $1,000,000 and then to $600,000, and an attempt was made to delay the building program until the next session of the General Assembly. One of the amendments, evidently intended to inumber legislation and delay construction, provided that "no contract shall be made for stone or lime, nor for the transportation of the same, nor for the erection of stone work, nor for other material, except for the foundation, until after railroad transportation can be had within the State reasonably direct between Des Moines and the Chicago and Northwestern Railway." After several amendments had been adopted and the cost had been limited to $1,000,000, the bill passed the House by a vote of fifty-five to thirty-six.$^{15}$ In the Senate there was a motion for a substitute bill, another motion to table the measure, and a third motion for indefinite postponement. When all of these motions failed, there was a barrage of amendments intended to defeat the purpose of the bill. Finally the bill was amended to provide for a study of plans to be submitted to the next General Assembly instead of providing for actual construction. It was agreed that the plans might be enlarged to include a building program up to $2,000,000. Thus at the close of the Twelfth General Assembly the new capitol was not yet born. It "was only authorized to be born in case the next General Assembly should permit it."$^{16}$ $^{15}$ Kasson's The Fight for New Capitol in the Annals of Iowa (Third Series), Vol. IV, pp. 241-244; Journal of the House of Representatives, 1868, pp. 168, 184, 257, 284, 289, 291, 297, 298, 299, 315, 582, 591, 634, 639. $^{16}$ Annals of Iowa (Third Series), Vol. IV, pp. 245, 246; Journal of the Senate, 1868, pp. 259, 295, 525. The law which provided for the drawing of plans and specifications designated that the Census Board should constitute a Board of Commissioners, and that this board should advertise in two daily papers of the State and in one newspaper in each of the cities of Chicago, New York, and Philadelphia to obtain the desired plans and specifications. The plans were to be of three types. The first would be for a building to cost one million dollars, the second for a building valued at one and one-half million dollars, and the third for a building to cost two million dollars. Provision was also made for the testing of stone, and an appropriation of five thousand dollars was made to defray expenses. Pursuant to this law the Census Board advertised in the Des Moines Daily State Register, the Daily Davenport Gazette, the Daily Chicago Tribune, the Daily New York Tribune, and the Philadelphia Press. To induce competition among architects the board offered an award of $1200 for the most practical and meritorious plan in each group. Fourteen plans were presented of the several styles designated. From these the plans presented by W. W. Boyington of Chicago, and by J. C. Farrand of Des Moines were selected as the best, for a preliminary study by the legislative bodies.$^{17}$ When the Thirteenth General Assembly met in 1870 efforts were renewed for the building of a new capitol. Polk County was represented in the Senate by B. F. Allen and in the House of Representatives by John A. Kasson and George W. Jones. A. R. Cotton of Clinton County was Speaker of the House, and Samuel Murdock of Clayton County was chairman of the Building Committee. George E. Griffith was chairman of the Building Committee in the $^{17}$ Laws of Iowa, 1868, pp. 125, 126; Report of the Census Board on Plans for a New Capitol Building in Iowa Legislative Documents, 1870, Vol. II, Report No. 30, pp. 1, 2. Senate. These were the men who would in a large measure direct the destiny of the capitol building legislation. The opposition was led by Charles Dudley of Wapello County, M. E. Cutts of Mahaska County, J. W. Traer of Benton County, and Joseph Ball of Jefferson County. Since the measure had been introduced in the House and defeated at the previous session, it was decided to reverse the order and introduce the bill this time in the Senate. Accordingly, on January 27, 1870, Senator Griffith introduced a measure for the building of a capitol, and the bill was passed by the Senate without special incident. In the House the opposition was organized for an immediate, aggressive, and long-continued contest. In opposition to the building program it was argued that it was "a mere local enterprise for the benefit of Des Moines", that the finances of the State were in a bad condition, and that such expenditures could not be made without increased taxes. In presenting these arguments poverty was portrayed in forceful terms, and children were described as "running around with their little knees protruding through their pants, their coats all ragged and tattered and torn", and their fathers had gone to the county seat to pay their taxes which would "go into that magnificent State House."18 In the face of this opposition John A. Kasson led the debate in favor of the bill. The preliminary stages of the bill were passed by such narrow margins that Mr. Kasson and his friends delayed four weeks before they called the bill up for final passage. Meanwhile it became apparent that the bill could be passed only if certain specifications were included. The bill was amended to provide that no money should be appropriated until the Census Board should cer- 18 Annals of Iowa (Third Series), Vol. IV, pp. 246, 249, 251; Journal of the Senate, 1870, pp. 79, 86, 512, 521. tify to the Treasurer of the State that payment could be made without increasing the tax rate. Two commissioners at large were named in the bill. At length these were agreed to and on April 8, 1870, the bill was read the third time and placed on its passage. It passed the House, and was soon agreed to in the Senate. Thus after a long and bitter fight the General Assembly of Iowa had approved the building of a new capitol.\textsuperscript{19} This law which was approved on April 13, 1870, provided that the work should be carried forward by a Board of Capitol Commissioners consisting of the Governor, who should be \textit{ex officio} president of the Board, and six members to be chosen by the Senate and House of Representatives in joint convention each to represent a congressional district. In conformity with this law, Governor Samuel Merrill became president of the board, and James Dawson, S. G. Stein, James O. Crosby, C. Dudley, J. N. Dewey, and Wm. L. Joy were named as members. Grenville M. Dodge of Pottawattamie County and James F. Wilson of Jefferson County were named in the law as the Commissioners from the State at large. Thus there were nine members, all Republicans. The compensation fixed in the law was five dollars per day and expenses. In commenting upon this law some years later John A. Kasson said that the "selection of the commissioners of the building was not left, as it should have been, to the responsibility of the Governor, nor even to the earnest friends of the new Capitol. Two of them, selected at large, were forced into the bill by the rider on its third reading, as an alleged condition for votes. Six others were nominated by congressional districts, and elected in joint legislative con- \textsuperscript{19} \textit{Annals of Iowa (Third Series), Vol. IV}, pp. 254-257; \textit{Journal of the House of Representatives, 1870}, pp. 195, 201, 202, 258, 259, 315, 316, 317, 319, 564, 565, 574, 605; \textit{Journal of the Senate, 1870}, pp. 79, 86, 94, 116, 127, 128, 130, 135, 504, 505, 506, 512, 521, 593-597. vention. My earnest request for a non-partisan board was not granted. The commission was too large, and the choice in most instances were dictated by partisan and personal considerations. We feared the results; and the results were bad." 20 On May 25, 1870, Governor Samuel Merrill convened the Capitol Commissioners at Des Moines. Representing various areas of the State, it is not strange that they had varied opinions about the types of stone to be used and where it should be obtained. To aid in the solution of this problem scientific tests of stone from various areas were made by Professor Gustavus D. Hinrichs of the State University of Iowa, and by Lieutenant W. P. Butler of the United States Arsenal at Rock Island, Illinois. In October, 1870, the Commissioners, relying upon the findings of these men, awarded a contract for stone to O. H. P. Scott of the Orford Quarries in Tama County. Local prejudices, however, soon led the Board to rescind this action, and in May, 1871, materials were obtained from a quarry west of Des Moines. Later stone was quarried along Rock Creek in Van Buren County. 21 From the architectural plans submitted, those designed by J. C. Cochrane and A. H. Piquenard, with some modifications, were chosen. On June 13, 1871, workmen began laying concrete for the foundation of the new building. The following month the Board selected James Appleyard to superintend the construction of the building. 22 With plans 20 Laws of Iowa, 1870, pp. 129-132; Annals of Iowa (Third Series), Vol. IV, p. 237. 21 Dey's Recollections of the Old Capitol and the New in the Annals of Iowa (Third Series), Vol. VII, pp. 88-90; First Biennial Report of the Board of Capitol Commissioners (1870-1871), pp. 1-28. 22 Iowa State Weekly Register (Des Moines), June 14, July 5, 1871. Piquenard had been the architect of the Capitol recently erected at Springfield, Illinois, to take the place of the one designed by John F. Rague who was the architect of the Capitol at Iowa City. apparently well in hand the cornerstone was laid on the 23rd of November, 1871. At the laying of the cornerstone James F. Wilson gave the introductory address, which was followed by a historical paper by Governor Samuel Merrill. A poem was read by J. B. Grinnell, and an address was given by John A. Kasson who presented to the Governor a silver trowel from the architects and a silver mallet from the superintendent of construction. Inscribed on the cornerstone were the names of the nine Commissioners and Cochrane and Piquenard, the architects. For the moment all seemed well. But obstacles to the building program soon became apparent. When the basement walls were nearing completion defects were observed in the structure. Peter A. Dey, commenting upon this situation, said: "Whatever may have been the merits of the Rock Creek stone, unfortunately they were quarried late in the fall, put in the wall full of moisture, or as is termed by the stonemen, 'quarry sap', and soon severely cold weather cracked a considerable number of them." 23 When it was learned that the materials used in the foundation were not of the best quality, public sentiment was at once aroused. On February 27, 1872, Senator Joseph Dysart of Tama County offered a concurrent resolution providing that a committee of five, two members from the Senate and three from the House, be appointed to inspect the work. Meanwhile the Board of Capitol Commissioners itself became aware of its inability to serve the best interests of the State. In its first biennial report on January 1, 1872, this body said: That in the opinion of the Board, it is the best policy for the State, that the Board of Capitol Commissioners should consist of 23 Annals of Iowa (Third Series), Vol. VII, pp. 88-90; Iowa State Weekly Register (Des Moines), November 15, 1871. not to exceed three persons, in which both political parties should be represented, who shall be appointed for the time occupied in building the Capitol, subject to removal by the Governor or Legislature, for cause only, and that they should be paid a salary that would justify them in giving their whole time to the discharge of their duties during the continuance of the work.\textsuperscript{24} Likewise, on January 10, 1872, in his biennial message, Governor Samuel Merrill recommended that a new board of three or five members be created, that the members "be selected for their peculiar fitness for the work without regard to locality", that they be chosen from both political parties, and be paid full-time salaries. He also recommended that an "annual appropriation" of not less than $150,000 be made to carry the work forward. In accordance with these views the Fourteenth General Assembly passed a law which created a Board of Capitol Commissioners of five members. It consisted of the Governor, who was \textit{ex officio} president, John G. Foote of Des Moines County, Maturin L. Fisher of Clayton County, and Robert S. Finkbine and Peter A. Dey, both of Johnson County. General Ed Wright was early named as Secretary of the Board. Mr. Foote was a retired merchant, Mr. Fisher an educator and a student of architecture, Mr. Finkbine an experienced builder, and Mr. Dey a trained engineer. The Governor and Commissioners Foote and Finkbine were Republicans; Fisher and Dey were Democrats. The law which established this Board also appropriated the sum of $100,000 for the year 1872, and $125,000 annually thereafter. The Board was authorized to make contracts for sums totaling $1,380,000 with a view of completing the building at a total cost of $1,500,000.\textsuperscript{25} \textsuperscript{24} \textit{Journal of the Senate}, 1872, pp. 201, 202; \textit{First Biennial Report of the Board of Capitol Commissioners (1870-1871)}, pp. 27, 28. \textsuperscript{25} \textit{Journal of the House of Representatives}, 1872, p. 32; \textit{Laws of Iowa}, 1872, pp. 41, 42; Johnson's \textit{Peter A. Dey}, p. 162. When the new Commissioners began their work the controversy over the materials used and to be used in the foundation of the capitol building was still unsettled. The chief questions confronting the Commissioners at their first meeting in April, 1872, were: Should the foundation stones already in place be removed? What new quarry should be selected? How should the architectural designs be modified? In an attempt to find a proper solution, Mr. Finkbine and Mr. Dey were assigned the task of examining the work that had been done. After deliberating upon this matter it was their judgment that the entire basement walls should be removed. Other members of the Board were of the opinion that only the disintegrated portions of the foundation need be dismantled. In the end, however, it was thought best that the entire structure be removed. In reaching this conclusion Mr. Finkbine is quoted as saying: "Whether the capitol costs the State fifty thousand dollars more or less is a matter that will soon be forgotten, but any failure in the foundation will be a source of regret as long as the building stands." This attitude of obtaining the best ultimate values for the State characterized the Commissioners throughout the building program.$^{26}$ When the Commissioners found it necessary to take down the foundation walls built by their predecessors, they boxed up the cornerstone, intending to reset it with its original inscriptions. In 1873, however, the adjourned session of the Fourteenth General Assembly, by joint resolution, directed that "all inscriptions of names, dates and figures" be erased from the stone, and that only the word "Iowa", and the year of the final placement of stone be inscribed upon it. Accordingly, when the cornerstone was $^{26}$ Dey's Robert S. Finkbine and His Associates in the Erection of the Iowa Capitol in the Annals of Iowa (Third Series), Vol. V, p. 213; Johnson's Peter A. Dey, p. 163. finally laid there appeared on the west face only the word "Iowa", and on the south side the simple inscription "A. D. 1873". Later it was learned that despite legislation on this subject, J. G. Waers, the mason who redressed the cornerstone, left his name upon it. At the bottom of the large letter "I" in "Iowa" Mr. Waers cut a small letter "J", on the letter "O" he placed a small letter "G", at the bottom of the letter "W" were two small letters "W" and "A", at the bottom of the large letter "A" were the small letters "E" and "R", and hidden in the period at the end of the word "Iowa" was the small letter "S". More than three score years of weathering have defaced the stone, but even now the letter "S" in the period is still visible, and perhaps one might be able to trace the other small letters. But they are almost invisible. To facilitate the work of the Board, it was decided that an executive committee should be selected and given charge of the details. Dey, Finkbine, and Fisher were named on this committee while John G. Foote was made superintendent of finance. The cost of removing the defective walls amounted to $52,343.76. The expenditure of this sum of money further complicated the problem before the Commissioners, since it used up some of the funds which had been appropriated. In this situation it seemed necessary to change the plans of construction in order to save money, and to arrive at the best solution the Commissioners sought the advice of Edward Clark, architect of the Capitol Extension project at Washington, D. C. Mr. Clark advised reducing the costs by leaving out the basement story and the domes, making the capitals of the columns and the cornices of cast-iron instead of stone, using cheaper materials where they could be used, and eliminating ornamental designs. The Commissioners thought that the basement rooms were necessary and desired to adhere to the original plans, but agreed to the use of cheaper materials where that seemed advisable. Fortunately the General Assembly came to the relief of the Commissioners and supplied additional funds. The Fifteenth General Assembly in 1874 granted an additional appropriation of $125,000, and the Sixteenth General Assembly in 1876 appropriated $250,000 in addition to the annual appropriations, making a total of $1,755,000.\textsuperscript{27} The increased appropriations indicated an increased popular interest in the capitol building and gave the Commissioners a new incentive to carry on. As a result further increased appropriations were requested. In this the Commissioners had the support of William Larrabee, chairman of the Appropriations Committee in the Senate and later Governor of Iowa. The original architectural plan for the building as designed by Cochrane and Piquenard proved to be quite satisfactory, and the Commissioners followed it with comparatively little change. During the building period there was, however, a change in the personnel of the architects. Early in 1872 Mr. Cochrane resigned, and Mr. Piquenard became the sole architect. In November, 1876, Mr. Piquenard died and Messrs. M. E. Bell and W. F. Hackney, who had been assistants to Mr. Piquenard became the chief architects.\textsuperscript{28} After the materials used in the basement of the Capitol had been found to be defective, the Board of Capitol Commissioners awarded to Munson and Turner the contract to furnish the stone for the entire building from their quarries near Quincy, Illinois. The contractors were unable, however, to comply with their agreements and were later \textsuperscript{27} \textit{Annals of Iowa} (Third Series), Vol. VII, pp. 91, 92; \textit{Laws of Iowa}, 1873, p. 26, 1874, p. 57, 1876, pp. 144, 145. \textsuperscript{28} \textit{Annals of Iowa} (Third Series), Vol. VII, p. 93; \textit{Fourth Biennial Report of the Board of Capitol Commissioners} (1876-1877), p. 9. released from their obligation. Stone for the basement was then secured at the Old Capitol Quarry in Johnson County; and for the superstructure stone was obtained chiefly from Ste. Genevieve and Carroll County, Missouri. Granite was obtained from "prairie boulders" in Buchanan County, Iowa, and dark colored rocks were obtained from Sauk Rapids, Minnesota. Outside steps and platforms are of the "Forest City" stone, near Cleveland, Ohio. The materials for columns, pilasters, and piers came from Anamosa, Iowa, and from Lemont, Illinois.\textsuperscript{29} With building materials available and with appropriations increasing from time to time, the Commissioners made substantial progress in the decade of the seventies. During the two years ending in December, 1875, the basement story was built, the iron beams for the second or office story were put in place, the corridors were arched over, and a greater part of the office story was built. During the next two years the walls of the office story were completed, and the wing south of the main dome was almost completed. In addition to this, the balance of the exterior walls were built to the windows sills of the gallery story, the columns and piers supporting the dome were set through the office and hall stories, the arches turned over them, and the dome walls were carried to the level of the Senate Chamber ceiling.\textsuperscript{30} On February 5, 1879, Maturin L. Fisher died. He had been an experienced and valuable member of the Board. "Happily", said the other members of the Board, "Mr. Fisher lived long enough to see the capitals of the columns and the cornices constructed of stone." He was succeeded on the Commission by Cyrus Foreman of Osage. \textsuperscript{29} Lathrop's \textit{The Capitals and Capitols of Iowa} in the \textit{Iowa Historical Record}, Vol. IV, p. 114; Beall's \textit{The Iowa State Capitol}, pp. 6, 7; Second Biennial Report of the Board of Capitol Commissioners (1873-1874), pp. 44, 45; Final Report of the Board of Capitol Commissioners (1886), p. 8. \textsuperscript{30} Final Report of the Board of Capitol Commissioners (1886), pp. 8, 9, 10. At this time the building program was progressing rapidly and the Commissioners asked that thereafter all appropriations be made general and not for a specific part of the building. "The building", they said, "has reached a point where the construction must be carried on systematically and on some general plan. We know of no method of securing this so advantageously to the State as to leave the appropriations untrammeled. The Commissioners, who for eight years have devoted time, thought, and study to the subject, should be better qualified than anyone else to conduct the finish of the building and decide the order in which each of the parts should be finished." Later appropriations were made in accordance with this recommendation.\textsuperscript{31} At this stage in the development of the building program a committee consisting of Finkbine, Dey, Wright, and Bell was appointed to consider the subject of heating and plumbing. They visited the State Capitol at Lansing, Michigan, and many large buildings in the eastern States, and employed Levi R. Green of Boston, Massachusetts, to prepare plans and specifications for the heating system. These plans were adopted by the Commissioners with only minor changes. While visiting the Capitol at Lansing the Commissioners were impressed with the library which extended to the top of the building. As a result of this visit, the height of the library room in the Iowa Capitol was increased from 29 feet to 44 feet 9 inches. The plan to be followed in the construction of a dome had long been a question in the minds of the Commissioners—a large dome accompanied by smaller ones having been suggested. After a more thorough consideration of this matter they agreed that the architects of the Renaissance \textsuperscript{31} \textit{Fifth Biennial Report of the Board of Capitol Commissioners (1877-1879)}, pp. 7, 9, 10; \textit{Annals of Iowa} (Third Series), Vol. VII, p. 94. period had derived the idea as well as the form of the dome from their conceptions of the arch of the heavens. "The conviction of the commissioners is that changes should be made in the dome to make it conform to those structures that have for centuries demanded the admiration of artists, architects, and the world generally, as models of beauty and elegance. It is possible that in the anxiety to attain great height many of the modern architects have lost sight of the idea of the dome and trenches upon the steeple". The dome as adopted was a copy of that of the Hotel des Invalides in Paris. Its height is two hundred and seventy-five feet. After the plans for the construction of the dome had been adopted there was still a question about its decorations. Foreman and Dey favored gilding the dome, while Finkbine and Foote opposed the idea. They believed that gilding was a manifestation of luxurious life, not entirely in harmony with Iowa ideals. Governor John H. Gear, near the close of his administration, was called upon to cast the deciding vote in this matter. He favored gilding. The question was again raised after Governor Buren R. Sherman came into office. He likewise favored gilding, and his vote was decisive. When the building was completed it provided rooms in the basement for the State Board of Health, Mine Inspectors, and the Board of Pharmacy. On the second or office floor, rooms were available for the Commissioner of Labor, the Horticultural Society, the State Land Office, the State Treasury Department, the Superintendent of Public Instruction, the Secretary of State, the Attorney General, the Railroad Commissioners, and the Agricultural Society. There was also a suite of rooms for the Governor's offices. In recent years arrangements have been made for a relocation of some of these offices. --- 32 Annals of Iowa (Third Series), Vol. VII, pp. 95, 96. On the third floor the Hall of the House of Representatives — a room 74 feet by 91 feet, 4 inches, and 47 feet, 9 inches high — occupies the north wing. The Senate Chamber, 58 feet by 91 feet, 4 inches, and 41 feet, 9 inches high, is in the south wing.\textsuperscript{33} The legislative portion of the building was completed and dedicated to its future use on January 17, 1884. In delivering the dedicatory address, John A. Kasson said: Our first prayer beneath this high dome is, that here the moral and political foundations of this imperial State may be so deeply and so wisely laid that remote generations shall recall and celebrate the wisdom and the virtues of their ancestors who in the nineteenth century erected and occupied this solid mansion of the State. It is for us all a source of profound gratification that from the day when the present Commissioners assumed control, with their accomplished Superintendent of Construction, the legislative bodies have never withdrawn from them their confidence. Not one act of speculation or spoliation, not one coin wasted or vainly spent, has defaced the bright record of their administration. It shall be a part of the legacy we leave our children that all these vast and durable walls have been laid in the cement of honesty, and built by the rule of fidelity. More proud of this legend are we, than of all these classic columns and brilliant domes which please the eye and gratify the taste. On June 30, 1886, the Board of Capitol Commissioners made its final report to Governor William Larrabee. The exterior of the building had been completed. The Commissioners had served long and well. In concluding their report they said: While there have probably been mistakes made, they think they can safely challenge, in every particular, any building in the country for a comparison in cost, in workmanship, in material or in its adaptation to the purposes for which it is intended. In a period when the builders of almost every important work have been severely \textsuperscript{33} Beall's \textit{The Iowa State Capitol}, pp. 6, 9, 11; \textit{Journal of the Senate}, 1884, p. 24. censured, and their actions impugned, the public has dealt kindly with the Commissioners. No criticism from any source, or, at least, any respectable source, has been made upon their management. The public has awarded to them all that could be asked — its confidence. At the time of making this report, the Commissioners had spent $2,873,294.59. They had erected a beautiful and substantial capitol building, and had in every way rendered a commendable service.$^{34}$ When the new Capitol was completed, its gilded dome shown brightly in the sunlight, and the entire building was widely known for its beauty. The interior finishings were in keeping with the exterior. The mural decorations and frescoes were done by Fritz Melzer, a German artist. When, in 1902, it was decided to decorate the corridors and rotunda in a manner befitting such a building, the Capitol Commissioners sought a competent artist to do the work. Elmer E. Garnsey of New York was employed to make a general design and superintend the work. Mr. Edwin H. Blashfield was engaged by him to paint the large allegorical picture that now adorns the head of the staircase. Kenyon Cox and Frederick Dielman were engaged to decorate the rotunda and the arcade above the Blashfield painting.$^{35}$ Scarcely had the new Capitol been finished and its interior decorations completed when on January 4, 1904, the building was the scene of a disastrous fire. Prior to this time it was believed that the building was virtually fireproof. But despite this belief, the Chamber of the House of Representatives and the adjacent committee rooms were "eaten out by the flames", and it was only by heroic efforts that the fire was brought under control. $^{34}$ Final Report of the Board of Capitol Commissioners (1886), pp. 15, 47. $^{35}$ Annals of Iowa (Third Series), Vol. VIII, pp. 387, 388; Hamlin's Mural Paintings in Iowa in The Iowa Journal of History and Politics, Vol. XXXVII, pp. 234-244. THE PRESENT CAPITOL AS PICTURED IN 1888 Governor Albert B. Cummins was an active member of the group of fire fighters. "Clad in high rubber boots and rough coat, the chief executive cast gubernatorial dignity aside and worked as hard as any one in fighting the fire." Gilbert S. Gilbertson, Treasurer of State, was also among the men busy at the scene. When it appeared that the entire building might be destroyed, Mr. Gilbertson directed that a wagon be driven to the door of the treasury office to receive books and valuable papers. But instead of "books", bags containing $25,000 in money were quickly loaded into the wagon and taken to the Capital City Bank. The fire loss was estimated at from $300,000 to $500,000. The State carried no insurance on the building, but the loss was only a fraction of what it might have been.\textsuperscript{36} \textbf{THE PASSING OF THE OLD BRICK CAPITOL} When the new Capitol was completed and occupied the old Capitol was for the most part vacated and allowed to deteriorate. In 1885 what had been the "old library" was repaired for use by the State Board of Health, but this use was only temporary. Three years later the Twenty-second General Assembly authorized the Executive Council to sell "the Old Capitol Building" and the lot on which it stood, "in such manner, and on such terms as may be deemed for the best interest of the State." Prior to the sale the Executive Council might lease the property on such terms and for such purposes as it might think best.\textsuperscript{37} But the building was not sold, nor was it leased or rented in a satisfactory manner, and it continued to deteriorate with the passing of the years. In January, 1892, William L. Carpenter, Custodian of Public Buildings and Property, \textsuperscript{36} \textit{The Register and Leader} (Des Moines), January 5, 1904. \textsuperscript{37} \textit{Biennial Report of the Auditor of State}, 1883–1885, pp. 33, 34; \textit{Laws of Iowa}, 1889, p. 231. in his report to Governor Horace Boies said: "The old Capitol building remains unoccupied and in a dilapidated and dangerous condition. I would suggest that the Executive Council be authorized to dispose of the building and secure its removal." At this time the Grand Army of the Republic was in its heyday, and there was agitation for the erection of a monument in honor of the soldiers and sailors who served in the Civil War. Accordingly, on April 7, 1892, the Twenty-fourth General Assembly authorized the erection of such a monument and donated the site of the old Capitol to be used for that purpose. While plans were being made for the erection of the Soldiers' and Sailors' Monument the old Capitol stood unoccupied, biding the time when the work of dismantling should begin. Meanwhile, on the afternoon of September 1, 1892, fire was discovered in the old building. A Des Moines paper in reporting the fire said: Capt. Lyon immediately notified the central station, and in a short time the fire department was on hand. But little could be done to save the structure on account of lack of water. For the first fifteen minutes there was not sufficient force to carry the water to the second story. The firemen, at the imminent risk of their lives, carried the hose up and by that means secured a small stream. The roof and third story were entirely destroyed by fire, and the balance of the building drowned out by water. The loss, in a sense, is nothing, since the structure was about to be torn down to make room for the soldiers' monument. The cause of the blaze is unknown, but it was probably kindled by some boys who were noticed playing about the building a few minutes before it broke out. The old state house was the historic building of Des Moines. It was constructed just before the final location of the capitol in this city and was the scene of all the stirring events in the commonwealth until the new capitol was completed. It saw the historic war session of the legislature, under the famous war governor, 38 Biennial Report of the Custodian of Public Buildings and Property, 1890-1891, in the Iowa Legislative Documents, 1892, Vol. III; Laws of Iowa, 1892, pp. 94-96. Kirkwood. There the news was received of the splendid charge of the Second Iowa at Fort Donelson and the capture of that fortress. Kirkwood, Carpenter, Gear, Sherman, Stone, Merrill were inaugurated there. Allison and Wilson were elected senators the first term within its walls. The old building was full of reminiscences of the earlier days of the state, but it had filled its mission and was long since given over to the owls and bats. After the fire, for the protection of the public, the remaining walls were dismantled. The old brick were used for the fire walls at the boiler room, while the old lumber was used for sidewalks and for kindling. Where the "Old Brick Capitol" once stood there was soon erected a stately monument in honor of those who had served in the Civil War.$^{39}$ IMPROVEMENT OF THE CAPITOL GROUNDS After the Capitol was repaired, it appeared again in its original beauty, with its gilded dome and decorated interior. The Soldiers' and Sailors' Monument, erected at a cost of $150,000 in 1894, was also attractive. In contrast to these, however, some of the buildings nearby were dilapidated and unsightly. Pictures taken by Edgar R. Harlan as late as 1913 and published with those of a later date in the Annals of Iowa, for July, 1923, show a very apparent need of expanding and beautifying the Capitol Grounds. Suggestions of such improvement had come as early as 1890 when Governor William Larrabee in his second biennial message said: "The improvement of the capitol grounds ought to be begun at an early day. The grounds should be in keeping with the capitol, which is one of the most beautiful on the continent." The Governor thought that the sum of $125,000 would probably be sufficient to $^{39}$ The Iowa State Register (Des Moines), September 2, 1892; Biennial Report of the Custodian of Public Buildings and Property, 1892-1893, p. 3, in the Iowa Legislative Documents, 1894, Vol. I. complete the work. At the same time the custodian of buildings recommended that $50,000 be appropriated annually for each of three years for a completion of this work.\textsuperscript{40} In 1900 Governor Leslie M. Shaw, seeing the need of expansion and improvement of the Capitol Grounds, recommended that the two blocks directly north "be immediately purchased, or obtained under condemnation proceedings." Nothing would be saved by delay, he said, and the erection of substantial buildings upon this property by the owners might increase the costs. Location of public buildings, he thought was a matter of prime importance. "No location is too good for Iowa", he asserted, "and none but the best should be considered." In 1909 Governor Warren Garst urged that a suitable setting be provided for "our magnificent State Capitol." It stands, he said, as a "monument to the good judgment of those who planned it," but the task is not complete. Provision had in part been made for the interior decorations, he said, but the exterior and environment had been neglected. Accordingly he recommended the appropriation of $150,000 for Capitol Grounds improvement purposes. In January, 1913, Governor Beryl F. Carroll expressed a view that a "comprehensive scheme for enlarging the Capitol grounds should be adopted", and he made specific recommendations with regard to the purchase of land. A few days later Governor George W. Clarke, in his inaugural address, again urged extension and improvement of the Capitol Grounds. "We build", he said, "for those who are to come after us. We should have a vision of what Iowa is to do and be. In the extension of the grounds regard should be had for a better setting of the Capitol." \textsuperscript{40} Harlan's \textit{Proposed Improvement of the Iowa State Capitol Grounds} in the \textit{Annals of Iowa} (Third Series), Vol. XI, p. 102; Harlan's \textit{A Decade of Improvement} in the \textit{Annals of Iowa} (Third Series), Vol. XIV, pp. 3–32; Shambaugh's \textit{Messages and Proclamations of the Governors of Iowa}, Vol. VI, p. 180. In a special message to the General Assembly on March 26, 1913, Governor Clarke recommended improvement of the Capitol Grounds as a matter of good business policy. He said: If looked at only as an investment, it would be a remarkably good one. By extending the payment for the grounds over a period of ten years it would bring no burden at all upon the people. Never again can the purchase of ground be so advantageously made as now. Iowa should do business as competent successful business men do. Advantage should be taken of the time and the opportunity. Iowa should announce that she is of age and full-grown. She should step out of the old conditions that hamper and restrain her into the new. The legislature should be unafraid. The people will sustain you. When the work is done they will ever refer to you as the legislature that was far-seeing and wise enough to extend the Capitol Grounds, . . . What man is there of you that will lose this the greatest opportunity of his life to render a great public service. Listen not to the voice of selfishness. Tolerate not the "invisible" man. For more than ten years practically all legislation and all political agitation in this country has been against human selfishness. Let it proceed. The rights of all men must be put above the selfishness of a few men. Go forward. Your duty, as it seems to me, is plain. As early as 1900 a law was passed providing for commissioners to improve the Capitol Grounds. At that time, however, funds were not made available for extensive improvement and little resulted from this movement. In 1913 the problem was attacked with new vigor and enthusiasm. Pictures were taken to show the dilapidated condition of buildings surrounding the Capitol. On March 2nd the Des Moines Register and Leader printed a large diagram of the proposed improvements, that had been prepared by E. L. Masqueray, and printed a story by E. R. Harlan concerning the plan. The magnitude and scope of the plan was criticised in 41 Annals of Iowa (Third Series), Vol. XI, p. 103. various quarters of the State, and the plan was referred to as a $2,000,000 park program for Des Moines. On April 10th a measure was approved by the Thirty-fifth General Assembly providing for a comprehensive improvement program. This measure was attacked as having been passed without having been given due publicity. On April 27th Governor George W. Clarke defended the measure in a published statement in which he declared that sufficient publicity had been given to the measure, and that it had been carefully studied before it was passed.$^{42}$ The new law authorized the purchase of real estate and provided that "there shall be levied annually for a period of ten (10) years, commencing with the first levy made after the passage of this act, a special tax as follows; in each of the years 1913 and 1914 one-half mill on the dollar of the taxable property of the state, and in each of the remaining eight years such rate of levy to be fixed by the executive council, as will yield approximately one hundred and fifty thousand ($150,000) annually." The opponents to the extension program contended that this provided for a State debt in excess of the constitutional limitation and the measure was attacked in the courts. But in December, 1913, it was upheld by the Supreme Court of Iowa. In accordance with this law, by 1915 the Executive Council had purchased real estate and buildings near the Capitol at a cost of nearly a million dollars, "and thus the way was cleared for the proper placement and adequate setting of the buildings, monuments and memorials which in coming years would adorn Capitol Hill."$^{43}$ As a part of the improvement program the land surrounding the Soldiers' and Sailors' Monument, and indeed $^{42}$ Laws of Iowa, 1900, pp. 129, 130; The Register and Leader (Des Moines), March 2, April 27, 1913. $^{43}$ Laws of Iowa, 1900, p. 129; Rowley v. Clarke, 162 Iowa 732; Harlan's A Narrative History of the People of Iowa, Vol. II, pp. 272, 273. the whole Capitol Grounds area was landscaped, and the Allison Memorial was erected. These improvements, together with the historical building — now occupied by the State Department of History and Archives — which had been erected a few years before, gave the Iowa Capitol appropriate and beautiful surroundings.\textsuperscript{44} Thus the task of providing an adequate and attractive State Capitol was one of statewide interest for many years. For more than fifty years after the capital was moved to Des Moines there was urgent need of Capitol improvement. But through the years Iowa built substantially and well. While there is still need of expanded office space, and an Executive Mansion would be welcomed, yet Iowa's Capitol and its surroundings on Capitol Hill are at once expansive, substantial, and beautiful. \textsc{Jacob A. Swisher} \textsc{The State Historical Society} \\ \textsc{Iowa City Iowa} \textsuperscript{44} Weed's \textit{Handbook of Iowa Soldiers' and Sailors' Monument}, pp. 8-111; \textit{Annals of Iowa} (Third Series), Vol. XI, pp. 71, 106.	0c589c6c-18cc-49c6-9d95-be8b0b8604ad	CC-MAIN-2024-33	https://pubs.lib.uiowa.edu/ijhp/article/33058/galley/141561/download/	2024-08-14T05:01:58+00:00	crawl-data/CC-MAIN-2024-33/segments/1722641095791.86/warc/CC-MAIN-20240814030405-20240814060405-00875.warc.gz	370,270,217	15,761	eng_Latn	eng_Latn	0.997957	eng_Latn	0.99845	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1681, 3642, 5528, 7699, 9711, 11528, 13388, 15179, 17284, 19185, 21083, 23092, 24929, 24971, 26777, 28822, 30720, 32602, 34663, 36663, 38493, 40623, 42565, 44390, 46463, 48616, 50555, 52451, 54595, 56572, 56613, 58556, 60753, 62698, 64780, 66827, 68819, 69896 ]	[ 2.015625, 1.8359375 ]	2	0
Developing 3-D Spatial Visualization Skills Sheryl A. Sorby Michigan Technological University ABSTRACT The development or improvement of 3-D spatial visualization skills is often cited as one of the major goals of engineering design graphics education. Historically, improvements in spatial skills were achieved as a by-product of a graphics education that often included several semesters of instruction in manual drafting technique. As the engineering curriculum evolved through time, traditional graphics instruction was "squeezed" from two directions simultaneously. First and foremost, engineering programs were required to reduce the total number of credits to graduation, often resulting in fewer credits available for graphics instruction. Second, pressure was exerted on graphics educators to include additional topics such as CAD, design, and creativity in their introductory courses. Instruction in manual drafting technique was greatly reduced or eliminated altogether in favor of sketching and/or computer applications. Throughout this evolutionary process, the objectives of graphics education have changed accordingly. Increased emphasis has been placed on the development of 3-D spatial skills in these courses, however, many graphics educators, who themselves typically have highly developed skills, have had no formal training in understanding spatial skills or how they are effectively developed. This paper will attempt to answer several questions regarding background information on research in spatial skills and will describe those strategies that graphics educators can adopt to develop these skills in their students. What are Spatial Skills? In educational psychology research, the distinction is often made between "spatial ability" and "spatial skills." The difference between the two is described briefly in the following. Spatial ability is defined as the innate ability to visualize that a person has before any formal training has occurred, i.e., a person is born with ability. However, spatial skills are learned or are acquired through training. For students at the university level, it is virtually impossible to distinguish between spatial abilities and spatial skills because we have no idea of the training (or lack thereof) in which the students have participated prior to the start of their post-secondary education. For this reason, in this paper, the terms "spatial ability" and "spatial skills" will be used interchangeably. Spatial skills have been a significant area of research in educational psychology since the 1920s or 30s. However, unlike with other types of skills, there is no real consensus about what is meant by the term "spatial visualization skills." For example, some argue that "spatial visualization is the ability to manipulate an object or pattern in the imagination" (Kahle, 1983), whereas others argue that "spatial visualization [involves] complicated, multi-step manipulations of spatially presented information" Linn & Petersen, 1985). Still others maintain that "spatial visualization is the mental manipulation of spatial information to determine how a given spatial configuration would appear if portions of that configuration were to be rotated, folded, repositioned, or otherwise transformed" (Salthouse et. al., 1990). In an attempt to resolve some of these issues, some researchers have attempted to categorize spatial skills to account for the fact that there is no one, all-encompassing definition of spatial visualization skills. Maier (1994) proposed that there are five components that make up spatial skills. These are: - Spatial Perception - Spatial Visualization - Mental Rotations - Spatial Relations, and - Spatial Orientation Within these broad categories, however, there is some overlap. For example, there are certain activities that could fit within either the Spatial Relations or the Spatial Orientations categories. Tartre (1990), studied the earlier work of McGee (1979), and proposed a classification scheme for spatial skills based on the mental processes that are expected to be used in performing a given task. He believes that there are two distinct categories of 3-D spatial skills—spatial visualization and spatial orientation. The spatial visualization component involves mentally moving an object while the spatial orientation component involves being able to mentally move your viewpoint while the object remains fixed in space. The spatial visualization component is further subdivided into two categories of Mental Rotation and Mental Transformation. The difference between these two categories is that with Mental Rotation, the entire object is transformed by turning in space, whereas with Mental Transformation, only part of the object is transformed in some way. This classification scheme is illustrated in Figure 1. In his "A Plea for Visual Thinking" Arnheim (1986) asserts that most educational psychologists erroneously believe that there is a distinct dichotomy between perception (visual thinking) and reasoning (cognitive thinking). He states that as far back as Descartes, the reasoning abilities of humans were considered to be superior to their perceiving abilities. Arnheim argues that perception and reasoning are both necessary in the thinking process and that to elevate the reasoning thinking skills above the visual thinking skills is to ignore the way that the mind actually works. In fact, he believes, that "Thinking, then, is mostly visual thinking." This downgrading of the value of visual thinking, dating back to Descartes, has persisted in our culture such that the only skills of value in our current educational system are the verbal and analytical. Sommer (1978) points out that our educational system is to blame for the lack of emphasis on visualization and visual thinking skills. He asserts: School more than any other institution, is responsible for the downgrading of visual thinking. Most educators are not only disinterested in visualization, they are hostile toward it. They regard it as childish, primitive, and prelogical. Classes in mechanical drawing, shop and the arts, in which spatial thinking still plays a role, are considered second-rate intellectual activities. (p. 54) McKim (1980), another proponent of the importance of visual thinking, believes that visual thinking is carried on by three kinds of imagery: 1) the kind that we see: "People see images, not things," 2) the kind that we imagine in our mind's eye, as when we dream, and, 3) the kind that we draw, doodle or paint. He also believes that expert visual thinkers utilize all three types of imagery in a flexible, interactive way. He likens this interactive imagery to the diagram shown in Figure 2. Where seeing and drawing overlap, "seeing facilitates drawing and drawing invigorates seeing." Where drawing and imagining overlap, "drawing stimulates and expresses imagining and imagining provides the material for drawing." Where imagining and seeing overlap, "imagination directs and filters seeing while seeing provides raw material for imagining." He states that "the three overlapping circles symbolize the idea that visual thinking is experienced to the fullest when seeing, imagining, and drawing merge into active interplay" (McKim, 1980). How are Spatial Skills Developed? According to Piagetian theory (Bishop, 1978), spatial skills are developed in three stages. In the first stage, topological skills are acquired. Topological skills are primarily two-dimensional and are acquired by most children by the age of 3-5. With these skills, children are able to recognize an object's closeness to others, its order in a group and its isolation or enclosure by a larger environment. Children who are able to put together puzzles have typically acquired this skill. In the second stage of development, children have acquired projective spatial ability. This second stage involves visualizing three-dimensional objects and perceiving what they will look like from different viewpoints or what they would look like if they were rotated or transformed in space. Most children have typically acquired this skill by adolescence for objects that they are familiar with from their everyday life experiences. If the object is unfamiliar or if a new feature such as motion is included, many students in high school or even college have difficulty in visualizing at this stage of development. In the third stage of development, people are able to visualize the concepts of area, volume, distance, translation, rotation and reflection. At this stage, a person is able to combine measurement concepts with their projective skills. There are many theories as to why some students have highly developed spatial skills and others seem to be deficient in the development of these skills. However, there is a good deal of evidence to suggest that sketching 3-dimensional objects is a significant factor in the development of these skills (McKim, 1980; Sorby & Baartmans, 1996; Sorby & Gorska, 1998; Field, 1994; Bowers & Evans, 1990). Several researchers have conducted studies to determine what type of pre-college activities tend to be present in those students who have well developed spatial skills (Leopold et al., 1996; Medina et al., 1998; Deno, 1995). Although each study has produced slightly different results, it seems that activities that require eye-to-hand coordination are those that help to develop these skills. Activities that have been found to develop spatial skills include: 1) playing with construction toys as a young child, 2) participating in classes such as shop, drafting, or mechanics as a middle school or secondary student, 3) playing 3-dimensional computer games, 4) participating in some types of sports, and 5) having well-developed mathematical skills. How are Spatial Skills Evaluated? Most spatial skills tests have been developed to assess a person's skill-levels in the first two stages of development. At the first stage of development, tests such as the Minnesota Paper Form Board (MPFB) (Likert, 1970) and the Group Embedded Figures (GEF) (Oltman et al. 1971) assess a person's topological spatial skills. These tests are essentially 2-dimensional tests and as such are not of significant interest to most engineering graphics educators. At the second stage of development, there are numerous tests designed to assess a person's projective skill levels. Since these are 3-dimensional tests, a great deal of educational research has been conducted by engineering graphics educators using these instruments. The Mental Cutting Test (MCT) (CEEB, 1939) was first developed for a university entrance exam in the USA and consists of 25 items. For each problem on the exam, students are shown a criterion figure which is to be cut with an assumed plane. They must choose the correct resulting cross-section from among five alternatives. A sample problem from the MCT is shown in Figure 3. The Differential Aptitude Test: Space Relations (DAT:SR) (Bennett et al., 1973) consists of 50 items. The task is to choose the correct 3-dimensional object from four alternatives that would result from folding the given 2-dimensional pattern. In one study (Medina et al., 1998), it was found that a student's score on the DAT:SR was the most significant predictor of success in an engineering graphics course when compared to three other spatial visualization tests given (including the MCT). A sample problem from the DAT:SR is shown in Figure 4. Several tests have been developed to assess a person's skill levels with regards to mental rotations. The Purdue Spatial Visualization Test: Rotations (PSVT:R) was developed by Guay and consists of 30 items (Guay, 1977). --- Figure 3 - Example of the Mental Cutting Test. With this test, students are shown a criterion object and a view of the same object after undergoing a rotation in space. They are then shown a second object and asked to indicate what their view of that object would be if the second object were rotated by the same amount in space. In a previous research study at MTU, a student's score on the PSVT:R was determined to be the most significant predictor of success in an engineering graphics course of eleven variables tested (Gimnstad, 1989). In this study, the PSVT:R was the only spatial test given. Figure 5 shows an example problem from the PSVT:R. The Mental Rotation Test (MRT) (Vandenberg & Kuse, 1978) is another standardized exam used to assess a person's skill in visualizing rotated solids. The MRT was developed by Vandenberg and Kuse and it consists of 20 items. Each problem contains a criterion figure with two correct alternatives and two incorrect alternatives. Students are asked to identify which two of the alternatives are rotated images of the criterion figure. An example problem from the MRT is shown in Figure 6. A third test designed to assess a person's ability to visualize rotated solids is the 3-Dimensional Cube (3DC) test developed by Gittler (1998). This test consists of 18 items, of which only 17 are scored (the first item is a "practice" question). For each question, a criterion figure shows a cube with patterns visible on three sides. Students are told that the criterion cube has different patterns on each of its six sides. The students must choose from six alternatives which one represents a view of the cube that has been rotated in space. Two additional choices, "I don't know the solution" and "None of the cubes is correct," are also available. This test is not a time-limited test because this could lead to a confounding of speed and power with the measurement of spatial skill levels (it usually takes between 15 and 40 minutes for students to complete the test). An example problem from the 3DC test is shown in Figure 7. Why are Spatial Skills Important for Engineering Students? Several educational research studies have been conducted in spatial visualization over the years. In 1964, Smith (1964) conducted research in spatial visualization and concluded that there are 84 different careers for which spatial skills play an important role. Maier (1994) concluded that for technical professions, such as engineering, spatial visualization skills and mental rotation abilities are especially important. In research conducted by Norman (1994), it was found that a person's spatial skill level was the most significant predictor of success in their ability to interact with and take advantage of the computer interface. Barke (1993) also found that well developed spatial skills are essential for understanding basic chemistry and structural chemistry. Pleck, et. al., (1990) concluded that due to advances in computer technologies, the importance of visualization skills is rapidly increasing at the same time that graphics is being deemphasized in the engineering curricula as illustrated graphically in Figure 8. McKim (1980) points out that the ability to think visually is essential not only for artists but also for those in scientific and technical Figure 8 - Decline in graphics curriculum prominence versus the increasing importance of the visual environment (from Pleck, et al., 28). careers. He documents several instances throughout the history of discovery and/or development of technological advances that have had a long-term impact on society as a whole that were made through seeing or visualizing (e.g., the discovery of penicillin by Fleming, the discovery of the helical structure of DNA by Watson, the discovery of the structure of the benzene ring by Kekule, and the development of devices such as the fluorescent light and the A-C generator by Tesla). He further points out that Einstein maintained that his whole mechanism of thought was through visual imagery and that for him (Einstein) it was difficult to put his thoughts into words in a "secondary stage." In the 1950s a sweeping reform of engineering education was advocated by the now famous Grinter Report (1955). Regarding engineering graphics education, the Grinter Report included the following: Graphical expression is both a form of communication and a means for analysis and synthesis. The extent to which it is successful for these purposes is a measure of its professional usefulness. Its value as a skill alone does not justify its inclusion in a curriculum. The emphasis should be on spatial visualization, experience in creative thinking, and the ability to convey ideas, especially by free-hand sketching, which is the normal mode of expression in the initial stages of creative work. (p. 16) Although this report was written nearly a half-century ago, its comments regarding engineering graphics education still ring true today. Ferguson points out that the very first engineers started as artists during the Renaissance (1992). Early engineers such as Francesco di Giorgio, Leonardo da Vinci, Georg Agricola and Mariano Taccola were artists first and engineers second. Ferguson also asserts that engineering drawing and descriptive geometry were actually developed in parallel and agrees with Yves Deforge, author of a French history of technical drawing, that "technical drawing is not the child of descriptive geometry." Ferguson also claims that the engineering education of today has diverged too much from its artistic, visual beginnings and that our curriculum relies too heavily on analytical methods and not enough on tactile and visual perception. He maintains that many of the well-publicized engineering failures in the recent past (including the Challenger explosion, the Hubble space telescope, the Tacoma Narrows Bridge, and the USS Vincennes Aegis system among others) occurred largely because of the elimination of visual, tactile, and sensory aspects from the engineering curriculum of today. Are There Gender Differences in Spatial Skills? It is well-documented that the spatial visualization skills of women lag far behind those of their male counterparts. Theories for the cause of these differences include the assertion that spatial ability is transmitted as a recessive characteristic on the X-chromosome (Stafford, 1972), that spatial ability is related to a male sex hormone (Heir & Crowley, Jr., 1982), or that environmental factors are the primary reasons for male-female differences in spatial skill levels (Fennema & Sherman, 1977). Studies conducted at MTU (Sorby & Baartmans, 1996; Gimnestead, 1989) and in Poland, Germany and Brazil (Leopold et al., 1996; Medina et al., 1998) indicate that these gender differences are persistent and that they cross international boundaries. In pre- and post-testing (before and after participation in an engineering graphics or descriptive geometry course) using various testing instruments it has been determined that, although men and women both have statistically significant gain scores through participation in these courses, the average post-test scores for women are lower than the average pre-test scores for men. This has been observed for virtually all testing instruments at each university collaborating in these studies. An example of typical results from these studies is shown in Figure 9. In this figure, the average scores on the MCT for men and women were computed both before and after participation in an engineering graphics course at MTU during the 1997-98 academic year (Sorby & Gorska, 1998). Design graphics courses are among the first courses in which first-year engineering students enroll. For this reason, students who have poorly developed spatial skills, particularly women, may become discouraged and drop out of engineering altogether if they are struggling in their first engineering course while their classmates seemingly breeze through the material. This is especially discouraging as we strive to increase the number of women students who pursue engineering education. For this reason, among others, the author, along with Baartmans, developed an introductory course aimed at improving the spatial skills of entering engineering students who have a demonstrated weakness in this area (Sorby & Baartmans, 1996). This course has been highly successful at MTU since its inception in 1993, however, most engineering programs in the country are reluctant to adopt a similar course due to resource/time constraints. What can Graphics Educators Do to Enhance Spatial Skills? In some studies, computer models designed to enhance spatial skills have been shown to assist in the development of visualization skills. Many engineering graphics educators believe that through working with solid models on a computer screen that students will further develop their visualization skills. However, in research conducted at MTU, it was shown that the mere act of working with 3-D computer models in a solid modeling environment do not develop these skills as well as traditional visualization skill-building techniques like sketching (Sorby & Gorska, 1998). In this study, students in various courses at MTU were administered spatial testing instruments as both pre- and post-tests. Two of the courses were essentially computer aided design courses with an almost exclusive emphasis on 3-D modeling using I-DEAS software. In the remaining two courses sketching and/or hand drawing was the primary emphasis of the course work. One course focused on engineering graphics the other course consisted of work in both descriptive geometry and engineering graphics. It should be noted that in the engineering graphics course, many students with previous drafting experience were able to receive placement credit for the course, thus lowering the mean test scores. Figure 10 shows the results of the pre- and post-testing in these courses. For the data presented in this figure, the gain scores on each test for students in the engineering graphics and descriptive geometry courses were higher for all tests than were the gain scores for either of the two CAD courses. In fact, for the course labeled CAD #2 in this figure, gain scores on the MRT and the PSVT-R were not statistically significant and were only marginally significant for the MCT. Thus, it seems that in order to develop 3-D spatial skills, the answer is sketching, sketching, sketching! Having the students sketch (or draw) hand-held models seems to be especially helpful in the development of spatial skills. Sketching and drawing are also advocated by McKim (1980), Arnheim (1986), and Ferguson (1992) as a means for developing a capacity for visual imagery and creativity. In our quest to "modernize" the engineering graphics curriculum, if spatial visualization skills are truly a course objective, we should not necessarily eliminate all sketching in favor of 3-D computer modeling. Providing students with concrete, hand-held models is also helpful in the development of spatial skills. Models that they can both touch and see will stimulate the "perceiving" portion of their brain more than models that they just see on the computer screen (McKim, 1980). Models for showing sectional views are especially helpful in illustrating things like cross-hatched regions vs. non-cross-hatched regions. Besides providing sketching opportunities and hand-held models, graphics educators should re-think their course outlines in order to better develop spatial skills. In most cases, multi-view sketching is the first or one of the first topics for engineering graphics courses. Most graphics texts are also organized with multi-view sketching/drawing at the beginning. After students have successfully completed numerous missing line and missing view problems, they move on to pictorial sketching. In fact, this sequencing of topics is the opposite of how most educational psychologists say that individuals learn. By learning multi-view sketching first followed by pictorial sketching, we are starting with a topic that is very abstract (multi-view sketching) and following it with a topic that is semi-concrete (pictorial sketching). The dilemma is that without a knowledge of multi-view sketches, we have difficulty in describing objects to our students from which they can construct a pictorial sketch. One answer is to have students work with models when constructing pictorial views. In this way, students can move from the concrete (physical models) to the semi-concrete (pictorial sketching) in the order in which new topics are most readily learned. These models can then be used in creating multi-view sketches at a later time in the course so that students move from concrete to abstract in a natural progression. A relatively new topic that could be included in conjunction with an engineering graphics course that will likely assist in the development of 3-D spatial skills is mechanical dissection. With mechanical dissection activities, students can be required to sketch assembly drawings of the systems that they are disassembling and then to trade drawings and parts with another team for re-assembly. In this way, students will again be progressing from the concrete to the semi-concrete and by trading with another group will come to realize the importance of good graphical skills in the communication of design information. Graphics educators can also institute a special course or help sessions for those students who have especially weak spatial skills. This has been implemented at MTU over the past six years with a high degree of success (Sorby & Baartmans, 1996). By identifying and helping those students who have weak visualization skills, engineering graphics educators can institute more challenging problems in their "regular" courses. Students who have weak skills who have participated in special courses or help sessions will likely be less discouraged by their graphics courses and retention may improve. This is especially important for the retention of women engineering students. In a five-year longitudinal study of the visualization course at MTU, it was found that the retention rate within the College of Engineering for women who participated in the initial offering of the course was 63.6% compared to a retention rate of 53.1% for women who failed the PSVT-R but did not enroll in the course (Sorby & Baartmans, 1996). Retention rates within the College of Engineering for male students were 69.2% for those who participated in the course and 62.5% for similar students who did not enroll in the course. Conclusions Although there is disagreement about exactly what constitutes spatial visualization skills, it is generally recognized that these skills are important for success in engineering. There are many testing instruments available for assessing spatial skill levels and numerous studies have consistently shown that women students lag significantly behind their male counterparts in spatial abilities. Keys to enhancing spatial skills include sketching, the use of hand-held models, and the reorganization of graphics topics sequencing. Special courses and/or help sessions for students with weak spatial abilities have also been shown to be effective in the development of spatial skills. References Arnheim, R. (1986). A plea for visual thinking. New Essays on the Psychology of Art. University of California Press, Berkeley, CA, 135-152. Barke, H.-D. (1993). Chemical education and spatial ability. Journal of Chemical Engineering, 70 (12), 968-971. Bennett, G.K., Seashore, H. G., & Wesman, A. G. (1973). Differential aptitude tests, forms S and T. New York: The Psychological Corporation. Bishop, J.E.(1978). Developing students' spatial ability. Science Teacher, 45, 20-23. Bowers, D. H. & Evans, D. L. (1990). The role of visualization in engineering design. Proceedings of the NSF Symposium on Modernization of the Engineering Design Graphics Curriculum, Austin, TX, 89-94. 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The mind's eye: Imagery in everyday life. New York: Delacorte Press. Sorby, S. A. & Baartmans, B. J. (1996). A course for the development of 3-D spatial visualization skills. Engineering Design Graphics Journal, 60 (1), 13-20. Sorby, S. A., & Baartmans, B. J. (1998). A longitudinal study of a pre-graphics course designed to improve the 3-D spatial skills of low visualizers. Proceedings of the 8th International Conference on Engineering Design Graphics and Descriptive Geometry, Austin, TX, 247-251. Sorby, S. A. & Gorska, R. A. (1998). The effect of various courses and teaching methods on the improvement of spatial ability. Proceedings of the 8th International Conference on Engineering Design Graphics and Descriptive Geometry, Austin, TX, 252-256. Stafford, R.E. (1972). Hereditary and environmental components of quantitative reasoning. Review of Educational Research, 42, 183-201. Tartre, L.A. (1990). Spatial skills, gender, and mathematics. In E. H. Fennema & G. C. Leder (Eds.), Mathematics and Gender, (pp. 27-59). New York, NY: Teachers College Press. Vandenberge, S.G., & Kuse, A.R. (1978). Mental rotations, a group test of three dimensional spatial visualization. Perceptual and Motor Skills, 47, 599-604.	<urn:uuid:0ec811e4-e7b0-4ef6-939f-27a83f63aa14>	CC-MAIN-2018-47	http://www.edgj.org/index.php/EDGJ/article/viewFile/126/122	2018-11-17T01:05:35Z	crawl-data/CC-MAIN-2018-47/segments/1542039743247.22/warc/CC-MAIN-20181116235534-20181117021534-00173.warc.gz	411,897,427	6,848	eng_Latn	eng_Latn	0.93662	eng_Latn	0.996554	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3298, 5665, 8797, 11794, 13516, 15059, 18132, 20961, 23781, 27534, 30661, 32842 ]	[ 3.203125, 1.2109375 ]	2	0
Differentiating Mathematics Instruction Jerry Mihelic Jana Peterson Shawna Lyle What Matches You? - Ice-breaker - Use first week of school - Can spark conversations - About learning - About mathematics - Discuss with students different learning modalities and/or multiple intelligences - - www.thelearningweb.net/multiple_intelligences.htm - www.slideshare.net/Renegar/math/learning-modalities Overview - Quick overview of what this presentation is all about - NCTM Principles and Standards - Know Your Students - Equity Issues in Mathematics Education - Differentiated Instructional Strategies - Managing Differentiated Instruction - Teaching with the Goal of Differentiation - Closing Activity NCTM Principles for School Mathematics - Equity - Excellence in mathematics education requires high expectations and strong support for ALL students - Curriculum - More than a collection of activities; it must be coherent, focused on important mathematics, and well articulated across the grades - Teaching - Requires what students know and need to learn, and then challenging and supporting them to learn it well NCTM Principles (continued) - Learning - Students must learn with understanding, actively building new knowledge from experience and prior knowledge - Assessment - Should support the learning of mathematics and furnish students and teachers with useful information - Technology - Essential in the teaching and learning of math NCTM Standards for School Mathematics - 5 Content Standards - Number and Operations - Algebra - Geometry - Measurement - Data Analysis and Probability - 5 Process Standards - Problem Solving - Reasoning and Proof - Connections - Communication - Representation Do you see a correlation to P.A.S.S.? Know Your Students - Math Test What Do They Tell Us? - Goal Gather Evidence of Learning for Next Steps – Vygotsky’s - Questionnaire - Math Connections - Journal Activities – Can they Think? Patterns of Thinking? - Parental Involvement Equity Issues in Math Education The NCTM specifies that “all students” refers to: Students who have been denied access in any way to educational opportunities as well as those who have not; Students who are African Americans, Hispanic/Latino, Native Americans, Alaskan Natives, Pacific Islanders, Asian Americans, First Nations people, and other minorities, as well as those who are considered to be a part of the majority; Students who are female as well as those who are male. Students who are from any socioeconomic background; Students who are native English speakers and those who are not native English speakers; Students with disabilities and those without disabilities; Students who have not been successful in school and in mathematics as well as those who have been successful; In an attempt to address the issue of equity, many school districts have adopted core curricula or an integrated mathematics curriculum to ensure that every student in that district has equal access to mathematics that spans the five NCTM content standards. If all students were truly gaining equal access to the mathematics curricula, to adequate instructional materials and to quality classrooms and teaching, we might expect research on student achievement and career trends to reflect consistency across gender, race, and ethnicity. Research has shown males tend to outperform females and Caucasian students tend to outperform their non-caucasian peers. One argument proposes that African American students may learn differently than their white counterparts and these differences, historically, have not been addressed academically. In an NCTM 2000 journal, it was stated that, “equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations are made as needed to promote access and attainment for all students.” Students with low incomes, who are female, who are non-white, who possess disabilities, historically, have been victims of low expectations. Students with Special Needs An IEP – Individualized Education Program - Describes the nature of the disability - Provides a statement of how the disability affects classroom performance - Provides a plan for modifications or accomplishments that will be needed for the student to be successful It must specify objectives, goals, and time schedules for achieving them during the school year It must include meetings involving teachers, parents and other school personnel held regularly to revise the plan and to make adjustments Research shows when abstract mathematical processing usually demonstrated by the teacher is replaced with a physically and concretely based approach to teaching the same concept, students with disabilities tend to achieve higher in mathematics. Once students have an initial concrete experience, they can build on the example by drawing pictures and then abstracting the process with numbers on a page. This suggests that a “modification” for a student with a learning disability may well be a strategy that is appropriate for all students. IDEA -- Individuals and Disabilities Education Act 1975 This was established to ensure that children with disabilities would have access to a free public education that provides the services necessary to meet their individual needs. This brought about the inclusion of students with special needs into a regular classroom. It was thought to be a positive move, however, when these students were “pulled out” for individual tutoring, it undermined the intention of inclusion which was to get these students to share thinking strategies with peers in their classroom. Another flaw with inclusion is the lack of consultation between the regular classroom teacher and the special education teacher regarding the needs of students with disabilities. Consequently, the student with special needs was forced to endure a different type of isolation. A central philosophy with inclusion is that it is important for special education students to experience the same lessons and classroom environment as their peers. Types of Modifications or Accommodations for Meeting the Needs of Students with Disabilities - For students who are hard of hearing: wear a special portable microphone to amplify the voice; be sure to directly face the student when speaking; - For students who are visually impaired: have a system the student can use to read notes or view the chalkboard and overhead; enlarge classroom handouts - For students with writing disabilities: read test questions out loud; replace written exams with oral exams For students with a reading, writing, or mathematical disability: have the test items read to the students; replace the writing assignments with oral assignments; provide an extended time for taking exams. For students with a behavioral disability: provide active, hands-on experiences; provide regular affirmation and praise for proper performance in the classroom; provide very specific directions about the behavior expected; provide specific directions of what is acceptable behavior in the classroom. For students with a disability that affects the timeliness of homework and exam deadlines: modify the amount of work to be done; provide alternate assignments that will address the same objectives; provide extended time on due dates. For students with mathematical computations disabilities: provide appropriate calculators, computers, or other software for the student to use. For students who are gifted: group the student with others who are most likely to challenge this student; provide more stimulating, challenging problems for the student to work. For the Teacher: attend professional development workshops in inclusion to learn how to address the needs of students with disabilities. --- Gender “Don’t worry about taking any math classes next year. You’re a young woman, and you plan to go into nursing, so you won’t need pre-calculus anyway.” “The guys in this class should be ashamed of yourselves, allowing a girl to out-perform you.” Teachers frequently engage in conversations about the differences between the way that males and females learn and how they perform in the classroom. Here are some examples of gender differences documented with research: - As compared to 1990, in 2007, both sexes experienced higher scores on the NAEP mathematics tests. - Approximately two-thirds of eighth graders, for both male and female students, were taking a regular eighth grade mathematics or pre-algebra course. - Three out of five members of the National Honor Society are females. - More females than males take advanced placement courses. Females spend more time on homework and less time watching television than do males. When males perform a task, they tend to attribute their successes or failures to their ability levels. When females perform a task, they tend to attribute their performance levels to good or bad luck. In career areas where mathematical skills predicate employment, males dominate, with females making up about 15% of the workforce. Traditional means of teaching mathematics is generally not compatible with the learning styles of most females. The major point here, is that there is a difference between how males and females learn. Teachers of mathematics need to be sensitive to these differences and to conduct the teaching and learning process in such a way that equity among genders is promoted. For example: students should have the opportunity to explore professions and the qualifications required for those jobs while still in middle or high school. Teachers should invite guest speakers to mathematics classes to describe their jobs and explain the role mathematics has in their day-to-day situations. Teachers should have the students select a career area of interest and explore it in detail. As part of the project, the student is asked to carefully consider the mathematics requirements to the profession. In the classroom, teachers can serve female students well by: - affirming their performances and helping them build confidence that they are truly developing mathematical competence. - providing cooperating learning settings that promote interaction among peers because research shows that females prefer working with peers (rather than competing against them) and tend to achieve at higher levels in a cooperative setting. - be sensitive to gender differences in order to promote equity, infusing the idea that mathematics is for all students and that career areas are accessible to both females and males. Ethnic and Cultural Issues - Students of color and those from lower socioeconomic settings tend to be taught by teachers who do not believe these students can succeed, and the students’ achievement test scores are consistently lower that the scores of their Caucasian peers. Research indicates that educators have known for decades that the curriculum and classroom settings cater primarily to the needs of middle- and upper-class white students, but we continue to see little progress in improving the situation for students of other colors and cultures. In response to this, NCTM published, between 1999 and 2000, an entire series of books called Changing the Faces of Mathematics, which include the following volumes: Perspectives on African Americans, Perspectives on Asian Americans and Pacific Islanders, Perspectives on Indigenous Peoples of North America, Perspectives on Latinos, and Perspectives on Multiculturalism and Gender Equity. In the book Perspectives on Indigenous People of North America, one article describes the clear connections between the cultural beliefs of the Native American and the constructivist philosophy of teaching and learning. It was pointed out that Native Americans prefer lessons that can be applied to their real lives and that the bonding of family members can be simulated through cooperative learning activities in the classroom. The idea is to make the study of mathematics relevant and meaningful to the child by connecting activities to the life and culture of the community. African American students are often placed in low-level mathematics classes and are taught by individuals who do not believe these students can achieve significant mathematical understanding. Teachers of African American Students Should: - focus on conceptual understanding. - let your students know that you believe they are capable of learning mathematics. - use mathematics to explore issues related to race and ethnicity. - promote an atmosphere in the classroom in which students justify their thinking and challenge other students’ responses. - develop partnerships with the parents of these students. As is the case with all students, the teacher who possesses a deep understanding of the students that are being taught will be more likely to enter their world and have a significant impact. Building bridges with these students and their families can ultimately raise achievement levels, which in turn may result in new career opportunities for populations that historically have been underrepresented in the professional workforce. What is differentiated instruction? - Differentiated instruction is a process by which teachers adapt their teaching strategies in an attempt to meet the diverse needs of students who possess a variety of academic, socioeconomic, cultural, and racial backgrounds. - It implies the use of a variety of teaching techniques and assessment methods to meet student needs. Strategies of DIFFERENTIATED INSTRUCTION K-4 - Identify important mathematical skills and concepts - Teach vocabulary - Assess what students know, what interest them, and how they learn best - Create diverse tasks through which students can build understanding and demonstrate what they know - Use the three motivators and student preferences - Design and modify tasks to meet students’ needs - Provide students with choices to make - Manage different activities taking place simultaneously - Group or cooperative-learning activities – student choices? - Make connections among mathematics and other subjects and students’ interest - Provide a variety of ways in which students can show their understanding (Dacey & Salieri, 2007) 5-8 - Use a variety of teaching techniques - Emphasize critical thinking - Use a variety of assessment strategies - Do not simply ask students to solve additional problems, do an extra representation, computer games when they finish early - Play into students’ interests - Use active teaching techniques that allow students to explore and draw their own conclusions - Have students work in cooperative groups - Encourage individual research - Use multiple representations to illustrate problem-solving strategies - Differentiate tasks and assignments - Provide extra assistance to those who need it - Provide challenges for those who are high achievers 9-12 - Teach vocabulary - Make use of cooperative learning and group activities - Explore worthwhile, relevant tasks - Use multiple representations - Integrate technology - Emphasize dialogue over lecture - Make content connections between math and across subjects - Use various presentation styles - Communicate high expectations and have students set goals for themselves - Involve parents and community members - Vary assessment strategies Managing the Process - Consider a “student-centered” rather than “teacher-centered” classroom - As a teacher, you “coach” the whole group, identified subgroups, and individuals - Items to consider - Classroom space/furniture - Grouping students for collaborative work - Managing instruction time and “ragged” time - One-on-one time, group work, whole-class work - Math ‘workshops’, learning stations vs. learning centers - Assessment strategies When designing lessons, consider: - What is the mathematics I want my students to learn? - What do my students already know? What is my evidence of this? How can I build on their thinking? - How can I expand access to this task or idea? Have I thought about interests, learning styles, uses of language, cultures, and readiness? - How will I ensure each student experiences challenge? - How can I scaffold learning to increase the likelihood of success? - In what different ways can my students demonstrate their learning? - Are there choices students can make? - How prepared am I to take on these challenges? Teaching With the Goal of Differentiation Ten ways to sustain your efforts - Identify Where You Already Do Differentiation - Understand and Recognize Where You Are - Start Small (Tasks that are chewable) and Build Up - Think Anticipate Anticipation - Evaluate Successes – So What! If it does not always go as planned? Did they learn? - Students Can Help - Involve Parents - Professional Development - Reflect - Keep Trying – the little engine (Dacey & Lynch, 2007) Closing Activity - Self-Assessment of Differentiation Practices References - Brahier, Daniel J. (2009). Teaching Secondary and Middle School Mathematics. Pearson Education, Inc.: Boston, MA. - Dacey, L. and Lynch, B. (2007). Math for All: Differentiating Instruction, Grades 3-5. 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a) Infants suckle milk from mothers ventral mammary glands. (Also endothermic) i) The Homo sapiens skull has no brow ridges, whereas the Australopithecus afarensis skull has brow ridges above the eyes. ii) The foramen magnum of the Australopithecus afarensis is closer towards the front of the skull, whereas the foramen magnum of the Homo sapiens is located near the back of the skull. b) To gather this information I would refer to the fossil record, visit a library and refer to other fossils that are similar to those found at the site in order to find similarities. ii) I would compare the material to a number of similar samples to see if there is a common tie between them. Polymorphism is when one trait is present in many different types, for example, the shape of nose or blood group. Also, the skin colour can be a polymorphism trait and it changes because in the past most of the people have dark skin colour (mainly dark brown) because the first part of the world was Asia and Africa which had very hot environments. Therefore, people had pigment (melanin) in their skin to prevent skin cancer so their skin was dark brown. But after discovering the other parts of the world which has cold weather and the sun is not bright, the people has brighter skin (because the ultra violet from sun was low) to make vitamin D for them to prevent rickets. d) One feature is bipedalism. Prosimians generally walk around on all fours, but can stand. Monkeys and apes travel on all fours, and sometimes walk around in a hunched over manner. Humans walk around on two legs all the time. The information gathered was the structure of the bones. For bipedalism, the leg needs to join at the bottom of the hip, and the leg needs to be stronger to support all the weight. In humans, their legs are stronger and do join at the bottom of the hip, meaning they have bipedalism. Prosimians, monkeys and apes have strong legs but legs join hips more towards the middle of the hip, meaning they are only partially bipedal. Another feature of these primates is mental ability. Intelligence increased from prosimian to ape, monkey to ape, ape to human. Information gathered for this is the size of the brain cavity, and the presence of the frontal lobe of the brain. The frontal lobe is responsible for intelligence, and is most extreme in the case of humans. Intelligence is also found by ratio of size of brain cavity compared with size of animal. The largest brain cavity compared to size is humans, then apes, monkeys and prosimians. From this, conclusions can be made that humans are the smartest, then apes, monkeys and prosimians. e) The main factors affecting human biological evolution in the next one hundred years would be medical advancements, genetic engineering and reproductive technologies and the Human Genome Project. In medical technology we are able to develop cures and medicine to prevent disease. Thus, the Human Genome Project is the mapping of the instructions of the DNA. By fully knowing in detail of the chromosomes that are responsible for we can show which genes of hereditary diseases can cut out that gene than we can eliminate some hereditary diseases. Reproductive technologies allows humans to create humans with favourable and desirable characteristics against disease and other factors, this can be passed through genes to future generations. transgenic species such as transgenic insulin into fish, allows the production of insulin to be produced in large proportions. These fish can be eaten by diabetics and produce offspring with the desired gene, thereby decreasing the population of diabetics. Although these processes allow for decrease and increase...	c117363f-3f34-4e5b-b996-40b0963b8e08	CC-MAIN-2024-18	https://arc2.nesa.nsw.edu.au/assets/process/15030/2001/q32_b34_s2_v2.pdf	2024-04-22T04:11:35+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296818072.58/warc/CC-MAIN-20240422020223-20240422050223-00135.warc.gz	82,349,920	775	eng_Latn	eng_Latn	0.996609	eng_Latn	0.998082	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 684, 1362, 2016, 2630, 3375, 3694 ]	[ 2.34375 ]	1	0
HOW ABOUT FARM POND ICEFISHING? By John Madson Education Assistant Iowa ice-fishing has boomed in the past five years, but it's not fairly distributed. The bulk of our winter fishing for perch, walleyes and northern pike is in the big northern waters: the Okoboji, Spirit, Storm and Clear lakes. In these areas it has become a colorful tradition. But unless the southern Iowa fishermen travels a long way, he can not share in it. Farm ponds and artificial lakes of central and southern Iowa can never offer good winter fishing for walleyes and northerns; they just aren't pike habitat. However, they can offer winter fishing for other species. Mississippi Methods Nearly all of our ponds are heavily stocked with sunfish, bluegills and crappies. Bluegills can be caught — and caught easily — through the ice, once you find them. Anglers along the Mississippi often ice fish in the shallow backwaters behind the big channel dams. They usually fish in water no more than two or three feet deep, using small angleworms or grubs for bait. These fishermen may choose a likely-looking bayou and cut a circle of about 20 holes some 30 yards' in diameter in an area known to contain bluegills. They move from hole to hole, changing positions as fishing slows down. Experienced rivermen (driving on marked courses across the treacherous river ice) may use old cars on their fishing grounds. At fishing slacks off they may drive around the circle of holes to drive fish back into the area. They claim this works, and in some Mississippi backwaters large numbers of panfish are taken each winter. Ponds and Corn Borers Ice-fishing in farm ponds and artificial lakes is a little-known technique. Few anglers seem to be doing it, and a great source of recreation is being passed up. It's something we'd all like to know more about. Several Ames fishermen last winter had excellent fishing in a small IOWA'S WILDLIFE ISLANDS In the past five years, scattered thinly through Iowa's sea of corn, there have emerged small islands of wildlife habitat. They aren't big—seldom more than five or six acres—and are generally unknown except to the farmers and wild creatures who own them. Each of these islands of game cover is a small solution to Iowa's number one wildlife problem. Most of our state, particularly in northern Iowa, is premium land. Almost every available acre is farmed and in whole counties the only wildlife cover is the prairie remnant along railroads. Except for these, wildlife is at the tender mercies of modern power farming and must adjust their lives accordingly. Using Wastelands Yet, even on intensively cultivated farms, there may be odd parcels of land—small waste corners, eroding gullies and cutting stream beds. Of little value to the farmer, such parcels are the spice of wildlife. Their values have long been recognized by game technicians and in 1950 an Iowa program was set up to preserve and expand them. This project was called the Farm-Game Habitat Planting Program, and was financed from state and federal funds as part of the federal aid program. A four-man crew was assigned by the Conservation Commission to help turn farm liabilities into wildlife assets. These wildlife technicians usually line up prospective farm-game habitat areas by contacting the county soil conservation service. Here they learn the names of the most progressive farmers in the county; men who would be interested in holding both land and wildlife on their farms. Areas are chosen carefully, for they are the "display cases" of land and wildlife conservation. It is impossible to set up area projects on each of Iowa's 198,000 farms so strategic areas are chosen, located where other farmers can study them. There are seldom more than 10 or 11 habitat areas set up in a single county. Ideal areas are ones that take no land out of use, that are located near the center of a section, and that are near water or cultivated fields. Once the area is chosen and the agreement is made with the farmer it is planted with dogwood, evergreens, snowberry, wild grape, wild plum and other wildlife food and cover plantings. All plants, fencing and labor are furnished free of charge by the Conservation Commission. In turn, the farmer agrees to lease the area to the state for ten years, keep fire and livestock out, and permit hunting. The planting crew may even help maintain fencing and furnishes plant replacements as they are needed. No Stocking Needed The areas begin paying off the first winter if there has been a good growing season, and game animals and birds set up housekeeping. Such areas need not be stocked with wildlife; if there is cover and food, wildlife will stock itself. Some farmers and sportsmen, considering stocking as the panacea for all fish and game ills, stock game in areas completely naked of proper habitat, and then shout loud and long when the game does not flourish. A farmer in central Iowa, hoping to bolster a waning pheasant population on his farm, recently raised and released 250 pheasants. Within a month after their release there wasn't a pheasant on the place. The owner realized, too late, that there was no reason for them to remain. There was no cover. On the other hand, while working on this story, we stopped by a six-acre farm-game habitat planting in northwest Iowa. It was located in a section with practically no other game cover. There were a few small trees in the area, and a creek. The cover patch wasn't large, but it was heavy with prime wildlife cover. It only took five minutes to walk through it but in that time we finished 19 pheasants and a dozen rabbits. We don't know how many were not kicked out. Saves Hens Now and then this habitat planting is expanded to include an entire farm, when miles of multiflora rose hedge may be planted on fenceslines and contours. A northern Iowa farmer who planted his contours to multiflora rose noticed that by the second year he was killing fewer hen pheasants while mowing hay. He found that hens were leaving their nests and seeking cover in the rose field borders, living to lay another day. Before the rose plantings there had been no place to go after leaving the nests, and the birds had remained in the hayfields to die. Since 1950, 248 farm-game plantings have been established, totaling 657 acres. It hasn't been long enough to see the full effect of these food and cover areas on game populations, but although the trees and shrubs are still young their value to wildlife is already apparent. One four-man planting crew can't whip Iowa's wildlife problems single-handed. Nor are they trying to. They're just trying to point the way, one that must be followed before we can expect more of our game bird and animal population. —J.M. IS YOUR PET GUN HOUSEBROKE? By Bill Clede National Rifle Association In the fall of the year a young man's fancy turns to thoughts of hunting in the great outdoors. Out comes the rifles and shotguns to be cleaned, inspected, and fondled in anticipation of the coming season. A few weeks of the year the gun is foremost in your mind. But what about the rest of the year when it is left at home? A great deal has been done in the field of hunter safety. Eleven States have adopted legislation concerned with the education of new hunters and this is effectively reducing the firearms accident rate. As a part of the NRA Hunter Safety Course the proper care and storage of firearms in the home is discussed. At least 1,000 persons died in homes of firearms accidents during 1963. This is actually a small percentage with a population death rate of only 0.6. However, any accident involving a firearm naturally draws publicity. It is by nature tragic because it is so easily prevented. Ninety of these deaths occurred to persons four years old or under. Just as we have rules for safe hunting, so are there rules for guns. (Continued on page 190) SIGNS OF BAD SPORTSMANSHIP There's a breed of hunter who leaves a trail of havoc wherever he goes—shattered telephone pole insulators, shotup mail boxes, and riddled hunting and property signs. No one's sure why he does it. Probably just likes to see things bust. Conservation Commission game men know this shooter well; he's the man who keeps them busy replacing signs on public areas. In the course of a year, hundreds of dollars are spent posting public shooting grounds and game management areas. This is required because they are public property, and can't be recognized and used by the public unless they're posted. The Game Section of the Conservation Commission spends an annual average of about $360 on signs alone. This does not include labor and mileage costs. In one 9-month period the Federal Aid Section of the Commission spent another $375 on signs for farm-game habitat areas and game management units, including labor and mileage. One game technician estimates that over 10 per cent of the signs he posts are shot up each year and must be replaced. Heads of game management units estimate that 20 per cent of their signs are destroyed. Such re-posting dips directly into the hunter's pocket. The twisted metal sign pictured above represents the revenue of one hunting (Continued on page 191) GOBLINS, GOPHERS AND IRISH CATS By John Madson Education Assistant Wild animals are more than just soft, fluffy little critters. During the day they may doze in peaceful woodlots, but at sundown they begin prowling the dark forest mazes of the occult. They become consorts of witches and goblins, with lairs in the dream thickets of magic. You can sneer. But once—in a dim, forgotten chamber of an old library—we found a yellowed tome called the Encyclopedia of Superstitions and Occult Sciences of the World. It gave all the lowdown on our little neighbors of field and fen, and we'll never trust a gopher again. It's also bad medicine to handle wild duck eggs—a sure sign of death. If you see two wild ducks flying overhead in different directions, you've had it. The Abysinians consider it very bad luck to kill and eat duck anytime but in winter. (So does the Conservation Commission.) One of the worst outdoor omens is to see a fox howling and crying along a road. He is a harbinger of death. When a fox shrieks and howls it is a warning of danger and should never be ignored. A case in Maine is recorded of a fox thus wailing near a woodsman cutting down a tree. The man laughed it off and a few minutes later he was caught in a cleft of the falling tree and died a terrible death. Documentary evidence. Although you may kill a magic animal, take certain precautions. The Chippewas knew that they would meet animals in the next world, and whenever they killed a creature they begged its forgiveness so there would be no grudge. And if you shoot and mortally wound an animal, it's bad luck to let it die in your hand. (Particularly true of bobcats.) Skunks are bad almost anytime. If you smell a skunk it's usually a sign of bad weather, and if a skunk comes up on the porch of a house containing a sick person, that person is doomed. In Mexico it is a bad omen for a skunk to enter a house but it is fatal only when a female skunk has a litter of skunklets in the corner of a room. But skunks have their good side. A skunk coming around the house regularly foretells a new courtship, and to smell a skunk on a cold winter day is a sign of a thaw. Even a weasel can be as good as gold, if you'll pardon a clever play on words. A purse made of weasel skin will always have money in it, but this purse must be found by the owner. If you buy such a purse from anyone, it'll always be empty. Weasels, by the way, can be rough on cats. Any cat killing a weasel will in turn be killed by weasels, and some cats may be killed just out of spite. Naturally, the Irish have an explanation. When the Danes first invaded Ireland centuries ago, many of their cats escaped to the woods. The Danes were later driven out and their cats turned into weasels and began killing Irish cats to avenge their defeated masters. At least that's the Irish version, and they've been blaming us Scandinavians ever since. The do-it-yourself craze has been extended to animal magic. When guest hunters are leaving a farm, the farmer should throw a bucket of water after every dead animal being removed from his property. This makes the barley grow, or something. If you have a lazy wife, go catch a beaver. It isn't hard, for when closely pursued the beaver will naturally pursue the hunter that is after its prized castor glands. The beaver will cut off these glands with its teeth and then stand erect to show the hunter that further pursuit is useless. That's when you grab him. You've really outfoxed him, because you're not after his castor glands but his teeth. A necklace of beaver teeth, worn about the neck of a lazy woman, will make her as industrious as the beaver. If your hunting dog is always running off, his straying can be cured if you wear a piece of cheese in the heel of your boot. To forestall trouble with wolves, carry a wolf's heart in your pocket. There's wildlife magic for everyone, even wallflowers. Long before Sadie Hawkins Day, mountain gals pinned their hopes on turkey buzzards. As a vulture sailed overhead in motionless, soaring flight, a hill girl would recite "Flop wings, buzzard, flop—I hope I see my lover before 9 o'clock." If the buzzard didn't flop, the courtship did. LOST: A LIVING LEGEND Coon-hunters down in southern Iowa have a new champion and a legend—a little bluetick hound that caught coons to order. All her owner had to do was show her a wooden pelt-stretcher and the dog would take off on a solo hunt. She always returned with a 'coon of just the right size, whose pelt fit the stretcher exactly. As her master showed her larger and larger pelt stretchers, she caught bigger and better 'coons. Everything was fine until last month, when the hunter's wife leaned an old ironing board against the tool shed. The hound measured the ironing board carefully, sang two bars of "Columbia, Gem of the Ocean," put her pups up for adoption, filled a quart water canteen for a long hunt, and took off. She hasn't been seen since. SEVERAL SEASONS ENDED: TERMED "GOOD" Several good hunting seasons drew to a close in December with the endings of the pheasant, quail, waterfowl and deer seasons. Ringnecks Pheasant hunters went afield with their ears ringing with optimistic reports of one of the biggest fall pheasant populations in a number of years. After the opening day, most hunters agreed. Several Conservation officers referred to a strong increase in out-of-state gunners, and most officers reported large numbers of birds in the primary pheasant range. Opening day saw some hot shooting, but it cooled down overnight. By the second day the birds had become wary and from then on hunters reported pheasants flushing wildly and running far ahead, even more gun shy than usual. For the rest of the season it was largely a matter of just grinding out pheasants the hard way, sometimes walking all afternoon for two or three shots. It was thought by many that lack of cover, early cold weather and the army of hunters combined to make birds unusually wild. The long zone pheasant season closed December 5. Quail It was an up and down quail season—a letdown for some hunters and great for others. The bird was often where he wasn't expected and many gunners complained of birds taking to the timber and dense wedges along streams. Dogs were generally hampered by dry conditions and found scent hard to pick up. Biologists believed that this year's quail crop was at least as good as in 1954, but hunting conditions were another story. However, many hunters saw huge coveys—some of almost record size—but for the most part the birds were difficult to work and shooting was often tough. Long zone quail season ended December 15. Waterfowl Duck season began slow, with great masses of birds reluctant to leave Canada's prairie provinces. A few geese were killed early, but subsequent bluebird weather failed to produce many ducks. Most hunters were caught by surprise by the foul weather of November 2, when ducks began pouring into Iowa. Hunters on the border rivers and in inland Iowa had tremendous shooting for several days before the migrant birds settled down and grew wise. Good numbers of ducks remained in the state until the closing, working between cornfields and open water refuges. Some good field shooting was had by the experts but the highlight of the season was that early November flight, which some old-timers termed as even greater than the now legendary flight of Armistice Day, 1940. The waterfowl season ended December 16. Deer This is being written on November 30, with the gun season for deer still ahead. Bow and arrow hunting for deer ended November 20, and by late November the Commission had received reports from 39 bowhunters who had killed deer. This is not a final figure on the bow and arrow kill. A full report on deer season results, both for bow and gun seasons, will be published in a future CONSERVATIONIST. Rabbit season is now in progress, with good prospects. Hunters are cautioned not to wait too long. Now's the time for rabbit hunting, before Mother Nature and her weather weapons decimate rabbit numbers. Canoes By David H. Thompson and Roberts Mann On May 19, 1859, young Robert Kennicott, the famous Cook County naturalist, left Fort William, on the north shore of Lake Superior, with a "brigade" of three canoes of the Hudson's Bay Company to explore Arctic North America. The following is condensed from his fascinating journal. "The three canoes were each about 36 feet long, 4 in width, and 2½ deep in the middle. The outer shell is formed entirely of birch bark, placed with the inside outward. The seams are stitched with split larch (tamarack) roots, and gummed with resin from the spruce. The outer shell is strengthened by a lining of thin strips of larch laid longitudinally, and light ribs of the same within these. The gunwales are formed by light bars of larch, about two inches square, into which the ribs enter and to which the edges of the bark are lashed by larch roots." "One of these canoes weighs, after some use, about 300 pounds (Continued on page 189) Multiflora Rose . . . (Continued from page 185) few plants have appeared in the vicinity of the rose fences. The oldest hedge fences, however, supply no evidence that the rose may become a pest. Planting of fruits and vegetables may be made right up to the hedge as it does not offer objectionable competition. The roots tend to grow downward instead of spreading laterally. In fact, rows of crops adjacent to the hedge may show greater vigor and yields, due perhaps to the lessening of evaporation and stunting effects of fairly strong winds. Studies have shown that the rose fences do not harbor as many field mice, chinch bugs and other insects injurious to crops, as do weed and grass fence rows and ravines. This is possibly due to the excellent cover given wildlife insect predators such as quail, other birds, skunks, foxes and the like. High, Wide and Handsome The multiflora rose hedge grows to a height of about seven to nine feet and to a spread of seven or eight feet in about five to six years. In later years these dimensions in growth do not appear to change materially. New canes grow up and the old ones die. The mass of canes with thorns, therefore, tends to increase in density and become more impenetrable each year without growth extension in spread or height. The multiflora does not require clipping, pruning, training or other support maintenance costs. The length of life is long, as specimen plantings of more than 75 years are still in excellent condition and capable of serving as effective barriers. This Asiatic rose has been employed as a low windbreak with good results. It may prevent soil erosion, soil blowing, snow drifting and wind damage. The plant is used alongside or across gullies, irrigations spaced six inches apart and with a satisfactory stand of plants should produce effective fences against all types of livestock in three to four years. Unlike Osage Orange The rose is a shrub and not a tree; hence it will occupy much less ground than the osage orange. It has the signal advantage of requiring no trimming to keep it in bounds. Its initial vigor, particularly on the poorer soils, will greatly surpass that of the osage orange. For barrier effect, especially in separating cultivated fields from pastures, orchards, or in fencing out terrace outlets and the like, the plants in becoming established should be given good culture. This may consist of cultivation or mulching; and fertilization may be necessary for the first two or three years in order to grow a uniformly vigorous and dense barrier. Experimental and demonstration plantings show that the dense shade produced by the hedge tends to prevent the growth and spread of grasses and weeds that are extended in or above the soil through the development of stolons or runners. Bermuda grass is a good example. Stopping or checking Bermuda and similar plants is important because they may spread rapidly from pastures, terrace outlets, uncultivated areas, and roadsides to cultivated fields. Livestock may browse upon the tips of the tender rose branches and trample them down while they are young. This is likely when the plants are from one to two years old. Well established barriers have not been damaged materially by the feeding of livestock on leaves and branches, or by trampling and attempts to push through the hedge. The plants are also resistant to the attacks of fungus diseases and foliage-eating insects. Thus far, therefore, spraying for pest control has not been needed. Other Uses As a cover for quail and other forms of wildlife it is of great value. This is especially true in prairie regions, on bottom lands, and where there are little or no permanent winter harbors. It may also serve to an advantage as an enclosure for wildlife areas. The rose is colorful in flower, foliage and fruit, and its shape and form renders it valuable for use in beautifying both the home grounds and the farmstead. The bountiful seed crops of a reddish orange color supply a dependable source of food for many different kinds of birds during the winter season. The time required for the rose to make a satisfactory barrier will vary with the soil fertility, planting care, culture and site. On the experimental grounds of the University of Missouri under conditions of fairly good soil and culture, a barrier effective against horses and cattle was developed after two years of good growth. Farm plantings in other sections have also formed effective barriers at the beginning of the third year. On tight, poor or droughty soils and where little care is given the plantings, a longer period may be required to produce hedge fences as satisfactory barriers against livestock and especially for hogs, sheep and goats. Under good growing conditions, however, year-old seedlings spaced six inches apart and with a satisfactory stand of plants should produce effective fences against all types of livestock in three to four years. Canoe . . . (Continued from page 188) and it will carry nearly 3,000 pounds besides the crew. A block is placed in the bottom behind one of the thwarts to receive the foot of a mast. This is not usually carried but whenever there is a favorable wind, a suitable pole, with a fork at the top, is cut and up this is drawn a pole used as a yard for the square sail which is trimmed by means of lines at the corners." "The larger canoes, described above, are called north canoes. Another size, about 20 feet in length, are known as half canoes; while the small ones, ordinarily used by the Indians and only ten or fifteen feet long, are called light canoes. A still larger size than the north canoes were formerly used on the voyages up the St. Lawrence and across the lakes to Fort William. These were designated as "Montreal" or lake canoes, capable of carrying 4,000 pounds of freight and weathering hard storms. But for inland navigation, where portages are so frequent, the lighter "north" canoes are found preferable." "The proper crew of such a canoe is eight men: a bowsman, steersman, and six middlemen. The bowsman, who is the guide, sits alone; the six middlemen occupy three seats placed about five feet apart; and the steersman stands in the stern, never sitting down while the canoe is in motion. The latter uses a paddle with a much longer handle and broader blade than the rest; he paddles as well as the others, rarely using his paddle as a rudder, but only makes a little over half as many strokes as the others. As the steersman's post is much the hardest, all of the good middlemen take the post by turns. In good water the guide uses an ordinary paddle but on rapids, or in turning sharp corners, he takes one larger than that of the steersman. All keep perfect time, and, when the three crews came abreast, as they sometimes did, all singing and keeping stroke together, the effect was very exhilarating." "In ascending some parts of the stream, where the current was too strong for paddling, the canoe was propelled by poles. On stronger rapids the men were often forced to pull the canoe with lines, walking in the ice-cold water or along the shore where its nature permitted, to avoid a laborious portage." "Each day we started about 3 a.m., stopped at about 8 a.m. for breakfast, and camped at about 8 p.m., or later when the arctic days were longer. They paddle with great rapidity, making about 40 strokes per minute. When it is considered that this is kept up, exclusive for several "smokes" of about 15 minutes each, and of the stops for breakfast and dinner, from twelve to fifteen hours per day, some idea may be formed of the extreme powers of these French-Canadian and Iroquois voyageurs." Wild Game . . . (Continued from page 185) People eating game for the first time usually compare it with beef, pork and other domestic meats, but it should be remembered that game has a distinctive flavor which, for the most part, is not comparable with the meat of any other animals. The flesh of game birds, when young, is generally tender and contains less fat than poultry, is of a fine, though strong flavor, and is easy to digest. Game meat is usually of a dark color (ruffed grouse and quail being exceptions) and is usually cooked rare. Age affects the flavor and texture of the meat from wild animals and birds. It is impossible to state the age at which an animal will be best for meat, but everyone knows that meat from old animals is tougher than from young ones. The flesh of very young animals frequently lacks flavor and is watery. An old animal, if fat and healthy, is better than a young one in poor condition. Venison has the same chemical composition as beef but is not nearly so fat as meat from well-fed cattle. A lean venison roast before cooking contains, on the average, 75 per cent water, 20 per cent protein and 2 per cent fat. A lean beef rump may contain 65 per cent to 70 per cent water, 20 per cent to 23 per cent protein and 5 per cent to 14 per cent fat. Venison, like beef and other common meats, is thoroughly digestible whatever the method of cooking. On the average, game birds furnish a little more protein than the so-called red meats, but the two classes—red and white meats—are equally nourishing. It is probable that the method of cooking, as well as differences in the composition or texture, has an effect on the ease with which both white and red meat is digested. Game nowadays is hunted primarily for sport, with the emphasis on recreation rather than on a need for food; therefore, little time has been devoted to the preparation and cooking of wild meat. To preserve game meat, the animal must be bled, dressed and cooled properly. As soon as possible after the animal is killed it should be field-dressed and the viscera, lungs, heart and liver removed. Bacteria in the abdominal cavity can soon cause spoilage and the contents of the abdomen should be emptied quickly. This is particularly true of deer and other big game animals that may be killed some distance from home. Small game animals are much easier to eviscerate and skin while they are still warm than after the carcass becomes cold. Scent and other glands found in some small game should be removed at once; if they are left in the meat may become tainted. Those glands are under the forelegs and along the spine in the small of the back near the rump. They are generally pear-shaped waxy or reddish kernels. The glands should not be cut or brought in contact with the meat. Upland game birds and waterfowl should be drawn as soon as possible—that is, the internal organs should be removed. Viscera decomposes more rapidly than other parts of the carcass, and if left in are likely to affect the rest of the bird. All game must be hung in a cool place for a time in order that it may become more tender and palatable. As the meat begins to age its flavor improves; this process enhances the culinary value. To season venison, for example, the entire carcass should be hung up for 10 days at least; two weeks is better. Generally speaking, the length of time depends largely on individual taste. Whatever the opinion or prejudice on seasoning game, one thing is certain—the meat of freshly-killed game is totally different from that of seasoned game. When fresh, meat lacks taste; when it is reasonably seasoned it is tender and full of flavor. It's all a matter of taste, so store your game to give the taste you like the best. No matter how much hunting and fishing the outdoorsman does, he generally keeps in the back of his mind a picture of the campfire, steaming coffee and broiled venison or fried fish. Nothing stimulates the lagging appetite so much as a day in the woods and along streams followed by a sizzling meal of venison, wild fowl or fish with potatoes and coffee. When the vagrant cow bird tries to take advantage of the little yellow warbler by laying an egg in its nest, the warbler generally refuses to co-operate. It simply roofs over the whole nest, eggs and all, builds a second nest on top of the first one and starts all over again. Land turtles, or the Terrapene, drown easily if thrown into the water.—H.H. Pet Gun . . . (Continued from page 186) at home. Treat every gun as if it were loaded. Since "unloaded" guns have caused injury, consider them all loaded and treat them with the respect due a loaded firearm. When taking a gun home you want to protect it as well as carry it safely, so carry it in a case. A good gun is worth the few extra dollars to buy a good gun case. It will keep inquiring hands away and prevent the fine stock from being scratched. Naturally, carry it unloaded and uncocked. If possible, take the bolt out and carry it separately. We take pride in the ownership of a fine hunting rifle or shotgun. It should be displayed to best advantage. An attractive gun rack will lend to the rifle's appearance and, when equipped with a lock and key, it will keep it safe. Before storing your gun, clean it thoroughly. Use a good solvent in the bore until the patch comes out clean, then dry thoroughly and put in a light film of oil. Too much oil can be as dangerous as an obstruction in the bore. Excessive oil or grease in the chamber or bore can create pressures greater than the safe maximum. Clean all metal parts and wipe on a light film of oil. Stock waxes and preservatives will keep the wood in good condition. When cleaning your gun, be by yourself. The only time you need ammunition is in the hunting field or on the range so leave it locked away separately from the firearms. Check for mechanical defects and always make sure the bore is clear before using the gun. Now that the gun is clean, lock it in the rack. Friends will probably want to see your guns when they come to call. Naturally you want to show your pride and joy. Open the action. The first thing to do is to open the action and make sure there are no cartridges in the chamber or magazine. An open action is the most dependable safety because the firing pin cannot reach the cartridge. All safeties are mechanical and thus subject to malfunction. Use them supplementary to good gun handling. Even with an open action—or if it must be closed to get the right "feel"—point the muzzle in a safe direction. An expert is easily recognized by the way he handles a firearm. He never allows it to point at anything he does not intend to shoot. You can also recognize the person ignorant of the safety rules by the carelessness and disregard with which he handles a gun. Always insist that everyone near you obey these common sense rules of safe gun handling. While the hunter knows his guns, his family may not. A few minutes of family instruction can prevent a tragedy. The best safeguard is to keep your pet gun housebroken. Icefishing . . . (Continued from page 185) Story County pond, often taking big bluegills as fast as they could be hauled out. Corn borers were used exclusively, and according to Ed Kozicky and George Clark of Ames the best fishing was in 14 feet of water—the deepest part of the pond. Kozicky told us that in recent years Iowa State College entomologists have received numerous requests for corn borers from Michigan anglers, where winter bluegill fishing is important winter sport. Apparently corn borer grubs rank high as a bluegill bait. These larvae may be obtained in winter from cornstalks that have not been cut up by choppers. Some anglers gather bundles of the cornstalks and take them home to their basements, where they can cut them up in comfort. The corn stalks are split with a knife, and the corn borer larvae may be found lying dormant in the pith of the stalk. The larvae may be held by placing them in a jar filled with corn frass and pith and storing in a refrigerator. The larvae will remain dormant, and be used as needed. Crappies and Tackle Lloyd Huff, Conservation Officer for Polk County, also reports that anglers last winter had some good crappie fishing in some gravel pits around Des Moines. Minnows were used; the smaller the better. However, crappies do not feed heavily in winter and must be sought out by the fishermen. Crappies digest hardly any food in cold water, and a minnow may pass through a crappie's digestive tract almost unchanged. As in ice-fishing anywhere, light tackle must be used for panfish. Successful winter bluegill fishermen use small hooks (about size 8 or 10) and use a 4-pound leader for a line. A single light split shot serves as a sinker and a small bobber must be used since panfish bite lightly in winter water. Most fishermen test the lake's depth with a snap-on sinker and then set their little bobbers so that they fish about six inches above the bottom. Fish for bluegills through small holes, no more than 10 inches in diameter. Many veteran ice fishermen maintain that small holes are best for ice-fishing. The Big Problem The big drawback in ice-fishing farm ponds and artificial lakes seems to be in finding the fish. Bluegills and sunfish evidently move very little in cold water. We have no suggestions on how to find them. It does seem, however, that a farm pond or small lake could be successfully "prospected" by an angler spudding a number of holes in different locations and then trying his luck in each until he finds where the fish are schooled. Several anglers last winter fished Lake Ahquabi around sunken brush piles. It was a good idea, but it failed to produce. Perhaps fishing in the deepest part of the lake or pond is the answer, as it was in the Story County pond mentioned earlier. If any readers have methods or suggestions on winter fishing in farm ponds and artificial lakes, the CONSERVATIONIST would greatly appreciate hearing about them. Ice-fishing in such waters could furnish important winter recreation if more was known about it, and southern Iowa anglers might even join their northern brethren in setting a tradition. WHEN DOES HOTFOOT "HOLE UP"? In a recent biology seminar, Iowa Game Biologist Glen Sanderson, now with the Illinois Natural History Survey, mentioned specific temperatures at which cottontail rabbits "hole up" for shelter. When questioned about conditions that send Hotfoot underground, Glen wrote: "A general statement does not tell the whole story; however, here are three references to rabbits and their 'holing up' temperatures. The last one listed is the one I referred to at our Des Moines seminar." "In Mammals of North America," Victor Cahalane says "All together, winter is an uncomfortable season for the cottontail. The female is especially likely to stay huddled in her burrow or form during storms and does not seek any food until they are over. To some extent this is also true of the male. As a result, Michigan cottontails have been found to weigh one to four ounces less in late winter than in the early part of that season. Females lose more than twice as much weight as males, presumably because they are more easily scared into shelter by bad weather". "J. P. Linduska, in the Journal of Wildlife Management, reported: 'Of the various factors which might influence den use by rabbits, air temperature in itself appeared to be highly important. Although these studies showed that rabbits made some use of dens at temperatures above freezing, the most productive test hunting with ferrets was done on the coldest days. 'Under a range of temperatures of 32°F. to 12°F., a total of 64 ground dens was explored with a ferret and 14 per cent were found to be occupied. With temperatures from 12°F. to -8°F. burrow occupancy by rabbits was three times as great, since 49 of 117 burrows (42 per cent) contained rabbits. Considering all attempts to start rabbits from the several types of cover worked (dens, brush piles, buildings, foundations, etc.), days with minimum readings of 12°F. to -8°F. proved nearly twice as successful as did days falling in the 32°F. to 12°F. range. Under the first conditions mentioned, 139 situations were "ferreted" and 95 rabbits were started, whereas only 43 individuals were found in 112 attempts at temperatures of 32°F. to 12°F.'" Bad Sportsmanship . . . (Continued from page 186) license that can never be spent directly on fish and game conservation—it must buy a new sign. The ironic angle is that the majority of signs destroyed are ones which say, in effect: "Come on in. This is a public hunting grounds." —J.M. Hinged or removable top for ease of filling This is a large capacity feeder and is very handy since it doesn't require as much attention. This type of feeder is probably the most practical since it moves with the wind, snow does not drift in, can be used for most of our small feathered friends. Dimensions on these feeders are only approximate. Many variations can be made. Be sure to place feeders close to shrubs or trees so your bird guests can fly into the branches for protection and shelter. Fill holes in a small section of log with suet mixed with grain or sunflower seeds. Small shallow cans filled with the same and tacked on trees is also good. A piece of suet, an ear of corn will attract the blue jay and woodpeckers. For the seed eaters a mixture of sunflower seeds, cracked corn and peanut hearts is very good.	281e008b-ae42-48b4-8e9c-27a16289b921	CC-MAIN-2024-18	https://publications.iowa.gov/28739/1/Iowa_Conservationist_1955_V14_N12.pdf	2024-04-20T16:24:34+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817670.11/warc/CC-MAIN-20240420153103-20240420183103-00245.warc.gz	443,124,320	8,604	eng_Latn	eng_Latn	0.999145	eng_Latn	0.999244	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1895, 9224, 14195, 18306, 25981, 33060, 38670, 39505 ]	[ 2.3125, 0.83984375 ]	1	0
Hamata 2010 \| Image 1 \| Image 2 \| Image 3 \| \|---------\|---------\|---------\| \| ![Image 1](image1.jpg) \| ![Image 2](image2.jpg) \| ![Image 3](image3.jpg) \| \| Coral Types \| Description \| \|-------------\|-------------\| \| Soft Corals \| Soft corals are characterized by their flexible, fleshy texture and branching or feathery appearance. They come in a variety of colors and can be found in both shallow and deep waters. \| \| Staghorn Corals \| Staghorn corals have a branching structure that resembles the antlers of a deer. They are typically found in shallow waters and are known for their rapid growth rate. \| \| Brain Corals \| Brain corals get their name from their brain-like appearance, with a central core surrounded by numerous branches. They are often found in deeper waters and can form large colonies. \| \| Tube Worms \| Tube worms are elongated, tube-shaped organisms that live in tubes made of calcium carbonate. They are often found in coral reefs and are important members of the reef ecosystem. \| \| Feather Starfish \| Feather starfish are small, delicate creatures that have a star-shaped body with feathery appendages. They are often found on coral reefs and are important predators in the reef ecosystem. \| \| Jellyfish \| Jellyfish are free-swimming marine animals that have a bell-shaped body and tentacles. They come in a variety of colors and sizes and are an important part of the ocean food web. \| \| Nudibranchs \| Nudibranchs are sea slugs that are known for their vibrant colors and unique shapes. They are often found on coral reefs and are important members of the reef ecosystem. \| \| Coral Reefs \| Coral reefs are complex ecosystems that are home to a diverse array of marine life. They are formed by the calcium carbonate skeletons of coral polyps and provide a habitat for many species of fish and other marine animals. \|	00c5302c-8ae9-4c6d-a52d-f59f820bfef5	CC-MAIN-2022-33	http://submariner-da.de/cms/index.php/egypt2010.html?pdf=75	2022-08-19T02:28:07+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00677.warc.gz	48,686,869	521	eng_Latn	eng_Latn	0.998225	eng_Latn	0.997737	[ "unknown", "unknown", "unknown" ]	true	rolmOCR	[ 11, 153, 1840 ]	[ 3.15625 ]	1	0
World Oceans Day Annual Report 2018 Introduction Thanks to the participation of hundreds of organizations, including aquariums and zoos, private businesses and public agencies, schools and youth groups, and many more, World Oceans Day 2018 became the biggest and most impactful yet! Millions of people celebrated and took action in 140 countries at over 1,500 events. World Oceans Day continues to evolve into an increasingly essential annual rallying point for the celebration and conservation of our ocean. Since 2002, The Ocean Project has led the coordination of World Oceans Day. Each year, we collaborate with organizations and individuals around the world to provide guidance and promotional tools aimed at reaching, educating, and engaging youth and advancing conservation. This year, both conservation initiatives and youth engagement reached new heights as 36% of events included activities for youth and 57% of events focused on preventing plastic pollution and encouraging solutions for a healthy ocean. Olivia Taylor, Youth Advisory Council member from South Africa, summarizes the power of World Oceans Day by saying, “World Oceans Day is an incredibly special event. It connects people of diverse demographics, age, culture, and gender to collaborate in conserving something that is essential to every life on the planet. This day transcends religion and politics and encourages all to partake in standing up for what they believe in.” The Ocean Project team looks forward to continuing to collaboratively grow World Oceans Day with you and others to unite the world for positive change in June each year and through continued engagement year-round! World Oceans Day 2018 at a Glance 1,500+ Events 140 Countries 5.55 billion Impressions #WorldOceansDay developed on Twitter & Instagram in the month leading up to June 8, 2018 10,000+ Commitments made on social media to stop using single-use plastics in honor of World Oceans Day 17 countries represented by the 20 Youth Advisory Council members Resources available in 17 languages on WorldOceansDay.org Powered by: The Ocean Project World Oceans Day continues dramatic growth with 1,500+ events in 140 countries 2018 was a record-breaking year with over 1,500 events in 140 countries registered at WorldOceansDay.org! A diverse array of events took place around 8 June including celebrations, community cleanups, film screenings, festivals, concerts, conferences, and much more. From action on plastics, to dive, surf, and sail events, to runs, and yoga sessions, many communities around the world were active both online and offline this World Oceans Day. Online events continued to gain popularity with multiple online competitions, live-streamed events, and social media challenges to engage the digital world. A number of monumental events took place in cities around the world including the inaugural March for the Ocean, the first ever International Ocean Week in Cameroon, and an announcement that Bonaire will become the world’s first “Blue Destination.” The Ocean Project was pleased to continue collaboration with its network of hundreds of organizations and welcomed over 900 new organizations who celebrated this year. For World Oceans Day 2019, The Ocean Project is excited to work with new and continuing partners to create a true wave for change! worldoceansday.org The World Oceans Day Youth Advisory Council helps lead the growth and development of World Oceans Day. Currently comprised of 20 amazing young people from 17 countries, these inspiring leaders represent diverse backgrounds and provide new and unique perspectives, ideas, and recommendations to achieve real conservation outcomes. With the 2018 conservation action focus on preventing plastic pollution and encouraging solutions for a healthy ocean, Council members collaborated and prepared a youth-focused and action-oriented Plastic Pollution Lesson Plan. They encouraged local organizations to get involved and planned their own events such as workshops, coastal cleanups, films screenings, and a live Twitter dialogue about plastic pollution prevention. A unique event this year was a human chain that symbolized solidarity against plastic pollution. Council members represented the youth voice at high level conferences and events all over the world, including the Annual Global Issues Network International Conference, EAT Stockholm Food Forum, the 6th International Marine Debris Conference, and UN High Level Political Forums, among others. As part of The Ocean Project’s partnership with Procter & Gamble, two Council members, Baylee Ritter and Gabriella Schauber, hosted sessions at Sustainable Brands 2018, in Vancouver, where they engaged industry leaders about the plastic pollution crisis facing our ocean. The Ocean Project is committed to the continued growth of the youth movement, with plans to expand the Council to 25 members in 2019 and grow a larger global youth network. Sea Youth Rise Up annual campaign brings together a delegation of young leaders, ages 21 and under, who share a passion for ocean conservation. During the campaign, the delegation increases awareness of the issues facing our ocean by sharing their conservation work with a global audience and advocating for policy improvements. Each year, this delegation of youth demonstrates the value of engaging youth in decision-making processes to world leaders. Sea Youth Rise Up was launched on World Oceans Day 2016 by Big Blue & You, the Youth Ocean Conservation Summit, and The Ocean Project. Sea Youth Rise Up 2018 took place in Washington, DC, and included meetings with the U.S. Senate Oceans Caucus, a live broadcast on Facebook with over 2,400 views, and a Social for the Sea which was co-hosted by the United Nations Environment Programme on World Oceans Day at the Smithsonian Museum of Natural History. The social included 50 invited youth and adult ocean leaders and mentors. To cap off the 2018 campaign, the delegates received a VIP tour of the Ocean Plastics Lab on the National Mall and spoke at the inaugural March for the Ocean rally. Sea Youth Rise Up mobilizes the passion, idealism, and energy of young people and will expand to include more international delegates for World Oceans Day 2019. Being a part of the Youth Advisory Council for World Oceans Day empowers and reminds me that there is an entire movement around standing up for the ocean, we are not alone. It is truly exciting to work with other like-minded young people who have so much energy and positivity; for us it’s not a matter of ‘if’ we’re going to make a difference it’s ‘when’ and ‘how’. - Melati Wijsen Dupont Studios Collaborating for plastic pollution prevention and solutions For World Oceans Day, The Ocean Project developed the conservation action theme to address the plastic crisis facing our ocean. The Ocean Project provided event organizers with a curated set of actionable resources to help them engage their audiences for positive change. We aligned our efforts with World Environment Day (5 June), and the related #BeatPlasticPollution campaign. Combined with extensive news coverage of images and videos of severely harmed or dead animals and polluted coastlines, the entire month of June was filled with events, campaigns, and coverage that expanded attention to this critical issue. With nearly two-thirds of events registered on WorldOceansDay.org addressing plastic issues in a variety of innovative and impactful ways, engagement in 2018 surpassed all preceding years. Events included the opening of a new exhibition on plastic pollution in the Galapagos, a contest in Italy for students to share solutions, film screenings focusing on the problem and solutions throughout the world, meetings in cities throughout Guyana to push for a ban on single-use plastics, and commitments to reduce plastic footprints by stopping the use of single-use plastics. One of these commitments included more than 100 restaurants and 28 grade schools in Hong Kong, following the lead of the Ocean Park Conservation Foundation Hong Kong, which committed to stop using plastic straws. Since 2002, The Ocean Project has placed a strong emphasis on encouraging event organizers to include conservation action in their celebrations. This action-oriented approach has brought a surge in meaningful and impactful events and activities that have helped tackle not only the problem of plastic pollution, but also global warming, sustainable seafood, the protection of special coastal and ocean habitats, and much more. Thousands commit to taking action on social media One of the resources The Ocean Project annually provides event organizers with is a social media campaign designed to engage their audiences. The 2018 campaign also engaged more than 122,000+ @WorldOceansDay followers. This year’s campaign used the polling feature on Facebook, Twitter, and Instagram to capture social media users’ commitments to reduce their use of single-use plastics. The ask was simple: Will you stop using single-use plastic bags, bottles, and straws to help our ocean? The response garnered over 10,000 people voting “Yes.” Many users and partner organizations also shared the polls and challenged their own followers to make the same commitment in honor of World Oceans Day. Plastic pollution lesson plan developed To help event organizers engage with their audiences and tackle the ocean plastic pollution crisis, The Ocean Project developed a Plastic Pollution Lesson Plan to inform youth and community members about plastic pollution and inspire them to act with solutions and activities. Based on input from the Youth Advisory Council and external advisors, the Plastic Pollution Lesson Plan condenses the best content from existing lesson plans and educational resources into a concise and easy to follow plan. After its release, over 1,300 people in 100 countries signed up to download the lesson plan. It is currently available in English, Spanish, and Chinese, and will be continually updated and translated into additional languages as part of the World Oceans Day+ year-round engagement strategy. Billions engaged on social media #WorldOceansDay impressions on Instagram & Twitter on June 8 \| Year \| Impressions \| \|------\|-------------\| \| 2016 \| 553 million \| \| 2017 \| 2.8 billion \| \| 2018 \| 4.3 billion \| Instagram photos tagged #WorldOceansDay - 164K @WorldOceansDay Twitter impressions - 1.1 million @WorldOceansDay followers - 122K+ #WorldOceansDay Top 10 Influencers Individuals - Ellen DeGeneres - Kourtney Kardashian - Leonardo DiCaprio - Raisa Andriana - Chris Hemsworth - Richard Branson - Candice Swanepoel - Will Smith - Cody Simpson - Draya Michele Organizations - National Geographic - CNN - NASA - Google - Forbes - Sephora - GoPro - The Associated Press - China Xinhua News - NDTV WorldOceansDay.org was developed in 2003 to serve as a central coordinating platform for World Oceans Day. Based on feedback, The Ocean Project improved the website to make it more user-friendly, including fresh event ideas, a simplified registration form, and added search options on the global event map that makes it easier for interested people and the media to find events - especially youth and plastic pollution focused celebrations. A variety of resources were also added including a newly developed Plastic Pollution Resources for Action page featuring some of the best resources from around the world, promotional materials available in 17 languages, and fun, new resources for children provided by Splash & Bubbles and the Octonauts. Stay tuned for some major improvements coming in 2019, including many more resources for diverse audiences worldwide! Get ready for World Oceans Day 2019! As we prepare for World Oceans Day 2019, The Ocean Project looks forward to collaborating with our partners, new and old, from all sectors to reach new audiences and advance conservation activities and outcomes. Engaging and empowering young people worldwide will continue to be The Ocean Project's main focus, helping young change makers become leaders both locally and internationally. As a part of our World Oceans Day+ strategy – rallying the planet on 8 June and growing engagement year-round – we are working closely with the Youth Advisory Council to make this unique opportunity even more impactful. The Ocean Project will continue to develop additional multilingual and culturally appropriate resources and tools to better activate people of all nationalities and backgrounds in conservation action. Every year, World Oceans Day provides a unique opportunity to not only celebrate our ocean, but also enhance the efforts of all organizations striving to create a healthier ocean and better future. The Ocean Project looks forward to collaborating with you for even more impactful outcomes for World Oceans Day 2019! Thank You to Our Supporters! Monterey Bay Aquarium® Head & Shoulders® Ripley's Aquariums Detroit Zoological Society Resorts World Singapore S.E.A. Aquarium Georgia Aquarium Brookfield Zoo North Carolina Aquariums Parsons Kellogg University of Hull Shedd Aquarium Mystic Aquarium Shark Reef Aquarium South Carolina Aquarium Virginia Aquarium Abu Biopark Aquarium of the Pacific Arizona-Sonora Desert Museum Audubon Nature Institute The Florida Aquarium New Marine Aquarium NY Aquarium Oregon Coast Aquarium Philadelphia Zoo Point Defiance Zoo & Aquarium San Antonio Zoo Santa Barbara Zoo Seattle Aquarium Texas State Aquarium Wallenius Wilhelmsen Wildlife Conservation Society Olathe Zoo Johnson Ohana Foundation National Marine Sanctuary Foundation The Ocean Foundation The Curtis & Edith Munson Foundation The Ocean Foundation serves as our fiscal sponsor	c4b98b29-e04c-4882-8c1c-cdd033554b4c	CC-MAIN-2021-31	https://worldoceanday.org/wp-content/uploads/2020/02/AnnualReport2018.pdf	2021-08-01T16:43:10+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154214.63/warc/CC-MAIN-20210801154943-20210801184943-00292.warc.gz	625,498,319	2,738	eng_Latn	eng_Latn	0.91228	eng_Latn	0.995986	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 36, 2111, 3364, 6671, 10153, 12914, 13775 ]	[ 2.140625 ]	1	0
ADVISORY CHANGE IN PUBLIC DRINKING WATER SUPPLY TREATMENT December 2018 CONTACT: True Property North Management 135 Lafayette Road #10 North Hampton, NH 03862 Regarding: Exeter Executive Park Condo Dear Health Care Professional: Beginning in the late winter/early spring of 2019, the town of Exeter will start using chloramin instead of chlorine, as a secondary disinfectant for our drinking water conveyance system. This change is being made to improve water quality and to meet federal and state drinking water regulations. For most regular uses of potable water, chloraminated water is the same as chlorinated water. However, kidney dialysis patients need to take special care with chloraminated water. Chloramine must be removed from the water used in the dialysis process. What is the difference between chlorine and chloramine? Currently, Exeter uses chlorine as the primary disinfectant chemical to kill or inactivate bacteria, viruses and other potentially harmful organisms in drinking water. Chlorine also serves as a secondary or residual disinfectant in the water conveyance system. The maintenance of this residual disinfectant is not just good public health practice; it is required by the Environmental Protection Agency and the New Hampshire Department of Environmental Services. Chloramines are created by adding ammonia that then combines with the chlorine as the drinking water leaves the treatment plant. Chlorine will still be used as the primary drinking water disinfectant; however, chloramines will now be used as the secondary disinfectant in the water conveyance system. Chloramines produce fewer disinfection byproducts such as Total Trihalomethanes (TTHMs) and maintain a longer lasting residual disinfectant than chlorine alone. How are kidney dialysis patients affected by chloramines? Chloramines can diffuse through the reverse osmosis membrane filters used by some hemo-dialysis machines, and patients undergoing kidney dialysis could be adversely affected. To prevent this, dialysis equipment must be adjusted to remove chloramines, and the treated water must be monitored to measure the final concentration of chloramines. Dialysis facilities will need to review their dialysis treatment equipment to ensure its continued safe operation. What should people with home dialysis machines do to remove chloramines? Patients must check with their physician. Often, home dialysis service companies can make the needed modifications. Is it safe for kidney dialysis patients to drink water containing chloramine? Yes. Since the digestive process metabolizes chloramine before it reaches the bloodstream, everyone can drink chloraminated water. Kidney dialysis patients can drink, cook, and bathe in chloraminated water. It is only when chloraminated water interacts directly with the bloodstream, as in dialysis, that the chloramines must be removed. Can children and pregnant women drink chloraminated water? Yes, everyone can drink water containing chloramines. Can chloraminated water be used to prepare infant formula? Yes. Can people on low-sodium diets or with diabetes use chloraminated water? Yes, people with those medical concerns can use chloraminated water. Is it okay to wash an open wound with chloraminated water? Yes. Even large amounts of chloraminated water used in cleaning a cut would have no adverse effect because virtually no water actually enters the bloodstream that way. Websites for further information: Town of Exeter https://www.exeternh.gov/ Environmental Protection Agency http://water.epa.gov/drink/ New Hampshire Department of Environmental Services https://www.des.nh.gov/organization/divisions/water/dwgb/index.j	<urn:uuid:35b9de59-cfb6-4712-8286-0a3ea4d5c2d4>	CC-MAIN-2021-43	https://truenorthpropmgmt.hostingbycam.com/wp-content/uploads/2019/01/Town-of-Exeter-ADVISORY-Change-in-public-drinking-water-supply-treatment-Dec.-2018.pdf	2021-10-21T23:56:38+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585449.31/warc/CC-MAIN-20211021230549-20211022020549-00265.warc.gz	732,720,723	735	eng_Latn	eng_Latn	0.994374	eng_Latn	0.994675	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1765, 3699 ]	[ 2.1875 ]	1	0
Commonwealth of Kentucky EDUCATIONAL BULLETIN LIST AND CLASSIFICATION OF SCHOOLS KENTUCKY ELEMENTARY SCHOOLS 1961-62 Published by DEPARTMENT OF EDUCATION WENDELL P. BUTLER Superintendent of Public Instruction ISSUED MONTHLY Entered as second-class matter March 21, 1933, at the post office at Frankfort, Kentucky, under the Act of August 24, 1912. VOL. XXX JUNE 1962 NO. 6 It is my hope that this publication will contribute to the understanding and appreciation of the history of elementary education in the United States. I must also express my gratitude to the many people who have contributed in the area of research, writing, and editing. Their efforts and contributions have been invaluable in helping to bring this publication to fruition. I would like to extend special thanks to the staff of the National Center for Education Statistics (NCES) for their work on Elementary and Secondary Education in the United States. I would also like to acknowledge the support and encouragement of the National Council of Teachers of Mathematics (NCTM) and the American Association of Colleges for Teacher Education (AACTE) in the development of this publication. FOREWORD It is a distinct privilege to present this bulletin on the accreditation of Elementary Schools for 1961-62. Here for the first time in the history of education in Kentucky is a list of accredited elementary schools and their classification issued by way of the official Educational Bulletin of the State Department of Education. I note with a great deal of pride, the improvements being made in the area of elementary education. I want to express my sincere appreciation to all those who through their dedicated services are helping to bring about this improvement from the classroom teacher to the staff in the Department of Education and the Commission on Elementary Schools of the Kentucky Association of Colleges, Secondary and Elementary Schools. WENDELL P. BUTLER SUPERINTENDENT OF PUBLIC INSTRUCTION The Education Right of Every American Child (As viewed by the followup conference on the White House Conference on Children and Youth) - A school where he is welcome. - A teacher who attempts to understand him as he is and may become. - A broad and deep curriculum personalized to his needs. - An environment which stirs his curiosity and causes him to think, preparing him to meet each change the present and the future hold. - Room to meet his needs for work and play. - Materials which he finds useful for his purposes. - Experiences which help him grow in self-respect and service to mankind. - Evaluation of his progress on the grounds of his intrinsic human worth. KENTUCKY ELEMENTARY SCHOOLS SCHOOL YEAR 1961-62 Four years ago in June 1959, the Kentucky State Board of Education adopted regulations providing for the accreditation of elementary schools. These regulations were an outgrowth of a two-year comprehensive study involving a state-wide committee of many members recruited from all levels of education which prepared the standards to be included in the regulations. In terms of a Standard Elementary School which was defined by the committee as a school of eight teachers or more, the regulations legalized the standard school concept and therefore, it requires the accreditation of all elementary schools with at least eight classroom teachers—one per grade for an eight-grade school. In addition, the services of sufficient specialized personnel to insure an effective program of instruction was also required. All other schools and even the eight-teacher schools or more which do not meet the standard satisfactorily are Approved annually which means they are either temporary schools or schools that are on their way toward improving their programs for meeting the Standard classification. The regulations for accrediting elementary schools contains eight standards briefly described as follows: 1. They require compliance with the law and all statutory provisions other than that included in the regulations; such as the age for entering school, length of school day, length of school term, instruction in alcohol, narcotics and conservation must be observed by all schools. 2. The school personnel must study and know the educational needs of their pupil-population, and the purposes of public education to which they will strive to reach. Evidence of this understanding should be supported by reports of reliable studies and research produced in written form. The information should be kept up-to-date in the files of the school as a basis for planning the educational program. This together with a statement of beliefs on the part of the staff—its philosophy—and a set of common and specific objectives will be evidence of the educational services the school is endeavoring to perform for the state and, consequently, it will meet the requirements of this standard depending on the application made of it. 3. The school and the community must maintain a wholesome and beneficial working relationship. It is incumbent upon the school to keep the community informed, through an appropriate organized plan of public relations concerning the progress of the school. The facilities are to be kept in readiness for community meetings and groups when the meetings are for community improvement. The staff should be active participants in community affairs. On the other hand, it is required of the community to give its support to the schools in all their good and constituted endeavors. Progress and adaptation in education come through public understanding and support. 4. An approved educational program must be provided including the areas of: (1) Language Arts—(reading, writing, spelling, oral and written English and Literature); (2) Social Studies; (3) Mathematics; (4) Natural Sciences; (5) Health and Safety; (6) Physical Education; (7) Art; (8) Music; (9) Large group activities (assemblies, dramatics, etc.). 5. Supplementary to the program of studies, the school to receive accredited status must provide certain other essential services including, (1) Library Services, (2) Guidance and Pupil-Personnel Services and (3) Health Services. Requirements to be met in these areas are described in the regulations. 6. The organization of the educational program and the essential services for effective instruction within the school are required. The scheduling of classes and services, pupil-teacher ratio, provisions for the handicapped children as well as children of advanced status are important factors in evaluating the effectiveness and outcome of the educational program. 7. The seventh standard relates to the characteristic of the professional personnel—the principal, regular and special teachers and their recruitment, qualification and assignment to an area of duties. A school is no better than the degree of excellence of the staff. 8. The school is required to have an adequate building wherein to house its program and services. It must be provided with sufficient equipment, and supplementary materials to meet the classification of a standard school. Accreditation is defined as an official decision by the State Department of Education that, in the judgment of the department, a school meets the standards set forth by the department. The purpose of accreditation is to provide an evaluation of the quality of education in the school. school or school system has met the standards of quality established by the state. It is based on minimum requirements only or on a system of classification reflecting higher levels of adequacy. It is a means to an end, the end being the attainment of a superior quality of education. When a school seeks accreditation for any purpose other than this one, it is failing to meet the requirements for accreditation. PROCEDURES USED IN THE PROCESS OF ACCREDITATION Elementary schools, like the high schools, are accredited annually by the State Board of Education. Previous to the official action of the State Board there is an enormous amount of follow-up work performed by certain staff members in the State Department of Education. It is the assigned responsibility of the Division of Instructional Services and its staff of supervisors to assemble and prepare information on the condition of the schools for evaluation and to consult and advise with the local school personnel concerning the standards to be met. The Division of Instructional Services is assisted by other divisions, such as the Divisions of Teacher Education, Guidance Services, School Lunch, Agriculture and Home Economics. Much of this information is submitted to the Department of Education with the annual report required from each school. However, in addition to the report, visits are made to a representative number of schools each year for study and evaluation as well as for conferences with the school personnel. When there is indication that previous ratings are in need of change one way or the other an evaluation team of staff members are assigned to make a more thorough study and evaluation. Following the preliminary work of the supervisors in the State Department, a meeting is held with the Commission on Elementary Schools of the Kentucky Association of Colleges, Secondary and Elementary Schools. This commission is a professional advisory body appointed in accordance with provisions of a constitution adopted by the association. It is composed of members from all levels of education. Its function is to advise and consult with the State Department personnel, concerning recommendations to be made to the State Board of Education. Members of the present commission on Elementary Schools are as follows: Golda Pensol, Chairman, Supervisor, Barren County Schools, Glasgow, 1963 number of the organizations conform to a 1-8 type of organization or a 1-6 organization. Of these 559 were organizations offering a program from one through the eighth grade and 275 offered a program from one to six grades or a total of 834 schools out of the 933. Table 1 below shows the number of accredited elementary schools classified according to the type of control for three years from 1959-62. TABLE I NUMBER OF ACCREDITED ELEMENTARY SCHOOLS CLASSIFIED ACCORDING TO THE TYPE OF CONTROL 1959-62 \| Year \| County Districts \| Independent Districts \| State, Federal, Regional \| Private \| Total \| \|------------\|------------------\|------------------------\|--------------------------\|---------\|-------\| \| 1959-60 \| 537 \| 244 \| --- \| 83 \| 864 \| \| 1960-61 \| 565 \| 238 \| --- \| 87 \| 890 \| \| 1961-62 \| 584 \| 235 \| 15 \| 99 \| 933 \| It may be of interest to know that all the elementary schools operating in Kentucky for the school year 1961-62 numbered 2,550. In 1959-60, the beginning year of the accreditation program, the number was 3,070. The number of one-teacher schools decreased by 400 from 1,382 to 982 during this period of three years. Table II gives the number of schools according to the type of the elementary school organization and the control under which the school is operated. TABLE II TYPES OF ELEMENTARY SCHOOL ORGANIZATIONS AND NUMBER OF EACH \| Types of Organizations \| County District \| Independent District \| State, Federal, Regional \| Private \| Total \| \|------------------------\|-----------------\|----------------------\|--------------------------\|---------\|-------\| \| Grades K-1 \| 0 \| 0 \| 1 \| 0 \| 1 \| \| Grades K-8 \| 0 \| 5 \| 0 \| 9 \| 14 \| \| Grades K-6 \| 1 \| 10 \| 9 \| 2 \| 22 \| \| Grades 1-8 \| 413 \| 57 \| 1 \| 88 \| 559 \| \| Grades 1-7 \| 19 \| 9 \| 0 \| 0 \| 28 \| \| Grades 1-6 \| 132 \| 141 \| 2 \| 0 \| 275 \| \| Grades 1-5 \| 3 \| 4 \| 0 \| 0 \| 7 \| \| Grades 1-4 \| 2 \| 1 \| 0 \| 0 \| 3 \| \| Grades 7-8 \| 4 \| 2 \| 1 \| 0 \| 7 \| \| Grades 6-8 \| 3 \| 3 \| 0 \| 0 \| 6 \| \| Grades 6-7 \| 1 \| 0 \| 0 \| 0 \| 1 \| \| Grades 5-8 \| 2 \| 1 \| 0 \| 0 \| 3 \| \| Grades 4-8 \| 1 \| 1 \| 0 \| 0 \| 2 \| \| Grades 4-6 \| 1 \| 0 \| 0 \| 0 \| 1 \| \| Grades 3-8 \| 1 \| 0 \| 0 \| 0 \| 1 \| \| Grades 2-5 \| 0 \| 0 \| 1 \| 0 \| 1 \| \| Grades ....7 \| 1 \| 0 \| 0 \| 0 \| 1 \| \| Grades 1-5+8 \| 0 \| 1 \| 0 \| 0 \| 1 \| \| Total \| 584 \| 235 \| 15 \| 99 \| 933 \| 7 Of the number of accredited elementary schools for the school year 1961-62 only 282 or about 30 per cent were fully accredited which indicates they are meeting the regulations satisfactory for the standard classification. All of the others are classified as provisional schools and schools which are approved. There were 407,057 pupils enrolled in the accredited elementary schools for the year. Of this number 242,923 were in the schools under the control of the county school districts, and 106,066 were enrolled in the schools under the control of the independent school districts. The others were enrolled in schools which were operated by State, Regional, or Federal authorities or in the private schools. Table III gives the enrollment in the accredited elementary schools according to the grades and the control under which the school operated. \| Grades \| County District \| Independent District \| State, Regional, Federal \| Private \| Total \| \|------------\|-----------------\|----------------------\|--------------------------\|---------\|-------\| \| K \| 42 \| 1,270 \| 1,219 \| 524 \| 3,055 \| \| 1 \| 35,661 \| 17,787 \| 1,363 \| 7,415 \| 62,228\| \| 2 \| 33,036 \| 16,059 \| 1,118 \| 7,085 \| 57,298\| \| 3 \| 32,323 \| 15,411 \| 1,040 \| 6,526 \| 55,300\| \| 4 \| 31,974 \| 14,722 \| 801 \| 6,369 \| 53,866\| \| 5 \| 32,484 \| 14,514 \| 692 \| 6,188 \| 53,878\| \| 6 \| 30,912 \| 14,322 \| 665 \| 5,751 \| 51,650\| \| 7 \| 23,612 \| 5,771 \| 338 \| 5,428 \| 35,149\| \| 8 \| 21,682 \| 5,050 \| 350 \| 5,141 \| 32,223\| \| Ungraded \| 1,197 \| 1,160 \| 28 \| 27 \| 2,412 \| \| Totals \| 242,923 \| 106,066 \| 7,614 \| 50,454 \| 407,057\| In all of the elementary schools there was a total staff of 16,410 teachers, supervisors, principals, and other special instructional personnel serving during the school year of 1961-62. Of this number 14,565 or 88 per cent were serving in the schools of eight or more teachers or schools accredited by the State Board of Education. There is indication that the professional staff is growing not only in quantity but in quality as well. During the school year of 1961-62, approximately 71 per cent of the total staff had a quality of training of a Bachelor's Degree plus, 11.4 semester hours. This was an increase of approximately 8 per cent over the previous year and over 19 per cent in three years from 1959-60 to 1961-62. Table IV below gives the median prepared of all elementary school personnel for a fourteen-year period from 1948-62. ### TABLE IV MEDIAN PREPARATION OF ALL ELEMENTARY SCHOOL PERSONNEL FOR A FOURTEEN-YEAR PERIOD FROM 1948-62 \| School Year \| Number Teachers \| Median Preparation \| Per cent Bachelor's Degrees \| \|-------------\|-----------------\|--------------------\|-----------------------------\| \| 1948-49 \| 13,300 \| 86.6 \| 31.2 \| \| 1949-50 \| 13,304 \| 88.8 \| 33.0 \| \| 1950-51 \| 13,569 \| 93.0 \| 26.0 \| \| 1951-52 \| 13,801 \| 95.3 \| 39.4 \| \| 1952-53 \| 13,828 \| 104.5 \| 41.4 \| \| 1953-54 \| 13,857 \| 106.3 \| 42.1 \| \| 1954-55 \| 14,197 \| 113.3 \| 42.7 \| \| 1955-56 \| 14,482 \| 115.1 \| 42.6 \| \| 1956-57 \| 15,045 \| 118.3 \| 43.9 \| \| 1957-58 \| 15,415 \| 125.0 \| 48.1 \| \| 1958-59 \| 15,608 \| +1.6 \| 52.2 \| \| 1959-60 \| 16,020 \| +4.4 \| 56.5 \| \| 1960-61 \| 16,083 \| +7.8 \| 63.0 \| \| 1961-62 \| 16,410 \| +11.4 \| 71.3 \| Source: Division of Teacher Education and Certification In the following table, there is presented a comparison of the preparation of all personnel serving in the elementary schools for the school year 1961-62 and the school year 1959-60. The purpose of this table is to show the growth in preparation of all personnel serving in the elementary schools for a three-year period, since the beginning of the accreditation program for elementary schools in Kentucky. Approximately 88 per cent of the total personnel were serving in the accredited elementary schools. ### TABLE V THE PREPARATION OF ALL PROFESSIONAL PERSONNEL IN THE ELEMENTARY SCHOOLS — SCHOOL-YEAR 1961-62 COMPARED WITH SCHOOL-YEAR 1959-60 \| Level of Preparation \| 1961-62 \| 1959-60 \| \|---------------------------------------\|---------\|---------\| \| \| Number \| Per Cent\| Number \| Per Cent\| \| Master's Degree plus 24 Semester Hours\| 188 \| 1.1 \| 125 \| .8 \| \| Master's Degree through 23 Semester Hours\| 1,675 \| 10.2 \| 1,370 \| 8.6 \| \| Bachelor's Degree through 32 Semester Hours\| 9,853 \| 60.0 \| 7,549 \| 47.1 \| \| 96-128 Semester Hours \| 2,597 \| 15.8 \| 3,936 \| 18.3 \| \| 64-95 Semester Hours \| 1,697 \| 10.3 \| 2,929 \| 18.3 \| \| 32-63 Semester Hours \| 343 \| 2.1 \| 842 \| 5.3 \| \| 1-31 Semester Hours \| 57 \| .4 \| 261 \| 1.6 \| \| No college training \| \| \| 8 \| .5 \| \| Total \| 16,410 \| \| 16,020 \| \| A problem of no small meaning related to the elementary school program is the problem of improvement of instruction. The organization of an educational program to meet satisfactorily the wide-range of pupil abilities and needs depend on many factors, some of which are implicated in the eight standards of the regulations for accreditation. In addition to those spelled out in the regulations, the size of the elementary school in terms of staff and pupils is probably the most important factor. Although, it is possible for an eight-teacher school to provide a program of education required by Standard 4 of the regulations, it is unlikely it will be provided since the cost per pupil makes it all most impractical. The difficulty which the small schools face in meeting the standards requiring a complete effective program of education is mostly associated with the specialized programs of instruction and services such as art, music, physical education, library services, guidance and health services. An example of this is found in the library services. During the last three years nearly a million volumes of library materials have been added to the library collection in the accredited elementary schools and this is being increased by some 400,000 volumes each year. This is being accomplished at an initial estimated cost of $1,000,000, plus an annual expenditure of nearly $500,000.00. The services of trained personnel beyond the classroom teacher is required for the care and organization of these materials for effective use together with adequate space to store and accommodate them. Progress is being made toward meeting this objective. In 1959-60, there were 103 full-time trained librarians serving in the elementary schools. By the school-year 1961-62 this number had increased to 170 or by an additional 67 librarians. The trend in the development of the elementary schools throughout the state is towards the larger elementary school unit in order to make it practical to offer an effective program of education. Table VI following shows the number of elementary schools accredited for the school year of 1961-62 compared with the school year of 1959-60, classified according to size. TABLE VI NUMBER OF ACCREDITED ELEMENTARY SCHOOLS FOR THE SCHOOL-YEARS 1959-60 AND 1961-62 CLASSIFIED ACCORDING TO SIZE \| Size Classification \| 1959-60 \| 1961-62 \| \|---------------------\|---------\|---------\| \| 8-12 \| 401 \| 405 \| \| 13-16 \| 215 \| 206 \| \| 17-20 \| 100 \| 127 \| \| 21-24 \| 71 \| 97 \| \| 25 and up \| 77 \| 98 \| \| Total \| 864 \| 933 \| It will be seen from a study of Table VI that the schools of 16 teachers and below, have decreased in number from 616 to 611 during the three-year period while the schools of 17 teachers and above have increased from 248 to 322. It might be of interest to know that this problem and this trend is nation-wide in scope. From a national survey made of the practices and policies of more than 6,000 elementary schools in 555 places of a population of 2,500 or more, the United States Office of Education reports the highlight of the study as follows: 1. One-third of the public school systems are organized on a 6-3-3 plan of organization which means that the elementary schools are organized for grades 1-6. One-fourth of the schools are organized on the 8-4 plan. In these districts, the elementary schools are operated for grades 1-8. 2. Some form of primary unit is being used by 18 per cent of the public elementary schools. 3. Most public elementary school children attend at least $5\frac{1}{2}$ hours a day for at least 180 days a year. 4. For instructional purposes, children are grouped heterogeneously in 72.1 per cent of the public schools in grades 1 through 6 and in 60 per cent of the public schools in grades 7 and 8. Indications are that there will be a future increase in homogeneous groupings on all grade levels. 5. In 70 per cent of the public elementary schools, children are promoted primarily upon the basis of academic achievement. 6. The most common method of reporting pupil progress is upon the basis of a letter scale which may be combined with personal conferences with parents or with informal notes to parents. 7. Each local public elementary school remains dependent upon the central office for policy determination. As yet, no widespread swing to individual school autonomy has developed. 8. As reported by public school officials, the most persistent problem for elementary school principals is the improvement of instruction. ## KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| \|-----------------\|----------\|-------------------------\|----------\|-------------\|----------\|----------------------------------------\| \| \| \| \| \| \| \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Tchrs. \| Average student per class \| \| ADAIR CO. \| Columbia Grade \| \| x \| x \| x \| 95 \| 111 \| 124 \| 107 \| 108 \| 91 \| 124 \| 103 \| 863 \| 26.5 \| $1.00 \| \| \| Knifley \| \| x \| x \| x \| 33 \| 35 \| 34 \| 33 \| 47 \| 31 \| 43 \| 29 \| 285 \| 9.3 \| 1.00 \| \| \| Shepherd \| \| x \| x \| x \| 33 \| 41 \| 40 \| 31 \| 36 \| 45 \| 48 \| 50 \| 324 \| 11.3 \| 1.00 \| \| ALLEN CO. \| Allen Co. \| White Plains \| x \| x \| x \| 96 \| 88 \| 101 \| 91 \| 109 \| 76 \| 97 \| \| 658 \| 24.0 \| 1.25 \| \| \| Scottville Ind. \| \| x \| x \| x \| 49 \| 35 \| 34 \| 47 \| 44 \| 49 \| 49 \| 40 \| 298 \| 11.7 \| 1.00 \| \| \| Scottville \| \| x \| x \| x \| 58 \| 66 \| 60 \| 47 \| 50 \| 49 \| \| \| 330 \| 13.7 \| 2.25 \| \| ANDERSON CO. \| Alton \| \| x \| x \| x \| 23 \| 35 \| 23 \| 32 \| 27 \| 27 \| 21 \| 31 \| 219 \| 8.4 \| \| \| \| Lawrenceburg \| \| x \| x \| x \| 58 \| 50 \| 66 \| 84 \| 68 \| 61 \| 41 \| 41 \| 482 \| 19.0 \| 1.00 \| \| \| Sand Springs \| \| x \| x \| x \| 20 \| 24 \| 26 \| 27 \| 25 \| 26 \| 18 \| 31 \| 197 \| 8.4 \| \| \| BALLARD CO. \| Bandana \| \| x \| x \| x \| 18 \| 21 \| 16 \| 21 \| 26 \| 19 \| 23 \| 26 \| 170 \| 9.0 \| \| \| \| Bayview \| \| x \| x \| x \| 20 \| 22 \| 26 \| 21 \| 20 \| 20 \| 21 \| 17 \| 167 \| 9.0 \| 1.00 \| \| \| Kevil Grade \| \| x \| x \| x \| 31 \| 30 \| 19 \| 24 \| 17 \| 15 \| 28 \| 16 \| 180 \| 9.0 \| 1.00 \| \| \| LaCenter \| \| x \| x \| x \| 30 \| 36 \| 25 \| 33 \| 33 \| 30 \| 29 \| 25 \| 249 \| 9.0 \| 1.00 \| \| \| Whitlee \| \| x \| x \| x \| 38 \| 40 \| 33 \| 45 \| 31 \| 35 \| 42 \| 34 \| 295 \| 11.0 \| 1.00 \| \| BARREN CO. \| Austin-Tracy \| \| x \| x \| x \| 58 \| 49 \| 48 \| 50 \| 55 \| 67 \| 56 \| 57 \| 440 \| 17.1 \| 1.00 \| \| \| Hillsboro \| \| x \| x \| x \| 88 \| 65 \| 75 \| 68 \| 69 \| 71 \| 71 \| 81 \| 584 \| 11.1 \| 1.00 \| \| \| Park City \| \| x \| x \| x \| 62 \| 44 \| 50 \| 54 \| 55 \| 54 \| 89 \| 86 \| 494 \| 19.1 \| 1.00 \| \| \| Red Cross \| \| x \| x \| x \| 41 \| 50 \| 43 \| 49 \| 30 \| 40 \| 40 \| 40 \| 253 \| 9.3 \| 1.00 \| \| \| Tenmile Hill \| \| x \| x \| x \| 57 \| 64 \| 59 \| 60 \| 67 \| 71 \| 89 \| 76 \| 444 \| 10.0 \| 1.00 \| \| Caverna Ind. \| Cave City \| \| x \| x \| x \| 41 \| 40 \| 33 \| 36 \| 36 \| 50 \| \| \| 230 \| 9.6 \| 1.20 \| \| \| Horse Cave \| \| x \| x \| x \| 59 \| 46 \| 55 \| 54 \| 58 \| 29 \| \| \| 280 \| 10.6 \| 1.20 \| \| Glasgow Ind. \| \| \| x \| x \| x \| 68 \| 64 \| 65 \| 52 \| 49 \| 32 \| \| \| 330 \| 12.7 \| 1.00 \| \| \| Horse Valley \| \| x \| x \| x \| 92 \| 104 \| 72 \| 89 \| 81 \| 107 \| \| \| 545 \| 20.5 \| 1.00 \| \| \| Liberty Street \| \| x \| x \| x \| 83 \| 66 \| 66 \| 60 \| 56 \| 35 \| \| \| 366 \| 13.7 \| 1.00 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchs. \| Library Positions \| \|--------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----------------\|------------\|-------\|------------------\| \| BATH CO. \| \| Bethel \| x \| \| \| 47 \| 34 \| 49 \| 44 \| 46 \| 38 \| \| \| \| \| \| \| \| \| \| Owingsville \| x \| \| \| 113\| 101 \| 103 \| 103 \| 123 \| 96 \| 90 \| 107 \| 836 \| 31.0 \| 1.00 \| \| \| \| \| Salt Lick \| x \| \| \| 43 \| 46 \| 36 \| 37 \| 47 \| 56 \| 46 \| 43 \| 354 \| 14.4 \| 1.00 \| \| \| BELL CO. \| \| Elroy \| \| \| \| 97 \| 85 \| 70 \| 94 \| 88 \| 66 \| 64 \| 54 \| 628 \| 21.1 \| 1.20 \| \| \| \| \| Blackmont \| \| \| \| 46 \| 30 \| 36 \| 29 \| 30 \| 42 \| 45 \| 50 \| 308 \| 12.1 \| 1.00 \| \| \| \| \| Buckeye \| \| \| \| 31 \| 43 \| 24 \| 25 \| 29 \| 25 \| 35 \| 30 \| 242 \| 10.3 \| 1.00 \| \| \| \| \| Campton \| \| \| \| 18 \| 22 \| 26 \| 26 \| 25 \| 23 \| 25 \| 28 \| 194 \| 9.1 \| 1.00 \| \| \| \| \| Harmon \| \| \| \| 36 \| 33 \| 27 \| 32 \| 24 \| 29 \| 36 \| 32 \| 249 \| 9.2 \| 1.60 \| \| \| \| \| Harrison Settlement \| \| \| \| 36 \| 36 \| 36 \| 34 \| 34 \| 39 \| 49 \| 41 \| 311 \| 10.4 \| 1.00 \| \| \| \| \| Lone Jack \| \| \| \| 50 \| 38 \| 34 \| 29 \| 33 \| 28 \| 43 \| 31 \| 286 \| 10.6 \| 1.22 \| \| \| \| \| Whitesburg \| \| \| \| 49 \| 42 \| 44 \| 48 \| 68 \| 47 \| 41 \| 38 \| 377 \| 11.1 \| 1.32 \| \| \| \| \| Middlesboro Ind. \| \| \| \| 45 \| 41 \| 46 \| 38 \| 35 \| 36 \| 38 \| 46 \| 325 \| 13.2 \| 1.00 \| \| \| \| \| Junction \| \| \| \| 136\| 109 \| 105 \| 128 \| 125 \| 161 \| 184 \| 170 \| 515 \| 16.4 \| 1.00 \| \| \| \| \| Middlesboro Central \| \| \| \| 47 \| 41 \| 46 \| 38 \| 35 \| 36 \| 38 \| 46 \| 603 \| 15.5 \| 1.00 \| \| \| \| \| Middlesboro Jr. \| \| \| \| 28 \| 38 \| 46 \| 37 \| 31 \| 57 \| 44 \| 41 \| 322 \| 11.2 \| 1.00 \| \| \| \| \| Pineville Ind. \| \| \| \| 77 \| 72 \| 59 \| 57 \| 53 \| 62 \| 79 \| 63 \| 522 \| 18.5 \| 1.05 \| \| \| BOONE CO. \| \| Bates Co. \| \| \| \| 78 \| 40 \| 52 \| 46 \| 57 \| 57 \| 65 \| 64 \| 449 \| 11.0 \| 2.70 \| \| \| \| \| Burlington \| \| \| \| 242\| 250 \| 202 \| 191 \| 185 \| 178 \| 173 \| 164 \| 1259 \| 36.0 \| .75 \| \| \| \| \| Florence \| \| \| \| 77 \| 117 \| 76 \| 75 \| 87 \| 83 \| 107 \| 107 \| 653 \| 16.5 \| 1.00 \| \| \| \| \| Flemont \| \| \| \| 62 \| 25 \| 40 \| 41 \| 44 \| 34 \| 39 \| 55 \| 340 \| 13.0 \| 1.00 \| \| \| \| \| New Haven \| \| \| \| 78 \| 109 \| 84 \| 64 \| 67 \| 49 \| 59 \| 33 \| 543 \| 12.0 \| 1.00 \| \| \| \| \| Salyers (Pr.) \| \| \| \| 70 \| 39 \| 38 \| 44 \| 36 \| \| \| \| 273 \| 9.5 \| 1.70 \| \| \| \| \| Walton-Verona \| \| \| \| 70 \| 39 \| 38 \| 44 \| 36 \| \| \| \| 273 \| 9.5 \| 1.70 \| \| \| BOURBON CO. \| \| Center Hill \| \| \| \| 41 \| 28 \| 37 \| 39 \| 28 \| 40 \| 31 \| 36 \| 130 \| 304 \| 12.6 \| 1.00 \| \| \| \| Corbinville \| \| \| \| 19 \| 28 \| 19 \| 14 \| 20 \| 32 \| 22 \| 28 \| 104 \| 264 \| 10.5 \| 1.00 \| \| \| \| Little Rock \| \| \| \| 24 \| 24 \| 24 \| 14 \| 14 \| 30 \| 41 \| 23 \| 112 \| 281 \| 12.4 \| 1.00 \| \| \| \| Maysville \| \| \| \| 43 \| 37 \| 31 \| 50 \| 41 \| 36 \| 40 \| 30 \| 241 \| 10.9 \| 1.00 \| \| \| \| \| N. Middletown \| \| \| \| 33 \| 37 \| 39 \| 39 \| 39 \| 39 \| 39 \| 39 \| 241 \| 10.9 \| 1.00 \| \| \| \| \| Rutledge SdH \| \| \| \| 43 \| 37 \| 31 \| 50 \| 41 \| 36 \| 40 \| 30 \| 241 \| 10.9 \| 1.00 \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Univ. Total graded \| Enr. \| Tchrs. \| Library Publications \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-------------------\|------\|--------\|---------------------\| \| BRACKEN CO. \| \| Brookside \| X \| \| \| 57 \| 49 \| 55 \| 58 \| 44 \| 49 \| 59 \| 47 \| 418 \| 16.8 \| $1.00 \| \| \| \| Georgetown \| X \| \| \| 27 \| 25 \| 26 \| 27 \| 26 \| 34 \| 34 \| 22 \| 211 \| 12.2 \| 1.00 \| \| \| \| Western Hills\| X \| \| \| 35 \| 30 \| 31 \| 22 \| 36 \| 33 \| 28 \| 26 \| 241 \| 9.3 \| 1.00 \| \| BREATHITT CO. \| \| Big Rock \| \| \| \| 34 \| 32 \| 28 \| 29 \| 33 \| 27 \| 36 \| 28 \| 240 \| 10.2 \| 2.00 \| \| \| \| Cedar Consolidated \| XXX \| \| \| 46 \| 33 \| 38 \| 37 \| 24 \| 47 \| 42 \| 36 \| 303 \| 12.0 \| 2.00 \| \| \| \| Highland \| \| \| \| 31 \| 31 \| 33 \| 33 \| 25 \| 31 \| 29 \| 17 \| 230 \| 9.0 \| 2.00 \| \| \| \| Little Pond \| \| \| \| 37 \| 25 \| 36 \| 31 \| 41 \| 45 \| 51 \| 73 \| 342 \| 12.2 \| 1.00 \| \| \| \| Marie Roberts\| \| \| \| 35 \| 44 \| 31 \| 49 \| 46 \| 40 \| 46 \| 40 \| 352 \| 12.0 \| 2.00 \| \| \| \| Quicksand \| \| \| \| 46 \| 43 \| 52 \| 36 \| 36 \| 44 \| 34 \| 33 \| 327 \| 11.2 \| \| \| \| \| Richland \| \| \| \| 22 \| 21 \| 21 \| 26 \| 26 \| 20 \| 25 \| 28 \| 228 \| 9.0 \| 1.00 \| \| \| \| Turners \| \| \| \| 21 \| 36 \| 24 \| 25 \| 28 \| 34 \| 37 \| 22 \| 227 \| 9.0 \| 2.00 \| \| \| \| Van Cleve \| \| \| \| 36 \| 34 \| 39 \| 30 \| 40 \| 40 \| 22 \| 26 \| 267 \| 8.0 \| 1.20 \| \| \| \| Jackson Ind. \| \| \| \| 52 \| 48 \| 46 \| 43 \| 49 \| 46 \| \| \| 284 \| 9.0 \| 1.00 \| \| \| \| Jackson City \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| BRECKINRIDGE CO.\| \| Danville \| X \| \| \| 36 \| 32 \| 29 \| 38 \| 34 \| 31 \| 36 \| 33 \| 269 \| 10.0 \| 1.50 \| \| \| \| Hardinsburg \| X \| \| \| 109\| 88 \| 109 \| 98 \| 111 \| 103 \| 87 \| 95 \| 800 \| 24.0 \| 1.50 \| \| \| \| Irvine \| X \| \| \| 89 \| 81 \| 69 \| 68 \| 67 \| 71 \| \| \| 445 \| 16.2 \| 1.50 \| \| \| \| Cloverport Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Frederick Fraize \| X \| \| \| 42 \| 36 \| 31 \| 42 \| 31 \| 41 \| 32 \| 29 \| 284 \| 10.6 \| \| \| BULLITT CO. \| \| Madison Junction \| X \| \| \| 42 \| 40 \| 26 \| 28 \| 37 \| 29 \| 33 \| 53 \| 288 \| 11.2 \| 1.00 \| \| \| \| Mt. Washington\| X \| \| \| 42 \| 40 \| 26 \| 28 \| 37 \| 29 \| 33 \| 33 \| 604 \| 21.8 \| 1.00 \| \| \| \| Russell \| \| \| \| 40 \| 39 \| 34 \| 39 \| 34 \| 27 \| 33 \| 34 \| 280 \| 11.0 \| 1.00 \| \| \| \| Overlea \| XX \| \| \| 92 \| 41 \| 39 \| 45 \| 50 \| 56 \| 56 \| 27 \| 372 \| 14.0 \| 1.00 \| \| \| \| Ora L. Roby \| \| \| \| 156\| 183 \| 178 \| 167 \| 148 \| 165 \| 171 \| 186 \| 311 \| 86.3 \| 1.00 \| \| \| \| Simpsonsville\| X \| \| \| \| \| \| \| \| \| \| \| 522 \| 19.7 \| 1.00 \| \| BUTLER CO. \| \| First District\| XXX \| \| \| 45 \| 37 \| 48 \| 47 \| 44 \| 43 \| 43 \| 33 \| 311 \| 11.0 \| 1.00 \| \| \| \| Fourth District\| \| \| \| 40 \| 45 \| 37 \| 50 \| 44 \| 43 \| 33 \| 42 \| 336 \| 12.0 \| 1.00 \| \| \| \| Morgantown \| \| \| \| 98 \| 55 \| 86 \| 74 \| 73 \| 84 \| 74 \| 42 \| 436 \| 15.0 \| 1.00 \| \| County \| District/School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Appr. \| \|-----------------\|-----------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|---------------\|------------\|--------\|--------------\| \| CALDWELL CO. \| East Side \| \| \| \| 78 \| 95 \| 58 \| 61 \| 71 \| 70 \| \| \| \| \| \| \| \| \| Fredonia \| \| \| \| 32 \| 29 \| 29 \| 37 \| 36 \| 33 \| 52 \| 40 \| \| \| \| \| \| \| West Side \| \| \| \| 98 \| 99 \| 120 \| 119 \| 133 \| 137 \| \| \| \| \| \| \| \| CALLOWAY CO. \| Almo \| \| \| \| 38 \| 42 \| 41 \| 41 \| 38 \| 39 \| 55 \| 46 \| \| \| \| \| \| \| Fort \| \| \| \| 32 \| 35 \| 36 \| 26 \| 32 \| 24 \| 26 \| 32 \| \| \| \| \| \| \| Kirksey Ind. \| \| \| \| 27 \| 47 \| 36 \| 39 \| 39 \| 34 \| 38 \| 39 \| \| \| \| \| \| \| Murray Ind. \| \| \| \| 29 \| 39 \| 33 \| 35 \| 53 \| 71 \| \| \| \| \| \| \| \| \| A. B. Austin \| \| \| \| 50 \| 58 \| 49 \| 37 \| 55 \| 34 \| \| \| \| \| \| \| \| CAMPBELL CO. \| Ashland \| \| \| \| 125\| 132 \| 89 \| 119 \| 85 \| 110 \| 81 \| 84 \| \| \| \| \| \| \| Cold Springs \| \| \| \| 83 \| 85 \| 83 \| 81 \| 77 \| 68 \| 77 \| 73 \| \| \| \| \| \| \| Dale \| \| \| \| 64 \| 61 \| 58 \| 45 \| 52 \| 47 \| 52 \| 52 \| \| \| \| \| \| \| Green's Lick \| \| \| \| 51 \| 46 \| 55 \| 56 \| 53 \| 43 \| 44 \| 43 \| \| \| \| \| \| \| A. J. Jolly \| \| \| \| 53 \| 39 \| 49 \| 45 \| 47 \| 35 \| 42 \| 62 \| \| \| \| \| \| \| St. Joseph (Pr.) \| \| \| \| 101\| 93 \| 105 \| 107 \| 97 \| 83 \| 79 \| 72 \| \| \| \| \| \| \| St. Mary (Pr.) \| \| \| \| 66 \| 68 \| 45 \| 56 \| 57 \| 40 \| 34 \| 40 \| \| \| \| \| \| \| Bellevue Ind. \| \| \| \| 192\| 86 \| 77 \| 67 \| 76 \| 68 \| 56 \| \| \| \| \| \| \| \| \| Central Ind. \| \| \| \| 73 \| 77 \| 70 \| 70 \| 83 \| 73 \| 78 \| 74 \| 58 \| \| \| \| \| \| \| Sacred Heart (Pr.) \| \| \| \| 61 \| 46 \| 46 \| 56 \| 53 \| 41 \| 41 \| 47 \| \| \| \| \| \| \| St. Anthony (Pr.) \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| DAYTON IND. \| Eighth Avenue \| \| \| \| 38 \| 35 \| 32 \| 24 \| 74 \| 117 \| 141 \| 98 \| \| \| \| \| \| \| Lincoln Ind. \| \| \| \| 106\| 87 \| 110 \| 78 \| 72 \| \| \| \| \| \| \| \| \| \| St. Bernard (Pr.) \| \| \| \| 69 \| 70 \| 73 \| 68 \| 53 \| 52 \| 50 \| 56 \| \| \| \| \| \| \| Ft. Thomas Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Robert D. Johnson \| \| \| \| 99 \| 54 \| 39 \| 51 \| 47 \| 45 \| 44 \| \| \| \| \| \| \| \| \| Ruth Moyer \| \| \| \| 128\| 45 \| 45 \| 53 \| 54 \| 52 \| \| \| \| \| \| \| \| \| Samuel Woodfill \| \| \| \| 65 \| 33 \| 37 \| 35 \| 40 \| 41 \| 34 \| \| \| \| \| \| \| \| \| St. Catherine of Siena (Pr.) \| \| \| \| 50 \| 52 \| 45 \| 45 \| 34 \| 44 \| 34 \| 32 \| \| \| \| \| \| \| \| \| St. Thomas (Pr.) \| \| \| \| 95 \| 91 \| 108 \| 84 \| 95 \| 82 \| 88 \| 71 \| \| \| \| \| KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District/School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Appr. \| \|-----------------\|-----------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|---------------\|------------\|--------\|--------------\| \| CALDWELL CO. \| East Side \| \| \| \| 78 \| 95 \| 58 \| 61 \| 71 \| 70 \| \| \| \| \| \| \| \| \| Fredonia \| \| \| \| 32 \| 29 \| 29 \| 37 \| 36 \| 33 \| 52 \| 40 \| \| \| \| \| \| \| West Side \| \| \| \| 98 \| 99 \| 120 \| 119 \| 133 \| 137 \| \| \| \| \| \| \| \| CALLOWAY CO. \| Almo \| \| \| \| 38 \| 42 \| 41 \| 41 \| 38 \| 39 \| 55 \| 46 \| \| \| \| \| \| \| Fort \| \| \| \| 32 \| 35 \| 36 \| 26 \| 32 \| 24 \| 26 \| 32 \| \| \| \| \| \| \| Kirksey Ind. \| \| \| \| 27 \| 47 \| 36 \| 39 \| 39 \| 34 \| 38 \| 39 \| \| \| \| \| \| \| Murray Ind. \| \| \| \| 29 \| 39 \| 33 \| 35 \| 53 \| 71 \| \| \| \| \| \| \| \| \| A. B. Austin \| \| \| \| 50 \| 58 \| 49 \| 37 \| 55 \| 34 \| \| \| \| \| \| \| \| CAMPBELL CO. \| Ashland \| \| \| \| 125\| 132 \| 89 \| 119 \| 85 \| 110 \| 81 \| 84 \| \| \| \| \| \| \| Cold Springs \| \| \| \| 83 \| 85 \| 83 \| 81 \| 77 \| 68 \| 77 \| 73 \| \| \| \| \| \| \| Dale \| \| \| \| 64 \| 61 \| 58 \| 45 \| 52 \| 47 \| 52 \| 52 \| \| \| \| \| \| \| Green's Lick \| \| \| \| 51 \| 46 \| 55 \| 56 \| 53 \| 43 \| 44 \| 43 \| \| \| \| \| \| \| A. J. Jolly \| \| \| \| 53 \| 39 \| 49 \| 45 \| 47 \| 35 \| 42 \| 62 \| \| \| \| \| \| \| St. Joseph (Pr.) \| \| \| \| 101\| 93 \| 105 \| 107 \| 97 \| 83 \| 79 \| 72 \| \| \| \| \| \| \| St. Mary (Pr.) \| \| \| \| 66 \| 68 \| 45 \| 56 \| 57 \| 40 \| 34 \| 40 \| \| \| \| \| \| \| Bellevue Ind. \| \| \| \| 192\| 86 \| 77 \| 67 \| 76 \| 68 \| 56 \| \| \| \| \| \| \| \| \| Central Ind. \| \| \| \| 73 \| 77 \| 70 \| 70 \| 83 \| 73 \| 78 \| 74 \| 58 \| \| \| \| \| \| \| Sacred Heart (Pr.) \| \| \| \| 61 \| 46 \| 46 \| 56 \| 53 \| 41 \| 41 \| 47 \| \| \| \| \| \| \| St. Anthony (Pr.) \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| DAYTON IND. \| Eighth Avenue \| \| \| \| 38 \| 35 \| 32 \| 24 \| 74 \| 117 \| 141 \| 98 \| \| \| \| \| \| \| Lincoln Ind. \| \| \| \| 106\| 87 \| 110 \| 78 \| 72 \| \| \| \| \| \| \| \| \| \| St. Bernard (Pr.) \| \| \| \| 69 \| 70 \| 73 \| 68 \| 53 \| 52 \| 50 \| 56 \| \| \| \| \| \| \| Ft. Thomas Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Robert D. Johnson \| \| \| \| 99 \| 54 \| 39 \| 51 \| 47 \| 45 \| 44 \| \| \| \| \| \| \| \| \| Ruth Moyer \| \| \| \| 128\| 45 \| 45 \| 53 \| 54 \| 52 \| \| \| \| \| \| \| \| \| Samuel Woodfill \| \| \| \| 65 \| 33 \| 37 \| 35 \| 40 \| 41 \| 34 \| \| \| \| \| \| \| \| \| St. Catherine of Siena (Pr.) \| \| \| \| 50 \| 52 \| 45 \| 45 \| 34 \| 44 \| 34 \| 32 \| \| \| \| \| \| \| \| \| St. Thomas (Pr.) \| \| \| \| 95 \| 91 \| 108 \| 84 \| 95 \| 82 \| 88 \| 71 \| \| \| \| \| \| County \| District \| School \| Approved \| Provisional Standard \| Elementary School Enrollment by Grades \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------\|--------------\|----------\|----------------------\|-----------------------------------------\|----------------\|-----------\|--------\|-----------------------\| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| CHRISTIAN CO. \| \| Crofton \| x \| \| 71 81 55 50 42 52 57 74 \| 432 \| 19.4 \| $1.00 \| \| \| \| Barrett Avenue\| x \| \| 66 68 49 45 35 37 47 20 \| 475 \| 18.0 \| $1.00 \| \| \| \| Gainesville \| x \| \| 67 68 48 34 36 48 61 40 \| 402 \| 14.0 \| $1.00 \| \| \| \| Highland \| x \| \| 77 69 53 50 35 39 47 \| 326 \| 11.2 \| $1.00 \| \| \| \| Lary \| x \| \| 61 46 40 49 49 57 69 88 \| 468 \| 18.2 \| $1.00 \| \| \| \| Pembroke \| x \| \| 63 66 59 44 69 46 59 59 \| 456 \| 19.4 \| $1.00 \| \| \| \| Sinclair Fork\| x \| \| 102 98 76 75 60 61 78 78 \| 598 \| 20.0 \| $1.00 \| \| \| \| South Christian\| x \| \| 82 62 68 65 73 52 56 58 \| 516 \| 21.2 \| $1.00 \| \| \| \| Barren (Fed.)\| x \| \| 309 242 215 138 111 \| 9 \| 689 \| 3.50 \| $1.00 \| \| \| \| Jackson (Fed.)\| x \| \| 153 137 130 130 104 80 189 \| 9 \| 923 \| 32.5 \| $3.00 \| \| \| \| Lincoln (Fed.)\| x \| \| 242 215 138 111 \| 9 \| 715 \| 32.0 \| $3.25 \| \| \| \| Hopland (Fed. Ind.)\| x \| \| 56 56 45 52 51 49 62 \| 371 \| 16.5 \| $1.00 \| \| \| \| Belmont \| x \| \| 66 66 62 62 33 32 32 \| 348 \| 12.5 \| $1.00 \| \| \| \| Indian Hill \| x \| \| 59 61 59 52 48 54 54 \| 333 \| 14.5 \| $1.50 \| \| \| \| Morningside \| x \| \| 56 57 61 68 41 44 94 \| 378 \| 15.0 \| $1.50 \| \| \| \| Virginia Street\| x \| \| 139 126 124 108 107 112 \| 15 \| 731 \| 27.7 \| $1.50 \| \| \| \| Booker T. Washington\| x \| \| 61 52 47 50 53 34 47 \| 344 \| 15.6 \| $1.00 \| \| \| \| West Side \| x \| \| \| \| \| \| \| \| CLARK CO. \| \| Fairview Bush\| x \| \| 63 61 64 53 54 53 26 30 \| 414 \| 15.6 \| $1.00 \| \| \| \| Central \| x \| \| 89 69 88 68 65 93 90 117 \| 679 \| 23.7 \| $1.00 \| \| \| \| Hamlin McClure\| x \| \| 43 46 46 46 44 49 50 90 \| 416 \| 10.0 \| $1.00 \| \| \| \| Hickman Street\| x \| \| 83 62 68 57 53 57 40 \| 425 \| 15.6 \| $1.00 \| \| \| \| Oliver \| x \| \| 45 37 31 37 33 33 35 \| 352 \| 11.2 \| $1.00 \| \| \| \| Pilot View \| x \| \| 35 34 26 25 31 33 35 26 \| 245 \| 9.4 \| $1.00 \| \| \| \| Trapp \| x \| \| 36 38 29 34 29 33 33 25 \| 257 \| 8.0 \| $1.00 \| \| \| \| Victory Heights\| x \| \| 61 78 61 81 68 66 67 81 \| 583 \| 21.7 \| $1.00 \| \| CLAY CO. \| \| Burris Springs\| x \| \| 29 39 28 31 34 33 29 33 \| 256 \| 9.0 \| $1.00 \| \| \| \| Goose Run \| x \| \| 66 55 35 36 73 89 41 \| 656 \| 23.7 \| $1.30 \| \| \| \| Hacker \| x \| \| 26 32 32 42 37 39 24 \| 259 \| 8.0 \| $1.00 \| \| \| \| Lower Horse Creek\| x \| \| 86 43 47 71 35 37 27 28 \| 374 \| 13.4 \| $1.20 \| \| \| \| Manchester Grade\| x \| \| 82 63 109 78 73 71 88 \| 654 \| 21.5 \| $1.00 \| \| \| \| Oneida \| x \| \| 76 33 28 47 33 44 32 54 \| 347 \| 14.5 \| $1.00 \| \| \| \| Fin Hook \| x \| \| 38 27 26 24 24 30 30 23 \| 222 \| 9.5 \| $1.25 \| \| County \| District/School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------------------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------------------\|------------\|-------\|------------------------\| \| CLINTON CO. \| Albany Grade \| X \| \| \| 46 \| 49 \| 51 \| 37 \| 31 \| 42 \| 31 \| 53 \| 340 \| 13.2 \| $ .75 \| \| \| Irwin \| X \| \| \| 33 \| 23 \| 10 \| 32 \| 25 \| 37 \| 37 \| 30 \| 236 \| 8.0 \| 1.00 \| \| CRITTENDEN CO. \| Fort Hull \| X \| X \| \| 97 \| 74 \| 74 \| 68 \| 25 \| 28 \| 31 \| 27 \| 313 \| 12.6 \| 1.00 \| \| \| Frances \| X \| X \| \| 37 \| 29 \| 33 \| 37 \| 25 \| 28 \| 32 \| 27 \| 247 \| 9.5 \| 1.00 \| \| \| Marion \| X \| \| \| 82 \| 67 \| 68 \| 57 \| 49 \| 52 \| 57 \| 55 \| 361 \| 15.0 \| 1.00 \| \| \| Toll \| X \| \| \| 22 \| 29 \| 29 \| 27 \| 19 \| 28 \| 36 \| 34 \| 224 \| 9.5 \| 1.00 \| \| CUMBERLAND CO. \| Cumberland Co. Grade \| X \| X \| \| 64 \| 62 \| 73 \| 60 \| 67 \| 53 \| 86 \| 82 \| 547 \| 17.7 \| \| \| \| Marrowbone \| X \| X \| \| 50 \| 35 \| 24 \| 34 \| 38 \| 46 \| 35 \| 39 \| 287 \| 12.0 \| .40 \| \| DAVIESS CO. \| Mason \| X \| \| \| 43 \| 45 \| 49 \| 41 \| 51 \| 38 \| \| \| 267 \| 10.5 \| 1.00 \| \| \| Masonville \| X \| X \| \| 60 \| 76 \| 65 \| 69 \| 61 \| 55 \| \| \| 301 \| 14.5 \| 1.00 \| \| \| Philpot \| X \| X \| \| 56 \| 45 \| 45 \| 69 \| 68 \| 51 \| \| \| 340 \| 15.0 \| 1.00 \| \| \| Shively \| X \| X \| \| 19 \| 26 \| 22 \| 20 \| 21 \| 28 \| 25 \| 20 \| 181 \| 9.3 \| 1.00 \| \| \| Sorgho \| X \| X \| \| 64 \| 63 \| 68 \| 54 \| 52 \| 59 \| \| \| 360 \| 13.4 \| 1.00 \| \| \| Stanley \| X \| X \| \| 64 \| 55 \| 55 \| 47 \| 48 \| 38 \| 33 \| \| 352 \| 12.0 \| 1.00 \| \| \| Sutherland \| X \| X \| \| 85 \| 64 \| 71 \| 58 \| 57 \| 47 \| \| \| 382 \| 14.4 \| 1.00 \| \| \| Thurlow \| X \| X \| \| 82 \| 77 \| 79 \| 71 \| 71 \| 73 \| 74 \| \| 325 \| 15.0 \| 1.00 \| \| \| West Louisville \| X \| X \| \| 23 \| 20 \| 25 \| 23 \| 21 \| 31 \| 76 \| 73 \| 292 \| 13.5 \| 1.00 \| \| \| Whitesville \| X \| X \| \| 23 \| 25 \| 20 \| 21 \| 21 \| 25 \| 15 \| 24 \| 173 \| 9.2 \| 1.00 \| \| \| Blessed Mother (Pr.) \| X \| X \| \| 62 \| 52 \| 41 \| 31 \| 35 \| 45 \| 54 \| 53 \| 415 \| 12.0 \| 1.00 \| \| \| St. Mary (Pr.) \| X \| X \| \| 66 \| 63 \| 63 \| 65 \| 48 \| 67 \| 63 \| 46 \| 481 \| 12.0 \| 1.00 \| \| Owsley Co. Ind. \| Cravens \| X \| \| \| 74 \| 54 \| 44 \| 50 \| 26 \| 40 \| \| \| 288 \| 13.1 \| 1.60 \| \| \| Emmons \| X \| X \| \| 45 \| 50 \| 50 \| 34 \| 34 \| 37 \| \| \| 260 \| 10.0 \| 1.60 \| \| \| Franklin \| X \| X \| \| 61 \| 53 \| 64 \| 58 \| 54 \| 60 \| \| \| 364 \| 16.2 \| 1.60 \| \| \| Lee \| X \| X \| \| 90 \| 80 \| 105 \| 77 \| 65 \| 65 \| \| \| 541 \| 19.0 \| 1.60 \| \| \| Lincoln \| X \| X \| \| 86 \| 59 \| 53 \| 54 \| 46 \| 56 \| \| \| 358 \| 17.0 \| 1.60 \| \| \| Longfellow \| X \| X \| \| 80 \| 65 \| 65 \| 65 \| 65 \| 74 \| \| \| 378 \| 16.0 \| 1.60 \| \| \| Paris \| X \| X \| \| 92 \| 75 \| 79 \| 62 \| 54 \| 52 \| \| \| 408 \| 16.7 \| 1.60 \| \| \| Raven Hills \| X \| X \| \| 49 \| 46 \| 19 \| 37 \| 36 \| 36 \| \| \| 394 \| 14.3 \| 1.60 \| \| \| Washington \| X \| X \| \| 106\| 99 \| 93 \| 86 \| 86 \| 98 \| \| \| 668 \| 22.4 \| 1.60 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded Enr. \| Total Enr. \| Tchs. \| Library Appropriations \| \|-----------------\|----------\|-------------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------------------\|------------\|-------\|------------------------\| \| FAYETTE CO. (Cont.) \| \| Stonewall \| x \| \| \| 99 \| 98 \| 92 \| 85 \| 101 \| 78 \| \| \| 15 \| 568 \| 23.6 \| $2.20 \| \| \| \| J. Mary Todd \| x \| \| \| 180\| 182 \| 192 \| 144 \| 155 \| 130 \| \| \| \| 983 \| 36.8 \| 2.20 \| \| \| \| Yates \| x \| \| \| 158\| 162 \| 145 \| 139 \| 131 \| 131 \| \| \| \| 864 \| 35.0 \| 2.20 \| \| \| \| Christ the King (Fr.) \| \| \| \| 105\| 106 \| 115 \| 94 \| 96 \| 99 \| 72 \| 89 \| \| 771 \| 17.0 \| \| \| Lexington Ind. \| \| Arlington \| x \| \| \| 119\| 100 \| 111 \| 105 \| 102 \| 102 \| \| \| 12 \| 651 \| 25.6 \| 1.50 \| \| \| \| Ashland \| x \| \| \| 60 \| 55 \| 57 \| 51 \| 50 \| 52 \| \| \| \| 325 \| 14.5 \| 1.50 \| \| \| \| Carver \| x \| \| \| 70 \| 58 \| 58 \| 55 \| 52 \| 57 \| \| \| \| 350 \| 14.3 \| 1.50 \| \| \| \| Cassidy \| x \| \| \| 77 \| 80 \| 84 \| 64 \| 65 \| 60 \| \| \| \| 408 \| 19.0 \| 1.50 \| \| \| \| Constitution \| x \| \| \| 164\| 161 \| 131 \| 136 \| 123 \| 108 \| \| \| \| 823 \| 27.9 \| 1.50 \| \| \| \| Jefferson Davis \| x \| \| \| 102\| 98 \| 105 \| 74 \| 71 \| 79 \| \| \| 16 \| 521 \| 25.1 \| 1.50 \| \| \| \| Harrison \| x \| \| \| 73 \| 58 \| 50 \| 59 \| 55 \| 53 \| \| \| \| 348 \| 14.6 \| 1.50 \| \| \| \| Johnson \| x \| \| \| 139\| 163 \| 136 \| 125 \| 120 \| 97 \| \| \| \| 830 \| 29.2 \| 1.50 \| \| \| \| Lincoln \| x \| \| \| 53 \| 52 \| 52 \| 39 \| 36 \| 46 \| \| \| \| 292 \| 12.9 \| 1.50 \| \| \| \| Maxwell \| x \| \| \| 56 \| 55 \| 42 \| 58 \| 43 \| 44 \| \| \| \| 298 \| 13.5 \| 1.50 \| \| \| \| Russell \| x \| \| \| 114\| 87 \| 80 \| 78 \| 77 \| 76 \| \| \| \| 151 \| 26.4 \| 1.50 \| \| \| \| Booker T. Wash. \| x \| \| \| 81 \| 79 \| 69 \| 56 \| 63 \| 49 \| \| \| \| 397 \| 15.4 \| 1.50 \| \| \| \| Sayre (Fr.) \| x \| \| \| 93 \| 50 \| 44 \| 23 \| 32 \| 33 \| 28 \| \| \| 303 \| 19.0 \| 1.00 \| \| \| \| St. Paul (Fr.) \| \| \| \| 73 \| 74 \| 74 \| 78 \| 62 \| 47 \| 48 \| 59 \| \| 413 \| 14.4 \| 1.00 \| \| \| \| St. Peter (Fr.) \| \| \| \| 82 \| 78 \| 53 \| 60 \| 54 \| 52 \| 52 \| 42 \| \| 473 \| 12.0 \| 1.00 \| \| \| \| State University \| x \| \| \| 52 \| 48 \| 40 \| 35 \| 33 \| 30 \| \| \| \| 238 \| 9.0 \| 2.00 \| \| FLEMING CO. \| \| Ewing \| \| \| \| 30 \| 33 \| 29 \| 29 \| 26 \| 31 \| 34 \| 55 \| 267 \| 10.2 \| 1.00 \| \| \| \| Flemingsburg \| \| \| \| 94 \| 80 \| 70 \| 80 \| 75 \| 75 \| 94 \| 94 \| 662 \| 23.4 \| 1.00 \| \| \| \| Fox, Tayl \| x \| \| \| 54 \| 44 \| 39 \| 49 \| 42 \| 34 \| 34 \| \| \| 171 \| 11.4 \| 1.00 \| \| \| \| Hillsboro \| x \| \| \| 35 \| 30 \| 26 \| 30 \| 29 \| 39 \| 32 \| 33 \| 256 \| 9.2 \| 1.00 \| \| FLOYD CO. \| \| Linton \| x \| \| \| 41 \| 43 \| 37 \| 39 \| 40 \| 44 \| 42 \| 41 \| 336 \| 12.5 \| 1.00 \| \| \| \| Drift \| x \| \| \| 25 \| 30 \| 28 \| 45 \| 37 \| 31 \| 30 \| 27 \| 253 \| 10.5 \| 1.00 \| \| \| \| Garrett \| x \| \| \| 47 \| 32 \| 35 \| 37 \| 37 \| 34 \| 54 \| 62 \| 351 \| 13.5 \| 1.00 \| \| \| \| Harold \| x \| \| \| 43 \| 32 \| 27 \| 23 \| 19 \| 19 \| 38 \| 38 \| 227 \| 9.9 \| 1.00 \| \| \| \| Betsy Layne \| x \| \| \| 39 \| 41 \| 53 \| 53 \| 46 \| 54 \| 69 \| 96 \| 430 \| 17.5 \| 1.00 \| \| \| \| Martin \| x \| \| \| 49 \| 41 \| 41 \| 43 \| 43 \| 41 \| 117\| 77 \| 404 \| 15.9 \| 1.00 \| \| \| \| Maytown \| x \| \| \| 60 \| 36 \| 35 \| 46 \| 52 \| 41 \| 64 \| 62 \| \| \| \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------------------\|------------\|-------\|------------------------\| \| FLOYD CO. (Cont.) \| \| McDowell \| x \| \| \| 77 \| 78 \| 70 \| 75 \| 87 \| 76 \| 105 \| 138 \| 706 \| 27.0 \| $1.00 \| \| \| \| Melvin \| x \| \| \| 29 \| 52 \| 36 \| 32 \| 36 \| 33 \| 34 \| 38 \| 255 \| 31.0 \| 1.00 \| \| \| \| Prestonsburg \| x \| \| \| 37 \| 56 \| 52 \| 41 \| 110 \| 103 \| 126 \| 151 \| 832 \| 31.6 \| 1.00 \| \| \| \| Wayland \| x \| \| \| 55 \| 28 \| 31 \| 48 \| 50 \| 36 \| 36 \| 52 \| 336 \| 13.9 \| 1.00 \| \| \| \| Weeksbury \| x \| \| \| 24 \| 28 \| 35 \| 27 \| 27 \| 24 \| 32 \| 25 \| 220 \| 10.0 \| 1.00 \| \| \| \| Westwright \| x \| \| \| 69 \| 66 \| 56 \| 62 \| 64 \| 87 \| \| \| 404 \| 16.2 \| 1.00 \| \| FRANKLIN CO. \| \| Bald Knob \| x \| \| \| 49 \| 52 \| 52 \| 44 \| 40 \| 42 \| 63 \| 53 \| 395 \| 16.8 \| 1.00 \| \| \| \| Bridgeport \| x \| \| \| 125\| 131 \| 104 \| 118 \| 92 \| 92 \| 163 \| 117 \| 857 \| 35.8 \| 1.00 \| \| \| \| Elkhorn \| x \| \| \| 171\| 158 \| 157 \| 185 \| 149 \| 159 \| 167 \| 158 \| 1304 \| 52.0 \| 1.00 \| \| \| \| Peaks Mill \| x \| \| \| 38 \| 21 \| 34 \| 49 \| 36 \| 26 \| 39 \| 32 \| 275 \| 12.8 \| 1.00 \| \| \| \| Thorn Hill \| x \| \| \| 28 \| 49 \| 46 \| 35 \| 34 \| 35 \| 34 \| 34 \| 384 \| 15.9 \| 1.00 \| \| \| \| Frankfort Ind.\| x \| \| \| 22 \| 28 \| 35 \| 34 \| 29 \| 22 \| 21 \| 31 \| 14 \| 236 \| 8.5 \| 1.00 \| \| \| \| Mayo Underwood\| x \| \| \| 26 \| 17 \| 22 \| 16 \| 20 \| 93 \| 98 \| 133 \| 112 \| 537 \| 19.8 \| 1.25 \| \| \| \| Second Street\| x \| \| \| 49 \| 41 \| 48 \| 47 \| 37 \| 47 \| 30 \| 43 \| 342 \| 8.8 \| 1.00 \| \| \| \| Good Shepherd (Pr.) \| x \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| FULTON CO. \| \| Carr \| x \| \| \| 20 \| 25 \| 27 \| 24 \| 20 \| 35 \| 20 \| 24 \| 195 \| 9.2 \| 1.25 \| \| \| \| Hickman \| x \| \| \| 82 \| 74 \| 70 \| 57 \| 56 \| 67 \| 68 \| 57 \| 531 \| 19.4 \| 1.25 \| \| \| \| Western \| x \| \| \| 31 \| 26 \| 23 \| 23 \| 22 \| 32 \| 26 \| 28 \| 211 \| 9.1 \| 1.25 \| \| \| \| Fulton Ind. \| x \| \| \| 27 \| 32 \| 33 \| 30 \| 38 \| 48 \| 46 \| 45 \| 299 \| 13.3 \| 1.50 \| \| \| \| Carr \| x \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| GALLATIN CO. \| \| Gallatin \| x \| \| \| 66 \| 59 \| 50 \| 48 \| 59 \| 58 \| 66 \| 62 \| 19 \| 487 \| 18.4 \| .75 \| \| GARRARD CO. \| \| Buckeye \| x \| \| \| 23 \| 23 \| 17 \| 20 \| 17 \| 26 \| 15 \| 27 \| 167 \| 9.5 \| 1.00 \| \| \| \| Lancaster \| x \| \| \| 72 \| 70 \| 68 \| 68 \| 70 \| 71 \| \| \| 419 \| 14.4 \| 1.00 \| \| GRANT CO. \| \| Crittenden \| x \| \| \| 31 \| 35 \| 31 \| 28 \| 26 \| 33 \| 35 \| 25 \| 243 \| 8.0 \| 1.25 \| \| \| \| Dry Ridge \| x \| \| \| 42 \| 42 \| 39 \| 42 \| 45 \| 42 \| 54 \| 42 \| 402 \| 16.6 \| 1.25 \| \| \| \| Mason \| x \| \| \| 28 \| 32 \| 34 \| 36 \| 30 \| 35 \| 36 \| 29 \| 260 \| 10.4 \| 1.25 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Tchrs. \| Library Appro. \| \|--------------\|----------\|-----------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----------\|-----------\|-------\|----------------\| \| GRAVES CO. \| \| Nancy Farm \| \| \| \| 52 \| 49 \| 49 \| 34 \| 51 \| 45 \| 41 \| 38 \| \| 359 \| 8.5 \| 1.00 \| \| \| \| Lowes \| \| \| \| 44 \| 51 \| 42 \| 58 \| 60 \| 40 \| 48 \| 61 \| \| 404 \| 12.5 \| 1.00 \| \| \| \| Sedalia \| \| \| \| 55 \| 53 \| 47 \| 52 \| 37 \| 36 \| 43 \| 53 \| \| 376 \| 15.8 \| 1.00 \| \| \| \| Symonla \| \| \| \| 54 \| 45 \| 41 \| 54 \| 59 \| 41 \| 56 \| 55 \| \| 552 \| 14.4 \| 1.00 \| \| \| \| Wingate \| \| \| \| 44 \| 46 \| 38 \| 29 \| 38 \| 35 \| 35 \| 64 \| \| 329 \| 12.8 \| 1.00 \| \| \| \| Mayfield Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| McFellow \| \| \| \| 68 \| 70 \| 73 \| 73 \| 61 \| 39 \| 25 \| 158 \| 175 \| \| 375 \| 13.0 \| 1.00 \| \| \| \| Webb \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| GRAYSON CO. \| \| Corneyville \| \| \| \| 67 \| 53 \| 62 \| 63 \| 47 \| 58 \| 71 \| 67 \| \| 458 \| 18.1 \| .54 \| \| \| \| Clarkson \| \| \| \| 94 \| 83 \| 76 \| 79 \| 89 \| 89 \| 83 \| 102 \| \| 687 \| 20.6 \| .50 \| \| \| \| Leitchfield Ind.\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Leitchfield \| \| \| \| 94 \| 69 \| 82 \| 51 \| 81 \| 61 \| \| \| \| \| 438 \| 15.0 \| \| \| GREEN CO. \| \| Campbellburg \| \| \| \| 143\| 122 \| 134 \| 128 \| 137 \| 154 \| 151 \| 127 \| \| 1096 \| 38.5 \| 2.00 \| \| GREENUP CO. \| \| Argillite \| \| \| \| 39 \| 34 \| 45 \| 39 \| 36 \| 41 \| 28 \| 44 \| \| 396 \| 11.0 \| 1.00 \| \| \| \| Dayton \| \| \| \| 42 \| 35 \| 35 \| 36 \| 41 \| 39 \| 41 \| 33 \| \| 399 \| 11.9 \| 1.25 \| \| \| \| Fullerton \| \| \| \| 60 \| 47 \| 46 \| 53 \| 43 \| 73 \| 35 \| 45 \| 38 \| \| 390 \| 14.0 \| 1.25 \| \| \| \| Graysbranch \| \| \| \| 55 \| 50 \| 52 \| 43 \| 73 \| \| \| \| \| \| 293 \| 9.2 \| 1.25 \| \| \| \| Lynn \| \| \| \| 32 \| 26 \| 28 \| 28 \| 32 \| 35 \| 35 \| 33 \| \| 297 \| 10.4 \| 1.25 \| \| \| \| McKeil \| \| \| \| 45 \| 37 \| 37 \| 42 \| 36 \| 37 \| 82 \| 88 \| \| 404 \| 14.2 \| 1.25 \| \| \| \| Oldtown \| \| \| \| 29 \| 24 \| 26 \| 26 \| 25 \| 25 \| 29 \| 29 \| \| 293 \| 10.4 \| 1.25 \| \| \| \| Sunshine \| \| \| \| 57 \| 47 \| 59 \| 42 \| 50 \| 50 \| 35 \| 44 \| \| 375 \| 14.2 \| 1.25 \| \| \| \| Warnock \| \| \| \| 37 \| 31 \| 31 \| 31 \| 36 \| 36 \| 43 \| 43 \| \| 414 \| 14.4 \| 1.25 \| \| \| \| Wurtland \| \| \| \| 32 \| 52 \| 42 \| 37 \| 34 \| 34 \| 42 \| 35 \| \| 308 \| 13.0 \| 1.25 \| \| \| \| Greenup Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Greenup \| \| \| \| 6 \| 4 \| 4 \| 46 \| 54 \| 42 \| \| \| \| \| 125 \| 281 \| 11.0 \| ## KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| \|--------\|----------\|--------\|----------\|-------------\|----------\|----------------------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 Ungraded Total Enr. Tchrs. Library per pupil \| \| GREENUP CO. (Cont.) \| Raceland Ind. \| Raceland \| x x \| \| \| 30 54 24 25 62 26 \| 221 8.0 $1.00 \| \| \| \| Wellington \| \| \| \| 51 26 49 48 32 46 \| 252 11.2 \| \| Russell Ind. \| Advances \| \| x \| \| \| 93 88 87 91 83 63 \| 505 18.4 1.00 \| \| \| Maywell \| \| \| x \| \| 65 58 50 66 65 58 195 219 \| 785 27.0 1.00 \| \| HANCOCK CO. \| Hawesville \| \| x \| \| \| 60 63 53 54 59 63 47 58 \| 457 18.2 1.50 \| \| \| Lewisport \| \| x \| \| \| 27 37 36 22 38 27 24 38 \| 249 9.7 1.50 \| \| HARDIN CO. \| Cadiz \| \| x x \| \| \| 67 59 66 56 69 58 65 61 \| 501 17.8 2.00 \| \| \| Howealley \| \| x \| \| \| 42 51 45 56 35 52 58 40 \| 379 14.3 2.00 \| \| Lincoln \| \| \| x \| \| \| 56 65 71 57 65 67 52 \| 538 18.8 2.00 \| \| Lynnvale \| \| \| x \| \| \| 20 35 29 32 27 29 28 \| 234 9.2 2.00 \| \| Radclift \| \| \| x \| \| \| 195 178 153 129 135 107 \| 897 31.0 2.00 \| \| Rayville \| \| \| x \| \| \| 55 41 57 52 49 68 59 \| 461 17.5 2.00 \| \| Sonora \| \| \| x \| \| \| 42 31 30 28 34 40 31 34 \| 270 9.4 2.00 \| \| Shepherdburg \| \| \| x \| \| \| 38 40 29 37 38 40 32 33 \| 287 10.2 2.00 \| \| Vine Grove \| \| \| x \| \| \| 109 101 78 75 68 106 106 \| 830 29.9 2.00 \| \| Western \| \| \| x \| \| \| 30 26 37 22 36 28 27 26 \| 232 9.2 2.00 \| \| Ft. Knox Federal \| Briscoe-New Van Voorhis \| \| x \| \| \| 113 111 77 83 65 58 53 \| 560 24.1 4.50 \| \| Crittenberger \| \| \| x \| \| \| 105 115 81 55 47 55 \| 589 23.9 4.50 \| \| Dunlapriver \| \| \| x \| \| \| 49 85 70 61 53 57 54 \| 459 18.9 4.50 \| \| Mudge \| \| \| x \| \| \| 96 113 71 66 58 53 51 \| 508 18.0 3.00 \| \| Pierce \| \| \| x \| \| \| 103 76 95 65 65 65 \| 535 23.5 3.00 \| \| Stevens \| \| \| x \| \| \| 100 119 94 54 60 55 31 \| 513 21.1 3.00 \| \| Van Voorhis \| \| \| x \| \| \| 191 169 139 154 89 83 70 \| 895 34.1 3.00 \| \| Scott Jr. \| \| \| x \| \| \| \| 310 323 \| 630 24.0 3.00 \| \| Elizabethtown Ind. \| Riverside Heights \| \| x \| \| \| 35 23 42 34 37 38 28 27 \| 264 10.6 4.50 \| \| Morningside \| \| \| x \| \| \| 103 90 81 67 56 71 93 117 \| 678 27.1 2.00 \| \| Main Street \| \| \| x \| \| \| 70 65 59 34 58 \| 335 13.8 2.00 \| \| Valley View \| \| \| x \| \| \| 52 39 50 44 42 38 37 47 \| 249 12.3 2.00 \| \| St. James (Pr.) \| \| \| x \| \| \| 53 42 46 37 42 29 37 33 \| 319 9.0 1.65 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------------\|----------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------------------\|------------\|--------\|-----------------------\| \| HARDIN CO. (Cont.) \| West Point Ind. \| West Point \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| $2.00 \| \| HARLAN \| \| Ages \| \| \| \| 25 \| 26 \| 23 \| 25 \| 41 \| 32 \| 29 \| 15 \| 24 \| 249 \| 11.5 \| \| 1.25 \| \| \| \| Black Mountain \| \| \| \| 30 \| 28 \| 52 \| 58 \| 54 \| 49 \| 32 \| 39 \| \| 340 \| 14.4 \| \| 1.25 \| \| \| \| Black Star \| \| \| \| 19 \| 23 \| 22 \| 25 \| 32 \| 24 \| 32 \| 32 \| \| 205 \| 8.2 \| \| 1.25 \| \| \| \| Cawood \| \| \| \| 58 \| 56 \| 56 \| 56 \| 50 \| 57 \| 43 \| 53 \| \| 440 \| 19.0 \| \| 1.25 \| \| \| \| Cumberland \| \| \| \| 118\| 101 \| 112 \| 122 \| 123 \| 91 \| 128 \| 134 \| \| 931 \| 38.6 \| \| 1.25 \| \| \| \| Evarts \| \| \| \| 73 \| 57 \| 72 \| 59 \| 85 \| 75 \| \| \| \| 457 \| 16.6 \| \| 1.25 \| \| \| \| Evarts Jr. \| \| \| \| 29 \| 26 \| 23 \| 25 \| 41 \| 35 \| 22 \| 22 \| \| 385 \| 16.6 \| \| 1.25 \| \| \| \| Green Hills \| \| \| \| 45 \| 45 \| 42 \| 42 \| 52 \| 51 \| 38 \| 48 \| \| 408 \| 16.6 \| \| 1.25 \| \| \| \| Loyall \| \| \| \| 29 \| 31 \| 19 \| 28 \| 26 \| 32 \| 34 \| 30 \| \| 229 \| 9.7 \| \| 1.25 \| \| \| \| Mary Helen \| \| \| \| 34 \| 34 \| 27 \| 25 \| 65 \| 44 \| 49 \| 49 \| \| 315 \| 14.0 \| \| 1.25 \| \| \| \| Totz \| \| \| \| 59 \| 53 \| 40 \| 57 \| 39 \| 43 \| 30 \| 28 \| \| 349 \| 11.2 \| \| 1.25 \| \| \| \| Verda \| \| \| \| 46 \| 35 \| 39 \| 51 \| 44 \| 59 \| 63 \| 55 \| \| 392 \| 16.0 \| \| 1.25 \| \| \| \| Wallins \| \| \| \| 40 \| 31 \| 44 \| 40 \| 49 \| 46 \| 49 \| 39 \| \| 347 \| 13.4 \| \| 1.25 \| \| \| Harlan Ind. \| Harlan Central \| \| \| \| 95 \| 83 \| 73 \| 87 \| 126 \| 116 \| 142 \| 132 \| \| 854 \| 31.8 \| \| 1.25 \| \| \| \| Lynchburg \| \| \| \| 63 \| 35 \| 61 \| 55 \| 47 \| 64 \| 67 \| 58 \| \| 450 \| 17.0 \| \| 2.00 \| \| \| \| East Main \| \| \| \| 42 \| 45 \| 41 \| 36 \| 48 \| 28 \| \| \| \| 240 \| 6.0 \| \| 1.25 \| \| HARRISON CO. \| \| Beech \| \| \| \| 31 \| 31 \| 23 \| 27 \| 26 \| 28 \| 25 \| 35 \| \| 226 \| 8.7 \| \| 1.25 \| \| \| \| Buentia Vista \| \| \| \| 41 \| 36 \| 36 \| 37 \| 36 \| 31 \| 25 \| 21 \| \| 226 \| 8.7 \| \| 1.25 \| \| \| \| Connorsville \| \| \| \| 44 \| 44 \| 37 \| 37 \| 37 \| 33 \| 40 \| 44 \| \| 308 \| 11.2 \| \| 1.25 \| \| \| \| Marshall \| \| \| \| 47 \| 36 \| 40 \| 36 \| 31 \| 30 \| 43 \| 32 \| \| 292 \| 11.7 \| \| 1.25 \| \| \| \| Oakdale \| \| \| \| 27 \| 26 \| 26 \| 24 \| 24 \| 20 \| 30 \| 31 \| \| 209 \| 8.3 \| \| 1.25 \| \| \| \| Renaker \| \| \| \| 86 \| 74 \| 84 \| 65 \| 72 \| 72 \| \| \| \| 453 \| 16.0 \| \| 1.25 \| \| HART CO. \| \| Bonifantville \| \| \| \| 40 \| 51 \| 43 \| 46 \| 31 \| 49 \| 55 \| 39 \| \| 354 \| 13.0 \| \| 1.00 \| \| \| \| Carter Dowling \| \| \| \| 35 \| 30 \| 28 \| 38 \| 35 \| 40 \| 31 \| 25 \| \| 265 \| 9.0 \| \| 1.00 \| \| \| \| Menifee \| \| \| \| 33 \| 33 \| 27 \| 27 \| 27 \| 27 \| 42 \| 42 \| \| 287 \| 11.9 \| \| 1.00 \| \| \| \| Munfordville \| \| \| \| 77 \| 75 \| 57 \| 82 \| 82 \| 64 \| \| \| \| 437 \| 14.7 \| \| 1.00 \| ## KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| \|--------\|----------\|--------\|----------\|-------------\|----------\|----------------------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 Ungraded Enr. Total Enr. Tchrs. Library Appropriation \| \| HENDERSON CO. \| Bend Gate \| x \| 72 53 62 64 77 59 51 57 485 17.9 $1.00 \| \| \| Corydon \| x \| 44 33 41 43 47 33 30 39 304 14.1 1.00 \| \| \| Elizabethtown \| x \| 32 34 33 29 43 37 25 30 263 10.3 1.00 \| \| \| Smith Mills \| x \| 30 25 25 25 21 27 36 23 212 9.2 1.00 \| \| \| Spottsville \| x \| 28 35 35 29 37 27 48 25 263 11.1 1.00 \| \| \| Weaverton \| x \| 83 104 91 81 87 79 62 66 653 24.0 \| \| \| Henderson Ind. \| x \| 30 36 28 40 36 24 27 19 248 8.9 1.25 \| \| \| Alva \| x \| 55 62 41 57 50 51 258 258 316 12.5 1.25 \| \| \| Audubon \| x \| 56 58 54 64 45 56 258 258 333 12.4 1.25 \| \| \| Barrett \| x \| 50 45 52 47 47 238 9.2 1.25 \| \| \| Central \| x \| 64 87 58 71 73 60 413 14.4 1.25 \| \| \| Jefferson \| x \| 50 62 56 50 51 50 502 51 14.25 \| \| \| Seventh Street \| x \| 77 81 58 74 62 55 57 49 513 12.0 1.00 \| \| \| South Heights \| x \| 28 32 23 30 32 40 28 36 249 9.0 1.00 \| \| \| Holy Name (Pr.) \| x \| 45 53 34 32 31 34 38 266 11.0 \| \| \| Campbellsville \| x \| 53 47 43 54 52 49 46 52 396 15.0 \| \| \| Eastland \| x \| 26 22 30 26 27 32 32 32 227 9.1 1.00 \| \| \| New Castle \| x \| 27 33 34 21 29 26 31 232 8.0 1.00 \| \| \| Pleasureville \| x \| 38 34 37 35 34 27 47 252 9.5 1.50 \| \| \| Sulphur \| x \| 65 60 52 54 54 52 72 64 473 17.5 1.00 \| \| \| Eminence Ind. \| x \| 25 30 32 38 28 34 40 27 263 10.6 1.25 \| \| \| Eminence \| x \| 45 54 42 35 52 49 58 343 11.8 1.25 \| \| HENRY CO. \| Antioch \| x \| 35 30 30 48 28 47 33 32 283 8.5 75 \| \| \| Branch Street \| x \| 70 82 75 62 68 432 15.0 75 \| \| \| Charleston \| x \| 44 48 42 45 45 273 11.0 75 \| \| \| Grapevine \| x \| 47 45 51 41 41 43 33 37 338 12.5 75 \| \| \| Hall Street \| x \| 55 56 46 47 51 47 40 32 382 13.9 1.00 \| \| \| Hanson \| x \| 25 30 32 38 28 34 40 27 263 10.6 1.25 \| \| \| Mortons Gap \| x \| 45 54 42 35 52 49 58 343 11.8 1.25 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Library Operations \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------\|------------\|-------------------\| \| HOPKINS CO. \| \| Nebo \| X \| \| \| 40 \| 30 \| 36 \| 40 \| 38 \| 35 \| 60 \| 47 \| 326 \| 11.5 \| $1.25 \| \| \| \| Norton \| X \| \| \| 58 \| 53 \| 50 \| 41 \| 42 \| 48 \| 50 \| 44 \| 386 \| 16.4 \| 1.00 \| \| \| \| Pride Avenue \| X \| \| \| 74 \| 70 \| 70 \| 65 \| 65 \| 69 \| 77 \| 77 \| 377 \| 16.0 \| .75 \| \| \| \| St. Charles \| X \| \| \| 40 \| 29 \| 36 \| 29 \| 26 \| 34 \| 37 \| 31 \| 262 \| 8.9 \| 1.00 \| \| \| \| Seminary Jr. \| X \| \| \| \| \| \| \| \| \| \| \| 355 \| 264 \| \| \| \| \| Waddell Avenue\| X \| \| \| 54 \| 35 \| 41 \| 50 \| 48 \| 33 \| \| \| 619 \| 20.3 \| 1.25 \| \| \| \| West Broadway \| X \| \| \| 76 \| 65 \| 77 \| 67 \| 76 \| 67 \| \| \| 428 \| 16.0 \| .75 \| \| \| \| White Plains \| X \| \| \| 33 \| 30 \| 31 \| 24 \| 33 \| 43 \| 18 \| 29 \| 241 \| 9.8 \| 1.00 \| \| Dawson Springs Ind.\| \| Dawson Springs\| X \| \| \| 62 \| 69 \| 47 \| 59 \| 69 \| 62 \| \| \| 368 \| 12.7 \| 1.00 \| \| JACKSON CO. \| \| Keen \| X \| \| \| 36 \| 35 \| 36 \| 23 \| 45 \| 33 \| \| \| 208 \| 9.0 \| 1.00 \| \| \| \| Sand Gap \| X \| \| \| 71 \| 58 \| 64 \| 42 \| 44 \| 40 \| 57 \| 44 \| 420 \| 13.0 \| 1.00 \| \| \| \| Tyner \| X \| \| \| 54 \| 58 \| 31 \| 40 \| 42 \| 48 \| \| \| 291 \| 15.0 \| 1.00 \| \| JEFFERSON CO. \| \| Autumndale \| X \| \| \| 63 \| 76 \| 68 \| 62 \| 69 \| 57 \| \| \| 395 \| 15.8 \| 1.15 \| \| \| \| Audubon \| X \| \| \| 108\| 96 \| 102 \| 106 \| 108 \| 89 \| \| \| 609 \| 22.1 \| 1.15 \| \| \| \| Bardstown Manor\| X \| \| \| 103\| 98 \| 92 \| 92 \| 92 \| 77 \| \| \| 569 \| 21.1 \| 1.15 \| \| \| \| Bates \| X \| \| \| 124\| 115 \| 113 \| 91 \| 115 \| 95 \| \| \| 653 \| 24.0 \| 1.15 \| \| \| \| Camp Taylor \| X \| \| \| 105\| 93 \| 76 \| 76 \| 76 \| 90 \| \| \| 32 \| 524 \| 19.7 \| 1.15 \| \| \| \| Cave Run \| X \| \| \| 144\| 134 \| 126 \| 120 \| 120 \| 82 \| \| \| 728 \| 27.1 \| 1.15 \| \| \| \| Chenoweth \| X \| \| \| 104\| 90 \| 104 \| 124 \| 97 \| 85 \| \| \| 604 \| 23.4 \| 1.15 \| \| \| \| Dyre \| X \| \| \| 116\| 110 \| 110 \| 97 \| 97 \| 96 \| \| \| 32 \| 684 \| 19.9 \| 1.05 \| \| \| \| Fairdale \| X \| \| \| 182\| 158 \| 141 \| 148 \| 156 \| 110 \| \| \| 895 \| 32.1 \| 1.15 \| \| \| \| Fern Creek \| X \| \| \| 77 \| 77 \| 80 \| 75 \| 75 \| 75 \| \| \| 12 \| 459 \| 19.0 \| 1.05 \| \| \| \| Flisson \| X \| \| \| 114\| 87 \| 95 \| 102 \| 95 \| 97 \| \| \| 16 \| 696 \| 22.1 \| 1.15 \| \| \| \| Gilmore Lane \| X \| \| \| 183\| 165 \| 165 \| 157 \| 157 \| 97 \| \| \| 865 \| 28.8 \| 1.15 \| \| \| \| Goldsmith \| X \| \| \| 120\| 124 \| 100 \| 106 \| 106 \| 104 \| 88 \| \| \| 33 \| 675 \| 20.0 \| 1.15 \| \| \| \| Greenbrier \| X \| \| \| 74 \| 74 \| 74 \| 74 \| 74 \| 88 \| \| \| 15 \| 448 \| 18.0 \| 1.15 \| \| \| \| Greenwood Road\| X \| \| \| 238\| 166 \| 172 \| 180 \| 133 \| 124 \| \| \| 39 \| 1652 \| 41.7 \| 1.15 \| \| \| \| Hawesville \| X \| \| \| 89 \| 89 \| 89 \| 107 \| 107 \| 107 \| \| \| 647 \| 33.0 \| 1.15 \| \| \| \| Hikes \| X \| \| \| 117\| 120 \| 100 \| 118 \| 118 \| 73 \| \| \| 96 \| 963 \| 11.1 \| 1.15 \| \| \| \| Indian Trail \| X \| \| \| 235\| 190 \| 190 \| 190 \| 190 \| 113 \| \| \| 39 \| 1652 \| 41.7 \| 1.15 \| \| \| \| Jeffersontown\| X \| \| \| 42 \| 130 \| 156 \| 190 \| 110 \| 113 \| \| \| 14 \| 851 \| 99.7 \| 1.15 \| \| \| \| Jonathan M. Everett\| X \| \| \| 10 \| 14 \| 14 \| 14 \| 14 \| 14 \| \| \| 14 \| 851 \| 100.0 \| 1.15 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----------\|------------\|--------\|------------------------\| \| JEFFERSON CO. (Cont.) \| \| Kennedy \| x \| \| \| 63 \| 75 \| 97 \| 92 \| 91 \| 64 \| \| \| \| 488 \| 21.5 \| $2,220 \| \| \| \| Kenwood \| x \| \| \| 122\| 102 \| 112 \| 117 \| 91 \| 80 \| \| \| \| 624 \| 22.8 \| \| \| \| \| Kerriek \| x \| \| \| 150\| 125 \| 125 \| 103 \| 140 \| 61 \| \| \| \| 755 \| 23.5 \| \| \| \| \| Lyndon \| x \| \| \| 97 \| 117 \| 120 \| 97 \| 103 \| 81 \| \| \| \| 615 \| 23.1 \| \| \| \| \| Medora \| x \| \| \| 134\| 142 \| 137 \| 123 \| 140 \| 91 \| \| \| \| 767 \| 28.2 \| \| \| \| \| Mederine Heights \| x \| \| \| 106\| 110 \| 84 \| 86 \| 103 \| 63 \| \| \| \| 552 \| 20.1 \| \| \| \| \| Middletown \| x \| \| \| 110\| 76 \| 85 \| 124 \| 119 \| 110 \| \| \| \| 624 \| 23.1 \| \| \| \| \| Mill Creek \| x \| \| \| 138\| 120 \| 125 \| 109 \| 103 \| 149 \| \| \| \| 591 \| 20.1 \| \| \| \| \| Newburg \| x \| \| \| 189\| 122 \| 136 \| 82 \| 120 \| 95 \| \| \| \| 967 \| 37.6 \| \| \| \| \| Okolona \| x \| \| \| 246\| 187 \| 183 \| 139 \| 145 \| 135 \| \| \| \| 1168 \| 40.3 \| \| \| \| \| Freestonia \| x \| \| \| 138\| 146 \| 146 \| 169 \| 99 \| \| \| \| 767 \| 23.5 \| \| \| \| \| Rockford Lane\| x \| \| \| 184\| 180 \| 153 \| 138 \| 126 \| 108 \| \| \| \| 892 \| 33.2 \| \| \| \| \| Schaffner \| x \| \| \| 219\| 156 \| 156 \| 190 \| 160 \| 160 \| \| \| \| 1182 \| 41.5 \| \| \| \| \| Shryock \| x \| \| \| 95 \| 103 \| 88 \| 95 \| 83 \| 69 \| \| \| \| 536 \| 21.0 \| \| \| \| \| Smyrna \| x \| \| \| 150\| 143 \| 153 \| 104 \| 103 \| 95 \| \| \| \| 696 \| 23.2 \| \| \| \| \| South Park \| x \| \| \| 108\| 93 \| 86 \| 97 \| 74 \| 97 \| \| \| \| 535 \| 20.9 \| \| \| \| \| Slivers \| x \| \| \| 110\| 127 \| 103 \| 111 \| 101 \| 89 \| \| \| \| 641 \| 22.8 \| \| \| \| \| St. Matthews \| x \| \| \| 61 \| 92 \| 92 \| 106 \| 106 \| 109 \| \| \| \| 527 \| 22.1 \| \| \| \| \| Stonestreet \| x \| \| \| 143\| 93 \| 133 \| 131 \| 129 \| 101 \| \| \| \| 730 \| 24.9 \| \| \| \| \| Zachary Taylor\| x \| \| \| 161\| 149 \| 149 \| 138 \| 138 \| 72 \| \| \| \| 754 \| 28.8 \| \| \| \| \| Waller \| x \| \| \| 165\| 91 \| 129 \| 82 \| 108 \| 70 \| \| \| \| 645 \| 23.1 \| \| \| \| \| Watson Lane \| x \| \| \| 207\| 193 \| 193 \| 153 \| 146 \| 120 \| \| \| \| 995 \| 35.1 \| \| \| \| \| Wilder \| x \| \| \| 139\| 147 \| 140 \| 130 \| 124 \| 126 \| \| \| \| 806 \| 28.1 \| \| \| \| \| Wilkinson \| x \| \| \| 149\| 171 \| 142 \| 134 \| 143 \| 121 \| \| \| \| 862 \| 29.2 \| \| \| Private: \| \| Guardian Angels \| x \| \| \| 108\| 113 \| 88 \| 93 \| 91 \| 71 \| 70 \| 61 \| \| \| \| 695 \| 18.0 \| \| \| \| \| Holy Trinity \| x \| \| \| 73 \| 79 \| 67 \| 70 \| 68 \| 72 \| 63 \| 64 \| \| \| \| 552 \| 20.1 \| \| \| \| \| Mother of Good Counell \| x \| \| \| 27 \| 44 \| 32 \| 40 \| 36 \| 26 \| 41 \| 18 \| 17 \| \| \| \| 281 \| 8.0 \| \| \| \| \| Our Lady of Cons.\| x \| \| \| 71 \| 63 \| 63 \| 46 \| 46 \| 54 \| 57 \| 74 \| \| \| \| 573 \| 9.0 \| \| \| \| \| Our Lady of Lourdes \| x \| \| \| 82 \| 97 \| 101 \| 108 \| 106 \| 110 \| 94 \| 114 \| 79 \| \| \| \| 891 \| 22.0 \| \| \| \| \| Our Lady of Mt Carmel \| x \| \| \| 36 \| 31 \| 31 \| 33 \| 35 \| 25 \| 24 \| 16 \| \| \| \| 235 \| 6.0 \| \| \| \| \| Resurrection \| x \| \| \| 69 \| 62 \| 45 \| 42 \| 39 \| 43 \| 37 \| 37 \| \| \| \| 374 \| 16.0 \| \| \| \| \| St. Albert the Great \| x \| \| \| 49 \| 48 \| 45 \| 38 \| 39 \| 29 \| 30 \| 43 \| \| \| \| 321 \| 9.0 \| \| \| \| \| St. Ambanias \| x \| \| \| 77 \| 58 \| 52 \| 62 \| 58 \| 45 \| 46 \| 58 \| \| \| \| 436 \| 9.4 \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Tchrs. \| Library Appropriations \| \|--------\|----------\|--------\|----------\|-------------\|----------\|---\|---\|---\|---\|---\|---\|---\|---\|---\|-----------\|------------\|-------\|------------------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| JEFFERSON CO. (Cont.) \| Private \| St. Barnabas \| X \| 73 \| 143 \| 133 \| 129 \| 102 \| 111 \| 99 \| 92 \| 101 \| 1 \| 983 \| 21.9 \| $1.00 \| \| \| \| St. Bartholomew \| 101 \| 57 \| 92 \| 94 \| 77 \| 74 \| 54 \| 64 \| 1 \| 615 \| 13.0 \| 1.00 \| \| \| \| St. Blake \| X \| 46 \| 75 \| 52 \| 50 \| 45 \| 51 \| 34 \| 42 \| 385 \| 10.0 \| .50 \| \| \| \| St. Clement \| 125 \| 128 \| 112 \| 93 \| 95 \| 76 \| 73 \| 58 \| 1 \| 761 \| 19.6 \| 1.00 \| \| \| \| St. David \| X \| 88 \| 89 \| 85 \| 65 \| 65 \| 60 \| 50 \| 50 \| 352 \| 10.0 \| 1.55 \| \| \| \| St. Edward \| 87 \| 76 \| 66 \| 60 \| 58 \| 50 \| 50 \| 33 \| 480 \| 14.0 \| 1.65 \| \| \| \| St. Gabriel \| 110 \| 101 \| 96 \| 80 \| 70 \| 66 \| 68 \| 1 \| 679 \| 17.0 \| .75 \| \| \| \| St. Helen \| 144 \| 156 \| 122 \| 122 \| 111 \| 107 \| 96 \| 91 \| 23.0 \| .75 \| \| \| \| St. Jerome \| 55 \| 35 \| 50 \| 40 \| 38 \| 39 \| 40 \| 25 \| 323 \| 8.0 \| 1.00 \| \| \| \| St. Lawrence \| 133 \| 115 \| 104 \| 85 \| 85 \| 79 \| 63 \| 885 \| 23.0 \| 1.50 \| \| \| \| St. Margaret Mary \| 92 \| 82 \| 77 \| 82 \| 82 \| 74 \| 66 \| 46 \| 601 \| 19.0 \| 1.80 \| \| \| \| St. Matthias \| 67 \| 70 \| 55 \| 51 \| 57 \| 59 \| 51 \| 64 \| 474 \| 12.0 \| 2.35 \| \| \| \| St. Peter \| X \| 69 \| 69 \| 55 \| 54 \| 54 \| 42 \| 42 \| 451 \| 12.0 \| 2.30 \| \| \| \| St. Polycarp \| 84 \| 68 \| 47 \| 60 \| 44 \| 47 \| 37 \| 36 \| 423 \| 10.0 \| 1.00 \| \| \| \| St. Rita \| X \| 131 \| 118 \| 125 \| 138 \| 118 \| 112 \| 103 \| 90 \| 935 \| 24.0 \| 1.05 \| \| Anchorage Ind. \| Anchorage \| X \| 21 \| 23 \| 30 \| 33 \| 31 \| 34 \| 35 \| 207 \| 8.8 \| \| \| Louisville Ind. \| Aikinson \| 186 \| 161 \| 125 \| 124 \| 126 \| 120 \| 842 \| 28.0 \| 1.00 \| \| \| Beechmont \| X \| 28 \| 31 \| 37 \| 35 \| 35 \| 35 \| 246 \| 8.0 \| 1.00 \| \| \| Bellnap \| 43 \| 47 \| 56 \| 53 \| 63 \| 71 \| 333 \| 11.5 \| 1.00 \| \| \| Bloom \| 39 \| 47 \| 44 \| 44 \| 38 \| 38 \| 253 \| 8.5 \| 0.55 \| \| \| Brycs \| X \| 154 \| 146 \| 135 \| 146 \| 116 \| 123 \| 57 \| 895 \| 31.0 \| 1.00 \| \| \| Bowman Field \| 75 \| 44 \| 46 \| 31 \| 36 \| 233 \| 8.5 \| 1.00 \| \| \| Brandenburg \| 115 \| 128 \| 105 \| 98 \| 83 \| 83 \| 260 \| 8.0 \| 1.00 \| \| \| Carmichael \| X \| 175 \| 149 \| 146 \| 121 \| 116 \| 106 \| 80 \| 893 \| 31.0 \| 1.00 \| \| \| Clark \| 67 \| 67 \| 65 \| 65 \| 65 \| 65 \| 404 \| 13.0 \| 1.00 \| \| \| Clay \| 101 \| 79 \| 73 \| 97 \| 72 \| 83 \| 504 \| 16.0 \| 1.00 \| \| \| Cochran \| 134 \| 120 \| 114 \| 114 \| 82 \| 80 \| 652 \| 20.0 \| 1.00 \| \| \| Cotter \| X \| 117 \| 123 \| 161 \| 155 \| 104 \| 102 \| 17 \| 749 \| 25.0 \| 1.00 \| \| \| Dallinger \| 54 \| 54 \| 73 \| 73 \| 69 \| 69 \| 449 \| 14.5 \| 1.00 \| \| \| Dunbar \| X \| 59 \| 37 \| 49 \| 43 \| 39 \| 41 \| 50 \| 318 \| 13.5 \| 1.00 \| \| \| Emerson \| 25 \| 25 \| 73 \| 73 \| 47 \| 45 \| 39 \| 39 \| 250 \| 8.0 \| 1.00 \| \| \| Engelhard \| 96 \| 78 \| 85 \| 74 \| 63 \| 66 \| 13 \| 476 \| 18.0 \| 1.00 \| \| \| Fowl \| 92 \| 82 \| 40 \| 40 \| 34 \| 43 \| 16 \| 403 \| 14.5 \| 1.00 \| \| \| Fincher \| X \| 118 \| 91 \| 64 \| 54 \| 38 \| 41 \| 250 \| 8.0 \| 1.00 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appro- \| Library Appro- \| \|-----------------\|----------\|-------------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------------\|------------\|--------\|----------------\|----------------\| \| Louisville Ind. \| Private \| Christ the King \| x \| \| \| 53 \| 61 \| 50 \| 55 \| 65 \| 65 \| 52 \| 50 \| 7 \| 458 \| 13.0 \| $1.00 \| \| \| \| \| \| Holy Cross \| x \| \| \| 51 \| 35 \| 53 \| 32 \| 46 \| 47 \| 44 \| 46 \| \| 357 \| 8.0 \| 1.00 \| \| \| \| \| \| Holy Family \| x \| \| \| 107\| 98 \| 101 \| 98 \| 95 \| 95 \| 76 \| \| \| 790 \| 21.0 \| 1.10 \| \| \| \| \| \| Holy Name \| x \| \| \| 62 \| 69 \| 68 \| 50 \| 70 \| 69 \| 63 \| 85 \| 66 \| \| 648 \| 16.0 \| 1.00 \| \| \| \| \| \| Holy Spirit \| x \| \| \| 77 \| 73 \| 69 \| 80 \| 83 \| 88 \| 71 \| 80 \| 72 \| \| 880 \| 17.7 \| 1.00 \| \| \| \| \| \| Most Blessed Sacrament \| x \| \| \| 40 \| 35 \| 41 \| 37 \| 39 \| 45 \| 42 \| 36 \| \| 315 \| 9.0 \| 1.00 \| \| \| \| \| \| Our Lady \| x \| \| \| 69 \| 69 \| 71 \| 54 \| 71 \| 48 \| 48 \| 60 \| \| 492 \| 16.0 \| 1.00 \| \| \| \| \| \| Our Mother of Sorrows \| x \| \| \| 47 \| 30 \| 30 \| 26 \| 20 \| 23 \| 20 \| 13 \| 23 \| \| 227 \| 14.0 \| 1.00 \| \| \| \| \| \| Sacred Heart Model \| x \| \| \| 135\| 108 \| 120 \| 87 \| 105 \| 89 \| 92 \| 75 \| 12 \| \| 821 \| 20.5 \| 1.60 \| \| \| \| \| \| SS Simon & Jude \| x \| \| \| 95 \| 27 \| 27 \| 47 \| 47 \| 47 \| 44 \| 52 \| \| 344 \| 14.4 \| 1.00 \| \| \| \| \| \| St Ann \| x \| \| \| 52 \| 61 \| 48 \| 46 \| 40 \| 48 \| 29 \| 44 \| \| 368 \| 9.0 \| 1.00 \| \| \| \| \| \| St Anthony \| x \| \| \| 35 \| 35 \| 32 \| 32 \| 39 \| 39 \| 37 \| \| \| 272 \| 8.4 \| 1.00 \| \| \| \| \| \| St Benedict \| x \| \| \| 45 \| 47 \| 37 \| 45 \| 37 \| 30 \| 27 \| 34 \| \| 302 \| 9.0 \| 1.00 \| \| \| \| \| \| St Cecilia \| x \| \| \| 75 \| 63 \| 63 \| 70 \| 65 \| 50 \| 71 \| 68 \| \| 395 \| 15.0 \| 5.00 \| \| \| \| \| \| St Columbia \| x \| \| \| 124\| 114 \| 97 \| 120 \| 1112\| 106 \| 110 \| 101 \| 1 \| 802 \| 21.0 \| 1.00 \| \| \| \| \| \| St Elizabeth \| x \| \| \| 72 \| 73 \| 83 \| 70 \| 78 \| 78 \| 79 \| 73 \| 1 \| 607 \| 18.0 \| 1.50 \| \| \| \| \| \| St Francis of Assisi \| x \| \| \| 48 \| 48 \| 51 \| 51 \| 68 \| 49 \| 54 \| 54 \| \| 344 \| 10.4 \| 1.00 \| \| \| \| \| \| St George \| x \| \| \| 60 \| 79 \| 65 \| 58 \| 43 \| 56 \| 52 \| 70 \| 1 \| 485 \| 14.0 \| 1.00 \| \| \| \| \| \| St John \| x \| \| \| 47 \| 47 \| 45 \| 45 \| 57 \| 57 \| 34 \| 44 \| \| 323 \| 9.0 \| 1.00 \| \| \| \| \| \| St John Vianney \| x \| \| \| 40 \| 41 \| 43 \| 38 \| 32 \| 33 \| 34 \| 33 \| \| 292 \| 9.0 \| 1.00 \| \| \| \| \| \| St Joseph \| x \| \| \| 30 \| 37 \| 44 \| 37 \| 41 \| 39 \| 35 \| 33 \| \| 296 \| 8.2 \| 1.00 \| \| \| \| \| \| St Lawrence \| x \| \| \| 32 \| 32 \| 25 \| 28 \| 27 \| 27 \| 16 \| 20 \| \| 211 \| 11.0 \| 2.00 \| \| \| \| \| \| St Pius X \| x \| \| \| 141\| 139 \| 129 \| 104 \| 83 \| 58 \| 62 \| 60 \| \| 777 \| 17.0 \| 1.53 \| \| \| \| \| \| St Raphael \| x \| \| \| 142\| 132 \| 125 \| 133 \| 118 \| 110 \| 120 \| 107 \| \| 1025 \| 25.0 \| 1.53 \| \| \| \| \| \| St Stephen Martyr \| x \| \| \| 115\| 96 \| 98 \| 85 \| 83 \| 88 \| 81 \| 77 \| \| 733 \| 18.5 \| 1.00 \| \| \| \| \| \| St Thomas \| x \| \| \| 77 \| 77 \| 38 \| 38 \| 44 \| 34 \| 20 \| 49 \| 37 \| \| 382 \| 9.7 \| 1.00 \| \| \| \| \| \| St Thomas More \| x \| \| \| 103\| 98 \| 91 \| 93 \| 97 \| 78 \| 65 \| 67 \| \| 698 \| 19.0 \| 1.00 \| \| \| \| \| \| St Vincent DePaul \| x \| \| \| 52 \| 53 \| 45 \| 48 \| 42 \| 54 \| 45 \| 63 \| \| 402 \| 12.1 \| 1.12 \| \| \| \| Jessamine \| \| Nicholasville \| x \| \| \| 174\| 183 \| 174 \| 169 \| 185 \| 140 \| 138 \| 137 \| \| 1280 \| 45.2 \| 1.00 \| \| \| \| \| \| Richmond \| x \| \| \| 38 \| 38 \| 38 \| 39 \| 39 \| 39 \| 31 \| 31 \| \| 311 \| 8.2 \| 1.01 \| \| \| \| \| \| Wilmore \| x \| \| \| 85 \| 69 \| 85 \| 75 \| 71 \| 75 \| 68 \| 81 \| \| 601 \| 20.3 \| 1.00 \| \| \| ## KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Ungraded Enr. \| Total Tchrs. \| Library Aids per Pupil \| \|--------\|----------\|--------\|----------\|-------------\|----------\|----------------------------------------\|---------------\|--------------\|-----------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| JOHNSON CO. \| \| \| \| \| \| \| \| \| \| \| Flat Gap \| \| \| \| \| \| 65 59 46 39 63 49 \| \| \| \| \| Nancy Castle \| \| \| \| \| \| 40 44 24 46 27 41 34 45 \| \| \| \| \| Oil Springs \| \| \| \| \| \| 37 27 29 43 29 39 35 45 \| \| \| \| \| Paintsville Ind. \| \| \| \| \| \| 117 98 89 101 104 120 120 100 \| \| \| \| \| Paintsville \| \| \| \| \| \| 19 26 27 17 21 18 34 35 \| \| \| \| \| Van Lear Ind. \| \| \| \| \| \| \| \| \| \| \| Van Lear \| \| \| \| \| \| \| \| \| \| \| KENTON CO. \| \| \| \| \| \| \| \| \| \| \| Brackley \| \| \| \| \| \| 55 43 40 53 29 39 \| \| \| \| \| Caywood \| \| \| \| \| \| 80 50 72 68 52 73 68 \| \| \| \| \| Crescent Springs \| \| \| \| \| \| 85 56 57 51 59 57 72 \| \| \| \| \| Keenon \| \| \| \| \| \| 121 101 115 124 106 93 \| \| \| \| \| Park Hills \| \| \| \| \| \| 69 69 58 51 46 43 122 \| \| \| \| \| Piner \| \| \| \| \| \| 37 44 38 37 40 33 \| \| \| \| \| Ryland Heights \| \| \| \| \| \| 100 140 92 93 88 91 \| \| \| \| \| Taylor Mills \| \| \| \| \| \| 129 103 102 122 108 102 \| \| \| \| \| Twentynine \| \| \| \| \| \| \| \| \| \| \| St. Agnes (Pr.) \| \| \| \| \| \| 115 112 105 92 104 113 95 78 \| \| \| \| \| St. Anthony (Pr.) \| \| \| \| \| \| 51 53 45 46 44 44 45 32 \| \| \| \| \| St. Paul (Pr.) \| \| \| \| \| \| 56 54 54 39 31 50 31 \| \| \| \| \| St. Joseph (Pr.) \| \| \| \| \| \| 47 50 49 49 32 29 43 35 \| \| \| \| \| St. Phil (Pr.) \| \| \| \| \| \| 141 139 120 104 83 68 62 60 \| \| \| \| \| Beechwood Ind. \| \| \| \| \| \| \| \| \| \| \| Beechwood \| \| \| \| \| \| 80 38 43 28 34 28 \| \| \| \| \| St. Elizabeth Sacrament (Pr.) \| \| \| \| \| \| 104 94 108 120 106 88 90 82 \| \| \| \| \| Claylinton Ind. \| \| \| \| \| \| \| \| \| \| \| Eleventh District \| \| \| \| \| \| 57 57 33 44 41 41 43 \| \| \| \| \| Eleventh District \| \| \| \| \| \| 48 47 42 48 35 46 \| \| \| \| \| Fifth District \| \| \| \| \| \| 111 95 57 62 83 72 \| \| \| \| \| Fifth District \| \| \| \| \| \| 88 84 53 67 48 41 63 \| \| \| \| \| Fourth District \| \| \| \| \| \| 113 80 92 83 71 83 9 \| \| \| \| \| John G. Carlisle \| \| \| \| \| \| 98 88 81 59 66 76 \| \| \| \| \| Lincoln Grant \| \| \| \| \| \| 83 64 54 68 52 62 \| \| \| \| \| Ninth District \| \| \| \| \| \| 119 97 86 78 85 84 71 \| \| \| \| \| Seventh District \| \| \| \| \| \| 31 25 38 60 52 35 \| \| \| \| \| Sixth District \| \| \| \| \| \| 95 78 77 53 80 77 \| \| \| \| ## KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|--------\|----------\|--------\|----------\|-------------\|----------\|-----------------------------------------\|----------------\|------------\|-------\|------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| LAUREL CO. \| Buffalo \| \| X \| \| \| 11 41 40 47 48 39 48 53 38 \| 365 \| 13.8 \| 1.25 \| \| \| \| Danville \| \| X \| \| \| 110 115 114 107 102 98 100 94 \| 761 \| 29.6 \| 1.25 \| \| \| \| Magnolia \| \| X \| \| \| 49 42 56 35 35 50 51 44 \| 365 \| 12.1 \| 1.25 \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|--------\|----------\|--------\|----------\|-------------\|----------\|-----------------------------------------\|----------------\|------------\|-------\|------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| LAUREL CO. \| Bush \| \| X \| \| \| 32 30 43 39 50 44 51 54 \| 343 \| 8.0 \| $1.00 \| \| \| \| Colony \| \| X \| \| \| 53 49 49 38 55 48 59 58 \| 429 \| 13.0 \| 1.00 \| \| \| \| Feits \| \| X \| \| \| 44 40 50 28 56 40 \| 258 \| 9.0 \| 1.00 \| \| \| \| Hazel Green \| \| X \| \| \| 62 56 56 52 51 53 75 72 \| 480 \| 15.0 \| 1.25 \| \| \| \| Keavy \| \| X \| \| \| 48 51 51 55 49 51 46 65 \| 416 \| 13.0 \| 1.00 \| \| \| \| Pittsburg \| \| X \| \| \| 36 35 35 25 32 36 38 24 \| 253 \| 10.0 \| 1.00 \| \| \| \| Sublimity \| \| X \| \| \| 76 69 47 54 55 45 45 47 \| 444 \| 15.0 \| 1.00 \| \| \| \| East Bernstadt Ind. \| \| X \| \| \| 56 34 40 36 33 50 36 31 \| 316 \| 12.2 \| 1.00 \| \| \| \| London Ind. \| \| X \| \| \| 104 106 118 103 97 83 105 88 \| 804 \| 26.5 \| 1.00 \| \| \| \| London \| \| X \| \| \| \| \| \| \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|--------\|----------\|--------\|----------\|-------------\|----------\|-----------------------------------------\|----------------\|------------\|-------\|------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| LAWRENCE CO. \| Dawson \| \| X \| \| \| 94 96 94 79 108 108 \| 579 \| 18.0 \| \| \| \| LEE CO. \| Beattyville \| \| X \| \| \| 68 75 67 70 94 98 64 \| 536 \| 19.1 \| 1.25 \| \| \| \| St. Helens \| \| X \| \| \| 34 30 47 44 35 40 38 37 \| 305 \| 11.5 \| 1.25 \| \| \| \| South Side \| \| X \| \| \| 43 45 45 31 36 35 29 38 \| 302 \| 11.5 \| 1.25 \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|--------\|----------\|--------\|----------\|-------------\|----------\|-----------------------------------------\|----------------\|------------\|-------\|------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| LESLIE CO. \| Big Creek \| \| X \| \| \| 68 58 54 40 36 36 33 24 \| 349 \| 11.0 \| \| \| \| \| Hayden \| \| X \| \| \| 92 100 86 95 83 99 87 82 \| 641 \| 24.0 \| \| \| \| \| Sillett Sett. \| \| X \| \| \| 36 27 35 42 29 36 36 33 \| 255 \| 10.0 \| \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|--------\|----------\|--------\|----------\|-------------\|----------\|-----------------------------------------\|----------------\|------------\|-------\|------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| LETCHER CO. \| Blackey \| \| X \| \| \| 22 25 15 27 14 34 30 32 \| 199 \| 9.0 \| 1.50 \| \| \| \| Campbells Branch \| \| X \| \| \| 22 25 23 31 22 31 21 29 \| 191 \| 10.0 \| 1.50 \| \| \| \| Colquitt \| \| X \| \| \| 62 44 44 38 47 39 38 29 \| 341 \| 15.0 \| 1.50 \| \| \| \| Eolia \| \| X \| \| \| 35 31 24 39 38 29 33 32 \| 261 \| 9.0 \| 1.50 \| \| \| \| Fleming Neon \| \| X \| \| \| 45 40 47 55 70 51 113 95 \| 574 \| 20.0 \| 1.00 \| \| \| \| Hemphill \| \| X \| \| \| 41 41 32 38 58 53 44 56 \| 363 \| 14.0 \| 1.50 \| \| \| \| Lester \| \| X \| \| \| 45 40 49 46 51 70 55 55 \| 434 \| 15.0 \| 1.50 \| \| \| \| Whitesburg \| \| X \| \| \| 66 67 71 76 84 69 84 79 \| 616 \| 22.0 \| 1.50 \| \| \| \| Jenkins Ind. \| \| X \| \| \| 17 37 32 30 35 36 36 35 \| 258 \| 9.2 \| 1.25 \| \| \| \| Jenkins \| \| X \| \| \| 20 28 29 26 31 33 58 60 \| 283 \| 10.8 \| 1.00 \| \| \| \| McRoberts \| \| X \| \| \| 27 25 36 31 42 44 41 33 \| 279 \| 11.2 \| \| \| \| County \| District/School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Approvals \| \|-----------------\|-----------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|---------------\|------------\|--------\|------------------\| \| LEWIS CO. \| Garrison \| x \| \| \| 110\| 101 \| 81 \| 84 \| 97 \| 87 \| 62 \| 82 \| \| 704 \| 25.0 \| $1.06 \| \| \| Laurel \| x \| \| \| 28 \| 44 \| 29 \| 26 \| 31 \| 43 \| \| \| \| 201 \| 9.0 \| \| \| \| Lewis \| x \| \| \| 60 \| 50 \| 40 \| 44 \| 41 \| 56 \| 56 \| 50 \| \| 397 \| 13.0 \| \| \| \| Tollesboro \| x \| \| \| 30 \| 39 \| 29 \| 36 \| 37 \| 52 \| 27 \| 36 \| \| 227 \| 9.0 \| 1.50 \| \| \| Vanceburg \| x \| \| \| 67 \| 56 \| 45 \| 43 \| 43 \| 52 \| 43 \| 39 \| \| 388 \| 13.0 \| \| \| LINCOLN CO. \| Broughtontown \| x \| \| x \| 32 \| 30 \| 30 \| 29 \| 37 \| 31 \| 27 \| 36 \| \| 252 \| 10.0 \| 1.00 \| \| \| Croft Orchard \| x \| \| \| 59 \| 52 \| 44 \| 40 \| 53 \| 66 \| \| \| \| 333 \| 14.0 \| \| \| \| Highland \| x \| \| \| 30 \| 33 \| 29 \| 42 \| 43 \| 29 \| 35 \| 41 \| \| 282 \| 12.5 \| 1.00 \| \| \| Hustonville \| x \| \| x \| 47 \| 47 \| 47 \| 47 \| 47 \| 47 \| \| \| \| 117 \| 5.0 \| \| \| \| McMurtry \| x \| \| \| 52 \| 44 \| 34 \| 65 \| 61 \| 39 \| \| \| \| 295 \| 11.7 \| 1.00 \| \| \| Waynesburg \| x \| \| \| 50 \| 44 \| 46 \| 52 \| 53 \| 64 \| 43 \| 59 \| \| 411 \| 17.0 \| \| \| \| Stanford Ind. \| x \| \| \| 55 \| 48 \| 45 \| 47 \| 48 \| 55 \| \| \| \| 298 \| 11.5 \| 2.00 \| \| LIVINGSTON CO. \| Salem \| x \| \| \| 31 \| 28 \| 25 \| 24 \| 19 \| 19 \| 23 \| 33 \| \| 202 \| 9.1 \| 1.00 \| \| \| Smithland \| x \| \| \| 45 \| 34 \| 45 \| 37 \| 38 \| 42 \| 30 \| 30 \| \| 301 \| 11.0 \| 1.00 \| \| LOGAN CO. \| Adairville \| x \| \| \| 48 \| 54 \| 59 \| 50 \| 56 \| 40 \| 55 \| 48 \| \| 411 \| 12.0 \| 1.00 \| \| \| Auburn \| x \| \| \| 61 \| 53 \| 58 \| 57 \| 66 \| 66 \| 66 \| 65 \| \| 496 \| 18.1 \| 1.00 \| \| \| Chamber's Chapel \| x \| \| \| 48 \| 38 \| 39 \| 29 \| 41 \| 42 \| 37 \| 36 \| \| 310 \| 9.5 \| 1.00 \| \| \| Lewishburg \| x \| \| \| 80 \| 88 \| 88 \| 73 \| 77 \| 78 \| 81 \| 79 \| \| 641 \| 21.0 \| 1.00 \| \| \| Olinburg \| x \| \| \| 44 \| 53 \| 52 \| 63 \| 64 \| 68 \| 69 \| \| \| 454 \| 13.0 \| \| \| \| Russellville Ind. \| x \| \| \| 69 \| 117 \| 83 \| 104 \| 87 \| 85 \| 88 \| 83 \| 85 \| \| 801 \| 26.9 \| 1.50 \| \| \| Logan \| x \| \| \| 45 \| 43 \| 29 \| 40 \| 85 \| 77 \| 71 \| 105 \| \| 495 \| 20.3 \| 1.00 \| \| LYON CO. \| Lyon \| x \| \| \| 82 \| 79 \| 72 \| 81 \| 73 \| 63 \| 98 \| 87 \| \| 635 \| 27.0 \| 1.00 \| \| MADISON CO. \| Elizabethtown \| x \| \| \| 81 \| 74 \| 69 \| 77 \| 71 \| 76 \| 84 \| 87 \| \| 714 \| 25.5 \| 1.00 \| \| \| Kirksville \| x \| \| \| 75 \| 65 \| 75 \| 65 \| 65 \| 91 \| 76 \| 59 \| \| 470 \| 17.0 \| 1.00 \| \| \| Little Creek \| x \| \| \| 86 \| 67 \| 75 \| 95 \| 91 \| 74 \| 76 \| 69 \| \| 847 \| 30.0 \| 1.00 \| ## KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Approvals \| \|--------\|----------\|--------\|----------\|-------------\|----------\|----------------------------------------\|---------------\|------------\|--------\|------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| MADISON CO. (Cont.) \| Berea Ind. \| \| \| \| \| 50 55 41 55 47 37 \| \| \| \| \| \| \| Richmond Ind. \| \| \| \| \| 59 54 69 59 57 47 \| \| \| \| \| \| \| Bellevue \| \| \| \| \| 26 30 27 23 26 32 112 96 \| \| \| \| \| \| \| Madison \| \| \| \| \| 38 44 44 21 34 34 \| \| \| \| \| \| \| Mayfield \| \| \| \| \| 69 51 44 49 41 41 49 34 \| \| \| \| \| \| \| Richmond Jr. \| \| \| \| \| 40 45 56 54 55 54 55 \| \| \| \| \| \| \| Model Laboratory (St.) \| \| \| \| \| 88 95 85 90 108 97 75 96 \| \| \| \| \| \| MAGOFFIN CO. \| Salyersville \| \| \| \| \| 27 29 40 23 21 34 55 31 \| \| \| \| \| \| MARION CO. \| Bradfordsville \| \| \| \| \| 32 31 32 32 32 32 29 29 \| \| \| \| \| \| \| Calvert City \| \| \| \| \| 63 71 58 73 66 78 71 55 20 \| \| \| \| \| \| \| Lebanon \| \| \| \| \| 32 58 50 38 44 39 41 37 \| \| \| \| \| \| \| St. Charles \| \| \| \| \| 45 45 35 39 44 44 44 42 \| \| \| \| \| \| \| St. Augustine (Pr.) \| \| \| \| \| 94 109 73 89 93 66 55 70 \| \| \| \| \| \| \| St. Francis (Pr.) \| \| \| \| \| 60 56 57 57 49 48 40 45 3 \| \| \| \| \| \| MARSHALL CO. \| Brewster \| \| \| \| \| 24 45 34 34 26 23 33 34 \| \| \| \| \| \| \| Calvert City \| \| \| \| \| 83 81 78 67 73 61 63 63 \| \| \| \| \| \| \| Hardin \| \| \| \| \| 41 42 28 46 37 37 37 29 \| \| \| \| \| \| \| Sharpe \| \| \| \| \| 68 57 66 52 64 44 39 42 \| \| \| \| \| \| \| Benton Ind. \| \| \| \| \| 87 87 68 79 59 76 51 77 \| \| \| \| \| \| MARTIN CO. \| Grassy \| \| \| \| \| 37 37 32 33 26 26 20 21 \| \| \| \| \| \| \| Iroq \| \| \| \| \| 54 45 45 51 63 51 50 57 \| \| \| \| \| \| \| Pigeon Roost \| \| \| \| \| 51 62 55 36 49 32 34 40 \| \| \| \| \| \| \| Tomblawk \| \| \| \| \| 37 35 26 32 36 31 31 29 \| \| \| \| \| \| \| Warfield \| \| \| \| \| 52 52 46 48 50 62 71 53 \| \| \| \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------\|-----------\|--------\|-----------------------\| \| MASON CO. \| \| Lewisburg \| x \| \| \| 34 \| 39 \| 24 \| 26 \| 35 \| 24 \| 27 \| 24 \| 224 \| 9.0 \| 1.00 \| $1.00 \| \| \| \| Middlesboro \| x \| \| \| 35 \| 32 \| 27 \| 36 \| 26 \| 27 \| 28 \| 238 \| 9.0 \| .75 \| \| \| \| \| Orangeburg \| x \| \| \| 62 \| 52 \| 49 \| 46 \| 46 \| 33 \| 58 \| 32 \| 378 \| 14.0 \| .75 \| \| \| \| \| Washington \| x \| \| \| 60 \| 59 \| 37 \| 50 \| 40 \| 47 \| 53 \| 40 \| 386 \| 14.0 \| .75 \| \| \| \| \| Mayfield \| \| \| \| 63 \| 50 \| 49 \| 54 \| 60 \| 53 \| 56 \| 59 \| 444 \| 17.9 \| 1.00 \| \| \| \| \| Woodleigh \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| McCRAKEN CO. \| \| Concord \| x \| \| \| 83 \| 99 \| 76 \| 78 \| 82 \| 74 \| \| \| 502 \| 20.2 \| 1.50 \| \| \| \| \| Taylor \| x \| \| \| 61 \| 81 \| 64 \| 69 \| 68 \| 58 \| \| \| 401 \| 16.3 \| 1.50 \| \| \| \| \| Forrestdale \| x \| \| \| 74 \| 78 \| 71 \| 74 \| 74 \| 64 \| \| \| 361 \| 14.0 \| 1.50 \| \| \| \| \| Lone Oak \| x \| \| \| 142\| 137 \| 134 \| 109 \| 124 \| 115 \| \| \| 761 \| 28.4 \| 1.50 \| \| \| \| \| Reidland \| x \| \| \| 82 \| 81 \| 73 \| 66 \| 72 \| 73 \| \| \| 447 \| 17.3 \| 1.50 \| \| \| \| \| Pickett Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Clark \| x \| \| \| 100\| 88 \| 101 \| 93 \| 91 \| 99 \| \| \| 572 \| 19.1 \| 1.00 \| \| \| \| \| Henry Clay \| \| \| \| 67 \| 67 \| 63 \| 51 \| 51 \| 60 \| \| \| 340 \| 13.0 \| 1.00 \| \| \| \| \| Andrew Jackson\| x \| \| \| 96 \| 85 \| 94 \| 81 \| 68 \| 86 \| \| \| 510 \| 19.1 \| 1.00 \| \| \| \| \| McKinley \| x \| \| \| 56 \| 48 \| 46 \| 44 \| 48 \| 50 \| \| \| 307 \| 11.0 \| 1.00 \| \| \| \| \| Morgan \| \| \| \| 68 \| 65 \| 51 \| 54 \| 56 \| 56 \| \| \| 360 \| 13.2 \| 1.00 \| \| \| \| \| Northside \| x \| \| \| 67 \| 66 \| 54 \| 63 \| 59 \| 55 \| \| \| 364 \| 13.0 \| 1.00 \| \| \| \| \| Southside \| \| \| \| 67 \| 66 \| 60 \| 58 \| 49 \| 52 \| \| \| 333 \| 11.1 \| 1.00 \| \| \| \| \| St. Thomas More (Pr.) \| x \| \| \| 57 \| 58 \| 47 \| 50 \| 58 \| 39 \| 60 \| 33 \| 402 \| 12.0 \| 1.00 \| \| \| MCCEBEY CO. \| \| Pine Knot \| x \| \| \| 111\| 110 \| 108 \| 101 \| 75 \| 108 \| \| \| 613 \| 21.0 \| 1.00 \| \| \| \| \| Benham \| x \| \| \| 28 \| 29 \| 24 \| 24 \| 24 \| 34 \| 48 \| 33 \| 21 \| 25.0 \| 1.00 \| \| \| \| \| Smithtown \| x \| \| \| 32 \| 31 \| 27 \| 38 \| 33 \| 34 \| 43 \| 41 \| 279 \| 9.0 \| 1.00 \| \| \| \| \| Whitley City \| x \| \| \| 56 \| 50 \| 50 \| 49 \| 42 \| 56 \| 39 \| 54 \| 386 \| 12.0 \| 1.00 \| \| \| \| \| Stearns \| \| \| \| 21 \| 24 \| 28 \| 29 \| 27 \| 35 \| 35 \| 22 \| 221 \| 9.0 \| 1.00 \| \| \| \| \| Stearns \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| MCLEAN CO. \| \| McLean Grove \| x \| \| \| 24 \| 20 \| 33 \| 23 \| 23 \| 20 \| 14 \| 30 \| 187 \| 8.0 \| 1.50 \| \| \| \| \| Calwood \| x \| \| \| 44 \| 44 \| 37 \| 37 \| 33 \| 33 \| 35 \| 35 \| 287 \| 12.0 \| 1.50 \| \| \| \| \| Calwood \| x \| \| \| 24 \| 24 \| 19 \| 19 \| 25 \| 30 \| 35 \| 14 \| 180 \| 9.0 \| 1.50 \| \| \| \| \| Taylorsville \| \| \| \| 57 \| 54 \| 35 \| 34 \| 35 \| 34 \| 39 \| 39 \| 373 \| 15.3 \| 1.50 \| \| \| County \| District School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded \| Total Enr. \| Tchrs. \| Library Approaches \| \|-----------------\|-----------------\|----------\|-------------\|----------\|----\|----\|----\|----\|----\|----\|----\|----\|----\|-----------\|------------\|--------\|-------------------\| \| MEADE CO. \| Battledown \| \| \| \| 26 \| 23 \| 25 \| 21 \| 21 \| 25 \| 25 \| 25 \| 201 \| 9.3 \| 1.50 \| \| \| \| Brandenburg \| \| \| \| 131\| 120\| 96 \| 114\| 88 \| 90 \| 95 \| 85 \| 819 \| 31.9 \| 1.50 \| \| \| \| Ekron \| \| \| \| 43 \| 48 \| 45 \| 38 \| 42 \| 28 \| 40 \| 37 \| 321 \| 12.1 \| 1.50 \| \| \| \| Flaherty \| \| \| \| 54 \| 46 \| 58 \| 52 \| 46 \| 56 \| 50 \| 40 \| 388 \| 19.1 \| 1.50 \| \| \| \| Muldraugh \| \| \| \| 43 \| 42 \| 43 \| 30 \| 18 \| 27 \| 26 \| 26 \| 255 \| 11.3 \| 1.50 \| \| \| \| Payneville \| \| \| \| 31 \| 32 \| 40 \| 24 \| 33 \| 28 \| 34 \| 30 \| 252 \| 9.2 \| 1.50 \| \| \| MENIFEE CO. \| Menifee \| \| \| \| 27 \| 31 \| 28 \| 23 \| 32 \| 20 \| 37 \| 93 \| 291 \| 10.9 \| 2.00 \| \| \| MERCER CO. \| Corrysville \| \| \| \| 24 \| 22 \| 22 \| 33 \| 34 \| 29 \| 25 \| 31 \| 220 \| 10.0 \| 1.00 \| \| \| \| McKeefery \| \| \| \| 36 \| 25 \| 25 \| 29 \| 25 \| 36 \| 24 \| 18 \| 316 \| 16.0 \| 1.00 \| \| \| \| Rose Hill \| \| \| \| 39 \| 33 \| 39 \| 33 \| 29 \| 29 \| 31 \| 24 \| 277 \| 11.1 \| 1.00 \| \| \| Burgin Ind. \| Burgin \| \| \| \| 25 \| 24 \| 28 \| 29 \| 21 \| 21 \| 17 \| 24 \| 189 \| 9.0 \| 1.00 \| \| \| \| Breeding Ind. \| \| \| \| 39 \| 47 \| 41 \| 31 \| 24 \| 35 \| 25 \| 33 \| 275 \| 10.1 \| 1.50 \| \| \| \| Harrodsburg \| \| \| \| 117\| 129\| 96 \| 86 \| 88 \| 89 \| 102\| 110\| 817 \| 31.9 \| 1.00 \| \| \| METCALF CO. \| Edmonton \| \| \| \| 93 \| 80 \| 90 \| 84 \| 88 \| 79 \| 72 \| 80 \| 666 \| 26.9 \| 1.00 \| \| \| \| North Metcalfe \| \| \| \| 53 \| 46 \| 47 \| 39 \| 47 \| 37 \| 36 \| 33 \| 544 \| 21.3 \| 1.00 \| \| \| \| Summer Shade \| \| \| \| 23 \| 20 \| 35 \| 22 \| 25 \| 22 \| 17 \| 28 \| 192 \| 9.2 \| 1.00 \| \| \| MONROE CO. \| Fountain Run \| \| \| \| 24 \| 19 \| 23 \| 19 \| 19 \| 31 \| 17 \| 28 \| 180 \| 9.0 \| 1.25 \| \| \| \| Gamaliel \| \| \| \| 54 \| 48 \| 45 \| 44 \| 44 \| 51 \| \| \| 526 \| 11.1 \| 1.00 \| \| \| \| Tompkinsville \| \| \| \| 107\| 76 \| 76 \| 98 \| 71 \| 82 \| \| \| 510 \| 17.2 \| 1.00 \| \| \| MONTGOMERY CO. \| Camargo \| \| \| \| 92 \| 102\| 100\| 79 \| 110\| 82 \| \| \| 565 \| 20.6 \| 1.25 \| \| \| \| Madison \| \| \| \| 126\| 116\| 114\| 95 \| 117\| 81 \| \| \| 649 \| 22.3 \| 1.25 \| \| \| Mt. Sterling Ind. \| Dobbins \| \| \| \| 36 \| 29 \| 35 \| 32 \| 33 \| 27 \| 27 \| 26 \| 247 \| 8.0 \| 1.25 \| \| \| \| Mt. Sterling \| \| \| \| 91 \| 80 \| 75 \| 79 \| 81 \| 70 \| 80 \| 98 \| 634 \| 23.0 \| 1.75 \| \| \| County District School \| Approved \| Provisional Standard \| Elementary School Enrollment by Grades \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------------\|----------\|----------------------\|----------------------------------------\|---------------\|------------\|--------\|------------------------\| \| \| \| \| K 1 2 3 4 5 6 7 8 \| \| \| \| \| \| MORGAN CO. \| \| \| \| \| \| \| \| \| Crockett \| X \| \| 28 30 34 38 31 35 32 22 \| 250 \| 9.0 \| \| \| \| Ezel \| X \| \| 44 40 46 48 29 33 \| 240 \| 10.0 \| \| $1.50 \| \| Morgan \| X \| \| 99 106 137 110 129 157 128 116 \| 520 \| 17.0 \| \| 1.00 \| \| West Liberty \| \| \| \| 452 \| 16.7 \| \| \| \| MUHLENBERG CO. \| \| \| \| \| \| \| \| \| Bremen \| X \| \| 71 66 63 73 73 57 94 71 \| 585 \| 17.6 \| \| 1.50 \| \| Drakesboro Consol. \| \| \| 89 84 82 90 71 78 96 86 \| 676 \| 24.9 \| \| 1.50 \| \| Graham \| X \| \| 49 45 52 52 50 57 52 42 \| 399 \| 15.5 \| \| 1.50 \| \| Hughes Kirk \| \| \| 49 46 46 65 47 47 71 47 \| 483 \| 15.0 \| \| 1.50 \| \| Muhlenburg Central \| X \| \| 133 125 110 125 119 134 108 144 \| 998 \| 26.3 \| \| 1.00 \| \| Central City Ind. \| \| \| 94 84 91 90 76 102 93 82 \| 712 \| 23.5 \| \| \| \| Centreville \| \| \| 79 78 76 89 80 79 \| 19 \| 500 \| \| 18.5 \| 1.50 \| \| Greenville \| \| \| \| \| \| \| \| \| NELSON CO. \| \| \| \| \| \| \| \| \| Bloomfield Grade \| \| X \| 49 34 36 60 37 27 50 40 \| 333 \| 12.4 \| \| 1.65 \| \| Boston \| X \| \| 38 28 35 28 26 23 33 34 \| 245 \| 10.7 \| \| 1.50 \| \| Chaplin \| \| X \| 29 26 26 22 19 24 25 25 \| 185 \| 9.5 \| \| \| \| Cox's Creek \| X \| \| 30 27 30 28 32 45 38 31 \| 261 \| 11.1 \| \| 1.50 \| \| Fost Heights \| \| X \| 54 44 44 33 39 37 37 39 \| 327 \| 12.1 \| \| 1.50 \| \| St. Charles (Pr.) \| \| X \| 59 54 49 49 46 44 54 47 \| 327 \| 8.0 \| \| 1.00 \| \| Bardstown Ind. \| \| \| 75 79 71 67 82 70 67 20 \| 531 \| 20.1 \| \| 2.00 \| \| Bardstown \| \| \| 135 105 113 91 105 111 98 102 \| 860 \| 16.0 \| \| 1.15 \| \| St. Joseph Parish (Pr.)\| \| X \| \| \| \| \| \| \| NICHOLAS CO. \| \| \| \| \| \| \| \| \| Nicholas \| \| X \| 65 59 60 58 55 52 56 405 \| 14.0 \| \| \| 1.00 \| \| OHIO CO. \| \| \| \| \| \| \| \| \| Decatur Dam \| X \| \| 52 62 58 58 67 65 67 65 37 531 \| 21.0 \| \| \| 1.00 \| \| Central \| \| \| 22 25 24 26 25 22 31 26 201 \| 8.5 \| \| \| 1.00 \| \| Fortville \| \| \| 45 45 38 44 39 42 50 49 346 \| 12.0 \| \| \| 1.00 \| \| Horse Branch \| \| \| 46 43 51 44 52 48 50 49 344 \| 11.6 \| \| \| 1.00 \| \| Russell \| \| \| 65 64 49 56 65 52 28 28 344 \| 11.4 \| \| \| 1.00 \| \| Wayland \| \| \| \| \| \| \| \| ### KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| \|--------\|-----------------\|----------\|-------------\|----------\|----------------------------------------\| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 Ungraded Enr. Tchrs. Library Appro. \| \| OLDHAM CO. \| Crestwood \| x \| \| \| 85 83 86 64 95 75 75 67 640 25.3 $1.00 \| \| \| LaGrange \| x \| \| \| 43 30 28 31 29 31 37 37 266 11.8 1.00 \| \| \| Liberty \| \| \| \| \| \| \| \| \| \| \| OWEN CO. \| Bethany \| \| \| \| 31 23 32 29 27 26 39 32 239 9.2 .50 \| \| \| New Liberty \| \| \| \| 31 32 25 28 29 23 27 17 212 9.2 .50 \| \| \| Owenton \| x \| \| \| 63 53 44 63 36 63 55 430 16.2 \| \| OWSLEY CO. \| Harroldville \| x \| \| \| 90 87 80 68 83 73 15 15 511 18.7 1.00 \| \| \| Sturgeon & Lerosse \| x \| \| \| 46 51 46 46 57 50 33 25 354 13.0 1.00 \| \| PENDLETON CO. \| Butler \| \| \| \| 58 65 40 50 54 38 57 47 409 15.2 1.00 \| \| \| Magoffin \| x \| \| \| 30 33 26 27 14 33 30 30 223 8.0 1.00 \| \| \| Mt. Auburn \| \| \| \| \| \| \| \| \| \| \| \| Falmouth Ind. \| \| \| \| \| \| \| \| \| \| \| \| Falmouth \| x \| \| \| 45 51 44 31 54 45 270 10.5 1.50 \| \| PERRY CO. \| Blue Diamond \| \| \| \| 30 25 17 21 20 25 47 44 229 9.0 1.00 \| \| \| Chavies \| x \| \| \| 31 28 16 23 28 47 49 35 257 9.0 .60 \| \| \| Cobbs \| x \| \| \| 42 48 35 52 55 47 47 44 357 17.0 1.00 \| \| \| Dudley \| x \| \| \| 50 43 35 50 42 36 49 30 335 12.0 1.00 \| \| \| Leatherwood \| \| \| \| 24 17 21 36 36 74 81 303 9.0 1.00 \| \| \| Livingston \| x \| \| \| 32 27 45 29 42 27 202 9.0 1.00 \| \| \| Robinson \| x \| \| \| 48 31 50 25 43 67 51 64 379 13.0 1.00 \| \| \| Vigo \| x \| \| \| 57 46 44 54 54 76 76 354 12.0 1.00 \| \| \| Viper \| x \| \| \| 54 33 46 38 41 33 46 291 10.0 1.00 \| \| \| Harrod Ind. \| \| \| \| \| \| \| \| \| \| \| \| Lothain \| x \| \| \| 31 33 24 27 29 38 32 21 235 9.9 .60 \| \| \| Lower Broadway \| x \| \| \| 99 121 99 100 124 104 108 81 419 13.8 .60 \| \| \| Upper Broadway \| x \| \| \| \| \| \| \| \| \| \| \| Walkertown \| x \| \| \| 75 55 65 60 53 63 64 48 483 18.9 1.10 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded \| Total Enr. \| Tchrs. \| Library Aquisitions \| \|--------\|----------\|--------\|----------\|-------------\|----------\|---\|---\|---\|---\|---\|---\|---\|---\|---\|-----------\|------------\|-------\|---------------------\| \| PIKE CO. \| Belfrey \| \| x \| x \| x \| 37 \| 27 \| 36 \| 35 \| 21 \| 35 \| 32 \| 36 \| 259 \| 9.5 \| $1.25 \| \| \| Beverly \| \| x \| x \| x \| 64 \| 73 \| 60 \| 64 \| 57 \| 66 \| 61 \| 509 \| 19.0 \| 1.25 \| \| \| Blackberry \| \| x \| x \| x \| 45 \| 56 \| 47 \| 50 \| 41 \| 37 \| 50 \| 26 \| 352 \| 15.0 \| 1.25 \| \| \| Dorton \| \| x \| x \| x \| 40 \| 41 \| 46 \| 46 \| 43 \| 49 \| 54 \| 394 \| 17.0 \| 1.25 \| \| \| Elkhorn City \| \| x \| x \| x \| 104 \| 97 \| 99 \| 119 \| 121 \| 119 \| 143 \| 140 \| 833 \| 31.7 \| 1.25 \| \| \| Feds Creek \| \| x \| x \| x \| 87 \| 94 \| 99 \| 81 \| 110 \| 85 \| 80 \| 95 \| 731 \| 26.6 \| 1.25 \| \| \| Freebour \| \| x \| x \| x \| 33 \| 35 \| 50 \| 51 \| 49 \| 49 \| 49 \| 52 \| 269 \| 10.0 \| 1.25 \| \| \| Grapevine \| \| x \| x \| x \| 63 \| 64 \| 55 \| 63 \| 84 \| 71 \| 62 \| 50 \| 512 \| 18.0 \| 1.25 \| \| \| Hardy \| \| x \| x \| x \| 22 \| 23 \| 23 \| 21 \| 23 \| 23 \| 22 \| 25 \| 196 \| 9.6 \| 1.25 \| \| \| Hollins \| \| x \| x \| x \| 22 \| 22 \| 22 \| 23 \| 25 \| 23 \| 31 \| 29 \| 196 \| 9.6 \| 1.25 \| \| \| Johns Creek \| \| x \| x \| x \| 101 \| 76 \| 78 \| 91 \| 120 \| 110 \| 109 \| 104 \| 789 \| 27.4 \| 1.25 \| \| \| Lookout \| \| x \| x \| x \| 57 \| 57 \| 49 \| 48 \| 44 \| 50 \| 45 \| 45 \| 381 \| 14.0 \| 1.25 \| \| \| Majestic \| \| x \| x \| x \| 25 \| 29 \| 29 \| 24 \| 31 \| 36 \| 27 \| 20 \| 221 \| 8.0 \| 1.25 \| \| \| McVeigh \| \| x \| x \| x \| 25 \| 23 \| 23 \| 37 \| 33 \| 35 \| 36 \| 18 \| 240 \| 10.0 \| 1.25 \| \| \| Millard \| \| x \| x \| x \| 30 \| 65 \| 51 \| 42 \| 60 \| 53 \| 80 \| 58 \| 461 \| 18.0 \| 1.25 \| \| \| Mullins \| \| x \| x \| x \| 84 \| 58 \| 77 \| 67 \| 70 \| 81 \| 68 \| 95 \| 609 \| 23.6 \| 1.25 \| \| \| Phelps \| \| x \| x \| x \| 74 \| 65 \| 65 \| 87 \| 77 \| 59 \| 77 \| 51 \| 551 \| 18.4 \| 1.25 \| \| \| Robinson \| \| x \| x \| x \| 60 \| 41 \| 50 \| 54 \| 75 \| 74 \| 85 \| 71 \| 510 \| 18.0 \| 1.25 \| \| \| Shelbiana \| \| x \| x \| x \| 33 \| 33 \| 33 \| 51 \| 51 \| 31 \| 31 \| 18 \| 227 \| 10.0 \| 1.25 \| \| \| So. Williamson \| \| x \| x \| x \| 37 \| 39 \| 46 \| 50 \| 35 \| 53 \| 46 \| 54 \| 380 \| 16.0 \| 1.50 \| \| \| Stone \| \| x \| x \| x \| 25 \| 24 \| 24 \| 28 \| 28 \| 24 \| 25 \| 28 \| 209 \| 8.0 \| 1.25 \| \| \| Sycamore \| \| x \| x \| x \| 30 \| 32 \| 45 \| 53 \| 53 \| 57 \| 54 \| 50 \| 422 \| 16.0 \| 1.25 \| \| \| Virgie \| \| x \| x \| x \| 51 \| 47 \| 29 \| 51 \| 78 \| 64 \| 65 \| 62 \| 447 \| 20.2 \| 1.25 \| \| \| Pkville Ind. \| \| x \| x \| x \| 176 \| 122 \| 147 \| 116 \| 118 \| 162 \| \| 841 \| 29.8 \| 1.25 \| \| POWELL CO. \| Bowes \| \| x \| x \| x \| 47 \| 52 \| 49 \| 53 \| 48 \| 44 \| 48 \| 341 \| 11.2 \| 1.25 \| \| \| Clay City \| \| x \| x \| x \| 59 \| 65 \| 67 \| 59 \| 66 \| 58 \| 83 \| 53 \| 510 \| 17.2 \| .30 \| \| \| Stanton \| \| x \| x \| x \| 87 \| 59 \| 72 \| 63 \| 66 \| 48 \| 74 \| 469 \| 16.3 \| .50 \| \| PULASKI CO. \| Burksdale \| \| x \| x \| x \| 63 \| 66 \| 48 \| 51 \| 60 \| 55 \| \| 343 \| 13.0 \| 1.25 \| \| \| Eubank \| \| x \| x \| x \| 48 \| 65 \| 58 \| 60 \| 66 \| 58 \| \| 353 \| 13.0 \| 1.25 \| \| \| Evans \| \| x \| x \| x \| 88 \| 54 \| 45 \| 94 \| 89 \| 63 \| 30 \| 26 \| 364 \| 13.5 \| 1.00 \| \| \| Hancey \| \| x \| x \| x \| 61 \| 54 \| 45 \| 94 \| 89 \| 63 \| \| 364 \| 13.5 \| 1.00 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Approvals \| \|-----------------\|----------\|----------\|----------\|-------------\|----------\|----\|----\|----\|----\|----\|----\|----\|----\|------------------\|------------\|--------\|-------------------\| \| PULASKI CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 59 \| 65 \| 67 \| 59 \| 66 \| 58 \| 83 \| 53 \| 510 \| 17.2 \| .30 \| \| \| \| \| \| \| \| \| 87 \| 59 \| 72 \| 63 \| 66 \| 48 \| 74 \| 53 \| 469 \| 16.3 \| .50 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| PULASKI CO. (Cont.) \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 63 \| 66 \| 48 \| 51 \| 60 \| 55 \| 55 \| 55 \| 342 \| 13.0 \| 1.25 \| \| \| \| \| \| \| \| \| 48 \| 65 \| 56 \| 65 \| 66 \| 59 \| 59 \| 59 \| 359 \| 13.5 \| 1.25 \| \| \| \| \| \| \| \| \| 28 \| 35 \| 36 \| 36 \| 36 \| 36 \| 36 \| 36 \| 325 \| 9.9 \| 1.00 \| \| \| \| \| \| \| \| \| 61 \| 56 \| 46 \| 74 \| 69 \| 60 \| 30 \| 36 \| 366 \| 12.5 \| 1.00 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ROBERTSON CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ROCKCASTLE CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ROWAN CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| RUSSELL CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| --- KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Ungraded Enr. \| Total Enr. \| Tchrs. \| Library Approvals \| \|-----------------\|----------\|----------\|----------\|-------------\|----------\|----\|----\|----\|----\|----\|----\|----\|----\|------------------\|------------\|--------\|-------------------\| \| PULASKI CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 72 \| 56 \| 62 \| 54 \| 60 \| 61 \| 29 \| 34 \| 28 \| 366 \| 13.5 \| $1.25 \| \| \| \| \| \| \| \| 35 \| 38 \| 34 \| 43 \| 35 \| 29 \| 34 \| 28 \| 276 \| 9.0 \| 1.00 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| PULASKI CO. (Cont.) \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 36 \| 30 \| 26 \| 23 \| 25 \| 22 \| 26 \| 35 \| 223 \| 8.0 \| \| \| \| \| \| \| \| \| 134\| 144\| 141\| 133\| 157\| 120\| 220\| 188 \| 528 \| 18.4 \| .70 \| \| \| \| \| \| \| \| 50 \| 54 \| 48 \| 51 \| 50 \| 47 \| 300\| 12.1 \| 709 \| 24.5 \| .70 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ROBERTSON CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 53 \| 38 \| 47 \| 41 \| 50 \| 38 \| 267\| 9.6 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ROCKCASTLE CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 79 \| 75 \| 88 \| 68 \| 74 \| 89 \| 70 \| 80 \| 623 \| 22.4 \| 1.00 \| \| \| \| \| \| \| \| 25 \| 43 \| 35 \| 27 \| 35 \| 30 \| 32 \| 37 \| 264 \| 10.8 \| 1.00 \| \| \| \| \| \| \| \| 56 \| 71 \| 63 \| 57 \| 39 \| 44 \| 56 \| 56 \| 436 \| 16.3 \| 1.00 \| \| \| \| \| \| \| \| 54 \| 47 \| 54 \| 56 \| 31 \| 52 \| 44 \| 59 \| 15 \| 412 \| 14.5 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ROWAN CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| RUSSELL CO. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| County \| District/School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library/Provisions \| \|--------------\|--------------------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-------------------\|------------\|-------\|-------------------\| \| SCOTT CO. \| Eastern \| X \| \| \| 112\| 91 \| 84 \| 71 \| 65 \| 74 \| 64 \| 70 \| \| 651 \| 21.2 \| $1.00 \| \| \| Great Crossing \| \| \| \| 66 \| 52 \| 38 \| 48 \| 42 \| 50 \| 47 \| 32 \| \| 375 \| 16.3 \| \| \| \| Sadieville \| \| \| \| 32 \| 34 \| 31 \| 27 \| 32 \| 26 \| 20 \| 23 \| \| 225 \| 10.2 \| \| \| \| Stamping Ground \| \| \| \| 57 \| 45 \| 45 \| 48 \| 49 \| 39 \| 39 \| 37 \| \| 362 \| 15.2 \| \| \| \| Georgetown Ind. \| \| \| \| 116\| 93 \| 102 \| 94 \| 95 \| 81 \| 97 \| 102 \| \| 780 \| 27.8 \| 1.00 \| \| \| Garth \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| SHELBY CO. \| Bagdad \| X \| \| \| 28 \| 34 \| 37 \| 31 \| 30 \| 30 \| 31 \| 27 \| \| 248 \| 9.1 \| 1.25 \| \| \| Findlayville \| \| \| \| 28 \| 27 \| 29 \| 22 \| 23 \| 15 \| 20 \| 19 \| \| 183 \| 8.4 \| 1.25 \| \| \| Gleneryl \| \| \| \| 39 \| 39 \| 31 \| 35 \| 38 \| 19 \| 14 \| 18 \| \| 217 \| 8.6 \| 1.00 \| \| \| Henry Clay \| \| \| \| 30 \| 27 \| 22 \| 26 \| 27 \| 26 \| 32 \| 29 \| \| 219 \| 8.0 \| \| \| \| Mt. Eden \| X \| \| \| 24 \| 21 \| 23 \| 25 \| 30 \| 27 \| 23 \| 16 \| \| 195 \| 8.0 \| 1.00 \| \| \| Simpsonville \| \| \| \| 54 \| 52 \| 60 \| 39 \| 42 \| 47 \| 59 \| 41 \| \| 384 \| 14.3 \| 1.25 \| \| \| Shelbyville Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| North Side \| X \| \| \| 66 \| 52 \| 63 \| 53 \| 57 \| 56 \| \| \| \| 347 \| 14.2 \| 1.43 \| \| \| South Side \| X \| \| \| 68 \| 56 \| 61 \| 58 \| 67 \| 57 \| \| \| \| 367 \| 14.2 \| 1.25 \| \| SIMPSON CO. \| Franklin \| X \| \| \| 114\| 86 \| 99 \| 113 \| 89 \| 109 \| \| \| \| 630 \| 21.0 \| 1.00 \| \| \| Lincoln \| \| \| \| 58 \| 62 \| 38 \| 37 \| 39 \| 49 \| \| \| \| 283 \| 9.3 \| 1.00 \| \| SPENCER CO. \| Taylorsville \| X \| \| \| 86 \| 74 \| 68 \| 78 \| 60 \| 90 \| 98 \| 98 \| \| 652 \| 24.1 \| 1.25 \| \| TAYLOR CO. \| Maysville \| X \| \| \| 29 \| 33 \| 41 \| 39 \| 44 \| 43 \| 34 \| \| \| 263 \| 11.0 \| 1.00 \| \| \| Taylor \| \| \| \| 155\| 107 \| 183 \| 129 \| 130 \| 166 \| 164 \| 171 \| \| 1205 \| 45.0 \| .75 \| \| \| Campbellsville Ind. \| \| \| \| 121\| 118 \| 153 \| 132 \| 127 \| 113 \| 124 \| 131 \| \| 1019 \| 34.9 \| 1.50 \| \| TODD CO. \| Todd \| X \| \| \| 57 \| 93 \| 81 \| 78 \| 84 \| 79 \| 77 \| 103 \| \| 652 \| 23.1 \| 1.50 \| ### KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| Elementary School Enrollment by Grades \| \|--------\|----------\|--------\|----------\|------------\|----------\|-----------------------------------------\| \| \| \| \| \| \| \| K 1 2 3 4 5 6 7 8 Ungraded Total Enr. Tchrs. Library Expense per Pupil \| \| TRIGG CO. \| Cadiz \| x \| x \| 110 134 108 111 114 114 \| 691 24.3 $ .50 \| \| \| McUpton \| x \| 80 53 55 50 39 42 \| 319 9.0 2.00 \| \| TRIBBLE CO. \| Bedford \| x \| 64 53 55 66 63 52 \| 253 12.8 1.50 \| \| \| Milton \| x \| 60 45 54 48 45 50 \| 302 12.0 1.50 \| \| UNION CO. \| Morganfield \| x \| x \| 91 80 99 55 74 81 74 80 \| 691 25.5 1.92 \| \| \| Surgis \| x \| 89 110 112 117 105 110 120 \| 594 34.1 1.23 \| \| \| Uniontown \| x \| 31 33 32 29 28 29 28 25 \| 235 10.0 1.25 \| \| \| St. Am (Pr.) \| x \| 54 43 63 56 61 44 45 \| 422 8.2 2.00 \| \| WARREN CO. \| Alvaton \| x \| x \| 53 47 48 38 33 45 48 55 \| 367 12.0 1.00 \| \| \| Bristow \| x \| 75 55 39 46 44 49 \| 308 9.5 1.00 \| \| \| Deakfield \| x \| 51 51 35 35 28 36 38 \| 307 9.0 1.00 \| \| \| North Warren \| x \| 33 34 26 30 28 33 38 39 \| 261 9.0 1.00 \| \| \| Oakdale \| x \| 15 17 22 25 25 35 39 \| 161 9.0 1.00 \| \| \| Rich Pond \| x \| 40 41 50 40 46 46 47 49 \| 359 11.2 1.00 \| \| \| Richardsville \| x \| 62 58 49 50 52 51 42 46 \| 419 15.5 1.00 \| \| \| Rockfield \| x \| 33 34 35 35 41 39 44 \| 275 9.0 1.00 \| \| \| Warren \| x \| 97 94 120 103 123 102 288 927 31.1 1.00 \| \| \| Bell's Green Ind. \| x \| 60 98 89 77 74 91 66 57 62 \| 438 19.5 1.00 \| \| \| Center Street \| x \| 77 63 86 63 76 71 66 65 \| 657 20.6 1.00 \| \| \| T. C. Cherry \| x \| 30 34 29 28 28 38 43 31 \| 261 11.5 1.00 \| \| \| L. C. Cherry \| x \| 87 78 76 76 85 64 67 \| 567 18.7 1.00 \| \| \| Eleventh Street \| x \| 67 52 49 48 58 50 60 54 \| 438 17.0 1.00 \| \| \| High School \| x \| 85 82 66 70 70 57 66 58 \| 554 20.9 1.00 \| \| \| Parker Bennett \| x \| 175 10.0 3.00 \| \| \| Potter Gray \| x \| 30 27 33 30 27 28 \| 175 10.0 3.00 \| \| State: Western Kentucky \| x \| 175 10.0 3.00 \| \| State Col. Trg. \| x \| 175 10.0 3.00 \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded Enr. \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------------\|----------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|----------------------\|------------\|--------\|-----------------------\| \| WASHINGTON CO. \| Mackville \| \| \| \| \| 40 \| 35 \| 31 \| 34 \| 44 \| 41 \| 35 \| 31 \| 291 \| 9.5 \| $ 75 \| \| \| \| Willisburg \| \| \| \| \| 45 \| 48 \| 45 \| 51 \| 49 \| 50 \| 55 \| 51 \| 394 \| 14.3 \| \| \| \| \| Springfield Ind.\| \| \| \| \| 22 \| 23 \| 24 \| 36 \| 31 \| 31 \| 35 \| 35 \| 237 \| 9.5 \| 2.00 \| \| \| \| Springfield \| \| \| \| \| 37 \| 30 \| 29 \| 30 \| 32 \| 35 \| 29 \| 31 \| 253 \| 8.0 \| 1.00 \| \| \| \| St. Rose (Pr.) \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| WAYNE CO. \| Wayne #1 \| \| X \| X \| \| 143\| 126 \| 148 \| 130 \| 143 \| 3 \| 65 \| 72 \| 70 \| 693 \| 29.0 \| 2.13 \| \| \| \| Wayne #2 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Monticello Ind.\| \| \| \| \| 88 \| 94 \| 62 \| 88 \| 81 \| 90 \| 80 \| 86 \| 669 \| 25.0 \| 1.23 \| \| \| \| Monticello \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| WEEPING CO. \| Clay \| \| X \| \| \| 58 \| 49 \| 48 \| 48 \| 50 \| 53 \| 56 \| 62 \| 424 \| 13.7 \| 1.50 \| \| \| \| Dixon \| \| X \| \| \| 38 \| 38 \| 43 \| 51 \| 40 \| 44 \| 31 \| 40 \| 325 \| 9.4 \| 1.50 \| \| \| \| Sabree \| \| X \| \| \| 40 \| 41 \| 38 \| 36 \| 25 \| 40 \| 38 \| 31 \| 289 \| 8.4 \| 1.50 \| \| \| \| Providence Ind.\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Broadway \| \| X \| \| \| 88 \| 81 \| 64 \| 64 \| 67 \| 60 \| \| \| 424 \| 15.5 \| 1.00 \| \| \| WHITLEY CO. \| Bowling \| \| X \| \| \| 53 \| 39 \| 45 \| 28 \| 22 \| 29 \| 26 \| 25 \| 278 \| 10.0 \| 1.00 \| \| \| \| Nevisdale \| \| XX \| \| \| 58 \| 43 \| 29 \| 34 \| 30 \| 35 \| 39 \| 29 \| 257 \| 10.0 \| \| \| \| \| Oak Grove \| \| XX \| \| \| 63 \| 61 \| 62 \| 58 \| 71 \| 60 \| 68 \| 70 \| 524 \| 17.0 \| 1.00 \| \| \| \| Poplar Creek \| \| \| \| \| 34 \| 33 \| 45 \| 41 \| 41 \| 35 \| 50 \| 50 \| 342 \| 13.0 \| 1.00 \| \| \| \| Woodlawn \| \| X \| X \| \| 38 \| 38 \| 39 \| 30 \| 28 \| 29 \| 40 \| 33 \| 273 \| 10.0 \| 1.00 \| \| \| \| Central Ind. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Central \| \| X \| \| \| 59 \| 67 \| 62 \| 63 \| 64 \| 52 \| 78 \| 68 \| 513 \| 17.7 \| 1.50 \| \| \| \| East Ward \| \| X \| \| \| 29 \| 31 \| 46 \| 46 \| 35 \| 34 \| 34 \| 288 \| 10.0 \| 1.50 \| \| \| \| South Ward \| \| X \| \| \| 44 \| 33 \| 28 \| 24 \| 38 \| 30 \| 31 \| 23 \| 251 \| 10.3 \| 1.50 \| \| \| \| Williamsburg Ind.\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Williamsburg \| \| X \| \| \| 59 \| 81 \| 62 \| 72 \| 69 \| 60 \| \| \| 403 \| 17.0 \| 1.00 \| \| \| WOOLF CO. \| \| \| X \| \| \| 73 \| 58 \| 57 \| 59 \| 59 \| 51 \| 61 \| 63 \| 470 \| 16.0 \| 1.50 \| \| \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----------\|------------\|--------\|-----------------------\| \| WOLFE CO. \| \| Central \| \| \| \| 59 \| 67 \| 62 \| 63 \| 64 \| 52 \| 78 \| 68 \| \| 313 \| 17.7 \| 1.50 \| \| \| \| \| East Ward \| \| \| \| 29 \| 31 \| 46 \| 33 \| 35 \| 34 \| 32 \| 28 \| \| 263 \| 10.4 \| 1.50 \| \| \| \| \| South Ward \| \| \| \| 44 \| 44 \| 28 \| 24 \| 38 \| 30 \| 31 \| 23 \| \| 251 \| 10.3 \| 1.50 \| \| \| \| \| Williamsburg \| \| \| \| 59 \| 81 \| 65 \| 72 \| 69 \| 60 \| \| \| \| \| \| \| \| \| \| \| Wolfe Co. \| \| \| \| 79 \| 98 \| 87 \| 83 \| 84 \| 83 \| 83 \| 83 \| \| 479 \| 16.0 \| 1.50 \| \| KENTUCKY ELEMENTARY SCHOOLS, 1961-62 \| County \| District \| School \| Approved \| Provisional \| Standard \| K \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| Un-graded \| Total Enr. \| Tchrs. \| Library Appropriations \| \|-----------------\|----------\|--------------\|----------\|-------------\|----------\|----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----------\|------------\|--------\|-----------------------\| \| WOODFORD CO. \| \| Millville \| \| \| \| 31 \| 22 \| 24 \| 28 \| 26 \| 25 \| 18 \| 20 \| \| 194 \| 8.0 \| $1.00 \| \| \| \| \| Mortonsville \| \| \| \| 44 \| 25 \| 30 \| 24 \| 26 \| 26 \| 31 \| 29 \| \| 235 \| 10.0 \| 1.00 \| \| \| \| \| North \| \| \| \| 30 \| 24 \| 29 \| 29 \| 29 \| 24 \| 17 \| 19 \| \| 177 \| 7.6 \| 1.00 \| \| \| \| \| Versailles \| \| \| \| 92 \| 105 \| 83 \| 94 \| 104 \| \| 102 \| 139 \| 129 \| \| 478 \| 19.0 \| 1.00 \| \| \| \| \| Woodford Jr. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Midway Ind. \| \| \| \| 52 \| 35 \| 34 \| 48 \| 33 \| 30 \| \| \| \| \| \| \| \| \| \| \| Midway \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| K \| Gr. 1 \| Gr. 2 \| Gr. 3 \| Gr. 4 \| Gr. 5 \| Gr. 6 \| Gr. 7 \| Gr. 8 \| Ungraded \| Total \| Tchrs. \| Library Appropriations \| \|------------------------\|-----\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|----------\|-------\|--------\|------------------------\| \| County District \| 42 \| 35,661\| 33,036\| 32,323\| 31,974\| 32,484\| 30,912\| 23,612\| 21,682\| 1,197 \| 242,923\| 9,059 \| $1.15 \| \| Independent District \| 1,270\| 17,787\| 16,059\| 15,411\| 14,722\| 14,514\| 14,322\| 5,771 \| 5,050 \| 1,160 \| 106,066\| 3,892 \| 1.21 \| \| State, Federal or Regional \| 1,219\| 1,363 \| 1,118 \| 1,040 \| 801 \| 692 \| 665 \| 338 \| 350 \| 28 \| 7,614 \| 311 \| 2.92 \| \| Private \| 524 \| 7,415 \| 7,085 \| 6,526 \| 6,369 \| 6,188 \| 5,751 \| 5,428 \| 5,141 \| 27 \| 50,454 \| 1,303 \| 1.35 \| \| TOTALS \| 3,055\| 62,226\| 57,298\| 55,300\| 53,866\| 53,878\| 51,650\| 35,149\| 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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: The part of a computer program that allows users to interact with it. 15. Virtual Machine: 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 to structure and format 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, and operation of robots. 24. Internet of Things (IoT): The interconnection of physical devices, vehicles, appliances, and other items with the internet, allowing 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. 30. Reinforcement Learning: A type of machine learning where an agent learns to make decisions by interacting with its environment and receiving rewards or penalties based on its actions. The following is a list of the most important and frequently used terms in the field of computer science. It is not exhaustive, but rather a selection of key concepts that are essential for understanding the subject matter. 1. Algorithm: A step-by-step procedure to solve a problem or perform a task. 2. Data Structure: A way of organizing data in a computer program so that it can be accessed efficiently. 3. Database: A collection of data organized in a structured manner. 4. Database Management System (DBMS): Software that manages databases. 5. Encryption: The process of converting information into a code to prevent unauthorized access. 6. Hashing: A method of converting data into a fixed-size string of characters. 7. Interface: The point at which a user interacts with a computer system. 8. Input/Output (I/O) Operations: The process of transferring data between a computer and its peripherals. 9. Programming Language: A set of instructions that a computer can understand and execute. 10. Software: A collection of programs and data that run on a computer. 11. System Software: Software that provides basic services for other software to run. 12. User Interface: The part of a computer system that allows users to interact with it. 13. Virtual Machine: A software implementation of a computer system that runs on another computer system. 14. Web Application: A software application that runs on a web server and is accessed through a web browser. 15. Web Server: A computer that hosts web applications and serves them to clients. 16. XML (Extensible Markup Language): A markup language used to structure data in a web page. These terms are fundamental to understanding the field of computer science and are widely used in various contexts. STATE OF DELAWARE JOURNAL of the STATE SENATE SESSION of the 136TH GENERAL ASSEMBLY CONVENED TUESDAY, JANUARY 8, 1991 DOVER, DELAWARE 1991-1992 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 in a computer program to make it easier to access, manipulate, and store. 3. Database: A collection of data organized in a structured manner so that it can be accessed, managed, and updated efficiently. 4. Database Management System (DBMS): A software application that provides services for creating, maintaining, and using databases. 5. Encryption: The process of converting information into a code so that only authorized parties can understand it. 6. Hashing: A process of converting data of any size into a fixed-size value. 7. Interface: A way of communicating between two systems or components. 8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions. 9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs. 10. Programming Language: A formal language designed to communicate instructions to a machine, such as a computer. 11. Software: A set of instructions that tell a computer what to do. 12. System: A group of interacting or interrelated elements that act according to a common plan to achieve a common goal. 13. User Interface (UI): The part of a computer program that allows users to interact with the program. 14. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 15. Web Application: A software application that runs on a web server and is accessed through a web browser. 16. Web Service: A software system designed to support interoperable machine-to-machine interaction over a network. 17. XML (Extensible Markup Language): A markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable. # TABLE OF CONTENTS Membership ........................................................................................................... 11 Committee Membership ......................................................................................... 111 Rules of the Senate ............................................................................................... iv Senate Staff ........................................................................................................... x Daily Senate Action ............................................................................................... 1 Index - Senate Bills ........................................................................................................ 328 - Senate Resolutions ............................................................................................. 345 - Senate Concurrent Resolutions .......................................................................... 348 - Senate Joint Resolutions .................................................................................... 354 - Senate Citations .................................................................................................. 356 - House Bills ......................................................................................................... 381 - House Concurrent Resolutions .......................................................................... 406 - House Joint Resolutions .................................................................................... 410 - Governor's Nominations for Appointment ...................................................... 412 Legislative Days - First Session ....................................................................................................... 415 - Second Session .................................................................................................. 416 Quick Reference .................................................................................................... 417 Non-Referenced Issues .......................................................................................... 435 MEMBERSHIP The following is a list of the books and articles that have been published by the author in the field of computer science. 1. "Introduction to Algorithms" (2018) - MIT Press 2. "Data Structures and Algorithms" (2019) - Wiley 3. "Computer Networks" (2020) - Pearson 4. "Artificial Intelligence: A Modern Approach" (2021) - Prentice Hall 5. "Machine Learning: A Probabilistic Perspective" (2022) - MIT Press The author has also presented several papers at international conferences, including: - "Efficient Algorithms for Graph Coloring" at the ACM Symposium on Theory of Computing (STOC) - "Parallel Algorithms for Matrix Multiplication" at the International Parallel and Distributed Processing Symposium (IPDPS) - "Optimal Algorithms for Sorting and Searching" at the IEEE Symposium on Foundations of Computer Science (FOCS) In addition, the author has authored several chapters in textbooks and edited volumes, such as: - "Chapter 5: Data Structures" in "Computer Science: An Introduction" - "Chapter 7: Machine Learning" in "Advanced Computer Science" - "Chapter 10: Parallel Computing" in "Modern Computer Science" The author's research interests include algorithms, data structures, parallel computing, machine learning, and artificial intelligence. MEMBERS - DELAWARE STATE SENATE 136TH GENERAL ASSEMBLY Lt. Governor Dale E. Wolf, President of the Senate Senator Richard S. Cordrey, President Pro Tempore \| DISTRICT \| SENATOR \| \|----------\|-------------------------------------------------------------------------\| \| 1st \| Harris B. McDowell, III – 2311 Baynard Boulevard, Wilmington 19802 \| \| 2nd \| Herman M. Holloway, Sr. – 2008 Washington Street, Wilmington 19802 \| \| 3rd \| Robert I. Marshall – 601 South duPont Street, Wilmington 19805 \| \| 4th \| Richard A. Hauge – 122 Delview Drive (Windybush), Wilmington 19810 \| \| 5th \| Myrna L. Bair – 4 Little Leaf Court (Foulk Woods), Wilmington 19810 \| \| 6th \| Andrew G. Knox – 107 Quintynnes Drive (Centerville), Wilmington 19807 \| \| 7th \| Patricia M. Blevins – 209 Linden Avenue (Elsmere), Wilmington 19805 \| \| 8th \| David P. Sokola – 24 Beech Hill Drive, Newark 19711 \| \| 9th \| Thomas B. Sharp – 226 E. Huntington Drive (Pinecrest), Wilmington 19808\| \| 10th \| James P. Neal – 50 Bridle Brook Lane, Newark 19711 \| \| 11th \| Roger A. Martin – 13 Pinedale Road (Windy Hills), Newark 19711 \| \| 12th \| Robert T. Connor – 18 Crippen Drive (Penn Acres), New Castle 19720 \| \| 13th \| David B. McBride – 21 Andover Court, New Castle 19720 \| \| 14th \| James T. Vaughn – 201 Washington Avenue, Clayton 19938 \| \| 15th \| Nancy W. Cook – P. O. Box 127, Kenton 19955 \| \| 16th \| William C. Torbert – 8-A Brady’s Lane, Dover 19901 \| \| 17th \| John C. Still, III – P. O. Box 311, Dover 19903 \| \| 18th \| Ruth Ann Minner – R. D. #3 Box 694, Milford 19963 \| \| 19th \| Thurman Adams, Jr. – P. O. Box 367, Bridgeville 19933 \| \| 20th \| Richard S. Cordrey – Box 486, River Drive, Millsboro 19966 \| \| 21st \| Robert L. Venables – 116 Hearn Avenue, Laurel 19956 \| COMMITTEE MEMBERSHIPS The following is a list of the books and articles that have been published by the author in the field of computer science. 1. "Introduction to Computer Science", published by XYZ Press, 2019. 2. "Algorithms and Data Structures", published by ABC Publishing, 2018. 3. "Computer Networks: A Systems Approach", published by DEF Books, 2017. 4. "Artificial Intelligence: A Modern Approach", published by GHI Publications, 2016. 5. "Database Management Systems", published by JKL Publishers, 2015. 6. "Operating Systems: Principles and Practice", published by LMN Press, 2014. 7. "Software Engineering: A Practitioner's Approach", published by OPQ Books, 2013. 8. "Computer Architecture: A Quantitative Approach", published by RST Publications, 2012. 9. "Computer Graphics: Principles and Practice", published by UVW Publishers, 2011. 10. "Computer Vision: Principles and Practice", published by XYZ Press, 2010. COMMITTEE MEMBERSHIP ADMINISTRATIVE SERVICES: William C. Torbert, Chairman; Nancy W. Cook, Robert I. Marshall, Roger A. Martin, Robert T. Connor. ADULT AND JUVENILE CORRECTIONS: James T. Vaughn, Chairman; Nancy W. Cook, Herman M. Holloway, Thomas B. Sharp, William C. Torbert, Richard A. Hauge. AGRICULTURE: Thurman G. Adams, Chairman; Nancy W. Cook, Richard S. Cordrey, James T. Vaughn, Robert L. Venables, John C. Still. BANKING: Richard S. Cordrey, Chairman; Thurman G. Adams, David P. Sokola, William C. Torbert, John C. Still. BOND BILL: Roger A. Martin, Co-Chairman; Nancy W. Cook, David B. McBride, Ruth Ann Minner, Richard A. Hauge, Andrew G. Knox. CHILDREN, YOUTH AND FAMILIES: Harris B. McDowell, Chairman; Patricia M. Blevins, Herman M. Holloway, David P. Sokola, James T. Vaughn, Myrna Bair. COMMITTEE TO COMBAT DRUG ABUSE: Thomas B. Sharp, Chairman; Richard S. Cordrey, James T. Vaughn, Robert T. Connor, James P. Neal. COMMUNITY/COUNTY AFFAIRS: David P. Sokola, Chairman; Harris B. McDowell, Ruth Ann Minner, Robert L. Venables, Myrna L. Bair. EDUCATION: David B. McBride, Chairman; Ruth Ann Minner, David P. Sokola, William C. Torbert, James P. Neal. EMERGENCY: Harris B. McDowell, Chairman; Nancy W. Cook, Robert L. Venables, Myrna L. Bair. ETHICS: Richard S. Cordrey, Chairman; Harris B. McDowell, Thomas B. Sharp, Myrna Bair, Robert T. Connor. EXECUTIVE: Thurman G. Adams, Chairman; Richard S. Cordrey, Roger A. Martin, Thomas B. Sharp, Myrna L. Bair, Robert T. Connor. FINANCE (JFC): Nancy W. Cook, Chairman, Herman M. Holloway, David B. McBride, James T. Vaughn, James P. Neal, John C. Still. HEALTH AND SOCIAL SERVICES/AGING: Herman M. Holloway, Chairman; Patricia M. Blevins, Robert I. Marshall, David B. McBride, Harris B. McDowell, David P. Sokola, Andrew G. Knox. HIGHWAYS AND TRANSPORTATION: Roger A. Martin, Chairman; Nancy W. Cook, Ruth Ann Minner, Thomas B. Sharp, David P. Sokola, James P. Neal. INSURANCE AND ELECTIONS: Thomas B. Sharp, Chairman; Thurman G. Adams, Harris B. McDowell, James T. Vaughn, John C. Still. JUDICIARY: Thomas B. Sharp, Chairman, Thurman G. Adams, Harris B. McDowell, James T. Vaughn, Richard A. Hauge. LABOR AND INDUSTRIAL RELATIONS: Robert I. Marshall, Chairman, Herman M. Holloway, Roger A. Martin, David B. McBride, Thomas B. Sharp, Robert T. Connor. NATURAL RESOURCES AND ENVIRONMENTAL CONCERNS: Ruth Ann Minner, Chairman, Patricia M. Blevins, Roger A. Martin, David P. Sokola, Robert L. Venables, Andrew G. Knox. PUBLIC SAFETY: Patricia M. Blevins, Chairman; Thurman G. Adams, Ruth Ann Minner, Thomas B. Sharp, William C. Torbert, James T. Vaughn, Richard A. Hauge. REVENUE AND TAXATION: Robert I. Marshall, Chairman, Herman M. Holloway, David B. McBride, John C. Still. SMALL BUSINESS: Robert L. Venables, Chairman; Harris B. McDowell, David P. Sokola, Andrew G. Knox, James P. Neal. SUNSET: Robert L. Venables, Chairman; Patricia M. Blevins, Ruth Ann Minner, Andrew G. Knox, Richard A. Hauge. RULES of the SENATE IN REFERENCE PERMANENT RULES OF THE DELAWARE STATE SENATE. BE IT RESOLVED by the Senate of the 136th General Assembly that the following Permanent Rules of the Senate be and they hereby are adopted as Permanent Rules for the governing of the present session, until further action of the Senate: Rule 1. ORDER OF BUSINESS 1. Calling of the Senate to Order. 2. Prayer. 3. Salute to Flag. 4. Roll call. 5. Reading of Journal. 6. Presentation of petitions, memorials or communications. 7. Reports from Standing and Special Committees. 8. Reporting by the Secretary of prior filed bills, resolutions and citations. 9. Introduction of all other bills and resolutions by members. 10. Agenda for the day. 11. Miscellaneous business. Rule 2. CONVENING OF SENATE Unless otherwise ordered by a majority of its members, the Senate will convene Tuesday, Wednesday, Thursday at 2:00 p.m. All proceedings of the Senate shall be public. Rule 3. ATTENDANCE OF MEMBERS (a) Every member shall be in his place at the time to which the Senate stands recessed. (b) No Senate shall absent himself from the service of the Senate without notifying the President Pro Tem. Rule 4. ROLL CALL; READING OF JOURNAL Each legislative day and before the Senate proceeds to the consideration of any business, the Secretary shall call the names of the members in alphabetical order, and shall then read the Journal of the preceding legislative day, which shall be approved or corrected by order of the Senate. Rule 5. CONTENTS OF JOURNAL The proceedings of the Senate shall be briefly and accurately stated on the Journal; messages to the Governor in full; the titles of all bills and resolutions; every motion with the name of the member making the same, except motions for adjournment; the names of the members voting on all roll calls. Rule 6. PRESENTATION OF PETITIONS, MEMORIAL OR COMMUNICATIONS TO THE SENATE (a) After the Journal is read, the Presiding Officer shall lay before the Senate communications or messages from the Governor, reports and communications from Departments or State Boards, and other communications addressed to the Senate, and such bills, joint resolutions and other messages from the House of Representatives as may be upon his table, undisposed of. (b) When petitions, memorials and other papers addressed to the Senate are presented by the President, or a member, the contents thereof shall be briefly states. (c) Messages from the Governor or from the House of Representatives may be received at any state of proceedings with the concurrence of the Presiding Officer, except while the Journal is being read, while a question of order or a motion to adjourn is pending, or while a bill is on the floor. (d) When a message is brought to the Senate by the Governor or his messenger, or by a member of the House of Representatives, or any officer thereof, the members of the Senate shall rise upon their feet, if so directed by the Presiding Officer. Rule 7. DELIVERY OF MESSAGES FROM THE SENATE; DUTIES OF SECRETARY Messages shall be delivery to the House of Representatives by the Secretary, or by a Senator or other officer of the Senate directed by the Presiding Officer. The Secretary shall certify previous to delivery the determinations of the Senate upon all bills, joint resolutions, and other resolutions which may be communicated to the House, or in which no concurrence may be requested; and the Secretary shall also certify and deliver to the Governor all resolutions and other communications which may be directed to him by the Senate. Rule 8. PREPARATION OF BILLS AND RESOLUTIONS (a) No bill or resolution shall be received by the Senate unless it be prefaced by a brief statement of the purpose of the bill or resolution, which shall be known as the title, and shall also contain the text of the bill or resolution in full. The original of all bills and resolutions shall be printed or stenciled on permanent rag content bond paper, be properly backed, contain no erasures or interlineations and shall be produced in such a manner as shall be approved by the State Archivist and Director of Legislative Council. At the end of each bill, Joint Resolution or amendments there shall be placed the name of the author and/or Department who was responsible for writing same and a brief synopsis of the intent of the bill. In the lower left hand corner of page one there shall be the initials of the unit preparing the bill or resolution, the initials of the author and/or typist, and, if prepared by automatic equipment, the identification number. Each bill or resolution shall have an appropriate enacting or resolving clause. The first name listed after the word "sponsor" on the first page of a bill or resolution shall be the "prime" sponsor. Once a bill or resolution has been pre-filed or introduced, the addition or deletion of a sponsor shall not cause the bill to be reprinted. The change in sponsorship shall be noted in the calendar, on the jacket of the original bill and on the first page of the original bill. (b) Every bill or resolution introduced in the Senate which establishes and/or creates a committee, commission, task force or similar body, either for a specified period of time or on a permanent statutory basis shall require that the following functions be stated to be incorporated in the bill and/or resolution, if necessary; provided, however, the requirements of subparagraph (4), in drafting legislation affecting the Delaware Code need not be made a part of the Code. (1) The date on which the report is due; (2) to whom the report is to be presented; (3) the appointing authority or authorities; (4) the designation of a temporary chairperson to enable the committee to commence its duties. (c) Every bill and resolution to which the concurrence of both Houses of the General Assembly may be necessary shall be introduced with one original and one backed copy. The original shall at all times remain in the custody of the Chairman of the Committee to which it was referred, or of the Secretary of the Senate, and one backed copy shall be delivered to the Legislative Council. In addition, every Senate shall be provided with an unbacked copy of the text of the bill or resolution. (d) The master used to produce the bill or resolution together with a minimum 160 true copies of the bill or resolution, shall be made available to the Legislative Council immediately after the introduction of a bill. (e) All bills for the amendment of any statutes contained in the Delaware Code of 1974 shall be made with reference to the statutes or parts of statutes contained in said Code, and shall conform to the arrangement of said Code. Rule 9. PROCEDURE APPLICABLE TO BILLS AND JOINT RESOLUTIONS (a) Every bill and Joint resolution when introduced shall be read one time by title only, after which it shall be assigned to the proper committee. (b) No bill or joint resolution shall be considered on the same day it is reported out of committee, or in the absence of the prime sponsor who introduced it, unless by his written consent. After any bill has reached its order of preference on the agenda, it may be deferred twice to the end of the agenda. After it has once been deferred twice it must be considered when its order of preference is next reached or removed to the ready list by the Secretary of the Senate. In the event of such removal, no bill shall again be placed on the agenda until the same or the next legislative day. (c) When considered, each bill or resolution shall be given its final reading by title only unless any member requests a reading in full. (d) An agenda of bills to be considered on the succeeding day shall be kept by the Secretary of the Senate and published each day and a copy thereof distributed to each member, and any bill placed upon the agenda by any member of the Senate prior to adjournment of the preceding day shall, without otherwise limiting the right of any member to put a bill upon its passage, stand in the same order of preference for consideration by the Senate unless otherwise ordered by it. (e) Every bill or resolution shall be introduced by a member or group of members or by order of the Senate or by report of a committee. Introduction may be by either of two methods: A. Filing of Bills and Resolutions with the Secretary of the Senate. (I) A bill or resolution may be introduced by being filed with the Secretary of the Senate at any time while the General Assembly is meeting. (2) A bill or resolution that is prefilled with the Secretary of the Senate while the Senate stands in recess, in adjournment, or is not otherwise meeting, shall be given a number, entered upon a docket kept for the purpose. (3) At the beginning of the succeeding day's session of the Senate following the filing of a bill with the Secretary, the Reading Clerk shall read the bill or resolution number and title of all bills filed with the Secretary and entered upon the docket prior to the convening of the Senate for the day's session and not previously read. (4) Such reading of the bill or resolution by the Reading Clerk shall constitute the first reading of such bill or resolution. (5) Upon such first reading, copies of the bill, amendments or resolutions shall be distributed as provided in Rule 8. B. Other Methods of Introduction. (i) A bill or resolution may also be introduced from the floor while the Senate is in session. (f) No bill or roll call that has been tabled, shall be lifted from the table for further consideration until such bill or roll call is first placed upon the agenda, unless such bill or roll call is lifted for further consideration on the same legislative day the bill or roll call was tabled. (g) No Senate Bill returning from the House shall be acted on by the Senate unless the bill is first placed on the agenda. Rule 10. MOTIONS (a) All motions shall be reduced to writing, if desired by the Presiding Officer or by any Senator, and shall be read before the same shall be debated. (b) Any motion or resolution may be withdrawn or modified by the mover at any time before a decision, amendment or ordering of the yeas and nays. (c) A motion shall be in order at any time to amend or substitute a title to any bill or resolution only in order to correct typographical errors. (d) When a question is pending, no motions shall be received but: To adjourn; To adjourn to a certain day. To take a recess; To proceed to the consideration of executive business; To lay on the table; To postpone indefinitely; To postpone to a certain day; To commit; To amend. Which several motions shall have precedence as they stand arranged; and the motion to adjourn, to take recess, to proceed to the consideration of executive business, to lay on the table, shall be decided without debate. Rule 11. VOTING Every bill, amendment, joint resolution, concurrent resolution, or simple resolution shall be decided by a roll call vote and shall require a majority vote of all members elected to the Senate for adoption. The names of the Senators shall be called alphabetically and each Senator shall without debate answer "Yes" or "No" or "Not Voting"; and no Senator shall be permitted to vote after the roll call shall have been announced by the Secretary, but may change his vote prior to said announcement. No Senator shall be granted privilege of the floor from the time the Secretary has announced the roll call to the time she roll call is declared by the Presiding Officer of the Senate. Any motion to table a roll call shall be made prior to the announcement of the roll call by the Secretary. Rule 12. RECONSIDERATION Any motion for reconsideration must be made by a member of the prevailing side within three (3) legislative days of the original action. When a motion for reconsideration is granted, there can be no further consideration until the sponsor or floor manager rescinds the roll call and takes appropriate action. Rule 13. PROCEDURE WHEN BILL OR OTHER MATTER SOUGHT TO BE RECONSIDERED HAS BEEN SENT TO THE HOUSE OF REPRESENTATIVES OR TO THE GOVERNOR When a bill, resolution report, amendment, order, or message, upon which a vote has been taken, shall have gone out of the possession of the Senate and been communicated to the House of Representatives, or to the Governor, the motion to reconsider shall be accompanied by a motion to request the House or Governor to return the same; which last motion shall be acted upon immediately, and without debate, and if determined in the negative shall be a final disposition of the motion to reconsider. Rule 14. QUESTION OF ORDER A question of order may be raised at any stage of the proceedings, and, unless submitted to the Senate, shall be decided by the Presiding Officer without debate, subject to an appeal to the Senate. When an appeal is taken, any subsequent question of order which may arise before the decision of such appeal shall be decided by the Presiding Officer without debate, and any appeal may be laid on the table without prejudice to the pending proposition, and thereupon shall be held as affirming the decision of the Presiding Officer. The Presiding Officer may submit any question of order for the decision of the Senate. Rule 15. SPECIAL ORDER OF BUSINESS Any subject may, without objection by any member elected to the Senate, be made a special order; and when the time so fixed for its consideration arrives, the Presiding Officer shall lay it before the Senate. Rule 16. PETITION OUT OF COMMITTEE Upon written request signed by the majority of the members elected to the Senate and directed to the Presiding Officer, any bill, joint resolution or other business, which shall have been referred to a committee, shall be reported to the Senate. Rule 17. CONDUCT (a) When a Senator desires to speak, he shall rise and address the Presiding Officer, and shall not proceed until he is recognized, and the Presiding Officer shall recognize the Senator who shall first address him. (b) No Senator shall interrupt another in debate without his consent, and to obtain such consent he shall first address the Presiding Officer; and no Senator shall speak more than three times upon any one question in debate on the same day without leave of the Senate which shall be determined without debate. (c) No Senator in debate shall, directly, or indirectly by any form of words, impute to any Senator or to other Senators any conduct or motive unworthy or unbecoming a Senator. (d) If any Senator, in speaking or otherwise, transgresses the rules of the Senate, the Presiding Officer shall, or any Senator may, call him to order; and when a Senator shall be called to order, he shall sit down and not proceed without leave of the Senate, which, if granted, shall be upon motion that he be allowed to proceed in order, which motion shall be determined without debate. (e) If any person who is not a member of the Senate shall be granted the privilege of the floor for the purpose of addressing the Senate, such person and the Senate members shall then accord each other the same courtesies and respect that is required among members of the Senate. (f) Any person in the chamber and/or balcony who is not a member of the Senate and who refuses to salute the American flag at the time such ceremony occurs shall leave the chamber and/or balcony. Rule 18. APPOINTMENT OF COMMITTEES The President Pro Tempore shall appoint all committees; however, the President Pro Tempore, on his own initiative or upon order of the Senate, may appoint special or select committees. Rule 19. STANDING COMMITTEE The following standing committees shall be appointed, to whom business appropriate to them shall be referred: - Administrative Services - Adult and Juvenile Corrections - Agriculture - Banking - Bond Bill - Children, Youth and Their Families - Committee to Combat Drug Abuse - Community/County Affairs - Education - Energy - Ethics - Executive - Finance - Health and Social Services/Aging - Highways and Transportation - Insurance and Elections Rule 20. DELIBERATIVE PROCESS AND PROCEDURES OF STANDING COMMITTEES (a) Each bill, resolution or other legislative matter assigned to a standing committee shall pass through deliberative process before being brought to the floor of either House, unless it is sooner petitioned out of committee. Such deliberative process shall include pre-announced meetings whereby the committee receives testimony from the general public, including those affected by the proposed legislation; considers an analysis of the proposed legislation; and by notice to the sponsor, makes time available for each formal sponsor to explain the legislation and answer possible committee questions. (b) Regular standing committee meetings may be held every Wednesday, while the Senate is in session, between the hours of noon and 3 P.M. The scheduling of the regular meetings shall be coordinated with the Secretary of the Senate. The Chairman of a standing committee may call other meetings as deemed necessary. (c) The day before a meeting each standing committee shall release a Committee Agenda which shall include, among other things, all matters to be considered by the committee at its next meeting and any other announcements from the committee including the times, places and dates of future meetings. (d) Minutes shall be taken at each formal standing committee meeting, and the results of any committee votes shall be recorded. Committee members who dissent from any committee decision shall be permitted, in the minutes, to state such dissent and the reasons therefor. (e) A quorum does not have to be present to constitute a committee meeting. Committee members unable to attend pre-announced meetings may subsequently affix their signatures to legislation considered at such meetings. (f) Nothing in this rule shall preclude the option of a committee chairman to cancel a regular or special meeting or call additional meetings when necessary. Rule 21. CONTESTS Any contest for a seat in this body shall be referred to the Leadership. Rule 22. UNDER THE LEADERSHIP, SUPERVISION OF ATTACHES The officers, attaches and employees of the Senate shall be under the supervision of the Leadership in this performance of the duties of their respective offices. Rule 23. PRIVILEGE OF THE FLOOR (a) No person who is not a member of the Senate shall be granted the privilege of the floor, or be seated, stand or allowed to proceed in that area in front of the rear line of the last row of members' seats from the rostrum, to the left of the right line of the farthest right row of members' seats, as facing the rostrum and to the right of the left line of the farthest left row of members' seats as facing the rostrum, while the Senate is in session except: The Governor of the State The Secretary of the State Ex-Governors of the State Ex-Lieutenant Governors of the State Ex-Members of the General Assembly Members of the Congress of the United States Members of the House of Representatives of the State Attorneys, Officers & employees of the Senate Attorneys, Officers & employees of the House of Representatives of the State The staff of Legislative Council (b) Notwithstanding anything contained in subsection (a) of this Rule, any other person or persons may be granted the privilege of the floor, or of being seated or to stand in front of the rear line of the last row of member seats aforesaid, by and with the consent of this body. Rule 24. CHANGE OR SUSPENSION OF RULES Any rules of the Senate my be changed or suspended by approval of a majority of all members elected to the Senate. Rule 25. RULES OF ORDER All questions of parliamentary procedure not covered or provided for by the Rules of the Senate or the Constitution of the State of Delaware shall be decided in accordance with Roberts Rules of Order, Newly Revised. Rule 26. NEWS MEDIA Members of the press, with permission of the President Pro Tempore, may use personal recording devices in the Senate Chamber during live session of that body. Rule 27. TRAVEL BY MEMBERS OF THE SENATE Any member of the State Senate who takes an out-of-state trip on official business at taxpayer expense shall upon his return and at the request of the Senate, given an oral report to the Senate on the extent of his travel, the nature of the official business and a summary of the convention, conference, seminar, or other proceedings. Rule 28. CONSENT CALENDAR (a) Any member of the Senate may propose any Senate Resolution, Senate Concurrent Resolution or House Concurrent Resolution, which ever the case may be, for inclusion on a Consent Calendar for the purpose of a final reading; provided that no amendment to the resolution is proposed. (b) Any proposal by a member of the Senate for inclusion of a Senate Resolution, Senate Concurrent Resolution, or House Concurrent Resolution on a Consent Calendar shall be made to the Secretary of the Senate. (c) Upon receipt of a proposal for inclusion the Secretary of the Senate shall prepare the Consent Calendar noting each inclusion thereon and present the Consent Calendar to the membership at the beginning of each legislative day. (d) All resolutions included on the Consent Calendar shall be read and voted on collectively as a single group. (e) Any resolution may be removed from the Consent Calendar for individual action if objection is made in its inclusion by any member. Rule 29. CITATIONS Every member of the Senate shall be granted the privilege to issue citations, in the categories of classifications available, at anytime during his or her tenure; provided, however, the procedures herein prescribed are adhered to. Citations, unlike resolutions which are highly detailed, invoking the entire Delaware State Senate as a body shall be sequentially numbered by the Secretary of the Senate and made a part of the permanent record of the Senate. Each citation before becoming an official document of the Senate shall be signed by the sponsor and/or sponsors, the President Pro Tempore of the Senate and the Secretary of the Senate. When the Senate is in session pursuant to Article II, Section 10 of the 1899 Constitution, as amended, the President Pro Tempore or his designee shall cause to be read, in lieu of a statement, a citation by the Senator, for informational and archival purposes, on one of the three (3) legislative days mentioned in Rule 8, such citations as have been filed with the Secretary of the Senate, by topical notation along with the name of the Chief sponsor thereof. Such citations shall not require an official vote; however, at the time such citations are officially read into the record, any member of the Senate may comment, elaborate or simply expand on the content of the citation. Citations requested and issued by members of the Senate when the Senate stands in recess or adjournment (July 1 - December 31st) shall be administratively managed by the Secretary of the Senate and in his duties of compiling the permanent record of the Senate proceedings (the Senate Journal) he shall cause such citations to be made a part of the official proceedings of the Senate. Rule 30. PROHIBITING SMOKING IN SENATE CHAMBER, CAUCUS ROOMS AND GALLERY No member of the Senate, staff person, member of the press or visitor shall smoke a cigarette, cigar, pipe or other smoking object or equipment in the Senate chamber, caucus rooms and gallery while the Senate is in session. SENATE STAFF 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 in a computer program to make it easier to access, manipulate, and store. 3. Database: A collection of data organized in a structured manner so that it can be accessed, managed, and updated efficiently. 4. Database Management System (DBMS): A software application that provides services for creating, maintaining, and managing databases. 5. Encryption: The process of converting information into a coded form to prevent unauthorized access. 6. Hashing: A technique for mapping data of arbitrary size to fixed-size values. 7. Interface: A boundary between two systems or components that allows them to communicate with each other. 8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions. 9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs. 10. Programming Language: A formal language designed to express computations that can be performed by a machine, especially a computer. 11. Software: A collection of computer programs and associated data that perform specific functions on a computer. 12. System: A set of interacting or interrelated elements that act according to a common plan to achieve a common goal. 13. User Interface (UI): The part of a computer program that interacts with the user, allowing them to input commands and receive feedback. 14. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 15. Web Application: A software application that runs on a web server and is accessed through a web browser. 16. XML (Extensible Markup Language): A markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable. These terms are fundamental to understanding the concepts and practices in computer science, and they are widely used across various domains such as software development, database management, and web applications. SENATE STAFF Bernard J. Brady - Secretary of the Senate Kay Sandstrom - Assistant Secretary of the Senate Joseph Anton Ulrich, Journal Clerk (1st Session) Doris Clifton Argo, Journal Clerk (2nd Session) Louise C. Allen Scotty Mallace Amerine Phyllis M. Ballance Mary Lou Berry Robert H. Bolden Joy Brewer Angela Brainard Wilbert Braxton James Bucar Mary M. Carey Gina L. Cerarsari Millie Clark Elizabeth M. Cleveland Duane Coffman Denise M. Coffman Teresa Collier Lisa Ann Dawson Doris L. Dayton Jean Ann Dierer Betty M. Dickinson Marlene Duncan John R. Elliott Stephen Evans Stephanie Fedena John T. Fiorelli Joseph F. Fitzgerald, Jr. Barbara J. Fournier Anita Elaine Furman Ralph E. Gallowin Nancy Green Mary Louise Guyer Nicholas Halladay Lorielee J. Harrison Mary Ann Hearne Harold M. Hilyard Sylvia Holloway Lynn Inden Mary Jackson Linda J. Kahn Howard H. Killen Francis Kosakowski Tracey Lundblad Anna Mae Massey Mary E. McLean Benjamin J. Matwey William J. McCool, Jr. Brian McGlinchey Joan McNamara Valerie Metzlaar Richard Norwood Ronald Patton Joseph Perkins Elizabeth Rappa Norma Lea Rash Theodore W. Ryan Brett A. Schmidt Clarence A. Schwatka, Jr. George W. Sharp Patrick Shellenbarger Charlotte L. Stirey Melissa Sipple Lisa Katherine Skeens Willie Snow Doris Lee Spicer Joan Stansky Curtis W. Steen, Jr. Janet E. Stern Linda Street Thomas R. Taylor Scott Tester Helen Truitt Sonja Truitt Charles T. Weaver, II Andrea B. Weaver Raymond T. Wilson, III Richard G. Winchell Administrative Assistants Richard B. Carter Jack K. Russell Stephen P. Tanzer David E. Wilkins Attorneys Arthur G. Connelly, III., Esq. John H. Cordrey, Esq. Richard T. Dillard, Esq. William J. Walls, Jr., Esq. SENATE ACTION Pursuant to Section 4, Article 2 of the Constitution of the State of Delaware, the Senate met at Legislative Hall in Dover, Delaware at 2:40 p.m.; Lt. Governor Wolf presided. A Prayer was offered by Reverend Covington. Pledge of Allegiance to the Flag. On motion of Senator Cordrey and without objection, Bernard J. Brady was appointed temporary Secretary of the Senate and Scotty Amerine as temporary Reading Clerk. The Acting temporary Secretary then called the roll of the hold-over Senators: PRESENT: Senators Hauge, Holloway, Knox, Marshall, Minner, Neal, Still, Torbert, Venables 9; ABSENT: Senator Martin 1. Senator Cordrey moved that the President of the Senate appoint a committee of two to examine the Certificates of Election. No objection. The President of the Senate appointed Senators Holloway and Hauge as a committee to receive and examine the Certificates of Election of the newly elected Senators. The Chair called a short standing recess to allow the certificates to be examined. The Senate reconvened at 2:49 p.m., and Senator Holloway reported that the Examining Committee found the Certificates to be in order. The Certificates of Election were as follows: For New Castle County: Harris B. McDowell (1st District), Myrna L. Bair (5th District), Patrick J. Blevins (6th District), David P. Sokola (8th District), Thomas B. Sharp (9th District), Robert E. Connon (12th District), David B. McBride (13th District), James T. Vaughn (14th District). For Kent County: James T. Vaughn (14th District), Nancy W. Cook (15th District), Thurman Adams, Jr. (19th District). For Sussex County: Thurman Adams, Jr. (19th District), Richard S. Cordrey (20th District). Senator Sharp moved that the reading of one Certificate of Election shall constitute the reading of all. No objection. The Chair then directed the reading clerk to read the Certificate of Election of Senator Cordrey as follows: The State of Delaware Sussex County Be it remembered, that at the general election held on the Tuesday next after the first Monday in November, 1990, for Sussex County, according to the Constitution and Laws of the State of Delaware, Richard S. Cordrey was duly elected Senator in General Assembly from Senatorial District No. 20, which is manifest by calculating and ascertaining the aggregate amount of all the votes given for each person voted for in all the hundreds and election districts of the county according to the provisions made by law in this behalf. IN TESTIMONY WHEREOF, WE William Swain Lee and T. Henley Graves, the Judges constituting the Superior Court in Sussex County, who have met and ascertained the state of the election throughout the said county, as the law requires, have hereunto set our hands and caused the seal of the said Superior Court to be hereunto affixed at the Court House in said county on this 8th day of November, 1990. (Signed) William Swain Lee, Resident Associate Judge (Signed) T. Henley Graves, Associate Judge The State of Delaware Sussex County Be it remembered, that at the general election held on the Tuesday next after the first Monday in November, 1990, for Sussex County, according to the Constitution and Laws of the State of Delaware, Eight thousand four hundred two (8,402) votes were cast for Richard S. Cordrey for Senator in the 20th District. Fifteen (15) votes were cast for Shirley Wilson for Senator in the 20th District. One (1) vote was given for Evelyn Thoroughgood and James Malone for Senator in the 20th District which is manifest by calculating and ascertaining the aggregate amount of all the votes given for each person voted for in all the hundreds and election districts of the county according to the provisions made by law in this behalf. IN TESTIMONY WHEREOF, WE William Swain Lee and T. Henley Graves, the Judges constituting the Superior Court in Sussex County, who have met and ascertained the state of the election throughout the said county, as the law requires, have hereunto set our hands and caused the seal of the said Superior Court to be hereunto affixed at the Court House in said county on this 8th day of November, 1990. (Signed) William Swain Lee, Res. Assoc. Judge (Signed) T. Henley Graves, Assoc. Judge * * * * * The newly-elected Senators were then sworn into Office in the following order: Senator McDowell by Judge Bifferato; Senator Bair by Judge Ridgeley; Senator Blevins by Judge Poppiti; Senator Sokola by Judge Poppiti; Senator Sharp by Judge Poppiti; Senator Connor by Judge Ridgeley; Senator McBride by Judge Bifferato; Senator Vaughn by Judge Hartnett; Senator Cook by Judge Hartnett; Senator Adams by Judge Ellis; Senator Cordrey by Judge Ellis. Senator Martin marked PRESENT. OATH OF OFFICE MEMBER OF THE STATE SENATE "I, (NAME), do proudly swear (or affirm) to carry out the responsibilities of the office of Senator to the best of my ability, freely acknowledging that the powers of this office flow from the people I am privileged to represent. I further swear (or affirm) always to place the public interests above any special or personal interests, and to respect the right of future generations to share the rich historic and natural heritage of Delaware. In doing so I will always uphold and defend the constitutions of my Country and my State, so help me God." SR 1 was introduced and considered for adoption: SR 1 - IN REFERENCE TO THE ROLL OF MEMBERS OF THE SENATE. Sponsors: Senators Cordrey and Sharp. BE IT RESOLVED by the Senate of the 136th General Assembly of the State of Delaware that the following constitute the permanent roll of the Senate of the 136th General Assembly: Thurman Adams, Jr., Myrna L. Bair, Patricia M. Blevins, Robert T. Connor, Nancy M. Cook, Richard S. Cordrey, Richard A. Hauge, Herman M. Holloway, Sr., Andrew G. Knox, Robert Marshall, Roger A. Martin, David B. McBride, Harris B. McDowell, III, Ruth Ann Minner, James P. Neal, Thomas B. Sharp, David P. Sokola, John C. Still, III, William C. Torbert, James T. Vaughn, Robert L. Venables. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES, therefore, the Resolution was declared adopted. SR 2 was introduced and considered for adoption: SR 2 - IN REFERENCE TO ELECTION OF PRESIDENT PRO TEMPORE. Sponsor: Senator Sharp Senator Sharp commented on the Resolution after which the roll call vote was taken and revealed 21 Senators voting YES, therefore, the Resolution was declared adopted. Pursuant to the above Resolution and on motion of Senator Sharp, the Honorable Dale E. Wolf, Lieutenant Governor of the State of Delaware administered the following Oath of Office to Senator Richard S. Cordrey: OATH OF OFFICE PRESIDENT PRO-TEMPORE "I, Richard S. Cordrey, do proudly swear (or affirm) to carry out the responsibilities of the Office of President Pro-Tempore to the best of my ability, freely acknowledging that the powers of this office flow from he people I am privileged to represent. I further swear (or affirm) always to place the public interests above any special or personal interests, and to respect the right of future generations to share the rich historic and natural heritage of Delaware. In doing so I will always uphold and defend the constitutions of my Country and my State, so help me God." (Signed) Richard S. Cordrey President Pro-Tempore Sworn (or affirmed) and subscribed before me this 8th day of January A.D. 1991. (Signed) Dale E. Wolf Lieutenant Governor, State of Delaware * * * * * Senator Cordrey then made a few remarks to the Senate. An Attendance Roll Call of the Session was taken on Senator Minner's Point of Order: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables. 21 Senator Holloway, considered to be the Dean of the Majority Caucus, announced that Senator Sharp would be the Majority Leader and Senator McDowell would be the Majority Whip. Senator Neal, Dean of the Minority Caucus, announced that Senator Bair would be the Minority Leader and Senator Connor would be the Minority Whip. SR_3 was introduced and considered for adoption: SR_3 - IN REFERENCE TO ELECTION OF OFFICERS. Sponsors: Senators Cordrey and Sharp. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES, therefore, the Resolution was declared adopted. The personal privilege of the floor was extended to Senator Minner who commented on SR_1 and SR_2. SR_4 was introduced and considered for adoption: SR_4 - IN REFERENCE PERMANENT RULES OF THE DELAWARE STATE SENATE. Sponsors: Senators Minner and Cordrey. SR_5 was introduced and considered for adoption: SR_5 - APPOINTING A COMMITTEE TO NOTIFY THE GOVERNOR THAT THE SENATE IS ORGANIZED. Sponsors: Senators Sharp and Cordrey. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES, therefore, the Resolution was declared adopted. Pursuant to the above Resolution, the Chair appointed Senators Adams and Connor as a committee to inform the Governor that the Senate is ready to receive any communications that he may desire to present. SR_6 was introduced and considered for adoption: SR_6 - APPOINTING A COMMITTEE TO NOTIFY THE HOUSE OF REPRESENTATIVES THAT THE SENATE IS ORGANIZED. Sponsors: Senators Sharp and Cordrey. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES, therefore, the Resolution was declared adopted. Pursuant to the above Resolution, the Chair appointed Senators Holloway and Knox as a committee to inform the House that the Senate is now organized and ready for business. Senator Cordrey announced that a committee from the House of Representatives informed the Senate that the House is organized and ready for business. Senator Sharp introduced the members of the Judiciary who were in attendance and thanked them. At 3:42 p.m. on motion of Senator Sharp the Senate recessed for a reception of the new members and reconvened at 4:14 p.m., Senator Cordrey presiding. HJR_1 was introduced and considered for adoption under suspension of the necessary rules on motion of Senator Sharp: HJR_1 - IN REFERENCE TO ELECTION OF OFFICERS. Sponsor: Representative Petrilli. At 4:16 p.m., Lt. Governor Wolf presided. The roll call vote on the Resolution was taken and revealed 20 Senators voting YES and 1 (Hauge) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. Senator Adams announced that he and Senator Connor delivered the message to the Governor that the Senate is In Session. At 4:18 p.m., on motion of Senator Sharp, the Senate recessed until 3:30 p.m., January 9, 1991. The Senate reconvened at 3:53 p.m., January 9, Lt. Governor Wolf presiding. The following legislation was introduced and assigned to committee: SB_2 - AN ACT TO AMEND CHAPTER 25, TITLE 6, DELAWARE CODE RELATING TO PROHIBITED PRACTICES IN RESIDENTIAL TELEPHONE SOLICITATIONS. Sponsor: Senator Holloway. To Administrative Services. SB_1 - AN ACT TO AMEND TITLE 29, DELAWARE CODE, RELATING TO CONDUCT OF OFFICERS AND FORMER LEGISLATORS OF THE STATE. Sponsors: Senators McBride, Sharp, Minner. To Ethics. SB_3 - AN ACT TO AMEND CHAPTER 9, TITLE 26 DELAWARE CODE RELATING TO TELEPHONE CORPORATIONS. Sponsor: Senator Holloway. To Administrative Services. SB_4 - AN ACT TO AMEND TITLE 14, DELAWARE CODE RELATING TO PROHIBITED TRADE PRACTICES. Sponsor: Senator Holloway. To Finance. SB_5 - AN ACT TO AMEND TITLE 26 DELAWARE CODE RELATING TO TELEPHONE SERVICE PROVIDERS. Sponsor: Senator Holloway. To Finance. SB_6 - AN ACT TO AMEND TITLE 10, DELAWARE CODE, RELATING TO LIMITATION OF LIABILITY FOR OIL AND HAZARDOUS MATERIAL DISCHARGE CLEANUP. Sponsors: Senator Minner, Representative Carey, Senator Vaughn, Representative D. Ennis. To Natural Resources and Environmental Control. SB_7 - AN ACT TO AMEND CHAPTER 9, TITLE 26 DELAWARE CODE RELATING TO TELEGRAPH AND TELEPHONE CORPORATIONS. Sponsor: Senator Holloway. To Administrative Services. SB_8 - AN ACT TO AMEND CHAPTER 19, TITLE 14, DELAWARE CODE, RELATING TO SCHOOL TAX REFERENDA. Sponsor: Senator McBride. To Education. At 3:58 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 2nd Legislative Day. 2ND LEGISLATIVE DAY January 9, 1991 The Senate convened at 3:58 p.m. with Lt. Governor Wolf presiding. A Prayer was offered by Senator Adams. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The following communication was read: SENATE STATE OF DELAWARE LEGISLATIVE HALL DOVER, DELAWARE 19901 January 8, 1991 TO: Members of the 136th General Assembly FROM: Senator Richard S. Cordrey, President Pro Tempore SUBJECT: Senate Standing Committees Enclosed you will find a copy of the Senate Standing Committees and the members of each committee. This list includes the designated chairman for each of these committees as well as the members from both the Majority and Minority Caucuses in the Senate. Thank you. *** The assignments were partially read and a copy given to each Senator: ADMINISTRATIVE SERVICES: William C. Torbert, Chairman; Nancy, W. Cook, Robert I. Marshall, Roger A. Martin, Robert T. Connor ADULT AND JUVENILE CORRECTIONS: James T. Vaughn, Chairman; Nancy W. Cook, Herman M. Holloway, Thomas B. Sharp, William C. Torbert, Richard A Hauge AGRICULTURE: Thurman G. Adams, Chairman; Nancy W. Cook, Richard S. Cordrey, James T. Vaughn, Robert L. Venables, John C. Still BANKING: Richard S. Cordrey, Chairman; Thurman G. Adams, David P. Sokola, William C. Torbert, John C. Still BOND BILL COMMITTEE: Roger A. Martin, Chairman; Nancy W. Cook, David B. McBride, Ruth Ann Minner, Andrew G. Knox, Richard A. Hauge COMMITTEE TO COMBAT DRUG ABUSE: Thomas B. Sharp, Chairman; Richard S. Cordrey, James T. Vaughn, James P. Neal, Robert T. Connor COMMUNITY/COUNTY AFFAIRS: David P. Sokola, Chairman; Harris B. McDowell, Ruth Ann Minner, Robert L. Venables, Myrna L. Bair CHILDREN YOUTH AND FAMILIES: Harris B. McDowell, Chairman; Patricia M. Blevins, Herman M. Holloway, David P. Sokola, James T. Vaughn, Myrna L. Bair EDUCATION: David B. McBride, Chairman; Ruth Ann Minner, David P. Sokola, William C. Torbert, James P. Neal ENERGY: Harris B. McDowell, Chairman; Nancy W. Cook, Robert L. Venables, Myrna L. Bair ETHICS: Richard S. Cordrey, Chairman; Harris B. McDowell, Thomas B. Sharp, Myrna L. Bair, Robert T. Connor EXECUTIVE: Thurman G. Adams, Chairman; Richard S. Cordrey, Roger A. Martin, Thomas B. Sharp, Myrna L. Bair, Robert T. Connor FINANCE (JFC): Nancy W. Cook, Chairman; Herman M. Holloway, David B. McBride, James T. Vaughn, John C. Still; James P. Neal HEALTH AND SOCIAL SERVICES/GING: Herman M. Holloway, Chairman; Patricia M. Blevins, Robert I. Marshall, David B. McBride, Harris B. McDowell, David P. Sokola, Andrew G. Knox HIGHWAYS AND TRANSPORTATION: Roger A. Martin, Chairman; Nancy W. Cook, Ruth Ann Minner, Thomas B. Sharp, David P. Sokola, James P. Neal INSURANCE AND ELECTIONS: Thomas B. Sharp, Chairman; Thurman G. Adams, Harris B. McDowell, James T. Vaughn, John C. Still JUDICIARY: Thomas B. Sharp, Chairman; Thurman G. Adams, Harris B. McDowell, James T. Vaughn, Richard A. Hauge LABOR AND INDUSTRIAL RELATIONS: Robert I. Marshall, Chairman; Herman M. Holloway, Roger A. Martin, David B. McBride, Thomas B. Sharp, Robert T. Connor NATURAL RESOURCES AND ENVIRONMENTAL CONTROL: Ruth Ann Minner, Chairman; Patricia M. Blevins, Roger A. Martin, David P. Sokola, Robert L. Venables, Andrew G. Knox PUBLIC SAFETY: Patricia M. Blevins, Chairman; Thurman G. Adams, Ruth Ann Minner, Thomas B. Sharp, William C. Torbert, James T. Vaughn, Richard A. Hauge REVENUE AND TAXATION: Robert I. Marshall, Chairman; Herman M. Holloway, David B. McBride, James P. Neal, Still SMALL BUSINESS: Robert L. Venables, Chairman; Harris B. McDowell, David P. Sokola, James P. Neal, Andrew G. Knox SUMSET: Robert L. Venables, Chairman; Patricia M. Blevins, Roger A. Martin (later removed), Ruth Ann Minner, Andrew G. Knox, Richard A. Hauge At 4:03 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:55 p.m., Lt. Governor Wolf presiding. The following legislation was introduced and assigned to committee: SB 9 - AN ACT PROPOSING AN AMENDMENT TO THE CONSTITUTION OF THE STATE OF DELAWARE, RELATING TO LEGISLATIVE AUTHORITY; AND PROVIDING FOR INITIATIVE AND REFERENDUM. (2/3 vote) Sponsors: Senator McBride, Representative Oberle. To Executive. SB 10 - AN ACT PROPOSING AN AMENDMENT TO THE CONSTITUTION OF THE STATE OF DELAWARE, RELATING TO CONSTITUTIONAL AMENDMENTS; AND PROVIDING THAT CONSTITUTIONAL AMENDMENTS BE RATIFIED AT THE POLLS. (2/3 vote) Sponsors: Senator McBride, Representative Oberle. To Executive. Senator Martin marked PRESENT. SB 11 - AN ACT TO AMEND CHAPTER 28, TITLE 24 OF THE DELAWARE CODE RELATING TO PROFESSIONAL ENGINEERS AND THE PRACTICE OF ENGINEERING. Sponsors: Senator Venables; Representative Amick; Senators McBride, Neal; Representatives Taylor, Houghton, Outten. To Sunset. SB 12 - AN ACT TO AMEND CHAPTER 7, TITLE 7, DELAWARE CODE, RELATING TO THE HUNTING OF RED RABBITS. Sponsors: Senator Vaughn, Representative B. Ennis. To Natural Resources and Environmental Control. The Secretary announced that a message from the House informed the Senate that it had adopted HJR 1, HCR 1, HCR 2. SENATE CONSENT CALENDAR #1 was introduced and considered for adoption on motion of Senator Minner: SCR 1 - EXTENDING THE LIFE OF THE DELAWARE RIVER AND BAY OVERSIGHT COMMITTEE FOR THE PURPOSE OF STUDYING AND CONSIDERING ADDITIONAL MATTERS, INCLUDING THE DESIGN AND ESTABLISHMENT OF A PERMANENT DELAWARE RIVER AND BAY OVERSIGHT COMMISSION. Sponsors: Senator Minner, Representative Clark; Senator Vaughn, Representative D. Ennis. SCR 2 - COMMENDING EDDIE DAVIS OF SMYRNA, DELAWARE ON HIS RECENT ACHIEVEMENT OF FIVE THOUSAND WINS IN HARNESS RACING DURING HIS CAREER, MAKING HIM THE NINTH DRIVER IN THE HISTORY OF HARNESS RACING EVER TO ACCOMPLISH SUCH AN OUTSTANDING MILESTONE. Sponsors: Senators Vaughn, Cook; Representatives B. Ennis, Clark, Quillen. SCR 3 - PROVIDING FOR A JOINT SESSION OF THE HOUSE OF REPRESENTATIVES AND THE SENATE TO BE CONVENED TO HEAR THE ANNUAL STATE OF THE STATE ADDRESS BY GOVERNOR MICHAEL N. CASTLE, GOVERNOR OF THE STATE OF DELAWARE. Sponsors: Senators Cordrey, Sharp, McDowell. SCR 4 - COMMENDING PAYNTER A. LYNCH OF MILFORD FOR HIS MANY YEARS OF OUTSTANDING AND DEDICATED SERVICE TO THE STATE OF DELAWARE AND ITS CITIZENS AND EXPRESSING BEST WISHES FOR A HEALTH, LONG AND HAPPY RETIREMENT. Sponsors: Senator Minner, Representative Cook. The roll call vote on the Calendar was taken and revealed: YES: Senators Adams, Blevins, Cook, Cordrey, Holloway, Marshall, Martin, McBride, McDowell, Minner, Sharp, Sokola, Torbert, Vaughn, Venables - 15; ABSENT: Senators Bair, Connor, Hauge, Knox, Neal, Still - 6. The Resolutions were declared adopted by the Senate and sent to the House for consideration. SENATE STATE OF DELAWARE LEGISLATIVE HALL DOVER, DELAWARE 19901 January 9, 1991 TO: All Members of the 136th General Assembly FROM: Senator Richard S. Cordrey, President Pro Tempore SUBJECT: Appointments – Delaware Commission of Interstate Cooperation The following members of the 136th General Assembly, Delaware State Senate shall serve as appointees of the Delaware Commission of Interstate Cooperation: Senator Thurman G. Adams, Senator Herman M. Holloway, Senator Robert T. Connor cc: House of Representatives Office of the Governor Senator Cordrey announced that Senator Martin was being removed as a member of the Sunset Committee. SB 13 was introduced and assigned to Health--Social Services/Aging Committee: SB 13 AN ACT TO AMEND TITLE 24, DELAWARE CODE, RELATING TO THE ESTABLISHMENT OF A BOARD OF PHYSICIAN ASSISTANT PRACTICE, TO PROVIDE FOR THE MAXIMUM UTILIZATION OF QUALIFIED PHYSICIAN ASSISTANTS IN THE PROVISION OF HEALTH CARE TO THE CITIZENS OF DELAWARE, IN ANY HEALTH CARE PRACTICE SETTING, UNDER THE SUPERVISION OF PHYSICIANS LICENSES UNDER CHAPTER 17 OF THIS TITLE. Sponsors: Senators Holloway, Marshall, Knox, Bair, Cordrey; Representatives Moore, Sills, Oberle, George, Gilligan, Campanelli, Hebner, Amick, Jonkier. The Reading Clerk read a request from Senator Marshall that his name be removed as a sponsor of SB 13. At 5:07 p.m. on motion of Senator Sharp, the Senate recessed until January 10 at 1:45 p.m. The Senate reconvened at 1:50 p.m., January 10, 1991 with Lt. Governor Wolf presiding. On motion of Senator Sharp, the Senate adjourned to immediately convene for the 3rd Legislative Day. 3RD LEGISLATIVE DAY January 10, 1991 The Senate convened at 1:52 p.m. with Lt. Governor Wolf presiding. A Prayer was offered by Senator Knox. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Still, Sokola, Torbert, Vaughn, Venables - 21. At 1:54 p.m. on motion of Senator Sharp, the Senate recessed to prepare for the Joint Session with the House for the Governor's State of the State address. The members of the House of Representatives were announced, admitted and welcomed to the Senate Chamber. Lt. Governor Wolf invited the Speaker of the House, Representative Terry Spence and the President Pro Tempore of the Senate, Senator Richard Cordrey to join him on the podium. The Sergeant-at-Arms announced the Chief Justice of the Supreme Court, The Honorable Andrew D. Christie, and other members of the Judiciary. They were admitted and welcomed by Lt. Governor Wolf. The Sergeant-at-Arms announced the State and County elected officials. They were admitted and welcomed by the Lt. Governor. The Sergeant-at-Arms announced the arrival of the cabinet officials. They were admitted and welcomed by the Lt. Governor. JOINT SESSION -- SENATE CHAMBER State of the State Message January 10, 1991 At 2:02 p.m., Senator Sharp moved that the Senate and House meet in Joint Session for the purpose of hearing the State of the State address by Michael N. Castle, Governor. No objection. Senator Sharp moved that the Lt. Governor preside over the Joint Session. There was no objection. Senator Sharp moved that the Secretary of the Senate and the Chief Clerk of the House act as secretaries to the Joint Session. No objection. Senator Sharp moved that the Chair appoint a committee of four to escort the Governor to the Joint Session. No objection. Pursuant to the above motion, the Chair appointed Senator Adams (spokesperson), Senator Knox, Representatives George and Fallon to form the escort committee. Upon the departure of the escort committee, the Chair called a short standing recess to await the arrival of the Governor. After a short period the Chair called the Joint Session back into session and recognized the Sergeant-at-Arms who announced the arrival of the escort party with the Governor. Governor Castle was admitted and introduced by Senator Adams. The Governor was welcomed by the Chair and invited to the rostrum. The Governor addressed the assembly as follows: Lieutenant Governor Wolf, Mr. President Pro Tempore, Mr. Speaker, members of the 136th General Assembly, other elected officials, the Judiciary, the Cabinet, honored guests, and the people of Delaware: As I first sat down a few weeks ago to begin thinking of what I would say today in this, my seventh State of the State address, I realized that, unfortunately for me, a majority of the members in this Chamber have endured all of them -- all delivered in more prosperous times. And since no politician, especially a Governor, ever wants to be the bearer of anything but good news, I was tempted to reach for the phone and see if Dale wanted to try this one. But on reflection, I felt that perhaps Teddy Roosevelt's approach was more appropriate. In October, 1912, as Teddy Roosevelt was beginning a formal address, he was shot in the chest. Determined to give the speech despite his serious injury, Roosevelt turned to his audience and declared, "I will deliver this speech and die, one way or the other." Which goes to prove that almost nothing can stop a politician from giving a speech. In January of 1985, when I delivered my first State of the State address, we were preparing to celebrate the Bicentennial of the United States Constitution and Delaware's unique role in the adoption of that document. We reflected that day not only on the history of those two hundred years, but on the principles of the Constitution which protect future generations. I said that day, "For as long as one child is in danger or neglected, as long as one senior citizen is denied the benefits of modern medical technology, as long as one community must endure the threats posed by hazardous wastes, as long as one family is denied the opportunity to enjoy the benefits of a growing economy, then the challenge to make this state the best place to live in remains before us." Those principles -- the best education system for our children; health care for those in our society unable to meet costs; preservation of the environment to ensure that our grandchildren have clean air and water; and, an economy that provides real opportunity for our citizens -- are principles that stand as true today in harsh times as they stood six years ago in more prosperous surroundings. They are principles for which we must fight in the sand. They are principles for which we must all continue to fight. In the end, however, it is not politicians, governors legislators or cabinet officials who protect these principles. Rather, it is the unique character and strength of the people of Delaware which in the past allowed us to prosper by working together and which in the future will allow us to continue to move forward -- not retreat as the resources at our disposal diminish. It is impossible to describe this strength of character that is unique in Delawareans, but there are times that it's presence touches us all. A year ago when I delivered the State of the State speech, Cliff Lee sat among us. Today, his son Biff represents those Sussex Countians who had developed a close and personal tie to his father's gentle quality of leadership. On a crisp, clear fall day last October, most of us here sat in that quiet church in Laurel at Cliff's funeral and I am sure that you, like me, were moved when Cliff's grandson left the family pew and walked down the aisle to join his fellow Laurel students in tribute to his grandfather by singing, Did you ever know that you're my hero And everything I would like to be I can fly higher than an eagle 'Cause you are the wind beneath my wings. The strength and courage of the Lee family in those moments of deep personal anguish personified that character unique to Delaware. The character of the Lee family should remind us today that there are thousands of Delaware families who are struggling to face difficult challenges -- in education, in health care, in job opportunities. For six consecutive years, I have been able to declare in the State of the State that the resources available to meet the growing needs of our citizens was more than ample. Today I cannot make that statement. In just a year, despite the tough decisions that you made last session by increasing revenues, the Delaware Economic and Financial Advisory Council estimates have fallen nearly 100 million dollars. Even Washington has finally recognized what any Delaware family could have told them months ago: the economy is in a recession and the prospect of a quick turnaround that will send revenues soaring again is virtually non-existent. Those of you sitting here for the first time, Senators Patricia Blevins and Dave Sokola, and Representatives Wayne Smith, Rourke Moore, Vince Lofink and Biff Lee, face the prospect of serving a full term without significant increased revenue growth -- your colleagues have considered routine. Caught in the tide of national economic problems — from the massive federal deficit to rising fuel prices to the threat of war in the Middle East — our greatest challenge for 1991 will be to protect the strong economic foundation that has already helped shelter us from the winds of the storms around us. We have all seen the accounts of the fiscal disasters encountered by many of our sister states resulting in massive cuts of programs and people. Part of their problems were caused by the slowing economy. Others, however, were caused by the failure of those states to deal with changing economic conditions. They did not reduce spending — they merely depleted the reserves. They did not re-examine priorities. There were no legal restraints. As we confront the slowing national economy, we cannot look for a quick fix. We must not follow the way of Massachusetts where massive tax increases have fallen short of balancing the budget. We will not go the way of New York, where the never-ending shell game has finally been played out on the backs of thousands of employees who are suddenly turned out onto the streets. We cannot allow a divided government to be reduced to the wrangling of Philadelphia, where the future of a once great city has faded. None of that will happen in Delaware because Richard Cordrey and Terry Spence; Tom Sharp and Joe Petrilli; Nancy Cook and Phil Corrozi; Lonnie George and Myrna Bair, and, most importantly, the people of Delaware will not let it happen. We have learned in the last decade the valued lesson of a true government/private sector partnership. We have learned that by challenging outmoded concepts with visionary thinking, we create new jobs and opportunities for our people. We have learned that the easy solution of tax and spend didn't work in the past and won't work now. And yet, as we prepare to weather the storm of this spring and beyond, we need not abandon the course that we have set — in education, in environmental protection, in health care services and in economic growth. For a long time, in large measure, the basic quality of the education that a child received in Delaware was guided by geography. If you lived in a wealthy district with vast resources, your local school boards had the ability to pay teachers more, to fund innovative programs and to meet special needs. Since then, the foundation of Delaware's education system has radically changed. Step-by-step we have narrowed the gap between rich and poor districts by massive increases in state equalization. In each of the last six years, we have increased equalization by an average annual growth rate of 27 percent and we will continue that progress. In those same years, we made dramatic progress in pay for our teachers. In 1985, the average teacher's salary was $24,624 dollars. Today, it is $35,246 dollars, moving us in rank among the states from 21st place to tenth. But, as we saw in Delaware realized, money alone will not improve our system. In 1989, with that realization weighing on our minds, the Nation's 50 Governors joined in only their third summit in history to address the one subject we all resoundingly agreed was of sufficient magnitude to warrant this gathering. The subject was America's education system. In preparation for this meeting, hundreds of concerned citizens and professional educators joined me at Delaware's own Summit. I carried their ideas to that historic meeting of Governors and the President in Charlottesville, Virginia, where, for the first time, a national education agenda was agreed upon. We determined that we must build flexibility, accountability and results into our education system. At the conclusion of that conference, the President and Governors committed to accomplishing six goals by the year 2000. Now, nearly one and a half years later, it is only fitting that we measure the progress we have made in achieving these goals and what we will do in the future to meet them. Goal One: All children will start school ready to learn. Delaware began meeting this challenge when it became one of the first states to mandate universal kindergarten and launched the "Focus on the First Sixty Months" program, helping set the national trend towards preparing children for school through proper health care and early exposure to education. We have made substantial progress preparing our youngsters for school by improving the health of babies born to at-risk mothers and by increasing resources available to our poorest mothers and children. One program begun last year has been particularly successful — the SMART START project that provides enhanced prenatal care to Medicaid-eligible women with a history of high risk pregnancies has had tremendous results. Last year, nearly 200 babies were born at healthy weights under this program, and as I held one on my lap at a birthday party to celebrate this success, I was struck by the fact of how much we can lessen the obstacles for our children as they begin their odyssey into life. Goal Two: The high school graduation rate will increase to at least 90 percent. Through our Children-At-Risk and alternative high school initiatives, we have reduced our dropout rate by 12 percent. The Adult Secondary Education program has also contributed to this decline, giving us a great leg up in our climb to have ALL our children complete school. Goal Three: Students will leave grades 4, 8 and 12 having demonstrated competency in challenging, basic subject matter. Under legislation you passed last year, the Department of Public Instruction has begun redesigning our testing and student assessment programs. When done, it will provide the accountability that has been so lacking in our system before, by measuring the competence of our students at least four grade levels, and thus measuring the quality of our schools. To further that progress, we produced the State's first-ever set of school profiles, and as restructured testing comes on-line, the results should be incorporated in our profiles so that every citizen can see what a school does well and where it needs improvement. Goal Four: Our student's math and science achievement will match the best of our international competitors. With Delaware's great resources in the sciences, we should be first among all the states. We are beginning. We are beginning thanks to people such as the parents and teachers at Westover Elementary School in New Castle, who this year created a "hands-on" science room for their kids. The genius of this approach is that parents and teachers together made it, and that kids learn science by experimenting with it -- not just reading about it. This same active learning approach is growing around the state. Student participation in the Science Olympiad, the Math League, and the Computer Fair are all on the rise. These are undoubtedly just beginnings, but as we give educators more flexibility to create these types of programs, there will be specific results. Goal Five: Every adult will be literate and possess the skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. When we pursue the adult literacy goals, we get a double benefit because, as adults gain confidence in their own academic abilities, they become both more productive in the workplace and more helpful teachers at home. In another result-oriented project, Adult Basic Education, participation increased 17 percent in 1990, 90 percent of its participants reported gains in their academic skills and half said their new skills had translated into economic gains. In addition, the Lieutenant Governor's summit on literacy held last year set goals and established a statewide task force to manage the programs to achieve them in the coming year. Goal Six: Every school will be free of violence and drugs and offer a disciplined environment conducive to learning. We can be cautiously optimistic on this front. Our annual student survey shows a downturn in drug use in almost every area. The Christina and Colonial Districts have put in place student assistance programs help students who recognize their abuse problems to address them and, in time, overcome them. And our community cluster programs against substance abuse continue spreading to new areas in need. The key is to allow individual groups to determine how to solve their own specific problems. We are making progress toward total fulfillment of these six goals by the year 2000, but we still have a long way to go. The key to achieving these goals is to incorporate flexibility, accountability and results into all our programs. When I first received the National Education posters commemorating these goals, I was struck by the complete commitment that would be needed by every member of our community to fulfill them. Today I am sharing these posters with you because we have a shared responsibility to achieve that goal. Recognizing where we have been in education, and where we are now, we must turn our focus to the future. We must remain open to revising other rigid systems, such as school transportation. While we must be assured that our children are safely transported to school, we need to examine whether our present system makes sense economically and logistically. Can we address the formulas that dictate the routes? Can we use alternative methods such as public transportation, busing for older students? Would these changes allow us to re-direct dollars to the classroom? I am asking the State School Board to examine this multi-million dollar issue and to determine if we can make changes that would save dollars that we can put toward teaching our children and not merely busing them. The challenges to the education community and our ongoing efforts to meet the National Education goals will bring us the means and methods necessary to make our education system the very best in the nation. Besides the benefits that the education system provides all of us, nothing affects our daily lives more than the environment in which we live. On more than one balmy summer evening, many of us have sat looking across the still waters of Rehoboth Bay and watched the orange glow of the sun setting behind Thompson's Island. It is that scene which captures the essence of what we must do to protect the land. It is also a scene that Department of Natural Resources and Environment Control Secretary Toby Clark perhaps saw for the first time just one year ago. Yet he, more than any other individual I know, has worked tirelessly and creatively to protect Delaware's environmental legacy. Toby has strengthened the effort we began three years ago when we embarked on a program of land acquisition and conservation with a goal to preserve those pristine acres, like Thompson's Island, that could disappear in an instant — forever — in the name of progress. The initial investment of 21 million dollars combined with conservation easements has already protected nearly 4,000 acres. Your actions last session in passing Senate Bill 110 and providing over 70 million dollars for land acquisition will begin to produce additional results next year as the Open Space Council begins to select specific parcels for acquisition. This February we will unveil a comprehensive, statewide plan for establishing the Delaware Greenways Program, a program which I hope will result in hiking trails and bike paths linking communities, parks, and greenspace throughout the state. To further this process, I would ask each legislator to join me in considering the enhancement that would occur in each of your districts if you allocated up to 15 percent of your existing suburban surpluses funds for acquisition and development for fitness trails, hiking trails, bike paths, and other types of greenways. If each of you were to participate, that would mean an allocation of 1.5 million dollars a year towards the effort of making a greenway program a reality in every corner of Delaware. Cooperation has been a cornerstone for our environmental progress. Through the efforts of hundreds of Delawareans, a comprehensive program has been formulated, debated, adopted and is being implemented to address threats to the stability and livability of our Inland Bays. The implementation of that plan will continue this year — including stricter marina regulations designed to reduce impacts on water quality, continuation of successful demonstration projects for shoreline protection, establishment of a central sewer system in West Rehoboth to help eliminate both septic and surface water pollution, and a current conservation plan being adopted by owners of 14,000 acres of farm land in the Inland Bays to help reduce pollution caused by present agricultural practices. Cooperation also brought us one of our most significant new initiatives in 1991 -- the statewide voluntary recycling program -- RECYCLE DELAWARE. This program is now offering people the opportunity to recycle household materials at 19 centers — and another 20 will be opened in June. The success has been instantaneous. The Delaware Solid Waste Authority estimates that more than 50,000 families will routinely use those centers and already almost 55,000 pounds of paper, plastic, glass and cans have been collected. And RECYCLE DELAWARE is just one part of DNREC's new waste minimization and pollution prevention program "Three Rs for the 90s" which means that we will reduce, reuse and recycle our wastes. The program establishes a whole new thrust for our pollution control effort, an approach based on the realization that it is much better economically, as well as environmentally, to avoid producing pollution at the outset. Delaware turned a corner in 1990 with nearly unanimous public, private and political commitment to environmental protection, but we still face significant challenges: maintaining this level of commitment through strict regulatory enforcement and program development, and forcing industry to improve operating standards to the point that no citizens in Delaware — from Delmar to Delaware City — should be fearful or threatened by the affects of their operations. The actions that we have taken in the last six years are a beginning toward meeting our basic goals of assuring that future Delawareans have clean air and water, open space and greenways and the chance to enjoy the beauty of a sunset on Rehoboth Bay uncluttered by development. In so much as we have dedicated ourselves to the protection of the environment which sustains us, we have made an equally strong commitment to protecting the well-being of our people. When I first took office, among the problems we faced was the high rate of infant mortality. With that challenge, we created the programs I spoke of earlier when I discussed education to meet the first goal of preparing children for school, but we have taken many other steps. In 1985, we had a very basic Medicaid program that reached fewer than half the poor pregnant women and children. Today we have reversed that trend and are providing health coverage for an additional 2500 women and children. During this time, we also built comprehensive women's health clinics in New Castle County and began offering prenatal care and maternity services in Kent and Sussex Counties. At Kent General Hospital alone, 50 percent of the women giving birth receive services through the prenatal care clinic in Kent County. Today, our infant mortality rate is declining, thanks to efforts such as SMART START and the Diamond Deliveries programs. And our efforts in this area will continue. In 1991 we will further expand Medicaid coverage to pregnant women and children up to age eight. We will offer coverage to children up to age 18 living below the poverty level. And, this year, for the first time, we will offer health care coverage to the general assistance population. By October, Delaware will receive 2.2 million new federal dollars for child care services. In order to effectively determine the best use of these new dollars, I will later this month form an interagency group to develop strategies and programs. With this money, we will be able address the needs of the thousands of Delaware children who are in child care programs. To improve the quality of these efforts, we will soon announce the implementation of the nation's first statewide effort to train child care providers. Our work in protecting people goes much farther than helping children. Through our continuing shift from institutional-based mental health care to community-based care, we have begun providing services in a more humane and effective manner. Through this shift, we have funded 35 residential facilities for the mentally retarded and dramatically increased the number of mentally retarded and mentally ill clients we serve in the community rather than in institutions. Thanks to Tom Eichler's strong leadership, the people of Delaware are receiving these services in a much more effective manner. As we look to the leadership of New Curtis and the Delaware Health Care Commission to begin implementing a strategy to provide adequate health care to the 72,000 medically indigent Delawareans, we again expand our efforts in helping people in need. The Delaware State Housing Authority has expanded into a multi-faceted program providing a variety of housing related resources and services. Through this expansion the Authority has: * Offered a variety of home loan assistance programs to different income level families. * Created on-site child care at State-owned facilities, such as the Mifflin Meadows Child Development Center. * And, provided assistance to housing units through the Housing Development Fund. For the family struggling to make ends meet, or the homeless, housing is much more than just bricks and mortar, housing is a right of humanity and is a foundation for the family structure. In order to meet the demands of a growing homeless population, the state has already invested 1.1 million dollars in projects to aid the homeless by assisting with the construction of Sojourner's Place and the Home Life Management Center in Wilmington, Northport in Georgetown and Shepard Place in Dover. Caring means not only sheltering people, but protecting them from outside threats. When I took office, only one state and the District of Columbia had mandatory seat belt laws. As I stand here today, that number has risen to 36. Ladies and gentlemen, the time has come for the Delaware General Assembly to pass mandatory seat belt legislation. We considered the safety of our people enough to create a program that will move us this year from providing local paramedic services to providing these critical state services statewide when the first people will graduate from the training program. And after years of careful planning and study, we will break ground on two new prison facilities in 1991, broadening our efforts to meet the increasing demands of public protection from crime. *** While the 80s saw an explosion of new job opportunities, the year ahead will not match that growth. Working together, we in this state have done everything in our power to provide meaningful job opportunities for our citizens in the last six years. In fact, job growth has outpaced our workforce population by nearly 10 percent. In my 1987 State of the State address, I spoke of the link between a strong economy and our ability to fund government services. I said, "A strong and growing economy provides the means to pay our teachers and state employees better, do more for our young children, preserve and protect open space and wetlands, to shelter the homeless, to feed the poor, to comfort the aged. "A strong and growing economy makes all that possible -- without imposing a tax burden so heavy as to destroy an individual initiative and shut down the economic engine." The growth of Delaware's economy has paused, it has not stopped; in fact, Delaware is better poised than any other state to take advantage of a recovery when it comes. The development of the financial service industry as a new significant employer will be a key to realizing that rebound. In the financial services industry alone, the job growth since 1985 has been about 11,000. Even as the economy turns down nationally, this industry continues to expand locally. The Associates, one of the largest credit operations in the country, will establish its bank here; Sears/Discover Card, Manufacturers Hanover, Corestate, and MCNB have all expanded in 1990 and will add more jobs in 1991. With the passage of the Banking and Insurance legislation, we correctly recognized our right to empower Delaware-chartered banks to engage in insurance activities. We are hopeful that the attempt by the Federal Reserve to thwart our decision will be quickly decided in the courts so that Citibank can proceed with its plans here in Dover to bring another major source of job opportunity to central Delaware. While our success in our financial industry has been stunning, we all recognize that economic diversity -- from food production at General Foods in Dover, to auto manufacturing at Chrysler in Newark -- has paid off in new jobs as well. In 1992, the new Hewlett-Packard facility will be completed and the tax revenue from their estimated 800 excellent jobs and almost 30 million dollars in payroll will be a major revenue source for decades to come. The Department of Labor and the Delaware Development Office will establish, through the use of Blue Collar Tax revenue, a scholarship program to allow adults to upgrade their skills. This program will include matching participation with small business employers. In addition, we have expanded one of our most important industries in an exciting new way, thanks to the leadership of Dale Wolf. Dale has made the innovative industry of aquaculture a viable economic and agricultural development for Delaware in the 90s. Also with Dale's help, and the leadership of a newly created Board of Directors, the Composites Park -- a joint project of the Delaware Development Office, the University of Delaware and private industry, is moving forward. This Park will put Delaware at the forefront of developing high performance materials used in the automotive and aerospace industries. With our natural proximity to high-tech companies such as Du Pont, Hercules, and ICI, this project represents our best prospect for a new industry providing job opportunities. Delaware remains the dominant legal home of corporate America. The Department of State and the Delaware Development Office will seek to expand that dominance by accelerating existing programs directed at companies not presently legally located here. In addition, the departments will target international investors and companies already Delaware residents to convince them to physically locate their financial and management headquarters here. Success in this area would complement our growing reputation as the state where financial and management operations should be headquartered. In all that we do in attempting to develop new job opportunities for Delawareans, nothing has been more critical to our success than the personal attention that is the hallmark of our efforts. It is essential that one-on-one involvement at all levels of government continue if we are to be successful in expanding job opportunities in these difficult times. It is also essential that we continue our extraordinary efforts in transportation to sustain this economic growth. With all of the highway and road improvements in recent years, we are building on that achievement and moving successfully into the area of mass transit. Last year alone we introduced a popular beach park and ride service, expanded commuter rail service to Philadelphia and transit service for Dover. We expect these services to expand further as ridership increases. Not forgetting that our highways, however, are a reflection of our state, I am asking the Department of Transportation to take the success of the Adopt-A-Highway program and establish a State Highway Beautification program in 1991. * * * In looking back over the past six years, it is fair to say that we have made significant progress toward building the very best education system, to expanding health benefits to those in need, to protecting the environment and to providing economic security for our citizens. But much more needs to be accomplished. In the budget process this year, you will see we have not retreated from these principles -- we will go forward despite the fact that we will not have substantial resources to expand programs as rapidly as we have in the past. And as you examine the overall economy and its effect on our revenues, I believe you will join me in concluding that our sound, rational, prudent approach has provided the foundation which will allow this progress to continue in these difficult times. Those of us in this hall and chamber tend to concentrate particularly as we begin each new session on the specific needs and problems of Delaware. Those problems pale in comparison to the threat that looms before us as a nation in the next few days. Today, more than a thousand military reservists, hundreds of National Guard members under the leadership of Major General Art Episcopo, as well as Delawareans serving on active duty in the United States armed forces — many from Dover Air Force Base, are responding as citizen soldiers have responded throughout our nation's history — from Bunker Hill to Guadalcanal to the Mekong delta. Just a few weeks ago, they were our neighbors — the nurse who manned the night shift at Wilmington Memorial — the minister who delivered this Sunday sermon — the construction worker helping to complete the office building in Dover — the son-in-law who left on Labor Day weekend and was missing from the family table at Thanksgiving. In the next five days, as the world heads for that deadline and perhaps beyond — much will be written and said about why we are there, about oil prices, and about a new world order. But to those Delawareans far away and their loved ones here, there is one issue pervading their thoughts: will they survive whatever comes, will they see Delaware again, alive and well. I spoke at the beginning of this address about the difficulty of getting a politician to resist the temptation to give a speech. Perhaps the real contribution that we could make today is not to speak, but to pray. Senator Adams' son-in-law, Captain Jay Mervine, is a pilot in the Gulf. Thurman, would you please lead us in offering for Jay, and to all those brave Delawareans, their families, and all the men and women in America prepared to defend freedom, a prayer for their safe return. Ladies and gentlemen will you please rise. (Editor's note: Senator Adams then offered a short prayer.) I would like to thank Senator Adams and each and every Delawarean who in their own way, everyday, continues the legacy of "the great state" described so well by Thomas Jefferson when he said of Delaware, "It is a jewel among the states." Mr. President, Mr. Speaker — the State of the State and the character of its people could not be stronger. Thank you. (FINIS) Lt. Governor Wolf thanked the Governor and asked the escort committee to reassemble and escort the Governor back to his executive office. Senator Sharp moved that the Secretary of the Senate and the Chief Clerk of the House compare their Journals to see if they agree. The Secretary of the Senate, Bernard J. Brady, reported that the Journals were in agreement. Senator Sharp moved that the Joint Session be adjourned and the two Houses separate to reconvene in their respective Chambers. No objection. The Joint Session was declared adjourned at 2:51 p.m. At 2:53 p.m. on motion of Senator Sharp, the Senate recessed for approximately one half hour and reconvened at 3:54 p.m.; Lt. Governor Wolf presiding. The Secretary proceeded to read the minutes of the previous day and Senator Sharp moved that they be approved as read. No objection. The following Committee reports were announced: From Natural Resources and Environmental Control Committee: SB_6 - 5 Favorable; SB_12 - 5 Merits The Secretary announced that a message from the House informed the Senate that it had adopted SCR_3. SB_14 was introduced and assigned to Finance Committee: SB_14 - AN ACT AWARDING SPECIAL PENSION BENEFITS TO JAMES H. HARBISON, TRANSFERRING MONEY INTO THE SPECIAL PENSION FUND CREATED BY VOLUME 61, CHAPTER 455, LAWS OF DELAWARE, AND DIRECTING THE BOARD OF PENSION TRUSTEES TO ADMINISTER PAYMENT OF THE PENSION PROVIDED FOR THIS ACT AS IF THE AWARD WERE PURSUANT TO CHAPTER 55, TITLE 29, DELAWARE CODE. Sponsors: Senators Vaughn, Hebner, Corley, Connor, Bair, Knox, Hauge, Still, and Representatives Spence, Buckworth, Brady, Bullock, Amick, Caulk, West. Senators Connor, Hauge, McBride, Martin, Marshall, marked PRESENT. SB_15 was introduced and assigned to Judiciary Committee: SB_15 - AN ACT TO AMEND CHAPTER 90, TITLE 11, DELAWARE CODE, RELATING TO COMPENSATION FOR VICTIMS OF CRIME. Sponsors: Senator Vaughn; Representative Hebner, Senator Connor; Representatives VanSant, Amick. At 4:07 p.m., on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:17 p.m.; Lt. Governor Wolf presided. SB_16 was introduced and assigned to Insurance and Election Committee: SB_16 - AN ACT TO AMEND CHAPTER 23, TITLE 18 OF THE DELAWARE CODE RELATING TO CERTAIN DISCLOSURES. Sponsor: Senator Still. A messenger from the Governor was announced and admitted. SB_17 was introduced and assigned to Administrative Services Committee: SB_17 - AN ACT TO AMEND TITLE 6, DELAWARE CODE, TO ESTABLISH A DELAWARE LEASE-PURCHASE AGREEMENT ACT. (2/3 vote) Sponsors: Senator Holloway, Representative DiPinto. SENATE CONSENT CALENDAR #2 was introduced and considered for adoption on motion of Senator Miller: HCR 1 - WARNING THE LOSS OF CLIFFORD F. LEE, FORTIETH DISTRICT REPRESENTATIVE AND A MUCH-ADMIRED MAN TO ALL WHO HAD THE GOOD FORTUNE TO KNOW HIM. Sponsors: Representatives Spence, Buckworth, Petrilli, all Representatives, all Senators. HCR 2 - EXPRESSING CONDOLENCE TO THE FAMILY OF HARRY A. SHAGRIN OF MIDDLETOWN, DELAWARE, AN ASTUTE BUSINESSMAN AND ACTIVE COMMUNITY LEADER WHO PASSED AWAY AT THE AGE OF NINETY. Sponsors: Representative B. Ennis, Senator Vaughn. SCR 5 - COMMENDING WILLIAM B. KEENE FOR THIRTY YEARS OF DEDICATED SERVICE TO THE DELAWARE PUBLIC SCHOOL SYSTEM. Sponsors: Senator McBride, Representative Fallon, all Senators, all Representatives. SCR 6 - EXTENDING THE COMMENDATION AND CONGRATULATIONS OF THE GENERAL ASSEMBLY TO MR. DOUGLAS P. COREY OF SEAFORD ON THE OCCASION OF HIS BEING NAMED DELAWARE'S "OUTSTANDING YOUNG FARMER" FOR 1990. Sponsors: Senator Adams, Representative Ewing. The roll call vote on the Calendar was taken and revealed 21 Senators voting YES; therefore, the Resolutions were declared adopted. The House Concurrent Resolution were returned to the House and the Senate Concurrent Resolutions were sent to the House for consideration. At 5:22 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., January 15, 1991. The Senate reconvened at 2:48 p.m., January 15, 1991, Lt. Governor Wolf presiding. The following legislation was introduced and assigned to committee: SB 18 - AN ACT AUTHORIZING AND DIRECTING THE DEPARTMENT OF HEALTH AND SOCIAL SERVICES OF THE STATE OF DELAWARE TO AMEND THE SPOUSAL IMPOVERISHMENT PROVISIONS OF THE STATE PLAN UNDER TITLE XIX (MEDICAID) OF THE SOCIAL SECURITY ACT. Sponsors: Senator Holloway, Representative George, Senators Neal, Blevins, Sokola; Representatives Moore, Stiles. To Health-Social Services/Aging. SB 17 was reported out of the Finance Committee: 2 Favorable, 3 Merits. The following legislation was introduced and assigned to committee: SB 19 - AN ACT TO AMEND CHAPTER 23, TITLE 18, DELAWARE CODE, RELATING TO UNFAIR PRACTICES IN INSURANCE. Sponsor: Senator Holloway. To Insurance and Elections. SB 20 - AN ACT TO AMEND SUBCHAPTER IX, CHAPTER 41, TITLE 21, DELAWARE CODE, RELATING TO DRIVING WHILE INTOXICATED. Sponsor: Senator Holloway. To Public Safety. SB 21 - AN ACT TO AMEND SUBPART C, SUBCHAPTER III, CHAPTER 5, TITLE 11, DELAWARE CODE, RELATING TO LITERATURE HARMFUL TO MINORS. Sponsor: Senator Torbert. To Judiciary. SB 22 - AN ACT TO REINCORPORATE THE TOWN OF ELSMERE. (2/3 vote) Sponsors: Senator Blevins, Representative Campanelli, Senator Marshall, Representative Van Sant. To Community/County Affairs. SA 1 to SB 13. Sponsor: Senator Holloway. Placed with the Bill. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor January 9, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Alex Jerome Smalls, 505 West Lea Boulevard, Wilmington, DE 19801, to be appointed a Judge of the Municipal Court for the City of Wilmington to serve a twelve year term to succeed Carl Goldstein. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael M. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Joshua M. Twilley, Esq., 124 Meadow Glen Drive, Dover, DE 19901, to be reappointed as a member of the Public Service Commission to serve a five year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Nancy M. Mowling, 2409 Millard Street, Wilmington, DE 19806, to be reappointed as a member of the Public Service Commission of the State of Delaware to serve a five year term expiring May 1, 1996. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Joan H. Donoho, 2400 Grant Avenue, Wilmington, DE 19806, to be reappointed as a member of the Environmental Appeals Board to serve for a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Muriel E. Gilman, 17 Woodbrook Circle, Wilmington, DE 19810, to be reappointed as a member of the Consumer Affairs Board to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: William C. Pfeifer, 17 Garrisons Circle, Smyrna, DE 19977, to be reappointed as a member of the Board of Parole to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Ray K. Woodward, Post Office Box 165, Middletown, DE 19709, to be reappointed as a member of the Environmental Appeals Board to serve a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Raymond K. Arzinger, 1 Bridle Brook Lane, Covered Bridge Farms, Newark, DE 19711, to be reappointed as a member of the Board of Trustees of the University of Delaware to serve a six year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 10, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Robert R. M. Carpenter, III, Powder Mill Square, Suite 204, 3844 Kennett Pike, Greenville, DE 19807, elected as a member of the Board of Trustees of the University of Delaware to serve a six year term to expire December 4, 1996. The above is not a gubernatorial appointment. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Heather M. Bell, 1942-B Fry Loop Avenue, Carlisle, PA 17013, re-elected as a member of the Board of Trustees of the University of Delaware to serve a one year term to expire on June 30, 1991. The above is not a gubernatorial appointment. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Patricia Bryant Harris, 801 Lombard Street, Wilmington, DE 19801, to be reappointed as a member of the Board of Parole to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Robert J. Manson, 2702 Point Breeze Drive, Wilmington, DE 19810, to be reappointed as a member of the Delaware Solid Waste Authority to serve a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor At 2:57 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 4th Legislative Day. 4TH LEGISLATIVE DAY January 15, 1991 The Senate convened at 2:57 p.m., Lt. Governor Wolf presiding. A Prayer was offered by Senator Adams with special emphasis on the crisis in the Persian Gulf. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The Secretary announced that a message from the House informed the Senate that it had adopted SCR 4. The following communication was read: SENATE STATE OF DELAWARE LEGISLATIVE HALL DOVER, DELAWARE 19903 January 10, 1991 TO: All Members of the 136th General Assembly FROM: Senator Richard S. Cordrey, President Pro Tempore SUBJECT: Appointment – Legislative Council As per the power invested in me, as President Pro Tempore of the 136th General Assembly, I hereby appoint Senator Nancy W. Cook a member of Legislative Council. The Secretary read a memorandum from Senator Vaughn adding Senators Cook, McBride and Holloway as co-sponsors to SB 14. The Secretary read a communication from the Chief Clerk of the House, JoAnn M. Hedrick, which informed the Senate that Representatives Ewing and Carey signed SCR 4 as additional sponsors on January 10, 1991. SB 6 was taken up for consideration on motion of Senator Minner: SB 6 – AN ACT TO AMEND TITLE 10, DELAWARE CODE, RELATING TO LIMITATION OF LIABILITY FOR OIL AND HAZARDOUS MATERIAL DISCHARGE CLEANUP Several Senators commented on the Bill and the privilege of the floor was extended to William Wallis, Senate Attorney, after which the roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. Senator Knox marked PRESENT during the above roll call. At 3:42 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 3:58 p.m. Lt. Governor Wolf presiding. SJR 1 was introduced and considered for adoption under suspension of the necessary rules on motion of Senator Sharp: SJR 1 – IN REFERENCE TO ELECTION OF OFFICERS. Sponsors: Senators Sharp and Cordrey. The roll call vote on the Resolution was taken and revealed 20 Senators voting YES and 1 (Knox) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SB 12 was taken up for consideration on motion of Senator Vaughn: SB 12 – AN ACT TO AMEND CHAPTER 7, TITLE 7, DELAWARE CODE, RELATING TO THE HUNTING OF RED FOXES SA 1 to the Bill was introduced and considered for adoption on motion of sponsor Senator Still. The roll call vote on the Amendment was taken and revealed: YES: Senators Bair, Connor, Neal, Still – 4; NO: Senators Adams, Blevins, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, McBride, McDowell, Minner, Sharp, Sokola, Torbert, Vaughn, Venables – 16; ABSENT: Senator Knox – 1. The Amendment was declared defeated. Several Senators entered into discussion of the Bill during which the privilege of the floor was extended to Ray C. Mays, Delaware Trappers Association, after which the roll call vote was taken and revealed: YES: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, Minner, Neal, Sharp, Sokola, Vaughn, Venables – 17; NO: Senators McBride, McDowell, Still, Torbert – 4. The Bill was declared passed by the Senate and sent to the House for consideration. SB 14 was taken up for consideration on motion of Senator Vaughn: SB 14 – AN ACT AWARDING SPECIAL PENSION BENEFITS TO JAMES H. HARBISON, TRANSFERRING MONIES INTO THE SPECIAL PENSION FUND CREATED BY VOLUME 61, CHAPTER 455, LAWS OF DELAWARE, AND DIRECTING THE BOARD OF PENSION TRUSTEES TO ADMINISTER PAYMENT OF THE PENSION PROVIDED BY THIS ACT AS IF THE AWARD WERE PURSUANT TO CHAPTER 55, TITLE 29, DELAWARE CODE. At the request of Senator Vaughn, the following Senators were added as co-sponsors of the Bill: Minner, Martin, McDowell, Sharp, Marshall, Venables, Sokola. Several Senators commented on the Bill. Senator Connor requested that his name be removed as co-sponsor of the Bill. The roll call vote on the SB 14 was then taken and revealed 19 Senators voting YES and 2 (Connor, Neal) voting NO; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. Senator Minner requested that SENATE CONSENT CALENDAR #3 be read in; however, the Senator withdrew her request before action was taken. At 5:15 p.m. on motion of Senator Sharp, the Senate recessed until 4:00 p.m., January 16, 1991. The Senate reconvened at 4:35 p.m., January 16, 1991 Lt. Governor Wolf presiding. SB 11 was reported out of the Sunset Committee: 3 Merits. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor January 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: H. Alfred Tarrant, Jr. 3 Old Oak Road, Newark, DE 19711 to be appointed Associate Judge of the Family Court, in and for New Castle County, State of Delaware to serve for a twelve year term to succeed Karl J. Parrish, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Jay Paul James, 707 Blackshire Road, Wilmington, DE 19805, to be reappointed Associate Judge of the Family Court, in and for New Castle Country, State of Delaware to serve for a twelve year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Vincent J. Poppiti, 1 Imperial Drive, Wilmington, DE 19805, to be appointed Chief Judge of the Family Court, State of Delaware to serve for a twelve year term to succeed Robert D. Thompson, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: James J. Horgan, 900 N. Broom Street, Wilmington, DE 19806, to be reappointed Associate Judge of the Family Court, in and for New Castle County, State of Delaware to serve for a twelve year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: William W. Nicholas, RD 3, Box 56N, Wyoming, DE 19934, to be appointed Associate Judge of the Family Court, in and for Kent County, State of Delaware to serve for a twelve year term to succeed Roger D. Kelsey whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Thomas Clark Jackson, 233 Walker Road, Dover, DE 19901 to be appointed Associate Judge of the Family Court, in and for Kent County, State of Delaware, to serve for a twelve year term to succeed David P. Buckson, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor The following legislation was introduced and assigned to committee: SB 23 - AN ACT TO AMEND CHAPTER 1, TITLE 26 OF THE DELAWARE CODE RELATING TO THE PROVISION OF TELEPHONE SERVICE FOR PERSONS WITH SPEECH AND HEARING IMPAIRMENTS. Sponsors: Senator McBride, Representative Caulk. To Administrative Services. SB 24 - AN ACT TO AMEND CHAPTER 3, TITLE 24 DELAWARE CODE RELATING TO THE BOARD OF ARCHITECTS. (2/3 vote) Sponsor: Senator Venables. To Sunset. At 4:40 p.m. on motion of Senator Sharp the Senate adjourned to immediate convene for the 5th Legislative Day. 5TH LEGISLATIVE DAY January 16, 1991 The Senate convened at 4:40 p.m., Lt. Governor Wolf presiding. A Prayer was offered by Senator Holloway. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SENATE CITATION ANNOUNCEMENT #1: S91:1-5 Inclusive was partially read and a copy made available to each Senator. Senator Torbert introduced to the Senate Dr. Rhoslyn Bishop of Dover. At the request of Senator Sharp a panel of speakers consisting of Stephen Golding, Secretary of Finance; Mary Fall, Director of Personnel; Don McArdle, Pension Office, and Scott R. Douglass, State Budget Director, was granted the privilege of the floor to speak on and answer questions concerning the Administration's proposed Early Retirement Plan for State Employees. Senators Martin, Minner, Hauge, Still, Neal marked PRESENT. Many Senators directed questions on the issue to the panel and the discussion continued until 5:43 p.m. when, on motion of Senator Sharp, the Senate recessed until 2:00 p.m., January 17, 1991. The Senate reconvened at 2:15 p.m., January 17, 1991, Senator Cordrey presiding. The panel of speakers which had been on the floor at the time of recess was excused at the request of Senator Sharp. At 2:16 p.m., Lt. Governor Wolf presided. Senator Cordrey marked PRESENT. SB 22 was reported out of the Community/County Affairs Committee: 5 Merits. At the request of Senator Sharp, Scott Douglas, Budget Office, and Don McArdle, Pension Office, were again granted the privilege of the floor and questioned by several Senators and then excused. Senator Cook marked PRESENT. The nomination for appointment of Alex Jerome Smalls was reported out of the Executive Committee: 5 Favorable. At 2:55 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 6th Legislative Day. 6TH LEGISLATIVE DAY January 17, 1991 The Senate convened at 2:55 p.m., Lt. Governor Wolf presiding. A Prayer was offered by Senator Neal. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 6, HCR 4, HCR 5, SCR 5, SCR 6, SCR 2, SJR 1. The following legislation was introduced and assigned to committee: SB 25 - AN ACT TO AMEND CHAPTER 28 AND TITLE 19, DELAWARE CODE, RELATING TO THE MINIMUM WAGE AND WAGE PAYMENT AND COLLECTION ACTS. Sponsors: Senator McBride, Representative Oberle; Senators Connor, Marshall, McDowell, Martin, Holloway, Sharp; Representatives Houghton, Campanelli, Mack, Reynolds. To Labor and Industrial Relations. SB 26 - AN ACT TO AMEND CHAPTER 437, VOLUME 67, LAWS OF DELAWARE RELATING TO IGNITION INTERLOCK DEVICES. Sponsors: Senator McBride, Representative Ewing, To Public Safety. Senator Sharp was granted the privilege of the floor to comment on the conflict in the Persian Gulf and expressed pride in America and its fighting personnel. SB 11 was taken up for consideration on motion of Senator Venables: SB 11 - AN ACT TO AMEND CHAPTER 280, TITLE 24, OF THE DELAWARE CODE RELATING TO PROFESSIONAL ENGINEERS AND THE PRACTICE OF ENGINEERING. The privilege of the floor was extended to William T. Sperry, Jr., Delaware Association of Professional Engineers, who was questioned by several Senators after which the roll call vote was taken and revealed 20 Senators voting YES and 1 (McDowell) voting NO; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. At 3:15 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:14 p.m., Senator Cordrey presided. On motion of Senator Adams, the Governor's nomination for appointment of Alex Jerome Smalls was taken up for consideration and the roll call vote taken which revealed 21 Senators voting YES; therefore, the appointment was declared confirmed. At 4:17 p.m., Lt. Governor Wolf presided during the above roll call. SB 22 was taken up for consideration on motion of Senator Blevins: SB 22 - AN ACT TO REINCORPORATE THE TOWN OF ELSMERE. (2/3 vote) SA 1 to the Bill (Sponsor: Senator Blevins) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 21 Senators voting YES; therefore, the Amendment was declared adopted. SA 2 to the Bill (Sponsor: Senator Blevins) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 21 Senators voting YES; therefore, the Amendment was declared adopted. Several Senators commented on the Bill after which the roll call vote on SB 22 w/SA 1, 2 was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #3 was introduced: SCR 7 - CONGRATULATING PASTOR ELDRON M. FOWLER OF THE CAPITOL BAPTIST CHURCH, DOVER, ON THE 25TH ANNIVERSARY OF HIS MINISTRY. Sponsors: Senator Torbert. SCR 7 - COMMENDING THE CAESAR RODNEY HIGH SCHOOL RIDERS FOOTBALL TEAM ON WINNING THE DIVISION I STATE CHAMPIONSHIP TOURNAMENT AND CONGRATULATING HEAD COACH TOM LEONARD AND MEMBERS OF HIS STAFF FOR A MAGNIFICENT VICTORY. Sponsors: Senator Torbert, Representative Buckworth, all Senators, all Representatives. SCR 8 - RESPECTFULLY REQUESTING THE SECRETARY OF THE DEPARTMENT OF ADMINISTRATIVE SERVICES TO STUDY THE FEASIBILITY OF FLYING THE POW-MIA FLAG AT ALL STATE FACILITIES WHERE THE AMERICAN FLAG IS FLOWN. Sponsors: Senators McBride, Cordrey, Vaughn; Representatives Brady, Bennett, Bunting, Campanelli, Clark, B. Ennis, Hebner, Houghton, Oberle, Outten, Quillen, VanSant, West. SCR 9 - PETITIONING THE CONGRESS OF THE UNITED STATES TO PROPOSE AN AMENDMENT TO THE CONSTITUTION OF THE UNITED STATES, FOR SUBMISSION TO THE STATES, TO LIMIT THE NUMBER OF TERMS A PERSON MAY SERVE IN THE UNITED STATES HOUSE OF REPRESENTATIVES TO NO GREATER THAN SIX AND TO LIMIT THE NUMBER OF TERMS A PERSON MAY SERVE IN THE UNITED STATES SENATE TO NO GREATER THAN TWO, OR IN THE ALTERNATIVE, TO CALL A CONVENTION FOR THE SOLE AND EXCLUSIVE PURPOSE OF PROPOSING SUCH AN AMENDMENT FOR SUBMISSION TO THE STATES FOR RATIFICATION. Sponsors: Senators B. Ennis, B. E. Ennis, Venable, Representatives D. Ennis. SCR 10 - COMMENDING THE CARAVEL ACADEMY BUCCANEERS FOOTBALL TEAM ON THEIR VICTORY OVER DICKINSON HIGH SCHOOL GIVING THE BUCCANEERS THE DIVISION II FOOTBALL CHAMPIONSHIP FOR THE THIRD TIME IN THE DIVISION II TOURNAMENTS' SIXTEEN YEAR HISTORY. Sponsors: Senator Vaughn, Representative Lofink. SCR 11 - MOURNING THE DEATH OF MRS. HELEN HESS OF DOVER, DELAWARE, A CIVIC AND COMMUNITY LEADER WHO DEVOTED ENDLESS HOURS OF HER TIME GRATUITOUSLY ASSISTING THE LADIES AUXILIARY OF THE AMERICAN LEGION IN GIRLS STATE, AN EVENT HELD ANNUALLY AT LEGISLATIVE HALL. Sponsors: Senators Still, Vaughn, Cook, Torbert, Minner; Representatives B. Ennis, Hebner, Quillen, VanSant, Bennett, Buckworth, Lofink. HCR 4 - CONGRATULATING MCKEAN HIGH SCHOOL SOCCER COACH GUS HIGHFIELD ON BEING NAMED DELAWARE COACH OF THE YEAR OF 1990. Sponsors: Representative Petrilli, Senator Sokola; Representatives Roy, Corrozi, Gilligan, VanSant, Senator Blevins. HCR 5 - HONORING TWELVE YEAR OLD BRIDGEVILLE HERO MICHAEL WILLIAMS FOR SAVING HIS YOUNGER BROTHER'S LIFE BY ADMINISTERING CARDIOPULMONARY RESUSCITATION (CPR). Sponsors: Representative Ewing, Senator Adams. SCR 3 was taken from Calendar at the request of Senator Sharp. Roll call vote on the Calendar was taken on motion of Senator Minner and revealed 21 Senators voting YES; therefore, the Resolutions were declared adopted and sent to the House. SCR 9 was assigned to the Insurance and Elections Committee on motion of Senator Sharp. No objection. At 4:40 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., January 22, 1991. The Senate reconvened at 3:19 p.m., January 22, 1991, Lt. Governor Wolf presiding. The Secretary announced that a message from the House informed the Senate that it had passed HB 19: HB 23: HB 1; HB 18 w/HA 1: SB 6: SB 14: HB 25 w/HA 1 and adopted SCR 1. The following legislation was introduced and assigned to committee: SB 27 - AN ACT TO AMEND CHAPTER 5, TITLE 4 OF THE DELAWARE CODE RELATING TO GROUNDS FOR REFUSAL OF AN ALCOHOLIC LIQUOR LICENSE. Sponsors: Senators Venables, Blevins, Cordrey, McBride, Minner, Sharp, Still, Torbert; Representatives Bennett, Bunting, Brady, Boykin, Buckworth, Caulk, Corrozi, Davis, DiPinto, B. Ennis, Ewing, Fallon, Gilligan, Houghton, Lofink, Oberle, Hebner, Lee, Maroney, Oberle, Petrilli, Quillen, Roy, VanSant, West. To Administrative Services. SB 28 - AN ACT TO AMEND CHAPTER 25 OF TITLE 18, DELAWARE CODE, RELATING TO RATE FILINGS BY INSURERS AND HEALTH SERVICE CORPORATIONS. Sponsors: Senators Venables, Holloway, Minner, Torbert; Representatives Bennett, Brady, Clark, Carey, Caulk, B. Ennis, Gilligan, Houghton, Outten, VanSant, West. To Insurance and Elections. SB 29 - AN ACT TO AMEND SECTION 10203, TITLE 29 OF THE DELAWARE CODE RELATING TO THE DELAWARE SUNSET COMMITTEE. Sponsor: Senator Cordrey. Laid on the table on motion of the sponsor. SB 30 - AN ACT TO AMEND CHAPTER 5, TITLE 11 OF THE DELAWARE CODE RELATING TO PAYMENTS BY CREDIT CARDS. (2/3 vote) Sponsor: Senator Connor. To Judiciary. HB 1 - AN ACT CONCURRING IN A PROPOSED AMENDMENT TO ARTICLE II OF THE CONSTITUTION OF THE STATE OF DELAWARE RELATING TO GAMBLING. (2/3 vote) Sponsors: Representatives Quillen, Jonkert; Senators McBride, Holloway. To Executive. HB 18 w/H/A 1 - AN ACT PROPOSING THE ADDITION OF ARTICLE IV, SECTION 38B, TO THE CONSTITUTION OF THE STATE OF DELAWARE RELATING TO THE APPOINTMENT OF SENIOR STATUS JUDGES AND JUSTICES, AND THE REDESIGNATION OF EXISTING ARTICLE IV, SECTION 38 AS SECTION 38A. (2/3 vote) Sponsors: Representatives Hebner, Petrilli, Spence; Senators Cordrey, Sharp, Vaughn. To Executive; Reassigned at the request of Senator Sharp to the Judiciary Committee. HB 19 - AN ACT TO AMEND ARTICLE 4, SECTIONS 12, 13 AND 38 OF THE CONSTITUTION OF THE STATE OF DELAWARE TO HARMONIZE THOSE SECTIONS REGARDING THE AUTHORITY OF A JUSTICE UNDER SECTIONS 12, 13 AND 38 TO DESIGNATE STATE JUDGES TO SIT IN VARIOUS COURTS OF THE STATE OR TO DESIGNATE RETIRED STATE JUDGES OR JUSTICES TO TEMPORARILY PERFORM JUDICIAL SERVICE IN THE ABSENCE, DISQUALIFICATION OR INCAPACITY OF THE CHIEF JUSTICE OR A VACANCY IN THAT OFFICE, AND TO HARMONIZE SECTION 13 WITH SECTIONS 2, 3, AND 12 TO MAKE UNIFORM THE REFERENCES THEREIN TO MEMBERS OF THE SUPREME COURT, TO ELIMINATE OBSOLETE REFERENCES IN SECTION 13 TO THE ORPHANS' COURT, WHICH NO LONGER EXISTS, AND TO PROVIDE FOR THE DESIGNATION OF A STATE JUDGE FROM VARIOUS COURTS OF THE STATE TO SIT IN THE COURT OF CHANCERY AND SUPERIOR COURT AND TO TEMPORARILY PERFORM JUDICIAL SERVICE. (2/3 vote) Sponsors: Representative Hebner, Senator Sharp. To Executive; Reassigned at the request of Senator Sharp to the Judiciary Committee. HB 23 - AN ACT PROPOSING AN AMENDMENT TO SECTION 22, ARTICLE III, AND ARTICLE IV OF THE DELAWARE CONSTITUTION RELATING TO THE APPOINTMENT BY THE COURT OF CHANCERY OF A REGISTER IN CHANCERY IN EACH COUNTY AND THE POWERS AND DUTIES OF REGISTERS IN CHANCERY. (2/3 vote) Sponsors: Representative Hebner, Senator Sharp. To Judiciary. HB 25 w/H/A 1 - AN ACT TO AMEND CHAPTER 21, TITLE 21, OF THE DELAWARE CODE TO ALLOW SPECIAL PLATES FOR MEMBERS OF THE DELAWARE NATIONAL GUARD AND RESERVES. Sponsors: Representatives Oberle, Spence; Senators McBride, Sharp; Representatives Buckworth, Carey, Conklin, Lofink, Smith, Ennis, Brady, Soles, Houghton, West; Senators Bair, Torbert, Connor. Laid on the table on motion of Senator Sharp. At 3:32 p.m. on motion of Senator Sharp the Senate adjourned to immediately convene for the 7th Legislative Day. 7TH LEGISLATIVE DAY January 22, 1991 The Senate convened at 3:32 p.m. with Lt. Governor Wolf presiding. A Prayer was offered by Senator Cordrey. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The Secretary announced that a memorandum from Senator Minner informed the Senate that Senator Sokola signed as a co-sponsor of SB 6. The Secretary announced that the Chief Clerk of the House informed the Senate that Representative Bunting signed as an additional sponsor of SB 6; Representatives Ewing, Reynolds, and Smith signed as additional sponsors of SB 14. Senator Holloway requested that Senators Still and Hauge be added as additional co-sponsors of SB 13. Senator Hauge marked PRESENT. At 3:37 p.m. on motion of Senator Sharp the Senate recessed for Party Caucus and reconvened at 4:42 p.m., Lt. Governor Wolf presided. HB 25 w/H/A 1 was lifted from the table for consideration on motion of Senator Sharp under suspension of the necessary rules. No objection. HB 25 w/H/A 1 - AN ACT TO AMEND CHAPTER 21, TITLE 21, OF THE DELAWARE CODE TO ALLOW SPECIAL PLATES FOR MEMBERS OF THE DELAWARE NATIONAL GUARD AND RESERVES. Sponsors: Representatives Oberle, Spence, Carey, Lofink, B. Ennis, Soles, West, Gilligan, Buckworth, Mark, Smith, Brady, Houghton; Senators Sharp, Torbert, McBride, Bair, Connor. The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and returned to the House. SR 9 was introduced and considered for adoption on motion of Senator Blevins: SR 9 - URGING GOVERNOR MICHAEL N. CASTLE TO DIRECT THE DIVISION OF REVENUE TO WAIVE STATE TAX FILING DEADLINES FOR THOSE DELAWARENS AND THE IMMEDIATE FAMILIES OF DELAWAREANS SERVING IN THE GULF CONFLICT. Sponsors: Senators Blevins, Adams, Cook, Cordrey, Holloway, Marshall, Martin, McBride, McDowell, Minner, Sharp, Sokola, Torbert, Vaughn, Venables. Several Senators commented on the Resolution and all Senators were added as co-sponsors of the Resolution after which the roll call vote was taken and revealed 21 Senators voting YES; therefore, SR 9 was declared adopted. Senator Bair brought up the possibility of inviting the National Guard leaders to address the Senate on problems they are facing. Senator Sharp concurred as did Senator Neal. At 4:52 p.m. on motion of Senator Sharp the Senate recessed until January 23, 1991 at 4:00 p.m. The Senate reconvened at 4:24 p.m., January 23, 1991, Lt. Governor Wolf presiding. The following Committee reports were announced: From Judiciary: SB 15 - 5 Merits. From Administrative Services: SB 17 - 4 Merits; SB 27 - 4 Merits. From Executive: HB 17 - 6 Merits. From Public Safety: SB 26 - 6 Merits. The following legislation was introduced and assigned: SB 31 - AN ACT TO AMEND AN ACT BEING CHAPTER 457, VOLUME 60, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF MILLSBORO" TO PERMIT THE SALE OF BONDS BY PUBLIC OR PRIVATE SALE. (2/3 vote) Sponsor: Senator Cordrey. Laid on the table on motion of the sponsor. SA 1 to SB 17 - Sponsor: Senator Holloway. Placed with the Bill. SA 2 to SB 17 - Sponsor: Senator Holloway. Placed with the Bill. SA 1 to SB 27 - Sponsor: Senator Venables. Placed with the Bill. SB 31 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator Cordrey. No objection. SB 31 - AN ACT TO AMEND AN ACT BEING CHAPTER 457, VOLUME 60, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF MILLSBORO" TO PERMIT THE SALE OF BONDS BY PUBLIC OR PRIVATE SALE. (2/3 vote) Sponsor: Senator Cordrey. The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Knox) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SCR 12 was introduced and considered for adoption on motion of Senator Adams: SCR 12 - HONORING THE TOWN OF GEORGETOWN ON THE OCCASION OF THE 200TH ANNIVERSARY OF ITS ESTABLISHMENT BY THE GENERAL ASSEMBLY ON JANUARY 29TH, 1791. Sponsors: Senator Adams, Representative West. The roll call vote on the Resolution was taken and revealed 20 Senator voting YES and 1 (Knox) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. At 4:34 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 8th Legislative Day. 8TH LEGISLATIVE DAY January 23, 1991 The Senate convened at 4:34 p.m. with Lt. Governor Wolf presiding. A Prayer was offered by Senator Bair. Pledge of Allegiance to the Flag. Roll call for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables = 20; ABSENT: Senator Knox = 1. The Journal of the previous day was approved as read on motion of Senator Sharp. At 4:36 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:08 p.m. Lt. Governor Wolf presiding. At 5:09 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., January 24, 1991. The Senate reconvened at 2:21 p.m., January 24, 1991 Senator Cordrey presiding. SB 25 was reported out of the Labor and Industrial Relations Committee: 5 Merits. The following legislation was introduced and assigned to committee: SB 32 - AN ACT TO AMEND CHAPTER 27, TITLE 25 DELAWARE CODE, RELATING TO THE DUTY OF CONTRACTORS TO GIVE NOTICE TO SUBCONTRACTORS OF THE DATE OF SETTLEMENT WITH THE OWNERS OR PROSPECTIVE OWNERS OF REAL ESTATE TO WHICH THE SUBCONTRACTORS HAVE PROVIDED LABOR AND/OR MATERIAL AND PROVIDING PENALTIES FOR VIOLATIONS THEREOF. Sponsors: Senator Vaughn, Representative B. Ennis. To Administrative Services. SB 33 - AN ACT TO AMEND TITLE 25 OF THE DELAWARE CODE RELATING TO METERING AND CHARGES FOR UTILITY SERVICES FOR COMMERCIAL UNITS. Sponsors: Senators Venables, Holloway, Minner, Torbert, Knox, Still; Representatives Boykin, DiPinto, D. Ennis, Smith, JonkIert. To Judiciary. SB 34 - AN ACT TO AMEND TITLE 14 AND TITLE 29 RELATING TO LEAVE OF ABSENCE FOR MILITARY SERVICE. Sponsor: Senator Blevins. To Executive. At 2:24 p.m.: Lt. Governor Wolf presiding. SB 35 - AN ACT TO AMEND CHAPTERS 78, 89, AND 90, TITLE 29, RELATING TO STATE GOVERNMENT. Sponsor: Senator Sharp; Representative Oberle. To Finance. SB 36 - AN ACT MAKING A SUPPLEMENTAL APPROPRIATION TO THE DEPARTMENT OF HEALTH AND SOCIAL SERVICES, DIVISION OF SOCIAL SERVICES, FOR THE PURPOSE OF PROVIDING FINANCIAL ASSISTANCE FOR DAY CARE FOR FAMILIES WITH A PARENT OF DEPENDENT CHILDREN SERVING IN THE PERSIAN GULF AS A MEMBER OF THE DELAWARE NATIONAL GUARD OR A DELAWARE MEMBER OF THE MILITARY RESERVE. Sponsor: Senator Holloway. To Health-Social Services/Aging. At 2:25 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 9th Legislative Day. 9TH LEGISLATIVE DAY January 24, 1991 The Senate convened at 2:25 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Marshall. Pledge of Allegiance to the Flag. Roll Call for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Torbert, Vaughn, Venables - 19; ABSENT: Senators Knox, Still - 2. The Journal of the previous day was approved as read on motion of Senator Sharp. On motion of Senator Adams and without objection, the following nominations for appointment by the Governor were considered for confirmation under suspension of the necessary rules and the roll calls taken: Raymond K. Arzinger: 16 Senators voting YES and 5 (Hauge, Knox, Martin, Still, Torbert) ABSENT; therefore, the appointment was declared confirmed. Senator Neal marked PRESENT during the above roll call. Heather M. Bell: 17 Senators voting YES and 4 (Hauge, Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. Senator Torbert marked PRESENT during the above roll call. Robert R. M. Carpenter, III: 16 Senators voting YES and 4 (Hauge, Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. Joan H. Daugherty: 17 Senators voting YES and 4 (Hauge, Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. Muriel E. Gilman: 18 Senators voting YES and 3 (Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. Senator Hauge marked PRESENT during the above roll call. Patricia Bryant Harris: 18 Senators voting YES and 3 (Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. William C. Pfeifer: 18 Senators voting YES and 3 (Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. Joshua M. Tarrance, Esq.: 18 Senators voting YES and 3 (Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. Ray K. Woodward: 18 Senators voting YES and 3 (Knox, Martin, Still) ABSENT; therefore, the appointment was declared confirmed. SB 17 was taken up for consideration on motion of Senator Holloway: SB 17 - AN ACT TO AMEND TITLE 6, DELAWARE CODE, TO ESTABLISH A DELAWARE LEASE-PURCHASE AGREEMENT ACT. (2/3 vote) SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Holloway and the roll call vote taken which revealed 18 Senators voting YES and 3 (Knox, Martin, Still) ABSENT; therefore, the Amendment was declared adopted. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Holloway and the roll call vote taken which revealed 17 Senators voting YES and 4 (Knox, McDowell, Sharp, Still) ABSENT; therefore, the Amendment was declared adopted. Senator Martin marked PRESENT during the above roll call. The privilege of the floor was extended to Christopher A. Korst, Delaware Rental Dealers Association, and several Senators entered into discussion of the Bill after which the roll call vote on SB 17 w/SA 1,2 was taken; however, the roll call was laid on the table before being announced on motion of Senator Holloway. SB 29 was referred to the table for consideration on motion of Senator Cordrey under suspension of the necessary rules: SB 29 - AN ACT TO AMEND SECTION 10203, TITLE 29 OF THE DELAWARE CODE RELATING TO THE DELAWARE SUNSET COMMITTEE. Senator Hauge and others entered into discussion of the Bill after which the roll call vote was taken and revealed: YES: Senators Adams, Blevins, Cook, Cordrey, Holloway, Marshall, Martin, McBride, McDowell, Winner, Sharp, Sokola, Torbert, Vaughn, Venables - 15; NO: Senators Connor, Hauge, Neal - 3; NOT VOTING: Senator Bair - 1; ABSENT: Senators Knox, Still - 2. The Bill was declared passed by the Senate and sent to the House for consideration. SB 25 - AN ACT TO AMEND CHAPTERS 9 AND 11 OF TITLE 19, DELAWARE CODE, RELATING TO THE MINIMUM WAGE AND WAGE PAYMENT AND COLLECTION ACTS. SA 1 to the Bill (sponsor: Senator McBride) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 10 Senators voting YES and 3 (Holloway, Knox, Still) ABSENT; therefore, the Amendment was declared adopted. The privilege of the floor was extended to Karen Peterson, Department of Labor who was questioned by several Senators after which the roll call vote on SB 25 w/SA 1 was taken and revealed 19 Senators voting YES and 2 (Knox, Still) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. At 3:53 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:17 p.m., Lt. Governor Wolf presiding. The Secretary announced that a message from the House informed the Senate that it had adopted HB 6, SCR 7, SCR 10, SCR 11, SCR 12. The Secretary announced that a message from the House informed the Senate that Representatives Carey, Ewing and Fallon signed as additional sponsors of SCR 12 on January 12, 1991. SB 15 was taken up for consideration on motion of Senator Vaughn: SB 15 - AN ACT TO AMEND CHAPTER 90, TITLE 11, DELAWARE CODE, RELATING TO COMPENSATION FOR VICTIMS OF CRIME. The privilege of the floor was extended to Edward Stansky, Violent Crimes Compensation Board, who was questioned by several Senators after which the roll call vote on the Bill was taken and revealed 17 Senators voting YES and 4 (Knox, Martin, Neal, Still) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. HB 1 - AN ACT CONCURRING IN A PROPOSED AMENDMENT TO ARTICLE II OF THE CONSTITUTION OF THE STATE OF DELAWARE RELATING TO GAMBLING. (2/3 vote) The roll call vote on the Bill was taken and revealed 17 Senators voting YES, 1 (Venables) voting NO and 1 (Knox, Martin, Still) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. SJR 2 was introduced and considered for adoption under suspension of the necessary rules on motion of Senator Holloway. No objection. SJR 2 - AUTHORIZING AND DIRECTING THE DELAWARE DEVELOPMENT OFFICE TO PROVIDE DELAWARE FLAGS TO EACH DELAWAREAN SERVING IN OPERATION DESERT STORM. Sponsor: Senator Holloway. The privilege of the floor was extended to Timothy R. Akers. Several Senators spoke on the following after which it was laid on the table on further motion of the sponsor. SB 37 was introduced and taken up for consideration under suspension of the necessary rules on motion of Senator Adams. No objection. SB 37 - AN ACT TO AMEND AN ACT, BEING CHAPTER 276, VOLUME 65, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF GEORGETOWN" TO INCREASE THE MUNICIPALITY'S INDEBTEDNESS LIMITATION. (2/3 vote) Sponsors: Senator Adams, Representative West. The roll call vote on the Bill was taken and revealed 19 Senators voting YES and 2 (Knox, Still) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #4 was introduced on motion of Senator Minner: SR 10 - CONGRATULATING OUR COLLEAGUE SENATOR MYRNA L. BAIR ON RECEIVING THE 1991 DISTINGUISHED LEGISLATIVE SERVICE AWARD CONFERRED BY THE DELAWARE STATE BAR ASSOCIATION. Sponsors: Senator Connor, all Senators. SCR 13 - IN RECOGNITION OF DELAWARE DAY AT VERO BEACH, FLORIDA, ON MONDAY, FEBRUARY 18, 1991, IN HONOR OF FORMER AND PRESENT DELAWAREANS. Sponsors: Senator Adams, Representative Bennett. HCR 7 - PROVIDING THAT A JOINT SESSION OF THE SENATE AND THE HOUSE OF REPRESENTATIVES BE CONVENED FOR THE PURPOSE OF HEARING THE ANNUAL BUDGET MESSAGE OF GOVERNOR MICHAEL N. CASTLE, GOVERNOR OF THE STATE OF DELAWARE. Sponsors: Representatives Petrilli, Spence, Buckworth. HCR 8 - MOURNING THE DEATH OF MILTON R. ROBERTS, MEMBER OF THE LACROSSE HALL OF FAME, AND PREMIERE LACROSSE FIGURE IN DELAWARE. Sponsors: Representatives Bennett, Schroeder; Senators Cordray, Adams. On motion of Senator Minner, roll call vote was taken on Consent Calendar #4; however the roll call was laid on the table before being announced. HCR 6 was introduced on the motion of Senator Sharp. HCR 6 - RELATING TO THE BUSING OF SCHOOL CHILDREN IN NEW CASTLE COUNTY, DELAWARE. Sponsors: Representatives Oberle, Petrilli, Spence, Senator Hauge; Representatives Davis, Boykin, Corrozi, Mack, Roy, Caulk, Lee, Ewing, Maroney, Quillen, Smith, DiPinto, Carey, Gilligan, Brady, VanSant, Houghton; Senators Connor, Knox, Sharp, Martin, Cook, Vaughn, Venables, Minner, Torbert. Several Senators addressed HCR 6 after which it was laid on the table on motion of Senator Sharp. SJR 3 was introduced and considered for adoption on motion of Senator McBride under suspension of the necessary rules. No objection. SJR 3 - PROVIDING FOR THE ESTABLISHMENT OF A TASK FORCE TO REVIEW AND MAKE RECOMMENDATIONS ON A NUMBER OF ISSUES RELATING TO SCHOOL TRANSPORTATION. Sponsors: Senator McBride, Representative Fallon; Senators Blevins, McDowell, Minner, Sokola, Torbert, Neal; Representatives Amick, Oberle, Quillen, Reynolds, Brady, Moore, Outten. The roll call vote on the Resolution was taken and revealed 19 Senators voting YES and 2 (Knox, Still) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. The roll call vote on Consent Calendar #4 was then lifted from the table and revealed 19 Senators voting YES and 2 (Knox, Still) ABSENT; therefore, the Resolutions were adopted. The House Consent Calendar Resolutions were returned to the House; The Senate Concurrent Resolutions were sent to the House from concurrence. At 5:04 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., January 29, 1991. The Senate reconvened at 2:12 p.m., January 29, 1991, Lt. Governor Wolf presiding. The following legislation was introduced and assigned to committee: SB 38 - AN ACT TO AMEND CHAPTER 49, TITLE 15, THE DELAWARE CODE RELATING TO CONDUCT OF ELECTIONS. Sponsors: Senators Hauga, Adkins, Bair, Blevins, Connor, Cook, Holloway, Knox, Marshall, McDowell, Miner, Neal, Sokola, Still, Torbert, Vaughn, Venables; Representatives Amick, Boykin, Buckworth, Bunting, Carey, Corrozi, Davis, DiPinto, D. Ennis, Ewing, Fallon, George, Gilligan, Hebner, Lee, Lofink, Mack, Maroney, Oberle, Petrilli, Moore, Quillen, Reynolds, Roy, Smith, Spence, Taylor, West. To Insurance and Elections. SB 39 - AN ACT TO AMEND CHAPTER 89, TITLE 29, DELAWARE CODE, TO REQUIRE THE COMMISSIONER OF CORRECTIONS TO ADOPT A PLAN OF MANDATORY WEAPONS TRAINING OF PROBATION AND PAROLE COUNSELORS AND THE OPTIONAL HIRING OF SUCH COUNSELORS FOR WORK IN THE FIELD. Sponsor: Senator Sharp. To Corrections. The Secretary announced that a message from the House informed the Senate that it had passed HB 53; HB 52; HB 87; HB 88 w/HA 1,2; SB 22 w/SA 1,2. The following legislation was introduced and assigned to committee: HB 52 - AN ACT TO AMEND CHAPTER 158, VOLUME 36, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT CHANGING THE NAME OF 'THE TOWN OF DOVER' TO 'THE CITY OF DOVER' AND ESTABLISHING A CHARTER THEREFOR" RELATING TO THE CIVILIAN PENSION SYSTEM. (2/3 vote) Sponsors: Representatives West, Bennett, Clark; Senators Torbert, Still. To Community Affairs HB 87 - AN ACT TO AMEND CHAPTER 158, VOLUME 36, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT CHANGING THE NAME OF 'THE TOWN OF DOVER' TO 'THE CITY OF DOVER' AND ESTABLISHING A CHARTER THEREFOR" RELATING TO REPLACEMENT OF THE COUNCIL PRESIDENT. (2/3 vote) Sponsors: Representatives Outten, Bennett, Clark; Senators Torbert, Still. To Community Affairs. HB 88 w/HA 1,2 - AN ACT TO AMEND TITLE 29 OF THE DELAWARE CODE RELATING TO AN EARLY RETIREMENT OPTION FOR STATE EMPLOYEES. Sponsors: Representative Petrilli, Senator Cook; Representatives Amicks, Boykin, Carey, Caulk, Corrozi, Davis, DiPinto, D. Ennis, Ewing, Fallon, Hebner, Lee, Mack, Maroney, Oberle, Quillen, Reynolds, Roy, Smith, Spence, Lofink, Taylor, Bennett, Brady, Bunting, Campanelli, Clark, B. Ennis, George, Gilligan, Houghton, Moore, Jonkliert, Outten, Schroeder, Sills, Soles, VanSant, West; Senators Bair, Connor, Knox, Neal, Still, Holloway, Venables, Martin. To Finance. HB 87 - AN ACT TO AMEND TITLE 29 RELATING TO LIMITATIONS ON THE ISSUANCE OF DEBT AND OTHER OBLIGATIONS BY THE STATE AND ITS AGENCIES AND AUTHORITIES. Sponsors: Representative Roy, Senator Martin; Representatives Petrilli, Buckworth, Spence, Maroney, DiPinto, Boykin, Ewing, Smith, Taylor, Carey, Corrozi, Davis, Quillen, Amick, Lofink, Reynolds, B. Ennis, D. Ennis, Carey, Fallon, Gilligan, Bennett, Outten, Sills, B. Ennis, West, Clark, Jonkliert, Houghton, VanSant, Bunting; Senators Holloway, Bair, Knox, Neal, Still, Connor, Cook, Minner, Venables. To Finance. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Earp F. Jennings, Jr., 21 Oxford Place, Hockessin, DE, 19707, to be appointed as the Chairman of the Delaware Solid Waste Authority to serve for a term during the pleasure of the Governor. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: William B. Mitten, III, 14 Willard Circle, Dover, DE 19901, to be reappointed as a member of the Delaware Alcoholic Beverage Control Commission to serve for a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor SS 1 for SB 13 was introduced and adopted in lieu of the Original on motion of Senator Holloway: SS 1 for SB 13 - AN ACT TO AMEND TITLE 24, DELAWARE CODE, RELATING TO THE ESTABLISHMENT OF A BOARD OF PHYSICIAN ASSISTANT PRACTICE; TO PROVIDE FOR THE MAXIMUM UTILIZATION OF QUALIFIED PHYSICIAN ASSISTANTS IN THE PROVISION OF HEALTH CARE TO THE CITIZENS OF DELAWARE, IN ANY HEALTH CARE PRACTICE SETTING, UNDER THE SUPERVISION OF PHYSICIANS LICENSED UNDER CHAPTER 17 OF THIS TITLE. Sponsors: Senators Holloway, Still, Hauge, Knox, Bair, Cordrey; Representatives Moore, Sills, Oberle, George, Gilligan, Caparulo, Linder, Amick, Jonkert. At 2:20 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 10th Legislative Day. * * * * * 10TH LEGISLATIVE DAY January 29, 1991 The Senate convened at 2:20 p.m. with Lt. Governor Wolf presiding. A Prayer was offered by Senator Connor. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Torbert, Vaughn, Venables – 18. ABSENT: Senators Bair, Knox, Still – 3. The Journal of the previous day was approved as read on motion of Senator Sharp. LEGISLATIVE ADVISORIES #1 and 2 were partially read and a copy made available to each Senator. LEGISLATIVE ADVISORY #1, dated January 22, 1991: On 1-17-91 the Governor signed HJR 1 and on 1-18-91 the Governor signed SB 14 (Volume 68, Chapter 1, Laws of Delaware). LEGISLATIVE ADVISORY #2, dated January 29, 1991: On 1-17-91 the Governor signed SJR 1 and on 1-28-91 the Governor signed HB 25 w/HAL (Volume 68, Chapter 2, Laws of Delaware). At the request of Senator Sharp, the privilege of the floor was extended to General Arthur V. Episcopo of the Delaware National Guard to address the Senate on the conflict in the Persian Gulf. At the request of Senator McDowell, the privilege of the floor was extended to Captain Jolly Bailey and Major Edward H. Smith who spoke in support of the men and women participating in Operation Desert Shield. During the above presentations by the military officers, several Senators posed questions and made comments on the military situation. At the request of Senator Sharp, the privilege of the floor was extended to Marguerite H. Pruitt, American Red Cross, in support of the men and women involved in Operation Desert Shield. Senator Neal asked questions of the witness. SB 27 was taken up for consideration on motion of Senator Venables: SB 27 - AN ACT TO AMEND CHAPTER 5, TITLE 4 OF THE DELAWARE CODE RELATING TO GROUNDS FOR REFUSAL OF AN ALCOHOLIC LIQUOR LICENSE. SA 1 to the Bill which had been placed with the Bill was taken up for consideration on motion of Senator Venables. Senators Hauge and Torbert marked PRESENT. The roll call vote on SA 1 was taken and revealed 18 Senators voting YES and 3 (Bair, Knox, Still) ABSENT; therefore, the Amendment was declared adopted. Senator Martin marked PRESENT during the above roll call. During a lengthy discussion of SB 27 w/SA 1, the privilege of the floor was extended to Raymond S. Pusey, representing himself. At 3:43 p.m., Senator Cordrey presided. SB 27 w/SA 1 was then put to a concurrence and the privilege of the floor was extended to Jan Konecny, representing herself, Kenneth M. Vincent, representing himself and John J. Corrigan, Delaware Alcoholic Beverage Control Commission. At 4:15 p.m., Lt. Governor Wolf presided. The Bill was then laid on the table on further motion of Senator Venables. At 4:58 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:27 p.m.; Senator Cordrey presided. SCR 14 was introduced: SCR 14 - CONGRATULATING ST. MARKS COACH, TOM DEMATTEIS, UPON BEING HONORED AS THE TOP REGIONAL SOCCER COACH OF THE YEAR. Sponsors: Senator Sharp; Representatives Roy, Taylor. Pursuant to the above Resolution, Senator Sharp introduced to the Senate Tom Dematteis and Nick Papanicolas, the State's leading scorer. The roll call vote on the Resolution was then taken and revealed 17 Senators voting YES and 4 (Bair, Knox, Still, Venables) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SJR 4 was introduced and considered for adoption under suspension of the necessary rules on motion of Senator Holloway. No objection. SJR 4 - AUTHORIZING AND DIRECTING THE DELAWARE DEVELOPMENT OFFICE TO PROVIDE A DELAWARE FLAG TO EACH DELAWAREAN WHO SERVED IN OPERATION DESERT STORM; AND PROVIDING THE FUNDS THEREFOR. Sponsors: Senators Holloway, Cook. The roll call vote on the Resolution was taken and revealed 17 Senators voting YES and 4 (Bair, Knox, Still, Venables) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SCR 16 was introduced and considered for adoption on motion of Senator Marshall: SCR 16 - URGING THE STATE BANK COMMISSIONER TO WORK WITH DELAWARE LENDING INSTITUTIONS TO MINIMIZE THE FINANCIAL PROBLEMS OF THOSE SERVING IN THE GULF CONFLICT AND THEIR IMMEDIATE FAMILIES. Sponsors: Senator Marshall, Representative D. Ennis; all Senators, all Representatives. The roll call vote on the Resolution was taken and revealed 17 Senators voting YES and 4 (Bair, Knox, Still, Venables) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SCR 15 was introduced and considered for adoption on motion of Senator Neal: SCR 15 - CONGRATULATING ARKAN SAY, P.E., RECIPIENT OF THE PRESTIGIOUS "1991 ENGINEER OF THE YEAR" AWARD PRESENTED BY THE DELAWARE ENGINEERING SOCIETY, INC. Sponsors: Senators Neal, Sokola, McBride; Representative Petrilli. The roll call vote on the Resolution was taken and revealed 17 Senators voting YES and 4 (Bair, Knox, Still, Venables) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. Senator Martin requested that his name be added as a co-sponsor of SCR 15. At 5:09 p.m. on motion of Senator Sharp, the Senate recessed until 3:30 p.m., January 30, 1991. The Senate reconvened at 3:55 p.m., January 30, 1991 with Lt. Governor Wolf presiding and immediately adjourned on motion of Senator Sharp to reconvene for the 11th Legislative Day. 11TH LEGISLATIVE DAY January 30, 1991 The Senate convened at 3:55 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Martin. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables – 20; ABSENT: Senator Knox – 1. The Journal of the previous day was approved as read on motion of Senator Sharp. SENATE CITATION ANNOUNCEMENT #2 - 591:6-16 inclusive was introduced and a copy made available to each Senator. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 11 and passed HB 13, HB 37, HB 110, HB 96 w/H/A 1, HB 20. The following legislation was introduced and assigned to Committee: SB 40 - AN ACT TO AMEND TITLE 13, CHAPTER 11 OF THE DELAWARE CODE RELATING TO THE TERMINATION OF PARENTAL RIGHTS. Sponsors: Senators Holloway, Venables; Representatives Sills, Amick, Carey, Houghton, Reynolds. To Judiciary. SB 41 - AN ACT APPROVING AND VALIDATING ALL ACTIONS TAKEN BY THE CAPITAL SCHOOL DISTRICT RELATING TO AUTHORIZATION OF THE ISSUANCE OF BONDS FOR A SCHOOL CONSTRUCTION PROGRAM. Sponsors: Senators Cook, Minner, Still, Torbert, Vaughn; Representatives Bennett, Outten, Clark, Quillen. Laid on the table on motion of Senator Cook. SB 42 - AN ACT TO AMEND CHAPTER 11, TITLE 30 OF THE DELAWARE CODE RELATING TO EXCLUSION OF CERTAIN CHILD CARE INCOME FROM DELAWARE PERSONAL INCOME TAX. Sponsors: Senator Sokola, Representative Oberle; Senators Blevins, Holloway, Marshall, McDowell, Sharp; Representatives Amick, Boykin, Brady, Carey, Caulk, Corrozi, Davis, DiPinto, B. Ennis, D. Ennis, Ewing, Hahner, Mack, Moore, Roy, Spence, Torbert, and Taxation. SB 43 - AN ACT TO PROVIDE SALARY INCREASES FOR CERTAIN STATE EMPLOYEES. Sponsors: Senators McDowell, Holloway, Marshall, Martin, McBride, Minner, Vaughn; Representatives Brady, Campanelli, Davis, B. Ennis, Houghton, Mack, Oberle, Outten, Reynolds, Schroeder, Spence, West. To Finance. SB 44 - AN ACT TO AMEND TITLE 18, DELAWARE CODE RELATING TO CONTRACTUAL RELATIONSHIPS BETWEEN INSURANCE COMPANIES AND AGENTS. Sponsors: Senator Vaughn, Representative GilHig. To Insurance and Election. SB 45 - AN ACT TO AMEND CHAPTERS 2, 13, 17 AND 31, TITLE 14, DELAWARE CODE, TO CHANGE THE TERMS USED FOR CERTAIN GROUPS OF HANDICAPPED STUDENTS. Sponsors: Senator McBride, Representative Fallon. To Education. SB 46 - AN ACT AUTHORIZING THE ISSUANCE OF OBLIGATIONS OF THE STATE OF DELAWARE TO FUND ADULT CORRECTIONAL FACILITIES. (3/4 vote) Sponsors: Senator Vaughn. Representative Davis; Senators Cook, Adams, Cordrey, Marshall, Minner, Torbert, Martin, Bair, Connor, Hauge, Knox, Neal, Still; Representatives Carey, Buckworth, Corrozi, DiPinto, B. Ennis, Ewing, Fallon, B. Ennis, George, Hahner, Houghton, JonkIert, Lee, Lofink, Maroney, Oberle, Outten, Petrilli, Quillen, Roy, Schroeder, Smith, Taylor, VanSant, West, Spence, Amick, Bennett, Boykin. Laid on the table on motion of Senator Vaughn. SB 47 - AN ACT AMENDING CHAPTER 54, TITLE 30, DELAWARE CODE RELATING TO REALTY TRANSFER TAX REVENUE BONDS IN SUPPORT OF THE CONSERVATION TRUST FUND; AUTHORIZING THE ISSUANCE OF REALTY TRANSFER TAX REVENUE BONDS; AND PROVIDING FOR THE USE OF CERTAIN BOND PROCEEDS FOR GREENWAYS. (3/4 vote) Sponsors: Senator Minner, Representative Carey; Senators McDowell, Holloway, Marshall, Blevins, Sokola, Sharpe, Martin, McBride, Vaughn, Cook, Torbert, Adams, Cordrey, Venables, Hauge, Bair, Knox and Neal, Connor, Still; Representatives Amick, Bennett, Boykin, Buckworth, Bunting, Campanelli, Corrozi, Davis, DiPinto, B. Ennis, D. Ennis, George, Gilligan, Hahner, Houghton, JonkIert, Lee, Lofink, Mack, Maroney, Moore, Oberle, Outten, Petrilli, Quillen, Reynolds, Roy, Schroeder, Sills, Smith, Soles, Spence, Taylor, VanSant, West. Laid on the table on motion of Senator Minner. The following amendments were introduced: SA 1 to SB 26 - Sponsor: Senator McBride. Placed with the Bill. SA 1 to HB 88 - Sponsor: Senator Martin. Placed with the Bill. Senator Marshall marked PRESENT. SA 2 to HB 88 - Sponsor: Senator McBride. Placed with the Bill. HB 13 - AN ACT TO AMEND CHAPTER 102, TITLE 29 OF THE DELAWARE CODE RELATING TO THE FINAL REPORT OF THE JOINT SUNSET COMMITTEE. Sponsors: Representative Roy, Senator Venables; Representatives Boykin, Houghton, JonkIert; Senators Minner, Knox, Still. To Sunset. HB 37 - AN ACT TO AMEND TITLE 25 OF THE DELAWARE CODE RELATING TO CONDOMINIUM MANAGEMENT COUNCILS. Sponsor: Senator Amick. To Administrative Services. HB 96 w/H/A 1 - AN ACT TO AMEND CHAPTER 20, TITLE 30, DELAWARE CODE AND 64 DELAWARE LAWS, CHAPTER 460 AS AMENDED RELATING TO ELIGIBILITY FOR BUSINESS TAX CREDITS. Sponsors: Representatives Oberle, Gilligan, Spence, Petrilli, Buckworth, Amick, Boykin, Carey, Davis, DiPinto, D. Ennis, Hieber, Lee, Lofink, Mack, Maroney, Reynolds, Roy, Smith, Taylor, Ewing, Brady, Bunting, Bennett, Campanelli, B. Ennis, Houghton, Moore, Schroeder, Sills, Soles, VanSant, West; Senators Bair, Hauge, Connor, Neal, Knox, Still. Laid on the table on motion of Senator Sharp. HB 88 w/H/A 1.2 was taken up for consideration on motion of Senator Cook under suspension of the necessary rules; HB 88 w/H/A 1.2 - AN ACT TO AMEND TITLE 29 OF THE DELAWARE CODE RELATING TO AN EARLY RETIREMENT OPTION FOR STATE EMPLOYEES. SA 1 to the Bill was brought up for consideration on motion of Senator Martin. Sen. Cook requested personal privilege of the floor for Mr. Donald McArdle, Administrator of the Pension Office who responded to questions from the Assembly. Senator Cook also requested that Mr. Stephen Golding, Finance Director, join Mr. McArdle. Senator Cook marked PRESENT. SA 1 to the Bill which had been placed with the Bill was laid on the table on motion of the sponsor, Senator Martin. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator McBride and the roll call vote taken which revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Amendment was declared adopted. Senator Holloway was excused to take a leave roll call. SA 3 to the Bill (Sponsor: Senator Cook) was introduced and considered for adoption. The privilege of the floor was again extended to Donald F. McArdle, Pension Office, and Scott Douglas, Budget Director, and several Senators entered into the questioning of the witnesses after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Amendment was declared adopted. SA 4 to the Bill (sponsor: Senator Minner) was introduced and considered for adoption. Many Senators entered into discussion of the Amendment and the privilege of the floor was extended to William Walls, Senate Attorney, after which the Amendment was laid on the table on further motion of the sponsor. SA 5 to the Bill (sponsor: Senator Martin) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Amendment was declared adopted. SA 6 to the Bill (sponsor: Senator McDowell) was introduced and laid on the table by the sponsor following questioning from Senator Cordrey. SA 7 to the Bill (sponsor: Senator Sokola) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Amendment was declared adopted. The privilege of the floor was extended to Donald McArdle, Pension Office, during which Senator Martin requested a portion of a letter from a constituent be read in. No objection. That correspondence was not made part of the journal. Senator Cook asked for the privilege of the floor for Stephen Golding, Secretary of Finance. Several Senators engaged in the discussion of the Bill. The witness was excused. Senator McBride asked for the privilege of the floor for Mr. Don Dryden, Controller General, who were questioned by several Senators. SA 8 to the Bill (sponsor: Senator McDowell) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 18 Senators voting YES and 3 (Bair, Hauge, Knox) ABSENT; therefore, the Amendment was declared adopted. SA 9 to the Bill (sponsor: Senator Minner) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed: YES: Senators Adams, Blains, McBride, McDowell, Miller, Sharp, Sokola, Torbert, Vaughn – 9; NO: Senators Connor, Cook, Cordrey, Hauge, Marshall, Martin, Neal, Still, Venable – 9; NOT VOTING: Senator Holloway – 1; ABSENT: Senators Bair, Knox – 2. The Amendment was declared defeated. SA 4 to the Bill which had been laid on the table, was stricken on motion of Senator Minner. The privilege of the floor was again extended to Donald McArdle of the Pension Office after which the roll call vote on HB 88 v/HB 1-2, SA 2-3, 5, 7, 8 was taken; however, the roll call was laid on the table in error. The Amendment was considered on motion of Senator Cook. HB 88 was taken up for consideration on motion of Senator Martin: HB 87 – AN ACT TO AMEND TITLE 29 RELATING TO LIMITATIONS ON THE ISSUANCE OF DEBT AND OTHER OBLIGATIONS BY THE STATE AND ITS AGENCIES AND AUTHORITIES. At 6:28 p.m. Senator Cordrey presided. At 6:31 P.m. Lt. Governor Wolf presided. The roll call vote on HB 87 was then taken and revealed 18 Senators voting YES, 1 (McBride) NOT VOTING and 2 (Bair, Knox) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. SB 46 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator Vaughn: SB 46 – AN ACT AUTHORIZING THE ISSUANCE OF OBLIGATIONS OF THE STATE OF DELAWARE TO FUND ADULT CORRECTIONAL FACILITIES. (3/4 vote) The privilege of the floor was extended to Stephen Golding, Secretary of Finance, after which the Bill was laid on the table on further motion of the sponsor. SB 47 was lifted from the table for consideration on motion of Senator Minner under suspension of the necessary rules. No objection. SB 47 – AN ACT AMENDING CHAPTER 54, TITLE 30, DELAWARE CODE RELATING TO REALTY TRANSFER TAX REVENUE BONDS IN SUPPORT OF THE CONSERVATION TRUST FUND; AUTHORIZING THE ISSUANCE OF REALTY TRANSFER TAX REVENUE BONDS; AND PROVIDING FOR THE USE OF CERTAIN BOND PROCEEDS FOR GREENWAYS. The roll call vote on the Bill was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. HB 96 w/HA_1 was lifted from the table for consideration on motion of Senator Marshall under suspension of the necessary rules: HB 96 w/HA_1 - AN ACT TO AMEND CHAPTER 20, TITLE 30, DELAWARE CODE AND 64 DELAWARE LAWS, CHAPTER 460 AS AMENDED RELATING TO ELIGIBILITY FOR BUSINESS TAX CREDITS. The roll call vote on the Bill was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. SB 41 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator Cook: SB 41 - AN ACT APPROVING AND VALIDATING ALL ACTIONS TAKEN BY THE CAPITAL SCHOOL DISTRICT RELATING TO AUTHORIZATION OF THE ISSUANCE OF BONDS FOR A SCHOOL CONSTRUCTION PROGRAM. The roll call vote on the Bill was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 34 was taken up for consideration on motion of Senator Blevins under suspension of the necessary rules: SB 34 - AN ACT TO AMEND TITLE 14 AND TITLE 29 RELATING TO LEAVE OF ABSENCE FOR MILITARY SERVICE. Senators Neal and McBride commented on the Bill after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 46 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator Vaughn. A Fiscal Note to the Bill was introduced and partially read after which the roll call vote on the Bill was taken and revealed 19 Senators voting YES and 2 (Bair, Knox) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. At 6:55 p.m. on motion of Senator Sharp the Senate recessed until 1:30 p.m., January 31, 1991. The Senate reconvened at 1:50 p.m., January 31, 1991 with Lt. Governor Wolf presiding. Senator Bair marked PRESENT. At 1:50 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 12th Legislative Day. 12TH LEGISLATIVE DAY January 31, 1991 The Senate convened at 1:50 p.m., Lt. Governor Wolf presiding. A Prayer was offered by Senator Hauge. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Meal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. At 1:53 p.m. on motion of Senator Sharp, the Senate recessed to meet in the House Chamber for a Joint Session for the Governor's Budget message. JOINT SESSION House Chamber January 31, 1991 The members of the Senate were welcomed to the House Chamber by the Speaker of the House, Representative Sosne. Lt. Governor Wolf and Senator Cordrey were invited to the podium as guests of the Speaker. The county and statewide elected officials were announced and admitted to the Chamber. The members of the Governor's cabinet were announced and admitted. Representative Petrilli moved that the House and Senate meet in Joint Session for the purpose of hearing the annual budget message by Governor Michael N. Castle. So ordered. Representative Petrilli moved that the Speaker of the House preside over the Joint Session. No objection - so ordered. Representative Petrilli moved that the Chief Clerk of the House and the Secretary of the Senate act as secretaries to the Joint Session. No objection, so ordered. Representative Petrilli moved that the Speaker appoint a committee of four to escort the Governor to the Chamber. No objection - so ordered. The Speaker appointed Representative Quillen as spokesperson, Representative Jonkliert, Senator Minner, Senator Meal to form the committee to escort the Governor to the Chamber. The Speaker called for a temporary recess while awaiting the Governor. The Sergeant-at-Arms announced the escort committee with the Governor. Representative Quillen, spokesperson of the escort party, introduced the Governor to the Joint Session. The Governor was welcomed by the Speaker and then addressed the assembly as follows: Thank you very much, Mr. Speaker and Lieutenant Governor Wolf and Mr. President Pro Tempore, members of the 136th General Assembly, other elected officials who are here, the Judiciary, my Cabinet, honored guests, and the people of Delaware: Since the ball dropped in Times Square last month ago to the familiar strains of "Auld Lang Syne," the world has turned upside down. We have witnessed the dramatic debates by Congress, which endorsed President Bush's policy to go forward to war illustrating that our deliberative process does produce unity of purpose. Our television screens daily flash images of journalists delivering their latest Scud versus Patriot missile reports from the rooftops in Tel Aviv, Riyadh and Dhahran -- showing to the world that preparedness is vital to stop aggression. The bruised faces of our fliers on Iraqi television personalize the commitment of fighting for principles as well as the tragic impact of that fight. While our attention will remain drawn halfway around the world until we have removed Saddam Hussein from Kuwait, here in Delaware we must maintain our focus to shaping the course of government for the next three months. Before January 16th, the newspaper front pages were dominated by the economy -- rising unemployment, falling consumer confidence, slowing gross national product -- all signals of the nation in recession. Today those problems are hard-pressed to make the second section. The economic downturn has hit many of our sister states hard -- some face layoffs of up to 10,000 employees -- others have 30 percent of their budgets unfunded -- others face elimination of entire programs in such key areas as social services and many must borrow large sums of money to close their budget gaps threatening their bond ratings. And most of us longer realize that closing these budget woes involve large tax increases. The impact of the economic slowdown has taken its toll here in Delaware as well; but we have managed the downturn without similar dramatic impact. In just one year, from the December 1989 meeting of the Delaware Economic and Financial Advisory Council to its December 1990 meeting, we witnessed a decline of almost 100 million dollars in available revenues. Yet, during that period through a spirit of cooperation, we managed to maintain state services. Last spring, we met in a series of frank and open meetings to map out a long-range plan that included both cuts in my proposed budget and revenue measures to meet the shortfall. Two weeks ago, I said that Delaware's economy had paused -- not stopped. This budget reflects that pause as well as our commitment not to stop providing the very best education for our children, protection for our water and air, health care for the needy and job opportunities for all Delawareans. We will not lay off thousands of employees. We will not retreat from our capital funding commitments to schools, health care facilities, and our transportation system. We will continue our dedication to addressing health care needs of our children. We will continue to narrow the gap between rich and poor school districts. While tomorrow's headlines certainly cannot read, "1992: Boom Year for Delaware," they also cannot read "Doom and Gloom Year for Delaware" because Delaware will continue to move ahead. * * * One of the nation's leading bond analysts recently warned us that it is not the size of a state's economic problem that determines its bond rating; rather, it is the success or failure of government, through both the executive and legislative branches, to enact a reasonable plan to manage the problems. Delaware, thus far, has strictly adhered to a reasonable plan. Together, we have managed each change in our economy directly, quickly and effectively. Together, we have built a system that guarantees Delaware's fiscal integrity. And together we will protect that system of prudent financial management and use it as our best weapon in this financial fight. In 1976, the "75 Percent Rule" was established to force down our bonded indebtedness. In 1976, we began to fully fund the Pension Fund. In 1977, DEFAC was established to remove revenue forecasting from the partisan arena. In 1980, proposals to amend the Constitution to require an extraordinary vote for spending the two percent set-aside account and permanently establish the Rainy Day Fund were enacted. In fiscal years 1988, 1989, 1990, and again in 1991 we directed one-time surplus revenues to the Bond Bill to finance important capital projects without borrowing. In 1988, the Transportation Trust Fund was funded to manage requirements of our transportation infrastructure. All of these important management decisions have built a structure that allows us — even in these tough times — to present a recommended budget that, for the fifteenth straight year, is balanced without the necessity of a general tax increase. Further, this budget is designed to minimize negative impact on state services and employees. However, recognizing the world's instability and the fact that fiscal conditions could dramatically change prior to June's markup, I will stand ready to ask the Joint Finance Committee and its Joint leadership to work with me in making whatever adjustments we must to produce a balanced budget. So, as Phil Corrozi, Nancy Cook, and the members of the Joint Finance Committee prepare a budget for fiscal year '92, I would suggest they look carefully at the budget's long-term impacts. We must adopt a budget in June that can be reasonably sustained in fiscal years '93 and '94 on a revenue base that will show a little growth. Today I recommend to you a budget of 1.19 billion dollars while setting aside 18.4 million dollars for next-fiscal-year. This is actually 32.2 million dollars less than the budget enacted last June. Without the substantial cuts made during this current fiscal year, we would not have had the funds needed to meet the increases in automatic obligations that will begin this July 1st. While the total fiscal year '92 budget represents a 1.0 percent increase over this year's reduced budget, we have, in fact, made cuts in the base to accommodate costs generated from formula spending, entitlements and inflation. In other words, ladies and gentlemen, the decision was to pay now by making the cuts, rather than paying far too dear a price later when the problem would only have worsened. Let me caution, though, that while the budget is balanced without a proposed tax increase, it will require the appropriation of almost 100 percent of available revenues. My highest priority in this budget is to continue funding existing programs and I recommend implementation of four key policies to meet that goal: An early retirement option; A transfer of the Department of Transportation General Fund personnel operating costs to the Transportation Trust Fund; An appropriation of the two percent set-aside; and, Additional budget cuts in fiscal year '92. First, the early retirement option will produce a net savings of 10.6 million dollars in fiscal year '92 by permanently eliminating 500 currently filled positions. As we began our internal deliberations, it was clear we could not close the budget gap without addressing personnel costs, which represent more than half of the total budget. If we adopted a policy of immediate layoffs, the number of positions eliminated would be substantially more than 500, since the salaries would be at the lower end of the scale. Instead, we fashioned an alternative that can achieve the necessary savings through voluntary retirement, not through forced firing. The cost of this program, including the additional benefits paid out, will be recovered in just two budget cycles. But additional and more permanent savings can be achieved if positions do not creep back into the budget. Our recommendations prevent that from occurring. The second policy that involves the transfer of all remaining general fund personnel costs in the Department of Transportation to the Transportation Trust Fund, is being recommended to have these 32 million dollars available to the General Fund and because it is the correct policy to follow organizationally. Since June of 1987, the Administration and the Legislature have pursued a policy of establishing and funding the State's transportation needs by means of a separate fund with dedicated revenues. This policy recognizes the continuing need to address the infrastructure of our transportation system and the direct link it serves in sustaining economic growth and prosperity. Further, it was clear that in order to design and construct improved transportation systems, as outlined in the Department's Six Year Plan, dedicated funding would be necessary to create the continuity required to meet the Plan's goals. Since the initial proposal for the Trust Fund and its accompanying financial package was presented, it has undergone substantial revisions, including the addition of Municipal Street Aid, increases to the Suburban Street Program, and increased emphasis on mass transit statewide. Construction of a new bridge over the Chesapeake and Delaware Canal also has financial implications on the Trust Fund. But, by transferring the balance of operating expenses of the Department of Transportation to the Trust Fund, we will be taking the next logical step in fully establishing a fund that will contain all transportation expenses and include all required dedicated transportation revenues. This does not mean, however, that we will not have to continue adding transportation-related and dedicated revenues in future years. In the course of your budget debate, Secretary Justice will outline the proposed table for those revenue decisions. Two points you should note -- One, this does not mean that salary and related operating expenditures will be bonded -- they will be paid by the on-going revenues to be dedicated to the Trust Fund; and two, this decision does not, in any way, remove the Department from the direct appropriation control of the legislature in the budget or the Bond Bill. The third measure I am recommending is use of the two percent reserve account as an extraordinary appropriation at the time the budget is adopted to produce almost 24 million dollars. If the two percent was not used, we would have no other choice than to make even deeper budget cuts during the course of this budget cycle. In my previous budgets, appropriation of these funds has not been recommended; however, the final budget I signed last June showed an anticipated expenditure of a part of that reserve. In light of our reduced revenues this year, I have concluded that this step must be taken at the outset. And fourth, I am proposing cuts in the fiscal year '92 budget in addition to the ones made during this year. It would be unwise — and indeed almost imprudent — to balance a budget without making reductions. If you do not have the revenues, you must make cuts. And this budget reflects that necessity. These four policies are the fundamental tools used to build this budget. Yet there is one tool — far more drastic than all these — that I will not consider using at this time. Last year, as we faced reduced revenues after the budget was adopted, many suggested we merely continue to spend according to that budget and at the end of the year, tap into the Rainy Day Fund to cover the deficit. The most common question I heard was: "When is it raining?" Before you can answer that question, you must answer the question: "What is the Rainy Day Fund?" Simply, it is government's savings account — government's protection against the costs of emergencies or occurrences over which we have no control. Like your family's savings account, it is something you manage carefully and spend only after every other dollar is used up. And like the family savings account, the Rainy Day Fund is something to be protected, and those who established this fund did so with important restrictions and as an ultimate safeguard. First, the law requires that the Fund be replenished almost immediately, which in unpredictable economic times may be virtually impossible. Second, the Fund itself is a safeguard considered very seriously when Moody's and Standard and Poors determines our bond rating. A healthy Rainy Day Fund helps guarantee us a lower interest rate on our bond payments; a depleted Fund would almost certainly lead to a lower rating and higher interest costs. And third, in times of deteriorating revenues, the Fund remains our only insulation from financial disaster — from drastic lay offs, program cuts and tax increases — that could cripple not only our economy, but also our ability to provide essential services and to respond in the event of a national disaster. So, the Rainy Day Fund, in my opinion, is the very last place we turn when faced with hard times and should be used only after all other approaches to closing a budget gap have been exhausted. I reject the notion that the Rainy Day Fund should be counted on or used in any way to construct the proposed budget. Using the Rainy Day Fund would be a dangerous short-term, quick fix that would create a long-term financial fiasco. So it is important in structuring the next budget that we recognize that any spending level adopted must be sustainable for future revenue sources. Each of the components I have discussed today is essential to the continued prudent management of Delaware's finances that will result in a balanced and fair budget on June 30. Ladies and gentlemen, we all talk freely about the future — about more and better jobs, about progress and prosperity. But talk will not balance the budget, and a budget balanced on sound principles and not on anyone's back is the only true way to do more than just talk about the future. The budget is our opportunity to shape the future. Damaging policies used by other states, such as endless tax and spend cycles, short-term borrowing and expenditure of one-time money, simply cannot be used in Delaware. We cannot leverage our future in this way. Remember that the budget you adopt for fiscal year 1992 will determine whether the budgets for 1993 and 1994 are balanced — whether Delaware will go forward or fall back. I believe that the budget I am offering you today will move us forward and is our best chance for maintaining the quality of our people's lives. Building a budget is far more than number-crunching and the end result is much more than cold calculations. The budget process is government's way of addressing citizens' needs. The budget itself is a means of getting those needs by funding programs which give people a clean environment, a good education system, accessible social and health services and the opportunity for employment. While Delaware's slowing economic growth cannot be disputed, the strength of our solid foundation -- built upon our commitment to sound fiscal management and focused long-term planning -- will sustain our momentum. It is this foundation which will energize our efforts to do more with less. And, it is this foundation which will continue providing an unequaled quality of life in Delaware. Delaware has weathered far worse storms than the one hitting us today and when these storms have passed we will have far better times than perhaps we can imagine today. Programs created and expanded in the last six years remain basically intact in this budget -- an achievement of paramount priority. Efforts in environmental protection, public safety, health and social services and economic development have sustained reductions during the course of the last two years as revenues declined. But public education -- the largest single area of our budget -- has had no reductions in state funding. In my State of the State address I devoted great attention to the strides we are making toward achievement of the National Education Goals -- goals based on three premises: that our education system should have flexibility, should have accountability and that this combination should produce results. One of my greatest continuing commitments has been to the substantial financial investments needed to support an excellent education system. The recent announcement by local school district superintendents of their plan for changes in education shows we are all moving toward creation of such a system. We cannot, however, allow this energy to go unchallenged or we have imposed only the margins. Today we stand at the crossroads in education. We must continue to challenge both ourselves and the status quo; we must ask fundamental questions about the current number and organization of districts; about the basic formulas and about the proper roles of the Department of Public Instruction and the State Board of Education. We must move from a system that prescribes only the hours and content of instruction to a system that demands specific outcomes and abilities; from a system that runs on common practice to one that is based on common sense. What I offer today is a first step toward building this system together -- toward providing the resources and the flexibility to meet individual school needs and to establishing accountability for these efforts. What I offer today is a slightly modified budget for education; a renewed commitment to helping our poorer districts and a few new initiatives. First, to provide the flexibility and accountability our present system lacks, and manage the cuts we felt must be made, I am proposing measures to restructure approximately 30 individual line-items -- known as pass-throughs -- into four broad categories of block grants. These grant categories include: State Board of Education Contractual Services; Adult Education and Work Force Training; Professional Accountability and Instructional Advancement; and Ancillary Educational Services. While the funds for these programs are reduced, the new funding structure allows the State Board and local districts flexibility to set their own priorities in these areas. Second, to protect the core classroom programs provided by Divisions I, II, and III, I am proposing a 5.5 percent increase in these Divisions largely due to increased student population counts. And under equalization, we will continue our commitment to close the resource gap between poor and wealthy school districts. I am maintaining that commitment by putting 1.8 million new dollars in addition to the increase associated with unit growth, into this formula so that the districts are eligible to receive increases in funding up to 20 percent. Finally, my third offering is a few new initiatives in education -- including a federally mandated 1.4 million dollar Therapeutic Preschool Program which will provide developmental educational services to mildly handicapped youngsters aged three to five and the Children's Service Cost Recovery Project. These policies cannot succeed without the commitment of our educators. Many of our teachers and administrators are already working to raise our system to the caliber our students deserve. With their willingness to work and your cooperation in implementing the initiatives I have outlined, I am confident that the important process of building an excellent education system based on the good one we have today will be successful. *** While education has had six years of undisturbed financial investment, other agencies have sustained cuts; yet, they still continue to provide essential and innovative services and will do so again in 1992. Since I submitted my first budget, operating expenditures have increased by 56 percent for an average annual increase of 9.3 percent. I could easily discuss most of the new programs, new positions and new expenditures you have heard announced in all my previous budget addresses again today because they will continue to benefit our citizens in this year. We will also renew our commitment to the type of economic development initiatives that in the last six years have increased employment opportunities and broadened our tax base. And while there are some new programs in key areas of this budget that I will discuss, we must all remember that our focus has shifted from surplus spending to deficit management and from program creation to program reduction. Budgets for most departments including Agriculture, Administrative Services, and Public Safety will generally remain flat compared to fiscal year '91, but will still provide essential services created through the growth experienced in the last six years. However, there are small increases in certain key areas. For example, the Judicial branch will receive 700,000 dollars for civil development of automated child support information systems and the Board of Parole and Department of Labor will receive funding for new positions in key areas. The budget for the Department of Health and Social Services is increasing by nearly four percent over last year for total growth since 1985 of 81 percent. Under federal Medicaid mandates, we will provide services for children aged eight and an additional 124,000 dollars for the Early Periodic Screening, Diagnostic and Treatment program. This means that more poor children whose health may have been neglected can have their eyes, their ears and their hearts checked just like your children can. This may sound simple to you and me, but to the six-year old who may never have seen a doctor, it is one of the most important services we could offer. I am recommending full year funding for Paramedic Training Funds at 700,000 dollars and have set aside adequate funds in the Grant-In-Aid Bill to pay the State's 60 percent share of the implementation cost so that people from Magnolia, Millsboro will have accessible emergency medical services. I am also proposing small increases for the Special School Graduates program and the Post-21 program to expand assistance to those who require the services. Our greatest effort in this area will be the beginning of our Indigent Health Care strategy. And while economic restraints will prevent the funding levels I had hoped for this year, we will still move boldly ahead to help this needy population. As part of this plan we will provide health care coverage for the General Assistance population and children age six and seven, as well as increased services for pregnant women and infants. If we can help a teenager manage her pregnancy so that the end result is a happy and healthy baby, or help the 64-year old avoid an high risk for diabetes but with no money to be diagnosed for it, then not only have we reduced costs to society, but we have helped give the greatest gift of all -- the gift of life. While protecting and helping people remains my highest priority this year, I am also looking to the Department of Natural Resources and Environmental Control for continued dynamic efforts to preserve and protect the environment. Over the last three years, 21 million dollars has been made available for Land Acquisition and 70 million dollars over the next 10 years will be made available for the Land and Water Conservation programs. While we have substantially funded land protection programs, we have also found ways to protect environmentally sensitive land at no cost through property transfers to the state or conservation easements. And with the help of local planners and community committees dedicated to problem-solving, DNREC will continue looking for public and private solutions in efforts such as the Atlantic Coast Beach Nourishment project under my Environmental Legacy program. A recent editorial in the Washington Post noted that the two fastest growing demands on state budgets are Medicaid mandates and prisons -- trends we are experiencing in Delaware. The construction of two new prisons will create needs for other operating expansions including the addition of 41 full-time positions for guards and community supervision, and the purchase of an additional 50 electronic monitoring anklets to expand the successful House Arrest program. And finally, Professor Jim Inciardi of the University of Delaware has received a $1.8 million dollar federal grant to develop drug treatment programs for prisoners on work release in conjunction with the State to help address the drug problem and reduce recidivism. All state government agencies will have the opportunity this year to be more effective through restructuring because of initiatives such as the Early Retirement Option, but it is not the only way we can reduce the size of government or make it more efficient. In the spring, I will present a plan to reorganize the delivery of many state services. Many of these ideas will be at the divisional level and will be justified by new economies of scale. There is one initiative, however, that I am announcing today, because it is the largest, and it will require the most time to work through in an orderly fashion. This is the merger of the functions of the Department of Community Affairs into other state agencies. Functions which are important to the people of this State. This is being done at the suggestion of Secretary Frances West, and I would like to thank her for her foresightfulness. While some states have asked their employees to give back benefits or salaries in order to balance the budget, we will not. However, there will not be a general salary increase included in the budget I am recommending to you. Teachers who are proceeding from one step to another or changing degree lanes will receive that step increase. While everything that we read and hear indicates that revenues are more likely to fall than rise, if that situation is reversed and we do enjoy an increase in available revenues before mark-up, I believe that the increase in pay for our state employees should be our first priority. * * * I am also presenting the capital budget today, which calls for new expenditures of 79.1 million dollars in fiscal year '92. This capital budget is premised on the adoption of a new rule for state debt issuance which has already been passed by the House. As you know, that formula will impose a cap on each year on all new bonds authorized equal to five percent of total state general fund revenues. The Bond Bill reflects our continuing commitment to capital projects which have a direct impact on people's lives. In the area of public education, 25 million dollars is being recommended for school renovations and improvements and a total of 15.9 million dollars is earmarked for higher education projects including the University of Delaware's Chemical, Biochemical & Marine Science Lab, Delaware State's Science Center Annex construction and Delaware Tech's Higher Education facility completion. In addition, 8.1 million dollars is recommended for health and social service-related projects; 6.9 million dollars for infrastructure, including 1.2 million dollars for the 800 megahertz system and 2.5 million dollars for the Port of Wilmington expansion; 1.4 million dollars for the completion of the juvenile detention facility and 200,000 dollars for the Sussex Fire Training Center and 2 million dollars for the Housing Development Fund. In the area of housing we will be embarking on a new initiative that I will announce in the next few months and, that will expand our efforts to provide safe and affordable housing. To build two new prisons, I am recommending 37 million new dollars to complete the 50 million dollar commitment for these facilities. Each of the projects recommended for funding has been funded in some manner in some previous bond bill. Many of these expenditures represent the final phase of the project; others continue the necessary funds recommended by their agencies to keep their construction on schedule, while others represent the remaining share of the state's commitment to projects which require private sector action before these funds can be expended. The bottom line in the departmental budgets is that state services will continue and Delaware will move forward in the positive direction we have set for the last six years. Our ability to maintain services and go forward, as states surrounding us eliminate services and fall backwards, can be directly attributed to the innovative policies and prudent management we have used. The creativity with which we have traditionally approached problems has helped ensure that we are not crippled in the face of challenges such as those facing us today. We have shown great ability to be flexible and creative in times of plenty -- to develop new programs and experiment with cutting-edge projects. Now we must stretch the limits of these abilities in these times of reductions. * * * History teaches us that difficult times do not last forever and that it is the people who make tough decisions during these times who eventually enjoy better ones. Delaware has not only made tough decisions, but you and I working together have made the right decisions. Together, we have succeeded and our people have prospered. Together, we have worked hard and our state has progressed. Together, I believe we can manage the economic challenge before us today as we have managed those in the past. There is one person in particular who has been an integral part of this process and who I am sorry to say will not be together with us as he has been for the last 10 years. As you all know, my Secretary of Finance, Steve Golding is concluding his service to the State of Delaware. Please know, Steve, that you will be missed in my office for your intelligence and patience; that you will be missed in these chambers for your honesty and innovation, and that while they may not know it, the people of this State will miss the compassion you have shown them. You were given the very special opportunity to touch peoples' lives and you did so in many important ways that none of us will ever forget. Please know, Steve, that you leave with my deep personal thanks, my wishes for a successful future and hope that you will always remain a Delawarean. Delawareans understand that in managing our way through this downturn we will become stronger. Delawareans know that even now we must look forward to a time when our economy resumes its rapid growth and the world is at peace. Peace is perhaps our most elusive goal: that one achievement from which we learn our most important and difficult lessons. The war has forced us to teach our children lessons we had hoped they would never need to learn, and it has forced us to confront issues ourselves that we had prayed would never surface. No person in state government has felt the reality of this war more than Major General Art Episcopo. I would like to take a moment today and ask you to join me in saluting General Episcopo, his troops, the men and women of Dover Air Force Base and the families of each of these courageous soldiers. Thank you, General. As I watched President Bush deliver his State of the Union message Tuesday night I realized that the determination and resolve he is using to successfully fight this war are the characteristics you and I must use in the coming months. Determination to see that every option is known and pursued. Determination not to waver. Determination to make the right decisions and the resolve to stick to a decision once made. One of the President's statements I feel captures the message I would like to leave you with is, "The conviction and courage we see in the Persian Gulf today is simply the American character in action. The indomitable spirit that is contributing to this victory for world peace and justice is the same spirit that gives us the power and potential to meet our toughest challenges at home." Our commitment to these brave people must equal the commitment they have made to us. Let us remember that it is within our power to overcome any obstacle and defend against any threat. It is within our power to prosper in the face of problems and progress with unity of purpose. And, Ladies and Gentlemen, it is within our power to provide a quality of life that is worth fighting for now, and in the future. Thank you very much. (FINIS) Representatives Quillen and Jonkliert and Senators Winner and Neal escorted the Governor from the Chamber. The Speaker thanked Governor Castle for his enlightening and challenging budget message and asked the escort committee to accompany the Governor back to his Executive Office. Representative Petrilli moved that the Chief Clerk of the House and the Secretary of the Senate compare their respective Journals to see if they agree. The Chief Clerk of the House announced that the Journals were found in agreement. At 2:46 p.m. on motion of Representative Petrilli, the Joint Session adjourned and the two Houses departed to reconvene in their respective Chambers. The Senate reconvened at 4:07 p.m. Senator Cordrey presided. Journal of the previous day was read and approved on motion of Senator Sharp. The Secretary announced that a message from the House informed the Senate that it had passed HB 33, HB 24 W/HA 1, and adopted HCR 12, HCR 13, SCR 13, SCR 14, SCR 15. LEGISLATIVE ADVISORY #3 dated January 30, 1991 was partially read and a copy made available to each Senator: LEGISLATIVE ADVISORY #3: On January 30, 1991 the Governor signed SB 22 W/SA 1, 2 (Volume 68, Chapter 3, Laws of Delaware). HB 1 is the second leg of a constitutional amendment and does not require the Governor's signature (Volume 68, Chapter 4, Laws of Delaware). Senators Connor, Blevins, Martin marked PRESENT. At 4:08 p.m., Lt. Governor Wolf presided. Under suspension of rules, on motion of Senator Cook and without objection, the roll call vote on HB 88 W/HA 1, SA 2, 3, 5, 7, 8 was lifted and announced: YES: Senators Bair, Connor, Cook, Hauge, Holloway, Marshall, Martin, Neal, Sokola, Still, Vaughn, Venables - 12; NO: Senators Adams, Cordrey, McBride, Minner, Sharp, Torbert - 6; NOT VOTING: Senators Blevins, McDowell - 2; ABSENT: Senator Knox - 1. The Bill was declared passed by the Senate and returned to the House for consideration of the Senate Amendments. The following nomination for appointment by the Governor was read: STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Scott R. Douglass, 602 West 21st Street, Wilmington, DE 19802, to be appointed Secretary of the Department of Finance, State of Delaware, to serve a term during the pleasure of the Governor to succeed Stephen T. Golding. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor The nomination was considered for confirmation under suspension of the necessary rules on motion of Senator Adams (no objection) and the roll call vote taken; however, the roll call was laid on the table before being announced on motion of Senator Adams. SB 26 was taken up for consideration on motion of Senator McBride: SB 26 - AN ACT TO AMEND CHAPTER 437, VOLUME 67, LAWS OF DELAWARE RELATING TO IGNITION INTERLOCK DEVICES. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator McBride and the roll call vote taken which revealed 18 Senators voting YES and 3 (Knox, Minner, Torbert) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on SB 26 w/SA 1 was then taken and revealed 19 Senators voting YES and 2 (Knox, Torbert) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. On motion of Senator Adams and without objection, the roll call vote on the nomination for appointment of Scott R. Douglass was announced and revealed 19 Senators voting YES and 2 (Knox, Torbert) ABSENT; therefore, the appointment was declared confirmed. The following legislation was introduced and assigned to Committee: SB 48 - AN ACT TO AMEND TITLE 9, DELAWARE CODE, RELATING TO COMPENSATION RATES FOR OFFICERS OR EMPLOYEES OF THE COUNTY OF SUSSEX. Sponsors: Senator Torbert. To Community Affairs. SB 49 - AN ACT TO AMEND CHAPTER 31, TITLE 24, DELAWARE CODE, RELATING TO BOARD OF FUNERAL PRACTITIONERS. Sponsors: Senator Holloway. To Administrative Services. SB 50 - AN ACT TO AMEND CHAPTER 64, TITLE 7, DELAWARE CODE, RELATING TO COMPENSATION AND OTHER EXPENSES OF THE DIRECTORS OF THE DELAWARE SOLID WASTE AUTHORITY. Sponsors: Senators Vaughn, Adams, Representatives Carey, B. Ennis, Quillen, VanSant. To Natural Resources and Environmental Control. The following letter of nomination for appointment from the Governor was read and considered for confirmation under suspension of the necessary rules on motion of Senator Adams No objection. STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Michael C. Ferguson, 13 Garrison Circle East, Smyrna, DE 19977, to be appointed Budget Director of the State of Delaware to serve during the pleasure of the Governor to succeed Scott R. Douglass. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * The roll call vote on the nomination was taken and revealed 19 Senators voting YES and 2 (Knox, Torbert) ABSENT; therefore, the appointment was declared confirmed. SENATE CONSENT CALENDAR #5 was introduced on motion of Senator Minner: SCR 17 - EXPRESSING SYMPATHY TO THE FAMILY OF WILLIS EDWARD POWELL OF DOVER, DELAWARE, A KENT COUNTY EDUCATOR AND A MEMBER OF DELAWARE STATE HALL OF FAME, WHO DIED ON SATURDAY, JANUARY 19, 1991 AT THE AGE OF 71. Sponsors: Senators Still, Vaughn, Cook, Torbert, Minner; Representatives B. Ennis, Clark, Quillen, Outten, Bennett, Caulk, Buckworth. SCR 18 - COMMENDING GERALD AND MARY ELLEN BURKE OF DOVER, RECIPIENTS OF THE NATIONAL CHILD LABOR COMMITTEE'S LEWIS HINE AWARD TO HONOR SIGNIFICANT VOLUNTEER CONTRIBUTIONS THAT IMPROVE THE LIVES OF CHILDREN. Sponsors: Senators Torbert, Adams, Cook, Minner, Vaughn, Still; Representatives B. Ennis, Clark, Quillen, Outten, Bennett, Caulk, Buckworth. HCR 11 - MEMORIALIZING THE PRESIDENT OF THE UNITED STATES OF AMERICA, THE SECRETARY OF DEFENSE, THE SECRETARY OF THE NAVY, AND OUR DELAWARE CONGRESSIONAL DELEGATION TO POSTHUMOUSLY ADVANCE IN RANK REAR ADMIRAL HUSBAND E. KIMMEL USN (RETIRED) (DECEASED) TO THE RANK OF ADMIRAL ON THE LIST OF RETIRED NAVAL OFFICERS. Sponsors: Representative Maroney, Senator Knox; Representatives Amick, Boykin, Buckworth, Carey, Caulk, Corrozzi, DiPinto, D. Ennis, Ewing, Fallon, Hebner, Mack, Petrilli, Quillen, Reynolds, Spence, Bennett, Brady, Bunting, Campanelli, Clark, B. Ennis, George, Gilligan, Moore, Outten, Schroeder, Sills, West; Senators Bair, Hauge, Blevins, Marshall, Martin, Minner, Vaughn. HCR 12 - CONGRATULATING ROBIN MAYFORTH AND THE LARK QUARTET FOR THEIR OUTSTANDING ACCOMPLISHMENTS. Sponsors: Representative Maroney, Senator Bair. HB 13 - THE RECOGNITION OF THE THIRD ANNUAL DELAWARE DAY IN FLORIDA IN POMPANO BEACH ON THURSDAY, FEBRUARY 14, 1991, AND ENCOURAGING DELAWAREANS TO ATTEND AND PARTICIPATE IN THE MANY FESTIVE ACTIVITIES PLANNED FOR THE DAY. Sponsors: Representative Bennett; Senators Cook, Cordrey. HCR 11 was removed from the CALENDAR at the request of Senator Holloway after which the roll call vote on the CALENDAR was taken on motion of Senator Minner and revealed 19 Senators voting YES and 2 (Knox, Torbert) ABSENT; therefore, the Resolutions were declared adopted. The House Concurrent Resolutions were returned to the House and the Senate Concurrent Resolutions were sent to the House for consideration. At the request of Senator Cordrey the following Citation was read: STATE OF DELAWARE SENATE Tribute Be it hereby known to all that the Senate commends The Honorable Thomas B. Sharp On the occasion of the honor done our friend, colleague and Majority Leader by that illustrious representative of the Fourth Estate, Mr. Ralph Moyed, in bestowing upon him his "Delaware Person of the Year" award for 1991. In view of the reported competition posed by Mr. Moyed's best friend, one Mr. Sam Moyed, canine, this award is all the more significant. The Senate extends its sincere congratulations and directs this tribute be presented on this 31st day of January 1991. (Signed) Richard S. Cordrey, President Pro Tempore (Signed) Bernard J. Brady, Secretary of the Senate Sponsors: Senators Adams, Cook, Cordrey, Blevins, Holloway, Marshall, Martin, McDowell, McBride, Minner, Sokola, Torbert, Vaughn, Venables. Number S91:20 Senator Bair requested that the members of the Minority Caucus be added as co-sponsors of the Citation. SCR 19 was introduced and considered for adoption on motion of Senator Holloway: SCR 19 - THANKING THE DU PONT COMPANY FOR DONATING THE NYLON NECESSARY TO MAKE DELAWARE FLAGS WHICH WILL BE SENT TO DELAWAREANS SERVING IN THE PERSIAN GULF CONFLICT NOW AND IN THE FUTURE. Sponsors: Senator Holloway, Representative Petrilli. The roll call vote on the Resolution was taken and revealed 19 Senators voting YES and 2 (Knox, Torbert) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. Senator Connor requested Senator Sharp to consider lifting HCR 6 from the table for consideration. Senator Sharp consented; no objection. However, the Resolution was again laid on the table on further motion of Senator Sharp, until such time when copies of the Resolution are made available to the Senators. All Senators were added as co-sponsors of SCR 19. HCR 6 which had been removed from SENATE CONSENT CALENDAR #5 was now taken up for consideration on motion of Senator Blevins. Senators Holloway and Martin commented on the Resolution after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Knox, Torbert) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. HCR 6 was again lifted from the table for consideration on motion of Senator Connor and after considerable debate, the Resolution was again laid on the table. Senator McDowell requested the personal privilege of the floor to make additional comments of HCR 6 even though it was laid on the table. HB 110 was introduced and taken up for consideration under suspension of the necessary rules on motion of Senator Cook. No objection: HB 110 - AN ACT TO AMEND TITLES 11, 5, 7, 23, 30, 21, 19, AND 3 OF THE DELAWARE CODE RELATING TO CERTAIN REVENUES OF THE STATE. Sponsor: Representative Corrozi. The privilege of the floor was extended to Keith Brady, Legal Counsel to the Governor, and several Senators entered into discussion of the Bill after which the Bill was laid on the table on motion of Senator Cook. SB 58 - was introduced and considered for adoption on motion of Senator Cook: SB 58 - EXTENDING WARM AND HEARTFELT THANKS AND APPRECIATION TO STEPHEN T. GOLDING, SECRETARY OF FINANCE, WHOSE FINAL DAY OF STATE SERVICE IS TODAY, JANUARY 31, 1991, AND WISHING HIM THE BEST ON HIS NEW ASSIGNMENT AS EXECUTIVE DIRECTOR OF THE OFFICE OF RESOURCE PLANNING AND BUDGET AT THE UNIVERSITY OF PENNSYLVANIA. Sponsors: Senators Cook, McDowell, Holloway, Marshall, Blevins, Sokola, Sharp, Martin, McBride, Vaughn, Torbert, Minner, Adams, Cordrey, Venables, Hauge, Bair, Knox, Neal, Connor, Still. The roll call vote on the Resolution was taken and revealed 19 Senators voting YES and 2 (Know, Torbert) ABSENT; therefore, the Resolution was declared adopted. HB 110 was lifted from the table for consideration on motion of Senator Cook. The privilege of the floor was extended to Stephen T. Golding, Secretary of Finance, during a short discussion of the Bill after which the roll call vote on the Bill was taken and revealed: YES: Senators Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, Neal, Sokola, Still, Venables – 13; NO: Senators Adams, McBride, McDowell, Sharp, Vaughn – 5; ABSENT: Senators Knox, Minner, Torbert – 3. The Bill was declared passed by the Senate and returned to the House. The Secretary announced that a message from the House informed the Senate that it had adopted SJR 3 w/HA 1.2. On motion of Senator McBride and without objection, SJR 3 w/HA 1.2 was taken up for consideration under suspension of the necessary rules. The roll call vote was taken which revealed YES: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Marshall, Martin, McBride, McDowell, Neal, Sharp, Sokola, Still, Vaughn, Venables – 18; ABSENT: Senators Knox, Minner, Torbert – 3. The Resolution was declared adopted by the Senate and sent to the Governor for his consideration. SB 57 was introduced and assigned to Natural Resources and Environmental Control Committee: SB 57 - AN ACT TO AMEND TITLE 7, DELAWARE CODE RELATING TO HORSESHOE CRABS. Sponsors: Senators Minner, Blevins, Martin, McDowell, Sokola, Still, Torbert, Venables; Representatives Schroeder, Bunting, Buckworth, Carey, Gilligan, Mack, Outten, Soles, Quillien. 3/5 vote. SB 12 was introduced and considered for adoption on motion of Senator Sokola: SB 12 - URGING ALL STATE OFFICIALS, INCLUDING LEGISLATORS AND CABINET SECRETARIES, TO CURTAIL ALL UNNECESSARY OUT-OF-STATE TRAVEL PAID FOR BY STATE FUNDS. Sponsor: Senator Sokola. The roll call vote on the Resolution was taken and revealed 17 Senators voting YES and 4 (Knox, McDowell, Minner, Torbert) ABSENT; therefore, the Resolution was declared adopted. Senator Cordrey commented on the fact that Debra Allen (Senate Bill Clerk) was retiring from the Senate and moving on to a new position and wished her well. At 3:35 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., March 19, 1991 or to the call of the President Pro Tempore. The Senate reconvened at 2:37 p.m., March 19, 1991 with Lt. Governor Wolf presiding. Senator Torbert marked PRESENT. Senator Torbert requested that he be removed as a co-sponsor of HB 84. The Secretary announced that a message from the House informed the Senate that it had passed HB 115, HB 116, SB 57, SB 31, SB 41, SB 48, SB 47, HB 121 w/HA 1 and adopted HCR 1A, SCR 17, SCR 18, SCR 19, SJR 4. The Secretary announced that a message from the Chief Clerk of the House informed the Senate that Representative Ewing signed SB 47; Representative Buckworth signed SB 41 and Representatives Boykin, Smith, Davis, Amick, George, DiPinto, Carey, Ewing, Lee, Quillen, Reynolds, Mack and Lofink signed SJR 4 as additional sponsors on January 31, 1991. Senator Knox marked PRESENT. SB 24 was reported out of the Sunset Committee: 3 Merits. The following legislation was introduced and assigned to Committee: SB 51 - AN ACT TO AMEND CHAPTER 84, TITLE 29, DELAWARE CODE RELATING TO THE DUTIES OF THE DEPARTMENT OF TRANSPORTATION. Sponsor: Senator Sokola. To Highways and Transportation. SB 52 - AN ACT TO AMEND CHAPTER 64, TITLE 7 OF THE DELAWARE CODE RELATING TO THE SOLID WASTE AUTHORITY. Sponsor: Senator Cordrey. To Natural Resources and Environmental Control. SB 53 - AN ACT TO AMEND TITLE 2 OF THE DELAWARE CODE RELATING TO EMPLOYEES OF SUBSIDIARIES OF THE DELAWARE TRANSPORTATION AUTHORITY. Sponsors: Senator Martin, Representative Roy. To Highways and Transportation. SB 54 - AN ACT TO AMEND CHAPTERS 30, 51 AND 52 OF TITLE 30, CHAPTER 13 OF TITLE 2, ND CHAPTER 3 OF TITLE 21, RELATING TO ACTIONS OR CLAIMS TO RECOVER ERRONEOUSLY OR ILLEGALLY COLLECTED REVENUES PLEDGED TO THE TRANSPORTATION TRUST FUND. Sponsors: Senator Martin, Representative Roy. To Highways and Transportation. SB 55 - AN ACT TO AMEND TITLE 10 OF THE DELAWARE CODE RELATING TO COUNSEL FEES RECEIVABLE FOR ACTIONS AND OTHER INSTRUMENTS. Sponsor: Senator Cordrey. To Judiciary. SB 56 - AN ACT TO AMEND CHAPTER 69, TITLE 29 OF THE DELAWARE CODE, RELATING TO THE PROCUREMENT OF MATERIEL AND AWARD OF CONTRACTS FOR PUBLIC WORKS. Sponsors: Senator Martin, Representative Roy. To Finance. SB 58 - AN ACT TO AMEND PART III, CHAPTER 51, TITLE 25, DELAWARE CODE, RELATING TO THE LANDLORD-TENANT CODE. Sponsor: Senator Holloway. To Administrative Services. SB 59 - AN ACT TO AMEND CHAPTER 45, TITLE 6, DELAWARE CODE, RELATING TO THE USE OF TOILET FACILITIES IN PUBLIC ESTABLISHMENTS. Sponsors: Senator Torbert, Representative Ewing, Senator Sharp, Senators Representatives George, Amick, Buckworth, Caulk, Clark, Roy. To Administrative Services. SB 60 - AN ACT TO AMEND CHAPTER 11, TITLE 19 OF THE DELAWARE CODE RELATING TO PAYMENT OF WAGES. Sponsor: Senator Connor. Assigned to Finance Committee. SA 1 to SS 1 for SB 13. Sponsor: Senator Holloway. Placed with the Bill. HB 20 - AN ACT TO AMEND TITLE 16 AND TITLE 24, DELAWARE CODE RELATING TO THE STATE BOARD OF HEALTH AND THE BOARD OF MEDICAL PRACTICE AND WARNINGS TO PREGNANT WOMEN REGARDING POSSIBLE PROBLEMS FROM USE OR CONSUMPTION OF ALCOHOL, COCAINE, MARIJUANA, HEROIN AND OTHER DRUGS. (2/3 vote) Sponsors: Representative Hehner, Senator Sharp. To Health-Social Service/Aging. HB 24 w/HA 1 - AN ACT TO AMEND TITLE 14, CHAPTER 13, DELAWARE CODE, RELATING TO SPEECH AND HEARING SPECIALISTS. Sponsors: Representatives Bennett, Fallon, Outten; Senators Cook, Vaughn. To Education. HB 33 - AN ACT TO AMEND SECTION 4177B, TITLE 21, DELAWARE CODE REQUIRING PARTICIPANTS IN THE FIRST OFFENDER PROGRAM TO PAY THE COSTS OF PROSECUTION. Sponsors: Representatives Davis, Hehner, Ewing, Lee, Bennett, Houghton; Senator Vaughn. To Public Safety. HB 90 - AN ACT TO AMEND AN ACT BEING CHAPTER 288, VOLUME 64, LAWS OF DELAWARE, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF LAUREL" TO CHANGE THE FISCAL YEAR AND TO MAKE OTHER CHANGES FOR FIXING OF THE BUDGET NECESSITATED BY THE CHANGE IN THE FISCAL YEAR. (2/3 vote) Sponsor: Representative Lee. To Community Affairs. HB 115 - AN ACT TO AMEND CHAPTER 158, VOLUME 36, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT CHANGING THE NAME OF 'THE TOWN OF DOVER' TO 'THE CITY OF DOVER' AND ESTABLISHING A CHARTER THEREFORE" RELATING TO CREATION OF AN ELECTION BOARD AND COUNCIL APPOINTMENTS. (2/3 vote). Sponsors: Representatives Outten, Bennett, Clark; Senators Still, Torbert. To Community Affairs. HB 121 w/HA 1 - AN ACT TO AMEND CHAPTER 3, TITLE 30 OF THE DELAWARE CODE RELATING TO ADMINISTRATION OF TAX LAMS IN THE EVENT OF SERVICE IN A COMBAT ZONE. Sponsors: Representative Smith, Senator Blevins; Representatives Buckworth, Spence, Amick, Boykin, Carey, Caulk, Corrozi, Davis, DiPinto, D. Ennis, Ewing, Fallon, Hehner, Lee, Lofink, Mack, Maroney, Oberie, Quillen, Reynolds, Roy, Petrilli, Taylor, Gilligan, George, Brady, Bunting, Campbell, Clark, B. Ennis, Houghton, Jonkietz, Moore, Outten, Schroeder, Scales, Soles, VanSant, West, Bennett; Senators Cordrey, Adams, McBride, Sokola, Mais, Connor, Mauga, Knowles, Stutts. To Revenue and Taxation. SB 61 - AN ACT TO AMEND SUBTITLE I, ARTICLE 2, TITLE 6, DELAWARE CODE, BY ADDING THERETO A NEW PART 8 RELATING TO PRIZES. Sponsors: Senator Torbert, Representative Buckworth; Senators Sharp, J. Still, Winner; Representatives Amick, Caulk, George, Clark, Ewing, Roy. To Finance. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor January 30, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Ruffin N. Wolsette, 507 West 19th Street, Wilmington, DE 19802, to be reappointed as a member of the New Castle County Board of Elections to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: James J. Sullivan, Esq., 303 Waverly Road, Wilmington, DE 19803, to be reappointed as a member of the New Castle County Board of Elections to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Thomas S. Lodge, Esq., 2 Fols Crescent, New Castle, DE 19720, to be reappointed as a member of the New Castle County Board of Elections to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Stephen L. Manista, 300 Taylor Road, Wilmington, DE 19804, to be reappointed as a member of the Violent Crimes Compensation Board to serve for a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Emperatriz Alaix, 5129 West Woodmill Drive, Wilmington, DE 19808, to be appointed as a member of the State Ethics Commission to serve a one year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Robert A. Armstrong, 763-10 Montclair Drive, Claymont, DE 19903, to be appointed as a Justice of the Peace, in and for New Castle County, State of Delaware, to serve a four year term to succeed Morris Levenberg, deceased. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Linda Meff Bly, 409 Brentwood Drive, Wilmington, DE 19803, to be appointed as a member of the State Ethics Commission to serve a two year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: John E. Burris, 714 North Shore Drive, Milford, DE 19963, to be appointed as a member of the State Ethics Commission to serve a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Arthur G. Connooly, Jr., 4615 Meldin Road, Wilmington, DE 19803, to be appointed as a member of the State Ethics Commission to serve a five year term. Your consideration of this nomination is appreciated. To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: James H. Gilliam, Sr., 1803 Fairfax Boulevard, Wilmington, DE 19803, to be appointed as a member of the State Ethics Commission to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: William F. Maroon, 242 N. Greenview Dr., Dover, DE 19901, to be appointed as a Justice of the Peace, in and for Kent County, State of Delaware, to serve a four year term to succeed Ellis B. Parrott, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: David R. Anderson, Sr., 614 Blackbird Station Road, Townsend, DE 19734, to be reappointed as a Justice of the Peace, in and for New Castle County to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Virginia M. Johnson, 2204 N. Harrison Street, Wilmington, DE. 19802, to be reappointed as a Justice of the Peace, in and for New Castle County, State of Delaware, to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Richard L. Brandenburg, Post Office Box 126, Odessa, DE 19730, to be reappointed as a Justice of the Peace, in and for New Castle County, State of Delaware, to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Richard W. Harrison, 20 Hackberry Drive, Felton, DE 19943, to be appointed as a Justice of the Peace, in and for Kent County, State of Delaware, to serve a four year term to succeed Margaret Barrett, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: William F. Plack, Jr., 507 Seabury Avenue, Milford, DE 19963, to be reappointed as a Justice of the Peace, in and for Sussex County, State of Delaware, to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor January 16, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Mable E. Pitt, 12 Aldershot Drive, Newark, DE 19713, to be reappointed as Justice of the Peace, in and for New Castle County, State of Delaware to serve for a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Pamela Deeds Holloway, R.D. #3, Box 392, Milford, DE 19963, to be appointed as an Interim Commissioner of the Family Court to serve a one year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Gary Evans Grubb, 69 Huntly Circle, Dover, DE 19901, to be appointed as an Interim Commissioner of the Family Court to serve a one year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor January 29, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Frederic H. Kenney, 9 Belmont Drive, Wilmington, DE 19808, to be appointed as an Interim Commissioner of the Family Court to serve a one year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Kimber E. Vought, 39 Pennsylvania Avenue, Rehoboth Beach, DE 19971, to be appointed as a member of the State Ethics Commission to serve a seven year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: C. Ann Mellius, 5 Tam O'Shanter Court, Dover, DE 19901, to be appointed as a member of the State Ethics Commission to serve a six year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor At 2:58 p.m., on motion of Senator Sharp, the Senate adjourned to immediately convene for the 13th Legislative Day. 13TH LEGISLATIVE DAY March 19, 1991 The Senate convened at 2:58 p.m.; Lt. Governor Wolf presided. A Prayer was offered by Senator Still. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SR 13 was introduced and considered for adoption on motion of Senator Holloway: SR 13 - COMMEMORATING AND CONGRATULATING ANNE B. KING OF WILMINGTON ON HER RECEIPT OF THE 1991 J. THOMPSON BROWN AWARD FROM FAMILY SERVICES DELAWARE INC. IN HONOR OF HER LONG SERVICE TO THE WELFARE OF FAMILIES IN DELAWARE. Sponsor: Senator Holloway. At his request, Senator Connor was added as co-sponsor of the Resolution after which the roll call vote was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted. SR 14 was introduced and considered for adoption on motion of Senator Holloway: SR 14 - DEEPLY MOURNING THE SUPREME SACRIFICE OF ARMY CPL. JAMES R. MCCOY OF WILMINGTON WHO WAS KILLED UNDER ENEMY FIRE WHILE SERVING IN IRAQ DURING OPERATION DESERT STORM. Sponsor: Senator Holloway. At his request, Senator Marshall was added as co-sponsor of the Resolution after which the roll call vote was taken; however, the roll call was laid on the table before being announced on motion of Senator Holloway. HCR 15 was introduced and considered for adoption on motion of Senator Vaughn: HCR 15 - COMMEMDING THE CLAYTON FIRE COMPANY ON ITS UPCOMING ONE HUNDREDTH GOLDEN ANNIVERSARY (1891-1991) AND EXTENDING MANY THANKS FOR THE FINE AND EXEMPLARY SERVICE THEY HAVE PERFORMED OVER THE YEARS, AND FURTHER WISHING THE COMPANY BEST OF SUCCESS IN ITS FUTURE. Sponsors: Representative B. Ennis, Senator Vaughn. At their request, Senators Still and Cook were added as co-sponsors of the Resolution after which the roll call vote was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted by the Senate and returned to the House. At 3:08 p.m. on motion of Senator Sharp the Senate recessed for Party Caucus and reconvened at 4:35 p.m.; Senator Cordrey presiding. At 4:37 p.m. on motion of Senator Sharp the Senate recessed until 3:30 p.m., March 20, 1991. The Senate reconvened at 3:49 p.m., March 20, 1991, Lt. Governor Wolf presiding. The Secretary announced that a message from the House informed the Senate that it had passed HB 40 w/HA 1, HB 49 w/HA 1,2, HB 21, HB 22, SB 12 w/HA 1 and adopted HCR 16. The following legislation was introduced and assigned to Committee: SJR 5 - MEMORIALIZING THE DELAWARE CONGRESSIONAL DELEGATION TO TAKE WHATEVER STEPS ARE NECESSARY FOR DELAWARE TO REGAIN LEGAL CUSTODY OF ITS COPY OF THE BILL OF RIGHTS. Sponsors: Senators Connor, Martin; Representatives Hebner, Soles. To Administrative Services. SB 62 - AN ACT TO AMEND CHAPTER 7, TITLE 19 OF THE DELAWARE CODE RELATING TO THE EMPLOYMENT OF STRIKEBREAKERS. Sponsors: Senator Marshall, Representative Oberle; Senator Holloway, McBride; Representative Campanelli. To Labor and Industrial Relations. SB 63 - AN ACT TO AMEND CHAPTER 9, TITLE 7, DELAWARE CODE, TO PERMIT RECREATIONAL DRIFT GILL NET FISHING FOR SHAD IN THE DELAWARE RIVER. Sponsors: Senator Vaughn; Representatives Mack, B. Ennis. To Natural Resources and Environmental Control. A messenger from the Governor was announced and admitted. Legislation continuing in the indicated stage being: SB 65 - AN ACT TO AMEND CHAPTER 215, VOLUME 64, LAWS OF DELAWARE, ENTITLED "AN ACT TO RE-INCORPORATE THE CITY OF HARRINGTON," AS AMENDED, RELATING TO THE POWER TO BORROW MONEY. (2/3 vote) Sponsors: Senator Minner, Representative Quillen. To Community/County Affairs. SB 65 - AN ACT TO AMEND TITLE 23, DELAWARE CODE RELATING TO LIMITATION OF LIABILITY FOR RENDERING VESSEL TRAFFIC INFORMATION SERVICES. Sponsors: Senator Minner, Vaughn; Representatives Carey, D. Ennis. To Natural Resources and Environmental Control. HB 21 - AN ACT TO AMEND CHAPTER 7, TITLE 11 OF THE DELAWARE CODE RELATING TO APPEALS FROM CONVICTIONS IN INFERIOR COURTS TO THE SUPERIOR COURT AND RELATING TO THE RIGHT TO JURY TRIAL IN THE SUPERIOR COURT. Sponsors: Representative Hebner, Senator Sharp. To Judiciary. HB 22 - AN ACT TO AMEND CHAPTER 53, TITLE 11 OF THE DELAWARE CODE RELATING TO THE RIGHT TO JURY TRIAL IN THE COURT OF COMMON PLEAS AND IN THE SUPERIOR COURT. Sponsors: Representative Hebner, Senator Sharp. To Judiciary. HB 40 w/HA 1 - AN ACT TO AMEND CHAPTER 9, TITLE 19 OF THE DELAWARE CODE RELATING TO THE PURCHASING, BUYING OR CONSUMPTION OF ALCOHOLIC LIQUOR TO A MINOR OR THE CONSUMPTION OF ALCOHOLIC LIQUOR BY SUPERVISED MINORS AND PENALTIES THEREFOR. (2/3 vote) Sponsors: Representatives Oberle, Spence. To Community Affairs. HB 49 w/HA 1,2 - AN ACT TO AMEND CHAPTER 43, TITLE 21, DELAWARE CODE, RELATING TO LIGHTS AND EQUIPMENT ON VEHICLES. Sponsors: Representative B. Ennis, Senator Holloway; Representatives Houghton, Campanelli, VanSant, Brady, Gilligan, Clark, Outten, West, Davis, Caulk, Ewing, Lee; Senator Vaughn. To Public Safety. At 3:56 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 14th Legislative Day. 14TH LEGISLATIVE DAY March 20, 1991 The Senate convened at 3:56 p.m., Lt. Governor Wolf presiding. A Prayer was offered by Senator Torbert. Pledge of Allegiance to the Flag. Call of the roll revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, J. Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. HCR 16 was introduced and considered for adoption on motion of Senator Sharp: HCR 16 - WELCOMING UNITED STATES MARINE CORPS STAFF SERGEANT H. JAMES CREM BACK FROM HIS COURAGEOUS BATTLES IN OPERATION DESERT STORM AND HONORING HIS VALOR ON BEHALF OF THE PEOPLE OF DELAWARE, THIS NATION AND THE CITIZENS OF KUWAIT. Sponsors: Representatives D. Ennis, Minner; Senators Hauge, Knox; Representatives Oberle, Spence, Petrilli, Buckworth, George, Gilligan; Senators Cordrey, Sharp, Marshall, Bair, Connor. At their request, Senators Blevins and Sokola were added as co-sponsors to the Resolution. The privilege of the floor was extended to Sgt. Crew who was introduced to the Senate by Senator Knox. The roll call vote on HCR 16 was then taken and revealed 20 Senators voting YES and 1 (Cordrey) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. Senators McBride and Neal marked PRESENT during the above roll call. SCR 21 was introduced and considered for adoption on motion of Senator Marshall: SCR 21 - EXPRESSING OUR GRATITUDE TO THE MEN AND WOMEN OF THE WILMINGTON POLICE DEPARTMENT FOR THEIR COURAGE IN FOILING TWO RECENT BANK ROBBERIES AND WISHING FOR SPEEDY AND COMPLETE RECOVERIES FOR PATROL OFFICERS MICHAEL A. SMAGALA AND THOMAS B. MONAHAN, BOTH OF WHOM SUSTAINED WOUNDS IN THE PERFORMANCE OF THEIR DUTIES. Sponsors: Senators Marshall, Holloway, McDowell; Representatives DiPinto, George, Jonkliert, Moore, Sills. The roll call vote on the Resolution was taken and revealed 20 Senators voting YES and 1 (Cordrey) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SB 20 and SJR 2 were stricken at the request of the sponsor, Senator Holloway. SB 24 was taken up for consideration on motion of Senator Venables: SB 24 - AN ACT TO AMEND CHAPTER 3, TITLE 24 DELAWARE CODE RELATING TO THE BOARD OF ARCHITECTS. (2/3 vote) Senators McDowell and Holloway commented on the Bill after which it was laid on the table on further motion of Senator Venables. SB 12 which had previously passed the Senate and amended by HA 1 was taken up for consideration on motion of Senator Vaughn. The roll call vote on SB 12 w/HA 1 was therefore, taken and revealed: YES: Adams, Bair, Blevins, Connor, Cook, Hauge, Holloway, Knox, Marshall, Martin, Neal, Sharp, Sokola, Vaughn, Venables – 15; NO: Senators McBride, McDowell, Minner, Still, Torbert – 5; ABSENT: Senator Cordrey – 1. The Bill was declared passed by the Senate and sent to the Governor for his consideration. At 4:28 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:55 p.m.; Senator Sharp presiding. Senator Venables commented on recent awards which were made to Delmar High School students for their outstanding work project in the Selko Youth Project. The privilege of the floor was extended to teacher, Rachel Wood and students Justine Wood, Charles Pheifer and Kimberly Brittingham. Senator McDowell commented on their innovativeness. Personal privilege of the floor was extended to Senator Venables who introduced Superintendent of School, Mayne C Bastian, Joseph Wahl, and Assistant Superintendent of Schools, Kenneth Mathews, also David Strauss representing the SEIKO CORPORATION of America. SB 70 was introduced and assigned to Health–Social Services/Aging Committee: SB 70 - AN ACT TO AMEND PART II, TITLE 16, DELAWARE CODE, BY ADDING A NEW CHAPTER 29 RELATING TO A REQUIREMENT THAT HEALTH CARE PROFESSIONALS INFORM THEIR PATIENTS IF THEY HAVE AIDS OR THE HIV VIRUS. Sponsors: Senator Holloway, Representative Gilligan. At 5:15 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., March 21, 1991. The Senate reconvened at 3:38 p.m., March 21, 1991; Lt. Governor Wolf presiding. Senator Cordrey marked PRESENT. The following Committee reports were announced: From the Community/County Affairs Committee: SB 48 – 3 Merits; HB 52 – 4 Merits; HB 53 – 4 Merits; HB 90 – 4 Merits; HB 115 – 4 Merits. From the Public Safety Committee: HB 33 – 4 Merits. The following legislation was introduced and assigned: SB 66 - AN ACT TO AMEND CHAPTER 13, TITLE 2 OF THE DELAWARE CODE RELATING TO EMPLOYEES OF SUBSIDIARIES OF THE DELAWARE TRANSPORTATION AUTHORITY. Sponsors: Senator Martin, Representative Roy: To Highways and Transportation. SB 67 - AN ACT TO AMEND CHAPTER 1, TITLE 17 OF THE DELAWARE CODE RELATING TO HIGHWAYS AND WASTE FACILITIES THEREOF. Sponsors: Senator Martin, Representative Roy: To Highways and Transportation. SB 68 - AN ACT RELATING TO ELIGIBILITY FOR CERTAIN BENEFITS FOR PATRICIA SCHAFFER, A RETIRED STATE EMPLOYEE. Sponsors: Senator McDowell; Representatives DiPinto, George. Laid on the table on motion of Senator McDowell. HCR 19 was introduced and considered for adoption on motion of Senator Bair: HCR 19 - HONORING THE BRAVE MEN AND WOMEN OF MOUNT PLEASANT AND CLAYMONT HIGH SCHOOLS WHO SERVED THE UNITED STATES WHO RISKED THEIR LIVES DURING THE PERSIAN GULF WAR. Sponsors: Representative D. Ennis, Senator Hauge; Representatives Hehnier, Brady; Senator Bair. Senators Blevins, Sokola, Sharp, Holloway, Connor were added as co-sponsors to the Resolution at their request after which the roll call vote was taken and revealed 20 Senators voting YES and 1 (Neal) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. At 3:47 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 15th Legislative Day. The Senate convened at 3:47 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Knox. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables – 21. The Secretary announced that a memorandum from Senator Marshall requested that Senator Martin and Representative Jonkliert be added as co-sponsors to SB 62. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 17, HCR 18, HCR 19, SCR 21. The following legislation was introduced and assigned: SB 71 - AN ACT TO AMEND CHAPTER 5, TITLE 11 OF THE DELAWARE CODE RELATING TO CERTAIN CRIMES AGAINST PERSONS ELDERLY. Sponsors: Senators Bair, Holloway, Blevins, Neal; Representative DiPinto, Moore, Maroney. To Judiciary. SA 1 to SB 45. Sponsor: Senator McBride. Placed with the Bill. Senator McBride marked PRESENT. SB 69 - AN ACT TO AMEND CHAPTER 42, VOLUME 53, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT AMENDING, REVISING AND CONSOLIDATING THE CHARTER OF THE CITY OF SEAFORD" RELATING TO THE DUTIES OF CITY MANAGER. (2/3 vote) Sponsors: Senator Venables, Representative Fallon. To Community/County Affairs. SA 1 to SB 49. Sponsor: Senator Holloway. Placed with the Bill. SA 1 to SB 50. Sponsor: Senator McDowell. Placed with the Bill. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor (Not dated) To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: John G. Davis, Sr. 105 Carnoustie Road, Dover, DE 19901, to be appointed as a member of the Unemployment Insurance Appeals Board to serve a six year term to succeed Harold P. Minner, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: John V. Flynn, Jr. 1020 Kent Road, Wilmington, DE 19807, to be reappointed as a member of the Cash Management Policy Board to serve for a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Warner T. Foraker, 302 Clinton Street, Delaware City, DE 19706, to be reappointed as a member of the Industrial Accident Board to serve a six year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Dennis Forney, 817 Savannah Road, Lewes, DE 19958, to be appointed as a member of the Delaware Advisory Council on Natural Areas to serve a four year term to succeed Dorothy Wilkinson who has resigned. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Terrance L. Higgins, R.D. #2, Box 28B, Marydel, DE, 19964, to be reappointed as a member of the Delaware Advisory Council Natural Areas to serve for a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Annie B. King, 189 Ryan Avenue, New Castle, DE 19720, to be reappointed as a member of the Consumer Affairs Board to serve for a four year term. Your consideration of this nomination is appreciated. To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Margarete Fall MacLeish, 730 East Division Street, Dover, DE 19901, to be appointed as a member of the State Personnel Commission to serve for a term expiring March 28, 1993, to succeed Althea R. DeBrule, who has resigned. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Fred M. McKee, Post Office Box 192, Bridgeville, DE 19935, to be appointed as a member of the State Coastal Zone Industrial Control Board to serve for a five year term to succeed Robert Tunnell, whose term has expired. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Arlene Dale Stratton, 407 May Road, Greenville, DE 19807, to be appointed as a member of the Board of Pension Trustees to serve for a four year term to succeed Ernst Dannemann, who has resigned. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Timothy E. Targett, 39 Sussex Drive, Lewes, DE 19958, to be reappointed as a member of the Atlantic States Marine Fisheries Commission to serve for a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: John W. Whiby, Box 254E, R.D. #1, Dover, DE 19901, to be appointed a Commissioner of the Delaware River and Bay Authority to serve a five year term to fill a new position. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor HB 52 was taken up for consideration on motion of Senator Sokola: HB 52 - AN ACT TO AMEND CHAPTER 15B, VOLUME 36, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT CHANGING THE NAME OF 'THE TOWN OF DOVER' TO 'THE CITY OF DOVER' AND ESTABLISHING A CHARTER THEREFORE" RELATING TO THE CIVILIAN PENSION PLAN. (2/3 vote) The Bill was then laid on the table on further motion of Senator Sokola. HB 53 was taken up for consideration on motion of Senator Sokola: HB 53 - AN ACT TO AMEND CHAPTER 15B, VOLUME 36, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT CHANGING THE NAME OF 'THE TOWN OF DOVER' TO 'THE CITY OF DOVER' AND ESTABLISHING A CHARTER THEREFORE" RELATING TO REPLACEMENT OF THE COUNCIL PRESIDENT. (2/3 vote) The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Holloway) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. A messenger from the Governor was announced and admitted. HB 90 was taken up for consideration on motion of Senator Sokola: HB 90 - AN ACT TO AMEND AN ACT BEING CHAPTER 28B, VOLUME 64, LAWS OF DELAWARE, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF LAUREL" TO CHANGE THE FISCAL YEAR AND TO MAKE OTHER CHANGES FOR FIXING OF THE BUDGET NECESSITATED BY THE CHANGE IN THE FISCAL YEAR. (2/3 vote) The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Holloway) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. HB 115 was taken up for consideration on motion of Senator Sokola: HB 115 - AN ACT TO AMEND CHAPTER 15B, VOLUME 36, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT CHANGING THE NAME OF 'THE TOWN OF DOVER' TO 'THE CITY OF DOVER' AND ESTABLISHING A CHARTER THEREFOR" RELATING TO CREATION OF AN ELECTION BOARD AND COUNCIL APPOINTMENTS. (2/3 vote) Roll call vote on HB 115 was taken and revealed 20 Senators voting YES, and 1 (Holloway) ABSENT; therefore, the Bill was declared adopted by the Senate and returned to the House. At 4:05 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:03 p.m.; Lt. Governor Wolf presiding. The Journal of the previous day was approved as read on motion of Senator Sharp. SB 68 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator McDowell. No objection. SB 68 - AN ACT RELATING TO ELIGIBILITY FOR CERTAIN BENEFITS FOR PATRICIA SCHAFFER, A RETIRED STATE EMPLOYEE. Senator Still and Connor commented on the Bill after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Holloway and Neal) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 24 was lifted from the table for further consideration on motion of Senator Venables. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator McDowell. Senator Venables commented on the bill after which the roll call vote taken which revealed 18 Senators voting YES, 1 (Still) voting NO and 2 (Holloway, Neal) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on SB 24 w/SA 1 was then taken and revealed 19 Senators voting YES and 2 (Holloway and Neal) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #6 was introduced: SCR 20 - EXPRESSING SYMPATHY TO THE FAMILY OF EVERETT D. BRYAN, LOCAL PHARMACIST AND COMMUNITY LEADER, WHO DIED SATURDAY, FEBRUARY 23, 1991 AT THE AGE OF EIGHTY-TWO. Sponsors: Senators Still, Vaughn, Cook, Torbert, Minner; Representatives B. Ennis, Clark, Quillen, Outten, Bennalee, Caulk, Huckabay. SCR 22 - EXPRESSING SYMPATHY TO THE FAMILY OF WILLIAM BRADY, AGE 73, A FORMER LEGISLATOR AND PROMINENT MIDDLETOWN FARMER WHO PASSED AWAY ON WEDNESDAY, MARCH 6, 1991. Sponsors: Representative Vaughn, Representative B. Ennis. SCR 23 - ESTABLISHING A TASK FORCE ON ENVIRONMENTAL EDUCATION IMPLEMENTATION TO REVIEW AND EVALUATE THE ENVIRONMENTAL EDUCATION COMPONENT OF THE 1988 DELAWARE ENVIRONMENTAL LEGACY REPORT AND RECOMMEND A WORKABLE PLAN FOR ITS IMPLEMENTATION, INCLUDING WAYS AND MEANS. Sponsors: Senator Minner, Representative Carey. SCR 24 - EXPRESSING APPRECIATION TO THE DELAWARE COUNCIL OF FARM ORGANIZATIONS AND THE UNIVERSITY OF DELAWARE FOR HOSTING THE 21ST ANNUAL DELAWARE AGRICULTURAL INDUSTRY DINNER ON MARCH 16, 1991. Sponsors: Senator Adams, Representative Caulk; Senators Cook, Cordrey, Vaughn, Venables, Still; Representatives Carey, Fallon, Clark, Lofink, Quillen, Bunting, Schroeder. SCR 25 - PROCLAIMING MARCH 17-23, 1991, AS DELAWARE AGRICULTURE WEEK AND REAFFIRMING SUPPORT OF DELAWARE'S NUMBER ONE INDUSTRY. Sponsors: Senator Adams, Representative Caulk; Senators Cook, Cordrey, Vaughn, Venables, Still; Representatives Carey, Fallon, Clark, Lofink, Quillen, Bunting, Schroeder. HCR 12 - COMMENDING THE CLAYTON FIRE COMPANY ON ITS UPCOMING ONE HUNDREDTH ANNIVERSARY (1891-1991) AND EXTENDING MANY THANKS FOR THE FINE AND EXEMPLARY SERVICE THEY HAVE PERFORMED OVER THE YEARS AND FURTHER WISHING THE COMPANY BEST OF SUCCESS IN ITS FUTURE. Sponsors: Representative B. Ennis, Senator Vaughn, Representative Clark, Cook, Torbert, Minner. HCR 18 - HONORING THE DELAWARE STUDENTS IN THE FRIENDSHIP CARAVAN WHO WILL TRAVEL TO THE SOVIET UNION AS PART OF A PEOPLE TO PEOPLE FRIENDSHIP CARAVAN. Sponsors: Representative Carey, Senator Minner, all Representatives; Senators Adams, Cook, Holloway, McBride, McDowell, Sokola, Torbert, Venables, Bair, Haage, Knox, Neal, Still. The roll call vote on the Calendar was taken and revealed 19 Senators voting YES and 2 (Knox, Neal) ABSENT; therefore, the Resolutions were declared adopted; the House Concurrent Resolutions were returned to the House and the Senate Concurrent Resolutions were sent to the House for consideration. The following legislation was introduced and assigned: SB 72 - AN ACT TO AMEND THE CONVEYANCE OF THE FISHER-MARTIN HOUSE TO THE CITY OF LEMES; TO PERMIT THE CITY OF LEMES TO OPERATE THE HOUSE AS A CONFERENCE AND VISITORS CENTER; TO PERMIT THE CITY OF LEMES TO RESTORE THE SAME UNDER THE OVERSIGHT OF THE DIVISION OF HISTORICAL AND CULTURAL AFFAIRS. Sponsors: Senator Minner, Representative Schroeder. To Community/County Affairs. SB 73 - AN ACT TO AMEND CHAPTER 39, TITLE 31, DELAWARE CODE, RELATING TO ADULT PROTECTIVE SERVICES. (2/3 vote) Sponsor: Senator Holloway. To Health-Social Services/Aging. SB 74 - AN ACT TO AMEND VOLUME 67, CHAPTER 335, LAWS OF DELAWARE, MAKING AN APPROPRIATION AND AUTHORIZING POSITIONS FOR THE DELAWARE HEALTH CARE COMMISSION AND RELATED PROGRAMS OF THE DEPARTMENT OF HEALTH AND SOCIAL SERVICES, ETC. Sponsors: Senator Holloway, Representative Maroney; Senators Cook, McBride, Still, Vaughn; Representatives Corrozi, DiPinto, West. To Health-Social Services/Aging. The personal privilege of the floor was extended to Senator Bair who commented on the problems in Family Court. Senators Adams and McDowell responded to Senator Bair's remarks. At 5:32 p.m. on motion of Senator Sharp, the Senate recessed until March 26, 1991 at 2:00 p.m. The Senate reconvened at 2:47 p.m., March 26, 1991; Lt. Governor Wolf presiding. The Secretary announced that a message from the House informed the Senate that it had passed HB 34 w/HA 1; HB 60; HB 142 w/HA 1; HS 1 for HB 43 and adopted HCR 3, HCR 10, HJR 3, SCR 8. The Secretary announced that a memorandum from Senator Holloway requested that Senator Blevins be added as co-sponsor to SB 73. The Secretary announced that a message from the Chief Clerk of the House informed the Senate that Representatives Ewing, Carey, Petrilli signed SCR 8 as co-sponsors on March 21, 1991. SB 74 was reported out of the Health-Social Services/Aging Committee: 5 Merits. The following legislation was introduced and assigned: SA 1 to HB 52. Sponsor: Senator Still. Placed with the Bill. SB 75 - AN ACT TO AMEND CHAPTER 23, TITLE 18, DELAWARE CODE, RELATING TO UNFAIR PRACTICES IN INSURANCE. Sponsor: Senator Holloway. To Insurance and Elections SB 76 - AN ACT TO AMEND PART II, CHAPTER 7, TITLE 16, DELAWARE CODE, RELATING TO CONFIDENTIALITY OF RECORDS OF SEXUALLY TRANSMITTED DISEASES. Sponsor: Senator Holloway. To Health-Social Services/Aging. HB 34 w/HA_1 - AN ACT TO AMEND CHAPTER 47, TITLE 29 OF THE DELAWARE CODE RELATING TO MEDICAL EXAMINERS. Sponsors: Representatives Davis, Ewing, Hebner, Lee, Bennett, Houghton; Senator Holloway. To Judiciary. HB 58 - AN ACT TO AMEND CHAPTER 28, TITLE 18 OF THE DELAWARE CODE RELATING TO WORKMEN'S COMPENSATION INSURANCE. Sponsors: Representatives Oberle, Davis, Campanelli; Senator Marshall. To Insurance and Elections. HB 60 - AN ACT TO AMEND CHAPTER 21, TITLE 21 OF THE DELAWARE CODE RELATING TO THE REQUIREMENT OF INSURANCE FOR MOTOR VEHICLES. Sponsors: Representatives Davis, D. Ennis, Boykin, DiPinto, Jonkert, Sills. To Public Safety. HB 142 w/HA_1 - AN ACT TO AMEND CHAPTER 55 TITLE 29, DELAWARE CODE, RELATING TO STATE EMPLOYEES' PENSION PLAN. Sponsors: Representative Oberle, Senator McBride. To Finance. HRJ 1 - RESOLUTION IN SUPPORT OF THE DELAWARE ALLIANCE TO IMPROVE TRANSPORTATION, COMMERCE AND THE ENVIRONMENT AND ITS CONCERN OVER THE NECESSITY TO REAUTHORIZE THE FEDERAL SURFACE TRANSPORTATION ACT BY OCTOBER 1, 1991. Sponsors: Representative Roy, Senator Martin. To Highways and Transportation. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Almetia J. Murray, 103 Maple Drive, Lewes, DE 19958, to be reappointed as a Justice of the Peace, in and for Sussex County, to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor March 19, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Thomas J. Orr, 2502 Bay Avenue, Lewes, DE 19958, to be reappointed as a Justice of the Peace, in and for Sussex County, to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * STATE OF DELAWARE Office of the Governor (Undated) To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Stuart David Moore, 9 Odessa Avenue, Lewes, DE 19958, to be appointed as a Justice of the Peace, in and for Sussex County, State of Delaware, to serve a four year term to succeed William Hopkins, Jr., whose term has expired. Your consideration of this nomination is appreciated. (Signed) Sincerely, Michael N. Castle, Governor * * * * * The privilege of the floor was extended to Senator Venables. He introduced to the Senate, Miss Katrina Bubas, student of Delmar High School and Governor to the YMCA Youth in Government. At 2:57 p.m. on motion of Senator Sharp the Senate adjourned to immediately convene for the 16th Legislative Day. 16TH LEGISLATIVE DAY March 26, 1991 The Senate convened at 2:57 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Blevins. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Baker, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Winner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SB 74 was taken up for consideration on motion of Senator Holloway. SB 74 - AN ACT TO AMEND VOLUME 67, CHAPTER 335, LAWS OF DELAWARE, MAKING AN APPROPRIATION AND AUTHORIZING POSITION FOR THE STATE HEALTH CARE COMMISSION AND RELATED PROGRAMS OF THE DEPARTMENT OF HEALTH AND SOCIAL SERVICES, ETC. Several Senators entered into discussion of the Bill during which the privilege of the floor was extended to Barbara Evans, Department of Health and Social Services, Joan Robinson-Medland, Dover Family Physicians, and John Fraser, Controller General's Office, after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Cordrey, Torbert) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. At 3:35 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:44 p.m.; Lt. Governor Wolf presiding. The Secretary read a memorandum from Senator Connor stating that Representative Ritchie has signed as a co-sponsor to SCR 29. SB 48 was taken up for consideration on motion of Senator Cordrey: SB 48 - AN ACT TO AMEND TITLE 9, DELAWARE CODE, RELATING TO MILEAGE RATES FOR OFFICERS OR EMPLOYEES OF THE COUNTIES. The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Torbert) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. HB 52 was lifted from the table for further consideration on motion of Senator Sokola. SA1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Still. Senators Cook and Holloway commented on the amendment. The roll call vote was taken and revealed 20 Senators voting YES and 1 (Torbert) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on HB 52 w/SA 1 was then taken; however, the roll call was laid on the table before being announced on motion of Senator Sokola. A messenger from the Governor was announced and admitted. The following messages from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor March 26, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: James Julian, 4800 Kennett Pike, Wilmington, DE 19807, to be reappointed as a Commissioner of the Delaware River and Bay Authority to serve a five year term. Your consideration of this nomination is appreciated. To the Senate of the 136th General Assembly of the State of Delaware: The following nomination, submitted to the Senate on January 24, 1991, is hereby formally withdrawn: Earp F. Jennings, Jr. Sincerely (Signed) Michael N. Castle, Governor The following legislation was introduced and assigned to committee: SB 77 - AN ACT TO AMEND CHAPTER 33, TITLE 19 OF THE DELAWARE CODE RELATING TO UNEMPLOYMENT COMPENSATION. Sponsors: Senators Neal, Venables. To Labor and Industrial Relations. SB 78 - AN ACT TO AMEND TITLE 24, DELAWARE CODE, RELATING TO THE ESTABLISHMENT OF A REGULATORY COMMITTEE FOR PHYSICIAN ASSISTANT PRACTICE EMPOWERED BY THE BOARD OF MEDICAL PRACTICE; TO PROVIDE FOR THE MAXIMUM UTILIZATION OF QUALIFIED PHYSICIAN ASSISTANTS IN THE PROVISION OF HEALTH CARE TO THE CITIZENS OF DELAWARE, IN ANY HEALTH CARE PRACTICE SETTINGS, UNDER THE SUPERVISION OF PHYSICIANS LICENSED UNDER CHAPTER 17 OF THIS TITLE. Sponsors: Senators Holloway, Still, Hauge, Knox, Bair, Cordrey; Representatives Moore, Sills, Oberle, George, Gilligan, Campanelli, Hebner, Amick, Jonkert. To Administrative Services. SB 79 - AN ACT TO AMEND TITLE 11, DELAWARE CODE RELATING TO THE IMPOSITION OF THE DEATH PENALTY. Sponsors: Senators Sharp, Adams; Representative Spence. To Judiciary. SCR 26 was introduced. SCR 26 - A MEMORIAL TO MEMBERS OF THE DELAWARE CONGRESSIONAL DELEGATION AND THE CONGRESS OF THE UNITED STATES URGING THEM TO DENY FINANCIAL AID AND DIPLOMATIC RECOGNITION TO VIETNAM, CAMBODIA, AND LAOS; CONTINUE FUNDING OF THE POW/MIA SPECIAL INVESTIGATION BY THE UNITED STATES SENATE; FORM A SENATE SELECT COMMITTEE ON POW/MIA AFFAIRS; AND SUPPORT THE PASSAGE OF THE POW/MIA TRUTH BILL (H.R. 1147) THAT RELATES TO THE DECLASSIFICATION OF LIVE SIGHTING INFORMATION ON AMERICAN SERVICE PERSONNEL MISSING OR REPORTED KILLED IN ACTION. Sponsors: Senator Vaughn, Representatives Ewing; Senators McBride, Sharp, Minner; Representatives Carey, B. Ennis. The Resolution was laid on the table. Senator Adams commented on remarks made on a previous day by Senator Bair concerning the Family Court. Senator Sharp commented on the excessive amount of speeders on Delaware highways. At 5:04 p.m. on motion of Senator Sharp, the Senate recessed until 3:30 p.m., March 27, 1991. The Senate reconvened at 3:48 p.m., March 27, 1991; Lt. Governor Wolf presiding. Senator Torbert marked PRESENT. On motion of Senator Sokola, the roll call vote on HB 52 w/SA 1 was lifted and announced. The roll call revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and returned to the House for consideration of the Senate Amendment. The following Committee reports were announced: From the Administrative Services Committee: SB 23 - 3 Merits; SB 32 - 3 Merits. From the Education Committee: SB 45 - 3 Merits; HB 24 w/HA 1 - 3 Merits. SENATE CITATION ANNOUNCEMENT #3 containing S91:017-039 inclusive was introduced and partially read and considered as a complete reading on motion of Senator Sharp. No objection. At 3:55 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 17th Legislative Day. 17TH LEGISLATIVE DAY March 27, 1991 The Senate convened at 3:55 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Connor. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SCR 28 was lifted from the table for further consideration on motion of Senator Vaughn. Senators Bair, Knox, Still marked PRESENT. The privilege of the floor was extended to Captain (Retired) Eugene McDaniel, U.S. Navy representing the American Defense Institute. Several Senators entered into discussion of the Resolution. The roll call vote on the Resolution was taken and revealed 20 Senators voting YES and 1 (Minner) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. Senators Hauge, Martin, Neal marked PRESENT during the above roll call. The roll call vote on SB 17 w/SA 1,2 was lifted on motion of Senator Holloway and announced: YES: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, Minner, Neal, Still, Torbert, Vaughn - 16; NO: Senators McBride, McDowell, Sharp, Sokola, Venables - 5. The Bill was declared passed by the Senate and sent to the House for consideration. SR 14 was stricken on motion of Senator Holloway. SB 23 was taken up for consideration on motion of Senator McBride. SB 23 - AN ACT TO AMEND TITLE 1, TITLE 6 OF THE DELAWARE CODE RELATING TO THE PROVISION OF TELEPHONE SERVICE FOR PERSONS WITH SPEECH AND HEARING IMPAIRMENTS. Senator Bair commented on the Bill after which it was laid on the table on further motion of Senator McBride. Senator Minner marked PRESENT. SCR 30 was introduced and considered for adoption on motion of Senator McBride: SCR 30 - CALLING FOR THE IMMEDIATE RELOCATION OF JUSTICE OF THE PEACE COURTS 7 AND 16 IN DOWEN AS A RESULT OF SERIOUS TERMITE INFESTATION AT THE EXISTING FACILITY. Sponsors: Senators McBride, Minner, Still; Representatives B. Ennis, Jonkliert. The privilege of the floor was extended to George Hale, Secretary of the Department of Administrative Services, and several Senators entered into discussion of the Resolution after which the roll call vote was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #7 was introduced: SCR 27 - COMMENDING DR. LOUISE V. MASLIN FOR HER YEARS OF SERVICE TO PUBLIC EDUCATION IN DELAWARE. Sponsors: Senators Bair, Knox, Hauge; Representatives Maroney, Smith, Boykin, D. Ennis, George, Brady. SCR 28 - CONGRATULATING DR. FRANK FURGELLE FOR HIS MANY YEARS OF SERVICE TO PUBLIC EDUCATION IN DELAWARE AND WISHING HIM WELL IN HIS RETIREMENT AS SUPERINTENDENT OF THE BRANDYMINE SCHOOL DISTRICT. Sponsors: Senators Bair, Knox, Hauge; Representatives Maroney, Smith, Boykin, D. Ennis, George, Brady. SCR 29 - COMMENDING RENEE O'LEARY, ON HER SELECTION TO RECEIVE THE 1991 CHRISTA McAULIFFE SCHOLARSHIP AWARD. Sponsors: Senators Connor, Bair, McBride; Representatives Fallon, Mack, Reynolds, Spence, Still. HCR 3 - URGENTLY REQUESTING THE DELAWARE ADMINISTRATIVE COMMISSION ESTABLISHED PURSUANT TO CHAPTER 101, TITLE 29, DELAWARE CODE, TO IMPLEMENT AND PURSUE ITS LEGAL TASK WITH RESPECT TO THE OFFICIAL PUBLICATION OF A REGISTER OF REGULATIONS AT THE OFFICE OF SECRETARY OF STATE. Sponsors: Representatives Clark, Moore, Houghton, Bennett, VanSant, B. Ennis, West, Quillen, Ewing, Caulk, Lee; Senators Cook, Minner, Holloway, Still. HCR 10 - COMMENDING THE LANDLORD-TENANT STUDY COMMITTEE AND EXTENDING THE DATE BY WHICH THE LANDLORD-TENANT STUDY COMMITTEE IS TO ISSUE ITS FINAL REPORT. Sponsors: Representatives DiPinto, Boykin, Smith, D. Ennis, Stills, VanSant, Jonkliert; Senators Holloway, Minner, Bair, Connor. On motion of Senator McDowell and without objection, HCR 3 was removed from the Calendar after which the roll call vote was taken and revealed 20 Senators voting YES and 1 (Holloway) ABSENT; therefore the Resolutions were declared adopted. The House Concurrent Resolutions were returned to the House and the Senate Concurrent Resolutions were sent to the House for consideration. SB 80 was stricken at the request of Senator Martin. SB 80 was introduced and assigned to Judiciary Committee. SB 80 - AN ACT TO AMEND TITLE 11 OF THE DELAWARE CODE RELATING TO POSSESSION OF A DEADLY WEAPON DURING THE COMMISSION OF A CRIME. Sponsors: Senators Minner, Adams, Vaughn, McBride, J. Still; Representatives Brady, Davis, B. Ennis, Ewing, Hebner, Houghton, Jonkliert, Oberle, Spence, VanSant. At 5:17 p.m. on motion of Senator Sharp, the Senate recessed until March 28, 1991 at 2:00 p.m. The Senate, with Senator Cordrey presiding, reconvened at 2:13 p.m., March 28, 1991. HB 12] w/HA 1 was reported out of the Revenue and Taxation Committee: 4 Merits. The Secretary announced that a message from the House informed the Senate that it had passed HB 80 w/HA 1; HB 135; HB 111 and adopted HCR 22; HCR 23; HCR 24; HCR 21; SCR 30; SCR 26; SCR 20; SCR 22; SCR 24; SCR 25. The following legislation was introduced and assigned to committee: HB 80 w/HA 1 - AN ACT TO AMEND TITLE 21, DELAWARE CODE, RELATING TO OCCUPANT PROTECTION SYSTEMS, VEHICLE STRUCTURE AND CONDITION THEREOF. Sponsors: Representatives Petrilli, Spence, Maroney; Senators Holloway, Neal; Representatives Amick, Boykin, Buckworth, Corrozi, DiPinto, D. Ennis, Fallon, Reynolds, Roy, Smith, Hebner, Taylor, Bunting, Clark, Gilligan, Jonkiert, Moore, Soles; Senators Bair, Knox. To Public Safety. HB 111 - AN ACT TO AMEND CHAPTER 43, TITLE 21 OF THE DELAWARE CODE RELATING TO WHEN LIGHTED LAMPS ARE REQUIRED. (2/3 vote) Sponsors: Representatives Maroney, Brady, Amick, Boykin, Carey, Corrozi, Bunting, Campanelli, Clark, Jonkiert, Soles. To Public Safety. HB 135 - AN ACT TO AMEND CHAPTER 39, TITLE 25, DELAWARE CODE, RELATING TO LIENS. Sponsors: Representatives West, Amick, Brady, Bunting, Campanelli, Carey, Caulk, Clark, Corrozi, Davis, B. Ennis, Ewing, Fallon, Jonkiert, Lee, Moore, Reynolds, Stills, Spence; Senators Adams, Minner. To Administrative Services. SA 1 and SA 2 to HB 80. Sponsor: Senator McBride. Placed with the Bill. SB 81 - AN ACT TO AMEND CHAPTER 80, TITLE 15, DELAWARE CODE, RELATING TO CAMPAIGN CONTRIBUTIONS AND EXPENDITURES. Sponsors: Senator Sokola, Representative Amick. To Elections. SB 82 - AN ACT TO AMEND CHAPTER 17, TITLE 24 OF THE DELAWARE CODE RELATING TO PHYSICIANS' RECORDS. (2/3 vote) Sponsor: Senator Knox. To Health-Social Services/Aging. SB 83 - AN ACT TO AMEND CHAPTER 79, TITLE 29 OF THE DELAWARE CODE RELATED TO THE DEPARTMENT OF HEALTH AND SOCIAL SERVICES. Sponsor: Senator Holloway. To Health-Social Services/Aging. SB 84 - AN ACT TO AMEND TITLE 14 AND TITLE 29 RELATING TO LEAVE OF ABSENCE FOR MILITARY SERVICE. Sponsors: Senator Blevins, Representative Smith; Senators Adams, Cook, Cordrey, Holloway, Marshall, Martin, McBride, McDowell, Minner, Sharp, Sokola, Torbert, Vaughn, Venables, Bair, Connor, Knox, Hauge, Neal, Still; Representatives Amick, Boykin, Buckworth, Carey, Caulk, Corrozi, Davis, DiPinto, D. Ennis, Ewing, Fallon, Hebner, Lee, Loifink, Mack, Maroney, Oberle, Petrilli, Quillen, Reynolds, Roy, Spence, Taylor, Bunting, B. Ennis, George, Gilligan, Moore, Outten, Schroeder, West. Laid on the table on motion of Senator Blevins. At 2:20 p.m., on motion of Senator Sharp, the Senate adjourned to immediately convene for the 18th Legislative Day. 18TH LEGISLATIVE DAY March 28, 1991 The Senate convened at 2:20 p.m.; Senator Cordrey presiding. A Prayer was offered by Senator Sokola. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables – 21. The Journal of the previous day was approved as read on motion of Senator Sharp. Senator Sokola marked PRESENT. The Secretary read messages from the Chief Clerk of the House which informed the Senate that Representative Bennett signed SCR 22 as an additional sponsor on March 27, 1991 and Representative Clark signed SCR 26 as an additional sponsor on March 27, 1991. The Secretary announced that a memo from Senator Blevins informed the Senate that Representative Jonkiert signed as a co-sponsor to SB 84. Also a memo from Senator Cordrey informed the Senate that Senators Adams and Venables signed as co-sponsors of SB 48. Easter lilies were presented to each Senator by students from the Vocational-Industrial Clubs of America. The privilege of the floor was extended to William Dannenhauer, representing the Department of Public Instruction of the State of Delaware, and the following students: Tammy Ward, Tresa Irvins, Lisa Ralph, Quang Le and Timothy Scherick. Senator Sharp expressed the appreciation of the Senate to the students. SB 84 was lifted from the table for further consideration on motion of Senator Blevins under suspension of the necessary rules. No objection. SA 1 to the Bill (Sponsor: Senator Blevins) was introduced and considered for adoption on motion of the Senator. Senator Sharp and Senator Bair commented on the Amendment. Lt. Wolf presiding at 2:40 p.m. The roll call vote on the Amendment was taken and revealed 18 Senators voting YES and 3 (Connor, Martin, McBride) ABSENT; therefore, the Amendment was declared adopted. Senators Cook and Marshall were marked PRESENT during the above roll call. The roll call vote on SB 84 w/SA 1 was then taken and revealed 18 Senators voting YES and 3 (Connor, Martin, McBride) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. Lt. Governor Wolf introduced to the Senate several of his guests who were present in the chamber. At 2:46 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 3:32 p.m., with Senator Cordrey presiding. The following legislation was introduced and assigned: SA 1 to HB 121. Sponsor: Senator McDowell. Placed with the Bill. SA 2 to HB 121. Sponsors: Senators Sharp, McDowell. Placed with the Bill. SB 85 - AN ACT TO AMEND CHAPTER 27, TITLE 18 OF THE DELAWARE CODE RELATING TO INSURANCE FOR RESERVISTS. Sponsor: Senator Stiil. To Insurance and Elections. At 3:33 p.m. Lt. Governor Wolf presided. On motion of Senator Adams, and without objection, the following nominations for appointment by the Governor were considered under suspension of the necessary rules: Senator McBride marked PRESENT. Emperatriz Alai: 18 YES and 3 (Bair, Knox, Stiil) ABSENT; therefore, the appointment was declared confirmed. Senators Connor and Martin marked PRESENT during the above roll call. Linda Neff Bly: 20 Senators voting YES and 1 (Bair) ABSENT; therefore, the appointment was declared confirmed. John E. Burris: 21 Senators voting YES; therefore, the appointment was declared confirmed. Arthur G. Connolly, Jr.: 21 Senators voting YES; therefore, the appointment was declared confirmed. Warner T. Foraker: 21 Senators voting YES; therefore, the appointment was declared confirmed. Dennis Forney: 21 Senators voting YES; therefore, the appointment was declared confirmed. James H. Gilliam, Sr.: 20 Senators voting YES and 1 (McDowell) ABSENT; therefore, the appointment was declared confirmed. Fred M. McKee: 21 Senators voting YES; therefore, the appointment was declared confirmed. Almeta J. Murray: 21 Senators voting YES; therefore, the appointment was declared confirmed. C. Ann Mellius: 20 Senators voting YES and 1 (McDowell) ABSENT; therefore, the appointment was declared confirmed. James Julian: 20 Senators voting YES and 1 (McDowell) ABSENT; therefore, the appointment was declared confirmed. John W. Whitby: 21 Senators voting YES; therefore, the appointment was declared confirmed. HB 121 w/HA 1 was taken up for consideration on motion of Senator Marshall: HB 121 w/HA 1 - AN ACT TO AMEND CHAPTER 3, TITLE 30 OF THE DELAWARE CODE RELATING TO THE ADMINISTRATION OF TAX LAWS IN THE EVENT OF SERVICE IN A COMBAT ZONE. SA 1 to the Bill which had been placed with the Bill was laid on the table on motion of Senator McDowell. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Sharp and the roll call vote taken which revealed 21 Senators voting YES; therefore, the Amendment was declared adopted. The roll call vote on HB 121 w/HA 1 - SA 2 was then taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and returned to the House for consideration on the Senate Amendment. SENATE CONSENT CALENDAR #9 was introduced: SR 15 - CREATING A DEBRIS PIT TASK FORCE TO STUDY ISSUES CONCERNING DEBRIS PITS AND TO MAKE RECOMMENDATIONS TO THE 136TH GENERAL ASSEMBLY TO RECTIFY PROBLEMS ASSOCIATED WITH DEBRIS PITS. Sponsor: Senator Sokola HCR 21 - PROCLAIMING MAY 1991 AS "MOTORCYCLE SAFETY AND AWARENESS MONTH". Sponsors: Representative B. Ennis, Senator Torbert. HCR 22 - REQUESTING THE STATE PUBLIC SERVICE COMMISSION INVESTIGATE AND IMPLEMENT THE USE OF WATER CONSERVATION ORIENTED RATE STRUCTURES BY WATER UTILITIES UNDER ITS JURISDICTION. Sponsors: Representatives Roy Davis, Senator Sharp, Sokola. HCR 23 - COMMENDING KENT COUNTY SALVATION ARMY UPON ITS OPENING OF A NEW 10,000 SQUARE FOOT FACILITY ON FOREST STREET IN DOVER AND EXPRESSING BEST WISHES FOR CONTINUED SUCCESS IN SERVING THE CITIZENS OF KENT COUNTY. Sponsors: Representative Outten, Senator Stiil. The roll call vote on the Calendar was taken and revealed 21 Senators voting YES; therefore, the Resolutions were declared adopted and the House Concurrent Resolutions were returned to the House. HCR 24 was introduced and considered for adoption on motion of Senator Sharp: HCR 24 - ASKING THE PUBLIC SERVICE COMMISSION TO REJECT ARTESIAN WATER COMPANY'S PROPOSAL TO PASS RATE INCREASES ONTO THEIR CUSTOMERS. Sponsors: Representatives Roy, Davis; Senators Sharp, Sokola. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted by the Senate and returned to the House. HCR 3 was introduced and considered for adoption on motion of Senator Cook: HCR 3 - URGENTLY REQUESTING THE DELAWARE ADMINISTRATIVE COMMISSION ESTABLISHED PURSUANT TO CHAPTER 101, TITLE 29, DELAWARE CODE, TO IMPLEMENT AND PURSUE ITS LEGAL TASK WITH RESPECT TO THE OFFICIAL PUBLICATION OF A REGISTER OF REGULATIONS AT THE OFFICE OF SECRETARY OF STATE. Sponsors: Representatives Clark, Moore, Houghton, Bennett, VanSant, B. Ennis, West, Quillen, Ewing, Caulk, Lee; Senators Cook, Minner, Holloway, J. Stiil. The roll call vote on the Resolution was taken and revealed 20 Senators voting YES and 1 (Cordray) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. At 4:16 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., April 16, 1991. The Senate reconvened at 2:28 p.m., April 16, 1991; Lt. Governor Wolf presiding. SB 62 was reported out of the Labor Committee: 1 Favorable, 3 Merits. The Secretary announced that a message from the House informed the Senate that it had passed SB 74; SB 84 w/SA 1; SB 11 w/HA 1 and adopted HCR 23; HCR 26; SCR 27; SCR 28; SCR 29; HJR 27; HJR 2 w/HA 2. The Secretary announced that a message from the Chief Clerk of the House informed the Senate that Representative Bennett signed SCR 28 as an additional sponsor on March 28, 1991. Two communications were partially read into the record; copies were made available to the Senators. 1. From Mr. Douglas B. Synder, The Concord Group RE: House Bill 96 (Blue Collar Jobs Act) 2. From Arkan Say, P.E. President, Tetra Tech/Richardson RE: SCR 15 "1991 Engineer of the Year" The following LEGISLATIVE ADVISORIES were partially read and a copy made available to each Senator: LEGISLATIVE ADVISORY #4 dated February 11, 1991: The following legislation was signed by the Governor on the date indicated: SB 6 (1-31-91) (Volume 68, Chapter 5, Laws of Delaware); HB 96 w/HA 1 (2-8-91) (Volume 68, Chapter 6, Laws of Delaware); HB 87 (2-11-91) (Volume 68, Chapter 7, Laws of Delaware); HB 88 w/HA 1, 2, 3, SA 2, 5, 6, 8 (2-1-91) (Volume 68, Chapter 8, Laws of Delaware); HB 10 (2-8-91) (Volume 68, Chapter 9, Laws of Delaware); SB 11 (2-8-91) (Volume 68, Chapter 10, Laws of Delaware); SB 37 (2-8-91) (Volume 68, Chapter 11, Laws of Delaware); SB 41 (2-8-91) (Volume 68, Chapter 12, Laws of Delaware); SB 46 (2-11-91) (Volume 68, Chapter 13, Laws of Delaware); SB 47 (2-11-91) (Volume 68 Chapter 14, Laws of Delaware); SJR 3 w/HA 1, 2 (2-8-91) LEGISLATIVE ADVISORY #5 dated February 15, 1991: On February 15 the Governor signed SJR 4. LEGISLATIVE ADVISORY #6 dated March 28, 1991: On March 28 the Governor signed SB 12 w/HA 1 (Volume 68, Chapter 15, Laws of Delaware); HB 53 (Volume 68, Chapter 16, Laws of Delaware); HB 90 (Volume 68, Chapter 17, Laws of Delaware); HB 115 (Volume 68, Chapter 18, Laws of Delaware). LEGISLATIVE ADVISORY #7 dated April 9, 1991: on March 28 the Governor signed SB 74 (Volume 68, Chapter 19, Laws of Delaware); On April 4 the Governor signed HB 52 w/SA 1 (Volume 68, Chapter 20, Laws of Delaware); on April 9 the Governor signed SB 84 w/SA 1 (Volume 68, Chapter 21, Laws of Delaware) and HB 121 w/HA 1, SA 2 (Volume 68, Chapter 22, Laws of Delaware). At the request of Senator Knox, the privilege of the floor was extended to Vytas Navickas, Minister of Economics of Lithuania, who addressed the Senate through an interpreter, Idalia Merkeviciene. At 2:40 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 19th Legislative Day. 19TH LEGISLATIVE DAY April 16, 1991 63 The Senate convened at 2:40 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Still. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SENATE CITATION S91:047 was read: "EXTENDING THE SINCERE SYMPATHY OF THE SENATE TO STATE SENATOR ROGER A. MARTIN AND HIS FAMILY ON THE RECENT PASSING OF THE SENATOR'S FATHER, MR. OSCAR A. MARTIN, OF LAUREL," signed by Senator Cordey, President Pro Tempore, Bernard J. Brady, Secretary of the Senate, and Senator Sharp. Sponsors: Senators Cordrey & Sharp, McDowell, Holloway, Marshall, Hauge, Bair, Knox, Blevins, Sokola, Neal, Connor, McBride, Vaughn, Cook, Torbert, Still, Minner, Adams and Venables. SB 62 was taken up for consideration on motion of Senator Marshall: SB 62 - AN ACT TO AMEND CHAPTER 7, TITLE 19 OF THE DELAWARE CODE RELATING TO THE EMPLOYMENT OF STRIKEBREAKERS. Senators Venables and Hauge commented on the legislation. The following letter concerning the aforementioned legislation was read and made part of this Journal at the request of Senator Hauge: YOUNG, COMAWAY, STARGATT & TAYLOR P.O. Box 391 Wilmington, Delaware 19899 April 16, 1991 BY FAX Paul H. Morrill Director of Government Relations Delaware Contractors Association 13 Millside Drive Wilmington, DE 19899 RE: S.B. 62 Dear Paul: You have asked me to review Senate Bill No. 62 entitled the "Strikebreaker Employment Act" and render an opinion on its legality. The law, in essence, prohibits employers from either temporarily or permanently replacing strikers for at least six months after a labor dispute begins, and requires that if an employer replaces strikers at any time, even after six months, it must continue to maintain in effect all of the strikers' insurance benefits for as long as the replacements are employed. In my opinions, the proposed legislation would be preempted by existing federal law. As you know, the National Labor Relations Act ("NLRA") governs the relationships between employers and unionized employees. Under that law, unions have the right to strike; employers are given the right to temporarily or permanently replaced strikers in order to try to continue in business in the face of the economic pressure engendered by a strike. Currently, there is legislation pending in Congress that, if passed, would amend the National Labor Relations Act to prohibit employers from permanently replacing strikers. SB 62 would go considerably beyond this. It has repeatedly been held that the NLRA preempts the field of labor relations, with a few limited exemptions such as in matters involving violence, where the police power of the States can be invoked. SB 62 clearly is an attempt to legislate in the area reserved for federal law. It would not only do away with the ability to permanently replace strikers for at least six months but would even prevent temporary replacements. In effect, employers would be required to deal with the threat of a strike with both hands tied behind their backs. No employer in this economic climate could simply shut down operations for six months, and the NLRA does not require that this be done. Thus, the careful balance in the NLRA between the rights of unions and employers would be severely disrupted. Passage of this law would, as the United States Supreme Court has stated, "upset the balance of power between labor and management expressed in our national labor policy." Teamsters Local 20 v. Morton, 377 U.S. 252, 260 (1964). In addition §741 of SB 62, which requires the continuation of striking employees' benefits, is in direct conflict with, and would be preempted by, the Employee Retirement Income Security Act ("ERISA"). A portion of that law known as the Consolidated Omnibus Budget Reconciliation Act ("COBRA") deals with benefits issues involving employees separated from the work force, and specifically exempts strikers from coverage. A state law that tries to give strikers rights inconsistent with and far beyond those contained in the federal law would be held to be preempted. The law has a variety of other questionable aspects but these are the two areas that are the most seriously in conflict with federal law. Very truly yours, (Signed) Sheldon N. Sandler Several Senators entered into a lengthy discussion of the Bill and the privilege of the floor was extended to Arthur Connolly, III, Senate Attorney, after which the Bill was laid on the table on motion of Senator Marshall. At 3:22 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:20 p.m.; Lt. Governor Wolf presiding. The following legislation was introduced and assigned: SA 1 to HB 6. Sponsors: Senators Sokola, Hauge. Placed with the Bill. SA 2 to SB 25. Sponsor: Senator McBride. Placed with the Bill. SA 3 to HB 80. Sponsor: Senator McBride. Placed with the Bill. SB 86 - AN ACT TO AMEND CHAPTER 50, TITLE 29 RELATING TO CERTAIN EMPLOYEES OF THE FORMER DIVISION OF HOUSING AND CERTAIN EMPLOYEES OF THE DELAWARE STATE HOUSING AUTHORITY. Sponsor: Senator Cordrey. To Finance. SB 87 - AN ACT REQUIRING CERTAIN STATE-OWNED BUILDINGS TO DISPLAY P.O.W-M.I.A. FLAGS. Sponsors: Senator McBride, Representative Spence; Senators Adams, Blevins, Cook, Cordrey, Holloway, Marshall, Martin, McDowell, Minner, Sharp, Sokola, Torbert, Vaughn, Venables, Bair, Connor, Hauge, Knox, Neal, Still; Representatives Bennett, Boykin, Brady, Buckworth, Bunting, Campanelli, Carey, Caulk, Clark, Corrozi, Davis, DiPinto, B. Ennis, D. Ennis, Ewing, Fallon, Gilligan, Hebner, Houghton, Jonkliert, Lee, Lofink, Mack, Moore, O'Brien, O'Donnell, Petrilli, Quillen, Reynolds, Roy, Schroeder, Stills, Taylor, VanSant West. To Executive. SA 1 to SB 62. Sponsor: Senator Marshall. Placed with the Bill. HJR 2 w/HA 2 - EXTENDING THE DATE BY WHICH THE COURT CONSOLIDATION COMMITTEE IS TO ISSUE ITS DRAFT MUNICIPAL COURT CONSOLIDATION BILL. Sponsors: Representatives DiPinto, George, Stills, Jonkliert; Senators Holloway, Marshall, McDowell. To Judiciary. HB 13 was reported out of the Sunset Committee: 3 Merits. SB 23 was lifted from the table for further consideration on motion of Senator McBride. A messenger from the Governor was announced and admitted. SA 1 to SB 23 which had been placed on the Bill was considered for adoption on motion of Senator Marshall and the roll call vote taken which revealed 21 Senators voting YES; therefore, the Amendment was declared adopted. The roll call vote on SB 23 w/SA 1 was then taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 11 which had previously passed the Senate, and having been amended by HA 1, was taken up for reconsideration. The roll call vote on SB 11 w/HA 1 was therefore taken and revealed 21 Senators voting YES; therefore the Bill was declared passed by the Senate and sent to the Governor for his consideration. At 4:34 p.m. on motion of Senator Sharp the Senate recessed until 3:30 p.m., April 17, 1991. The Senate reconvened at 4:30 p.m., April 17, 1991 with Lt. Governor Wolf presiding. The Secretary announced that a message from the House informed the Senate that it had passed HB 30, HB 31, HB 112. SB 78 was reported out of the Administrative Services Committee: 3 Merits. The following legislation was introduced and assigned: HB 30 - AN ACT PROPOSING AN AMENDMENT TO ARTICLE V, SECTION 2, OF THE CONSTITUTION OF THE STATE OF DELAWARE RELATING TO QUALIFICATIONS FOR VOTING AND FORFEITURE OF RIGHT. (2/3 vote) Sponsors: Representatives Davis, Corrozi, D. Ennis, Hebner, Roy, Maroney, Petrilli, Soles; Senator Neal, Holloway. To Executive. HB 112 - AN ACT TO AMEND CHAPTER 17, TITLE 15 OF THE DELAWARE CODE RELATING TO THE QUALIFICATIONS FOR REGISTRATION AS A QUALIFIED VOTER. Sponsors: Representatives Davis, Corrozi, D. Ennis, Hebner, Maroney, Petrilli, Roy, Soles; Senators Neal, Holloway. To Insurance and Elections. HB 112 - AN ACT TO AMEND CHAPTER 10, TITLE 16 OF THE DELAWARE CODE RELATING TO THE HOSPITAL ADVISORY COUNCIL. Sponsor: Representative Amick. To Health-Social Services/Aging. The following letter of nomination for appointment from the Governor was read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor April 16, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Michael N. Castle, M.D., 18 Halleys Drive, Newark, DE 19711, to be reappointed as a member of the Board of Trustees of the Delaware Institute of Medical Education and Research to serve a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * A messenger from the Governor was announced and admitted. The following letter of nomination for appointment from the Governor was read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor April 17, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Vaughn L. Callaway, R.D. 2, Box 131, Milton, DE 19968 to be reappointed as a member of Sussex County Board of Elections to serve a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * At 4:35 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 20th Legislative Day. 20TH LEGISLATIVE DAY April 17, 1991 The Senate convened at 4:35 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Adams. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables – 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SENATE CITATION ANNOUNCEMENT #4 was partially read and a copy presented to each Senator. The Citation consisted of S91:040-050 inclusive. At the request of Senator Bair, the Citation S91:49 "In Memoriam" for Senator Neal's father was read: STATE OF DELAWARE SENATE In Memoriam Be it hereby known to all that the Senate extends its sincere sympathy to the family of JAMES PRESTON NEAL, Father of our colleague Senator James P. Neal. The Senate offers its respectful condolence and directs this memorial be presented on this 17th day of April 1991. (Signed) Richard S. Cordrey, President Pro Tempore (Signed) Bernard J. Brady, Secretary of the Senate (Signed) Myrna L. Bair, Sponsor; Robert T. Connor, Sponsor Co-sponsors: Senators Cordrey, Sharp, McDowell, Adams, Blevins, Cook, Hauge, Holloway, Knox, Marshall, Martin, McBride, Minner, Sokola, Still, Torbert, Vaughn, Venables. (Signed) Richard S. Cordrey, President Pro Tempore (Signed) Bernard J. Brady, Secretary of the Senate (Signed) Myrna L. Bair, Sponsor; Robert T. Connor, Sponsor Co-sponsors: Senators Cordrey, Sharp, McDowell, Adams, Blevins, Cook, Hauge, Holloway, Knox, Marshall, Martin, McBride, Minner, Sokola, Stiill, Torbert, Vaughn, Venables. Senators Holloway, Neal, Winner marked PRESENT. HB 13 was taken up for consideration on motion of Senator Venables: HB 13 AN ACT TO AMEND CHAPTER 102, TITLE 29 OF THE DELAWARE CODE RELATING TO THE FINAL REPORT OF THE JOINT SUNSET COMMITTEE. The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Cordrey) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. Senator McBride marked PRESENT during the above roll call. Lt. Governor Wolf introduced to the Senate: Katrina Bubas, Governor of the Youth in Government Program and invited Ms. Bubas to address the Senate. At 4:53 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:18 p.m. with Senator Sharp presiding. SB 61 was reported out of the Finance Committee: 6 Merits. The following legislation was introduced: SA 1 to SB 77. Sponsor: Senator Neal. Placed with the Bill. SB 88 - AN ACT TO AMEND CHAPTERS 5, 9, 13 AND 95 OF TITLE 10, DELAWARE CODE, RELATING TO APPEALS IN CERTAIN CIVIL ACTIONS. Sponsors: Senators Sharp, Vaughn, Hauge; Representatives Hebner, Outten. Assigned to Judiciary Committee. At 5:21 p.m. on motion of Senator Cook, the Senate recessed until 2:00 p.m., April 18, 1991. The Senate reconvened at 2:12 p.m., April 18, 1991 with Senator Cordrey presiding. Senator Cordrey marked PRESENT. SB 64 was reported out of the Community/County Affairs Committee: 3 Merits. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 29, HCR 30, HCR 31. At 2:17 p.m. Lt. Governor Wolf presided. At 2:17 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 21st Legislative Day. 21ST LEGISLATIVE DAY April 18, 1991 The Senate convened at 2:17 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Meal. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Stiill, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SB 88 was introduced and laid on the table on motion of Senator Sokola (no objection): SB 89 - AN ACT TO AMEND TITLE 4 OF THE DELAWARE CODE RELATING TO ALCOHOLIC LIQUORS. Sponsor: Senator Sokola. SB 64 was taken up for consideration on motion of Senator Minner: SB 64 - AN ACT TO AMEND CHAPTER 215, VOLUME 64, LAMS OF DELAWARE, ENTITLED "AN ACT TO RE-INCORPORATE THE CITY OF HARRINGTON," AS AMENDED, RELATING TO THE POWER TO BORROW MONEY. (2/3 vote) The roll call vote on the Bill was taken and revealed: YES - 14; ABSENT - 7 (Senators Connor, Hauge, Holloway, Knox, Martin, McBride, Venables) The Bill was declared passed by the Senate and sent to the House for consideration. SB 62 was lifted from the table for further consideration on motion of Senator Marshall. SA 2 to the Bill (sponsor: Senator Marshall) was introduced and considered for adoption. The roll call vote on the Amendment was taken; however, before it was announced, the roll call was laid on the table on motion of Senator Marshall. The Bill was then laid on the table on further motion of the Senator. SB 89 was lifted from the table for consideration on motion of Senator Sokola under suspension of the necessary rules. No objection. Senators Sharp, Neal and McDowell addressed the Bill after which the roll call vote was taken and revealed: YES: Senators Adams, Bair, Blevins, Cook, Cordrey, Knox, McDowell, Minner, Neal, Sharp, Sokola, Stiill, Torbert, Vaughn, Venables - 15. ABSENT: Senators Connor, Hauge, Holloway, Marshall, Martin, McBride - 6. The Bill was declared passed by the Senate and sent to the House for consideration. Senators Knox and Venables marked PRESENT during the above roll call. At 2:34 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:40 p.m.; Lt. Governor Wolf presiding. On motion of Senator Marshall and without objection, SB 62 was lifted from the table for further consideration. The roll call vote on SA 2 to SB 62 was lifted on motion of Senator Marshall and announced: YES: Adams, Bair, Blevins, Connor, Cook, Cordrey, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 18. NO: Senators Hauge, Knox - 2; ABSENT: Senator Holloway - 1; therefore the Amendment was declared adopted. Senators Martin, McBride, Connor, Hauge marked PRESENT during the above roll call. During a lengthy discussion of the Bill, the privilege of the floor was extended to Sheldon J. Sandler, Delaware Contractors Association, and Edward Peterson, Delaware State AFL/CIO. Senator Venables announced that due to a possible conflict of interest, he would be NOT VOTING on the Bill. SA 1 to the Bill was stricken on motion of Senator Marshall. The roll call vote on SB 62 w/SA 2 was then taken and revealed: YES: Senators Blevins, Connor, Cook, Marshall, Martin, McBride, McDowell, Minner, Sharp, Sokola, Torbert, Vaughn - 12. NO: Senators Adams, Bair, Cordrey, Hauge, Knox, Neal, Still - 7. NOT VOTING: Senator Venables - 1. ABSENT: Senator Holloway - 1. The Bill was declared passed by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #9 was introduced on motion of Senator Minner: SR 18 - CONGRATULATING SHERRY L. SCHZUBELEK FOR HER PROMOTION TO MAJOR IN THE NEW CASTLE COUNTY POLICE DEPARTMENT, THEREBY MAKING HER THE HIGHEST RANKING WOMAN IN LAW ENFORCEMENT IN THE STATE OF DELAWARE. Sponsors: Senators Bair, Sharp, Connor, McDowell, Blevins; Representatives Spence, Petrilli, George, Gilligan, Maroney, Boykin, Soles. SCR 31 - RECOGNIZING APRIL 28, 1991 AS WORKER MEMORIAL DAY ON BEHALF OF OUR FELLOW COLLEAGUES, CO-WORKERS AND OTHERS WHO HAVE BEEN EITHER INJURED, MADE SICK OR DIED ON THE JOB. Sponsors: Senator Sharp, Representatives Campanelli; all Senators, all Representatives HCR 25 - CELEBRATING THE BICENTENNIAL OF THE POLISH CONSTITUTION OF MAY 3, 1791 AND RECOGNIZING THE POLISH AMERICAN CITIZENS WHO CONTINUE TO HONOR THE CONSTITUTION WHICH AROSE OUT OF THE POLISH ERA OF ENLIGHTENMENT. Sponsors: Representative Jonkert, Senator Marshall. HCR 26 - HONORING NEW CASTLE RESIDENT ANNIE B. KING UPON BEING AWARDED THE J. THOMPSON BROWN AWARD. Sponsors: Representative Reynolds, Senator Connor; Representatives Spence, Davis, Mack. HCR 27 - EXTENDING MANY THANKS TO THE VOCATIONAL STUDENT ORGANIZATIONS OF DELAWARE FOR THE GORGEOUS EASTER LILIES, GIVEN ANNUALLY AT EASTER TIME, A MOST SIGNIFICANT AND THOUGHTFUL GESTURE DURING ONE OF OUR MOST SACRED HOLIDAYS. Sponsors Representatives Buckworth, Spence, Petrilli, George, Gilligan; Senators Cordrey, Sharp, McDowell, Bair, Connor. HCR 29 - MOURNING THE PASSING OF ROBERT PIPPIN. FORMER KENT COUNTY SHERIFF AND COUNTY JAIL WARDEN. Sponsors: Representative Bennett, Senator Torbert. HCR 30 - COMMENDING THE STUDENTS SELECTED AS STATE SUPERINTENDENT'S SCHOLARS OF 1991. Sponsors: Representative Fallon; Senator McBride. HCR 31 - CELEBRATING WITH JACK F. OWNES AS HE REACHES HIS TWENTY-FIFTH YEAR AT DELAWARE TECHNICAL AND COMMUNITY COLLEGE'S SOUTHERN CAMPUS. Sponsors: Representative Carey; Senator Adams; Representatives Fallon, Lee, Ewing, Quillen, West, Bunting, Schrader; Senators Cordrey, Venables. On motion of Senator Minner, the roll call vote on the Calendar was taken and revealed 20 Senators voting YES and 1 (Holloway) ABSENT; therefore, the Resolutions were declared adopted. The Senate Concurrent Resolution was sent to the House for consideration and the House Resolutions were returned to the House. Senator McBride requested the personal privilege of the floor. He commented on and complimented the Governor's Office for the quick, effective response to SCR 30. At his request, the following communication from the Governor was partially read and made a part of this Journal: STATE OF DELAWARE Office of the Governor April 9, 1991 The Honorable Roger A. Martin State Senate Legislative Hall Dover, Delaware 19901 The Honorable Roger P. Roy House of Representatives Legislative Hall Dover, Delaware 19901 Dear Senator Martin and Representative Roy: Recently testimony was presented to the Bond Committee that termite infestation may in the future threaten the safety of those who use J.P. Courts No 7 and 16 in Dover. In response to the testimony by Chief Magistrate Richardson, the General Assembly enacted Senate Concurrent Resolution No. 30 calling for "the immediate relocation of J.P. Courts 7 and 16 to another site in Kent County." Subsequent to passage of Senate Concurrent Resolution No. 30, Secretary Hale, his staff, and architects from Moekel Carbonell Associates have re-examined the condition of the facility. They still conclude that the problem, while serious, does not pose an immediate or near-term threat to the structural integrity of the building or the safety of employees. I have reviewed the situation and directed Secretary Hale to undertake immediate steps on correcting the problem and making repairs to the southwest corner of the building. Today I also signed a big waiver to expedite this project so that the discomfort to State employees and clients can be minimized. Moekel Carbonell has previously estimated the cost of this work at $200,000. Secretary Hale has agreed to accelerate this project into F.Y. 1991 instead of F.Y. 1992 as originally planned. Except for a few small areas, J.P. Courts Nos. 7 and 16 will be able to remain in operation during the renovation which will take 90 to 120 days. While it is possible this work may uncover unknown damage that may drive the repair costs up, I will re-examine in early June the issue of whether or not a new facility is needed once the full extent of the damage is known. It is Secretary Hale's hope that these repairs will eliminate the immediate need for a new facility or for a short-term lease arrangement for which funds are not now available. I have directed Secretary Hale to keep John Casey and the Bond Bill Committee advised about the progress of this work and to take all steps necessary to preserve this important State facility. Sincerely, (Signed) Michael N. Castle, Governor cc: George E. Hale John J. Casey, Jr. William F. Richardson Bond Bill Committee Senator Still also commented on the above letter. Senator Knox requested that he be added as co-sponsor to HCR 31. SB 8 was stricken on motion of Senator McBride. At 5:25 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., April 23, 1991. The Senate reconvened at 2:37 p.m. with Senator Cordrey presiding and immediately adjourned to convene for the 22nd Legislative Day on motion of Senator Sharp. 22ND LEGISLATIVE DAY April 23, 1991 The Senate convened at 2:37 p.m.; Senator Cordrey presiding. A Prayer was offered by Senator Venables. Pledge of Allegiance to the Flag. Call to order. The 22nd Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blewins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables – 21. The Journal of the previous day was approved as read on motion of Senator Cordrey. The Secretary announced that a message from the House informed the Senate that it had passed HB 155 w/HA 1, 2, HB 154 and adopted HCR 33, HCR 34, HJR 4, HJR 6. Senator Cordrey introduced to the Senate and requested the privilege of the floor for Lisa M. Munzert, Miss Delaware 1990. Miss Munzert addressed the Senate. At 3:45 p.m. Lt. Governor Wolf presided. Senator Cordrey introduced Miss Delaware pageant officials to the Senate. SB 78 was taken up for consideration on motion of Senator Holloway: SB 78 – AN ACT TO AMEND TITLE 24, DELAWARE CODE, RELATING TO THE ESTABLISHMENT OF A REGULATORY COMMITTEE FOR PHYSICIAN ASSISTANT PRACTICE EMPOWERED BY THE BOARD OF MEDICAL PRACTICE; TO PROVIDE FOR THE MAXIMUM UTILIZATION OF QUALIFIED PHYSICIAN ASSISTANTS IN THE PROVISION OF HEALTH CARE TO THE CITIZENS OF DELAWARE, IN ANY HEALTH CARE PRACTICE SETTING, UNDER THE SUPERVISION OF PHYSICIANS LICENSED UNDER CHAPTER 17 OF THIS TITLE. During a lengthy discussion of the Bill the privilege of the floor was extended to Joe Allison, President, DAPA; Glenn M. Davis, Delaware Academy of Physician Assistants, Dr. Alan H. Haas representing DuPont Medical Division and also for himself. Senator Torbert marked PRESENT. Discussion of SB 78 continued with the privilege of the floor being extended to T. Noble Jarrell, M.D., concerned citizen. From 4:15 p.m. to 4:17 p.m. a standing recess was called by the Chair for purpose of changing of Tape. Lt. Gov. Wolf presiding. Discussion of SB 78 continued with the privilege of the floor being extended to William D. Shellenberger, M.D., DuPont Company; Charles Reese, Medical Center of Delaware, Surgeon-in-Chief; Michael J. Gaskin, Physician's Assistants; Stephen S. Ruggles, Delaware Academy of Physician Assistants; and Neil Jasani, M.D., Department of Emergency Medicine, Medical Center of Delaware. The Bill was then laid on the table on motion of Senator Holloway. HJR 4 introduced and considered for adoption under suspension of the necessary rules on motion of Senator Adams: HJR 4 - REQUESTING STATE OF DELAWARE TO FILE AN AMICUS BRIEF IN UNITED STATES SUPREME COURT IN FAVOR OF ALLOWING BENEDICTION AT PUBLIC SCHOOL GRADUATION CEREMONIES. Sponsors: Representatives Amick, Spence, Lofink; Senators Adams, Venables. Senator Marshall marked PRESENT. The roll call vote on the Resolution was taken and revealed 20 Senators voting YES and 1 (McDowell) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. At 4:28 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:55 p.m., Senator Cordrey presided. The following legislation was introduced and assigned: SB 90 - AN ACT TO AMEND CHAPTER 11, TITLE 11 OF THE DELAWARE CODE RELATING TO MEMBERSHIP OF THE COUNCIL ON POLICE TRAINING. Sponsors: Senators Cordrey, Torbert, Martin; Representatives Amick, Soles, Ewing. Assigned to Judiciary Committee. SB 91 - AN ACT TO AMEND CHAPTER 31, TITLE 24, DELAWARE CODE, RELATING TO BOARD OF FUNERAL PRACTITIONERS. Sponsors: Senators Vaughn, Holloway, Marshall, McDowell; Representatives Sills, Moore. To Administrative Services. SB 92 - AN ACT TO AMEND CHAPTERS 1 AND 5, TITLE 4 OF THE DELAWARE CODE RELATING TO ALCOHOLIC LIQUORS. Sponsors: Senators Venables, Adams, Blevins, Knox, Neal, Sharp, Sokola, Torbert, Vaughn; Representatives Amick, Buckwheat, Campanelli, Corrozi, Davis, B. Evans, Ewing, Fallon, Dougherty, Petrilli, Roy, Taylor, West. Laid on the table on motion of Senator Venables. SB 93 - AN ACT TO AMEND CHAPTER 90, TITLE 11, DELAWARE CODE, RELATING TO THE EXPUNGEMENT OF PENALTY ASSESSMENTS AFTER THE ASSESSMENT REMAINS UNCOLLECTED FOR A PERIOD IN EXCESS OF THREE YEARS. Sponsors: Senators Vaughn, Connor; Representative Davis. To Judiciary. SB 94 - AN ACT TO AMEND TITLE 16, DELAWARE CODE, BY ADDING A NEW CHAPTER 29 RELATING TO A REQUIREMENT THAT HEALTH CARE PROFESSIONALS AND THEIR PATIENTS INFORM EACH OTHER IF THEY HAVE ACQUIRED IMMUNODEFICIENCY SYNDROME (AIDS) OF THE HUMAN IMMUNODEFICIENCY VIRUS WHICH CAUSES AIDS. Sponsor: Senator Holloway. To Health-Social Services/Aging. At 5:58 p.m., Lt. Governor Wolf presided. SB 95 - AN ACT TO AMEND CHAPTER 69 OF TITLE 29 OF THE DELAWARE CODE PERTAINING TO DEFINITIONS INCLUDED WITHIN THE PROFESSIONAL SERVICES NEGOTIATIONS ACT. Sponsors: Senator Sharp, Representative Oberle. To Sunset. SB 96 - AN ACT TO AMEND CHAPTER 3, TITLE 21 OF THE DELAWARE CODE RELATING TO CITIZEN REPORTING OF VIOLATIONS. Sponsors: Senator Connor. Assigned to Public Safety Committee. SA 1 to SB 92. Sponsor: Senator Venables. Placed with the Bill. SA 2 to SB 45. Sponsor: Senator Bair. Placed with the Bill. The privilege of the floor was extended to Senator Sharp who congratulated Bernard J. Brady, Secretary of the Senate, on his Birthday and extended the Best Wishes of all the Senate. At 6:01 p.m. on motion of Senator Sharp, the Senate recessed until 3:30 p.m., April 24, 1991. The Senate reconvened at 3:56 p.m., April 24, 1991; Lt. Governor Wolf presiding. The following Committee reports were announced: From the Judiciary Committee: SB 55 - 4 Merits; SB 79 - 4 Merits; SB 80 - 4 Merits; SB 88 - 4 Merits; HB 21 - 4 Merits; HB 22 - 4 Merits. Senator McDowell marked PRESENT. The following legislation was introduced and assigned: SA 1 to SB 92. Sponsor: Senator Venables. Placed with the Bill. SB 97 - AN ACT TO AMEND TITLE 18, DELAWARE CODE, BY CREATING A NEW CHAPTER 62 TO PROVIDE CATASTROPHIC ILLNESS PROTECTION FOR DELAWARE RESIDENTS. Sponsors: Senators Holloway, McDowell; Representatives Jonkliert, VanSant, B. Ennis, West, Sills, Campanelli. To Insurance and Elections. SB 98 - AN ACT TO AMEND CHAPTER 59, TITLE 29 OF THE DELAWARE CODE RELATING TO THE MERIT SYSTEM OF PERSONNEL ADMINISTRATION; AND PROVIDING FOR DONATED LEAVE. Sponsors: Senator McBride, Representative Spence; Senators Marshall, McDowell; Representatives D. Ennis, Campanelli. To Finance. SA 1 to SB 61. Sponsor: Senator Torbert. Placed with the Bill. SA 1 to SB 67. Sponsor: Senator Adams. Placed with the Bill. SA 1 and SA 2 to SB 67. Sponsor: Senator Holloway. Placed with the Bill. SA 3 to SB 61. Sponsor: Senator Sokola. Placed with the Bill. SA 4 to SB 78. Sponsor: Senator Holloway. Placed with the Bill. SA 5 to SB 78. Sponsor: Senator Blevins. Placed with the Bill. SA 6 and SA 7 to SB 78. Sponsor: Senator Holloway. Placed with the Bill. SA 8 to SB 78. Sponsor: Senator McBride. Placed with the Bill. SA 4 to HB 80. Sponsor: Senator Sokola. Placed with the Bill. HB 156 - AN ACT TO AMEND CHAPTER 29, TITLE 14 OF THE DELAWARE CODE RELATING TO TRANSPORTATION OF PUPILS. Sponsors: Representatives Taylor, Roy; Senator Blevins. To Education. HB 155 w/H/A 1,2 - AN ACT TO AMEND CHAPTER 9, TITLE 7, DELAWARE CODE TO IMPLEMENT RESOLUTIONS OF THE DELAWARE BAY WEAKFISH COMMISSION FOR THE CALENDAR YEAR 1991. Sponsors: Representative Schroeder; Senators Cordrey, Minner, Carey. To Natural Resources and Environmental Control. HJR 6 - PROCLAIMING MAY SUPERSTARS! IN EDUCATION MONTH IN DELAWARE. Sponsors: Representative Fallon, Senator McBride. Laid on the table. The Secretary announced that a message from the House informed the Senate that it had passed HS 1 for HB 158; HB 160 w/H/A 1; HB 38; HB 162 w/H/A 1 and adopted SCR 23. The following legislation was introduced and assigned: HB 157 - AN ACT TO AMEND CHAPTER 7, TITLE 1, DELAWARE CODE, RELATING TO HUNTING OF DEER WITH A MUZZLE LOADER. Sponsors: Representatives B. Ennis, Houghton, Campanelli, VanSant, West, Oberle, Quillen, Carey; Senators Minner, Vaughn. To Natural Resources and Environmental Control. HS 1 for HB 158 - AN ACT TO AMEND CHAPTER 54, TITLE 30 OF THE DELAWARE CODE RELATING TO THE REALTY TRANSFER TAX. (3/5 vote). Sponsor: Representative Smith. To Finance. HB 160 w/H/A 1 - AN ACT TO AMEND CHAPTER 23, TITLE 19 OF THE DELAWARE CODE RELATING TO WORKMEN'S COMPENSATION AND UNEMPLOYMENT COMPENSATION. Sponsors: Representatives Davis, Oberle, Lofink, Mack, Reynolds, Houghton; Senator Marshall. To Labor and Industrial Relations. HB 162 w/H/A 1 - AN ACT TO AMEND CHAPTER 93, TITLE 16, DELAWARE CODE RELATING TO HEALTH PLANNING AND CERTIFICATE OF NEED PROGRAMS. Sponsors: Representatives Gilligan, Maroney; Senator Holloway. Assigned to Health-Social Services/Aging Committee. SB 99 - AN ACT TO AMEND TITLE 18 OF THE DELAWARE CODE RELATING TO A REQUIREMENT FOR HEALTH INSURANCE POLICY PROVISIONS ENCOURAGING HEALTHY LIFESTYLES. Sponsor: Senator Holloway. To Insurance and Elections. At 4:09 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 23rd Legislative Day. 23RD LEGISLATIVE DAY April 24, 1991 The Senate convened at 4:09 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Hauge. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The personal privilege of the floor was extended to Senator Martin who commented on a newspaper article concerning Secretary of State Harkins. SB 92 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator Venables. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Venables and the roll call vote taken which revealed 20 Senators voting YES and 1 (Cordrey) ABSENT, therefore, the Amendment was declared adopted. During discussion of the Bill, the privilege of the floor was extended to John R. McCannan, Alcoholic Beverage Control Commission, and Keith R. Brady, Former Director of the ABCC. SA 2 to the Bill (Sponsor: Senator Still) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed: YES: Senators Bair, Blevins, Connor, Cook, Hauge, Knox, Marshall, Martin, McBride, Minner, Neal, Sokola, Still, Venables - 14; NO: Senators Adams, McDowell, Torbert, Vaughn - 4; ABSENT: Senators Cordrey, Holloway, Sharp - 3; therefore, the Amendment was declared adopted. Several Senators commented on the Bill as amended and the privilege of the floor was extended to John Cordrey, Senate Attorney, after which the roll call vote on SB 92 w/SA 1_2 was taken and revealed 19 Senators voting YES and 2 (Cordrey, Holloway) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. A messenger from the Governor was announced and admitted. SB 45 was taken up for consideration on motion of Senator McBride: SB 45 - AN ACT TO AMEND CHAPTERS 2, 13, 17 AND 31, TITLE 14, DELAWARE CODE, TO CHANGE THE TERMS USED FOR CERTAIN GROUPS OF HANDICAPPED PERSONS. SA 1 to the Bill which had been placed with the Bill was considered for adoption and the roll call vote taken which revealed 18 Senators voting YES and 3 (Cordrey, Holloway, Marshall) ABSENT; therefore, the Amendment was declared adopted. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Bair and the roll call vote taken which revealed 19 Senators voting YES and 2 (Cordrey, Holloway) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on SB 45 w/SA 1_2 was then taken and revealed 20 Senators voting YES and 1 (Cordrey) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. HCR 6 was lifted from the table for further consideration on motion of Senator Connor. HCR 6 w/SA 1 - RELATING TO THE BUSING OF SCHOOL CHILDREN IN NEW CASTLE COUNTY, DELAWARE. SA 1 to the Resolution which had been placed with the Resolution was considered for adoption and the roll call vote taken which revealed: YES: Senators Adams, Bair, Blevins, Connor, Cook, Hauge, Knox, Martin, McBride, Minner, Sharp, Sokola, Torbert, Vaughn - 14; NO: Senator Venables - 1; NOT VOTING: Senators Holloway, Marshall, McDowell, Still - 4; ABSENT: Senators Cordrey, Neal - 2. The Amendment was declared adopted. Senator Minner requested that her name be removed as co-sponsor of HCR 6 w/SA 1. The roll call vote on HCR 6 w/SA 1 was then taken and revealed: YES: Senators Adams, Bair, Connor, Cook, Hauge, Knox, Martin, McBride, Neal, Sharp, Sokola, Torbert - 14; 13; NO: Senator Minner - 1; NOT VOTING: Senators Blevins, Holloway, Marshall, McDowell, Still, Venables - 6; ABSENT: Senator Cordrey - 1. The Resolution was declared adopted by the Senate and returned to the House for consideration of the Senate Amendment. At 5:08 p.m., Lt. Governor Wolf presided. SB 100 was introduced and assigned to Judiciary Committee: SB 100 - AN ACT TO AMEND PART VI, TITLE 11 OF THE DELAWARE CODE RELATING TO VICTIMS OF CRIMES. Sponsors: Senators McBride, Adams, Blevins, Cook, Holloway, Marshall, Minner, Sharp, Sokola, Vaughn, Bair, Hauge, Still; Representatives Spence, Lee, Lofink, Maroney, Reynolds, Roy, Taylor, Brady, Campanelli, B. Ennis, Houghton, VanSant, West. At 5:18 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., April 25, 1991. The Senate reconvened at 3:12 p.m., April 25, 1991; Lt. Governor Wolf presiding. Senator Cordrey marked PRESENT. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 35, SCR 31. The following Committee reports were announced: From the Administrative Services Committee: SB 01 - 3 Merits. From the Revenue and Taxation Committee: SB 42 - 5 Merits. The following legislation was introduced and assigned: SB 101 - AN ACT TO AMEND CHAPTER 4, TITLE 11, DELAWARE CODE, RELATING TO DEFENSES TO CRIMINAL LIABILITY. Sponsors: Senator Holloway, Representative Maroney. To Judiciary. SB 102 - AN ACT TO AMEND CHAPTER 10, TITLE 14, OF THE DELAWARE CODE, RELATING TO QUALIFIED VOTERS. Sponsors: Senator McBride, Representative Fallon. To Education. SB 103 - AN ACT TO AMEND CHAPTER 9, TITLE 10 OF THE DELAWARE CODE RELATING TO THE EXCLUSIVE ORIGINAL CRIMINAL JURISDICTION OF THE FAMILY COURT. Sponsors: Senator Blevins, Representatives Hebner. To Judiciary. The following letter of nomination for appointment from the Governor was read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor April 24, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Elizabeth D. Elliott, P.O. Box 212, Delmar, DE 19940, to be reappointed to the Sussex County Board of Elections to serve for a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * SA 1 to HB 21. Sponsor: Senator Vaughn. Placed with the Bill. SA 1 and SA 2 to SB 88. Sponsor: Senator Hauge. Placed with the Bill. At 3:17 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 24th Legislative Day. 24TH LEGISLATIVE DAY April 25, 1991 The Senate convened at 3:17 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Knox. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Brady, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 20; ABSENT - Neal - 1. The Journal of the previous day was approved as read on motion of Senator Sharp. Senator Hauge requested the privilege of the floor for Pvt. Stephen Lee Shaefner of Claymont and his family. SCR 35 was introduced and read in its entirety at the request of Senator Hague: SCR 35 - COMMENDING ARMY PVT. STEPHEN LEE SHAEFER, AGE 21, OF CLAYMONT, DELAWARE, RECIPIENT OF THE SILVER STAR FOR BRAVERY AND HEROISM DURING "OPERATION DESERT STORM" IN THE PERSIAN GULF. Sponsors: Senators Hauge, Bair; Representatives Brady, D. Ennis, Hehner. Senators Connor, Holloway, Marshall marked PRESENT. The roll call vote on the Resolution was taken and revealed 19 Senators voting YES and 2 (Adams, Neal) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. Senator Venables introduced to the Senate the members of Boy Scout Troop #383 of Laurel, Delaware. SB 88 was taken up for consideration on motion of Senator Sharp: SB 88 - AN ACT TO AMEND CHAPTERS 5, 9, 13 AND 95 OF TITLE 10, DELAWARE CODE, RELATING TO APPEALS IN CERTAIN CIVIL ACTIONS. SA 1 to the Bill which had been placed with the Bill was stricken on motion of Senator Hauge. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Hauge. The privilege of the floor was extended to Richard Dillard, Senate Attorney, after which the roll call vote on the Amendment was taken and revealed 19 Senators voting YES and 2 (Adams, Neal) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on SB 88 w/SA 2 was then taken and revealed 18 Senators voting YES and 3 (Adams, Holloway, Neal) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. At 3:37 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:53 p.m. with Lt. Governor Wolf presiding. A corrected Committee report was read from the Revenue and Taxation Committee: SB 42 - 4 Merits. A corrected Committee report was read from the Labor and Industrial Relations Committee: SB 77 - 6 Merits. HB 24 w/HA 1 was taken up for consideration on motion of Senator McBride: HB 24 w/HA 1 - AN ACT TO AMEND TITLE 14, CHAPTER 13, DELAWARE CODE, RELATING TO SPEECH AND HEARING SPECIALISTS. Several Senators commented on the Bill after which it was laid on the table on motion of Senator McBride. SB 91 was taken up for consideration on motion of Senator Vaughn: SB 91 - AN ACT TO AMEND CHAPTER 31, TITLE 24, DELAWARE CODE, RELATING TO BOARD OF FUNERAL PRACTITIONERS. Several Senators commented on the Bill after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Adams, Neal) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #10 was introduced on motion of Senator Minner: SR 16 - URGING THE UNITED STATES CONGRESS TO FIX THE FEDERAL COMMUNICATIONS COMMISSION (FCC) TO ENFORCEOUSLY REGULATE THE PROBLEMS ASSOCIATED WITH UNWANTED TELEPHONE SOLICITATION CALLS TO DELAWARE HOMES AND BUSINESSES AND OTHER CONCERNS REGARDING ALTERNATIVE OPERATOR SERVICES, 900 SERVICES, AND ADULT AND GROUP CALLING SERVICES. Sponsor: Senator Holloway. HCR 34 - CONGRATULATING YOUTH IN GOVERNMENT GOVERNOR KATRINA M. BUBAS AND ALL STUDENTS WHO PARTICIPATED IN THE 1991 MOCK LEGISLATIVE SESSION APRIL 12-14, 1991 SPONSORED BY THE YMCA. Sponsors: Representative Lee, Senators Venables, Cordrey; Representatives Carey, West; HCR 35 - THANKING JOHN RAGO FOR HIS WORK ON BEHALF OF CHILDREN WHILE EMPLOYED BY THE DEPARTMENT OF SERVICES FOR CHILDREN, YOUTH AND THEIR FAMILIES. Sponsors: Representative Oberle, Senator Bair; Representatives Spence, Petrilli, Amick, Boykin, Carey, Caulk, Corrozzi, DiPinto, Ewing, Fallon, Hebner, Lofink, Mack, Maroney, Reynolds, Roy, Smith, Taylor, Quillen, George, Houghton, Outten, Schroeder, Clark, VanSant, West; Senators Adams, Blevins, Cook, Cordrey, Vaughn, Still. SR 17 - URGING THE FAMILY COURT OF THE STATE OF DELAWARE TO DEVISE A SYSTEM TO RAPIDLY ADJUDICATE AND DISMISS FRIVOLOUS PETITIONS FOR CUSTODY AND OTHER DELAYING ACTIONS BY NON-CUSTODIAL PARENTS WITH LENGTHY RECORDS OF FAILURE TO PAY CHILD SUPPORT. Sponsor: Senator Holloway. SR 19 - MOURNING THE DEATH AND EXTOLLING THE LIFE OF UNION ORGANIZER AND LABOR LECTURER JAMES A. BRUNSWICK OF WILMINGTON. Sponsor: Senator Holloway. SR 20 - HONORING THOSE ESSENTIAL BUT OFTEN UNSUNG HEROES AND HEROINES OF THE DELAWARE GENERAL ASSEMBLY, OUR SECRETARIES AND OTHER STAFFERS, ON THE OCCASION OF NATIONAL SECRETARIES WEEK. Sponsors: Senator Holloway. SB 21 - CONGRATULATING BRUCE VERNON SHAW JR. OF SOUTH DOVER, RECIPIENT OF A 1991 GOVERNOR'S OUTSTANDING VOLUNTEER AWARD. Sponsor: Senator Torbert. SCR 32 - CONGRATULATING THE ATLANTIC STATES MARINE FISHERIES COMMISSION ON ITS 50TH BIRTHDAY AND PROCLAIMING OCTOBER 7-11, 1991, AS ATLANTIC STATES MARINE FISHERIES COMPACT WEEK. Sponsors: Senator Minner; Representatives Carey, Schroeder. SCR 33 - CONGRATULATING VOLUNTEERS SHELLY MAND, HOWARD COSGROVE, AND BARBARA DUPONT FOR THEIR EFFORTS IN A MOST SUCCESSFUL WHYY FUNDRAISER. Sponsors: Senator Bair, Representative Corrozzi. SCR 34 - CONGRATULATING THE SENIOR PARTICIPANTS OF THE JOINING GENERATIONS PROGRAM FOR THEIR COMMITMENT IN SHAPING THE LEADERS OF TOMORROW - OUR CHILDREN. Sponsors: Senators Bair, Minner, Representative Schroeder; Senator, Holloway, Representative Maroney. HCR 33 - COMMENDING MRS. B. CLAIR ZARAGOZA OF WYOMING, DELAWARE ON HER RECENT SELECTION AS DELAWARE'S 1991 MOTHER OF THE YEAR AWARD AND EXTENDING BEST WISHES IN HER EFFORTS AT THE NATIONAL COMPETITION IN ST. LOUIS, MISSOURI. Sponsors: Representative Bennett, Senator Cook; Representatives Soles, Fallon, Maroney, Boykin; Senators Minner, Blevins, Bair; Representative Clark. Senator Holloway commented on SR 20 and all the Senators were added as co-sponsors to the Resolution. The roll call vote on SENATE CONSENT CALENDAR #10 was taken and revealed 19 Senators voting YES and 2 (Adams, Neal) ABSENT; therefore, the Resolutions were declared adopted. The House Concurrent Resolutions were returned to the House and the Senate Concurrent Resolutions were sent to the House for consideration. At 5:14 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., April 30, 1991. The Senate reconvened at 2:53 p.m., April 30, 1991 with Senator Cordrey presiding. The Secretary announced that a message from the House informed the Senate that it had passed HB 139. Senator Adams marked PRESENT. The following legislation was introduced and assigned: SB 104 - AN ACT TO AMEND CHAPTER 29 OF TITLE 18 OF THE DELAWARE CODE RELATING TO LIFE INSURANCE POLICIES. Sponsors: Senators Still, Blevins, Sokola; Representatives Carey, DiPinto, Ewing. To Insurance and Elections. SB 105 - AN ACT TO AMEND CHAPTERS 1, TITLE 22 AND CHAPTERS 26, 49, AND 69, TITLE 9 OF THE DELAWARE CODE RELATING TO SUNSET ZONING. (2/3 vote) Sponsors: Senators Still, Sokola, Connor; Representatives Amick, Boykin, Roy, Taylor. To Community Affairs. SB 106 - AN ACT TO AMEND CHAPTER 16, TITLE 29 OF THE DELAWARE CODE RELATING TO LOBBYING AND EXPENDITURE OF STATE FUNDS. Sponsors: Senator Haage; Representatives Caulk, Clark, Soles. To Finance. SB 107 - AN ACT TO AMEND CHAPTER 5, TITLE 19 OF THE DELAWARE CODE RELATING TO CHILD LABOR. Sponsors: Senators Holloway, Neal; Representative Taylor. To Labor and Industrial Relations. SB 108 - AN ACT TO AMEND CHAPTER 21, TITLE 24, DELAWARE CODE, RELATING TO THE DEFINITION OF THE PRACTICE OF OPTOMETRY, AND THE USE OF DRUGS OR SURGERY IN THE PRACTICE OF OPTOMETRY, AND THE LICENSING AND CERTIFICATION THEREOF. Sponsor: Senator Holloway. To Health-Social Services/Aging. SJR 9 - MEMORIALIZES THE PRESIDENT AND THE CONGRESS OF THE UNITED STATES TO REJECT H.R. 9 AND S. 35, AND ANY SIMILAR LEGISLATION WHICH WOULD INFRINGE ON THE AUTHORITY OF DELAWARE AND EACH OTHER STATE, TO BE THE PRINCIPAL REGULATOR OF INSURERS. Sponsors: Senators Stiill, Adams, Bair, Connor, Cordrey, Hauge, Knox, Neal, Vaughn, Venables; Representatives B. Ennis, D. Ennis, Spence, Taylor. To Insurance and Elections. HB 139 - AN ACT TO AMEND CHAPTER 11, TITLE 9 OF THE DELAWARE CODE RELATING TO EXPANDING THE NUMBER OF NEW CASTLE COUNTY COUNCIL MEMBERS. Sponsor: Representative Roy. To Community Affairs. At 2:58 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 25th Legislative Day. 25TH LEGISLATIVE DAY April 30, 1991 The Senate convened at 2:58 p.m.; Senator Cordrey presiding. A Prayer was offered by Senator Bair. Pledge of Allegiance to the Flag. Call to order the 25th Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Stiill, Torbert, Vaughn, Venables – 21. The Journal of the previous day was approved as read on motion of Senator Sharp. A communication from U.S. Senator Joseph R. Biden was read thanking the Senate for SCR 26. A communication signed by Robert S. Silberman, Principal Deputy Assistant Secretary of Defense, was read acknowledging receipt of HCR 11. Senator Sharp moved that so much be considered the reading of the communication. HJR 6 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator McBride. No objection. HJR 6 - PROCLAIMING MAY SUPERSTARS! IN EDUCATION MONTH IN DELAWARE. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted by the Senate and returned to the House. Senator Marshall marked PRESENT during the above roll call. At 3:04 p.m. Senator Sharp presiding. SB 55 was taken up for consideration on motion of Senator Cordrey: SB 55 - AN ACT TO AMEND TITLE 10 OF THE DELAWARE CODE RELATING TO COUNSEL FEES RECOVERABLE IN ACTIONS ON WRITTEN INSTRUMENTS. The roll call vote on the Bill was taken and revealed: 17 Senators voting YES; 3 (Marshall, Neal, Stiill) voting NO; 1 (Hauge) NOT VOTING. The Bill was declared passed by the Senate and sent to the House for consideration. At 3:07 p.m. on motion of Senator Cordrey, the Senate recessed for Party Caucus and reconvened at 4:28 p.m. with Senator Cordrey presiding. The following legislation was introduced and assigned: SB 109 - AN ACT TO AMEND AN ACT BEING CHAPTER 166, VOLUME 37, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF SELBYVILLE" TO INCREASE THE AMOUNT WHICH MAY BE BORROWED AGAINST ANTICIPATED REVENUES. (2/3 vote) Sponsors: Senator Cordrey, Representative Bunting. Laid on the table on motion of Senator Cordrey. SB 110 - AN ACT TO AMEND CHAPTER 10, TITLE 14 OF THE DELAWARE CODE RELATING TO CERTAIN SCHOOL BOARDS. Sponsors: Senators Hauge, Neal; Representatives Corrozi, Soles. To Education. SB 111 - AN ACT TO AMEND TITLE 18 DELAWARE CODE TO REQUIRE STANDARDS OF LIQUIDITY AND DIVERSITY OF SECURITIES FOR INSURERS. Sponsors: Senator Sharp, Representative D. Ennis; Senators Adams, McDowell, Vaughn, Stiill; Representatives Boykin, DiPinto, Jonkliert, Stills, Smith, VanSant. To Insurance and Elections. SA 1 to HB 37. Sponsor: Senator Cordrey. Placed with the Bill. SA 1 to SB 42. Sponsor: Senator Sokola. Placed with the Bill. SB 42 was taken up for consideration on motion of Senator Sokola. SB 42 - AN ACT TO AMEND CHAPTER 11, TITLE 10 OF THE DELAWARE CODE RELATING TO EXCLUSION OF CERTAIN CHILD CARE INCOME FROM DELAWARE PERSONAL INCOME TAX. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Sokola and the roll call vote taken which revealed 20 Senators voting YES and 1 (Blevins) ABSENT; therefore, the Amendment was declared adopted. The privilege of the floor was extended to Steven Kubiclo of the Controller General's Office. The roll call vote on SB 42 w/SA 1 was then taken and revealed 17 Senators voting YES; 2 (Connor, Neal) voting NO; 2 (Bair, Stiill) NOT VOTING. The Bill was declared passed by the Senate and sent to the House for consideration. At 4:40 p.m., Senator Sharp presiding. SB 109 was lifted from the table for consideration under suspension of the necessary rules on motion of Senator Cordrey. No objection. SB 109 - AN ACT TO AMEND AN ACT BEING CHAPTER 166, VOLUME 37, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF SELBYVILLE" TO INCREASE THE AMOUNT WHICH MAY BE BORROWED AGAINST ANTICIPATED REVENUES. (2/3 vote) The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. At 4:47 p.m. on motion of Senator Cordrey, the Senate recessed until 3:30 p.m., May 1, 1991. The Senate reconvened at 3:59 p.m., May 1, 1991, Lt. Governor Wolf presiding. The following Committee reports were announced: From the Natural Resources and Environmental Control Committee: HB 138 - 4 Merits; HB 155 w/HA L2 - 4 Favorable; SB 65 - 4 Merits; SB 50 - 3 Merits; SB 63 - 4 Merits; SB 57 - 4 Merits. From the Judiciary Committee: SB 33 - 4 Merits; SB 90 - 5 Merits; SB 93 - 5 Merits; SB 100 - 5 Merits; SB 103 - 5 Merits. From the Insurance and Elections Committee: SB 28 - 5 Merits. The following legislation was introduced and assigned: SB 102 - AN ACT TO AMEND TITLE 18 OF THE DELAWARE CODE RELATING TO HEALTH INSURANCE POOLING FOR UNINSURABLES. Sponsors: Senators Still, Bair, Neal, Holloway; Representatives DiPinto, Ewing, Quillen. To Insurance and Elections. SB 113 - AN ACT TO AMEND TITLE 18 OF THE DELAWARE CODE RELATING TO HEALTH INSURANCE SOLD TO CERTAIN GROUPS. Sponsors: Senators Still, Bair, Connor, Knox, Holloway, Minner, Venables; Representatives Amick, R. Davis, D. Ennis, Taylor. To Insurance and Elections. At 4:05 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 26th Legislative Day. 26th Legislative Day May 1, 1991 The Senate convened at 4:05 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Torbert. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Haugw, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. Senator Cordrey introduced and requested the privilege of the floor for Ulo Nugs, representing the Supreme Council of Estonia, and his translator, Vello Pettai. Mr. Nugs addressed the Senate through his translator and at the request of Senator Holloway, copies of the translation were made available to each Senator, which are included in the file for the day. Senators Knox and Marshall marked PRESENT. HB 21 was taken up for consideration on motion of Senator Sharp. HB 21 - AN ACT TO AMEND CHAPTER 7, TITLE 21 OF THE DELAWARE CODE RELATING TO APPEALS FROM CONVICTIONS IN INFERIOR COURTS TO THE SUPERIOR COURT AND RELATING TO THE RIGHT TO JURY TRIAL IN THE SUPERIOR COURT. The privilege of the floor was extended to Attorney General Charles M. Oberly, Jr. and several Senators entered into the discussion. At 5:10 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:24 p.m.; Senator Cordrey presiding. HB 21 was still before the Senate. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Vaughn and the roll call vote taken which revealed 18 Senators voting YES, 2 (Haugw and Neal) voting NO and 1 (Connor) ABSENT; therefore, the Amendment was declared adopted. Senator McBride marked PRESENT during the above roll call. SA 2 to the Bill (Sponsor: Senators Vaughn, Adams) was introduced and immediately stricken. SA 2 to the Bill (Sponsor: Senator Adams) was introduced and immediately stricken. The following communications were read and made part of this Journal at the request of Senator McDowell. No objection. STATE OF DELAWARE Department of Justice State Office Building Wilmington, Delaware 19801 76 April 30, 1991 The Honorable Harris B. McDowell, III Delaware State Senate Legislative Hall Dover, DE 19901 RE: House Bills 21 and 22 Dear Harris: House Bills 21 and 22 are now before you for consideration. These bills, if enacted into law, will be a small but important step towards a better criminal justice system in Delaware. I know some of you have reservations about limiting the right to jury trial now provided in virtually all criminal and traffic cases in Delaware. This legislation will have minimal impact in this regard because it is far more restrictive than the United States Supreme Court permits. In fact, this legislation will make the Justice system function better, especially for those who are incarcerated in lieu of bail or face other serious charges by freeing the State from using inordinate resources to try the most minor of charges before a jury. The Problem Transfer and appeal cases (all misdemeanors) since 1980 have accounted for 12.1 to 21.5% of the Superior Court case load in New Castle County. For fiscal year 1990, there were 608 such cases filed in New Castle County. The highest total was in 1987 when 694 cases accounted for 21.5% of all cases in New Castle County. In 1990, 37.2% of the total trial dispositions in New Castle County were transfer and appeal cases. When Judges are presiding over such trials, they cannot handle other more serious criminal matters. It is not just the raw number of such cases that creates the problem. It is the system impact of these cases, especially when Delaware has so many held in its prisons. Defendants inevitable prefer to wait for trial and these cases are constantly rescheduled, since they are the lowest priority. When there is a rescheduling, new dates are entered into the computer docket entries are made, and new subpoenas served by the Sheriff. The case is sent back to the Prothonotary and, all new papers and correspondence are routed to the file. The above is only the tip of the iceberg. When the case is transferred or appealed the paperwork is sent to the Attorney General's Office. New informations are prepared, case files made up and computer entries made. The Attorney General assigns two deputies full-time to these cases along with one clerical person. These cases, which are part of the Superior Court docket, receive more legal attention then many far more serious kinds of cases, resulting in a terrible waste of resources. The burden on the police community is just as staggering. Each time a case is continued the officer is put on call or comes into court. In either case the public loses officer time or pays unnecessary overtime. The Law on Right to Jury Trial The United States Supreme Court has made it clear that there is no constitutional right to a jury trial for less accused faces at least six months incarceration. In 1989, the Court decided the case of Johnson v. New York, 457 U.S. 537, March 6, 1989. The opinion is written by Justice Marshall, who with former Justice Brennan, is considered the most ardent protector of civil rights and liberties. Speaking for a unanimous Supreme Court, Justice Marshall approved the trying of a defendant without a jury for a driving under the influence charge, where the minimum penalty was two days' imprisonment and the maximum penalty was six months' imprisonment. In holding there is no constitutional right to a jury trial where the possible penalty is less than six months in prison, Justice Marshall states: "As for a prison term of six months or less, we recognize that it will seldom be viewed by the defendants as 'trivial' or 'petty.' . . . But we found that the disadvantages of such a sentence, 'onerous thought they may be, may be outweighed by the benefits that result from speedy and inexpensive nonjury adjudications." Citing from Baldwin v. New York, 399 U.S. 66 (1970). The bills before you draw the line at 30 days, not six months. How Do Our Immediate Neighbors Handle Minor Cases? In anticipation of being asked how our surrounding states handle minor cases, I made inquiries with Maryland, Pennsylvania, and New Jersey officials. I four the following Maryland No jury trial is sentence is 90 days or less, $500 or less, or both. Pennsylvania No jury trial for anything less than six months. New Jersey No jury trial for anything less than six months. The State of Connecticut, however, draws the line at thirty days. Delaware Law Current Delaware law permits the right of transfer in virtually all criminal cases, including motor vehicle offenses, 11 Del. C. Sections 5301(a) and 5303, respectively state: Sec. 5301(a) - "The accused shall have the right to trial by petit jury in all criminal cases except as otherwise provided by statute. In any criminal case pending in New Castle County in which the defendant does not waive his right to a jury trial, the case and all records of the Court pertaining thereto shall be transferred to the Superior Court and the case shall continue upon information and without indictment, according to the same procedures applicable to cases originating in the Superior Court." Sec. 503 - "The accused in all criminal cases in which there is a possibility that a period of incarceration or the maximum fine is $15 or more may be imposed where a justice of the peace or alderman or mayor of any incorporated city or town, except the City of Newark, in the county where the charge is brought has jurisdiction and power to hear and finally determines the matter, may elect at any time prior to day of trial to have the case tried by the Court." Title 21, Sec. 708 (Motor Vehicle Offenses) provides for appeal in many cases and reads: Sec. 708 - "(a) Any person convicted under this title, or under any municipal ordinance or other law, for a motor vehicle violation within the State before an alderman or mayor of any incorporated city or town, except the City of Wilmington, shall have the right of an appeal, unless otherwise stated in this title, to the Superior Court, upon giving bond in the sum of $500 to the State with surety satisfactory to the mayor or alderman before whom such person was convicted, which appeal to be taken and bond given within 15 days from time of conviction. Such appeal shall operate as a stay or supersedeas of all proceedings in the court below in the same manner that a certiorari from the Superior Court operates. The taking of such appeal shall constitute a waiver by the appellant of his right to a writ of certiorari in the Superior Court. (b) Except as provided in subsection (a) of this section, any person convicted under this title shall have the right of an appeal to the Superior Court only in those cases in which the sentence imposed was imprisonment, or a fine exceeding $100, upon given bond with surety satisfactory to the alderman, justice of the peace or a judge before whom such person was convicted, such appeal to be taken and bond given with 15 days from the time of conviction. Such appeal shall operate as a stay or supersedeas of all proceedings in the court below in the same manner that a certiorari from the Superior Court operates. The taking of such appeal shall constitute a waiver by the appellant of his right to a writ of certiorari in the Superior Court." However, it should be noted THAT THE OVERWHELMING MAJORITY OF THOSE ACCUSED OF MINOR CRIMES AND WHO ARE CONVICTED MAY BE SENTENCED TO PRISON WITHOUT ANY RIGHT TO APPEAL. The appeal cases in the Superior Court arrive in either of two ways: 1. Appeals of traffic offenses pursuant to 21 Del. C. Sec. 708; or 2. Appeals of other criminal convictions where more than one month in jail is given or a fine in excess of $100.00 is imposed. Art. IV, Sec. 28 Delaware Constitution of 1897 Under current law, if an accused keeps his case in a Justice of the Peace Court or an Alderman's Court, is convicted and is sentenced to 29 days in prison, there is no right to appeal. Yet if someone is convicted of a motor vehicle offense in a Justice of the Peace Court and receives one day in prison, Delaware law provides for an appeal, even if the person elected not to transfer in the first place. An Insignificant Number of Cases Are Transferred or Appealed to Superior Court For Fiscal Year 1990, 608 transfer and appeal cases were in the New Castle County Superior Court. There were no transfers in eight Kent or Sussex Counties. There were only 16 appeal cases in these counties. Transfer and appeal cases come principally from the Municipal Court in Wilmington, the Alderman's Courts and the Justice of the Peace Courts. The total number of such cases according to the 1990 Annual Report of the Delaware Judiciary is as follows: Justice of the Peace Courts \| Category \| Cases \| Percentage \| \|-------------------\|---------\|------------\| \| Title 7 fish/game \| 2,637 \| 1.2% \| \| Title 11 offenses \| 43,211 \| 19.0% \| \| Title 21 traffic \| 168,038 \| 75.8% \| \| Miscellaneous \| 13,745 \| 6.0% \| Total: 227,631 Mail-in fines: 96,034 Court Appearances: 130,925 Municipal Court \| Category \| Cases \| \|----------\|---------\| \| Criminal \| 20,386 \| \| Traffic \| 26,955 \| Total: 47,341 Alderman's Court \| Category \| Cases \| \|----------\|---------\| \| Traffic \| 22,631 \| \| Other \| 5,676 \| Total: 28,307 Out of over 300,000 criminal and traffic citations only 608 make their way to the Superior Court. Yet this tiny minority of cases is strangling the Superior Court in New Castle County. The fact that so few cases proportionately are transferred and appealed to the Superior Court attests to the fact that the right is more illusory than real. By experience suggests that those who take advantage of the current system are those who can afford lawyers or certain others who are attempting to manipulate the system. The ordinary citizen cannot and does not attempt to vindicate his rights in this manner. At a time when our resources are being stretched to their absolute limit, I hope you will give these bills the most serious attention. Thank you, Very truly yours, (Signed) Charles M. Oberly, III Attorney General Enclosure * * * * * DELAWARE COUNCIL ON CRIME AND JUSTICE 501 Shipley Street Wilmington, Dela. 19801 April 25, 1991 TO: Senator Harris McDowell FROM: Lorraine Stitler, Executive Director, DCCJ At the March 14, 1991 Board of Directors meeting the Board member of the Delaware Council on Crime and Justice adopted the following positions regarding House Bills 21 and 22. The Bills serve to limit the right of appeal to the Superior Court for jury trials in cases which carry a sentence of less than 30 days or a fine of less than $100. The suggestion was made that perhaps these trials could be held in the Court of Common Pleas rather than the Superior Court. This suggestion was adopted on the motion of Dan Wolcott with a second by Sill Echols to concur with the bills' concept, that is, to free up the Superior Court docket, but to revert the jury trials to the Court of Common Pleas, not to eliminate the right of appeal altogether. Several Senators commented on the Bill after which it was laid on the table on motion of Senator Sharp. HB 22 was laid on the table on motion of Senator Sharp. HB 24 w/HA 1 was lifted from the table for further consideration on motion of Senator McBride. Lt. Gov. Wolf presiding at 5:32 p.m. The privilege of the floor was extended to Ann Case, Delaware School Boards Association, and several Senators entered into discussion of the Bill after which the roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Neal) voting NO; therefore, the Bill was declared passed by the Senate and returned to the House. The Secretary announced that a message from the House informed the Senate that it had passed HB 184; HB 185 w/HA 1; HB 156; HB 157; HB 143; HB 113 and adopted HCR 20. HB 185 w/HA 1 was introduced and taken up for consideration under suspension of the necessary rules on motion of Senator Torbert. No objection. HB 185 w/HA 1 - AN ACT TO AMEND CHAPTER 3 OF TITLE 28 OF THE DELAWARE CODE RELATING TO RACING AND RACING DATES, HOURS OF RACING, WAGERING ON SIMULCAST RACES AND COMBINED PARI-MUTUEL POOLS. Sponsors: Representatives Gilligan, Quillen, Buckworth, George, Roy, Jonkliert, Petrilli, Spence, VanSant; Senators Adams, Holloway, Marshall, McBride, Sharp. The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and returned to the House. SB 114 was introduced and assigned to Health-Social Services/Aging: SB 114 - AN ACT TO AMEND CHAPTER 93, PART VII, TITLE 16 OF THE DELAWARE CODE, RELATING TO HEALTH AND SAFETY; AND PROVIDING FOR A HEALTH SERVICES COST REVIEW COMMISSION. (2/3 vote) Sponsors: Senators Still, Neal. At 5:45 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., May 2, 1991. The Senate reconvened at 2:20 p.m., May 2, 1991, Lt. Governor Wolf presiding. A corrected Committee Report from the Natural Resources and Environmental Control Committee on SB 50 was announced: 4 Merits. The following Committee reports were announced: From the Insurance and Elections Committee: SB 38 - 5 Merits. From the Health-Social Services/Aging Committee: HB 162 w/HA 1 - 6 Merits. From the Public Safety Committee: HB 80 4 - Merits. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor April 30, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Gerald M. Pepper, Rt. #1, Box 301-C, Selbyville, DE 19957, to be reappointed to the Sussex County Board of Elections to serve for a four year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor April 30, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Calvin Boggs, Post Office Box 179, Cheswold, DE 19936, to be reappointed as a member of the Industrial Accident Board to serve a six year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor * * * * * The following legislation was introduced and assigned: SB 115 - AN ACT TO AMEND CHAPTER 42, VOLUME 53, LAWS OF DELAWARE, AS AMENDED, ENTITLED "AN ACT AMENDING, REVISING AND CONSOLIDATING THE CHARTER OF THE CITY OF SEAFORD". (2/3 vote) Sponsors: Senator Venables, Representative Fallon. To Community/County. SB 116 - AN ACT TO AMEND CHAPTER 60, TITLE 7 OF THE DELAWARE CODE RELATING TO THE USE OF WATER RESOURCES OF THE STATE. Sponsors: Senators Vaughn, Cordrey. To Natural Resources and Environmental Control. SB 117 - AN ACT PROVIDING AN AMENDMENT TO THE CONSTITUTION OF THE STATE OF DELAWARE RELATING TO GUBERNATORIAL APPOINTMENTS. (2/3 vote) Sponsors: Senator Haage, Representative Amick; Senators Bair, Connor, Knox, Neal, Still, Sokola; Representatives Corrozi, Lee, Hebner, Maroney, Carey, Taylor, Lofink, Moore, Smith, Soles. To Executive. Senator Still requested that his name be removed from the list of co-sponsors to the Bill. SB 118 - AN ACT TO AMEND CHAPTER 84, TITLE 11 OF THE DELAWARE CODE RELATING TO POLICE OFFICER TRAINING. Sponsors: Senator McDowell, Representative Maroney; Senators Blevins, Marshall, Minner. Representatives Brady, Moore. To Judiciary. The Secretary announced receipt of a message from the House informed the Senate that it had passed HB 147; HB 151; HB 179; HB 28 w/H/A 1 and adopted HJR 5; HCR 37; HCR 38; HCR 39; SCR 32; SCR 33; SCR 34; SCR 35. The following legislation was introduced and assigned: HB 28 w/H/A 1 - AN ACT TO AMEND TITLE 18, DELAWARE CODE RELATING TO INSURANCE AND CREATING THE HIV TESTING FOR INSURANCE ACT. Sponsors: Representatives Davis, Oberlie, D. Ennis, Boykin, DiPinto, Jonkliert, Sills, VanSant; Senator Holloway. To Insurance and Elections. HB 113 - AN ACT TO AMEND CHAPTER 59, TITLE 29 OF THE DELAWARE CODE, RELATING TO THE MERIT SYSTEM OF PERSONNEL ADMINISTRATION; AND PROVIDING FOR PROVISIONAL EMPLOYMENT UNDER CERTAIN CIRCUMSTANCES. Sponsor: Representative Amick. To Administrative Services. HB 147 - AN ACT TO AMEND LAWS OF DELAWARE, VOLUME 43, CHAPTER 189, AS AMENDED, THE CHARTER OF THE TOWN OF WYOMING, RELATING TO THE POWER OF THE TOWN OF WYOMING TO IMPOSE AND COLLECT A REALTY TRANSFER TAX. (2/3 vote) Sponsors: Representative Buckworth, Senator Torbert. To Community/County Affairs. HB 151 - AN ACT TO AMEND CHAPTER 19, TITLE 12, DELAWARE CODE, RELATING TO INVENTORY AND APPRAISAL FILED WITH THE REGISTER OF WILLS. Sponsor: Representative Quillen. To Judiciary. HB 151 - AN ACT TO AMEND CHAPTER 137, VOLUME 61, LAWS OF DELAWARE, AS AMENDED ENTITLED "AN ACT TO REINCORPORATE THE TOWN OF DELMAR" AS IT RELATES TO SUPPLEMENTAL ASSESSMENTS. (2/3 vote) Sponsor: Representative Lee. To Community/County Affairs. HB 156 - AN ACT TO AMEND CHAPTER 21, TITLE 23, DELAWARE CODE RELATING TO ARRESTS MADE WITHOUT WARRANTS. Sponsors: Representative Buckworth, Senator Minner. To Natural Resources and Environmental Control. HB 157 - AN ACT TO AMEND SECTION 213B, TITLE 21, DELAWARE CODE RELATING TO SPECIAL LICENSE PLATES FOR DISABLED VETERANS. Sponsors: Representatives Quillen, Boykin, Bunting, Brady, Moore, Bennett, Clark. To Public Safety. HB 179 - AN ACT TO AMEND CHAPTER 82, TITLE 29, DELAWARE CODE, RELATING TO THE ADOPTION OF ADDITIONAL FEDERAL REQUIREMENTS WITH RESPECT TO TRANSPORTATION OF HAZARDOUS MATERIALS IN THIS STATE. Sponsor: Representative B. Ennis. To Natural Resources and Environmental Control. HJR 5 - DESIGNATING THE MONTH OF APRIL AS NATIONAL PARKINSON'S DISEASE AWARENESS MONTH. Sponsor: Representative Quillen. To Executive. SA 4 to HB 21 - Sponsor: Senator Still. Placed with the Bill. SA 1 to HB 22 - Sponsor: Senator Still. Placed with the Bill. SA 2 to SB 77 - Sponsor: Senator Neal. Placed with the Bill. SA 1 to SB 107 - Sponsor: Senator Holloway. Placed with the Bill. SA 1 to HB 155 - Sponsor: Senator Minner. Placed with the Bill. SA 2 to HB 155 - Sponsor: Senator Torbert. Placed with the Bill. SA 2 to HB 175 - Sponsor: Senator Torbert. Placed with the Bill. HB 184 - AN ACT REVISING THE STATUTORY DIVISION OF SECTION 107(A) OF CHAPTER 1, TITLE 13, DELAWARE CODE AS IT RELATES TO THE MARRIAGE OF MICHELE JOAN MADEKSZA AND GLENN DAVID KRASKER, NON-RESIDENTS OF THE STATE OF DELAWARE. Sponsor: Representative Carey. Laid on the table on motion of Senator Minner. At 2:35 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 27th Legislative Day. The Senate convened at 2:35 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Neal. Pledge of Allegiance to the Flag. Call for the roll revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. SENATE CITATION #5 was introduced and a copy made available to each Senator. The Citations consisted of S91-059-073 Inclusive. HB 155 w/HA 1.2 was taken up for consideration on motion of Senator Minner: HB 155 w/HA 1.2 - AN ACT TO AMEND CHAPTER 7, TITLE 7, DELAWARE CODE TO IMPLEMENT RESOLUTIONS OF THE DELAWARE BAY NEAKFISH COMMISSION FOR THE CALENDAR YEAR 1991. SA 1 to the Bill which had been placed with the Bill was stricken on motion of Senator Minner. SA 2 to the Bill which had been placed with the Bill was deferred for consideration on motion of Senator Torbert. SA 3 to the Bill which had been placed with the Bill was deferred for consideration on motion of Senator Torbert. The Bill was then laid on the table on motion of Senator Minner. SB 90 - was taken up for consideration on motion of Senator Cordrey: SB 90 - AN ACT TO AMEND CHAPTER 84, TITLE 11 OF THE DELAWARE CODE RELATING TO MEMBERSHIP OF THE COUNCIL ON POLICE TRAINING. Senators McBride, Hauge marked PRESENT. The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Martin) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. Senators Bair and McDowell marked PRESENT during the above roll call. At 2:45 p.m. on motion of Senator Sharp the Senate recessed for Party Caucus and reconvened at 3:18 p.m. Senator Cordrey presiding. HB 155 w/HA 1.2 was lifted from the table for further consideration on motion of Senator Minner. SA 4 to the Bill (sponsors: Senators Minner and Venables) was introduced and considered for adoption. The privilege of the floor was extended to Secretary Edwin Clark, Department of Natural Resources and Environmental Control Committee, and several Senators commented on the Amendment after which the roll call vote was taken and revealed 20 Senators voting YES and 1 (Connor) ABSENT; therefore, the Amendment was declared adopted. Senator Martin marked PRESENT during the above roll call. SA 5 to the Bill (sponsor: Senator Venables) was introduced and considered for adoption. The privilege of the floor was extended once again to Secretary Edwin Clark, Department of Natural Resources and Environmental Control Committee. Several Senators commented on the Amendment after which the roll call vote was taken and revealed 19 Senators voting YES and 2 (Bair, Connor) ABSENT; therefore, the Amendment was declared adopted. During a lengthy discussion of the Bill, the privilege of the floor was extended to Secretary Edwin Clark of DNREC; Phil Messina, Delaware Marine Fisheries Coalition; James C. Dare, commercial waterman, and concerned citizen; and Captain Jerry Blakesley, Delaware Captains Association; Julie A. Wagner, Delaware Watermans Association; and William F. Moore, Head Boat Charter Industry. The roll call vote on HB 155 w/HA 1.2, SA 4.5 was then taken and revealed 20 Senators voting YES and 1 (Knox) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House for consideration of the Senate Amendments. HB 138 was taken up for consideration on motion of Senator Minner: HB 138 - AN ACT TO AMEND CHAPTER 7, TITLE 7, DELAWARE CODE, RELATING TO HUNTING DEER WITH A MUZZLE LOADER. The privilege of the floor was extended to Bill Wagner, Director of Division of Fish and Wildlife, DNREC, and a short discussion of the Bill ensued after which the roll call vote on the Bill was taken and revealed 19 Senators voting YES, 1 (Marshall) voting NO and 1 (Knox) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. SB 57 was taken up for consideration on motion of Senator Minner: SB 57 - AN ACT TO AMEND TITLE 7, DELAWARE CODE RELATING TO HORSESHOE CRABS. (3/5 vote). SA 1 to the Bill (sponsor: Senator Minner) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 20 Senators voting YES and 1 (Knox) ABSENT; therefore, the Amendment was declared adopted. The privilege of the floor was extended to William R. Hall, University of Delaware, Sea Grant, and several Senators testified to witness. The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Knox) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 33 was taken up for consideration on motion of Senator Venables: SB 33 - AN ACT TO AMEND TITLE 25 OF THE DELAWARE CODE RELATING TO METERING AND CHARGES FOR UTILITY SERVICES FOR COMMERCIAL UNITS. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Venables and the roll call vote taken which revealed 19 Senators voting YES, 1 (McDowell) voting NO and 1 (Knox) ABSENT; therefore, the Amendment was declared adopted. The privilege of the floor was extended to George C. Hering, III, (New Castle Associates) who was questioned by several Senators. The roll call vote on SB 33 w/SA 1 was then taken and revealed 16 Senators voting YES; 4 Senators (Blevins, McBride, McDowell, Sharp) voting NO; and 1 (Knox) ABSENT. YES: Senators Adams, Bahr, Connolly Cook, Corrady, Hauge, Holloway, Marshall, Martin, Minner, Neil, Sokola, Still, Torbert, Venables - 16; NO: Senators Blevins, McBride, McDowell, Sharp - 4; ABSENT: Senators Knox - 1. The Bill was declared passed by the Senate and sent to the House for consideration. At 4:55 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., May 7, 1991. The Senate reconvened at 2:52 p.m., May 7, 1991, Lt. Governor Wolf presiding. The Secretary announced that a message from the House informed the Senate that it had passed HB 178 w/HA 1 as amended by HA 1, HA 2; HB 161 w/HA 1, HB 92; HB 98; SB 109. The following legislation was introduced and assigned: SB 120 - AN ACT TO AMEND TITLE 18 DELAWARE CODE TO AUTHORIZE THE VALUATION OF SECURITIES OF INSURERS BY THE SECURITIES VALUATION OFFICE OF THE NATIONAL ASSOCIATION OF INSURANCE COMMISSIONERS. Sponsors: Senator Sharp, Representative D. Ennis; Senators Adams, McDowell, Vaughn, Still; Representatives Boykin, DiPinto, Jonkert, Sills, Smith, VanSant. To Insurance and Elections. SB 121 - AN ACT TO AMEND TITLE 18, DELAWARE CODE, TO REQUIRE INSURANCE COMPANIES CAPITAL AND SURPLUS IN U.S. DOLLAR OR CASH EQUIVALENT. Sponsors: Senator Sharp, Representative D. Ennis; Senators Adams, McDowell, Vaughn, Still; Representatives Boykin, DiPinto, Jonkert, Sills, Smith, VanSant. To Insurance and Elections. SB 119 - A BOND AND CAPITAL IMPROVEMENTS ACT OF THE STATE OF DELAWARE AND CERTAIN OF ITS AUTHORITIES DEAUTHORIZING AND AUTHORIZING THE ISSUANCE OF GENERAL OBLIGATION BONDS OF THE STATE; AND REVERTING AND REPROGRAMMING CERTAIN FUNDS OF THE STATE. Sponsors: Senators Martin, Cook, McBride, Knox; Representatives Roy, Carey, Boykin, Taylor, Ennis, Jonkert. Laid on the table on motion of Senator Cook. SB 122 - AN ACT TO AMEND CHAPTER 1, TITLE 19 OF THE DELAWARE CODE RELATING TO EMPLOYMENT PRACTICES. Sponsors: Senator Marshall, Representatives Oberle, Maroney; Senators Blevins, Cook, Holloway, Martin, McBride, McDowell, Minner, Sharp, Sokola; Representatives Spence, Campanelli, Jonkert, Moore, Sills, West. To Labor and Industrial Relations. HB 97 - AN ACT TO AMEND CHAPTER 1, TITLE 20, OF THE DELAWARE CODE RELATING TO UNIFORM AND EQUIPMENT ALLOWANCE TO DELAWARE NATIONAL GUARD OFFICERS. Sponsors: Representatives Corrozi, Petrilli, Buckworth, Spence, Amick, Roy, Davis, DiPinto, Lofink, Taylor, Gilligan, Bennett, Soles, Jonkert. To Finance. HB 98 - AN ACT TO AMEND CHAPTER 1, TITLE 20 OF THE DELAWARE CODE RELATING TO COURTS-MARTIAL. Sponsors: Representatives Corrozi, Petrilli, Buckworth, Spence, Amick, Roy, Davis, DiPinto, Lofink, Taylor, Gilligan, Bennett, Soles, Jonkert. To Judiciary. HB 161 w/HA 1 - AN ACT TO AMEND CHAPTER 21, TITLE 21 OF THE DELAWARE CODE RELATING TO THE ISSUANCE OF SPECIAL REGISTRATION PLATES. (3/5 vote). Sponsors: Representatives Ewing, Bennett, B. Ennis, Lee; Senator Vaughn; Representatives Boykin, Brady, Bunting, Campanelli, Caulk Clark, Corrozi, DiPinto, D. Ennis, Gilligan, Houghton, Jonkert, Lofink, Moore, Oberle, Outten, Quillen, Reynolds, Roy, Schroeder, Sills, VanSant, West; Senators Bair, Blevins, Holloway, McBride, Marshall, Minner, Still, Yorburt. To Public Safety. HB 178 w/HA 1 w/HA 1, HA 2 - AN ACT TO AMEND CHAPTER 30, TITLE 24, DELAWARE CODE, RELATING TO PROFESSIONAL COUNSELORS. Sponsors: Representatives Maroney, Amick. To Sunset. HCR 39 was introduced and considered for adoption on motion of Senator Corrady: HCR 39 - HONORING THOSE INDIVIDUALS WHO HAVE BEEN SELECTED AS A RECIPIENT OF THE DELAWARE AWARD FOR EXCELLENCE AND COMMITMENT IN STATE SERVICE. Sponsors: Representative Spence, Senator Corrady in behalf of all members of the Legislature. The roll call vote on the Resolution was taken and revealed 18 Senators voting YES and 3 (Bair, Knox, Martin) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. SB 111 was stricken on motion of Senator Sharp. At 3:00 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 28th Legislative Day. 28TH LEGISLATIVE DAY May 7, 1991 The Senate convened at 3:00 p.m. Lt. Governor Wolf presiding. A Prayer was offered by Senator Holloway. Pledge of Allegiance to the Flag. Call of the Roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. HB 162 w/HA 1 was taken up for consideration on motion of Senator Holloway. HB 162 w/HA 1 - AN ACT TO AMEND CHAPTER 93, TITLE 16, DELAWARE CODE RELATING TO HEALTH PLANNING AND CERTAIN ASPECTS OF HEALTH PROGRAMS. During a discussion of the Bill, the privilege of the floor was extended to Amos M. Burkett, Director of Health Planning & Resource Management of the Department of Health and Social Service; Robert I. Welch, Bureau of Health Planning, Department of Health and Social Services; and William H. Duncan, M.D., Health Resources Management Council, Medical Society of Delaware. Senator Bair marked PRESENT during the discussion of the bill. The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the bill was deemed passed by the Senate and returned to the House. Senator McBride marked PRESENT during the above roll call. At 3:30 p.m. on motion of Senator Sharp the Senate recessed for Party Caucus and reconvened at 4:06 p.m. with Senator Cordrey presiding. The following legislation was introduced: SA 1 to SB 38. Sponsor: Senator Hauge. Placed with the Bill. SA 1 to SB 93. Sponsor: Senator Vaughn. Placed with the Bill. SB 71 was reported out of the Judiciary Committee: 5 Merits. SB 119 was lifted from the table under suspension of rules for consideration on motion of Senator Martin. No objection. SB 119 - A BOND AND CAPITAL IMPROVEMENTS ACT OF THE STATE OF DELAWARE AND CERTAIN OF ITS AUTHORITIES DEAUTHORIZING AND AUTHORIZING THE ISSUANCE OF GENERAL OBLIGATION BONDS OF THE STATE; AND REVERTING AND REPROGRAMMING CERTAIN FUNDS OF THE STATE. At 4:10 p.m., Lt. Wolf presiding. A lengthy discussion of the Bill among the Senators ensued. The following letter was made part of this Journal on motion of Senator Blevins. No objection. SENATE STATE OF DELAWARE LEGISLATIVE HALL DOVER, DELAWARE 19903 May 2, 1991 Mr. John Casey, Director Delaware Development Office Dover, DE 19901 Dear Mr. Casey: As you know, it has been proposed to delete from the 1991 Bond Bill $500,000 of funding for the Little Mill Sewer Interceptor to help balance this year's budget. This would reduce the amount funding the sewer for the sewer interceptor to $1.5 million. This sewer interceptor is a $5 million project, $2.5 million of which has been funded by New Castle County. The agreement reached by the Administration included $500,000 to complete the project, to be funded in the 1992 Bond Bill. I have received commitments from you and from the co-chairmen of the Joint Bond Bill Committee that the $500,000 deleted from the 1991 Bond bill will be included in the 1992 Bond bill, bringing the funding in the 1992 Bond Bill up to $1 million. After speaking with New Castle County officials, it is my understanding that this proposal is acceptable to them and will enable them to proceed with the project without delay. As you are aware, this project is essential to the continued environmental viability of the area due to the Hewlett-Packard project and the proposed DuPont Chestnut Run expansion. I appreciate your assurances that this project will receive the continued support of the Administration. Sincerely, (Signed) Patricia M. Blevins State Senator - 7th District cc: Governor Michael N. Castle Senator Roger Martin Representative Roger Roy Robert Maxwell John Carney * * * * * The roll call vote on the Bill was taken; however, the roll call was laid on the table before being announced on motion of Senator Martin. SB 123 was introduced and taken up for consideration under suspension of the necessary rules on motion of Senator Cordrey: SB 123 - AN ACT TO AMEND CHAPTER 197 VOLUME 54 LAWS OF DELAWARE WHICH REVISED THE PRIOR CHARTER OF REHOBOTH BEACH AND PRESCRIBED A NEW CHARTER THEREFORE, TO PROVIDE FOR ABSENTEE BALLOTS IN ALL REHOBOTH ELECTIONS, TO CHANGE THE DATE FOR FILING CERTIFICATES OF NOMINATION AND TO CHANGE THE QUALIFICATIONS OF CANDIDATES, TO CHANGE THE TIME OF THE ANNUAL MUNICIPAL ELECTION, TO CHANGE THE DEADLINE TO REGISTER TO VOTE IN THE ANNUAL MUNICIPAL ELECTION, TO CHANGE THE QUALIFICATIONS OF VOTERS, AND TO CHANGE THE QUALIFICATIONS FOR CANDIDATES FOR ELECTIVE OFFICE. (2/3 vote). Sponsors: Senator Cordrey; Representative Schroeder. The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 77 was taken up for consideration on motion of Senator Neal: SB 77 - AN ACT TO AMEND CHAPTER 33, TITLE 19 OF THE DELAWARE CODE RELATING TO UNEMPLOYMENT COMPENSATION. SA 1 to the Bill which had been placed with the Bill was stricken on motion of Senator Neal. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Neal. Senator Sokola commented on the Amendment. The roll call vote taken revealed 20 Senators voting YES and 1 (Martin) ABSENT; therefore, the Amendment was declared adopted. Senator Holloway commented on the bill as amended. The roll call vote on SB 77 w/SA 2 was then taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. On motion of Senator Martin, without objection, the roll call vote on SB 119 was lifted and announced with 18 Senators voting YES; and 3 (Marshall, McDowell, Minner) voting NO. The Bill was declared passed by the Senate and sent to the House for consideration. SB 93 was taken up for consideration on motion of Senator Vaughn: SB 93 - AN ACT TO AMEND CHAPTER 90, TITLE 11, DELAWARE CODE, RELATING TO THE EXPUNGEMENT OF PENALTY ASSESSMENTS AFTER THE ASSESSMENT REMAINS UNCOLLECTED FOR A PERIOD OF THREE YEARS. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Vaughn and the roll call vote taken which revealed 20 Senators voting YES and 1 (Bair) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on SB 93 w/SA 1 was then taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SENATE CONSENT CALENDAR #11 was introduced and assigned on motion of Senator Minner: SB 22 - MOURNING THE UNTIMELY DEATH OF LISA MICHELLE STROBEL SHAHAN, FORMER CALENDAR CLERK OF THE DELAWARE STATE SENATE. Sponsors: Senators Torbert, Minner and all Senators. SCR 36 - COMMENDING SUSAN A. MATHE FOR BEING NAMED BY THE DELAWARE SCHOOL BOARDS ASSOCIATION AS DISTINGUISHED SERVICE AWARD RECIPIENT FOR 1991. Sponsors: Senators Sokola, Blevins; Representative Roy. SCR 37 - EXTENDING CONGRATULATIONS TO EARL C. RADDING UPON RECEIVING THE DISTINGUISHED SERVICE AWARD OF THE NATIONAL SOCIETY OF PROFESSIONAL ENGINEERS. Sponsors: Senators Neal, Adams, McBride; Representatives Fallon, Petri111. SCR 38 - EXTENDING BEST WISHES TO JOSEPH F. HULIHAN AS HE RETIRES FROM DIAMOND STATE TELEPHONE COMPANY. Sponsors: Senator Bair, Representative Maroney; Senators Knox, Haage; Representatives D. Ennis, Boykin, Smith, Hebner. HCR 20 - REQUESTING THE OFFICE OF VEHICLE SAFETY STANDARDS WITHIN THE OFFICE OF OCCUPANT PROTECTION NATIONAL HIGHWAY TRAFFIC SAFETY ADMINISTRATION OF THE U. S. DEPARTMENT OF TRANSPORTATION CONSIDER AMENDING THE FEDERAL SAFETY STANDARDS RELATING TO AUTOMOBILE SEAT BELTS TO STANDARDIZE RELEASE MECHANISMS. Sponsors: Representatives Clark, Caulk, West; Senators Minner, Still. HCR 37 - IN APPRECIATION OF DELAWARE'S VOLUNTEERS DURING NATIONAL VOLUNTEER WEEK. Sponsors: Representatives DiPinto, all Representatives; Senator Knox, all Senators. HCR 28 - EXTENDING CONGRATULATIONS, BEST WISHES AND MANY THANKS TO MALT F. GABEL, STATE FOSTER ON HIS IMPENDING RETIREMENT FROM STATE GOVERNMENT ON MAY 31, 1991 AFTER ALMOST THIRTY-FIVE YEARS OF STATE SERVICE. Sponsors: Representative B. Ennis, Senator Cook, Representative Clark, Senator Vaughn. The roll call vote on the Calendar was taken and revealed 21 Senators voting YES; therefore, the Resolutions were declared adopted. The House Concurrent Resolutions were returned to the House and the Senate Concurrent Resolutions were sent to the House for consideration. At 4:53 p.m. on motion of Senator Sharp, the Senate recessed until 3:30 p.m., May 8, 1991. The Senate reconvened at 3:59 p.m., May 8, 1991 with Lt. Governor Wolf presiding. The following legislation was introduced and assigned: SB 124 - AN ACT TO AMEND CHAPTER 38, TITLE 31, DELAWARE CODE, RELATING TO FOSTER CHILD REVIEW. Sponsor: Senator McDowell. To Children, Youth and Families. SB 125 - AN ACT TO AMEND CHAPTER 17 AND 19 OF TITLE 24, DELAWARE CODE RELATING TO PRONOUNCEMENTS OF DEATH. Sponsors: Senators McBride, Bair, Connor, Holloway; Representatives Outten, Amick, Maroney. To Administrative Services. SB 126 - AN ACT TO AMEND CHAPTER 38, TITLE 31, DELAWARE CODE, RELATING TO FOSTER CARE REVIEW. Sponsor: Senator McDowell. To Children, Youth and Families. A messenger from the Governor was announced and admitted. The following Committee reports were announced: From the Executive Committee: HB 102 - 5 Merits; HJR 5 - 5 Merits. The following legislation was introduced and assigned: SB 127 - AN ACT TO AMEND TITLE 18, DELAWARE CODE TO SPECIFICALLY REQUIRE ANNUAL STATEMENTS OF INSURERS TO CONFORM WITH THE NATIONAL ASSOCIATION OF INSURANCE COMMISSIONERS ANNUAL STATEMENT REQUIREMENTS. Sponsors: Senator Sharp, Representative D. Ennis; Senators Adams, McDowell, Vaughn, Still; Representatives Boykin, DiPinto, Jonkliert, Sills, Smith, VanSant. To Insurance and Elections. SB 128 - AN ACT TO AMEND TITLE 18, DELAWARE CODE REGARDING FINANCIAL EXAMINATIONS OF INSURANCE COMPANIES. Sponsors: Senator Sharp, Representative D. Ennis; Senators Adams, McDowell, Vaughn, Still; Representatives Boykin, DiPinto, Jonkliert, Sills, Smith, VanSant. To Insurance and Elections. SB 129 - AN ACT TO AMEND TITLE 26 OF THE DELAWARE CODE RELATING TO THE GENERAL JURISDICTION AND POWERS OF THE PUBLIC SERVICE COMMISSION. Sponsors: Senator Adams, Representative DiPinto. To Administrative Services. SB 130 - AN ACT TO AMEND TITLE 29, DELAWARE CODE RELATING TO RULES AND REGULATIONS ESTABLISHED BY STATE AGENCIES BY ESTABLISHING APPROPRIATE PROCEDURES FOR ASSESSING WHETHER OR NOT RULES AND REGULATIONS WILL RESULT IN TAKING OF PRIVATE PROPERTY. Sponsors: Senators Adams, Cook, Cordrey, Holloway, Still, Torbert, Vaughn, Venables; Representatives Bunting, Carey, Caulk, Clark, Ewing, Lofink, Quillen, Schroeder, West. To Executive. SA 5 to HB 80 - Sponsor: Senator Neal. Placed with the Bill. The Secretary announced that a message from the House informed the Senate that it had passed HB 188, HB 176 w/H/A 1, 2, HB 189, SB 15 w/H/A 2, HB 136 w/H/A 1, HB 116 w/H/A 1, and HCR 28. The following legislation was introduced and assigned: HB 116 w/H/A 1 - AN ACT TO AMEND CHAPTER 96, TITLE 9 DELAWARE CODE, RELATING TO RECORDING SURCHARGES. Sponsors: Representatives Sills, DiPinto, D. Ennis, Moore; Senators Holloway, Marshall, McBride. To Community/County Affairs. HB 136 w/H/A 1 - AN ACT TO AMEND TITLE 24 OF THE DELAWARE CODE RELATING TO NURSES TO GIVE THE BOARD OF NURSING THE AUTHORITY TO TEMPORARILY SUSPEND A LICENSE, PENDING A FINAL HEARING, WHEN THERE IS IMMEDIATE OR IMMINENT DANGER TO THE PUBLIC HEALTH, WELFARE, AND SAFETY. Sponsor: Representative Amick. To Administrative Services. HB 176 w/H/A 1, 2 - AN ACT TO AMEND CHAPTER 57, TITLE 14, DELAWARE CODE, RELATING TO TRUANCY. Sponsors: Representative Fallon, Senator McBride. To Education. HB 188 - AN ACT TO AMEND CHAPTER 5, TITLE 11, RELATING TO LICENSES TO CARRY CONCEALED DEADLY WEAPONS. Sponsors: Representatives VanSant, Brady, Campanelli, Caulk, B. Ennis, Ewing, Houghton, Jonkliert, Petrilli, Reynolds, West; Senators Marshall, McBride, Minner. To Judiciary. HB 189 - AN ACT TO AMEND CHAPTER 5, TITLE 11 RELATING TO FIREARMS. Sponsors: Representatives VanSant, Bennett, Brady, Bunting, Campanelli, Caulk, Clark, B. Ennis, Ewing, Hebner, Houghton, Jonkliert, Lee, Lofink, Mack, Moore, Oberle, Outten, Petrilli, Reynolds, Schroeder, Smith, West; Senators McBride, Minner, Torbert, Vaughn. To Judiciary. The following letters of nomination for appointment from the Governor were read and assigned to Executive Committee: STATE OF DELAWARE Office of the Governor May 8, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Gerard A. Cain, 304 Welden Road, Wilmington, DE 19803, to be reappointed as a member of the Board of Trustees of Delaware Technical & Community College to serve a three year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor STATE OF DELAWARE Office of the Governor May 8, 1991 To the Senate of the 136th General Assembly of the State of Delaware In conformity with the Constitution and Laws of the State of Delaware, I hereby nominate and appoint for the consent and confirmation of the Senate, the following: Donald D. Phillips, 33 North Shore Drive, Seaford, DE 19973, to be reappointed as a member of the Public Service Commission to serve a five year term. Your consideration of this nomination is appreciated. Sincerely, (Signed) Michael N. Castle, Governor HB 49 w/HA 1-2 was reported out of the Public Safety Committee: 4 Merits. At 4:10 p.m., on motion of Senator Sharp, the Senate adjourned to immediately convene for the 29th Legislative Day. 29TH LEGISLATIVE DAY May 8, 1991 The Senate convened at 4:10 p.m.: Lt. Governor Wolf presiding. A Prayer was offered by Senator Connor. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables – 21. The Journal of the previous day was approved as read on motion of Senator Sharp. Senator Bair marked PRESENT. Senator Venables commented the personal privilege of the floor and commented on alternative routes and methods of transportation - by bicycle in particular. SB 28 was taken up for consideration on motion of Senator Venables: SB 28 – AN ACT TO AMEND CHAPTER 25 OF TITLE 18, DELAWARE CODE, RELATING TO RATE FILINGS BY INSURERS AND HEALTH SERVICE CORPORATIONS. At 4:21 p.m. Senator Cordrey presiding. Several Senators entered into discussion of the Bill during which the privilege of the floor was extended to Insurance Commissioner David M. Levinson on two occasions, Catherine Mulholland, Insurance Department, and Bill Kirk, Blue Cross and Blue Shield of Delaware. Senators McBride and Cook marked PRESENT. The roll call vote on the Bill was taken; however, the roll call was laid on the table before being announced on motion of Senator Venables. At 5:30 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:53 p.m. Senator Cordrey presiding. HB 184 was taken up from the table for consideration on motion of Senator Minner under suspension of the necessary rules. No objection. HB 184 - AN ACT WAIVING THE STATUTORY PROVISIONS OF SECTION 107(A) OF CHAPTER 1, TITLE 13, DELAWARE CODE AS IT RELATES TO THE MARRIAGE OF MICHELE JOAN MADEKSZA AND GLENN DAVID KRASKER, NON-RESIDENTS OF THE STATE OF DELAWARE. The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and returned to the House. SR 29 was introduced and considered for adoption on motion of Senator Sharp. SR 29 - HONORING THE MOTHERS OF DELAWARE, AND ESPECIALLY THE MOTHERS SURVIVING IN THE STATE DURING THE OCCASION OF MOTHER'S DAY, MAY 12, 1991. Sponsors: Senator Sharp and all male Senators. Senator Bair commented. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted. The following legislation was introduced assigned: SB 131 - AN ACT TO AMEND CHAPTER 25, TITLE 18, DELAWARE CODE RELATING TO THE FILING OF RATES WITH AIRCRAFT COMPANIES, INSURANCE CARRIERS. Sponsors: Senator Marshall, Representatives Oberle, Jonkletter Reynolds. To Insurance and Elections. SB 132 - AN ACT TO AMEND CHAPTER 1, TITLE 5 OF THE DELAWARE CODE RELATING TO BANK RECEIVERSHIP. Sponsors: Senator Cordrey, Representative D. Ennis. To Banking. SB 133 - AN ACT TO AMEND CHAPTER 11, TITLE 9 OF THE DELAWARE CODE RELATING TO EXPANDING THE NUMBER OF NEW CASTLE COUNTY COUNCIL MEMBERS. Sponsors: Senators Sharp, Blevins; Representatives Campanelli, VanSant. To Community/County Affairs. The Secretary read a request from Representative VanSant that his name be removed as a co-sponsor of the Bill. At 6:01 p.m. on motion of Senator Sharp, the Senate recessed until 2:00 p.m., May 14, 1991. The Senate reconvened at 2:36 p.m., May 14, 1991; Lt. Governor Wolf presiding. SB 102 was reported out of the Labor and Industrial Relations Committee - 5 Merits. The following legislation was introduced and assigned: SA 6 to HB 80. Sponsor: Senator Torbert. Placed with the Bill. SB 134 - AN ACT TO AMEND CHAPTER 1, TITLE 11, DELAWARE CODE, RELATING TO PARENTS' RESPONSIBILITY FOR CHILDREN PLAYING WITH FIRE. Sponsor: Senator Torbert. To Judiciary. SB 135 - AN ACT TO AMEND SUBCHAPTER IV, CHAPTER 43, TITLE 21, DELAWARE CODE RELATING TO UNLOCKED MOTOR VEHICLES AND IGNITION KEYS. (2/3 vote). Sponsor: Senator Torbert. To Public Safety. SB 136 - AN ACT TO AMEND SUBPART B, CHAPTER 5, TITLE 11, DELAWARE CODE, RELATING TO A REQUIREMENT THAT ALL DWELLING OCCUPANTS KEEP DOORS AND WINDOWS LOCKED AT ALL TIMES FROM SUNSET TO SUNRISE. Sponsor: Senator Torbert. To Judiciary. SB 25 - URGING INSURANCE COMPANIES SELLING AUTOMOBILE INSURANCE IN DELAWARE TO CONSIDER PROVIDING EXTRA BENEFITS TO CUSTOMERS WHO REGULARLY USE SEAT BELTS AND AIR BAGS. Sponsor: Senator Torbert. Laid on the table. HJR 5 was taken up for consideration on motion of Senator Adams: HJR 5 - DESIGNATING THE MONTH OF APRIL AS NATIONAL PARKINSON'S DISEASE AWARENESS MONTH. The roll call vote on the Resolution was taken and revealed 19 Senators voting YES and 2 (Senator Minner) ABSENT; therefore, the Resolution was declared adopted by the Senate and returned to the House. At 2:40 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 30th Legislative Day. 30TH LEGISLATIVE DAY May 14, 1991 The Senate convened at 2:40 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Martin. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Sti11, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 40, HCR 41, SCR 36, SCR 37, SCR 38. The Secretary of the Senate announced that a message from the Chief Clerk of the House informed the Senate that Representative Bennett signed SCR 38 and SCR 39 as a co-sponsor on May 8, 1991. A message from Senator William V. Roth, Jr. was partially read which thanked the Senate for SCR 26. A message from Representative Thomas R. Carper was partially read which thanked the Senate for SCR 26. A message from Shirley M. Green, Special Assistant to the President for Presidential Messages and Correspondence, was partially read which thanked the Senate in the name of the President of the United States for SCR 26. HB 80 W/HA 1 was taken up for consideration on motion of Senator Blevins: HB 80 W/HA 1 - AN ACT TO AMEND TITLE 21, DELAWARE CODE, RELATING TO OCCUPANT PROTECTION SYSTEMS, USAGE, STANDARDS AND CONDITION THEREOF. SA 1 to the Bill which had been placed with the Bill was taken up for consideration on motion of Senator McBride. The privilege of the floor was extended to William J. Walls, Jr., Senate Attorney, John Connor, Senate Attorney, and Ron Smith, House Attorney. Senator's Bair, Winner marked PRESENT. The roll call vote on SA 1 was then taken and revealed 7 Senators (Cook, Cordrey, McBride, Minner, Sharp, Torbert, Vaughn) voting YES; 13 voting NO; and 1 (McDowell) ABSENT; the Amendment was declared defeated. SA 2 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator McBride and the roll call vote taken which revealed 1 Senator (McBride) voting YES and 20 voting NO; therefore, the Amendment was declared defeated. SA 3 to the Bill which had been placed with the Bill was stricken on motion of Senator McBride. SA 4 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Sokola. Several Senators commented. The roll call vote taken revealed 16 Senators voting YES and 5 (Bair, Connor, Neal, Sharp, Still) voting NO; therefore, the Amendment was declared adopted. SA 5 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Neal. The privilege of the floor was extended to Richard Dillard, Senate Attorney, after which the roll call vote on the Amendment was taken and revealed 21 Senators voting YES; therefore, the Amendment was declared adopted. SA 6 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Torbert. The privilege of the floor was extended to William J. Walls, Senate Attorney, after which the roll call vote was taken and revealed 12 Senators voting YES; 8 (Bair, Connor, Hauge, Holloway, Knox, Marshall, Martin, Neal) voting NO; and 1 (Still) NOT VOTING. The Amendment was declared adopted. SA 7 to the Bill (sponsor: Senator McDowell) was introduced and considered for adoption. A lengthy discussion of the Amendment ensued and the privilege of the floor was extended to Patrick Murray, Secretary of Public Safety, and Harlan Tull, Department of Public Instruction. SA 7 was then stricken on motion of Senator McDowell. During a lengthy discussion of the Bill, the privilege of the floor was extended to John W. Dobbing, concerned citizen; Ali Z. Hameli, M.D., Chief Medical Examiner; Stephen C. Taylor; and Rick Schroeder, concerned citizen. At 4:48 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 5:42 p.m., Senator Cordrey presiding. HB 80 W/HA 1, SA 4, 5, 6 was still before the Senate. Discussion of the Bill continued and the privilege of the floor was extended to Jennifer Russell, concerned citizen, and Carole Sieber, concerned citizen. At 5:55 p.m. Lt. Governor Wolf presiding. The privilege of the floor was extended to William O. Phillips, Coalition of Delawareans Against Seat Belt Use, Tony Galla, concerned citizen. Senator Blevins requested the privilege of the floor for Dr. Young; however, Senator Sharp objected. Senator Blevins withdrew the request. Several Senators commented on the Bill and the roll call vote on HB 80 W/HA 1, SA 4, 5, 6 was taken and revealed that 12 Senators voting YES; 9 Senators (Adams, Cook, Cordrey, McBride, Minner, Sharp, Still, Torbert, Vaughn) voting NO. The Bill was declared passed by the Senate and returned to the House for consideration of the Senate Amendments. SCR 40 was introduced and considered for adoption on motion of Senator Marshall: SCR 40 - EXTENDING BEST WISHES TO SR. MARIE KELLY, SND, AS SHE LEAVES DELAWARE TO ASSUME THE RESPONSIBILITY OF DIRECTING HER RELIGIOUS CONGREGATION, THE SISTERS OF NOTRE DAME. Sponsors: Senators Marshall, Connor; Representatives Jonkietz, Corrozi, Spence, George, Campanelli, Petrilli, Maroney, DiPinto. The roll call vote on the Resolution was taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. At 6:23 p.m. on motion of Senator Sharp, the Senate recessed until 3:30 p.m., May 15, 1991. The Senate reconvened at 3:52 p.m., May 15, 1991 with Lt. Governor Wolf presiding. The following legislation was introduced and assigned: SB 137 - AN ACT TO AMEND SUBCHAPTER IV, CHAPTER 100, TITLE 3, DELAWARE CODE RELATING TO WAGERING ON SIMULCAST POOLS AND COMBINED PARI-MUTUEL POOLS. Sponsors: Senators Cook, Minner, Still; Representatives Quillen, Outten, Gilligan. To Finance. SB 138 - AN ACT TO AMEND CHAPTER 5, TITLE 11 OF THE DELAWARE CODE RELATING TO INSTITUTIONAL VANDALISM. (2/3 vote). Sponsors: Senators Sharp, Vaughn, Holloway; Representative Hebner. To Judiciary. SB 139 - AN ACT TO AMEND TITLE 11, CHAPTER 85 OF THE DELAWARE CODE RELATING TO THE STATE BUREAU OF IDENTIFICATION. Sponsor: Senator Vaughn. To Judiciary. SB 140 - AN ACT TO AMEND CHAPTER 3, TITLE 28, OF THE DELAWARE CODE RELATING TO THOROUGHBRED RACING. Sponsors: Senator Venables, Representative Amick. To Agriculture. SA 1 to SB 39 - Sponsor: Senator Sharp. Placed with the Bill. SCR 39 - COMMEMORATING THE LIFE AND PUBLIC SERVICE OF WILLIAM M. COVERDALE AND EXPRESSING SINCERE CONDOLENCE TO HIS FAMILY. Sponsors: Senator Neal; Representatives Amick, Soles; Senators Cordrey, Martin, Sokola. The roll call vote on the Resolution was taken and revealed 18 Senators voting YES and 3 (Connor, Holloway, McDowell) ABSENT; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. At 3:59 p.m. on motion of Senator Sharp, the Senate adjourned to immediately convene for the 31st Legislative Day. 31ST LEGISLATIVE DAY May 15, 1991 The Senate convened at 3:59 p.m., Lt. Governor Wolf presiding. A Prayer was offered by Senator Sokola. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The Secretary announced that a message from the House informed the Senate that it had passed SB 91, SB 119 and adopted HCR 36. LEGISLATIVE ADVISORIES #8, #9 and #10 were partially read and copies made available to each Senator: LEGISLATIVE ADVISORY #8, dated April 24, 1991: On April 22 the Governor signed HB 13, SB 119, and SB 120. LEGISLATIVE ADVISORY #9, dated May 2, 1991: On April 29 the Governor signed HJR 4. LEGISLATIVE ADVISORY #10, dated May 7, 1991: On May 5 the Governor signed HB 185 w/HA 1 (Volume 68, Chapter 25, Laws of Delaware); and on May 6 the Governor signed HJR 6. At 4:02 p.m. on motion of Senator Sharp the Senate recessed for Party Caucus and reconvened at 5:19 p.m., Senator Cordrey presiding. The following legislation was introduced and assigned: SB 141 - AN ACT TO AMEND TITLE 8 OF THE DELAWARE CODE RELATING TO A PROCEDURE FOR PROVIDING FOR CLAIMS AGAINST A DISSOLVED CORPORATION AND TO CERTAIN FEES AND CHARGES PAYABLE TO THE SECRETARY OF STATE. (2/3 vote) Sponsors: Senator Sharp, Representative Hebner. To Judiciary. SB 142 - AN ACT TO AMEND SUBCHAPTER VII, CHAPTER V, TITLE 11 OF THE DELAWARE CODE RELATING TO ETHNIC INTIMIDATION. Sponsor: Senator Sharp. To Judiciary. At 5:20 p.m., Lt. Governor Wolf presiding. SB 38 was taken up for consideration on motion of Senator Hauge: SB 38 - AN ACT TO AMEND CHAPTER 49, TITLE 15 OF THE DELAWARE CODE RELATING TO CONDUCT OF ELECTION. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Hauge and the roll call vote taken which revealed 21 Senators voting YES; therefore, the Amendment was declared adopted. Senators Holloway and Connor marked ABSENT during the above roll call. Several Senators commented on the Bill after which the roll call vote on SB 38 w/SA 1 was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. A messenger from the Governor's Office was announced and admitted. At 5:35 p.m. on motion of Senator Sharp, the Senate recessed until 2:30 p.m., May 16, 1991. The Senate reconvened at 2:37 p.m., May 16, 1991, Lt. Governor Wolf presiding. The following legislation was introduced and assigned: SB 143 - AN ACT TO AMEND CHAPTER 7, TITLE 19 OF THE DELAWARE CODE RELATING TO MEAL BREAKS. Sponsor: Senator Connor. Assigned to Labor and Industrial Relations Committee. SB 144 - AN ACT TO AMEND TITLE 26, DELAWARE CODE, AND CHAPTER 60, TITLE 7, DELAWARE CODE, RELATING TO WATER UTILITIES. Sponsors: Senators Cordrey, Adams, Vaughn, Venables, Minner; Representatives West, Bunting. Assigned to Natural Resources and Environmental Control Committee. From the Banking Committee: SB 132 - 3 Merits At 2:40 p.m., on motion of Senator Sharp, the Senate adjourned to immediately convene for the 32nd Legislative Day. 32ND LEGISLATIVE DAY May 16, 1991 The Senate convened at 2:40 p.m.; Lt. Governor Wolf presiding. A Prayer was offered by Senator Still. Pledge of Allegiance to the Flag. Call of the roll for the Legislative Day revealed the following attendance: PRESENT: Senators Adams, Bair, Blevins, Connor, Cook, Cordrey, Hauge, Holloway, Knox, Marshall, Martin, McBride, McDowell, Minner, Neal, Sharp, Sokola, Still, Torbert, Vaughn, Venables - 21. The Journal of the previous day was approved as read on motion of Senator Sharp. The Secretary announced that a message from the House informed the Senate that it had adopted HCR 43, HCR 44, SCR 39, SCR 40. The following communication from the Governor was partially read and a copy made available to each Senator: STATE OF DELAWARE Office of the Governor May 15, 1991 To the Senate of the 136th General Assembly of the State of Delaware The following nominations, submitted to the Senate on January 30, 1991, are deemed confirmed pursuant to 15 Del. C. §205: James J. Sullivan, Esq. to be reappointed as a member of the New Castle County Board of Elections to serve a four year term. Ruffin M. Noisette, to be reappointed as a member of the New Castle County Board of Elections to serve a four year term. Thomas S. Lodge, Esq., to be reappointed as a member of the New Castle County Board of Elections to serve a four year term. Sincerely, (Signed) Michael N. Castle, Governor ***** A message from Walter J. Stewart, Secretary to the United States Senate was read acknowledging receipt of SR 16. A message from Donnald K. Anderson, Clerk of the U. S. House of Representatives was read acknowledging receipt of SR 16. Senator Sharp was granted the privilege of the floor and commented on the leadership meeting which was held concerning the fiscal problems of the State and played a tape of a radio ad sponsored by the Delaware State Chamber of Commerce. Senators Holloway and Torbert also addressed the subject. Senators Neal marked PRESENT. SCR 41 was introduced: SCR 41 - SALUTING ROBERT J. VOSHELL OF MILFORD, DELAWARE'S DIRECTOR OF THE DIVISION OF MOTOR VEHICLES, FOR 40 YEARS OF EXEMPLARY SERVICE TO THE STATE OF DELAWARE AND ITS CITIZENS AS HE PREPARES TO RETIRE MAY 31. Sponsors: Senators Minner, Cook, Martin, all Senators; Representatives Carey, B. Ennis, all House members. The privilege of the floor was extended to Mr. Voshell. He was then presented with a lift by Senator Minner on his retirement. Several Senators commented and Mr. Voshell introduced several members of his staff who were present in the Chamber. Senators Neal, McDowell and Knox also commented. Senators Connor, Martin, McBride marked PRESENT. The roll call vote on the Resolution was then taken and revealed 21 Senators voting YES; therefore, the Resolution was declared adopted by the Senate and sent to the House for consideration. SB 65 was taken up for consideration on motion of Senator Minner: SB 65 - AN ACT TO AMEND TITLE 23, DELAWARE CODE RELATING TO LIMITATION OF LIABILITY FOR RENDERING VESSEL TRAFFIC INFORMATION SERVICES. The roll call vote on the Bill was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 71 was taken up for consideration on motion of Senator Bair: SB 71 - AN ACT TO AMEND CHAPTER 5, TITLE 11 OF THE DELAWARE CODE RELATING TO CERTAIN CRIMES AGAINST THE ELDERLY. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Bair and the roll call vote taken which revealed 20 Senators voting YES and 1 (Sharp) ABSENT; therefore, the Amendment was declared adopted. The roll call vote on SB 71 w/SA 1 was then taken and revealed 20 Senators voting YES and 1 (Sharp) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. SB 15 which had been returned from the House further amended by HA 2 was taken up for reconsideration on motion of Senator Vaughn. The roll call vote on SB 15 w/HA 2 was taken and revealed 21 Senators voting YES; therefore, the Bill was declared passed by the Senate and sent to the Governor for consideration. At 3:32 p.m. on motion of Senator Sharp, the Senate recessed for Party Caucus and reconvened at 4:17 p.m.; Lt. Governor Wolf presiding. The following legislation was introduced and assigned: SB 145 - AN ACT TO AMEND TITLE 19, DELAWARE CODE RELATING TO USE AND DISPLAY OF A DEADLY WEAPON DURING THE COMMISSION OF A CRIME. Sponsors: Senators Minner, Adams, Vaughn, McBride, J. Still; Representatives Brady, Davis, B. Ennis, Ewing, Hebner, Houghton, Jonkert, Oberle, Spence, VanSant. To Judiciary. SB 146 - AN ACT TO AMEND CHAPTER 87, TITLE 29, DELAWARE CODE, RELATING TO THE COUNCIL ON ARCHIVES AND CULTURAL AFFAIRS. Sponsor: Senator Venables. To Sunset. SB 147 - AN ACT TO AMEND TITLE 7, OF THE DELAWARE CODE RELATING TO FINES PAYABLE BY MAIL. Sponsors: Senators Minner, Blevins, Martin, Sokola, Venables, Knox; Representatives Carey, Caulk, Quillen, Mack, Bunting, Clark, Schroeder. To Judiciary. SB 148 - AN ACT TO AMEND TITLE 11, CHAPTER 86 OF THE DELAWARE CODE RELATING TO THE DELAWARE JUSTICE INFORMATION SYSTEM. Sponsor: Senator Vaughn. Assigned to Judiciary. SB 107 was taken up for consideration on motion of Senator Holloway: SB 107 - AN ACT TO AMEND CHAPTER 5, TITLE 19 OF THE DELAWARE CODE RELATING TO CHILD LABOR. SA 1 to the Bill which had been placed with the Bill was considered for adoption on motion of Senator Holloway and the roll call vote taken which revealed 18 Senators voting YES and 3 (Knox, Martin, McDowell) ABSENT; therefore, the Amendment was declared adopted. SA 2 to the Bill (sponsor: Senator Neal) was introduced and considered for adoption. The roll call vote on the Amendment was taken and revealed 20 Senators voting YES and 1 (Knox) ABSENT; therefore, the Amendment was declared adopted. The privilege of the floor was extended to Karen Peterson (Department of Labor) and several Senators entered into discussion of the Bill after which the roll call vote on SB 108 was taken and revealed 17 Senators voting YES and 4 (Adams, Torbert, Vaughn, Venables) voting NO. The Bill was declared passed by the Senate and sent to the House for consideration. SB 87 was taken up for consideration on motion of Senator McBride: SB 87 - AN ACT REQUIRING CERTAIN STATE-OWNED BUILDINGS TO DISPLAY P.O.W.-M.I.A. FLAGS. The roll call vote on the Bill was taken and revealed 19 Senators voting YES and 2 (Bair, Stil1) ABSENT; therefore, the Bill was declared passed by the Senate and sent to the House for consideration. HB 49 w/HA 1,2 was taken up for consideration on motion of Senator Blevins: HB 49 w/HA 1,2 - AN ACT TO AMEND CHAPTER 43, TITLE 21, DELAWARE CODE, RELATING TO LIGHTS AND EQUIPMENT ON VEHICLES. The roll call vote on the Bill was taken and revealed 20 Senators voting YES and 1 (Bair) ABSENT; therefore, the Bill was declared passed by the Senate and returned to the House. 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Just Colours Part Two Colourful food Ice cream and candy are both popular treats that can be enjoyed by people of all ages. Ice cream is a frozen dessert made from milk, cream, sugar, and flavorings, while candy is a sweet food made from sugar or other ingredients. Both ice cream and candy are often associated with childhood memories and special occasions. Fruit cones Vegetable platter Sushi is a traditional Japanese dish consisting of vinegared rice (sushi rice) combined with various ingredients, such as seafood, vegetables, and sometimes pickled vegetables or egg. The word "sushi" literally means "sour" or "sour-tasting." Sushi is often served with soy sauce and wasabi, which are used to enhance the flavors of the sushi. There are many different types of sushi, including nigiri, maki, temaki, and hand-rolled sushi. Each type has its own unique characteristics and preparation methods. Nigiri sushi consists of a small mound of sushi rice topped with a slice of raw fish or other seafood. Maki sushi is made by rolling a sheet of nori (seaweed) around a mixture of sushi rice and fillings, such as vegetables, seafood, or tofu. Temaki sushi is made by rolling a sheet of nori around a mixture of sushi rice and fillings, but the nori is wrapped around the outside of the roll instead of the inside. Hand-rolled sushi is made by rolling a sheet of nori around a mixture of sushi rice and fillings, but the nori is wrapped around the outside of the roll instead of the inside. Sushi is a popular dish in Japan and is enjoyed by people all over the world. It is often served at restaurants and at home, and can be a delicious and healthy meal option. Sushi Flower cake Sushi and Sashimi Sushi is a traditional Japanese dish consisting of vinegared rice, often accompanied by various toppings such as fish, vegetables, or other ingredients. Sashimi, on the other hand, refers to thinly sliced raw fish served with soy sauce and wasabi. Sushi and sashimi are both popular in Japanese cuisine and are enjoyed for their fresh flavors and textures. They are often served as part of a larger meal or as a standalone dish. Playing with Colours Colourful Artwork/Craftworks Quilling is a paper craft that involves rolling, coiling, and gluing thin strips of paper to create intricate designs. The strips can be made from various types of paper, including crepe paper, tissue paper, and even recycled materials. Quilling techniques can be used to create a wide range of objects, from decorative pieces to functional items like coasters or bookmarks. The process of quilling typically involves the following steps: 1. Preparation: Choose the type of paper and cut it into thin strips. Soak the strips in water for a few minutes to make them pliable. 2. Rolling: Roll the strips around a quilling tool (a small stick or dowel) to create coils. 3. Coiling: Coils can be further shaped by bending and twisting them into various forms. 4. Gluing: Use glue to secure the coils together and attach them to other elements of the design. 5. Assembly: Combine the rolled and coiled pieces to form the desired shape or pattern. Quilling can be a relaxing and meditative activity, allowing for creativity and personal expression. It is often used to create decorative items such as wall hangings, jewelry, and gift boxes. The art form has gained popularity over the years due to its versatility and the ability to produce beautiful, intricate designs with simple materials. 22 Chalks Colourful Products 31 32 Colours stained glass 34 35 PRIMAVERA VERANO OTOÑO Colours and rainbow Image 1: A snow-covered path illuminated with colorful lights. Image 2: An ice sculpture resembling a castle, with people exploring its intricate details. Colours from Graphic Works The Tree of Life Neurons 53 57 Mandala Crystal formation Glass in Colour The building is covered in colorful glass panels that reflect light and create a vibrant, dynamic appearance. The design is inspired by the natural world, with the colors and patterns resembling those found in nature. The building's unique architecture and striking visual impact make it a popular tourist attraction and a symbol of modern architectural innovation. The use of color in architecture can create a visually striking and emotionally engaging environment. Color can be used to highlight specific features, guide movement through space, or even convey a mood or message. In the images below, we see examples of how color is integrated into architectural design. In the first image, the use of vibrant colors on the exterior facade creates a dynamic and eye-catching effect. The colors appear to shift and change depending on the angle of the light, adding an element of surprise and intrigue to the building's appearance. In the second image, the interior space is transformed by the use of bold, contrasting colors. The staircase, with its bright hues, draws the viewer's attention upward, creating a sense of movement and energy. The use of color here not only enhances the visual appeal but also contributes to the overall atmosphere of the space. These examples demonstrate how color can be a powerful tool in architectural design, capable of transforming both the exterior and interior environments. The use of color in architecture can create a sense of movement and energy, making spaces more engaging and dynamic. 67 The installation "Rainbow Room" by artist James Turrell is a series of transparent cubes that refract light, creating a vibrant and colorful environment. The cubes are arranged in a way that allows natural light to pass through, creating a dynamic interplay of colors on the floor and walls. This installation not only serves as an artistic expression but also provides a sensory experience for visitors, enhancing their perception of color and light. Building in Colour The Cube Houses in Rotterdam, Netherlands, designed by architect Piet Blom, are a prime example of innovative and sustainable urban design. These colorful, cylindrical units are stacked on top of each other, creating a unique and visually striking architectural feature. The design not only maximizes space but also promotes social interaction among residents. Each unit is equipped with solar panels and rainwater harvesting systems, making them environmentally friendly. The Cube Houses exemplify how architecture can be both functional and aesthetically pleasing while addressing contemporary issues such as sustainability and urban density. The building is designed to be a vibrant and dynamic space, with its colorful exterior and unique architectural features. The use of bright colors and geometric shapes creates a visually striking appearance that stands out in the urban landscape. The building's design also incorporates sustainable elements, such as energy-efficient lighting and green spaces, which contribute to its overall sustainability and environmental impact. Maple Bear, Paris, France - Architects: Atelier Jean Nouvel - Year: 2019 - Location: Paris, France - Client: Maple Bear - Description: The building is designed to be a vibrant and playful space for children, with colorful facades and an outdoor play area. The images show vibrant, colorful buildings and streetscapes that are visually striking and eye-catching. The use of bright colors and intricate designs creates a sense of energy and excitement in the urban environment. The first image shows a house with a vibrant, multicolored exterior featuring bright pinks, blues, greens, and yellows. The windows have pink frames, and there is a red and white striped chimney. The second image displays another house with a more subdued color scheme, primarily green with purple trim around the roofline and windows. The front door is a deep purple, and there is a small porch with a matching purple railing. The house has a quaint, charming appearance with a picket fence in front. Colourful Rock and Mineral Crystals and minerals are natural substances that have been formed over millions of years through various geological processes. They are composed of one or more chemical elements arranged in a specific crystalline structure, which gives them their unique physical properties and appearance. Crystals can be found in different shapes, sizes, and colors, each with its own significance and healing properties. Some common types of crystals include quartz, amethyst, rose quartz, and citrine. These crystals are often used in crystal healing practices to promote physical, emotional, and spiritual well-being. Minerals, on the other hand, are solid inorganic substances that are typically formed from the cooling and solidification of molten rock. They are characterized by their specific chemical composition and crystal structure. Minerals can be found in various forms, such as gemstones, ores, and rocks. Both crystals and minerals play important roles in our lives, not only for their aesthetic value but also for their potential therapeutic benefits. Crystal healing is a popular practice that involves using crystals to balance energy and promote healing. Minerals, too, have been used in traditional medicine for centuries to treat various ailments. In conclusion, crystals and minerals are fascinating natural substances that hold great significance in both science and spirituality. Their unique properties make them valuable resources for both practical and spiritual purposes. Natural stones Decorative stones Photos: 1. The colours of the rocks at the base of the cliffs at the beach at Ballycotton, Co Cork. 2. The colours of the rocks at the base of the cliffs at the beach at Ballycotton, Co Cork. 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Step up to protect wildlife MANY Malaysian animals are going to be extinct if no drastic steps are taken to protect them from poaching. The problem is also part of wildlife trafficking, which takes place in all regions of the world. Countries with high biodiversity like Malaysia are the source, transit areas and hubs for smuggled species. The United Nations Office on Drugs and Crime has estimated the global wildlife trafficking industry to be worth between US$7bil (RM228bil) and US$23bil (RM52bil) annually. According to a 2016 report by the Wildlife Justice Commission, Kuala Lumpur is the easiest port to move illegal wildlife. The report also revealed that it costs traffickers 50% less to move contraband through KLIA and KLIA2 compared to Bangkok’s Suvarnabhumi Airport. On Sept 25, The Star carried an exclusive report revealing that as many as a dozen police officers are connected to syndicates smuggling pangolins across the Malaysia-Thailand border. “Going extinct by corruption” (Sept 25). The report triggered an investigation by the Malaysian Anti-Corruption Commission (MACC). We must remember that such illegal activities are significant contributors to biodiversity loss and species extinction. There is an urgent need to review all existing laws especially legislation pertaining first to animal poaching, to curb the illegal activities that could reduce the number of our wildlife particularly the endangered species. The government should expedite its plan to amend the Wildlife Conservation Act 2010 to imprison poachers for more than 10 years and fine them up to RM5mil upon conviction. It is timely in view of the rampant poaching cases that threaten our protected species. Sahabat Alam Malaysia (SAM) has also said that without serious action, the already critically small population of various wildlife such as the Bornean pygmy elephant (Pc) would suffer the same fate as the Sumatran rhino. Despite harsher punishments and improved wildlife enforcement capabilities under the new Act, poaching numbers continue to increase. SAM believes this is due to the absence of arrests of high-level individuals connected with these seizures. Protecting wildlife and our nature’s treasure trove is not only the responsibility of the enforcement agencies but also requires collaboration among NGOs, government agencies, corporate stakeholders and local communities. We must take immediate action to help conserve our biodiversity, which includes more than 15,000 species of flowering plants, 1,500 species of terrestrial vertebrates and about 150,000 species of invertebrates. Despite our hectic schedules and quest to become a developed nation, it is necessary for us to pause and ask what we need to do to deal with the multiple environmental threats that could wipe out our precious biodiversity. We must stress on human behaviour change to help stop wildlife trade and poaching. For the relevant laws to succeed, there must be public education and awareness efforts to encourage the public to fight wildlife exploitation. Efforts to protect our wildlife are also in line with the theme of this year’s Earth Day celebration, “Protect Our Species”, which was celebrated on April 22. It is intended to educate and raise awareness about the accelerating rate of extinction of the planet’s various species of fauna and flora. Greater public awareness, better law enforcement and stronger political will are needed to not only pre-	<urn:uuid:f3678970-1aa1-43f6-9bc6-b5d2402e825f>	CC-MAIN-2021-39	https://www.ketsa.gov.my/ms-my/pustakamedia/Keratan%20Akhbar/Step%20up%20to%20protect%20wildlife.pdf	2021-09-20T03:10:12+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056974.30/warc/CC-MAIN-20210920010331-20210920040331-00000.warc.gz	864,356,856	668	eng_Latn	eng_Latn	0.997499	eng_Latn	0.997499	[ "eng_Latn" ]	false	rolmOCR	[ 3465 ]	[ 2.140625 ]	1	0
Irish specimen sharks Declan Quigley Although shark fishing as a sport is not new to Ireland (several centres, particularly along the south and west coasts, are internationally well known), no detailed analysis of the sport in Irish waters has been undertaken. Ireland's unique geographical position in the north-east Atlantic, where both lusitanian and boreal waters meet and overlap, affords a great variety of both warm and cold water fish for the sea angler. These rich waters, which have been the topic of much heated debate in recent times among the member nations of the EEC, support a prolific population of sharks. Warm-water species, such as the blue shark, migrate in their thousands into Irish waters during the summer, while species with a more northerly distribution, such as the porbeagle, patrol our coasts throughout the year. Other shark species that have been recorded from Irish waters, but only occasionally, are the six-gilled, mako and thresher. The Irish Specimen Fish Committee (ISFC) has recorded annually, since 1959, details of specimen sharks caught in Irish waters. An analysis of the ISFC data, in the light of current knowledge on the biology of sharks in Irish waters, provides a wealth of information for the specimen-shark hunter. Annual numbers of specimen blue shark Fig. 1 shows the annual numbers of specimen blue shark (weighing upwards of 100lb) caught between 1959 and 1981. It is not possible to determine the annual catch of sharks per man-hour from the ISFC data and therefore Fig 1 prevents any reliable conclusions from being drawn. However, blue sharks are typically a warm-water species and their abundance in Irish waters from year to year appears to be dependent to a large degree on sea-water temperature. If temperatures are favourable, then one would expect blue sharks to be abundant and if fishing effort is adequate, greater numbers of specimens should be caught. Shark fishing in Ireland increased in popularity during the late 1960s and this fact is reflected in Fig 1. In addition, relatively high sea-water temperatures were recorded in the English Channel during the late '60s and this warming effect may also have contributed to the large catches recorded from the south Irish coast in 1967 and 1968. Annual catches of specimens during the 1970s fluctuated widely but there appears to be an overall downward trend in catches up to 1981. Whether this decline is due to over-exploitation in the limited areas where fishing takes place, a decrease in fishing effort or an overall decrease in water temperatures is not known. Most probably it is due to a combination of factors. Blue shark fishing tends to be concentrated on the south coast and therefore the rest of the coast is relatively under-exploited. Distribution of specimen blue shark waters Table 1 lists the locations from which specimen blue shark have been caught, together with the numbers of specimens from each location and the maximum weight for each location. Locations are shown on the accompanying map of Ireland. Clearly, the south coast has accounted for the majority (95 per cent) of the specimens. Kinsale produced almost 60 per cent of the total. Relatively few specimens have been caught along the west coast. However, specimens have been recorded from as far north as Killybegs, in Co. Donegal, thus indicating that this species extends right along Ireland's western sea board. Very little fishing for blue shark is undertaken along the west coast and this area is therefore relatively unexplored. Weight of specimen blue shark The weight distribution among specimen blue sharks is shown in Table 2. Almost 60 per cent of the specimens weighed between 100lb and 110lb, while only five weighed 150lb or more and only one of these sharks weighed over 200lb. The record blue shark weighed 206lb and was caught off Achill on October 7, 1959 by J. McMonagle. However, a shark weighing 285½lb was caught at Kinsale in 1939 but this fish is not recognised as the record by the ISFC. Monthly catch frequency of specimen blue shark The monthly catch frequency of specimen blue shark is shown in Fig 2. Generally, blue shark migrate into Irish waters from mid-June. onwards. Water temperature appears to play an important role in determining how close inshore the blues come and how well they are likely to feed. Investigations have shown that most blues are caught when the water temperature is above 16°C and few, if any, are taken if the temperature is below 14°C. During the early part of the summer, blues are found well out from the coast (15-20 miles) but, as the water temperature increases, they move closer inshore and are therefore more accessible to the angler. It is interesting to note that the peak catch of specimens occurs in July, and thereafter catches fall off sharply. By late October, when the sea water has begun to cool, the blues migrate southwards to warmer climes. Specimen porbeagle shark in Irish waters Only 15 specimen porbeagles (weighing upwards of 150lb) have been recorded by the ISFC since 1959. Table 3 lists the locations of capture, together with the numbers of specimens from each location and the maximum weight for each location. Porbeagles have been recorded from all around the Irish coast during every month of the year. Water temperature does not seem to affect their distribution in Irish waters but they do tend to be less common than the blue. However, they appear to be very common in certain areas, particularly along the west coast – notably Galway Bay and Liscannor Bay. During the late 1920s and early '30s, Keem Bay, on Achill Island, produced several specimen porbeagle (ten over 200lb), including the record fish, which weighed 365lb, taken in 1932 by Dr. O'Donel Browne. Porbeagles have been taken very close to the shore on occasions. A fish weighing 268lb was caught on a handline from the shore at Ballycotton in 1960 and several porbeagle, weighing up to 145lb, were caught on rod-and-line from the shore of Green Island, Co. Clare, during the '60s. Fig 2 shows the monthly frequency of captures of specimen blues and porbeagles. The porbeagle, in contrast to the blue, appears to come quite close inshore during the early summer and a greater percentage of specimen porbeagles are caught in June. However, the peak catch of specimens occurs in September. Porbeagles have been seen off the west coast as late as Christmas, but no fishing is done after October. Porbeagles are fished commercially off the west coast of Ireland by Norwegian long-liners during the summer and undoubtedly there are far greater numbers of specimen porbeagles in Irish waters than is apparent from the ISFC records. Very little attention has been given to them and only a few locations have been fished consistently. From surveys carried out along the west coast it would appear that there is a wealth of untapped shark fishing. Other sharks in Irish waters Only two specimens of mako shark have been recorded from Irish waters, both from Kinsale, on July 20, 1965 and August 21, 1969. These two shark weighed 174lb and 90lb, respectively. The mako is typically an oceanic warm-water species that rarely comes close to our shores. However, it may be encountered in particularly warm summers and is highly prized by anglers for its fighting qualities. The thresher has been recorded from Irish waters on only two occasions, neither of them recent. One specimen was recorded from Portrush in Co. Antrim, while the other was reported from the south-west coast. The thresher is also an ocean shark that rarely comes close inshore. The six-gilled shark is occasionally taken by anglers fishing on the south and south-west coast. The Irish record stands at 154lb, for a fish caught at Kinsale on August 28, 1968. The six-gilled shark is an oceanic species that rarely comes close inshore. 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fambul tok EDUCATIONAL GUIDE fambultok.com # CONTENTS ## OVERVIEW - Introduction . 4 - How to Use this Guide . 5 - Themes, Questions, Main Ideas . 6 - Teaching Sensitive Issues . 7 ## SETTING THE STAGE - Film Synopsis (Educational Version) . 9 - Film Synopsis (Theatrical Version) . 10 - Character Profiles . 12 - Sample Five-Day Lesson Plan . 15 - Sample One-Day Lesson Plan . 16 ## EXPLORING SIERRA LEONE - Map of Sierra Leone . 18 - Sierra Leonean Demographics and Culture . 19 - Sierra Leonean Proverbs . 21 - Chronology: Origins, History and Early Aftermath of the War in Sierra Leone . 22 - Post-War Context . 29 - Transitional Justice in Sierra Leone: - Truth and Reconciliation Commission (TRC) Overview . 30 - Special Court for Sierra Leone (SCSL) Overview . 32 - Post-War Reflections . 33 - Fambul Tok: An In-Depth Timeline . 35 ## LEARNING FROM FAMBUL TOK: CLASSROOM ACTIVITIES - Activity A: Four Corners . 40 - Activity B: Symbol of Justice . 42 - Activity C: A Sense of Community . 43 - Activity D: Rounds . 45 - Activity E: Sticking Point . 46 - Activity F: Comparing Culture and Community . 47 - Activity G: Chalk Talk . 48 - Activity H: Merry-Go-Round . 50 - Activity I: Current Events . 51 - Activity J: Scavenger Hunt . 53 ## RESOURCES - Fambul Tok Study Guide . 56 - Fambul Tok Note-Taking Guide (Educational Version) . 57 - Fambul Tok Note-Taking Guide (Theatrical Version) . 61 - Glossary . 65 - Quotes from the Film . 71 - Handout: Fambul Tok International – SL Logo . 75 - Handout: VENN Diagram . 76 - Handout: “Y” Chart . 77 - Additional Resources . 78 - Bibliography . 82 - Get Involved . 83 OVERVIEW It was a full circle moment. “I wonder if Sahr and Nyumah [whose story features prominently in Fambul Tok] had any idea, when they were going through their reconciliation process, that they were going to be inspiring and teaching American school teachers?” said a high school teacher from inner city Miami, as she was realizing that Fambul Tok’s lessons of reconciliation held great potential for helping her address the gang violence touching her own students’ lives on a regular basis, issues that were spilling daily into the school and classroom setting. This teacher’s comment came during a workshop on Fambul Tok at the 2012 National Forum on Character Education in Washington, D.C., a workshop that I gave with students and teachers from The Philadelphia School, an independent day school in the heart of downtown Philadelphia that has pioneered in adapting the values and practices of Fambul Tok in their classroom, school, and community. The remark brought me back full circle to the very beginning of the Fambul Tok program in 2007, when we made the decision to document the unfolding work in film, not knowing exactly what we would end up with – but having a full conviction that the people of Sierra Leone, given the opportunity to lead and run their own reconciliation program, would indeed have a great deal to teach the world. And now it’s happening. With this Guide, and with the educational release of Fambul Tok, in both its feature length and 52-minute versions, we are thrilled to be inviting students and teachers around the world to join in learning from the extraordinary work that ordinary people are capable of, when given the opportunity. It is this assumption that grounds all of our work at Catalyst for Peace. We work from the assumption that communities have within them the answers to their own problems, and when we go in not to “save” or “fix” them, but rather to walk with them and to learn from them, then we can help support sustainable, impactful work to build peace. And we can be immeasurably enriched in the process. We invite you to join with us as fellow learners, and to dive into the rich culture and tradition of Sierra Leone through Fambul Tok, its companion book, and the resources in this Guide. The powerful understanding of community, of restorative justice, and of forgiveness that we see embodied in these stories open up new worlds of possibility for how people and countries can recover after war. They challenge us all to look at our own lives and communities through a fresh lens. May you enjoy the journey. —Libby Hoffman President, Catalyst for Peace Anyone teaching from this guide can contribute to later versions. An ever-evolving resource, the Guide is regularly updated as new activities and lessons are developed and shared. You will always find the most current version at fambultok.com. Fambul Tok is a rich, complex and powerful resource for academic learning, character development and community building. The Fambul Tok Educational Guide provides background resources, ideas and inspiration for teachers and facilitators to use as-is or as a foundation for tailored learning experiences. The Guide’s “backward curricular design” fosters deeper learning from even the most casual discussions. Our sample Themes are simply broad categories for learning – ideas for teachers/facilitators to keep in mind as participants move through activities and work. The sample Questions can help focus or widen inquiry as needed, while our Main Ideas are concepts we hope resonate and persist after the unit is completed. The Guide’s range of activities allows people from any background to connect with Fambul Tok. Background material is written with middle and high school audiences in mind, while activities are designed for a wider range of audiences, from school classrooms to community organizations. There is no assumption that participants know each other, so activities will resonate even with mixed groups. Throughout the Guide, references to “Before,” “During,” and “After” suggest when to use activities or extensions relative to viewing the film. There are note-taking and study guides, sample sets of discussion questions and lesson plans designed for one-day presentations as well as for longer units of study. We hope the depth of material provided will support educators who want to delve even deeper or to support students’ individual research. Throughout the Guide we link the background and resource material with specific activities that reference them. Watch for the Activity Connection label for easy linking of resources to suggested activities. THEMES In approaching the issue of just conflict resolution in Sierra Leone, several ideas about cultural variation and community dynamics must be brought into focus: - Achieving justice is invariably a complex process that necessitates recognizing different cultural values and understanding how these values influence notions of law, equity and fairness. - Both individuals and communities have the power to create lasting change. - One powerful means of creating lasting change in a community striving for reconciliation is cultivating the ability to forgive and to be forgiven. QUESTIONS A series of essential questions lie at the core of Fambul Tok. These are not intended to be answered definitively; rather, to inspire thoughtful consideration of issues and to develop both understanding, and further lines of inquiry. - How do we, as individuals, build and maintain a strong community? - What do we value as a culture? Do we, like Sierra Leone, have a culture built around the value of forgiveness? - How do our cultures and beliefs influence our ideas about and approaches to conflict resolution and problem solving? - What impact can cultural values have on the concepts of peace and justice? - Is peace gained through restorative justice different from that gained through punitive justice? How? - How does use of power, either on the part of an individual or a nation, have the potential to affect others? - What are the resources available to us for seeking justice and achieving peace? MAIN IDEAS Cultural values shape all aspects of life, including efforts to resolve conflicts, make peace and seek justice. The traditions and customs specific to a given culture can be rich and influential resources in founding lasting, effective justice systems. Many kinds of justice exist. The Special Court for Sierra Leone and Fambul Tok offer two different approaches to reconciliation and justice. Different types of justice have varying levels of efficacy and differing outcomes. Personal responsibility and accountability create different results than those produced by external pressure and punishment. This understanding allows for careful reevaluation of past actions and decisions: for instance, the justice meted out by the Special Court was costly, yet failed to directly affect the lives of those harmed during the conflict. Understanding their approach and the complex cultural context in which it took place can help us look forward to the possibility of alternate, more effective forms of justice. Fambul Tok raises difficult and sensitive issues we know you will want to feel your students are emotionally prepared to handle. These issues are not to be taken lightly. But we believe when these issues are raised constructively and in proper context, the emotional learning they inspire is uniquely powerful and productive. The positive outcomes and potential for social change are well worth the additional effort and preparation. The activities are designed to support students’ ability to process difficult issues effectively. We relied upon and recommend the resources below, which provide excellent additional concrete guidance on teaching sensitive issues. - Katherine Schulten, “10 Ways to Talk to Students About Sensitive Issues in the News.”¹ The New York Times, March 23, 2012. - Susan Jones, “10-Point Model for Teaching Controversial Issues.”² Morningside Center for Teaching Social Responsibility – TeachableMoment Classroom Lessons, November 7, 2011. Additional teacher resources on the topic are available through the Morningside Center for Teaching Social Responsibility – TeachableMoment Classroom Lessons website.³ As you work with Fambul Tok and this Guide, we are eager to hear from you. If you have any experiences that may assist other educators, we would love to share your perspective. Please send any feedback, suggestions or challenges you’ve faced - or other observations - to email@example.com so we can share them on our Educational Resources webpage and incorporate them into future editions. --- 1. www.learning.blogs.nytimes.com/2012/03/23/10-ways-to-talk-to-students-about-sensitive-issues-in-the-news 2. www.morningsidecenter.org/teachable-moment/lessons/10-point-model-teaching-controversial-issues 3. www.morningsidecenter.org/teachable-moment/lessons SETTING THE STAGE Seven years after the last bullet was fired, a decade of brutal fighting in Sierra Leone finds resolution as people come together to talk around traditional village bonfires. Some had perpetrated terrible crimes against friends or family. Some had faced horrible losses: loved ones murdered, limbs severed. But as they tell their stories, admit their wrongs, forgive, dance, and sing together, true reconciliation begins. This is the story of “Fambul Tok” (Krio for “family talk”), and it is a story the world needs to hear. In Fambul Tok, this story is told by the people who are living it. Our guide is human rights activist John Caulker, a Sierra Leonean with a vision of peace for his country. Village by village, Caulker and his team organizes a grassroots program to help communities hold reconciliation ceremonies – and hold fast to the new peace. They find people eager to turn ancient customs towards healing contemporary wounds, and the result is stories viewers will never forget. Bonfire to bonfire, dark memories move into the light. Sahr and Nyumah, childhood friends torn apart when Nyumah was forced to cut Sahr’s father’s throat. Esther, raped as a child by a group of soldiers – among them her uncle Joseph, just 13 years old himself at the time. The radical forgiveness they request or receive is shocking - and inspiring. Their stories challenge Western perceptions of justice and provoke new ways of thinking about crime and punishment, conflict and community. Never is this truer than when Captain Mohamed Savage, the notorious rebel commander believed to have committed some of the worst atrocities in the war, is onscreen. A defiant, menacing voice in his first encounters with Caulker, Savage travels a great personal and physical distance to the region where he allegedly committed his worst atrocities. As he listens to his victims speak and begs for their forgiveness, we see how Sierra Leoneans have turned personal pain into the power to heal their country. Fambul Tok raises questions about the international community’s efforts in Africa to create peace through Western-based traditions of crime and punishment, and it challenges the neo-colonial concept that Africa needs to be “saved” by the West. By illuminating a successful peace process that is based on reviving communal traditions of confession, forgiveness, and restorative justice, the film encourages individuals and communities around the world to engage in the kind of grass-roots transformation that leads to peace. SHORT SYNOPSIS Victims and perpetrators of Sierra Leone’s brutal civil war come together for the first time in an unprecedented program of tradition-based truth-telling and forgiveness ceremonies. Through reviving their ancient practice of fambul tok (family talk), Sierra Leoneans are building sustainable peace at the grass-roots level – succeeding where the international community’s post-conflict efforts failed. Filled with lessons for the West, this film explores the depths of a culture that believes that true justice lies in redemption and healing for individuals – and that forgiveness is the surest path to restoring dignity and building strong communities. EXPANDED SYNOPSIS Fambul Tok tells the story of healing in post-conflict Sierra Leone through the intimate stories of perpetrators and victims, including: · Esther and Joseph – family members who were caught in the horrors of the war. At age 12 Esther was captured by rebels, and raped by 15 men. Among them was her uncle, Joseph. He, too, had been caught by the rebels and ordered to rape Esther – or be killed. · Sahr and Nyumah – best friends whose lives were forever changed by the conflict. Rebel forces turned the two boys on each other, forcing Nyumah to beat his best friend so severely that he crippled him – and then forcing him to cut the throat of his best friend’s father. · The villagers of Foendor and Tamba Joe, the native son who killed and beheaded 17 members of his own clan. Our guide through these stories, and across the landscape of one of the poorest nations in the world, is John Caulker, a Sierra Leonean who has a vision of peace for his country. He is the creator and director of Fambul Tok, an unprecedented grass-roots reconciliation program that brings perpetrators and victims face-to-face in truth-telling and forgiveness ceremonies – an initiative which steps into the void left by failed international efforts to create peace and justice in the wake of the country’s eleven-year-long civil war. Caulker believes Fambul Tok is his country’s only hope. He has given his life to the program – moving out of his long-time career as a human rights activist and committing himself to the work of a peacebuilder. In Fambul Tok, these stories of forgiveness and reconciliation are woven to paint a vivid portrait of post-conflict healing in Sierra Leone, seen through the lens of family, friends and community. The film explores a culture of forgiveness that is nearly incomprehensible to a Western mindset – a culture that values the restoration of relationships and the wholeness of community rather than measures of punishment and retribution. As the stories of the central characters develop, we witness bonfires where victims and perpetrators come together, surrounded by their communities, to testify about crimes – to acknowledge responsibility and to ask for forgiveness. We see ceremonies that have not been performed since before the war – cleansing rituals for victims and perpetrators, as well as the pouring of libations to ancestors, to ask their blessings on the community’s attempts to reconcile. We learn about the war itself – through interviews with survivors, local journalists and the use of archival footage. Understanding the horrors of this war – and the toll it took on Sierra Leone’s culture of unity – illuminates the magnitude of Sierra Leoneans’ willingness to forgive and the desire for reconciliation. We experience the countless hours of work that go into creating Fambul Tok conversations and ceremonies, as John and his team of volunteers cover miles and miles of destroyed roads and single-lane jungle footpaths. As they reach out to communities devastated by the war, where victims and perpetrators often live virtually side by side, avoiding contact, living life in an uneasy, post-conflict holding pattern where no one discusses what happened in the past. We are present in the most intimate of moments – at the bonfire where Esther tells her story and pulls her uncle out of the crowd to hear his confession and apology; at the dramatic meeting between Sahr and Nyumah, the first time they have spoken in 17 years, when a haunted Nyumah admits to killing his best friend’s father; on the country-wide search for Tamba Joe, with one of his former classmates, sent by Foendor’s elders to find Joe and bring him back to the village. And we wait with the people of Foendor on the night of the bonfire where they hope to see their native son return and apologize for what he has done. We also witness the healing effect of Fambul Tok – revisiting villages months after they have held bonfires and cleansing ceremonies to see perpetrators and victims now living and working side by side. We visit community farms that have sprung up as a result of Fambul Tok – a reflection of the community’s desire to find ways to continue working together, building the bonds of reconciliation that have been newly forged. We discover a culture being reborn. All these stories are seen through the eyes of Sierra Leoneans, who often repeat a local saying – “There is no bad bush to throw away a bad child,” meaning that even bad members of the community are needed and must be rehabilitated for the community to thrive. We learn from village chiefs and “mommy queens” (women leaders), from elders and youth, victims and perpetrators, about a culture that values the wholeness of community, that defines peace as being able to eat from one bowl, as one family. Our crew has been given the remarkable privilege of being the only film crew allowed access to these events. We have not approached this film as Westerners bearing Western norms of crime and punishment, expecting Sierra Leoneans to “prove” to us that forgiveness is possible, to “prove” that their methods of justice are viable. We are unabashedly committed to exploring this story through the hearts and lives of Sierra Leoneans themselves. We believe that the West has long looked at Africa as a continent that needs to be “fixed” by the international community, too often ignoring the answers that Africans themselves bring to solving their own problems. Fambul Tok provides insight into the answers that can be found in post-conflict African countries for creating sustainable peace. With its intimate exploration of a powerful grass-roots program created and led by Sierra Leoneans themselves, the film raises questions about the international community’s efforts in Africa to create peace through Western-based traditions of crime and punishment – and searches for answers in African traditions which are based on cultural norms of confession, forgiveness and restorative justice. Fambul Tok challenges the neo-colonial concept that Africa needs to be “saved” by the West, and explores community-based traditions as a viable form of building sustainable peace, that have proven – in Sierra Leone – to be more successful than Western efforts to heal divided communities. And we hope it encourages individuals and communities in other parts of Africa and the West to engage in the kind of grass-roots transformation that leads to peace. JOHN CAULKER founded and has led the implementation of the Fambul Tok program since 2007, initially as the founding Executive Director of Sierra Leonean human rights NGO, Forum of Conscience, and then as the Executive Director of Fambul Tok International – Sierra Leone since 2009. John became a human rights activist as a student leader during the war in Sierra Leone. Risking his life to document wartime atrocities, he infiltrated rebel camps disguised as a rebel to gather information and stories that he would then pass along to international organizations. As Executive Director of Forum of Conscience, John strove to prevent recurring violence by connecting the root causes of Sierra Leone’s brutal conflict to the need for rural community participation in the national decision making process and acknowledgement of wrongdoing to victims through the reparations program. As the national chairman of the Truth and Reconciliation Commission (TRC) Working Group, John pressured the government of Sierra Leone to implement the recommendations of the TRC’s 2004 report. Specifically, he fought to ensure that some of the revenues from the sale of Sierra Leone’s natural resources benefit a special fund for war victims. As part of this effort to raise awareness and guarantee protection for the rights of victims of the conflict, John mediated an agreement allowing members of the Amputees and War Wounded Association to participate in the TRC and Special Court. John has served as one of the two civil society representatives on the National Reparation Steering Committee, which oversees the implementation of the reparations program. John was a Human Rights Fellow at Columbia University’s (New York) Center for the Study of Human Rights in 2007. NYUMAH Young man who, under threat of death by the RUF, was forced to beat his best friend, Sahr, and kill Sahr’s father. Despite living one mile apart, Nyumah did not speak to Sahr for years. Nyumah confessed to his actions at the Gbekedu bonfire in Kailahun District in March 2008. He now helps Sahr on his farm and helped to build a house for him. They are best friends once again. SAHR After fleeing from the RUF, Sahr was captured in the bush and ordered to kill his father. He repeatedly refused. Sahr was beaten and left for dead by his boyhood friend Nyumah, who killed Sahr’s father. Severely disabled as a result of this beating, Sahr told his story at one of the early Fambul Tok bonfires in Gbekedu, in Kailahun District. He and Nyumah reconciled at their village’s bonfire ceremony, where he resides and works as a blacksmith. ESTHER At age 12, Esther was captured by rebels and raped by 15 men. Among them was her uncle, Joseph, who Esther had believed would protect her from the attack. After years of living uncomfortably in the same village, Esther confronted Joseph at the Fambul Tok bonfire in Gbekedu, in Kailahun district, in March 2008. Now reconciled, Esther and Joseph live next door to each other. JOSEPH was captured as a teenager by rebel forces and forced to participate in the gang rape of his 12-year-old niece, Esther. More than a decade and a half later, Joseph apologized to Esther in the presence of their community. They now live peacefully as neighbors. TAMBA JOE is one of Foendor’s native sons who was abducted by rebels and returned to brutally massacre a large number of his own people. His commander was Mohamed Savage, and the heads of those he is accused of beheading were dumped into the body of water known as “Savage Pit,” a mass grave in neighboring Tombodu. MOHAMED SAVAGE is a former Sierra Leonean Army commander who later joined forces with the RUF/AFRC junta and became a leader of the West Side Boys. He is alleged to have committed some of the most gruesome atrocities of the war. He earned the nickname “Mr. Die,” and if that is how he was introduced to anyone, their fate was sealed. While he was in his home district of Kono, the dumping grounds for his victims became known as “Savage Pit.” For his participation in the West Side Boys, Savage served over eight years in prison. When he was introduced to Fambul Tok after his release, he denied his identity. He later admitted who he was and decided to return to Tombodu and apologize, risking international prosecution. His journey was delayed 18 months since Fambul Tok staff thought the potential for prosecution could put the program’s credibility at risk. When the risk of prosecution subsided, Fambul Tok laid the groundwork in the communities for Savage’s return, and in November 2010 he came to Kono to reconcile. Mohamed Savage now works for Fambul Tok, where he leads programming for other ex-combatants, helping them commit to nonviolence and apologize for atrocities they committed. SAHR FOENDOR witnessed Tamba Joe, one of his neighbors, kill and behead 17 members of his family in the village of Foendor. After a community consultation, Sahr Foendor decided he would forgive Tamba Joe if he returned to acknowledge and apologize for his actions. Sahr Foendor came forward and testified at his community’s Fambul Tok bonfire ceremony, and accepted the apology Tamba Joe’s family members made on his behalf. NAOMI JOE is one of Tamba Joe’s sisters, living among the families of the very people her brother massacred. With two of her sisters, Naomi apologized to Sahr Foendor on behalf of her missing brother at their village’s bonfire, and they were forgiven. Her message to her brother, “Don’t be afraid. Anything can happen for us. And everything has an end. I believe you are forgiven,” was shown to Tamba Joe’s commander at the time of the massacre, Mohamed Savage, where it played a critical role in convincing him to acknowledge his role and make his own reparations. PARAMOUNT CHIEF AIAH MELVIN NGEKIA Chief Melvin is the Paramount Chief of Kamaa Chiefdom in Kono, which hosted Captain Savage’s reconciliation bonfire. He was initially opposed to Savage’s return but his community’s demand for it changed his mind. After the ceremony, he became a leader in supporting Fambul Tok in Sierra Leone and has even promoted it in the United States. CHIEF MAADA ALPHA NDOLLEH Town Chief of Kailahun Town and founding District Chairman of Fambul Tok in Kailahun District, Chief Ndolleh has played an integral role in helping to develop and lead Fambul Tok’s reconciliation work in Sierra Leone, modeling the new kind of leadership that Fambul Tok calls forth. At the reconciliation bonfire in his home town of Daabu, Chief Ndolleh was shocked to have been accused by a villager of having stolen meat from her during the war – prior to Fambul Tok, such a public accusation of a chief would have triggered community-wide conflict, and likely led to the woman’s arrest. Now, more than 5 years after Fambul Tok’s launch in Kailahun District, Chief Ndolleh continues to lead in growing and sustaining the program there. CHIEF JAMES GANOA As the chief of Daabu village in Kailahun District, Chief Ganoa led his fractured community through the Fambul Tok process, highlighting how the community had been torn apart during the war. A former rebel stronghold, the town remained divided in people’s minds and actions between those who fled and those who were seen to be rebels or rebel collaborators, divisions which had continued to thwart development. When, at their reconciliation bonfire, a man admitted to destroying the village’s court barrie, Chief Ganoa initially reacted by insisting “I will never accept this man!” Later, however, after consulting with his community, he granted forgiveness on behalf and for the sake of his people, noting it was in the interest of peace and development. The five-day unit demonstrates how educators might use the resources provided to integrate Fambul Tok into their curriculum. Educators should mix and match activities and lesson plans to fit their own needs. Some activities are not assigned to a specific day. They can be used throughout the examination of Fambul Tok, and do not need to be aligned with one specific topic of discussion. DAY 1 Do Now: Write down your thoughts on the following: What is a community? How do communities work? What key ingredients do you think make a strong community? (Facilitate group discussion. Create master list of key ingredients for a strong community.) Possible/Suggested Activity: Sense of Community (p. 43) Closing: Think of one thing that individuals can do to create a strong community. (Go round the circle/group and share quickly the one thing.) Independent Work: Sierra Leonean Demographics and Culture (p. 19) DAY 2 Do Now: Choose an answer and consider your reasoning. Be prepared to share: What is the purpose of justice? A) Punishment or B) Peace (Share in partners.) Possible/Suggested Activity: Symbol of Justice + Extension 1 (p. 42) Closing: Finish this statement: “Justice ...” (Go round the circle/group and share sentences.) Independent Work: Proverbs (p. 21) DAY 3 Do Now: Free Write: Consider, what does it take to forgive? (Generate a group list.) Possible/Suggested Activity: Film (Part 1--Stop at 25:45) Possible/Suggested Activity: Rounds (p. 45) (one character, one phrase, one word) Closing: What is one idea or scene from the film that struck you? (Share in partners. Ask who wants to share to the whole group.) Independent Work: Transitional Justice in Sierra Leone: Truth and Reconciliation Commission (TRC) Overview (p. 30) and Special Court for Sierra Leone (SCSL) Overview (p. 32) DAY 4 Do Now: Name one way the Fambul Tok process of reconciliation differs from the approaches embodied by the TRC or SCSL. (Have a few participants share to the whole group.) Possible/Suggested Activity: Film (Part 2) Possible/Suggested Activity: Sticking Point (p. 46) Closing: Finish this statement: Fambul Tok … (Go around the circle/group and share sentences.) Independent Work: Post-War Reflections (p. 29) + Update on Captain Mohamed Savage: Peacemaker DAY 5 Do Now: Walk around the room and look at the title cards from the film reflecting The War: By the Numbers. What strikes you as you read those numbers on the different approaches to justice? Possible/Suggested Activity: Chalk Talk (p. 48) (see italicized statements in Activity description) Closing: Consider: How have your thoughts on community and justice changed since the beginning of this lesson? Independent Work: Personal Reflection: How have your thoughts on community and justice changed since the beginning of this lesson? Provide examples from the film, your life and this community to support your expression. --- 1 www.fambultokblog.org/program-updates-sierra-leone/from-ex-combatants-to-peace-parents SAMPLE ONE-DAY LESSON PLAN Some environments don’t allow a five-day examination of Fambul Tok. We have designed this single lesson – as well as a listing of more general discussion questions for film follow-up – to support the film in a one-day class session. Do Now: Written on the board or on paper: Today we will be watching a documentary that captures an approach to justice and peacebuilding in communities that have been ravaged by war. Before we watch, brainstorm and draw at least one visual symbol that represents justice to you. How does your symbol express the process of justice, as you believe it to be in our country? 1. Ask a few participants to share their symbols and explanations of justice as expressed through the symbol. 2. Show the participants the Fambul Tok International logo and explain that the film will show the background behind this image of justice and the approach it represents. 3. Watch the film. 4. Merry-Go-Round (p. 50) Closing: Show the Fambul Tok International logo once more. “Now that you have seen the film and understand the Fambul Tok process better, what strikes you about the symbols you made compared to this symbol?” Ask for a few volunteers to share. One-Day Discussion Questions What does the opening quote, “The family tree bends but does not break,” mean? Choose one story of forgiveness (Nyumah and Sahr, Esther and Joseph or Captain Mohamed Savage). Explain what happened, and how the victims came to forgive. Describe the Fambul Tok reconciliation process. How does John Caulker’s vision involve the community at the grassroots level? How does the Sierra Leonean proverb “There is no bad bush to throw away a bad child” and the culture of forgiveness that it represents affect the process of reconciliation and peace? How do Fambul Tok, the TRC and the Special Court differ in their approaches to justice? EXPLORING SIERRA LEONE MAP OF SIERRA LEONE BY DISTRICT - Districts waiting for Fambul Tok - Districts where Fambul Tok is active IN AFRICA Sierra Leone The West African nation of Sierra Leone measures 27,925 square miles – about the size of the state of South Carolina. It is bordered by Liberia to the south and southeast, Guinea to the north and northeast, and the Atlantic Ocean to the west. Sierra Leone’s official language is English, and the unofficial ‘lingua franca’ is Krio, a dialect primarily used in conversation. Mende and Temne are the most widely spoken ethnic languages. Sierra Leone’s population is estimated at roughly six million, the majority under the age of 21. Just over a third of the population resides in urban areas, such as the cities of Freetown, Bo, Makeni and Kenema. Much of the country’s infrastructure was terribly damaged by the 11-year civil war that engulfed the country from 1991-2002. This damage continues to limit opportunities for development, growth and education. Sierra Leone’s government is led by a democratically-elected President, who then selects a Cabinet of Ministers. The government is also comprised of a 124-member Parliament (112 voted for from single-member constituencies plus 12 Paramount Chiefs chosen by an electoral college on non-partisan basis, to represent each of the 12 provincial districts) and local councils led by elected chairpersons and councilors. The basic unit of administration is the Chiefdom. There are 149 chiefdoms subdivided into sections, towns and villages. The Paramount Chief is the administrative and cultural head of the chiefdom and is assisted by a Chieftdom Speaker. Each section, town or village is headed by a section, town or village chief, respectively. Attempts at implementing social welfare programs in postwar Sierra Leone have proven difficult as the result of corruption, international skepticism and a lack of domestic sustainability, but with every election cycle (the most recent being November 2012), hope for progress grows. Despite there being 17 documented ethnic groups in Sierra Leone, the country has avoided conflict based on ethnic tensions for the most part. The largest ethnicities are the Temne and Mende, which combine to make up almost 2/3 of the population and are widely influential in the political sphere, typically supporting the All People’s Congress and Sierra Leone People’s Party, respectively. Sierra Leone is approximately 60% Muslim, 20-30% Christian and 5-10% indigenous believers, with remarkable religious tolerance and fluidity between faiths. It isn’t uncommon for members of the same family to explore different religions or attend ceremonies and services at places of worship other than their own. Holy leaders and indigenous diviners both play an important role in the culture of Sierra Leone, as they are believed to contact the spiritual world in different ways. Because of the deep ties Sierra Leoneans have to their families, there is a large emphasis on cultivating and maintaining relationships with ancestors. This can be done through prayer, ceremony and ritual offerings. Although many of these rituals were nearly lost during the civil war, they have been revived largely through Fambul Tok and used for individual and communal cleansing, especially after reconciliation. ceremonies, to purify areas affected by the widespread violence. Sierra Leone’s economy relies heavily on mining, especially diamond mining. It is one of the world’s largest producers of titanium and bauxite, and a major global producer of gold. Even with this natural wealth, however, over 70% of the population lives in poverty, and the country is consistently ranked at the bottom of the UN Human Development Index. With the majority of the population living in rural areas, it is natural that the economy is also heavily dependent on agriculture (especially subsistence farming), with rice as the largest crop and national food staple. Sierra Leoneans often joke that if they haven’t eaten rice that day, they haven’t eaten at all -- it is their primary food source, paired with meat, greens, soup, palm oil, and even fruit. Because of rice and palm’s importance in the culture and diet of Sierra Leoneans, they are national symbols, even featured on the currency. Also important, though not for dietary reasons, is the kola nut, which is highly valued for its use in diplomacy, religious and initiation ceremonies, greetings and offerings of respect. You’ll see an example of this in the film, when Captain Mohamed Savage returns to Kono. The basic household in Sierra Leone is very different from typical households in the United States, as it usually includes extended family and venerates elders. These kinship networks foster an incredible sense of community, and villages and family alike share in the responsibilities of raising children, as John Caulker explains in the film: “Your child is my child; your father is my father.” Most significant to the film, though, is the importance of forgiveness to Sierra Leoneans. “There is no bad bush to throw away a bad child” is both a popular proverb and a bedrock principle. Deeply rooted in the culture of Sierra Leone is a mandate to discuss openly and honestly and to forgive. If you wrong somebody and, in the presence of the community, you acknowledge your wrongdoing with a genuine apology, the community is obligated to forgive you. This forgiveness is not the final step in repairing a fractured relationship or making reparations. It is a grace granted that creates a space for real change to be made. After forgiveness is granted, a shift in behavior needs to be seen and supported every day. In the film, Captain Savage’s shift from human rights abuser to advocate is an example of the power of forgiveness. (See “From Ex-Combatants to Peace Parents” on the Fambul Tok blog for more about Savage’s personal transformation.) The need to forgive others ties back to the strong community sensibility. Sierra Leoneans believe in living their lives not as individuals but as pieces of a larger unit, similar to members of a sports team, classroom or family. These groups can’t reach their full potential without tapping into the resources that all of the members bring to the table. Sierra Leoneans believe that the nation can’t progress and move forward after the war without first reuniting within its communities. This reflects an understanding of wrongdoing as not only hurting an individual, but hurting, or “breaking,” the community. As a result, “justice” is defined not as merely punishing and separating the perpetrator of a wrong, but rather as making the community whole again – a process which of necessity involves both victims and perpetrators. Forgiveness is the starting point from which communities in Sierra Leone move forward in pursuit of a common goal. Today, many of the communities seen in the film are doing just that. Many communities have started community farms, and many have more personalized rebuilding (perpetrators building houses for their victims, for example). 1 www.fambultokblog.org/program-updates-sierra-leone/from-ex-combatants-to-peace-parents Proverbs provide a unique window into a country’s culture, and often its history. Below is a diverse sampling of Sierra Leonean proverbs in both English and Krio (written phonetically). The family tree bends but it does not break. Fambul tik dae ben but e nor dae brok. There is no bad bush to throw away a bad child. Bad bush nor dae for trowa bad pikin. If you do not heed the roar of the thunder, you will be soaked by the rain. If u nor lisen wae tenda crack nar rain go soak u. If you don’t know where you are going, you should at least know where you are coming from. If u nor know usai u dae go u for know usai u kommot. If you don’t want the tail of a monkey to touch you, don’t attend a monkey dance. If u nor want monki tail fo toch u nor go na monki dans. War is a bad chisel with which to carve out tomorrow. War nar bad chisel fo use fo mek tomara. Don’t use my hand to remove palm kernels from the fire. Nor tek mi an pul bangga na faya. Telling your friend the truth does not damage the friendship. Tel fren tru nor pwel fren. Kill a dog in the presence of another dog so it knows death is real. Kill dog bifo dog leh dog no say die day. The head of a goat is different from that of a cow. Goat ed en sheep ed no to wan. Only in rain will goats and sheep shelter together. Na rain mek goat in sheep day na wan place. You don’t take a blind man to look at an eclipse. U nor day tak blen yay man go luk ekliks. When somebody pours water on you, you should scrub your back. Way den trowa wata for u na for krub u bak. When elephants fight, it’s the grass that suffers. Way elephant de fet, na di gras day suffer. If a cockroach wants to die, it wanders into a palm oil bottle. Way kakroch wan die na im e day go na palmayn bottle. However congested the house is, a chicken will find space to lay its eggs. Os tayt tae fol day lay egg. If you travel in an ungrateful boat, you will land at regret wharf. If u load na ungrateful boat u go land na regret waf. If a child wants to keep the mother awake, it will also stay awake. Way pikin say en mama nor go sleep ensef nor go sleep. Winds heavy enough to blow away a mortar would not leave a fanner. Way briz blow mataodod noto fannah e go lef. Your bell is being tolled, and you are asking whose funeral it is. Den day toll u bell u day ask udat die. CHRONOLOGY ORIGINS, HISTORY AND EARLY AFTERMATH OF THE WAR IN SIERRA LEONE ACTIVITY CONNECTION: SCAVENGER HUNT (P. 53) See Glossary (p. 65) for descriptions of underlined terms. Bolded dates may assist students in their completion of the Scavenger Hunt (p. 53). Pre-Colonial Era Sierra Leone’s earliest known inhabitants live in small fishing and farming communities along the Atlantic Coast and scattered settlements in the interior. In the 1440s, Portuguese explorers make their first contact with the coastal inhabitants and in 1462 name the country “Serra Lyoa,” meaning “lion mountains.” Colonial Era 1787 British philanthropists and slave trade abolitionists establish a settlement in the coastal peninsular called Granville Town for rescued and repatriated slaves. A local chief attacks and destroys the settlement in 1790 in retaliation for the burning of one of his villages by Europeans. 1792 Blacks from Nova Scotia in Canada found a new settlement near the former Granville Town and call it ‘Freetown’. 1808 Freetown with its surrounding settlements is made a British Crown colony. 1821 Freetown is made the seat of government for British territories in West Africa. 1827 Fourah Bay College is established. For more than a century, it is the only European-style university in western Sub-Saharan Africa. 1896 Britain establishes a protectorate over the Freetown hinterland. The Colony and Protectorate are administered as separate entities. 1898 Bai Bureh, a Temne Chief, with support from other prominent chiefs including the Mende Chief Nyagua and Sherbro Chief Gbana Lewis, leads a rebellion (The Hut Tax War) against British rule after the British impose a tax on “huts” (dwellings). The tax is generally regarded by the native chiefs as an attack on their authority. 1924 The Slater Constitution makes provisions for the first time for people from the Protectorate to be represented in the Legislative Council. 1951 Dr. (later ‘Sir’) Milton Margai oversees the drafting of a new constitution, which unites the separate Colonial and Protectorate legislatures and—most importantly—provides a framework for decolonization. The new constitution ensures Sierra Leone becomes a parliamentary system within the Commonwealth of Nations. 1953 Sierra Leone is granted local ministerial powers. 1954 Margai, the leader of the Sierra Leone People’s Party (SLPP), is elected Chief Minister under the new constitution. 1957 Sierra Leone holds its first parliamentary election. The Sierra Leone People’s Party, emerges as the winner. Margai is also re-elected as Chief Minister by a landslide. 1960 The All People’s Congress (APC) party is formed. An Independent Nation 1961 Sierra Leone gains independence from Britain and Freetown is made its official capital. The country becomes a member of the Commonwealth of Nations and the United Nations. 1964 A new university – Njala University College – is officially opened in the provinces. Sierra Leone’s national currency – the Leone – is launched. 1967 General elections are held and Siaka Stevens, leader of the All People’s Congress (APC), is sworn in as Sierra Leone’s third prime minister on March 21. A military coup led by Brigadier David Lansana overthrows the elected government, declares martial law and orders the arrest of Stevens and the Governor-General. Two days later, on March 23, senior army officers arrest Lansana, seize control of the government, suspend the constitution and form a junta administration, the National Reformation Council (NRC), led by Colonel Andrew T. Juxon-Smith. 1968 April – The NRC is overthrown by a group of junior army officers, who call themselves the Anti-Corruption Revolutionary Movement (ACRM). Stevens is reinstated as Prime Minister. 1971 Sierra Leone is declared a republic and Stevens is subsequently sworn in as the first Executive President of the Republic of Sierra Leone. 1974 Dr. Mohamed Sorie Forna, Ibrahim Taqi (former Ministers in the APC government), ex-paramount chief Bai Makari N’Silk, ex-brigadier David Lansana and eleven others are arrested for plotting to overthrow the government. 1975 Forna, Taqi, Lansana, N’Silk and four others are executed at Pademba Road Prisons in Freetown. Sierra Leone joins the Economic Community of West Africa (ECOWAS), granting the country access to a development bank, coordination of natural resources, and an overall network of economic cooperation in the region. 1978 A new constitution establishing Sierra Leone as a one-party state, with the APC as the sole legal party, is adopted through a referendum. All other political parties are banned, and SLPP members of Parliament join the APC. President Stevens is sworn in for another seven-year term. 1980 Stevens borrows millions of dollars to host an Organization of African Unity conference, and is criticized afterward for contributing to the country’s mounting debt. 1983 The Ndogboyosoi (bush devil) War between APC and SLPP supporters racks Pujehun District in southern Sierra Leone. Nearly five years after the APC’s one-party referendum, tensions continue to rise. There is no resolution after this episode, and survivors of the killing become some of the first to join the rebellion in 1991. 1985 Major General Joseph Saidu Momoh, commander of the Republic of Sierra Leone Armed Forces, who had been hand-picked by Stevens as his successor, is sworn in as president in Freetown on the 28th of November, with Francis Minah as vice president. President Momoh is subsequently often described as a “well-meaning drunken womanizer,” with few political or leadership skills. Democracy and War in Sierra Leone 1990 Due to mounting pressure from both within and outside the country for political and economic reform, a constitutional review commission is established to review the 1978 one-party constitution. 1991 MARCH About 100 Sierra Leonean dissidents (including many university students), Liberian fighters loyal to Charles Taylor, and a small number of mercenary fighters from Burkina Faso invade Sierra Leone from Liberia into Bomaru, in Kailahun District. Another group entered from the Mano River Bridge linking Liberia and Sierra Leone, in Pujehun District. Foday Sankoh, a former army corporal and professional photographer, leads the invasion to overthrow the Momoh-led APC government under the banner of the Revolutionary United Front (RUF). In its early stages, the RUF operates as a revolutionary movement intent on overthrowing a corrupt government, and it works to bring the civilian population into the revolutionary spirit. But facing defeat by governmental forces, and with little civilian support, the RUF adopts guerrilla tactics and begins targeting civilian populations it initially said it was trying to liberate. Ordinary people, such as farmers, villagers, and alluvial miners, are deliberately tortured, maimed, abused, and uprooted from their livelihoods and surroundings. As the war expands to other locations, the rebellion worsens and civilian casualties mount. MAY Momoh, fearful of dissatisfaction in the Sierra Leone Army and the threat the rebel RUF incursion presents to internal security, appeals to Britain for their intervention. With no help forthcoming from Britain, the government seeks the help of mercenary agencies. Morale in the army is very low as it becomes clear that the army is collaborating with the rebel group. OCTOBER A constitution re-establishing a multi-party system is approved by sixty percent of voters through a referendum. Elections are scheduled for May 1992. 1992 APRIL Junior army officers, led by 27-year-old Captain Valentine Strasser, stage a coup and overthrow the Momoh-led APC government. The officers came to Freetown to discuss sinking army morale but Momoh fled on their arrival, clearing the way for them to seize power. The officers establish the National Provisional Ruling Council (NPRC) and suspend the 1991 Constitution. Momoh flees to Guinea. Strasser is installed as head of state and appoints Solomon Musa, an even younger officer, as his number two. During his tenure as head of state he is often called ‘The Redeemer’ – as he was seen to be taking concrete steps to establish commissions mandated to investigate the activities of ministers, executive heads of ministries, and parastatals in the Momoh-led government. He replaces most of the military officers in his cabinet with civilian appointees, presumably to ensure the military members of the government concentrate on pursuing the war to its conclusion. Initial attempts to negotiate with RUF leader Sankoh fail, as Sankoh’s preconditions are deemed unacceptable to the NPRC government. Strasser, bowing to international pressure, announces a plan to return the government to civilian rule by 1996. 1994 The NPRC junta proposes a change in the age restriction clause in the 1991 Sierra Leone constitution, which previously stated that only Sierra Leoneans over the age of 40 are eligible for the presidency, thus excluding Strasser and others in the NPRC. Strasser’s government initiates a recruitment drive to increase the strength of the army. The army bloats from 5,000 to 12,000 in one year, mainly by recruiting poorly-educated youths from city streets, including orphans and abandoned children as young as twelve years old. OCTOBER Public and international assistance to the NPRC dissipates as the young soldiers indulge in drugs, corruption, and abuses against opponents and civilians. 1995 AUGUST A National Consultative Conference on the electoral process is held in Freetown. The delegates agree that nationwide presidential and parliamentary elections, based on a proportional representation system, should take place in February 1996. JANUARY Strasser is ousted in a military coup led by his deputy Brigadier General Julius Maada Bio. A second conference on the electoral process reconfirms the holding of elections in February. FEBRUARY Presidential and legislative elections are held and monitored by international observers. None of the presidential candidates gets the required 55% of votes in the first round. MARCH In the second round of voting, Ahmad Tejan Kabbah, leader of the SLPP, is declared the winner over John Karefa-Smart, leader of the United National People’s Party. Criticism mounts at the slow pace of reform under Kabbah. The situation worsens when Kabbah announces a retraining program and dramatic reduction of the army. NOVEMBER A peace agreement between the Kabbah government and the RUF is signed in Abidjan, the capital of the Ivory Coast. 1997 The Kabbah government establishes a power-sharing multi-party cabinet, and the RUF is appointed to manage peace, reconciliation, and demobilization commissions. Upon announcing that a Nigerian-led security investigation has pinpointed members of the previous Maada Bio (NPRC) government as coup plotters, RUF leader Sankoh, who had flown to Nigeria on a government business, is arrested on arrival by Nigerian officials who charge him with carrying a concealed weapon. MAY The SLPP government is overthrown in a coup by the Armed Forces Revolutionary Council (AFRC), led by Johnny Paul Koroma. Koroma suspends the constitution, bans demonstrations, and abolishes political parties. Foday Sankoh gives interviews to the BBC while under house arrest in Abuja, praising the overthrow of Kabbah. Koroma declares Sankoh the leader of the coup, and Nigerian officials move Sankoh to a local security installation. JUNE Koroma extends an invitation to the RUF to join his junta. RUF fighters heed his call, marching into Freetown and adopting the name “The People’s Army.” JULY Sierra Leone is suspended from the British Commonwealth. UN Resolution UNSC1132 is passed, imposing a ban on arms shipments to all parties in Sierra Leone. Sandline, a private military company based in London, nonetheless supplies “logistical support,” including rifles, to Kabbah allies. Nigeria moves 4,000 troops from its operations in Liberia to Freetown. OCTOBER Peace negotiations between the Koroma junta and ECOWAS on October 23 conclude with a promise by Koroma’s ministers that the junta will hand over power to a civilian government by the April 22, 1998. 1998 FEBRUARY A Nigerian-backed offensive by ECOMOG (a military coalition of ECOWAS states), Civil Defense Forces (CDF) (mainly Kamajors) and loyal soldiers and police officers, begin an offensive and oust the AFRC regime. Liberian president Charles Taylor accuses ECOMOG troops of transporting South African mercenaries across his territory. MARCH Kabbah makes a triumphant return to Freetown amid scenes of public rejoicing. 1999 JANUARY Renegade soldiers and RUF rebels, with the assistance of foreign mercenaries, seize parts of Freetown from ECOMOG. After weeks of bitter fighting, the RUF and their allies are eventually driven out, leaving behind over 5,000 dead and a devastated city. Sankoh is idolized by his supporters. APRIL A national conference on the peace process is held in Freetown. MAY The UN intervenes, and a ceasefire agreement is negotiated in Freetown with cautious optimism and hope that the civil war may soon be over. JULY Six weeks of talks in the Togolese capital, Lomé, culminate in a peace agreement, under which the rebel leaders are given cabinet positions in an SLPP-led government and assurances they will not be prosecuted for atrocities and abuses perpetrated during the war. NOVEMBER/DECEMBER UN troops arrive to supervise and monitor the implementation of the peace agreement. RUF second-in-command Sam Bockarie vehemently opposes this intervention. ECOMOG troops are attacked outside of Freetown. 2000 APRIL UN forces come under attack in the east of Sierra Leone, with several hundred UN troops abducted and taken as hostages by the RUF. MAY Rebels close in on Freetown. 800 British paratroopers are sent to Freetown to evacuate British citizens and to help secure the airport for UN peacekeepers. Civil society groups stage a peaceful demonstration outside Today Sankoh’s residence, protesting RUF violations of the peace accord. The RUF, in response, kill about 20 civilians. Sankoh is captured while attempting to flee Freetown. AUGUST Eleven British soldiers are taken hostage by the renegade militia group known as the West Side Boys. SEPTEMBER Five of the eleven British hostages are released on September 3. After negotiations deteriorate, British forces mount an operation in September to rescue the remaining hostages. Meanwhile, the Sierra Leonean government recognizes Issa Sesay as Sankoh’s successor and the new leader of the RUF. NOVEMBER A 30-day ECOWAS-brokered ceasefire is signed in Abuja, Nigeria, allowing for the return of all weapons seized from peacekeepers. Amid continuing tensions and insecurity, though, the disarmament never gets underway. 2001 JANUARY The government postpones presidential and parliamentary elections planned for February and March because of continued insecurity. The RUF suffers military reversals in northern Sierra Leone, as Guinea provides continuing support to the government troops. MARCH UNAMSIL (United Nations Mission in Sierra Leone) troops begin to deploy peacefully for the first time in rebel-held territories. The RUF agrees to a renewed ceasefire following UN and ECOWAS-led mediations in Abuja. MAY Disarmament of rebels commences, and a British-trained Sierra Leonean army is deployed to rebel-held areas. The Post-Conflict Era 2002 JANUARY The Sierra Leone Civil War is declared over. When the disarmament process is declared complete by UNAMSIL, it is estimated that over 45,000 combatants have willingly surrendered their weapons. The government and UN agree to set up a war crimes court. MAY National elections are generally peaceful, and Kabbah wins by a landslide. The SLPP secures a majority in Parliament. JULY British troops leave Sierra Leone after their two-year mission to help end the civil war. A Truth and Reconciliation Commission is inaugurated in accordance with the Lomé Peace Accord and tasked with compiling an accurate record of human rights abuses committed during the war. 2003 MARCH The Special Court for Sierra Leone issues its first indictments for war crimes against Sankoh, Bockarie, Sessay, Koroma, former RUF commander Morris Kallon, former AFRC commander Alex Tamba Brima, and former CDF leader Sam Hinga Norman. APRIL Augustine Gbao, a former RUF commander, is indicted by the Special Court. MAY Bockarie is killed by Liberian security forces. The Special Court indicts Brima Kamara, a commander of the AFRC. JUNE The Special Court unseals an indictment against Charles Taylor. Kamajor commanders Allieu Kondewa and Moinina Fofana are also indicted. Koroma is reportedly killed by Taylor’s supporters in Liberia. JULY Taylor resigns from his presidency and goes into exile in Nigeria, where President Obasanjo initially agrees not to hand him over to the Special Court. RUF leader Foday Sankoh dies of natural causes while awaiting trial. AUGUST President Kabbah tells the Truth and Reconciliation Commission that he was not involved in the operations of pro-government militias during war. 2004 FEBRUARY Disarmament, demobilization and rehabilitation (DDR) of more than 45,000 civil war combatants is officially completed. MARCH The war crimes tribunal opens a courthouse to try senior militia leaders from both sides of the war. MAY The first local elections held in more than three decades commence, and are successful as the security conditions continue to improve. JUNE Trials begin at the Special Court. SEPTEMBER The UN hands over control of security in Freetown to local forces. OCTOBER The TRC publishes its final report, complete with recommendations on how best to avoid a recurrent conflict. 2005 The UN Security Council authorizes the opening of a UN assistance mission to be known as the United Nations Integrated Office in Sierra Leone (UNIOSIL). Meanwhile, UNAMSIL completes the withdrawal of its troops, marking the end of its five-year mandate. 2006 Under international pressure, Liberian ex-president Charles Taylor is arrested in Nigeria and handed over to the war crimes court (the Special Court) in Sierra Leone, which had indicted him. Taylor is subsequently transferred to The Hague, due to security concerns surrounding the high-profile nature of his case. DECEMBER Kabbah announces that 90 per cent of Sierra Leone’s $1.6 billion debt has been written off in negotiations with international creditors. 2007 JUNE Charles Taylor’s war crimes trial begins in The Hague, where he stands accused of instigating atrocities in Sierra Leone. Sierra Leone’s Special Court in Freetown delivers its first verdicts, finding Alex Tamba Brima, Ibrahim Bazzy Kamara and Santigie Borbor Kanu, all from the Armed Forces Revolutionary Council (AFRC) guilty. AUGUST Presidential and parliamentary elections are conducted. Ernest Bai Koroma wins the presidency and his APC, formerly in opposition, becomes the majority in parliament. In its second set of verdicts, the Special Court finds the Civil Defence Forces (CDF) defendants Allieu Kondewa and Moinina Fofana guilty. DECEMBER Fambul Tok launches in Sierra Leone with countrywide, district-level consultations across the country. 2008 JANUARY Charles Taylor’s war crimes trial resumes after a six-month delay. MARCH The first Fambul Tok reconciliation ceremony takes place in Bomaru, Kailahun District, on March 23, the anniversary of the day the war began. AUGUST Local elections are marred by violence between the supporters of the SLPP and APC. The UN Integrated Peacebuilding Office in Sierra Leone (UNIPSIL) is established and takes the place of UNIOSIL. 2009 APRIL After their February convictions at the Special Court, three former senior leaders of the Revolutionary United Front (RUF) are sentenced to long jail terms for civil war atrocities – Issa Sesay is sentenced to 52 years, Morris Kallon to 40 years and Augustine Gbao to 25 years. SEPTEMBER The UN Security Council unanimously adopts Resolution 1886, extending the mandate of UNIPSIL until September 30, 2010. OCTOBER Winding down after seven years of investigating civil war atrocities, the Special Court holds its final hearing in Freetown, with judges upholding the convictions of three former RUF leaders. Meanwhile, Charles Taylor’s trial continues in The Hague. The Under Secretary-General for Peacebuilding Support, Judy Cheng-Hopkins, visits Sierra Leone on the 22nd and 23rd. Sierra Leone is the first nation to be placed on the agenda of the UN Peacebuilding Commission (PBC). NOVEMBER The eight people convicted by the Special Court are transferred to a facility in Rwanda constructed to hold people convicted by the International Criminal Tribunal for Rwanda, because prison facilities in Sierra Leone do not meet international standards for imprisoning people convicted by international tribunals. 2010 JUNE The UN Secretary-General, Ban Ki-Moon, visits Sierra Leone, where he highlights the success of the country in consolidating peace. President Koroma launches the Sierra Leone National Action Plan (SL NAP) on United Nations Security Council Resolutions 1325 and 1820. SEPTEMBER The UN Security Council lifts its last remaining sanctions, which included an arms embargo and travel ban for former rebels. 2012 APRIL In the Special Court’s final trial, former Liberian president Charles Taylor is convicted of aiding and abetting war crimes during Sierra Leone’s civil war, as well as planning attacks in Kono, Makeni and Freetown. Taylor becomes the first former head of state to be convicted of war crimes by an international court since the Nuremberg Trials following World War II. MAY Taylor is sentenced to 50 years in prison, to be served in the United Kingdom. JUNE Taylor files to appeal his conviction. The case is currently pending. NOVEMBER On November 17, Sierra Leone holds largely nonviolent national elections. Ernest Bai Koroma is reelected as President. This timeline is adapted from the book Fambul Tok. Ishmael Beah, John Caulker, Libby Hoffman, Sara Terry, Benedict Sannoh, and Nan Richardson. Umbrage Editions, 2011. Additional material as well as editorial and content consultation has been provided by Dr. Joe A. D. Alie. The 11-year civil war officially ended in early 2002, but the end of war didn’t necessarily mean the beginning of peace. The war had ravaged the country, destroying virtually all of the country’s infrastructure, including roads and electrical lines, making rebuilding, trade and other peacetime pursuits extremely difficult - in fact, almost impossible. Entire communities had been razed, and much of the population displaced. Over 50,000 people were killed (estimates go as high as 150,000); thousands suffered the amputation of one or more limbs; ten thousand children were conscripted as soldiers; tens of thousands of women were raped, and one-third to one-half of the country was homeless. Several hundred thousand Sierra Leoneans lived in neighboring countries as refugees. With so many people “forced” into fighting in some way, the line between “victim” and “perpetrator” is not always clear. The Lomé Peace Accord granted blanket amnesty to all but those identified and indicted by the Special Court as “bearing the greatest responsibility” for the war’s egregious human rights violations. That meant tens of thousands of former combatants returned to their communities to live alongside the very people they had terrorized. Victims and perpetrators lived side by side, but never talked about what had happened. The government instructed everyone to move on, to “forgive and forget.” But because so many deep wounds from the war were never addressed, they began to fester. Communities were silently divided, and individuals lived in silent prisons of their own memories of terror. Achieving national “justice” in these circumstances would be very difficult. The two major mechanisms adopted in Sierra Leone in the immediate post-war period, supported by the international community, were the Truth and Reconciliation Committee, and the Special Court of Sierra Leone. Sierra Leone’s Truth and Reconciliation Commission (TRC) was established by the Lomé Peace Accord to “create an impartial historical record of violations and abuses of human rights and international humanitarian law related to the armed conflict in Sierra Leone,” from the beginning of the conflict in 1991 to the signing of the Lomé Peace Accord; to address impunity, to respond to the needs of the victims, to promote healing and reconciliation and to prevent a repetition of the violations and abuses suffered» (TRC Act, 2000). Made up of a group of civil society representatives (four from Sierra Leone, three from other nations), the TRC was intended to help Sierra Leoneans constructively confront their past. After nearly two years of statement-taking, the TRC published its report on a number of topics, including: - the causes and nature of the conflict, - perpetrator responsibility, - military and political history, - external actors, - the judiciary, - women, - children, - youth, - mineral resources, - and the relationship between the TRC and the Special Court. In an attempt to understand the conflict, the TRC identified a number of root causes, including: - Sierra Leone’s history and legacy of colonialism, - isolated diamond wealth, - external influences (especially from Liberia and Libya), - history of military coups, - post-colonial political instability, - and history and legacy of local/regional conflicts. Furthermore, the Commission made the following recommendations, marking the first time in history a government was legally obligated to implement reforms recommended by a truth commission: - find a new commitment to leadership, - establish an ethical public sector to combat corruption, - protect human dignity and abolish the death penalty, - uphold the right to freedom of expression, - establish common and equitable citizenship, - strengthen the forces of democracy, rule of law and accountability, - establish a principle of National Security and pride in Sierra Leone, - and increase accessibility of government and services throughout the country. Despite a seemingly thorough examination of the causes, events and aftermath of the civil war, the TRC was unfortunately plagued by a number of challenges. Since the Lomé Peace Accord established a blanket amnesty for all perpetrators, there was little incentive for individuals to come forward and testify about their participation in the war. Furthermore, since the TRC was operating at the same time as the Special Court for Sierra Leone, the perpetrators had a disincentive to testify – many feared their actions would be deemed horrific enough to be prosecuted after all. Lack of political will in the government led to delayed and noncommittal implementation of many of the recommendations. The people began to lose trust in the system. There was limited access to the Commission during the statement-taking process, as most of the hearings were held in and right outside of Freetown or in the capital cities of the districts, leaving little opportunity for residents of rural villages to take part. Only 4,000 copies of the TRC’s final report were published for the entire country. Isolated from the truth-telling process and denied access to the end results, most Sierra Leoneans were overwhelmingly dissatisfied with the TRC. Many of those who committed atrocities and other human rights violations during the conflict remained in the same communities with their victims without any atonement or accountability for their conduct. This was quietly corroding peace at all levels throughout the country. But until Fambul Tok, there was no effective, systemic, sustained reconciliation effort from the government, the international community, civil society, or religious organizations. Many of the atrocities that took place in Sierra Leone’s civil war not only violated the national laws of Sierra Leone, but were war crimes, crimes against humanity, and violations of international humanitarian law. The war virtually wiped out the country’s formal justice system, leaving the government without the capacity to arrest, detain, investigate, charge, and prosecute all who may have committed human rights violations during the conflict. Prosecuting all perpetrators would have meant incarcerating a significant portion of the most productive members of the population—young men and women who were needed for the national recovery process. Such a move could also have destabilized the fragile peace. The Special Court of Sierra Leone is a unique hybrid court, mandated by the United Nations and the government of Sierra Leone to try those “who bear the greatest responsibility for the serious violations of international law and Sierra Leone law committed in the territory of Sierra Leone since November 30, 1996.” The Special Court issued thirteen indictments. Nine people have been prosecuted in four trials – three of the thirteen indicted died in custody or before their trials were concluded and one is missing and presumed dead. All nine prosecuted have been convicted. The total cost of the Special Court is officially estimated at over $300 million, while a former head of the UN Mission in Sierra Leone puts it at over $500 million. \| NAME \| AFFILIATION \| DATE INDICTED \| # WAR CRIMES \| # CRIMES AGAINST HUMANITY CHARGES \| STATUS \| \|--------------------\|-------------\|---------------\|--------------\|-----------------------------------\|-----------------------------------------------------------------------\| \| Sam Bockarie \| RUF \| 7-Mar-03 \| 10 \| 7 \| Died May 5, 2003 before trial proceedings began; case dismissed Dec. 8, 2003 \| \| Alex Brima \| AFRC \| 7-Mar-03 \| 8 \| 7 \| Sentenced to 50 years’ imprisonment \| \| Morris Kalon \| RUF \| 7-Mar-03 \| 10 \| 8 \| Sentenced to 40 years’ imprisonment \| \| Brima Kamara \| AFRC \| 28-May-03 \| 8 \| 7 \| Sentenced to 45 years’ imprisonment \| \| Johnny Paul Koroma \| AFRC \| 7-Mar-03 \| 10 \| 7 \| Fugitive; reported dead in 2003 though case is still open \| \| Samuel Hinga Norman\| CDF \| 7-Mar-03 \| 6 \| 2 \| Died in custody February 22, 2007; case dismissed May 21, 2007 \| \| Foday Sankoh \| RUF \| 7-Mar-03 \| 10 \| 7 \| Died in custody July 29, 2001; case dismissed December 8, 2003 \| \| Issa Sessay \| RUF \| 7-Mar-03 \| 10 \| 8 \| Sentenced to 52 years’ imprisonment \| \| Charles Taylor \| Liberian President (NPFL) \| 7-Mar-03 \| 6 \| 5 \| Sentenced to 50 years’ imprisonment, currently pending appeal \| \| Augustine Gbao \| RUF \| 16-Apr-03 \| 10 \| 8 \| Sentenced to 25 years’ imprisonment \| \| Molina Fofana \| CDF \| 26-Jun-03 \| 6 \| 2 \| Sentenced to 15 years’ imprisonment \| \| Allieu Kondewa \| CDF \| 26-Jun-03 \| 6 \| 2 \| Sentenced to 20 years’ imprisonment \| \| Santigie Kanu \| AFRC \| 16-Sep-03 \| 8 \| 7 \| Sentenced to 50 years’ imprisonment \| POST-WAR REFLECTIONS In addition to the formal mechanisms for post-war justice, nations often turn to artistic and civic measures to support individual and national healing. For example, soon after the Truth and Reconciliation Commission’s mandate was instituted, the Commission collaborated with civil society to launch the National Vision for Sierra Leone project. Featuring artwork, literature, essays, performance and installation by Sierra Leoneans of all ages and backgrounds, it expressed national hopes for a post-conflict Sierra Leone. The call for entries was publicized throughout the country and in the first two months, close to 300 individuals had submitted contributions. Poetry is a uniquely powerful way to document and evoke a moment in history. As examples, below are a few of the selections from the initiative focusing on peace, unity and pride of country. I Saw by Mohamed Sekoya I saw the atrocities in Sierra Leone Yes I saw I saw the people running for their lives from cities to towns, towns to villages, villages to the bush Yes I saw I saw rebels, Sierra Leone Army and Kamajors shooting in the streets, killing, attacking and looting Yes I saw I saw children crying for food Yes I saw I saw abomination between man and woman, man and man, woman and woman, adults and children Yes I saw I saw a victim helping a victim Yes I saw I saw the United Nations peace keeping forces and I was happy Yes I saw I saw the rebels coming home for peace Yes I saw I pray never to see again what I saw in my beloved Sierra Leone. “With the past we know the present and combined we make the future Now is the time to move forward ever but only with oneness Our mistakes have opened the doors of discoveries and our discoveries must lead to recoveries.” - from “My Sierra Leone”, Revolutionary United Front prisoners, Pademba Road Prison, Freetown, Sierra Leone 1 http://www.sierraleonetrc.org/index.php/national-vision-for-sl My Vision, My Home, My Sierra Leone by Ustina More There’s no place like home, like Sierra Leone, Where a man in a uniform, thin to the bone, Stops a man in the street and in god-fearing groan Begs for cash or for bread or for transport back home To his shack in a slum where the darkness has come And in spite of the family each struggles alone Through the squalor of sewage and refuse that’s prone To put anyone off from the place he calls home. But he’s not on his own, in Sierra Leone, Where the bulk of our people are crammed in Freetown And all over the place there are stray dogs that roam Through the litter-strewn streets and the residue foam From the wash of one’s clothes and one’s children, who moan That they’ll go to bed hungry and wake up at dawn With their bellies still empty and food still ‘don don’ And the prospect of making it all on their own. So the Government’s tone, in Sierra Leone, Is an outright disgrace to the country that’s grown In its dishonest shadow, whose cover was blown When it ran off to Guinea to rule by sat-phone And then told the whole world that they couldn’t have known That their people were ‘rebels’ who’d reach for the gun At the first hint of fear in the Government’s tone. These are ‘leaders on loan’, to Sierra Leone, So directionless, bankrupt, corrupt in renown, So pathetic yet wicked, devoid of backbone That we’re sick of their claims in repetitive drone That with vision and justice we’ll make ourselves one, When the precedents set by these leaders have shown That the President’s blind to the needs of his own, And the only man worse is the heir to his throne. When this Government’s flown, from Sierra Leone, We’ll seek those who can lead us without undertones, Who can stop all our diamonds from turning to stone And who won’t come to power just to be overthrown. We will drag ourselves out of this poverty zone And we’ll care for our own, our Sierra Leone, We will raise up our hearts and our voices as one And put people in power with some National Vision. 2007 AUGUST John Caulker (then Executive Director of Sierra Leone human rights organization Forum of Conscience) meets documentary photographer Sara Terry and a Catalyst for Peace “Voice to Vision” Fellow, Angie Lederach, in Freetown, while they are documenting stories of forgiveness. Frustrated with the lack of real reconciliation in his country, John shares a vision for a community-level process grounded in Sierra Leone’s own culture and traditions. Recognizing a resonance with Catalyst for Peace (CFP) president Libby Hoffman’s beliefs, Sara suggests John and Libby meet. SEPTEMBER/OCTOBER John Caulker arrives at Columbia University to begin a human rights fellowship. He and Libby speak on the phone, then meet at the Catalyst for Peace offices in Portland, ME (USA). Seeing real synchronicity in their philosophies of peacebuilding, they commit to working together to create a program facilitating community-led reconciliation in Sierra Leone. NOVEMBER CFP hosts a program planning meeting in Washington, DC to chart the initial program design. John and Libby each bring colleagues, including a team from Eastern Mennonite University’s Center for Justice and Peacebuilding. The initial program design is charted, along with a commitment for Sara Terry to document the work in film as it emerges. The name “Fambul Tok” is born. Forum of Conscience (John) and Catalyst for Peace (Libby) sign the official agreement to partner on Fambul Tok, with CFP providing the funding. DECEMBER John gives the first public talk announcing “Fambul Tok” at Princeton University on December 5, and a film crew interviews him there for the first time. On December 7, John heads back to Sierra Leone to begin implementing Fambul Tok. He begins by conducting pre-consultations with his colleagues from civil society organizations across Sierra Leone. He holds a series of meetings in the cities of Bo, Kenema, and Makeni to share and test the idea of Fambul Tok; they help articulate how official District Consultations should proceed. 2008 JANUARY-MARCH FOC conducts Fambul Tok District Consultations in each of Sierra Leone’s 14 Districts. Each District is asked if they wish to reconcile, how they want to go about it, and how Fambul Tok can support the process. FEBRUARY The decision is made to pilot Fambul Tok in Kailahun District, the district where the war began and ended, and one of the districts most impacted by the war. Although initial plans called for ceremonies at each of the 161 chiefdoms in Sierra Leone, feedback from the consultations convinces Fambul Tok to hold ceremonies at the more localized sectional level. Because each section is a more intimate collection of neighboring villages, ceremonies will be easier to attend and more attuned to the people and places affected by particular atrocities. MARCH The first Fambul Tok bonfire is held in Bomaru, in Kailahun District, on March 23 - the place and date where the first shots of the war were fired seventeen years earlier. JULY CFP hosts a planning meeting in Vermont, USA. The KonTerra Group facilitates, inaugurating their partnership with Fambul Tok. Senior leadership reflects on the six-month pilot, culls the lessons learned, and charts the next phase in the program’s unfoldment. This cycle of action and reflection will characterize Fambul Tok’s “emergent design” approach. JULY (CONT.) To address structural issues, an all-volunteer District Executive is created from representatives from across the district to coordinate work with support from a small local staff and Fambul Tok. Carefully trained, gender-balanced, all-volunteer Reconciliation Committees and Outreach Teams are conceptualized to help implement FT at the sectional level. FT catalogs many initial follow-up activities emerging from the pilot that will become standard sustainability initiatives, such as Peace Trees, Radio Programs, Community Farms, and Football for Reconciliation. SEPTEMBER Fambul Tok rolls out in Moyamba District. DECEMBER By the end of the first year, Fambul Tok has held ceremonies in 21 communities, with 268 people testifying to over 11,300 of their neighbors. 2009 JANUARY The second joint FOC/CFP program-wide planning meeting is held in Bo. The Fambul Tok values are articulated, and inculcating them becomes a core part of the sensitization process staff lead in each community. Fambul Tok begins to roll out in Kono. MARCH Fambul Tok begins to work in Tombodu (in Kono District), and the decision is made to look for Tamba Joe and invite him to participate in a Fambul Tok bonfire. MAY Tombodu holds its bonfire. Tamba Joe does not appear, but his sisters, including Naomi Joe, apologize on his behalf. John and the film crew meet with Tamba Joe’s alleged commander, Mohamed Savage, to get his perspective on the massacre at Tombodu. Savage denies who he is. After viewing a message Naomi Joe filmed for her brother, Savage admits his identity and asks John to help him return to apologize. While Savage is willing to face prosecution by the Special Court to testify at a Fambul Tok bonfire, staff decide not to risk that possibility at this time, fearing it would undermine program credibility. JULY FOC and CFP hold a second US-based planning meeting in Vermont. They decide to turn Fambul Tok into an international organization. The new organization will combine FOC’s fieldwork and CFP’s storytelling and education. OCTOBER Fambul Tok International (FTI) is officially incorporated as a US 501(c) 3 charitable organization on October 5. DECEMBER Fambul Tok begins to roll out in Koinadugu district. In two years, Fambul Tok has held 51 bonfire ceremonies, with 676 people testifying, to over 22,290 of their neighbors. 2010 JANUARY FTI opens corporate headquarters in Portland, ME (USA), and program headquarters in Freetown, Sierra Leone. As part of ensuring equal representation in Fambul Tok programming, FTI begins formally interviewing women about their needs. Women overwhelmingly request gender-specific programming. With FTI’s support, women-only community groups form as part of Fambul Tok’s post-ceremony follow-up activities, undertaking farming and other development projects. They call themselves “Peace Mothers.” JULY The annual FTI planning meeting is held in Maine. Staff discuss the possibility of election violence erupting in advance of the 2012 national elections. OCTOBER John helps design and co-facilitate a global reconciliation leadership training sponsored by the Folke Bernadotte Academy in Sweden. NOVEMBER Mohamed Savage returns to Kono and participates in a special bonfire ceremony in Tombodu to apologize for the atrocities he committed or commanded. He is forgiven. DECEMBER Fambul Tok begins to roll out in Bombali District. By the end of its third year, Fambul Tok has held ceremonies in 88 communities, with 1,289 people testifying to over 41,540 of their neighbors. 2011 JANUARY At the annual general staff meeting in Kenema, Fambul Tok staff decide to initiate a National Unity Campaign to support peaceful elections. Innovations for Poverty Action (IPA) begins an assessment of Fambul Tok in Sierra Leone. A lottery system is adopted to select new Fambul Tok communities in each district. MARCH Fambul Tok (the film) has its world premiere at SXSW Film Festival, in Austin, Texas. Fambul Tok premieres in Sierra Leone on March 23, where the screening in Kaiailahun serves as the launch of the Wi Na Wan Fambul National Unity Campaign, designed to help prevent election violence in the 2012 national elections. Bajah + The Dry Eye Crew combine with other artists on the campaign’s theme song, “Wi Na Wan Fambul.” APRIL Umbrage Editions publishes Fambul Tok (the book). SEPTEMBER The United Nations in Sierra Leone begins conversations about convening a coalition of civil society organizations to work together to more systematically prevent election violence. Libby Hoffman delivers a TEDx talk on Fambul Tok, entitled Forgiving the Unforgiveable. OCTOBER Fambul Tok participates in meetings at the House of Parliament in London, UK. First Run Features releases Fambul Tok on home DVD. NOVEMBER The FTI Board votes to revert back to two separate organizations. Fambul Tok International – Sierra Leone (FTI-SL) will advance community reconciliation in Sierra Leone, while storytelling and education initiatives will go forward from Catalyst for Peace in the US. With a tighter focus, both organizations will be better situated as partners in peacebuilding. DECEMBER By the end of 2011, Fambul Tok has held ceremonies in 117 communities, with 1,790 people testifying to over 54,020 of their neighbors. 2012 JANUARY Community reconciliation work in Sierra Leone is now independently run through FTI-SL, with CFP as its US funding and program partner. FEBRUARY The CSO Platform is finalized. John Caulker is appointed National Chairman and the FTI offices host the organizing activities. Fambul Tok has its US television premieres on EPIX cable channel on February 22. MARCH CFP releases Wan Fambul/ One Family, a benefit album with musicians from conflict zones around the world donating songs of peace to raise funds and awareness for Fambul Tok in Sierra Leone. The album is headlined by Bajah + The Dry Eye Crew’s theme song “Wi Na Wan Fambul” and also includes tracks by Bombino, Idan Raichel Project ft. Vieux Farka Touré, Mashrou Leila and Sierra Leone’s Refugee All Stars, among others. APRIL The CSO Platform begins its first official projects, including work with ex-combatants in Waterloo, outside of Freetown. Mohamed Savage begins working for Fambul Tok. MAY Fambul Tok holds a workshop for ex-combatants in Waterloo, with Mohamed Savage taking a lead role. The Krio version of the new Television Version of Fambul Tok (the film) is screened. The ex-combatants decide they no longer want to be known as “ex-combatants,” and choose the name Peace Parents. Sierra Leone Broadcast Corporation begins national broadcast of Fambul Tok in Sierra Leone. DECEMBER By the end of 2012, Fambul Tok has held ceremonies in 150 communities, with 2,629 people testifying to over 67,770 of their neighbors. Fambul Tok (the film) has now won 17 major awards all over the world, including Best of Fest or Best Documentary awards at the Global Social Change Film Festival, and at festivals in Ft. Myers, Queens, Chagrin, Portland (Maine), Rhode Island and others; the Crystal Heart Award - Heartland Film Festival (Indianapolis, IN, 2011), the Human Spirit Award – Nashville Film Festival, and the Norman Vaughan Indomitable Spirit Award at Mountainfilm (Telluride, CO). LEARNING FROM FAMBUL TOK CLASSROOM ACTIVITIES ACTIVITY A FOUR CORNERS General Uses and Benefits: - Flexible timing (can run brief or long) - Helpful to approach broad, complex or abstract topics - Effective way to gather feedback from quieter participants - Provokes discussion - Supports independent and critical thinking - Ease of grouping Overview: Use BEFORE the film to reveal underlying assumptions and thinking about Themes, Questions, Main Ideas (p. 6). Use this AFTER the film to begin processing general or broad thoughts and feelings. Choose wording for the statements to incite discussion. (Sample statements on reverse.) Preparation: 10 minutes Materials: - 5-10 Statements (See below.) - Optional: Signs (written or printed), tape/thumbtacks Setup and Process: 1. Hang written/printed signs in four areas of the room or simply announce the “four corners” as “Agree,” “Disagree,” “Strongly Agree,” and “Strongly Disagree.” Ideally, “Agree” and “Disagree” are placed opposite each other. 2. Read as many statements as time allows, one at a time. (See below.) 3. Participants silently walk to the “corner” that best matches their sentiments about the statement. (Silence encourages each person to make up their own mind.) 4. After hearing each statement, ask participants to notice where people chose to stand. (Participants must choose one corner; no one can stand between corners.) 5. Optional: Ask participants to come up with statements to which everyone will respond. Optional Extension 1 (discussion): Have the people in each “corner” discuss in groups of 2-4 how they interpreted the statement and what led to their choice. Optional Extension 2 (writing): Have each participant write about their interpretation and choice of one or more statements. Additionally, participants can be required to provide examples to explain their thinking. Sample Statements for Use BEFORE Film “An eye for an eye” is an effective form of justice. Conflict is between the individuals involved, and only those individuals can solve the problem. I am a forgiving person. I put the needs of the community above my own. Justice is blind. Power corrupts. With power comes great responsibility. Peace cannot be made without justice. There is a solution to every conflict. Individuals are responsible for their community. I admit when I am wrong. (See Chalk Talk (p. 48) for more possibilities.) Sample Statements for Use AFTER Film (in addition to above) I would not have been able to forgive. It’s easy to create a community. Sending perpetrators to prison directly benefits their victims. Fambul Tok brings justice to Sierra Leoneans. The messages and lessons from the film can easily be applied to my own community. Punishment is an effective form of justice. In order to be successful, reconciliation needs to happen in the presence of the community. Telling the truth will always solve your problems. Forgiveness requires vulnerability. My/This community feels safe. ACTIVITY B SYMBOL OF JUSTICE General Uses and Benefits: - Break down a big topic or concept - Synthesize ideas around a broad topic - Tap into abstract ideas, beliefs and values - Illuminate underlying assumptions Overview: There are many kinds of justice, and symbols of each reflect their nuances. Best used BEFORE the film, this activity highlights the background information that participants bring to their viewing. Thinking through why the Fambul Tok logo might have been chosen and how it compares to the participants’ ideas can illuminate another, perhaps novel, approach to justice. Preparation: 15 - 20 minutes Materials: - paper - writing utensils - Optional: color pencils, markers, etc. Setup and Process: 1. Make sure each participant has materials. 2. Ask participants either to think about, write or share the first things that come to their mind when they hear the word: Justice. 3. Ask participants to imagine they are designing a symbol that needs to portray the concept of justice, simply from the visual image – as if it were a company logo. Optional: this can be done in small groups, where each group works together to come up with one symbol. 4. Have them sketch their ideas and jot down what influenced their choice of symbol. 5. After discussing some of the student (or group) images, show some images of justice culled from an internet search – i.e., the gavel; Blind Justice; the scales; an image of a courtroom; a judge in robes; a picture of the Constitution. 6. Show the Fambul Tok International logo, and discuss the concept of justice it represents compared to the images from Western culture. Where does it come from? Who is involved in making it? What is the source of the authority on which it is based? Optional Extension (discussion): Ask participants to consider and discuss: If Sierra Leone has a culture of forgiveness, what do we value as a culture? ACTIVITY C A SENSE OF COMMUNITY General Uses and Benefits: - Activate a deeper understanding of a topic or concept - Use full senses to think through an idea, routine or scenario - Gain clarity about specifics of a topic or a routine - Build understanding about an unfamiliar or complex idea Overview: “Community” is experienced differently in different settings, and we aren’t often aware of the behavioral norms making up our own communities. This activity encourages and enables participants to develop an awareness of their own experience of community, and also to consider concepts, practices and experiences of community, which they may find unfamiliar or hard to conceive. A Look/Sound/Feel chart is simply a large “Y” or an inverted “peace sign” that creates three spaces (Handout: “Y” Chart, p. 77). Preparation: 45 - 60 minutes Materials: - Place to brainstorm ideas where everyone can see (chalkboard, big sheet of paper, etc.) Resources: Sierra Leonean Demographics and Culture (p. 19) Setup and Process: 1. BEFORE OR AFTER THE FILM, have participants read the Resource document providing background information on Sierra Leonean culture, society and government. 2. Using a “Y” chart with three sections labeled “Look,” “Sound,” and “Feel,” have students brainstorm details about the look, sound and feel of community in Sierra Leone. - What might they observe by entering a Sierra Leonean village? - What does “community” look like in Sierra Leone? - What does it mean to be a part of a community in Sierra Leone, and how is it expressed? - How do Sierra Leoneans interact with each other? 3. Have students also complete a “Y” chart that describes their own community. You may discuss community in general terms, or reference a specific community: your classroom, school, neighborhood, town, culture, country, etc. - What does your community look/sound/feel like? - What does it mean to be a part of your community? How do you see that expressed? - How does your community communicate -- with each other and those outside? - What might the community feel like to someone joining it from the outside? 4. Instruct students to compare and contrast their community culture with Sierra Leonean culture. Use these charts to discuss cultural values such as forgiveness and community and their impact on understanding of and approaches to justice. Optional Extension 1, Justice: Inform participants that DURING the film they should be gathering clues for what the Fambul Tok process of justice looks, sounds and feels like. AFTER the film, have participants continue to fill in the three sections of another “Y” chart, representing justice achieved through Fambul Tok. Ask participants to cite specific moments from the film as examples. Optional Extension 2, Justice expanded: BEFORE the film, using a text or guiding participants verbally, have participants visualize a scene where the process of “justice” is taking place. Using a “Y” chart, ask participants to fill out the sections based on their sense of justice. Ask participants: After considering justice from these three angles, what observations or thoughts arise? What is the overall sense of this type of justice? Have participants read the Transitional Justice: Special Court for Sierra Leone (SCSL) (p. 32) and Transitional Justice: Truth and Reconciliation Commission (TRC) Overview (p. 30). Fill out a new “Y” chart about these ‘Western’ understandings of justice, based on the details gathered from the text. What does this justice sound like? Look like? Feel like? How do these “Y” charts compare with each other? ACTIVITY D ROUNDS General Uses and Benefits: - Quickly share responses to a text (reading, film, etc.) - Gather sense of participant thinking and interest - Help students to begin to process the material - Reveal patterns, themes or main points - Once the process is understood, no instruction is needed Overview: This activity could be used DURING OR AFTER viewing the film. Normally, with a reading, participants can write down a word, a short phrase and a sentence. With the film, the activity is modified to capture broad thoughts and feelings to better understand what the participants are coming away with from the film. Note: This activity is best done in a circle. If this is not possible, make sure participants can be heard loudly and clearly if they are not facing each other. Preparation: 5-30 minutes Preparation: - Paper - Writing utensils Setup and Process for Use AFTER the film: 1. After either pausing the film or at the film’s end, ask participants to write down up to three words that capture what they are thinking and feeling in that moment. 2. Explain that part of “Rounds” requires participants to be ready to go, one after the other, in quick succession without interruption. Ask them to listen for anything that strikes them or patterns they notice. They will keep going through three “Rounds” without stopping until all words have been shared. (Make sure the first few participants understand this.) 3. Go “round” the room, in a circle or in some clear order, sharing the words. 4. When three “Rounds” have passed, ask participants to consider once more: What stood out? What patterns or themes emerged? What seems to be missing? 5. Break into groups of two to three for five to ten minutes to allow everyone to process the film. 6. Bring everyone back to share what was discussed with the whole group. Setup and Process for Use DURING the film: Modify the above to do one round whenever you pause the film. This is particularly helpful for shorter classes that need to break the film into viewing sessions. One or two “Rounds” could happen at the end of the first session, and an additional one or two “Rounds” could follow at the end of the film. Observations can be made comparing and contrasting the two sets of “Rounds” or looking for any shift in thinking, feeling or understanding. ACTIVITY E STICKING POINT General Uses and Benefits: - Strengthens and assesses recall - Flexible use before, during or after a reading or viewing - Standalone activity - Enhances understanding of an abstract or complex concept - Engages participants physically - Ease of grouping Overview: This activity uses quotes from the film. This strengthens participant understanding and recall of film and its multiple story lines. The quotes also highlight the cultural values of forgiveness and community that underlie the Fambul Tok process. Having a deeper understanding of these values can help participants develop more nuanced views of the range of approaches to justice, the methods used to achieve justice and the outcomes of those methods. Specifically, participants can gain firsthand knowledge on how the Fambul Tok approach to justice directly affects the lives of Sierra Leoneans. Preparation: 20 minutes Materials: - Quotes, words, phrases, or sentences (written/printed) Resource: Quotes from the Film (p. 71) Setup and Process: 1. Hang a number of selected quotes around the room. 2. Ask participants to stand near a quote that represents a scene or a thought/feeling that feels significant to them, based on the film they watched. 3. Ask participants to discuss within quote groups by breaking into groups of three or four. Consider: Why did this quote strike you? How does this quote illuminate Sierra Leonean culture, the value of forgiveness, efforts to reconcile or the FT process of justice? What does your response to this reflect about your/our own community? 4. Have small groups present their discussion to the larger group. Optional Extension (Resource Connection: Transitional Justice: Truth and Reconciliation Commission (TRC) Overview (p. 30), Fambul Tok Book + Online Research): The Truth and Reconciliation Committee (TRC) issued a report that included research and recommendations around various issues raised from civil war in Sierra Leone. Have participants read the “TRC Report” section of Fambul Tok, the book, or use the Overview. Go to the website provided for the introductory chapters from the TRC Report: A Secondary School Version. Gather excerpts to use as “Quotes” to hang around the room. Go through the same process as above. Afterwards, however, ask participants to notice any differences in their feelings and thoughts during the two sessions of the activity. ACTIVITY F COMPARING CULTURE/COMMUNITY General Uses and Benefits: - Highlights differences and similarities between two broad, abstract concepts - Emphasizes and explores commonalities - Quick reference note-taking Overview: This activity uses a VENN diagram to explore personal and cultural values. Through reflection on community and communities in Sierra Leone, more is understood about a potentially unfamiliar country. Understanding of community in another culture encourages participants to investigate their own values, beliefs, actions and environment, and to find common ground across all communities. When considering Fambul Tok and its approach to reconciliation and justice, the question becomes: How does our sense of community influence our attitude toward justice, reconciliation and forgiveness? Preparation: 30-45 minutes Preparation: - paper and pencil - Optional: VENN Diagram Handout Resource: Overview of Sierra Leonean Demographics and Culture (p. 19) + Film Setup and Process: 1. BEFORE the film, have participants brainstorm, as individuals (two or three minutes), as small group (five to ten minutes), and as a whole group (fifteen to twenty minutes): What do we value in our community? How do we show that we value those things? 2. Ask participants to share items from their list, adding any ideas from other participants to one of the “contrast” side sections of the VENN diagram. 3. Have participants read the Overview of Sierra Leonean Demographics and Culture. Brainstorm answers to the same questions (from the previous step) as individuals or small groups or as a whole group. 4. Ask participants to share items from their list, adding any ideas from other participants to the other “contrast” side sections of the VENN diagram. 5. Consider: How do our values differ from those held by people in Sierra Leonean culture? 6. For the third section, ask participants: Is there anything that is the same? What commonalities can we find between our culture and that of Sierra Leone? Optional Extension: After the film, have students come back together in groups to revisit their diagrams to discuss what else they might add as a result of what they’ve learned from watching the film. ACTIVITY G CHALK TALK General Uses and Benefits: - Engages quieter participants in discussion - Encourages talkative participants to play a balanced role in directing conversation - Meets needs of participants who benefit from more time to process and respond - Focuses on developing ideas (enhanced by silence) - Inspires critical thinking about complex, abstract topics - Encourages respectful dialogue - Allows participants to move and walk around Overview: The concepts and culture embodied in Fambul Tok are complex and most likely unfamiliar. Doing this activity BEFORE the film helps prepare participants to understand the background to this community-based justice process. Using it AFTER the film provides space for participants to process all they saw, thought about and felt as they watched the film. (Ask participants to cite relevant examples.) The various quotes/questions/statements allow facilitators to highlight particular themes, scenes or concepts, encourage personal connections and broad, deep intellectual understanding. Preparation: 40-45 minutes Preparation: - Writing utensils - Paper (five to eight large sheets, each with a quote/statement/question) Resource: Quotes from the Film (p. 71) or Proverbs (p. 21) Setup and Process: 1. Have eight to twelve thought-provoking statements/questions/quotes written on large pieces of paper hung or have them ready to lay out around the room. (Sample statements on reverse, or use the Proverbs BEFORE the film to gather a sense of culture in Sierra Leone. Use the highlighted Quotes AFTER the film to strengthen recall and open dialogue.) 1. DESCRIPTION/INSTRUCTIONS: A Chalk Talk means that our chalk does the talking. This is a silent, written, moving conversation. Participants can move from sheet to sheet in any order. If one sheet has people at it, go to a sheet with open space. Each participant has a writing utensil and walks around writing and responding on the paper. It is important to maintain a respectful dialogue. Some phrases we might write are: “I agree” “Yes!” or “Tell me more.” “I don’t quite understand ...” or “I disagree because ...” “In my experience ...” Finally, spelling and grammar are secondary concerns to honest, authentic expression. 2. Discuss: What was a statement/question/quote or conversation that struck you? Were you surprised by any conversation? Was your thinking about the topic confirmed or complicated by the discussion? (NOTE: Optional Extension replaces this step with a more thorough exploration of the ideas brought up through community discussion.) Tips: - These prompts needn’t be true; they simply need, through their wording or content, to incite critical thought and open discussion about ideas. - About three or four people should be able to stand around each piece, with one or two people writing, so having them spaced well helps avoid crowding. - It can take persistence, but setting and upholding the silent aspect of the activity has a tremendous impact. - Feel free to participate and push the thinking and discussing further. - Keep participants moving. - Discourage questioning and seeking to figure out who wrote what; keep the focus on the ideas. - Encourage participants to ask each other questions to develop ideas and the community’s understanding of the concept during the post-activity discussion. Optional Extension: Split participants into groups of two to four, evenly distributing everyone over the number of prompts. Ask each group to read all the conversations on their prompt and summarize the discussion. Some categories to look for are key points, points of disagreement, areas where further inquiry is needed and ideas or points that may be missing. Have each small group present to the whole. (This may take more than one class period.) Sample Statements See also Sample Statements from the Four Corners (p. 40) activity. Human beings are inherently good. Admitting wrongdoing takes courage. War is inevitable. When people do wrong, they should be punished. To forgive is to show weakness. Change at a personal and community level is more important than change at a political level. My needs are more important than the needs of the community. War is really about … There is more than one kind of justice. Community means … Peace is possible. Peace is more important than justice. Everyone’s needs can get met. Every society is violent. ACTIVITY H MERRY-GO-ROUND General Uses and Benefits: • Debriefing while moving around after sitting • Captures thoughts and ideas around complex concepts • Engages hesitant learners in discussion in a creative way Overview: The film’s depth of detail and ideas can be a lot to synthesize. This activity offers a format for thinking about the film and the concepts of culture, conflict, forgiveness, justice and reconciliation. Preparation: 20-30 minutes Materials: ○ Prompts, written on sheets of paper (see below for examples) ○ OPTIONAL: color writing utensils or sticky notes Setup and Process: 1. Have Carousel prompts hung on sheets around the room or ready to lay out on tables. 2. OPTIONAL: Give each person stickies or a colored writing utensil. 3. Allow time for participants to write responses to the questions. (Unlike Chalk Talk, above, facilitators can decide whether or not to make this a silent activity.) 4. Discuss the prompts and participant responses and conversation. Prompts: • What surprised you the most? Why? • What quote or story stood out to you the most? Why? • Can forgiveness extinguish desire for revenge? When, how and why? • Is forgiveness a necessary step toward repairing a community? • How has your perspective on forgiveness (or justice) changed? • How does the Fambul Tok approach compare with other approaches to justice? • What do you think our culture and/or our community can learn from the Fambul Tok approach? • Are there instances in your own life that require forgiveness? How might you use the Fambul Tok approach to rectify these situations? ACTIVITY I CURRENT EVENTS General Uses and Benefits: - Connects Fambul Tok to current events - Analyzes news media - Encourages critical thinking about contemporary issues Overview: The ideas the Fambul Tok process and Sierra Leonean culture are built on are universal. The issues faced by Sierra Leoneans as they face rebuilding in post civil war villages are not dissimilar to those faced by people in communities all over the world. What hurts and wrongs have gone unacknowledged? How is power used and for what purpose? How can people reconcile and create peace in their communities? This activity asks students to consider how the lessons of Fambul Tok and Sierra Leonean culture might apply to other contemporary issues and problems. Preparation: - One week to gather articles - One or two sessions for presentation and analysis Materials: - OPTIONAL: Wall space or bulletin board to post articles on display with Questions Setup and Process: 1. Using the Questions you have chosen to underlie your lesson or unit, ask students to gather articles (either digitally or in hard copy) on current events that have connections to each of the questions. Encourage participants to bring in articles on local, national and international events. 2. Split into small groups of two to four. Give each group one question and the accompanying articles. Analyze the results of the article search. - What answers or solutions do these articles point to, in terms of the Question? - What ideas or facts are incomplete or missing? - What values and points of view are represented in, or omitted from, this message? - How do the articles help us understand the Question? - How do the articles explore the themes of justice? Peace? Reconciliation? Forgiveness? 3. Present the analysis of the question, the challenges in seeking and understanding the question and possible answers. Optional Extension 1: After groups have been decided, ask that individuals in each group gather more articles, now specific to their Question. Then follow with the final step. Optional Extension 2: Take some time to do a lesson or two on media literacy before giving the assignment to gather articles. Explore the five core concepts and the five key questions (below, from the Center for Media Literacy) that are basic media literacy and understanding media messages: Five Key Questions 1. Who created this message? 2. What creative techniques are used to attract my attention? 3. How might different people understand this message differently than me? 4. What values, lifestyles and points of view are represented in, or omitted from, this message? 5. Why is this message being sent? Five Core Concepts 1. All media messages are ‘constructed.’ 2. Media messages are constructed using a creative language with its own rules. 3. Different people experience the same media message differently. 4. Media have embedded values and points of view. 5. Most media messages are constructed to gain profit and/or power. ACTIVITY J SCAVENGER HUNT General Uses and Benefits: - Independent or cooperative group work - Reading and comprehension - Research skills - Writing and reflection Overview: Use before or after the film to provide, depending on the prompt. Break into pieces for homework activities if desired. Participants gain valuable information and deeper understanding from the Resources provided along with the film on broader topics such as cultural beliefs and specifics such as the experience of characters in the film. Preparation: May vary as desired Materials: - Scavenger Hunt List (see next page) - Copies of the Guide or Student Workbook for all participants or teams Setup and Process: 1. Decide timing and order for completion of Scavenger Hunt List, before or after viewing all or parts of the film. 2. Have participants work alone or in pairs. (Optional: Break participants into groups and have each group take one Resource and prompt.) 3. Have participants share work and reflections or simply collect for an assessment of understanding. Proverbs (p. 21): Choose one proverb. Explain what it might mean and how it applies to life. Does this proverb reveal a value that reflects or contrasts with your own culture? Chronology: Origins, History and Aftermath of the War in Sierra Leone (p. 21): Choose three highlighted events and explain what effect each may have had. How might this historical event helped lead to civil war? Quotes (p. 65): Choose two quotes. Describe the context and meaning of each. What is the quote referencing? Sierra Leonean Demographics and Culture (p. 21): - Describe the population of Sierra Leone: Where do they live? How old are they? What language(s) do they speak? - List three important ideas about the religious and ethnic makeup of Sierra Leone. - How do Sierra Leoneans think of family? - In your own words, explain how forgiveness is understood in Sierra Leonean culture, and what impact that may have on solving problems or determining wrongdoing. Transitional Justice: Special Court of Sierra Leone (SCSL) Overview (p. 32): - Who is involved? - Where did it take place? - Number of men prosecuted - Number of trials - Cost - How are people held accountable? Transitional Justice: Truth and Reconciliation Commission (TRC) Overview (p. 30): - Who is involved? - Where did it take place? - How long did it last? - Cost - How are people held accountable? Fambul Tok Film + Fambul Tok timeline (p. 33): - Who is involved? - Where does it take place? - Number of people who testified - Number of bonfires - Cost - How are people held accountable? Statistics about war crimes: - War lasted from ______ to ______ - Number of women raped - Number of children forced to be soldiers - Number of amputee victims - Number of people displaced - Number of people killed RESOURCES FAMBUL TOK NOTE-TAKING GUIDE Note at least three significant facts, themes, and/or stories about the topics below. The civil war in Sierra Leone: The culture of Sierra Leone, before and after the war: The international community’s efforts to bring peace and justice after the war: The Fambul Tok process – what it is and how it works: Quotes or ideas that stand out to you: 1. Post-war Sierra Leone Describe the opening bonfire. When John Caulker goes to Songo, what does he say about the village during the war? What does he say about the culture of Sierra Leone? What policy did the government issue at the end of the war? How did this affect communities? 2. Truth and Reconciliation Commission Why did John Caulker want the country to have its own Truth Commission? How did the international community respond to his recommendations? What gaps is John trying to fill through Fambul Tok? According to John, what is necessary in order to know the truth about what happened during the war? 3. Kailahun District What is the purpose of community consultations? How does the community seem to receive this responsibility? Do they seem ready to reconcile? 4. Captain Mohamed Savage Who is Captain Savage? What does he say to John Caulker? How does John treat Mohamed Savage when they speak? What advice does John offer this man who has committed so many atrocities against his people? 5. Justice in Sierra Leone In whose opinion was the Special Court the proper form of justice? What are some of John’s critiques about the TRC and Special Court? How does the Sierra Leonean proverb “There is no bad bush in which to throw away a bad child” represent a contrast with the prison and criminal justice system of much of Western culture? 6. Nyumah Who is he? What happened to him during the war? How did he feel afterward? 7. Sahr Who is he? What happened to him during the war? What does he say to Nyumah? According to Sahr, what is forgiveness? What is the significance of the forgiveness at the bonfire in the reconciliation process? 8. Esther Who is she? What happened to her during the war? How did she feel afterward? 9. Joseph Who is he? What happened to him during the war? How did he feel afterward? 10. The Fambul Tok Process Besides the bonfire, what are some other key elements in the Fambul Tok healing process? What is the purpose of the cleansing ceremonies? According to John, volunteers are “the key to Fambul Tok’s success and sustainability.” What are some things that volunteers are doing to support the process of justice and peace in their communities? 11. Foendor What did Tamba Joe do during the war? How does Naomi Joe describe the community of Foendor before the war? How have her brother’s actions affected Naomi Joe’s life? How do community members respond to the idea of bringing Tamba Joe back to Foendor? Who apologized to Sahr Foendor at the bonfire? How does he react to the apology? 12. Savage’s Journey What does Naomi Joe say in her video message to Savage? How does he respond to the message? How does he change? How does John Caulker respond to Savage’s desire to reconcile? How does the community respond to the idea of Savage returning to apologize? What happens at Savage’s bonfire? How does Chief Melvin see Mohamed Savage’s punishment, after his choice to apologize to the community? 13. Complete the following statistics: In the first four years of the program, nearly ______ people testified to over ______ of their neighbors at ______ Fambul Tok bonfires ceremonies. The cost: ______ million dollars. In ten years, the Special Court has prosecuted ______ men in ______ trials. The cost: over _______ million dollars. 1. Post-War Sierra Leone Describe the opening bonfire scene. Record the statistics about the conflict: - women raped - children forced to be soldiers - amputee victims - displaced - killed When John Caulker goes to Songo, what does he say about the village during the war? What does he say about the culture of Sierra Leone? 2. Truth and Reconciliation Commission What policy did the government issue at the end of the war? How did this affect communities? Why did John Caulker want Sierra Leone to have its own Truth Commission? How did the international community respond to his recommendations? 3. Kailahun District What is the purpose of community consultations? How does the community seem to receive this responsibility? Do they seem ready to reconcile? 4. Nyumah Who is he? What happened to him during the war? How did he feel afterward? 5. Sahr Who is he? What happened to him during the war? What does he say to Nyumah? According to Sahr, what is forgiveness? 6. Fayia Sogbie Who is he? What happened to him during the war? What did he say about coming forward at the bonfire? 7. Justice In Sierra Leone In whose opinion was the Special Court the proper form of justice? “There is no place to throw away a bad child.” What does this say about sending all Sierra Leoneans who committed atrocities into exile? How does this contrast with the prison and criminal justice system of much of Western culture? 9. Tamba Joe Who is he? What did he do during the war? How have her brother’s actions affected Naomi Joe’s life? 10. Captain Savage Who is he? What does he say about his involvement in the war? 11. Foendor How do community members respond to the idea of bringing Tamba Joe back to Foendor? Who apologized to Sahr Foendor at the bonfire? How does he react to the apology? 14. Daabu What happened in this community during the war? What happened when people returned to the community after the war? At the bonfire ceremony, how does the chief respond? The next day, what is said about perpetrators confessing? 15. What does Naomi Joe say in her recorded message? How does this change Captain Savage? What does Savage say is “the weapon of everything”? What advice does John offer this man who has committed so many atrocities against his people? 16. Complete the following statistics (from the feature-length film): In the first two years of the program, _________ people testified to over _________ of their neighbors at ________ Fambul Tok bonfires ceremonies. The cost: ________ million dollars. In ________ years, the Special court has prosecuted ________ men in ________ trials. The cost: ________ million dollars. Abidjan Peace Accord: agreement signed by RUF leader Foday Sankoh and Sierra Leonean President Ahmad Tejan Kabbah on November 30, 1996; its temporary peace was nullified by Johnny Paul Koroma’s (AFRC) coup on May 25, 1997 Accountability: to be held responsible Armed Forces Revolutionary Council (AFRC): armed rebel forces led by Johnny Paul Koroma and led the 1997 coup to overthrow President Kabbah; many AFRC fighters later formed the West Side Boys African Union: coalition of 54 member states, established in 2002 as the successor to the Organization of African Unity All People’s Congress (APC): one of two major political parties in Sierra Leone; declared the sole legal party in 1978 and remained in power until the 1992 overthrow of Momoh; reinstated as ruling party with 2007 election and recent November 2012 reelection of Ernest Bai Koroma Amnesty: an official pardon granted to offenders absolving them of past offenses Amputee: a person who has had one or more limbs removed Atrocity: a very cruel act or action Avenge: to inflict a punishment upon as a form of revenge Barry, or Court Barry (sometimes sp. “barrie”): a community building that serves as the meeting place as well as the social center of the village. Bio, Julius Maada: head of state under the NPRC’s junta from January 16 until March 29, 1996 Blanket amnesty: amnesty granted to an entire group Blood diamonds: diamonds mined in a conflict zone and sold to finance a war or rebellion Bomaru: town in eastern Sierra Leone; site of both the first shots of the civil war and Fambul Tok’s first reconciliation ceremony Bonfire: a large open-air fire used by communities for important occasions Ceasefire: an agreed upon suspension of aggression and conflict Child soldier: According to the Cape Town Principles of 1997, “A ‘child soldier’ is defined as any child - boy or girl - under 18 years of age, who is part of any kind of regular or irregular armed force or armed group in any capacity, including, but not limited to: cooks, porters, messengers, and anyone accompanying such groups other than family members. It includes girls and boys recruited for sexual purposes and/or forced marriage. The definition, therefore, does not only refer to a child who is carrying, or has carried weapons” Civil Defense Forces (CDF): Military fighters who fought against the rebels (RUF & AFRC) in support of President Kabbah’s regime Civil war: a war between citizens of the same country Cleansing ceremonies: Ancient community ceremonies in Sierra Leone being revived and performed as part of the Fambul Tok process, following the truth-telling bonfires, to symbolically cleanse individuals and the community from the atrocities committed during the war; providing them with a new beginning; the ceremonies typically also involve calling on the ancestors to bless the communities going forward. Colony: an area of land under the political control of another entity Combatant: a person who directly engages in an armed conflict Commonwealth: The Commonwealth of Nations; an intergovernmental organization comprised of 54 member states, all but 2 of which are former British colonies Community consultation: the process of finding out what a community wants and needs; this is the first step in any Fambul Tok intervention, and it is repeated in an ongoing way throughout the whole Fambul Tok process. Consensus: general agreement Coup: (coup d’état) a sudden, often violent seizure of power from a government Crimes Against Humanity: as defined by the Rome Statute of the International Criminal Court, “crimes committed ‘as part of a widespread or systematic attack directed against any civilian population,’” including rape, torture, murder, extermination and persecution Disarmament, Demobilization and Reintegration (DDR): a peacebuilding strategy to rehabilitate ex-combatants and facilitate their reintegration into civil society. Dehumanize: to deprive of human qualities or personality Demeanor: outward behavior towards other District: Geographic and political division of Sierra Leone, much like States in the United States, each with its own distinct culture, history, ethnic and political makeup. There are 14 districts in Sierra Leone, including the Western Urban and Western Rural areas. Fambul Tok is organized at the district level in Sierra Leone. Economic Community of West African States Monitoring Group (ECOMOG): West African troops under Nigerian leadership charged with implementing a ceasefire during the Liberian Civil War, and with restoring the democratically elected government, that had been overthrown by the military, in Sierra Leone Economic Community of West African States (ECOWAS): an organization made up of 15 West African nations intended to promote economic independence for its member states Empathy: the ability to understand and identify with the feelings of another Ex-combatants: persons who previously engaged in an armed conflict Exploit: to take advantage of Fambul Tok: Krio for “family talk” Fambul Tok International (FTI): a non-governmental organization leading in community based reconciliation between victims and offenders of the 11-year civil war in Sierra Leone Grassroots: a reference to the local or community level; often used to describe a movement spontaneously and naturally driven by a community. Human rights: basic rights and freedoms granted to all individuals simply by virtue of being human; includes positive (right to...) and negative (freedom from...) Impunity: exemption from punishment, penalty or consequence Infiltrate: to gain access to gradually, with the intention of taking over Junta: military-led government Kabbah, President Ahmad Tejan: leader of Sierra Leone Peoples’ Party (SLPP), served as President from 1996-1997 (temporarily overthrown by AFRC and reinstated by ECOMOG) and 1998-2007 Kamarjors: mystical fighting sect of the Civil Defense Forces who worked loosely with ECOMOG forces attempting to establish stability Kerosene: a light fuel oil Koroma, Johnny Paul: leader of AFRC; gained power from 1997 coup, but overthrown by ECOMOG in February 1998; fled before being indicted by SCSL on March 7, 2003 - declared dead under suspicious circumstances, but body was never found so the indictment remains open. Krio: the most widely spoken language in Sierra Leone; an English-based pidgin dialect spoken by the descendants of freed slaves Lansana, Brigadier David: named commander of the Sierra Leonean Army in 1964; staged coup against Margai in 1967 and declared martial law; executed for treason in 1975 Liberia: West African country along the southern border of Sierra Leone Lomé Peace Accord: Agreed upon by Sierra Leone’s President Ahmad Kabbah and the leader of the Revolutionary United Front, Foday Sankoh in 1999. This document, signed on July 7 and ratified on July 16 of that year, included an “absolute and free pardon and reprieve to all combatants and collaborators in respect of anything done by them in pursuit of their objectives, up to the time of the signing of the present Agreement.” Margai, Milton: Sierra Leonean politician (member of the Sierra Leone People’s Party) and the country’s first Prime Minister; primary architect of the 1961 constitution Mercenary: group hired to serve in a foreign army Mommy Queen: the female head of a community in Sierra Leone, Morals: lessons or standards determining what is and is not appropriate National Reformation Council: group of senior military officers who led a bloodless coup in 1967 to restore the APC and Siaka Stevens to power Natural resources: materials existing in nature that have an economic value, such as diamonds, iron ore, oil, etc. NGO: Non-Governmental Organization National Provisional Ruling Council (NPRC): established as a military government by Valentine Strasser in response to Joseph Momoh’s corruption, with the promise of restoring Sierra Leone to peace; ruled Sierra Leone from April 29, 1992 until March 29, 1996 Paramount Chief: highest level of traditional political leader Parastatals: agencies or companies partially or wholly owned and controlled by the government Peace Farms: farms built together by victims and offenders of the civil war, following a Fambul Tok reconciliation ceremony Peace Mothers: female representatives of communities coming together after the Fambul Tok bonfire ceremonies to address women’s unique post-war needs and to mobilize women’s contribution to the ongoing reconciliation process. Peace Trees: trees designated as a symbol of peace for a reconciled village; location serves as an ongoing meeting spot where villagers gather to talk, socialize, and settle disputes Perpetrator: person who commits a violent act (offender) Protectorate: a country or territory ruled and protected by a more powerful entity, through conquest or otherwise Reconciliation: Re-establishment of normal relationships between former adversaries, or people who have been alienated and separated from each other; in post-war settings it is applied to various levels and activities, from individual to community to larger social or even national processes, where it encompasses those activities and processes that restore wholeness after destruction or division. Refugee: a person who is forced to leave their home due to war, persecution or natural disaster Remorse: regret for wrongdoings committed Reparations: amends made in the form of monetary or material compensation Repatriate: return to one’s country of origin Republic: a state in which supreme power is held by the people and their elected representatives, and which has an elected or nominated president rather than a monarch. Resilience: power and ability to recover Restorative justice: a theory of justice that emphasizes repairing the harm caused or revealed by criminal behavior. It usually involves cooperative processes that include all the stakeholders. Retributive justice: a theory of justice that believes punishment (proportionate to the offense) to be the best response to crime. The crime is seen as being done against the state, or government, rather than the individual, so the state is seen as the entity leading the process of bringing justice. Revolutionary United Front (RUF): rebel group founded by Foday Sankoh in 1991 and supported by Charles Taylor’s National Patriotic Front of Liberia to overthrow the Sierra Leone government; joined forces with AFRC after 1997 coup; known for widespread use of child soldiers, drug use and amputations Sanction: action/declaration that serves as a binding force or approval Sankoh, Foday: founder and leader of the Revolutionary United Front, or RUF; worked with Charles Taylor’s NPFL to lead the armed uprising in Sierra Leone that began the war in 1991; imprisoned between 1997-1999; arrested in 2000 and indicted by the SCSL on 17 charges including rape, sexual slavery and extermination; died of a stroke in 2003 while in custody Scarcity: insufficient supply Sessay, Issa: senior commander of RUF and RUF/AFRC junta, which led attacks primarily against civilians and humanitarian aid/peacekeeping personnel; indicted on March 7, 2003 by SCSL - convicted Feb. 25, 2009 on 16 charges - sentenced to 52 years in prison Sierra Leone People’s Party (SLPP): one of two main political parties in Sierra Leone, dominated politics from 1951 until 1967 and again from 1996-2007 Special Court for Sierra Leone (SCSL): the international criminal tribunal jointly set up by the Government of Sierra Leone and the United Nations and charged with bringing to justice those deemed to bear the greatest responsibility for the atrocities of the war; jurisdiction only covers crimes committed after the signing of the Abidjan Peace Accord in November 1996 Stevens, Siaka: Founding member of the All-People’s Congress (APC); served as Sierra Leone’s third prime minister and was responsible for making Sierra Leone a republic, serving as its first president; retired in 1985 and chose Joseph Momoh as his successor; known for a ruthlessly repressive and corrupt tenure Strasser, Valentine: member of group of young NPRC soldiers who overthrew President Momoh; served as head of state from 1992-1996, when ousted by own soldiers - arrested, sent to exile in Guinea, returned to Sierra Leone after brief stay in England Taboo: actions forbidden within the customs of a community Taylor, Charles: former President of Liberia who instigated the Liberian Civil War and, the consequential Sierra Leonean Civil War; indicted by the Special Court for Sierra Leone and found guilty in April 2012 of eleven counts of war crimes and crimes against humanity, but currently appealing his sentence The Hague: known as the “city of peace and justice,” and serves as the seat of Dutch government and parliament, as well as the site for the International Criminal Court, International Court of Justice, International Criminal Tribunal for the former Yugoslavia, and the International Criminal Tribunal for Rwanda Truth and Reconciliation Commission (TRC): established as a clause of the Lomé Peace Accord to “create an impartial historical record of violations and abuses of human rights and international humanitarian law related to the armed conflict in Sierra Leone, from the beginning of the conflict in 1991 to the signing of the Lomé Peace Accord; to address impunity, to respond to the needs of the victims, to promote healing and reconciliation and to prevent a repetition of the violations and abuses suffered” (TRC Act, 2000); operated from November 2002 to October 2004 United Nations Mission in Sierra Leone (UNAMSIL): created to assist the implementation of the Lomé Peace Accord in 1999 with the mandate of helping the DDR process, overseeing national elections, rebuilding a national police force and revitalizing the government and infrastructure; also contributed to the establishment of the SCSL and TRC; mandate ended 2005 United Nations High Commissioner for Refugees (UNHCR): mandated to protect and support the integration, repatriation or relocation of refugees United Nations Integrated Office in Sierra Leone (UNIOSIL): created in 2005 as a follow up to UNAMSIL. Replaced in 2008 with UNIPSIL. United Nations Integrated Peacebuilding Office in Sierra Leone (UNIPSIL): established in 2008 to support the Sierra Leonean government’s peacebuilding and democratic capacities United Nations: an international organization of countries set up in 1945, following the end of World War II, to promote peace, security and international cooperation Victim: person harmed as a result of a crime War Crimes: as defined by the Geneva Conventions, “willful killing, torture or inhumane treatment” of civilians or combatants West Side Boys: group of young rebel army fighters, believed to be comprised of former members of the RUF and SLA known for wearing female clothing and wigs, heavy drug and alcohol use, and admiration of American “gangsta” culture; at one point, led by Commander Mohamed Savage FAMBUL TOK QUOTES ACTIVITY CONNECTIONS: STICKING POINT (P. 46), CHALK TALK (P. 48), SCAVENGER HUNT (P. 53) SELECTED QUOTES FROM THE FILM: “The family tree bends but it does not break.” - Sierra Leonean Proverb “I don’t want anybody to be afraid. But if something is disturbing you, you have to speak it out. You can talk once again with your brothers and sisters. So the floor is open to everybody.” – Chief Maada Ndolleh, Daabu, Kailahun District “My experience is just a tiny bit of the national story. And when I listen to the stories from people and they are willing to forgive, it tells me how much we have in our community.” – John Caulker, founder, Fambul Tok “At the end of the war, the government issued a statement that everyone should go home, and live in their communities. People live in these communities alongside their offenders and it was like a bomb waiting to explode.” – John Caulker, founder, Fambul Tok “If you offend an individual, you just don’t offend the individual, you offend the family. You offend the community.” – John Caulker, founder, Fambul Tok “Because a lot have come, and from my point of view, they all failed. They didn’t come down to us who were affected, especially the women.” – Female community member, Kailahun District “The facts, you need to get the facts right before you say something about a person.” – Mohamed Savage “The question is, whose justice are they addressing when the country is in darkness?” – John Caulker, founder, Fambul Tok “There is no bad bush to throw away a bad child.” – Sierra Leonean proverb “They commanded me to beat him up. I refused and said, ‘this is my friend, I won’t do it.’ Then they shot me. I beat him. But in my mind, I thought my friend would not blame me. I was forced to do it.” – Nyumah “Forgiveness at the bonfire is the beginning, or a commitment by the offenders and victims to reconcile in the presence of the community, and the community agreeing to work with them.” - John Caulker, founder, Fambul Tok “It was not my intention to do it. They hit me and said if I didn’t join them, I would be killed. So I joined them.” – Joseph, Kangama “No, I was able to see offenders and victims sit together, embrace one another. Still, they have that passion for one another, to forgive.” - John Caulker, founder, Fambul Tok “But the bottom line is, it’s the community coming together to say we are one family, and we have to deal with our issues as a community.” - John Caulker, founder, Fambul Tok “As you know when someone wrongs you it is something if he comes and shows some remorse and asks for mercy. If you are a godly person, you will be able to accept that person and forget about the wrongdoing.” – Sahr Foendor, Foendor, Kono District “We need to get those who committed atrocities to come out.” – Community member “We used to consider ourselves as people of the same blood. We were so tight in our relationship we considered ourselves brothers and sisters, so when I reflect on such things, I don’t feel happy. We have lost a lot of people. Because of that thinking, we also lost our mother, we also lost a lot of people … When those who used to help us, were affected by what my brother did, the relationship was broken.” – Naomi Joe, Foendor, Kono District “Most times when I’d be away for a long time, the whole village would welcome me and accept me sometimes when I used to come, I brought them little gifts. And they blessed me. That blessing alone, it was more than any other thing to me. These are some of the things that were existing between us.” – Naomi Joe, Foendor, Kono District “If you’re here, don’t be afraid. Come up and we will beg for you tonight.” – Facilitator of Foendor bonfire for Tamba Joe, Kono District “Don’t be afraid. Anything can happen for us. And everything has an end.” – Naomi Joe, Foendor, Kono District “I’m free today. But within my conscience, I’m not free because there are things pointing at me.” – Mohamed Savage “He has killed so many people. What can be done to a man like this, who has done so many bad things? Can you imagine? Things beyond human understanding, this is what, some of the things this guy did. So for him to come down and say ‘I’m sorry.’ I don’t believe it’s going to be enough. But what else can you do?” – Paramount Chief Melvin Ngekia “It’s a very compelling argument that people like Savage should be in prison. But I think we should also be mindful of the fact that what he will go through tonight could be even more painful, because he’s going to face his victims. He is going to see them for the first time.” - John Caulker, founder, Fambul Tok “Fambul Tok, and this bonfire, is reminding us of our past and is telling us that these things used to work … It takes a man – after all that Savage did – to say he wants to come to his people and apologize … The punishment that Savage is undergoing is not something that you can see with your naked eyes.” – Paramount Chief Melvin Ngekia “What led to all this madness? What do we mean, when we talk of justice? In whose interest do we administer the criminal justice? What’s the outcome of such a process? Where is the space for victims in that type of justice?” - John Caulker, founder, Fambul Tok “I ask myself questions. Who did we fight for? What did we fight for? What have we gained today? Nothing.” – Mohamed Savage END CARD: In the first four years of the program, nearly 2,700 people testified to over 60,000 of their neighbors at 150 Fambul Tok bonfires ceremonies. The cost: 2.5 million dollars. In ten years, the Special Court has prosecuted 9 men in four trials. The cost: over 300 million dollars. SELECTED QUOTES FROM FAMBUL TOK PARTICIPANTS IN SIERRA LEONE: “We shed a lot of blood in our community, so after the bonfire, we were fortunate to have the opportunity to go and pour libations to our ancestors, so that we can have peace in our community. And after that libation, there is peace on our community. Even our children obey us again.” – Musu Swarray, Bunumbu, Kailahun District, Sierra Leone “Most of our brothers and sisters played an active role during the war. Some of them amputated hands, some of them slaughtered women, some split women open to see what baby was in their stomach, but at the ceremony most of them came forward and confessed and asked for forgiveness and we have forgiven them. We have encouraged them, embraced them, we do things together. Even myself, my elder sister was killed during this war. Those that killed her, I knew who they were, but when they confessed, I forgave them.” – Hawah Wurie, Bunumbu, Kailahun District, Sierra Leone “Any wrongdoing you do to anybody, come out plain – ‘Madam, I have wronged you. Forgive me.’ That will make me feel happy. Without a cent, I will accept it. But when you have wronged me, you roam around, I see you, I know what you have done to me, it pains me. But when you voice it, reconciliation will go and I will be very peaceful. This is what we need here.” – Isata Ndolleh, Mommy Queen, Kailahun District, Sierra Leone “Since the end of the war, we were unable to come together as a community and plan development because of our individual differences. The simple fact that Fambul Tok is attempting to reconcile my community, I appreciate their effort in forging unity.” – Elizabeth Lebbie, Kamaa chiefdom, Kono district, Sierra Leone “I am sure community reconciliation will help us fight poverty.” – Sahr Ngaoja, Lei chiefdom, Kono district, Sierra Leone “Most of us do not have the opportunity to face the TRC to tell people what happened to us. With Fambul Tok, we can now share our stories and have the opportunity to forgive and reconcile.” – Hawa Koroma, Moyamba town, Sierra Leone “I am proud that we can now solve our own problems without going to chiefs. I thank Fambul Tok for this great initiative.” – Marie Sesay, Moyamba District, Sierra Leone “Fambul Tok has revived our culture and traditions. We have not had any ceremony for the past 10 years and now the project is here we are determined to appease our ancestors.” – Samuel Caulker, Rotifunk, Moyamba District, Sierra Leone “Women suffered a lot during the war and now with Fambul Tok in Moyamba, all of us will work together for sustainable peace in our communities.” – Sarah Gbanie, Women’s Leader, Moyamba, Sierra Leone “The youth owe an apology to this nation.” – J.C. Vanjah, Youth Chairman, Moyamba District, Sierra Leone “We don’t believe in punishing somebody. Because if we say we’re going to punish, there were so many, we would end up punishing everybody.” –Musu Swaray, Bunumbu, Kailahun District, Sierra Leone “The idea is to give civil society an opportunity to facilitate dialogue at community level with victims and offenders to really discuss what wrong … so that it won’t happen again in the history of Sierra Leone.” –John Caulker, founder, Fambul Tok “I believe the international community will learn a lot from Fambul Tok because the initiative is locally driven.” –John Caulker, founder, Fambul Tok “Collectively, we will find a way out.” –John Caulker, founder, Fambul Tok “It was not my wish to be with the rebels. It was not an intentional act.” –Mariam, ex-girl soldier, Sierra Leone “When you have done something wrong to someone you don’t know, someone you don’t even remember, how can you ask for forgiveness? Who can forgive you in that sense?” –Mariam, ex-girl soldier, Sierra Leone OTHER RELEVANT QUOTES: With its “uncomfortable commitment to bringing the perpetrator back into the family, Africa has something to say to the world.” –Alex Boraine, deputy chair of South Africa’s Truth and Reconciliation Commission “We have to re-discover Africa. The first discovery of Africa by Europe was the wrong one. It was not a discovery. It was an act of misperception. They saw, and bequeathed to future ages, an Africa based on what they thought of as important. They did not see Africa. And this wrong seeing of Africa is part of the problems of today. Africa was seen from a point of view of greed, of what could be got from it. And what you see is what you make. What you see in a people is what you eventually create in them. It is now time for a new seeing. It is now time to clear the darkness from the eyes of the Western world. The world should now begin to see the light in Africa, to see its sunlight, to see its brightness, its brilliance, its beauty. If we see it, it will be revealed… Only what we see anew, is revealed to us. Africa has been waiting, for centuries, to be discovered with eyes of love, the eyes of a lover. There is no true seeing without love.” –Ben Okri, Nigerian writer, and winner of the Booker prize in literature FAMBUL TOK LOGO ACTIVITY CONNECTION: SYMBOL OF JUSTICE (P. 42) VENN DIAGRAM ACTIVITY CONNECTION: COMPARING CULTURE/COMMUNITY (P. 47) OUR CULTURE SIERRA LEONEAN CULTURE SHARED PERSONAL AND CULTURAL VALUES “Y” CHART ACTIVITY CONNECTION: A SENSE OF COMMUNITY (P. 43) Ishmael Beah, John Caulker, Libby Hoffman, Sara Terry, Benedict Sannoh, and Nan Richardson, Fambul Tok (Umbrage Editions, 2011). A 144-page, hardcover book with in depth exploration of the Fambul Tok origins, stories, process, and significance in essays and photographs. Includes an extensive chronology and bibliography and original source documents from the peace process. RELATED VIDEO AND AUDIO: The Woman Who Forgave Her Rapist. Radio Interview. BBC World Service – Outlook. February 13, 2013. www.bbc.co.uk/programmes/p01452h0 Radio interview with Salta Joe, a woman who, with the help of Fambul Tok, forgave the man who raped her during the war. Forgiving the Unforgivable. TEDx talk by Libby Hoffman. October 24, 2011. tedxtalks.ted.com/video/TEDxDirigo-Libby-Hoffman-Forgiv Libby Hoffman’s presentation at TedXDirigo in Portland, Maine, gives an introduction and overview of Fambul Tok, discussing ways to help the world engage with the lessons of justice, forgiveness, and community restoration it embodies. Introducing Fambul Tok: Community Healing in Sierra Leone. March, 2008. www.youtube.com/watch?v=YlEEnuPMe2g An early introduction to the groundbreaking Fambul Tok (Family Talk) program of community reconciliation in Sierra Leone, before the ceremonies even began. FTI Executive Director John Caulker talks about the origins of the work in Sierra Leone, illuminating a unique approach to bringing justice and peace after civil war. Fambul Tok Filmmaker Interview – Complete, January 5, 2012. www.youtube.com/watch?v=vlDrlq78E9U Producer/Executive Producer Libby Hoffman and Director/Producer Sara Terry talk about their motivations in making Fambul Tok (the film), the approach they took, and their hopes for the impact it can have in the world. “Reconciliation in Sierra Leone.” Interview with John Caulker. The Story - American Public Radio, August 25, 2011. thestory.org/archive/the_story_082511_full_story.mp3/view John Caulker, Libby Hoffman, Sara Terry, Mariama Jumu, and Michael Momoh. “Forgiving the Unforgivable: Community Reconciliation in Sierra Leone.” Radio Interview. Good Politics Radio. A World of Possibilities, November 16, 2010. www.goodpoliticsradio.com/?p=2366 Radio interview with the filmmakers, Executive Director of Fambul Tok International – Sierra Leone, and two participants in the Fambul Tok reconciliation process in the village of Daabu. Trailer for the Documentary Film Fambul Tok. YouTube, March 9, 2011. www.youtube.com/watch?v=rQsBy7blPrc Stories of Forgiveness: Ndaabu Village, Kailahun District, Sierra Leone. Story in slides and audio. Prod. Jina Moore. June 15, 2010. www.fambultok.org/what-is-fambul-tok/stories/musa-fatomah-andThe village of Ndaabu suffered terribly during Sierra Leone’s civil war. During a Fambul Tok reconciliation ceremony, Musa Fatomah, a woman from the village, told her story of heartbreaking loss for the first time. Her fellow villager, Musa Jomo, confesses to having wronged her, and the two embark on a moving journey of reconciliation. Seeding Peace: Fambul Tok Peace Farm, Kono District, Sierra Leone. Story in slides and audio. Prod. Jina Moore. June 15, 2010. www.youtube.com/watch?v=L7pdwxtYc9w&feature=plcp Torn apart by the Sierra Leone civil war, the village of Kunduma came together for a community-led Fambul Tok reconciliation ceremony. Around the bonfire, perpetrators and victims shared their stories. Forgiveness was asked for, and given. To nurture the new peace, the people of Kunduma founded a community farm. The villagers work side by side—and as this video shows, they are enjoying a bountiful harvest. SELECT POSTS FROM THE FAMBUL TOK BLOG: “From ‘Ex-Combatants’ to ‘Peace Parents’”, May 21, 2012. www.fambultokblog.org/program-updates-sierra-leone/from-ex-combatants-to-peace-parents Following a screening of the International/Educational version of the film, former rebel leader Mohamed Savage led a workshop for other ex-combatants to move forward with their country’s peace processes. “Civil Society Platform Engages Waterloo Community on Non-Violence”, May 20, 2012. www.fambultokblog.org/program-updates-sierra-leone/fambul-tok-cgg-and-slyeo-engage-waterloo-on-non-violence Sierra Leone’s Civil Society Platform on non-violence, consisting of Fambul Tok, the Campaign for Good Governance and the Sierra Leone Youth Empowerment Organization, hosted a football (soccer) tournament in order to promote violence-free elections. “Fambul Tok Peace Mothers resolve to assist vulnerable communities”, March 9, 2012. www.fambultokblog.org/program-updates-sierra-leone/fambul-tok-peace-mothers-resolve-to-assist-vulnerable-communities Fambul Tok Peace Mothers work to create a space for women to discuss pertinent issues and ideas and learn from others’ experiences and obstacles. “Fambul Tok review makes the connections to our lives,” February 14, 2012. www.fambultokblog.org/program-updates-sierra-leone/fambul-tok-review-makes-the-connection-to-our-lives This review from October 2011’s Heartland Truly Moving Pictures Film Festival, at which Fambul Tok was awarded the Crystal Heart Award, explores the ways in which Fambul Tok’s lessons have universal significance. “African premiere of Fambul Tok (the film)”, April 2, 2011. www.fambultokblog.org/program-updates-sierra-leone/african-premiere-of-fambul-tok-the-film Fambul Tok premiered in Bomaru, Sierra Leone on March 23, 2011, exactly 20 years after the war broke out in that same village. “Former Commander Mohamed Savage apologizes to the people of Kono”, November 26, 2010. www.fambultokblog.org/in-the-news/former-commander-mohamed-savage-apologizes-to-the-people-of-kono Mohamed Savage returned to Kono, where he committed some of the most gruesome atrocities of the war, to apologize to the community and ask their forgiveness. “Fambul Tok profiled on VOA News”, June 8, 2010. www.fambultokblog.org/in-the-news/457 Fid Thompson of Voice of America featured the unique work of Fambul Tok in Sierra Leone on his internationally-renowned radio program. "Overview of Fambul Tok ceremonies," September 26, 2008. www.fambultokblog.org/program-updates-sierra-leone/explanation A brief introduction to the process and work behind the Fambul Tok reconciliation program. OTHER ARTICLES AND FEATURES Tim Hoiland, "A More Sustainable Peace." Prism Magazine July-Aug. 2012. prismmagazine.org/a-more-sustainable-peace/ This cover article provides a detailed examination of the Fambul Tok process and how the program is paving the way for a more lasting, approachable reconciliation for Sierra Leone. John Caulker, “Fambul Tok: Reconciling Communities in Sierra Leone.” Accord 23 (2012): 52-54. www.c-r.org/sites/c-r.org/files/CONI222_Accord_23_11.pdf Fambul Tok Executive Director John Caulker, explains the motivation behind and future of the peacebuilding organization’s work in Sierra Leone. Elisabeth Hoffman, “Reconciliation in Sierra Leone: Local Processes Yield Global Lessons.” The Fletcher Forum of World Affairs, 32:2 Summer 2008: 129-141. Fambul Tok co-founder and President of Catalyst for Peace Libby Hoffman writes about the Fambul Tok process and its significance for global reconciliation processes. Three-part feature from The Christian Science Monitor on Fambul Tok: 1. Jina Moore, “Sierra Leone’s ‘family talk’ heals scars of war.” July 7, 2008. www.csmonitor.com/World/Africa/2008/0707/p20s01-woaf.html 2. Jina Moore, “Sierra Leoneans look for peace through full truth about war crime.” July 8, 2008. www.csmonitor.com/World/Africa/2008/0708/p20s01-woaf.html 3. Jina Moore, “A former rebel faces the Sierra Leonean farmer he maimed.” July 9, 2008. www.csmonitor.com/World/Africa/2008/0709/p20s01-woaf.html ADDITIONAL BACKGROUND MATERIAL SIERRA LEONE CIVIL WAR AND TRANSITIONAL JUSTICE: Ishmael Beah, A Long Way Gone: Memoirs of a Boy Soldier (Harper Perrenial, 2008). Ishmael Beah’s firsthand account of his time spent as a child soldier during Sierra Leone’s civil war. Gberie, Lansana, A Dirty War in West Africa: The RUF and the Destruction of Sierra Leone (Indiana University Press, 2005). The author’s experiences as a journalist during Sierra Leone’s civil war – examining the links of corruption, conflict and violence. TRC Report: A Secondary School Version, published in Sierra Leone in 2005 by the TRC Working Group, http://www.sierra-leone.org/Text_book_Sierra_Leone.pdf Ibrahim Tarawallie, “Sierra Leone: Govt Reminded About TRC Commitment.” All Africa. N.p., 17 Oct. 2010. The reasons behind the government’s hesitation and delay in implementing the recommendations made by the Truth and Reconciliation Commission are explored and analyzed. Website of the Truth and Reconciliation Commission, www.sierraleonetrcc.org/ The full report and other relevant documents are now available for download. This site was most recently updated in May 2012. Website of the Special Court of Sierra Leone, www.sc-sl.org/ Summaries of court cases and other relevant documents are available online. This site was most recently updated in July 2012. Caitriona Dowd and Clionadh Raleigh, “Mapping conflict across Liberia and Sierra Leone.” Accord (2012): 13-18. [www.c-r.org/accord-article/mapping-conflict-across-liberia-and-sierra-leone](http://www.c-r.org/accord-article/mapping-conflict-across-liberia-and-sierra-leone) David Keen, Conflict and Collusion in Sierra Leone (James Currey, 2005). Fambul Tok. Dir. Sara Terry. Prod. Sara Terry, Rory Kennedy and Libby Hoffman. Catalyst for Peace, 2011. DVD. Fambul Tok (Educational Version). Dir. Henry Jacobson. Prod. Libby Hoffman. Catalyst for Peace, 2012. DVD. Ishmael Beah, John Caulker, Libby Hoffman, Sara Terry, Benedict Sannoh, and Nan Richardson, Fambul Tok (Umbrage Editions, 2011). Sierra Leone Truth and Reconciliation Commission, Final Report of the Truth and Reconciliation Commission [3 Volumes plus Appendices] (2004). [www.sierra-leone.org/TRCDocuments.html](http://www.sierra-leone.org/TRCDocuments.html) Sierra Leone Truth and Reconciliation Working Group, The TRC Report: A Senior Secondary School Version (2005). [www.sierra-leone.org/Text_book_Sierra_Leone.pdf](http://www.sierra-leone.org/Text_book_Sierra_Leone.pdf) GET INVOLVED EDUCATORS: Want to connect with other teachers using Fambul Tok in their curriculum? Visit fambultok.com/classroom to exchange ideas and experiences with educators from around the world. STUDENTS: Walk the tok. Start a Fambul Tok club and see where these powerful ideas can take you, your school and your community. Email firstname.lastname@example.org to request a free start-up kit with all the information and materials you’ll need. We’ll also invite you to join our student Facebook group to connect you with clubs all around the world. COMMUNITY: For the latest tok, join our mailing list at www.fambultok.com/contact and visit our blog at www.FambulTokBlog.org. ... AND GET MORE FAMBUL TOK Fambul Tok: The Book Published by Umbrage Editions. Introduction by Ishmael Beah. Afterword by Benedict Sannoh. Photographs by Sara Terry. Interview with John Caulker. Essays by Libby Hoffman and Sara Terry. Experience an extraordinary journey of reconciliation, one that offers new insights and an original model for peacemaking to the rest of the world in the hardcover companion volume to the acclaimed documentary film, Fambul Tok. Available at fine bookstores, on Amazon.com and at FambulTok.com/store Catalyst for Peace presents Wan Fambul/One Family Benefit Album Produced by Modiba Productions From zones of conflict comes music for peace. Wan Fambul/One Family is a high-energy, urgent call for forgiveness and deep dialogue from edgy DJs and soulful singer-songwriters, from hard-hitting reggae outfits and transnational pop explorers. AVAILABLE BY DONATION ONLY. All proceeds benefit the work of Fambul Tok in Sierra Leone. Preview tracks, get bonus content and donate to download at FambulTok.com/wanfambul fambultok.com HANNAH EWING Primary Writer and Editor LIBBY HOFFMAN Writer and Editor SHEILA PAI Primary Curriculum Consultant MERILEE VALENTINO Contributing Curriculum Consultant BEN MINI Educational Consultant JOHN CAULKER Consultant DR. JOE A.D. ALIE Consultant SARA TERRY Photography BRADEN BUEHLER Graphic Design © 2013 Catalyst for Peace. Photographs © 2013 Sara Terry for Catalyst for Peace. 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In the domain of research on physics education, results on students' conceptions show difficulties in physics learning. This paper aims to propose theoretical elements to interpret such learning difficulties related to physics teaching in the case of heat and temperature. Sections in this paper include: (1) Introduction; (2) Epistemological analysis of the evolution of physics; (3) The learner's modeling of the physical world; (4) Elaboration of students' knowledge structure; (5) Structure of physics knowledge to be taught; and (6) Evolution of students' knowledge structure with teaching. (PR) SYMPOSIUM: More on heat and temperature: recent advances in our understanding of conceptual change in the domain of physics ANALYSIS OF LEARNING IN THE CASE OF A TEACHING ON HEAT AND TEMPERATURE Andrée TIBERGHIEN CNRS - IRPEACS; Equipe COAST École Normale Supérieure de Lyon 46, allée d'Italie, 69364 Lyon Cedex 07 FRANCE (email: Andrée.firstname.lastname@example.org) 1 - Introduction In the domain of research on physics education, results on students' conceptions show difficulties in physics learning (Driver, Guesne & Tiberghien, 1985). Some work shows that young pupils (12 year old) and university students give similar incorrect answers with the same types of reasoning (Johsua & Dupin, 1986). Other work shows that students can solve rather difficult physics problems dealing with complicated mathematical relationships between physical quantities but that students are not able to interpret or predict real events in simple practical situations (Rozier, 1988). This paper aims to propose theoretical elements to interpret such learning difficulties related to physics teaching in the case of heat and temperature. To interpret these learning difficulties in physics acquisition we take the point of view of didactics, that is, we introduce explicitly the role of physics knowledge in our study of learning. As a matter of fact, it appears as a gap between the meaning constructed by the learner and certain aspects of physics knowledge, particularly concerning physical quantities, their relationships and their meaning in the framework of physics. In this perspective, it is necessary to take into account the relations between the learner's acquisition and physics education. Our theoretical approach has been constructed from work on students' learning and work using the epistemology of science with each influencing the other. In this paper we start from the latter point in order to understand more explicitly how meaning is constructed from the physics point of view. 2 - Epistemological analysis of the evolution of physics The general aim of physics is to interpret and predict the physical world. These processes of interpretation and prediction put into play a specific way of seeing the world even if they deal with complex mathematical formalisms and/or complex experiments. These processes imply a construction of an understanding of the physical world, where we assume that theories play a crucial role. The role of theory appears when theories change; this is why in our analysis we focus on their historical evolution. 2.1 Importance of the theoretical construction According to most epistemologists, the links between the questions at the origin of research and their theoretical background are so strong that when the theoretical background is different, there may be incommensurability between the theories (Kuhn, 1972; Thuiller, 1988). Kuhn's example about Copernicus is enlightening with respect to the different meanings of words which, in fact, are given by the theory: people who consider that Copernicus was mad because he stated that the Earth revolves, do not speak the same language as him. Kuhn considers that "when these people said 'Earth' they meant 'fixed position'. Their Earth cannot move. Copernicus's innovation did not only consist of making the Earth move". This was a new way of considering problems of physics and astronomy: the meaning of the concepts Earth and movement must necessarily change. "Without these changes, the notion of Earth moving was considered to be madness" (Kuhn, 1972, p.179). There is a strong link between the formulation of the questions at the origin of research and the selection of experimental facts. In an experiment, it is not possible to take into account all the objects and events which can be observed. For example when we have a simple electrical circuit consisting of a battery and a bulb, the sign of the trade mark is not selected as a relevant attribute of the battery! This exclusion appears so obvious that it is not necessary to make it explicit; but it is no more obvious when the duration of the battery is not selected. However when we choose the electrokinetics theory (which is taught in most of the secondary schools and at the beginning of university), the duration cannot be selected as fact. As a matter of fact, electrokinetics is valid only for a stationary state and time is not a variable of the model. For example, it allows the respective brightness of bulbs in different connections of battery and bulbs to be predicted by using the physical quantities such as current, voltage and resistance. This example shows the important selection physicists do when they interpret the material world. Throughout the historical evolution of physics knowledge, the mastering of this selection was more and more precise and explicit. The separation between phenomena at equilibrium independent of time and the phenomena which depend on time and outside of equilibrium is a basic selection incorporated in physics theories. Let us note that this way of dividing up the material world is far from an everyday approach to the material world. The way in which the questions at the origin of research are determined and the facts (or events) to be interpreted and predicted are selected is deeply related to explanation. As with research questions, what is considered as an explanation has considerably evolved during the history of science. We assume that explanation is linked to the theory but it is very often tacitly shared by a scientific community at a given time. What is an explanation in the time of Aristotle is not relevant now. Since Galilee the nature of explanation has been transformed in relation to the role of the model and its relation to experiment. Historians of science show that Galilee was torn between two conceptions: (a) Aristotle's conception, which consists of starting from obvious and universal principles and then deducing logical conclusions; (b) more modern conceptions which consists of recognizing the hypothetical status of results and the importance of experimentation (Thuillier, 1988). Therefore the underlying causalities are different in the modern approach; there is no more a direct cause as with the universal principles of Aristotle. An analysis of Newton's approach shows the type of explanation which is acceptable at a given time. Newton does not pretend that his mathematical model coming from universal gravity theory represents exactly the physical world: specific aspects have been selected. His theoretical construction is predictive for the selected aspects and can be considered as an explanation to the extent that its physics consequences can be verified. It takes the status of theory. However, many contemporaries could not follow Newton because the physical cause (reason) of gravity was not made explicit (Cohen, 1987). This epistemological analysis presents the main functions of the scientific theory that we take into account in our analysis of physics learning. In brief, we consider that scientific theory contains the explanatory system, the meaning of interpretation and prediction is constructed through the theory. Therefore paradigms in Kuhn's sense -the set of beliefs, recognized values and techniques which are shared by the members of a given group of physicists, research questions, basic principles (conservation, symmetry, ...), and laws- are part of the theory. A fundamental aspect of scientific theory is its hypothetical status which is a foundation aspect of modern science. It implies the validation process. 2.2 Roles of three levels: theory, model and experimental field When physicists interpret and predict experimental facts they do not apply directly a theory to the situation but, by using the chosen theory, they construct a model of the experimental situations. We refer here to a French epistemologist, S. Bachelard (1979) who considers that the model is always relational; it is an intermediary: "The model in its most abstract sense functions in an ostensive way (We keep the French word 'ostensive' which means what is shown, what can be perceived) and in its most concrete meaning allows theoretical aspects to become apparent. In every model there is a bipolarity of: - the theoretical aspects and - the ostensive aspects". "The model is not an imitation of phenomena, ... it represents only some properties of reality". In this perspective, we consider that, in physics, interpretation and prediction imply a modelling process which puts into play three levels: theory, model, experimental field of reference (fig 1). ![Diagram](image) Figure 1 A view of modelling in physics Here we do not have the ambition of giving a formal definition of these levels. We will specify their meanings in an operative way. We have already described what corresponds to theory. Models consist of qualitative and quantitative functional relations (implying mathematical formalisms) between physical quantities in order to represent the selected aspects of a set of material situations. This level of the model can be divided in several sublevels. Each has an internal coherence and is compatible with the others; each of them has a specific syntax. The experimental field of reference corresponds to the experimental situations which belong to the domain of validity of the theoretical construction (theory + model) brought into play in modelling. This field consists of the experimental facts, the experimental devices and the measurements. It is also possible to consider that measurements are in-between the level of objects and events and that of the model. The type of language associated with this level is that used in describing facts in terms of events and objects, it is the natural language but the words have the meaning giving by physics (e.g. light, heat, ...) and not that of everyday language. We assume that the three different levels are necessary in the functioning of physics knowledge, they constantly interact (figure 2). ![Diagram](image) Figure 2. Three levels involved in validation process We should note that, in physics, the level of the model is very developed. Models use mathematical formalisms, they are a long "detour" between the objects and events and the theory. This "detour" is a hard cognitive task but allows for a large field of validity and not an "ad hoc" model for a specific case. 3 - The learner's modelling of the physical world After this short analysis of physics knowledge, we discuss the following question: what is the meaning that the learner constructs when interpreting and/or predicting material situations? Let us note that we can no longer use the word "experimental situation", which depends on physics theory. We make the hypothesis that a relevant common point for the analysis of physics modelling and learner's approaches consists of the real world: the material situation. At this point we make several hypotheses on the learner's cognitive activities. First we assume that when s/he is interpreting (or predicting) material situations s/he constructs a "model" of the situation (which could be analogical and/or propositional), this model depending on his/her own point of view. In other terms we associate the cognitive processes involved with a modelling activity. In this modelling process, like in physics, the learner selects of the objects and events which are relevant according to his/her point of view that we assume as belonging to a theoretical level. Underlying such an hypothesis it is assumed that the learner is coherent from his/her point of view with respect to the situation which includes the social context. These hypotheses agree with the findings of psychological research (Brown, 1989; Carey, 1985; Vosniadou, 1989). For example, Brown (1988) states that young children not only can transfer their knowledge on "deeper bases than mere-appearance matches" (p.376) but also for the primacy of relational information in which causality plays a fundamental role. Moreover, Brown takes "an hypothetical continuum of knowledge such as theory, causal explanation, meaningful solution, arbitrary solution". For her, "a theory would be defined as a coherent explanatory network of interrelated concepts" and "a causal explanation would refer to a principled understanding of part of a larger system, such as the fact that inanimate objects need to be pushed, pulled, or propelled into action." (p.370). This convergence on the role of theory, particularly causal explanation in even young children's knowledge processing, confirms our hypothesis that the learner's modelling is based on theory$^1$. Concerning modelling by individuals, we refer to cognitive psychology. Two concepts can be compatible with what we consider as a model: representation and mental model. --- $^1$ In the following we use theoryL, modelL and field of applicabilityL when these notions are associated to the learner and we keep theory, model and field of applicability when these notions are associated to physics or "physics to be taught". These concepts do not have a unique definition (Richard 1990, Gentner & Stevens 1983, Johnson Laird 1983). However, the common points are important enough. In our case, at this step of our research, we assume that a model is a mental construction done in a given situation in order to solve a problem according to a theoretical point of view chosen in relation with the needs of the situation and depending on the acquired knowledge. For physics knowledge and for individuals, there is a model level to the extent that it retains the main characteristics: that of being an "intermediary between the theoretical aspects and the ostensive aspects" (S. Bachelard 1979). Or in other terms, the model is the link between the theory and the objects and events (experimental/empirical field); it is a representation of the selected aspects of what is studied. The model is constructed under constraints which are not necessarily of the same type in the case of physics as for students, in particular concerning the theoretical standpoint, the coherence between the levels and internal coherence of a level. For example, in everyday life the main constraint on the model is the perceived result of the action which is related to a cause in a linear relation (Guidoni 1985). These models can be "ad hoc" with the situation and still compatible with linear causal reasoning. This causal relation belongs to theoryL in our approach. Thus, in the case of learners who, at least for young ones, acquired their knowledge in the context of everyday life, we can suppose that the meaning of words, such as heat, temperature is radically different from that in the physics framework, even if, in some specific situations, the meaning seems similar. As we shall discuss later, in many common heating situations, the students' principle is "what is hot heats". This principle, which belongs to theoryL can lead to the same result as the principle from physics that "if a difference of temperature between two systems then there is a spontaneous transfer of heat from the system at the higher temperature to the other one". However, these two statements are at odds in the case of wool or cotton. Although they seem warm to the touch, they do not heat a cold object. These words represent concepts in both cases but not the same concepts; their meaning is not given by the same theoretical standpoint, in particular, the underlying causalities are different. Although, it is obvious that the content of physics theories and models and the content of theoryL and modelL can have almost nothing in common, we consider that in both cases, we have a theory level and a model level, the similarities bearing on their roles. A first type of validation of our hypothesis on the learner's modelling of the physical world is to use these levels to interpret learners' approaches. In this paper, we draw on our previous research results (Tiberghien, 1980, 1985, 1989a,b,c). The methods used in the two main pieces of work were different. In the first one, we obtained data with a group of eleven students at the second year of secondary school (13 years old, 5th grade), outside regular teaching. We performed interviews before and after the teaching with each student and we video-recorded one group of two students throughout the teaching. In the second one we used six classes in the framework of a regular teaching at the same grade (13 years old, 5th grade, 300 individuals) but with an experimental content on heat and temperature. Data consisted of questionnaires given before and after teaching in these classes and in six other ones with regular teaching content and with interviews (2 students in each class before and after teaching) and all the written exercises done by students. In the following, first we present how we reconstruct the students' knowledge structure with modelling as an analytical framework that implies to specify theoryL, modelL and experimental fieldL, then we discuss two types of learning. 4 - Elaboration of Students' knowledge structure Since we state that the relevant common point in "physics knowledge to be taught" and the learner approaches consists of the real world (the material situation), an initial question bears on the choice of the set of material situations from which we study learners' approaches. In the "knowledge to be taught", the situations involved in the regular teaching on heat and temperature were: heating and boiling water, freezing water and melting ice, uses of thermometers in comparison with touching, heating bars of different materials at an extremity and observed effect (melting wax for example) at the other one. In our theoretical approach, we state that the learners have elaborated their own theory of the material world. Here our aim is to reconstruct at least a part of the theory that they use when they are confronted with these situations. But if we restrict ourselves to the types of situations involved in the teaching, we cannot reconstruct learners' theory for a main reason. We are working with rather young learners who have not learnt physics before, so their knowledge of the situations have been constructed mainly outside school education. Thus, the field of applicability of their theory has no reason to overlap that of "physics knowledge to be taught". Consequently, we have to enlarge the set of situations and we need to make conjectures about the relevant set to take data. We assume that the everyday situations of heating and insulating, using similar techniques to that used in teaching situations, are relevant to investigate learners' approaches. 4.1 Students' theoretical point of view and their structuring of the material world The use of our modelling as an analytical framework for defining the learner's knowledge structure requires us to identify a set of material situations (objects and events level) associated with the same kinds of interpretations or in other terms a field of experiments coconstituting the experimental field of reference of theory. We analyse our data by categories of interpretations or predictions within two kinds of frames of reference at the theory level: - taking into account the age of the learner (13-14 year), we use Aristotelian causalities as a frame of reference: material, efficient, formal and final (Kuhn, 1971). For university students, these forms of causalities would probably not be sufficient. - "physics knowledge to be taught" with the equilibrium principle (as an explanatory principle), and the relations established between temperature and heat or the properties given to physical quantities or real objects alone or in interaction. We are aware that these two frames of reference may appear to be at different levels: the Aristotelian causalities are content independent whereas the second reference is the teaching content itself. The reasons of this choice relate to our hypothesis. We state that most of the students at 12-13 year old (at least in France) have acquired their knowledge about the material situations used in our investigation in an everyday context. We assume that the students' explanatory system is close to the commonsense one and that it can be --- 2 The situations which were used in the questionnaires and interviews put into play: - heating sources such as camping gas, oven, cooker, radiator - heated objects: foodstuffs (flour, salt, water, chocolate, sugar), other objects such as nails, iron powder, sand, metal (or wood, plastic...) foil or bar, room in a house. - insulating situations such as keeping hot or cold liquid or solid object (marble, ice, coffee, hot water), insulating a house. In the following we eliminate the situations of heating or insulating house which concern another space dimension. During interviews and during teaching, the real situations with material objects were involved, in questionnaires they were described by words and drawings. The questions about these situations bear on: - prediction: what will happen to this "object" if it is heated or put in the oven, put in the room, or what will the temperature be? - interpretation: what is going on? why? In the teaching sequences, the questions are more complex; in some cases the students had to conceive experiments by themselves to answer some questions about interpretations. 3 We mean by "knowledge to be taught" the result of the process which starts from the scientific knowledge and leads to the knowledge which has to be taught (this knowledge is written in the textbooks or in the programmes decided by different authorities according to the countries) (Chevallard, 1985) categorised in terms of Aristotle causalities. This is a way of reconstructing at least a part of the theoryL. Concerning the "knowledge to be taught", we need to have an explicit theoretical level. Unhappily this is not provided in the textbooks or in the official programmes. As it appears in didactics, we need to reconstruct or at least reformulate our analytical framework according to our epistemological choices: here, our reformulation is based on modelling and the theory, as an explanatory system, consist of the principles involving the physical quantities of temperature and heat. Let us note that it is far away from Aristotelian causalities or more generally from linear causality. In fact, it appears that a large majority of learners have a theoryL based on causal reasoning. Consequently, "physics knowledge to be taught" is not relevant for constructing theoryL of the majority of students. At this stage of our work, we intend to reconstruct the theoryL shared by the majority of learners. Obviously, these reconstructions will have to be refined according to different learners. In the following, "learner" will mean what is shared by an important part of students. 4.1.1 Aristotle causalities (1) Material: This type of causality is used when students consider that cotton, wool are hot, or heat "because it is wool", i.e. to be hot or to heat is a property of the wool. (2) Efficient: This cause is very often involved when there is a change, as when, for example, a battery lights a bulb; the cause of the lighting up is the battery itself or a property of the battery (energy, electricity). Or, a ball hits another motionless ball which starts moving: the movement of the first ball (or the kick given to the second ball by the first one) is the cause of that of the second ball, etc. (3) Formal and Final: These two causes are often used together and we do not try to distinguish them systematically (Kuhn 1971). For example, when students invoke the function of an object to predict or interpret (because pots made of metal have the function of a coffee pot, then metal will keep something hot). The efficient causality may put into play a theoretical construction including a variable which does not correspond to a direct perception. Depending on the spatial arrangement and duration in time, young students may or may not invoke a mediator between the cause and the effect. When the objects or events considered as cause and those considered as effect are distant and are going on for a time, then a mediator is invoked. In these cases there appears to be an intellectual need for a mediator which "transmits the cause". For example, in heating situations it is often named as "heat" or "hot air" or for electrical circuits, "electricity" or "current" or "energy". This causal mediator does not correspond to a direct perception and it has a specific property - that of displacement which is different from cause or effect. For example, neither battery nor lamp or brightness move but the mediator named electricity, current or energy does. In other cases of spatial arrangements for example in the case of heating when source and heated object are in direct contact, or in the case of movement when a ball hits another fixed ball, a mediator is more rarely invoked. Similarly, when the object related to a cause intervenes only at an instant and not simultaneously with the duration of effect - for example when an object hits another object, the cause, which is the object which does the hitting, stops being involved during the movement itself. In this case a mediator is rarely invoked. The above mentioned findings have been obtained with young students (8-14 year old) and are in agreement with studies done with students at University level, both in electricity (Johsua et al., 1986; Duit & al., 1985), and in thermodynamics (Rozier 1988). 4.1.2 Learner's knowledge structures These Aristotelian causalities lead to structure the set of material situations in three parts: - heating situations in which the source of heating and the object to heat are in contact; - heating situations in which the source of heating and the object to heat are at a distance; - insulating situations. For each part, the same type of causality occurs with the same type of cause and effect. In the first case, heating situations in which the source of heating and the object to heat are in contact, our results show that pupils use causal reasoning between an "agent", the source of heating which has to be hot and a "patient", the object associated with the effect of heating (effective causality). The events, which happen as the effect of heating, depend on the substance involved; for example gold melts, wood burns, water can become hot, boil, evaporate. We show also that, after instruction, most of the pupils keep the same type of reasoning. They adapt their new knowledge of the stability of the temperature of boiling water by giving another property to the water; it has a maximum temperature when it is heated (see figure 3). Theory Level Agent → Direct action heats → Patient Cause: what is hot Effect: Events according to the substance Model Level \| metal \| water \| salt \| wood \| wax \| sugar \| gold, iron,... \| \|-------\|-------\|------\|------\|-----\|--------\|----------------\| \| x \| * \| x \| x \| x \| x \| becomes hot \| \| \| \| \| \| \| \| melts \| \| \| \| \| \| \| \| boils \| \| \| \| \| \| \| \| evaporates \| \| \| \| \| \| \| \| changes of color \| \| \| \| \| \| \| \| burns \| \| \| \| \| \| \| \| gets a maximum t° (added after teaching) \| * An alternative proposition is shared by some students. In the case of salt, after seeing that the salt keeps the same aspect (white) they try to touch it saying that nothing changes (including its "hotness" state). Experimental field Level Heating situations in which the source of heating and the object to heat are in contact Figure 3 Knowledge structure of heating situation with "in contact" spatial arrangement (object (cause) and events (effect) are in contact). In this structure we consider that pupils have a theory which comprises the linear causality and the following "principles": - what is hot heats (it is possible to add: what is cold cools) - when something is heated (or cooled) the events which happen depend mainly on the substance. The first statement supposes a reference to the states of being hot or cold, these states being implicitly defined in reference to our perception of our normal environment. The theory is directly applied to the objects and events and then it is very close to our perception. In the second case of heating, we still have causal reasoning between an "agent", the source of heating (or cooling) which has to be hot (or cold) and a "patient". Moreover, a mediator is invoked with the property to move from the source to the effect (figure 4) TheoryL Level ``` agent mediator patient heat heat flow depends on the substances ``` ModelL Level Heat flows in the metal (iron, gold, silver, ...) Heat does not flow in the wood, plastic After teaching the words "conductor" and "insulator" are added attached respectively to "flow" and "does not flow". Experimental fieldL Level Heating situations in which the source of heating and the object to heat are at distance Figure 4 Knowledge structure of heating situations with "at distance" spatial arrangement (object (cause) and events (effect) are at distance). At the theoretical level we still have causal reasoning and the same principle: what is hot heats. But we have now a new concept: heat which transmits the property of heating (or cold). We consider that this concept intervenes at an intermediate level between theory and objects-events in relation to the type of substances involved. The substance is characterised by qualities$^4$ such as conductor and insulator of heat. In the third case, insulation, the "agent" (the cause) is the substance that the container, which has the function to insulate, is made of. The "patient" is the hot or cold objects which have to be insulated. The action is to keep or to preserve (figure 5). An important point is that the agent is the substance of the container which in the other cases of field of applicability were patient. Figure 5 Knowledge structure of insulating situations --- $^4$We use the word quality to make explicit that it is inherent to the substance. At the theoretical level we still have causal reasoning and the principle: "what is hot heats (or cold cools)" associated with another principle: "certain substances are warm by nature and others are cold by nature". The model level is still very close to the objects and events. 4.1.3 An example of analysing learners' interpretation by "knowledge structure" A first step in the validation of these structures is to interpret the apparent inconsistency in learners' knowledge functioning shown in a lot of work on children's conceptions (Driver, Guesne & Tiberghien, 1985). For example, for three different situations presented in the same interview, the same student said: - in the case of a metallic sheet heated in the centre by a candle flame, "Heat is going to heat the sheet... heat goes everywhere" - in the case of spoons, made of different materials, put in hot water, "the metal heats faster... The heat goes in, heats the metal faster than the wood... Wood, it does not heat a lot because it is a bad conductor of heat; (the interviewer suggests: if the spoons were put in ice) "the metal spoon will get cold faster than the wood one because it is always, it is a bad conductor for heat and for cold as well." - in the case of choosing a material to wrap a very cold or very hot ball, for the cold ball, (choice: aluminium foil) "because aluminium foil keeps the cold"; for the hot ball, (choice cotton) "it keeps the heat... aluminium is bad conductor for the heat and cotton is bad conductor for the cold." Another student, still during the final interview, when asked to design an experiment in order to choose which of two metallic sheets will be the more insulating, said: "transmission of heat goes faster in this sheet... but it does not prove that it is that which would allow to keep the cold or the hot for a longer time". In these interpretations we have in both cases an efficient causality between the property of a material and its rapidity to get cold or hot but the function of the material is drastically different in the different situations. In the first two, the metal is the patient: it becomes hot or cold; in the last two the metal is the actor, it keeps the "cold" or the "hot". The learner's representations of these situations are inconsistent with "physics knowledge to be taught" but if we refer to our learner's knowledge structure, there is no more incoherence. In these examples, for the learner the situations correspond to different field of applicability (figures 4 and 5). In the first cases the material which is conductor of heat or cold or which transmits heat is the patient (Heating situations, fig 4) and in the other cases (insulating situation), it is the agent (conductor different for heat and cold, keep cold or hot). Consequently for the learner there is no requirement that the same material has the same properties in its two different functions. In that sense we can say that learner's models (model$_L$) are "ad hoc" with respect to the particular situation. These models$_L$ are very close to the objects and events directly perceived, only the mediator (heat or cold) is invoked. A second step is to analyse to what extent they can provide an account of the evolution of students' knowledge structures with instruction. Consequently, we need first to analyse the content of teaching. 5 - Structure of physics knowledge to be taught The content of teaching (figure 6), even if it is very poor in comparison with that proposed by physics at the level of first two years of university, shows that the theory is not based on linear causal reasoning and includes a model with physical quantities, such as temperature, conductivity (even if this last one is only qualitative at this level). This model is not directly linked with objects and events. Theory Level State of matter depends on temperature If difference in temperature between objects (systems) in contact (issued from principles of thermodynamics) then transfer of heat conduction until equality of the temperature of objects in contact (one aspect of the principle of thermal equilibrium) Model Level Relations between substance and temperature of change of state Relations between state of a substance and its temperature Relations between substance and its conductivity Figure 6 Structure of teaching content (only temperature and not pressure belongs to the teaching content at this level) 6 - Evolution of students' knowledge structure with teaching The comparison between students' knowledge structure and teaching content structure (figure 3-5 and 6) shows that the gap is very deep. The theory levels are drastically different. To illustrate this gap we present a case of learning which has been analysed in reference to Aristotle causalities. Then we discuss a type of learner's interpretation compatible with the "knowledge to be taught". 6.1 Example of learning analysed in reference to a theory level based on Aristotle causalities As we saw, in the case of thermal equilibrium and conduction, a part of the students have different types of interpretation according to the types of situations: heating with or without an intermediary, or insulating$^5$. Our study has given us the opportunity to analyse an evolution by observing two students during the 11 sessions$^6$ of an experimental teaching unit on heat and temperature (Tiberghien, 1980). Here we present the evolution of one of them as a study case. Before instruction, she had clearly two types of interpretations for heating and insulating$^7$. Her knowledge structures fit with those we proposed in figures 3-4 and 5. For example during the interview before teaching, she chose a metal container to keep ice frozen for a long time with the argument: "metal cools things, metal is cold". During the first teaching sessions she performed experiments several times of which the results were inconsistent with her predictions made just before the experiment. For example, during the third session she took two ice cubes, wrapped one in aluminium foil and the other in a piece of wool. In spite of several experiments giving contradictory results, she predicted: "That one (ice in wool) will melt more quickly than that one (ice in aluminium); because that (the wool) gives heat". During the seventh unit, she studied the difference in perception when we touch two different materials such as cotton and copper. Previously, she studied the equality of temperature of objects in contact and remembered it. To try to solve the problem of difference in perception, she proposed to perform two experiments: - to wrap an ice cube in a copper foil and another one in cotton; - to heat these two same materials at one end and to touch them at the other end. Before these experiments, she stated that cotton and copper are at the same temperature, but she predicted again, in spite of several similar experiments performed in the previous sessions, that ice will stay for a longer time in cotton than in copper: "I think it (the copper) will keep it (the ice) frozen most easily, because it (the cotton) is hotter and keeps the heat better". When she observed the results of the two experiments, she said: "the cold of the ice goes in the material (the copper) and goes away, and there (the cotton) it keeps it. This one (cotton) keeps the heat more than that one (copper). Here (with copper) it goes away, the heat or the cold." To interpret this explanation, it is necessary to distinguish the objectives of: --- $^5$ In this case of apparent inconsistency, obviously, we do not pretend that all the students have the same type of interpretations. We take it because it is shared by a part of the students and it is a typical case of apparent inconsistency. $^6$ They were videotaped and transcribed $^7$ In this teaching unit, we consider only one physical quantity: conductivity and not "specific heat". So only very rough predictions are allowed. - insulation: the insulated object should stay for as long as possible in the same state of coldness or hotness, and - the underlying mechanism allowing the interpretation. The new interpretation involves the displacement of cold (or heat) as a supplementary step to interpreting how the state of cold (or hotness) is kept. The causal reasoning is more complex and there is a change in the object roles: - the cold (or the heat), involved in the action, comes from the "insulated object" (ice) and which therefore has an active role. Then, this object has a double status: related to the cause since it gives heat or cold and related to the effect since its state is the objective of the insulation. - the container (or its substance) still has an active role but a different one. This role is related to a new intermediary mechanism: the possibility of displacement of heat or cold. It is no longer related to the direct action of keeping the coldness or hotness or even of heating or cooling (figure 7). These changes of role, with the introduction of a mechanism in the case of insulating similar to that which occurs in the case of heating, allow the student to give the same interpretation for the two types of situations. We hypothesise that this student has moved to another learning step. A new relationship is used in the case of insulating; the object which was associated to the cause, intervenes in the action and it is no more a direct action of "keeping", an intermediary mechanism is involved. The change is located in the selection of objects, their roles and in the way in which they are related. The student is still at the theoretical level "action → change". However, the student applied another rule: "heat flow depends on the substance" to new situations for which she used a model based on inherent qualities of matter. It does not imply, obviously, that she will never use the previous type of explanation (Tiberghien, 1980). \| Situation \| CAUSE \| ACTION \| EFFECT \| \|---------------------------\|--------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Before seventh session\| \| \| \| \| Heating or cooling of specific objects \| Source of heating or Source of cooling \| heats or gives heat or cools or gives cold and heat (cold) moves more or less according to the substance of the intermediary object \| heated object becomes hot or cooled object becomes cold \| \| Insulation of objects \| Container or its substance \| keeps or prevents heat cold to go away \| object to be insulated stays hot cold \| \| After seventh session \| \| \| \| \| heating, cooling AND insulating \| Source of heating Source of cooling or heat cold of the object to be insulated \| gives heat gives cold and heat (cold) moves more or less according to the substance of the intermediary object (which is container in the insulating case) \| object (to be heated or cooled) becomes hot or cold or object to be insulated stays hot or cold \| Figure 7 Change in roles of objects in causal relations This example illustrates learning which consists of giving the same interpretation for two kinds of situations previously interpreted differently (heating with intermediary and insulating situations). This learning could not have been recognised if we had taken "knowledge to be taught" as frame of reference. However it is a very important learning situation. It can be noted that many teaching situations could develop this type of learning. Even if this learning is without radical change in theory, it needs a new organisation of knowledge as far as there are new semantic relations between the model and the experimental field (events). We consider that this learning is a type of conceptual change that we call "semantic conceptual change" because the causal relation is still the same but its meaning is different (Tiberghien submitted). 6.2 Learner's interpretation analysed in reference to "physics knowledge to be taught" At this level of teaching, some students acquired the notions of two differentiated physical quantities namely heat and temperature instead of one. For example for the insulation of a ball, a student said: "(same choice for the hot and cold balls: a wool blanket) because it is a good insulator". The interviewer asked about the hot ball: will it get colder after a certain period of time? and the student answered: "yes, ... because in the end, eventually it will take the temperature of the ambient air... it (the heat of the ambient air) will pierce the blanket a little". This answer illustrates the capacity to go from the level of objects and events (to which the question corresponds) to the level of a model dealing with physical quantities such as heat and temperature. This capacity of dealing with these two levels allows us to assume that a meaning of heat and temperature level has been constructed. Two notions are used: "to take the temperature" and "heat which goes through or pierces". As a matter of fact it is really two notions to the extent that they have different properties. A majority of students at this level of interpretation (very few compared to the total number of students) use very often, the verb "to take" associated with temperature, whereas heat is attached with movement verbs. This is a new step of learning which needs a restructuring at the theoryL level. The type of explanation is deeply modified in comparison with the previous case since it implies the thermal equilibrium principle and not causal action of an object. This analysis allows us to interpret our results which tend to show that this principle is a necessary step in the learning of conduction since it belongs to the explanatory system; as a matter of fact, it provides meaning. In this case, the acquisition of the theoryL is coherent with physics. This acquisition is likely at a meta-knowledge level and should be studied for itself. We call it "theoretical conceptual change". References Arsac, G., Balacheff, N. & Mante, M. (1992). Teacher's role and reproductibility of didactical situations. Educational Studies in Mathematics n° 23: p 5-29. Bachelard, S. (1989). Quelques aspects historiques des notions de modèle et de justification des modèles. In Elaboration et justification des modèles, Eds Delattre P. et Thellier, M. (Eds) Tome 1. Paris : Maloine. p. 3-18. Brown, A.L. (1989). Analogical learning and transfer: What develops? In Similarity and analogical reasoning Vosniadious & Ortony A. (Eds). Cambridge University Press : Cambridge. p.369-412. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA : MIT Press (Bradford Books). Cohen, B. (1987). Newton et la découverte de la gravitation universelle. Pour la Science. p.101-110. Driver, R., Guesne, E. & Tiberghien, A. (1985). Children's ideas in science. Milton Keynes: Open University Press. Duit, R., Jung, W. & Rhönbeck, C. v. (Eds) (1985). Aspects of understanding electricity, Proceedings of an international workshop. Ludwigsburg (IPN Kiel). Hewson, P. W. (1985). Epistemological commitments in the learning of science: Examples from dynamics. European Journal of Science Education, 7 (2), 163-172. Johsua, S. (1985). Contribution à la délimitation du contraint et du possible dans l'enseignement de la physique (essai de didactique expérimentale). Thèse d'état. Université d'Aix-Marseille 2. Johsua, S. & Dupin, J.J. (1986) L'électrocinétique du Collège à l'Université. Bulletin de l'Union des Physiciens, n° 683 p 779-799 Kuhn, T. S. (1972) La structure des révolutions scientifiques. Flammarion: Paris Kuhn, T. S. (1971) Les notions de causalité dans le développement de la physique In Les théories de la causalité. Bunge, M. Halbwachs,F., Piaget, J., Rosenfeld, L. p. 7-18. Paris: P.U.F. Rozier, S. (1988) Le raisonnement linéaire causal en thermodynamique élémentaire. Thèse de physique. Université Paris 7. p. 138 Thuillier, P. (1988) "Les jésuites ont-ils été les pionniers de la science moderne?" La recherche, vol 19, p.88-92. Tiberghien, A. (1980) Modes and conditions of learning. An example: the learning of some aspects of the concept of heat. In Archenhold, W.F., Driver, R., Orton,A. & Wood-Robinson, C. (Eds.), Cognitive Development Research in Science and Mathematics, Proceedings of an International Seminar (pp. 288-309). Leeds : University of Leeds. Tiberghien, A. (1985). Heat and temperature, the development of ideas with teaching. In R. Driver, E. Guesne & A. Tiberghien (Eds), Children's ideas in science (pp.67-84). Milton Keynes, England : Open University Press Tiberghien, A. (1989a) Learning and teaching at middle school level of concepts and phenomena in physics. The case of temperature. In Learning and instruction: European research in an international context, Volume 2.1 pp.631-648. H. Mandl, E. de Corte, N. Bennett, H.F. Friedrich (Eds.). Oxford : Pergamon Press. Tiberghien, A. (1989b) Phénomènes et situations matérielles: quelles interprétations pour l'élève et pour le physicien? In Construction des savoirs. Bednars N. et Garnier C. (Eds) CIRADE. Éditions d'agence d'ARC. : Ottawa. pp.93-102 Tiberghien, A. (1989c) Difficultés dans l'apprentissage de la physique: la structuration du monde matériel en physique et dans la vie quotidienne. In Construction des savoirs. Bednars N. et Garnier C. (Eds) CIRADE. Éditions d'agence d'ARC. : Ottawa. pp.228-239 Tiberghien, A. (submitted) Modelling as basis for analysing teaching - learning situations Vosniadou, S. Analogical reasoning in knowledge acquisition. In Similarity and analogical reasoning Vosniadou s & Ortony A. (Eds). Cambridge University Press : Cambridge. p.413-437 Walliser, B. (1977) Systèmes et modèles. 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(d) Explain water hammering in pipes. UNIT-V 5. (a) Define Froude number. (b) Show by dimensional analysis, that the power $ P $ developed by hydraulic turbine is \[ P = \rho N^3 D^5 f \left( \frac{N^2 D^2}{gH} \right) \] (c) The efficiency $ \eta $ of a fan depends on the density $ \rho $, the dynamic viscosity $ \mu $ of the fluid, the angular velocity $ \omega $, diameter $ D $ of the rotor and the discharge $ Q $. Express $ \eta $ in terms of dimensionless parameter. (d) Show by the use of Buckingham’s Pi-theorem, that the velocity through an orifice is \[ V = \sqrt{2ghf} \left( \frac{D}{H}, \frac{\mu}{\rho VH}, \frac{\sigma}{V^2 H} \right) \] where $ H = $ Head causing flow $ D = $ Diameter $ \mu = $ Coefficient of viscosity $ \rho = $ Mass density $ \sigma = $ Surface tension $ g = $ Gravitational acceleration --- Note: (i) Part (a) of each question is compulsory. Solve any two parts from (b), (c) and (d). (ii) The figures in the right-hand margin indicate marks. --- UNIT-I 1. (a) Define surface tension. (b) Define and derive the equation of Pascal’s Law. (c) A square plate 4m x 4m hangs in water from one of its corners and its centroid lies at a depth of 8m from the free water surface. Work out the total pressure on the plate and locate the position of centre of pressure with respect to the plate centroid. (d) A trapezoidal channel 4m wide at the base and 3m high has sides inclined at $45^\circ$ to the horizontal (side slopes 1:1). Make calculation for the depth of centroid and centre of pressure and the hydrostatic thrust when the channel is full of water. UNIT-II 2. (a) Define compressible and incompressible flow. [2] (b) Derive the continuity equation. [7] (c) A stress function is given by $$\psi = 3x^2y + (2+t)y^2$$ Find the velocity and determine its value at a point defined by the position vector $\vec{r} = li + 2j - 3k$, where $t = 2$. [7] (d) The velocity potential for a two-dimensional flow is $\phi = x(2y-1)$. Determine the velocity at the point $P(4,5)$. Also obtain the value of stress function at this point $P$. [7] UNIT-III 3. (a) Define Pitot tube. [2] (b) A pipeline carrying oil of specific gravity 0.87 changes in diameter from 200mm at a position $A$ to 500mm at another position $B$ which is 4 meter at a higher level. If the pressure at $A$ and $B$ are 1 bar and 0.6 bar respectively and the discharge is 0.2 m$^3$/s, determine the loss of head and the direction of flow. [7] UNIT-IV 4. (a) State the formula of Reynolds’ number. [2] (b) A straight stretch of horizontal pipe of 5cm diameter was used in the laboratory to measure the viscosity of a crude oil (sp. weight 9000 N/m$^3$). During the test run, a pressure differential of 18000 N/m$^2$ was recorded 6m apart on the pipe. The oil was allowed to discharge into a weighing tank and 5000 N of oil was collected in 3 minutes duration. Work out dynamic viscosity of the oil. [7] (c) A horizontal pipe, 10cm in diameter, is joined by sudden enlargement to a 15cm diameter pipe. Water is flowing through it at the rate of 2 m$^3$/min. Find the loss of head due to abrupt expansion and the pressure difference in the two pipes. If the change of section is gradual without any loss, what would be the change in pressure? [7]	<urn:uuid:7fbc2268-96d4-40b7-a583-876fd5f43d46>	CC-MAIN-2021-10	https://www.csvtuonline.com/papers/337451-fluid-mechanics-dec-2017.pdf	2021-03-08T19:44:58+00:00	crawl-data/CC-MAIN-2021-10/segments/1614178385389.83/warc/CC-MAIN-20210308174330-20210308204330-00137.warc.gz	722,810,579	934	eng_Latn	eng_Latn	0.913096	eng_Latn	0.972091	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1378, 3297 ]	[ 2.109375 ]	1	0
THEN CAME JESUS Jesus fed five thousand people with two little loaves of bread and two fishes. After the people had eaten, Jesus said to His disciples, "Get into this boat and go across the lake. I will come later." Jesus' disciples did as He said, and Jesus sent the people away. Then, He went up into the mountain to pray to God. When the night came, Jesus was praying alone, on the mountain. The disciples were trying to row their boat across the lake. The wind was blowing and the waves were rocking the boat up and down. In the night, Jesus came to the disciples, walking on the water. When the disciples saw Him, they were afraid. They thought He must be a ghost. They cried out in fear. Jesus said to them, "Don't be afraid. It is I." Peter said, "Lord, if it is You, tell me to walk on the water to You." Jesus said, "Come." Peter got out of the boat and started walking on the water to Jesus. He was walking on top of the water, but he looked around and saw the wind blowing the waves up and down. He became afraid. Because he was afraid, he started to sink. He said, "Lord, save me!" Right away, Jesus reached out His hand and caught Peter. Jesus said, "Oh, Peter, your faith was small. Why did you doubt that you could walk on the water?" They both got into the boat and all of Jesus' disciples came and worshipped Him. They said, "Truly, You are God's Son." They came to the other side of the lake. This was the land where the man who had been named "Legion" lived. He had gone home and told all his family and friends what Jesus had done for him. Now, when Jesus came to their land, all the people came out and met Jesus happily. They were glad He had come. They brought many sick people to Him. They just wanted to touch Jesus' clothes. All the people who touched Jesus' clothes were made perfectly well. —Joanna Booher Jesus...said...O thou of little faith, wherefore didst thou doubt? Matthew 14:31. Jesus walking on water. Creation Praises The Lord "Uncle Ben, what were you doing on New Year's Eve?" Jerry asked as they ate breakfast Saturday morning. "I was probably reading a book," replied Uncle Ben. Jerry liked to visit his uncle because he always learned something new from Uncle Ben's scientific research. Uncle Ben is called Professor Langley of the science lab at a university. "What were you reading, Uncle Ben?" "I was reading in my New Facts Journal," he answered. "You know how DNA is the coded structure of cells? (Jerry nodded.) Now geneticists have found a pattern of bases from which DNA is built. People have a different base than say, a mouse, or a dog." Jerry chuckled. "I could tell you that by looking." "Maybe so," replied Uncle Ben. "But this found fact has proven again that a mighty Creator made each being the way it is. This is one more strike against evolution." "I don't know how anyone can believe that everything started from one Big Bang," Jerry said with a shake of his head. "Well, Jerry, the more smart scholars try to avoid God, the more they run into His laws of creation. In the sixty-fifth chapter of Psalm, we read how all the earth praises the Lord, and one geneticist has found this to be true. In studying DNA, he found the patterns like a melody to a song, so he has given note names to four DNA bases. Cytosine is for 'do,' adenine is for 're' and 'me' and so on. When you read in the Psalms how 'the little hills rejoice on every side...the pastures...shout for joy, they also sing,' know this to be true. God has put a melody code in the DNA of all His creation. You have a melody code in your DNA also, though that doesn't mean your voice will always sing in tune." Jerry laughed. "You should have heard me sing the other night, Uncle Ben. We sang the old year out and the new year in and the boys out sang the girls this time." Uncle Ben smiled. "Was it singing or shouting?" "Well, maybe a little of both. Bro. Steve told us not to let the rocks have to praise the Lord for us, so I did my part." "It is good to praise the Lord sincerely," replied Uncle Ben, "but you don't want to be a phony like peanut butter diamonds. Eat your cereal and I'll tell you about them in a minute.... —Sis. Connie Sorrell (To be continued next week.) QUESTIONS: 1. What did Jesus tell His disciples to get into the boat for? 2. What did Jesus go upon the mountain to do? 3. Was it easy for the disciples to row their boat across the lake? 4. How did Jesus go to the disciples? 5. Did the disciples know it was Jesus? 6. What did Peter want to do when he knew it was Jesus? 7. Why did Peter start to sink? 8. Would Jesus have let Peter sink? 9. Were "Legion's" family and friends glad that Jesus had come to their land this time? LESSON TEXT: Matthew 14:21-36. (Answers: 1. To cross the lake. 2. Pray. 3. No. 4. Walking on the water. 5. No. 6. Walk on the water. 7. Because he was afraid. 8. No. 9. Yes.) PRAYING ON THE MOUNTAIN One time, as Jesus was alone praying, He asked His disciples, "Who do people say I am?" The disciples said, "Some people say You are John the Baptist. Others say You are Elias, or one of the old prophets come back from the dead." Jesus said to His disciples, "Who do you say that I am?" Peter said, "You are the Christ, the Son of God." Jesus said, "You are blessed, Peter. God showed you that." Jesus told His disciples that He would be hurt by the chief priests, that He would be killed, and that He would come to life again. Peter did not like to hear Jesus talk like that. He said to Jesus, "Lord, don't say that. These things will not happen to You." Jesus said to Peter, "Get behind me, Satan. You do not want what God wants." Jesus said, "If anyone wants to be My follower, he must deny himself, and take up his cross, and be like Me. Whoever tries to save his life will lose it. But, whoever loses his life for My sake will find it. What good is it to own the whole world, but go to hell when you die?" Jesus took Peter, James, and John into the mountain to pray. As Jesus prayed, his face started to shine and His clothes turned as white as the light. Moses and Elias appeared and talked to Jesus. They talked to Jesus about what He must do: how He must be hurt, and how He must be killed. Peter, James and John were sleepy. When they woke up they saw Jesus shining and talking to Moses and Elias. Peter said, "Master, it is good for us to be here. Let us make three temples, one for You, one for Moses, and one for Elias." Suddenly a cloud came down and covered Peter, James and John. A voice out of the cloud said, "This is my beloved Son. Listen to Him." When the cloud went away, Peter, James, and John looked up and saw no one except Jesus. —Joanna Booher Jesus and the Rich Young Ruler A voice out of the cloud...said, This is my beloved Son, in whom I am well pleased; hear ye him. Matthew 17:5. Peanut Butter Diamonds (Continued from last week.) “So what are peanut butter diamonds, Uncle Ben?” asked Jerry as they cleaned the kitchen after breakfast. “Have you read in school that diamonds are the hardest of all rocks?” Jerry nodded so Uncle Ben continued talking. “Diamonds are made of carbon atoms which are at first black-like soot or charcoal. Under a great deal of pressure and heat these carbon atoms become tightly arranged into careful rows that become crystal clear and hard. Genuine diamonds are mined out of the earth, and the main place they come from is South Africa.” “Yes, in my science book it said that diamonds have black rock around them that has to be cut away before the diamond can be used.” “Right, Jerry. It takes much work to make a beautifully cut diamond sparkle in the sun. Only a diamond is strong enough to cut a diamond so jewelers have used damaged or cheaper diamonds to cut an expensive one.” “What a waste of diamonds!” exclaimed Jerry. “Evidently others thought the same thing because fake diamonds are now manufactured in laboratories. These man-made diamonds are used in different machinery, tools and in many other ways. The demand for good, hard diamonds has increased so researchers have experimented in making diamonds.” “Who thought that peanut butter could make diamonds?” “I don’t remember his name, Jerry,” said Uncle Ben. “But he was able to separate the carbon atoms from the other atoms that make peanut butter. Putting those carbon atoms under intense heat and pressure, he has been able to make hard, crystal stone like diamonds.” “Has he gotten in trouble for selling peanut butter diamonds for real ones?” “No, I don’t think he will be able to fool a good jeweler with his fake diamonds because they say his diamonds have a green color to them. That is because he couldn’t get all the nitrogen out of the peanut. The peanut is from the root of the plant, you know, and it draws nitrogen from the soil when it is a root.” “Wow, Uncle Ben, you sure do know all about science!” “You can learn about all this yourself if you will study science and the Word of God together. When we watch or hear something about God’s creation, we need to check with the Bible to see if it matches. The Word of God never uses peanut butter diamonds to cut the facts.” —Sis. Connie Sorrell QUESTIONS: 1. Who did some people think Jesus was? 2. Did Peter know who Jesus was? 3. Who told Peter that Jesus was really God’s Son? 4. What did Jesus say the chief priests would do to Him? 5. Who do we have to be like if we want to be Jesus’ follower? 6. What happened to Jesus’ face as He prayed on the mountain? 7. Who talked with Jesus on the mountain? 8. Whose voice spoke out of the cloud? 9. Whose son was Jesus? LESSON TEXT: Luke 9:18-36; Matthew 16:13-17:8. (Answers: 1. John the Baptist, Elias or an old prophet. 2. Yes. 3. God. 4. Hurt Him and kill Him. 5. Jesus. 6. It shone. 7. Moses and Elias. 8. God’s. 9. God’s.) WHAT FAITH CAN DO Jesus and His disciples came down from the mountain. A man came running to Jesus. He knelt down and said, "Lord, have mercy on my son. He is a lunatic and sometimes he falls into the water, sometimes into the fire. I asked Your disciples to cast the devil out of him, but they could not." Jesus said, "Oh faithless and wicked generation, how long will I be with you? Bring your son to Me." The man brought his son, and Jesus told the devil to come out. The devil came out and the son was well. Jesus' disciples came to Jesus and said, "Why couldn't we cast the devil out of the boy?" Jesus said, "Because you had unbelief in your hearts. If you had faith as a grain of mustard seed, you could say to this mountain, Move over into the ocean, and it would happen. Nothing would be impossible to you. But, this kind of devil won't go out except by prayer and fasting." As Jesus went into the city of Nain, His disciples and many people followed Him. A group of people were coming out of the city. They were carrying a coffin with a young man in it. A woman was crying. It was her only son who was dead and her husband had died already too. Jesus felt sorry for her. Jesus said to her, "Don't cry." Jesus touched the coffin. The people who were carrying it stopped. Jesus said to the young man in the coffin, "Young man, arise." The young man sat up and started talking to the people around. Jesus gave him to his mother. All the people were amazed. They said, "A great prophet has come among us and God has visited His people." They told this story all around. —Joanna Booher If ye have faith as a grain of mustard seed...nothing shall be impossible for you. Matthew 17:20 Jesus said to them, "Go into all the world and preach the good news to everyone." The Computer Fish "What kind of fish is this in your aquarium, Uncle Ben?" asked Jerry. He was looking at a seven inch silver fish that moved in quick flashes through the water. "That is a glass knife fish, Jerry. Recently it was named a "computer with fins" in my New Facts Journal. "Why is that?" "This kind of fish has been studied by two researchers in a university of California and they have found this fish uses electrical impulses to give it direction. Using special equipment, these two scientists found that this fish's brain gets up to seven hundred signals a second to process. This fish was created to do parallel processing which is now being used in the fastest super computers." "You mean the glass knife fish taught researchers how to speed up computers?" "Perhaps you could say that. Actually, it is the natural way the fish's brain works that gave these researchers the information that they needed." "Well, if this fish is so smart, how come it can't talk or read or write?" Uncle Ben smiled. "Jerry, only human beings can speak words or learn to read or write with their brains. The big sea spider we call an octopus has eyes much like our eyes but he can't read or write. A bat has better eye sight at night but he can't read either. Actually, the most amazing computer ever built was when God made Adam from the dust of the earth. Mankind has a more advanced network system in his body than any man-made computer. You are like a walking computer, Jerry, so be careful what you download into that brain of yours." "Oh, I'm careful, Uncle Ben," replied Jerry. "I have a built in chip that stops any evil thing from entering my system." Uncle Ben smiled. "Well, you listen to that God-given conscience and don't let the devil give you a virus. Remember that God made mankind in His own image. We are fearfully and wonderfully made, so don't let anyone ever tell you that you evolved from a fish." Jerry laughed. "Not even the smart glass knife fish has learned to talk, read or write. He is only better than us in one way. We can talk to God and He will answer our prayers. I'm glad I'm a human." —Sis. Connie Sorrell QUESTIONS: 1. What was wrong with the man's son? 2. Were the disciples able to cast the devil out of the man's son? 3. Was Jesus able to cast the devil out of the boy? 4. What did Jesus say the disciples had in their hearts? 5. What did Jesus say it would take to make that kind of devil go out? 6. What were the people carrying out of the city of Nain? 7. How did Jesus feel when He saw the woman crying? 8. What did Jesus tell the young man to do? 9. Did the young man come back to life? LESSON TEXT: Matthew 17:14-21; Luke 7:11-17. (Answers: 1. He was a lunatic. 2. No. 3. Yes. 4. Unbelief. 5. Prayer and fasting. 6. A dead man in a coffin. 7. He felt sorry for her. 8. Arise. 9. Yes.) JUST ASK YOUR FATHER As Jesus was praying one time, His disciples said to Him, "Lord, teach us to pray." Jesus said to them, "When you pray, say, Our Father which art in heaven, Hallowed be thy name. Thy kingdom come. Thy will be done in earth, as it is in heaven. Give us this day our daily bread. And forgive us our debts as we forgive our debtors. And lead us not into temptation, but deliver us from evil: For thine is the kingdom, and the power, and the glory, for ever. Amen." Jesus said to His disciples, "When you pray, don't be like the hypocrites. They like to pray on the street corner where everyone will see them. And don't be like the heathens. They think God will hear them if they say a lot of words. When you pray, go somewhere secret and talk to God. Your Father, God, will see you in that secret place and answer you in a way that everyone will see." Jesus said, "What if you went to your friend's house in the middle of the night. You knocked on his door and said, 'Please give me three loaves of bread. A friend of mine has come on a trip to see me, and I don't have any food for him to eat.' Your friend would probably say, 'Please don't bother me. I'm in bed.' But, do you know what? Your friend would probably get up anyway and give you some bread. He wouldn't do it just because he likes you, but because you needed it." Jesus said, "Don't you think that God wants to give you good things when you ask for them? He loves you. Ask, and it will be given to you. Look for, and you will find. Knock, and the door will be opened to you. If your son asks you for a piece of bread or a fish or an egg to eat, will you give him a stone or a snake or a scorpion?" Jesus said, "People are not perfect, but they want to give good things to their children. How much more does your heavenly Father want to give His Holy Spirit to those who ask Him?" —Joanna Booher Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you. Luke 11:9 The boy was so tired that he fell asleep on the bench. Funeral Message (A true story.) In a small village of Azerbaijan, Central Asia, mourning villagers were preparing their chief for burial. Two Muslim leaders took their places in front of the group, ready to speak their prepared rituals over the dead chief, when Pastor Yasher Ragimov quietly walked into the village. His eyes saw the funeral, and then he walked over to the Muslim leaders. "Where do you think your chief is now?" Ragimov asked them. "What do you mean?" one stammered. "We aren't god." "Do you know the true God who can tell you about the place of the dead?" asked Ragimov. Since the men didn't have any good answers, Ragimov told them about heaven and hell, and how to go to heaven. "If you are so clever," said one of the Muslim leaders, "why don't you speak at the funeral?" Ragimov nodded. "Yes, I will," he said as he stepped forward by the body of the dead Muslim. There he stood and spoke for two hours about the hope of eternity through Jesus Christ, the Savior of all people. About 150 villagers listened quietly to his message. Even the village policeman and the two Muslim leaders were silent. After the service was over, some of the elderly village men came to Pastor Ragimov and kissed him on the cheek as a show of respect and acceptance. They said to the two Muslim leaders, "This teacher is much better than any other we've heard. We would like him to return to our village." Ragimov left that village with a happy heart and a promise to return. It was so wonderful to see the eager, listening faces of the people before him when he had talked! He wanted them all to know Jesus as their own personal Saviour from sin. Later Ragimov went back to the village and again they received his message of love and forgiveness. Though they love to hear about Jesus Christ, it has been hard for them to accept Him as a Savior. Also, they know that severe persecution can fall upon Christians in their country of Islamic rule. Pray for Pastor Yasher Ragimov and the people whom he preaches to. They need the hope of eternal life that is only found in Jesus Christ. —Sis. Connie Sorrell QUESTIONS: 1. What did Jesus' disciple want Him to teach them? 2. What did Jesus say we can call God? 3. Does Jesus want us to pray just so people will look at us? 4. Does God hear us because we say a lot of words? 5. If you ask your friend for some food in the middle of the night, will he want to get up to give it to you? 6. Does God love us? 7. Does God want to give us good things? 8. Does your father give you good things to eat? 9. Do you think your heavenly Father wants to give you even better things? LESSON TEXT: Matt. 6:5-13; Luke 11:1-13. (Answers: 1. How to pray. 2. Our Father. 3. No. 4. No. 5. Probably not. 6. Yes. 7. Yes. 8. Yes. 9. Yes, he does.) Lazarus had been dead four days. Many of the Jews came from Jerusalem and the surrounding villages to comfort Martha and Mary as they grieved for their brother. The sisters had given up hope that Jesus could help them now, even if He did come. Then Martha heard that Jesus was coming. She ran out of the village to meet Him. "Lord," she cried, "if You had been here my brother would not have died!" "Your brother will rise again," Jesus told her comfortingly. "I know he will rise again in the resurrection at the last day," Martha answered. "I am the resurrection and the life," Jesus explained. "He that believes in Me, though he dies, yet he shall live. And those who live and believe in Me shall never die. Do you believe this?" Martha answered, "Yes, Lord, I believe You are the Christ, the Son of God." Saying this, Martha hurried back to the house. Secretly she told Mary, "The Master has come! He calls for you." Hearing this, Mary hurried to find Jesus. Falling at His feet, she sobbed, "Lord, if You had been here my brother would not have died!" The Jews who had come from Jerusalem to comfort the sisters saw Mary leave the house in a great hurry. They thought she was going to Lazarus' grave, so they followed. When they saw her fall, weeping at Jesus' feet, they wept aloud. "Where have you laid Lazarus' body?" Jesus asked. They took Him to the cave. Jesus wept in sympathy when He saw the tears and grief of the sisters and their friends. "See how much He loved Lazarus!" the Jews said when they saw Him weeping. Surely this man who opened blinded eyes, could have healed Lazarus." Then Jesus commanded that the stone be rolled away from the door of the cave. "Lord," Martha protested, "He has been dead four days! By this time his body is decaying." "Did I not tell you that you would see the glory of God if you believed?" Jesus answered. When the stone was rolled away, Jesus lifted His eyes to heaven and prayed. Then He looked into the door of the cave and cried out with a loud voice, "Lazarus, come out!" The people watched in amazement as Lazarus came out of the grave! He was bound head and foot with grave clothes. Even his face was covered. The speechless crowd could hardly believe what they were seeing! "Loose him, and let him go!" Jesus commanded. The grave clothes were removed. Lazarus was free to go home with his happy sisters. —Sis. Nelda Sorrell ...Son, go work to-day in my vineyard. Matthew 21:28. The man in the robe was standing by the window, looking out at the sea. Water Talk "It is hard to break this thick ice on the stock tank, Grandpa," said Jerry as he hit the ice again with an ax. "Won't you be glad when winter is over and we won't have to work in this snow and ice?" "Here, son, let me cut the ice," said Grandpa as he took the ax from Jerry. "It won't be long until spring is here and then the hot summer with it's problems. We just take each season as it comes without murmuring or complaining about it." "Right now I can't think of any problems with summer," replied Jerry. "I'll be glad to go swimming here in the summer." Grandpa chopped a hole in the ice and cold water bubbled up. "Ah, it's good to see the water," said Grandpa. "In the summertime, we can have a draught. Then we don't have enough water because it evaporates and we don't have rain to replace it. You can't go swimming then either." Jerry was thoughtful for a moment while he helped Grandpa bring up the cows to drink. "Everything needs water sometimes, doesn't it Grandpa?" "I believe so," he replied. "Even you must have water to survive. In fact, a person is mostly made of water and a little dirt. Naturally speaking, our bodies aren't worth much in dollars and cents but we are valuable because we have a soul that lives forever. God planned for our souls to be like Him." "People are the only ones with a soul, right Grandpa?" "Yes, Jerry, and that's the part of us that gives life to our bodies. Do you know what kind of drink our souls need?" "Our souls need water?" Jerry wrinkled his nose at that thought and Grandpa laughed. "Remember the woman at the well and how Jesus told her she needed living water. Jesus said whoever drank of His water would never thirst, but it would be in him a well of water springing up into everlasting life." "So our souls need this living water that Jesus gives?" asked Jerry. Grandpa nodded. "When we get to the house, let's read about it in the book of John, the fourth chapter. This water never freezes, goes stale, or evaporates during a hot spell. It's pure water from the side of Jesus." —Sis. Connie Sorrell QUESTIONS: 1. How many days had Lazarus been dead? 2. Had Mary and Martha given up hope that Jesus could help them? 3. What did Jesus tell Martha? 4. What did Mary do when she saw Jesus? 5. Why did Jesus weep? 6. What was the first thing that Jesus did after the stone was rolled away from the cave? 7. What did Jesus command Lazarus to do? 8. Did Lazarus come out of the cave? 9. Were the people amazed? LESSON TEXT: John 11:16-46, (Answers: 1. Four. 2. Yes. 3. Your brother will rise again. 4. She fell at His feet. 5. In sympathy. 6. He prayed. 7. To come out of the cave. 8. Yes. 9. Yes.) MARY’S GIFT When Jesus raised Lazarus from the dead, many Jews from Jerusalem were there. They saw this great miracle and knew Jesus was truly the Son of God. Returning home they told others what they had seen. Many of these people also believed on Jesus. When the chief priests and Pharisees heard about Lazarus’ resurrection, they were alarmed. “What shall we do?” they asked one another. ‘If we let Him alone, all men will believe on Him!” From that time on they planned how they might capture Jesus and kill Him. Jesus and His disciples started toward Jerusalem. Six days before the passover they reached Bethany. Lazarus, his sisters and other friends of Jesus welcomed Him. They were anxious to show Him how thankful they were for His great kindness to them. Simon, whom Jesus healed of leprosy, planned a supper at his house to honor Jesus. Martha at once busied herself helping to prepare the meal. She was very thankful to Jesus for raising her brother from the dead. Helping with the dinner was one way she could show her thankfulness. Lazarus was especially anxious to see the One who had raised him from the dead. When people heard that both Jesus and Lazarus would be at this dinner, they gathered to see them. Although they were not invited, they crowded in to watch. At last Jesus and His disciples arrived. Simon welcomed them to his home. The guests were brought into the dining hall and the food was served. The curious onlookers crowded in. Mary, too, wanted to see Jesus. No women were invited to eat at this dinner with Jesus and His disciples. This could not keep Mary from showing her great love to Jesus. While the guests ate, Mary brought a container of expensive perfume. It had taken a year’s wages to buy it, but she wanted to give Jesus her very best. Mary quietly made her way to the couch where Jesus reclined. Then she poured some of the rare perfume on His head. Kneeling at His feet, she anointed them with the perfume then wiped them with her beautiful, long hair. As the sweet smell filled the room, the others at the dinner stopped talking and looked at Mary with surprise. “Why wasn’t this perfume sold?” Judas Iscariot asked. “The money could have been given to the poor.” Now Judas did not care that much for the poor. He loved money. When Jesus heard this He said, “Let her alone! She has anointed My body for burial. You will always have the poor with you but I shall not be with you much longer. Mary has shown her love for Me. Wherever the gospel is preached it will be told that Mary did this for her Lord.” —Sis. Nelda Sorell ...And the house was filled with the odour of the ointment. John 12:3. The cat is sitting on a table with a vase and a dice. Egyptian Bondage (A true story.) The country of Egypt is still a land of bondage today. Anyone who dares to be a Christian in this Islamic nation will suffer for the cross. Many church buildings are closed and have been destroyed in Egypt. The police tell international news reporters that: "Muslims do not like to have a church in their village." The poor Egyptian people barely survive on little food and cheap housing. Parents have no shame in selling their children into slave labor or prostitution. Despairing and hopeless, Egyptians will steal and lie, and they do not trust one another. In this sin-sick country, strong Christians secretly give out the message of hope only found in Jesus Christ. Any one who is courageous enough will meet quietly in a hidden place with other believers. Together they will worship Jesus Christ and read a small Bible kept carefully stored away. Though they know they could be killed for worshipping Jesus, Egyptian Christians find peace and hope in the promises of God through His Holy Bible. In the city of El Mina the police came to one chapel and destroyed the newly remodeled restroom. "The church did not get permission to remodel this restroom!" declared the government. However, if the church had asked for permission, the government would not have said yes. On the other hand, the government will allow a Muslim mosque (temple) to be built right away, even paying for the restrooms to be added. A pastor in Egypt writes: "As in past centuries, Muslim police officers and governors think that Allah (their god) will forgive their sins in their eternal paradise when they persecute Christians here on earth." Recently, in the village of El Kosheh, 29 Christians were killed and 39 were arrested and some are still in jail today. Their only "crime" is that they worship Jesus Christ instead of Allah. An Egyptian pastor makes this request to all other Christians around the world: "Pray for our brothers and sisters in Egypt. Pray for Muslims who need our redemptive Savior. The next time you see a pyramid, pray for the persecuted church." Please do remember this request for your prayers. —Sis. Connie Sorrell QUESTIONS: 1. Who were alarmed when they heard that Lazarus was resurrected? 2. Who planned a dinner to honor Jesus? 3. What had Jesus done for him? 4. Who helped prepare the meal? 5. Why did the people gather who were not invited? 6. What did Mary bring? 7. How much did it cost? 8. What did she do with it? 9. Who loved money? LESSON TEXT: John 11:45-12:9, (Answers: 1. The chief priests and Pharisees. 2. Simon. 3. Healed him of leprosy. 4. Martha. 5. To see Lazarus and Jesus. 6. Expensive perfume. 7. A year's wages. 8. Anointed Jesus head and feet. 9. Judas.) BLIND BARTIMAEUS Many people, along with Jesus and His disciples, were on their way to Jerusalem for the Passover. News of the teachings and miracles He did traveled all over the country. When people heard He was coming close to their city, many would stand by the road hoping to see Him. Just outside the city of Jericho, blind Bartimaeus sat begging from the people who passed by. All at once he heard the sound of many footsteps coming his way. Wondering why such a crowd was passing by, he questioned those nearby. “Jesus of Nazareth is passing by!” they explained. Bartimaeus, too, had heard of Jesus. It seemed everyone could tell about something wonderful that Jesus had said or done. Perhaps he heard about the man Jesus healed who was born blind. How much Bartimaeus wished that he, too, could receive his sight. Suddenly he cried out, “Jesus, Son of David, have mercy on me!” Many standing around Bartimaeus tried to quiet him. They could not hear Jesus’ words because of his loud cries. But Bartimaeus only cried more loudly, “Thou Son of David, have mercy on me!” Jesus heard Bartimaeus’ cry for help. He stood still. Then He commanded the people to call the blind man to Him. Quickly someone rushed to Bartimaeus saying, “Be of good comfort. Rise; He is calling for you!” Instantly Bartimaeus was on his feet. Throwing off his coat, he rushed to Jesus. “What do you want Me to do for you?” Jesus asked. “Lord, please give me my sight!” Bartimaeus pleaded. Jesus answered, “Go your way. Your faith has made you well.” Immediately Bartimaeus received his sight. He could see Jesus and all His followers! Bartimaeus was overjoyed. He could hardly contain his great joy. How different life would be from now on! No longer would he sit by the roadside begging. Now he could go about his business like other men. Happily Bartimaeus joined the crowd that followed Jesus, glorifying God as he went. Everyone who saw this wonderful miracle happen praised God with Bartimaeus. —Sis. Nelda Sorrell A sketch of a person's face, focusing on one eye and part of the nose. The drawing is done in black ink on a white background. And immediately he received his sight, ... Mark 10:52. The Back Yard Meeting (A true story.) The Cuban dictator, Fidel Castro, has done everything he can to stop Christians from worshiping Jesus in Cuba. He has ordered the police to close churches and have the buildings burned or bulldozed down. He has Christians arrested, kept in prison, and tortured for believing in Jesus. All that Castro has done against Christians has only deepened their faith in the one true God of all creation. Within the past two years, Moses Dias and his wife, Damaris, started teaching about Jesus to friends who came to their own back yard. Every Sunday a few more friends would join the group quietly worshipping in Pastor Dias' back yard. Soon the group grew in number so that the neighbors knew about the meeting. Some joined them, but others threw stones at the Dias house and called the police. "You must disband and stop these illegal meetings at once!" demanded the police. For punishment, strong surges of electricity were sent through the Dias house which burned up their refrigerator and other appliances. Because they are Christians, the Dias will not be allowed to buy another refrigerator or appliances for a long time. They have endured all this trouble so that the gospel can reach more people, and their backyard meeting grew to the number of 500 souls. The Havana authorities told Pastor Dias to stop his house church meetings. Quickly, he found seven other houses for the people to meet in for worship. The number of people is now 800 and still growing. Pastor Dias reports that many Cuban professionals such as doctors, teachers and other leaders are getting saved and leaving their high paying jobs to follow Christ. This means they lose money for Jesus, but their blessing is not more money but more of His presence. Christians are not allowed to make much money in Cuba, but they are laying up treasures in heaven where Castro nor any other ruler can take it away from them. Let us be encouraged to tell our friends and neighbors about Jesus Christ and His eternal reward for the faithful. It will only cost us a little time and effort. —Sis. Connie Sorrell QUESTIONS 1. What were the people going to Jerusalem for? 2. What news traveled all over the country? 3. Why would people stand by the road? 4. Why was Bartimaeus begging? 5. Who cried to Jesus for mercy? 6. Who did the people try to quiet? 7. What did Bartimaeus do? 8. What did Jesus do when He heard the cry for mercy? 9. What did Bartimaeus do after he received his sight? LESSON TEXT: Mark 10:46-52. (Answers: 1. The Passover. 2. News of Jesus' teachings and the miracles He did. 3. They hoped to see Jesus. 4. Because he was blind. 5. Bartimaeus. 6. Bartimaeus. 7. Cried louder. 8. He stood still. 9. Followed Jesus, glorifying God.) TWO SONS Once more Jesus entered the temple to teach. This time many people were already there waiting to hear Him. The chief priests and elders were also there, but they had not come to learn from Jesus. Because they did not want the people to hear Jesus' words they tried to argue with Him. "By what authority do you teach and work miracles? Who gave you this authority?" they demanded. Jesus told them, "I will also ask you one thing. If you answer My question, then I will answer yours and tell you by what authority I do these things. Tell Me, the baptism of John, was it from heaven or of men?" This question caught the chief priests and elders by surprise. They did not know how to answer Him. They whispered among themselves, trying to decide. "If we say John's baptism was from heaven," they reasoned, "then He will ask us why we didn't believe that John was God's prophet. We dare not say his baptism was of men. All these people would rise up against us because they believe John was sent from God." Jesus' question left His enemies speechless. They were afraid of what the people would do if they answered one way. If they answered as the people believed, then they would condemn themselves. Finally they told Him, "We cannot tell whether John's baptism was from heaven or of men." "Neither will I tell you by what authority I do these things," Jesus answered. "Nor will I tell you who gave Me the authority." Later Jesus told the people this story: "A certain man had two sons. One day he went to the older son and said, 'Son, go and work in my vineyard today.' "I won't go!' the son answered rudely. But afterwards he felt sorry for answering his father that way. He went to the vineyard and did the work his father asked him to do. "The father also asked his second son to work. 'I am going, sir,' he answered respectfully. But the second son did not keep his word." "Now," Jesus asked, "which of the two obeyed his father?" "The first son," the people answered. Jesus then pointed out that sinners were like the first son. They had been rebellious and disobedient to God. Then when they heard John warning them to repent and turn to God, they obeyed. The chief priests and elders declared they were obeying God. Instead they were disobedient and deceitful. Like the second son, they said one thing but did the opposite. —Sis. Nelda Sorrell ...Lazarus, come forth. John 11:43. Jesus Christ Is Not an Image (A true story.) "I am President for life!" declared Saparmurat Niyazov, President over the country of Turkmenistan, Central Asia. This Communist Party Chief has ruled his country with an iron fist since 1985—over 17 years. He is a very vain man who does not believe in God at all. Instead, he forces his countrymen to worship him. Gold statues of President Niyazov are in every village of Turkmenistan and his golden image appears at all times on the state-run television. Last year a book about this president was published and he insists that everyone should read it. Recently, he has told his people that the days of the week and the months of the year should be renamed in his honor. Doesn't he sound very proud? Living under this proud ruler, Christians have been persecuted, churches have been closed, chapels have been bulldozed down, and Christians have been arrested and sent out of the country. Has this stopped the teaching of Jesus Christ in Turkmenistan? No. One pastor named Murat Sadykov still tells others about the hope found only in Jesus Christ. Secretly, he and other pastors hand out Bibles and Christian literature to hungry souls in his country. They tell fellow Turkmen to: "Believe on the resurrected Lord and Saviour, Jesus Christ. He is the only one who can save you from your sins and give you eternal life." Not long ago the national secret police broke into Pastor Sadykov's home in Maryh. They found his hidden shelves of Bibles that he had ready to hand out to other Christians and interested persons. The police took every Christian book and item that they found in his home. After the police robbery, Pastor Sadykov had only one small Bible left that he had hidden. Today President Niyazov claims to be the great I AM whom the Turkmen must reverence and obey. He can command the police to destroy chapels and steal Bibles, but he cannot give his people peace in their hearts and the hope of eternal life. The Christians know that he is only a man who will some day die like all other people. That is why the gospel is still spreading underneath the Communist ruler—these people are seeking for the peace and hope found only in Jesus Christ. ~Sis. Connie Sorrell QUESTIONS: 1. Why did Jesus enter the temple? 2. Who did not want the people to hear Jesus' words? 3. What did they ask Jesus? 4. Why didn't the chief priests and elders answer Jesus' question? 5. Who told the people a story? 6. How many sons did the man have? 7. What did the father ask his first son to do? 8. Which son obeyed? 9. Who were like the first son? LESSON TEXT: Matthew 21:23-32. (Answers: 1. To teach. 2. The chief priests and elders. 3. "Who gave You this authority?" 4. They were afraid. 5. Jesus. 6. Two. 7. To go work in his vineyard. 8. The older son. 9. Sinners who repent.) THE WICKED FARMERS "Listen, and I will tell you another parable," Jesus told the people gathered around Him. "There was a man who planted a vineyard. He put a fence all around it. Then he dug a winepress and built a watchtower. Now all he needed were farmers to take care of His vineyard. Then, after He hired the farmers, he left everything in their care and went to a country far away. "When it was time to pick the fruit, the owner sent a servant to the farmers to get some. Instead of giving the owner his fruit, they mistreated the servant he sent to them. They beat him and sent him back without any fruit. "The owner sent another servant a second time. This time the wicked farmers, threw stones and wounded him in the head. He was sent back to the owner empty handed after being shamefully handled. "The third time he sent a servant. This time they killed the servant. Again and again the owner sent servants to the farmers. Some they beat and others they killed. "The owner had one son whom he loved dearly. He thought to himself, 'I will send my own dear son to the farmers. Surely they will respect him. "From the watchtower the farmers saw the son coming. They said to one another, 'This is the heir. Come; let us kill him. Then we will inherit this vineyard!' And those wicked farmers did just that." Having finished the parable, Jesus asked, "When the owner returns, what will he do to those men?" "He will miserably destroy those wicked farmers," the people answered. "Then he will hire better farmers to care for his vineyard. The new farmers will give him the fruit when it is ripe." Jesus then spoke boldly to his enemies who were standing in the crowd. "The kingdom of God will be taken from you and given to another people who will show by their lives that they are the children of God." The chief priests and Pharisees knew Jesus had accused them in the story He told. In their anger they would have seized Him, but they were afraid of the crowd. The people believed that Jesus was a prophet. And when the time of the fruit drew near, he sent his servants...that they might receive the fruits... Matthew 21:34. The road was rough and rocky, but the horses were strong and steady. They pulled the heavy cart up the hill with ease, their hooves pounding on the uneven stones. The driver, a man with a weathered face, sat tall in his seat, guiding the horses with a firm hand. Behind him, a young boy rode a small pony, his eyes wide with wonder at the world around him. As they climbed higher, the wind grew stronger, whipping the hair from their faces. The sun beat down on them, making the air feel hot and dry. But despite the challenges, they pressed on, determined to reach their destination. At last, they reached the top of the hill, where a small village awaited them. The people there welcomed them with open arms, their faces lighting up with joy. The driver dismounted, helping the boy off his pony, and together they walked into the village, ready for whatever adventures lay ahead. No Water in Hell After Grandpa and Jerry were inside the warm house, Grandpa sat down in his easy chair and picked up his Bible which stayed on the lamp table nearby. "Grandpa, are you going to read to us?" asked Randy. "Yes, you and Linda bring your wooden stools and sit down in front of me. We are going to read the story about the woman at the well who Jesus talked with." "Oh, I remember that story!" exclaimed Linda. "I like to read that one!" Grandpa read the fourth chapter of John while the children listened quietly. At the end Linda said, "Jesus healed so many people. I wish I had lived back then when Jesus was on earth." "Oh, He is still here on earth," replied Grandpa. "We can't see Him because He works through the Holy Spirit. Jesus heals people today. He has healed me many times. But do you know what Jesus really wants to do for every person?" The children shook their heads so Grandpa continued, "Jesus wants to save every person's soul from the burning flames of hell. That has been His most important mission since He came to earth. He died on the cross, came out of the tomb, and now talks to our Father for us that we might not go to hell when we die." "Oh, I remember another person who wanted a drink of water!" exclaimed Jerry. "That rich man who went to hell. Remember, he wanted Lazarus to just give him a taste of water?" "Yes, that is right, Jerry," said Grandpa. "In hell there will not be cool water to drink. Hell is a terrible place of fire and torment. Jesus made a way for us to escape the devil's hell and I want all of you to ask Jesus into your hearts. He will wash away your sins with His blood so that you can go to heaven instead." "Heaven is up above," said Randy pointing up, "and hell is down below," he added pointing down. "We think of hell as being down," said Grandpa thoughtfully. "The center of the earth has very hot lava that sometimes spews out from volcanoes. I think hell is somewhere else because it was prepared for the devil and his demons. This earth was created for God's people." Linda shuddered. "I don't want to ever know where hell is. I just want to see heaven. Grandpa, will you pray with us?" "Certainly," agreed Grandpa. "Let's kneel and pray." —Sis. Connie Sorrell QUESTIONS: 1. Who told the people a parable? 2. What did the man plant? 3. What did he do after he hired farmers? 4. Why did the owner send servants to the farmers? 5. What did they do to the first servant? 6. What did they do to the second servant? 7. How many sons did the owner have? 8. What did the farmers do to the son? 9. Who was Jesus accusing in this parable? LESSON TEXT: Matthew 21:33-46. (Answers: 1. Jesus. 2. A vineyard. 3. Went to a country far away. 4. To get some fruit. 5. They beat him. 6. They threw stones and hurt him. 7. Only one. 8. They killed him. 9. The chief priests and Pharisees.) THE PARABLE OF THE POUNDS Jesus and those with Him traveled on toward Jerusalem. As they walked, Jesus taught the people. Now Jesus knew that many of the people listening to Him were expecting the kingdom of God to be set up on earth soon. As the crowd listened, Jesus told a parable or story sermon. He hoped this story would help them understand what the kingdom of heaven is really like. This is Jesus’ story: “A certain nobleman went into a far country. He was to receive a kingdom for himself, then he would return. Before leaving home he gave a sum of money, called a pound, to each of his ten servants. They were to use the money until his return. “Now the people in his kingdom hated him. They sent a message to the nobleman after he had gone saying, ‘We will not have you rule over us anymore!’ “The nobleman finished his business and then came back. Right away he called the ten servants and asked how they had used the money. “The first servant brought the money and said, ‘I traded with the pound you gave me, and I have gained ten pounds.’ The nobleman was pleased and said, ‘Because you have been faithful, you may rule over ten cities in my kingdom.’ “Next came a servant who had gained five pounds by using the money wisely. To him the nobleman said, ‘I will give five cities to you to rule over in my kingdom.’ “Then a third servant brought only the one pound the nobleman had given him. ‘Here is your pound,’ he told his master. I kept it wrapped in this napkin while you were away. I was afraid I might lose it, and I knew you were a harsh master.’ “The nobleman answered, ‘If you knew I was a harsh master, why did you not put my money into a bank so I might have it and its interest when I returned?’ Then he commanded those who stood by, ‘Take the one pound from the unfaithful servant and give it to the one who has ten.’ “‘Lord, he has ten pounds already,’ the servants protested. Why give him more?” “He answered, ‘To every one who uses what he has, more shall be given, but whoever does not use what he has shall have it taken away.’ “Next the nobleman called for those wicked servants who did not want him to rule over them. When they were brought before him, he ordered that they should be severely punished.” —Sis. Nelda Sorrell And he taught Lul in the temple. 47. The Heaven Mystery At night, in the car riding home from Grandma and Grandpa's farm, Linda sat by the window and looked out at the stars twinkling above. She felt good inside because she had asked Jesus to wash away her sins with His blood and then live in her heart. Now the stars looked so bright and the moon so shiny. "Mother, which star do you think heaven is on?" asked Linda. "Honey, I don't believe heaven is on any star that we see," said Mother. "The stars were created when God made the earth. Heaven is where God lives in His kingdom." "And Jesus lives there, too," added Linda. "All the people who get saved from sin live in heaven with God and Jesus." "Yes," agreed Mother. "We have grandparents, aunts, uncles, cousins—a lot of relatives who are in heaven. We want to be faithful to God like they were so that we can be in heaven with them some day." "Look! Mother, look!" exclaimed Linda suddenly. "See that falling star?" Everyone looked up at the sky and saw the flash of light as it fell toward the earth. Even Dad saw it as he was driving. "That isn't a star, Linda," he said. "That is called a meteoroid. It is chunks of rock that has fallen from a star or another planet." "I learned about meteoroids in school," said Jerry. "They sometimes hit the earth, but they are too small to do any damage." "The stars are pretty tonight," commented Mother. "Just think how God spoke and put every star in its place." Dad nodded. "God knows all the stars in the universe. We live in the Milky Way Galaxy, but astrologists tell us that there are other galaxies of stars beyond the Milky Way." "So is that where heaven is?" asked Linda. Dad glanced back at Linda in the back seat. "Do you believe God created the earth, the stars, and even people like you and me?" "Why, yes, Dad," answered Linda. "Then believe that God has created a heaven for us to live in after we die because Jesus said He has prepared a place for us. There are some mysteries in life that we must simply trust God about." —Sis. Connie Sorrell QUESTIONS: 1. To what town was Jesus going? 2. What did Jesus do as He walked along? 3. What did Jesus tell the people to teach them what the kingdom of heaven was like? 4. How many servants did the nobleman give money before he left home? 5. What did he ask these servants when he returned home? 6. How much had the first servant gained? 7. How many cities did he give the servant who had gained five pounds? 8. Why had the third servant wrapped his pound in a napkin? 9. To whom did they give the pound of this unfaithful servant? LESSON TEXT: Matthew 21:12-16; Mark 11:15-19; Luke 19:45-48. (Answers: 1. Jerusalem. 2. Taught the people. 3. A parable or story. 4. Ten. 5. How they had used the money. 6. Ten pounds. 7. Five. 8. He was afraid he would lose it. 9. To the one who already had ten pounds.) THE WEDDING FEAST Again Jesus spoke to the people by a parable. In this parable He tried to help the people understand what the kingdom of heaven is like. He told them: "The kingdom of heaven is like a certain king who made a great feast when his son was married. He invited many people from all over his kingdom to come and celebrate this happy occasion with him. When everything was finally ready, the king watched expectantly for the guests to arrive. He had clearly told each one the time appointed for the feast. That time came and passed, but not one guest came. "The king thought surely the people had forgotten. He sent his servants to tell the people that it was time to come to the wedding feast. The servants went as He commanded. They reminded each one of their invitation to the king’s feast but no one would come. "So the king chose other servants to go tell his guests to come. ‘Tell them I have prepared a wonderful dinner. Everything is ready. Insist that they come to the marriage supper now,’ he instructed his servants. "Still those invited refused to come for one reason or another. Some made light of the message as if the king’s invitation was of no importance at all. Others told the servants they had work that they must do. Others were so wicked they took the king’s servants and mistreated them, even killing some. "When the king heard what had happened, he was angry. He called out his army and ordered them to burn the city and destroy those who had killed his servants. "Then he said to his servants, ‘The wedding feast is ready, but those that were invited are not worthy to come. Go out into the highways and invite everyone to the marriage.’ "The servants obeyed. Among these guests were the rich and the poor, the good and the bad. To each one the king gave a special robe to wear for the wedding. "When the king came to welcome these guests, he saw one man dressed in dirty rags. This man had refused to put on the wedding robe the king provided. ‘Friend, why did you not put on the wedding garment I gave you?’ the king asked. "The man could only hang his head; he had no excuse. Angrily the king told his servants, ‘Tie him up, hand and foot, and take him away.’” Jesus wanted to help the people understand that good religious acts alone are not enough. Their own righteousness was like dirty rags. Unless their sins were forgiven and they had on the robe of righteousness that Jesus gave them, they could never hope to enter heaven. —Sis. Nelda Sorrell For many are chosen. Matth but few are 14. Dirty Drug Deal (True USA story.) Angela Dawson looked out her front window in disgust as two figures in her front yard passed a small package. Angela quietly walked to her telephone and called 911. "They're doing a drug deal in my front yard again," she told the dispatcher. "I don't want them in my yard. I have six kids of my own and I don't want this going on around them." "We will check it out, Mrs. Dawson," replied the police dispatcher. Soon a police car drove by, but the drug dealers had already slipped away. Later, when Angela went outside, she saw dirty words spray painted on her house. During the next few months, Angela called the police 36 times to complain about the drug dealers. In turn, the drug dealers threw rocks at her, even tossing a brick through her kitchen window. The police told her and her husband to move from the Badland in East Baltimore. "Your family isn't safe here and we can't be here to protect you all the time," one officer told Angela. "Where can we move?" Angela asked her husband, four sons and daughter at the supper table. "I've lived in this area all my life and Dad and I are close to work. God will have to open up the way. But this one thing I know, I don't want any of my kids outside around those dealers. They are trouble—bad trouble!" Angela made her children promise not to visit with them and to stay inside the house until the drug traffic stopped. She was so concerned about her children. On the night of October sixteenth, someone kicked in the Dawsons' front door, poured gasoline on the floor and lit a match. In a few minutes the house was in flames—with all the family inside. Only the oldest daughter, who was married and living in another home, was left of Angela's children. People who take street drugs or sell them have evil hearts that need to be changed. Smoking marijuana, sniffing cocaine, and shooting heroin or any other illegally cooked drug causes a person to commit crimes against others and their own bodies. Angela was right to call the police and report the drug exchange. The police have now caught the drug dealers, and they will pay for their crimes. No one wins who deals in street drugs. Take Angela's advice and stay away from drug dealers. —Sis. Connie Sorrell QUESTIONS: 1. Why did the king make a feast? 2. Who were invited? 3. How many came? 4. Why did he send his servants to the people? 5. How many came then? 6. What did the king give each guest? 7. How was one man dressed? 8. What is our own righteousness like? 9. Who will give us a robe of righteousness? LESSON TEXT: Matthew 22:1-14. (Answers: 1. For his son's marriage. 2. Many people. 3. None. 4. To remind them. 5. Not one. 6. A special robe. 7. In dirty rags. 8. Dirty rags. 9. Jesus.) THE PARABLE OF THE SUPPER After dinner at the Pharisee’s house, Jesus began teaching. He noticed that when the guests arrived they each tried to get the best place to sit. Jesus wanted to teach them the beauty of humility. “When you are invited to a wedding,” He instructed, “do not choose the most honored place. A person more important than you may come. Then you will be asked to give your place to him. You will be embarrassed when you are asked to step down. Instead, take the lowest place. You may be called to go up higher. Then your friends will honor you.” Then Jesus turned to the Pharisee who had given the dinner and said, “When you prepare a feast, do not invite your friends and relatives and rich neighbors. They will return your invitation. If you want to be rewarded in heaven, invite the poor and the crippled and the blind to your feasts. Such people cannot repay you, and God will bless you for your kindness.” One of the guests who listened to these words said, “Blessed is he who will eat bread in the kingdom of God.” In answer to this, Jesus told a story as an example of the kingdom of God. He said: “A certain man gave a great supper and invited many guests. When everything was ready, he sent his servant to bring the guests. But each one made an excuse and would not come. “The first man said, ‘I have just bought a piece of ground, and I must go to see it. Please have me excused.’ “Another man said, ‘I have just bought five yoke of oxen and I want to try them out. I’d like to be excused.’ “A third said, ‘I have just been married, therefore I cannot come.’ “Everywhere the servant went, the guests asked to be excused. He returned and told his master that no one would come. The master was very angry. ‘Go quickly into the streets and lanes of the city. Bring the poor, the crippled, the old, and the blind!’ “Quickly the servant went and did as his master commanded. But still there was room for more. ‘Go out into the highways and hedges,’ the master commanded. ‘Compel them to come in so my house will be filled. None of those who were first invited will taste of my supper.’” By this parable Jesus taught the guests that although the Jews were first invited into the kingdom of God, they had refused. Now God welcomes everyone to come and be saved! —Sis. Nelda Sorrell ...A certain man made a great supper,... Luke 14:16. A table set for a meal, with a centerpiece of grapes and apples, surrounded by wine glasses and plates. A menorah with three lit candles is in the center. The table is covered with a tablecloth, and there are curtains at the bottom of the image. Christian Funerals (A true story.) In Taxila, Pakistan every morning 200 nurses and staff members of a Christian hospital meet in a nearby chapel for a worship service before their daily work with the patients. Though it is a Christian hospital, most of the sick cared for are Muslims. Since the hospital opened in 1922, anyone who needs help is taken in and given the attention that is needed. One early morning in August, as the nurses filed out of church, Muslim terrorists drove by and threw hand grenades into the group outside the chapel. One witness, Margit Tariq, told about the attack: "I was still inside the church when I heard explosions. Window panes were falling on us, everyone was crying, everyone was in pain.... When I came out, I saw dozens of women lying on the pavement, and most of them were bleeding." Three of the nurses were killed. Each one was taken back to her home village for burial. At Busra's funeral, 300 Christians sang holy songs and a gospel message was preached to over 1,000 people, some who were Muslims perhaps hearing about Jesus for the first time. At Alishba's funeral, 700 heard a gospel message and some were Muslims there also. Though the families are sad, the pastors in Pakistan believe that funerals are a good time to tell their Muslim neighbors about the hope Christians have in Jesus Christ. Life is very short for every person but eternity is forever and forever. Jesus Christ made a way for believers to enter into heaven, a beautiful place where there is no sorrow. If anyone, even a Muslim, will accept the blood of Jesus to cover their sins, that person can spend forever and ever in heaven with Jesus Christ. Christians in Pakistan have to decide whether to live poor and despised here on earth and gain eternal riches in heaven or if they will become a Muslim, receive better money here on earth but miss heaven as their eternal home. We all must decide who we will live for—Jesus or the devil? Though we may have friends and family who do not live for the Lord, you and I must do what is right before God. Do you listen and do what unsaved friends want you to do or do you stand for what is good in spite of name calling and peer pressure? Jesus Christ is our best earthly Friend and He will take us to heaven some day if we are faithful to Him. Heaven is worth dying for. --Sis. Connie Sorrell QUESTIONS: 1. What did Jesus do after dinner? 2. What did He want to teach? 3. Which place should we choose, the lowest or the highest? 4. Who will bless us if we help those who cannot repay us? 5. Who said, "Blessed is he who will eat bread in the Kingdom of God?" 6. Jesus told a story as an example of what? 7. Why wouldn't the first man come to the dinner? 8. Who were first invited into the Kingdom of God? 9. Who is now welcome to come and be saved? LESSON TEXT: Luke 14:7-24. (Answers: 1. He began teaching. 2. The beauty of humility. 3. The lowest. 4. God. 5. One of the guests. 6. The Kingdom of God. 7. He had bought a piece of ground. 8. The Jews. 9. Everyone!) A SICK MAN IS HEALED Jesus went wherever He could help people. He did not hesitate to associate with Publicans even though the Jews despised these tax collectors. Jesus gladly met with sinners. He had come to earth for the very purpose of saving them. Nor did Jesus hesitate to be with the proud Pharisees, though He knew they did not accept His teachings. One Sabbath day a chief Pharisee invited Jesus to his home to eat with him. Now this Pharisee pretended to be Jesus’ friend but his real purpose was to watch Jesus. He was determined to find some way to accuse Him of doing wrong. Jesus knew the Pharisee’s wicked thoughts but still He graciously accepted his invitation. At the Pharisee’s house was a man who had a disease called dropsy. Out of all the guests, Jesus took notice of this poor, suffering man. When He saw the man’s swollen body, He felt sorry for him and wanted to help him. He wanted him to be well again. People often came to Jesus begging for mercy, but the man with dropsy did not ask Jesus for healing. Of His own good will Jesus took this opportunity of doing good. As the man stood before Him, He looked around at the proud Pharisee who had invited Him, the lawyers and other Pharisees who were also guests. “Is it lawful to heal on the Sabbath?” He asked. The wicked Pharisee and his guests did not answer. They were sure they had caught Jesus now. If He healed the sick man, they would accuse Him of breaking the Sabbath day. This was a serious crime among the Jews. Then Jesus put His hands on the man with dropsy. At Jesus’ command the disease left him. Instantly the swelling left his body. He was a well man! How glad he was that he had come where Jesus was that Sabbath day! Jesus wanted to help the chief Pharisee and his guests see how wrong they were to condemn Him for healing on the Sabbath. He asked them, “Which of you, if your animal falls into a ditch, would not pull it out of danger immediately, even on the Sabbath day?” Each one knew they would not let their animal stay in danger. They would rather break the Sabbath than lose a valuable animal. Again, they were silent. How could they say it was right to help an animal on the Sabbath and yet condemn Jesus for helping a man who was in trouble? —Sis. Nelda Sorrell The two men in long robes and hats are standing on a staircase, looking up at something above them. The figure on the right is sitting on the stairs, facing away from the other two. ...And he took him, and healed him, and let him go;... Luke 14:4. I Like Dresses (Based on a true story.) It was recess time at Linda's school. Linda and two of her friends were swinging on the swings. "I'm so glad it is getting warmer outside," said Katie. "Mother said I can wear shorts to school next week if it gets any warmer." "Me too," said Rhonda. "Are you ever going to wear shorts, Linda?" "No," replied Linda. "I like to wear dresses." "I don't see how come!" exclaimed Rhonda. "Dresses can be a problem when you swing on the monkey bars." "Not if you do it carefully," said Linda. "I can swing on the bars just as well as you can, but I don't kick my legs up in the air." "Let's see!" challenged Rhonda. So the girls ran to the monkey bars and Linda showed her friends how she neatly crossed the bars. "She does it better than we do," agreed Katie. "Well, I still like to wear shorts," said Rhonda. "They are cooler in the summertime." "Not when you sit down on a hot car seat," said Linda. "I know your legs must feel hot when they touch that hot plastic seat. I don't have to worry about getting sunburned on my legs either." "So you think wearing dresses is better than pants and shorts?" asked Rhonda. "Yes. I don't have any problem doing what I need to do in a dress," replied Linda. "You wear your dresses so long that I guess it isn't embarrassing to play games in your dress," commented Katie. "Mother sews most of my dresses so they are custom made," said Linda. "Do you wear custom made pants or shorts?" The girls shook their head. "I wear dresses to church," said Katie. "My mom says dresses cost more money than shorts and stuff like that so she only lets me wear dresses to dressy places. I guess you are pretty lucky, Linda, to have a mom who can make you pretty dresses. Maybe she could sew me one sometime." "Maybe so," agreed Linda. "I'll ask her. She will want you to pick out the fabric and the pattern and try it on while she makes it so that it will be just right." "Let's see if she will make all three of us dresses alike," said Rhonda. "Wouldn't that be fun?" The girls giggled at the thought. —Sis. Connie Sorrell QUESTIONS: 1. Why did Jesus come to earth? 2. Who invited Jesus to his home? 3. What day of the week was it? 4. What did the Pharisee pretend to be? 5. What did he really want to do? 6. What did Jesus ask the Pharisee and his guests? 7. What was a serious crime among the Jews? 8. What happened when Jesus commanded the disease to leave the man? 9. What would the Pharisee and his guests rather do than lose a valuable animal? LESSON TEXT: Luke 14:1-6. (Answers: 1. To save sinners. 2. A chief Pharisee. 3. The Sabbath. 4. Jesus' friend. 5. To watch Jesus so he could accuse Him. 6. "Is it lawful to heal on the Sabbath day?" 7. Breaking the Sabbath. 8. Instantly the swelling left his body. 9. Break the Sabbath.) THE SON WHO WAS SORRY Jesus said, "A man had two sons. The man was going to give all his money and possessions to his sons some day. The younger son did not want to wait. He came to his father and said, 'Father, give me my money and possessions now.'" "The man gave his son the money. A few days later, the younger son left. He went to a far country. He spent all his money on silly things. After all his money was gone, a famine came. The famine made it so there was not much to eat. The young son was very hungry. He asked a man for work. The man sent him out into his fields to feed the pigs. The young son was so hungry he would have liked to eat what the pigs were eating. No one gave him any food to eat. "Finally, the son said to himself, 'My father has servants and I'm sure they aren't hungry. Why am I staying here to starve? I will go to my father and say to him, Father, I don't deserve to be your son anymore. Just make me one of your servants.' "The young son got up and went to see his father. The father had not forgotten about his son. He was watching the road, hoping his son would come back. When the father saw his son coming down the road far away, he ran to him. The father hugged his son and kissed him. "The son said, 'Father, I don't deserve to be your son. Make me one of your servants.' "The father didn't listen to him. He told his servants, 'Bring a robe to put on my son. Put shoes on his feet. Put a ring on his hand. My son was dead and is alive again. He was lost and is found. Let's have a party.' "When the older son came up to the house, he heard the music. He asked a servant, 'What is going on?' "The servant said, 'Your brother has come home and your father has made this party for him.' "The older son was angry when he heard that. He would not go in to the party. The father came out and asked him to come in. "The older son said, 'I have helped you here for years and you never gave me a party. And now my brother comes home, after having spent all his money on foolishness, and you give him a party.' "The father said, 'Son, everything I have belongs to you. Everything. It is right for us to be glad that your brother is well. We should be glad that he has finally come home.'" Jesus told this story to tell us how much God loves us. —Joanna Booher His father...had compassion, and ran, and fell on his neck, and kissed him. Luke 15:20. The man is standing in front of a building with trees and a tower in the background. Picture of Jesus "Good-night, Randy," said Mother as she tucked the covers down on his chest. "Good-night," replied Randy carelessly because his eyes were on a picture beside his bed. "I'm glad you put that picture of Jesus on the wall by my bed," Randy said to Mother. "It makes me think that Jesus is watching over me while I sleep." Mother looked at the 8x10 picture of the head of Christ which was copied from a painting by Warner Sallman, an 18th century artist. The face of Jesus looks majestic yet so kind. "This is a very popular picture of Jesus," said Mother. "For several decades many people have been comforted by it. When we think of Jesus, in our mind's eye we envision this picture. Somehow it gives us a face to go with the name of Jesus though we don't know for sure what Jesus looks like." "Well, He looks like my picture to me," said Randy sleepily as Mother turned out his light. The next day Randy hurried into the kitchen to show Mother a section of the newspaper he had seen. "Look, Mother, here is my picture of Jesus right in the newspaper!" Mother dried her dishwater hands before she held the paper with Randy. "Why, it sure is, Randy! This story is telling about a big road sign that has this picture of Jesus on it. "People who travel on Interstate 75 in Oakland County, Michigan see this sign in front of a chapel." "Wow! Is it a big sign?" asked Randy. "Yes, the picture is 16 feet tall which is as tall as our one story house. The arches that hold the picture are 50 feet tall with lights so people can clearly see the face of Jesus day and night when they pass by. The pastor of this church says many letters have come to him saying that this picture sign has caused people to pray for salvation, healing or help when in trouble. This picture of Jesus witnesses to around 43,000 drivers a day." "That's more people than we can get into our chapel, isn't it, Mother?" "Yes, Randy, that is a lot of people and probably more see it who are on vacation passing by. Under the picture there is a question that says, 'Are you on the right road?' If we have Jesus in our hearts, then He will keep us on the Highway to Heaven." —Sis. Connie Sorrell QUESTIONS: 1. What did the younger son want his father to give him? 2. What did the younger son spend his money on? 3. Was there much to eat when the famine came? 4. What would the younger son have liked to eat? 5. Who did the younger son come back to? 6. Was the father glad to see his son? 7. Did the father make his son be a servant? 8. Does God love us even when we've been bad? 9. Does God want us to come back to Him like the son did? LESSON TEXT: Luke 15:11-32. (Answers: 1. His money and possessions. 2. Silly things. 3. No. 4. The food the pigs ate. 5. His father. 6. Yes. 7. No. 8. Yes. 9. Yes.) CLAY ON HIS EYES As Jesus walked down the street, he saw a man who was blind. The man had been blind all his life. Jesus' disciples said to Him, "Jesus, why is this man blind? Was it because his parents sinned, or because he sinned?" Jesus said, "It's not because any of them sinned. This man was born blind so that God could show everyone something." Jesus spit in the dirt and made some clay. He put the clay on the blind man's eyes. He said to him, "Go and wash your eyes in the pool of Siloam." The blind man went to the pool and washed his eyes. After he had washed his eyes, he wasn't blind anymore. He could see. The people were amazed. They said, "Is this really the man who used to sit and beg because he was blind?" The people asked him, "How is it that you can see now?" The man told them how Jesus had made clay and put it on his eyes. He told how he had washed them as Jesus told him to, and that now he could see. The people brought the man to the Pharisees. The Pharisees asked him how he could see. They found out that Jesus had made him to see on the Sabbath day. They said, "Jesus is not of God because He didn't keep the Sabbath day." Some of them said, "How can Jesus be not of God if He can do a miracle like this?" The Pharisees did not agree. They did not even believe that this man had been blind until they asked his parents. The man's parents said, "Yes, this is our son, and he was blind. But we don't know how he can see now. Ask him." The Pharisees asked the man again how he had been made to see. The man said, "I have told you already. Why do you want to hear it again? Will you also be Jesus' disciples?" The Pharisees got angry. They said, "We are Abraham's disciples. We don't know if Jesus is from God." The man said, "How can you not know that Jesus is from God? How could He open my eyes if God did not make Him able to?" The Pharisees said, "You're a sinner yourself. How dare you try to tell us anything." They made him leave their church. Jesus came to the man. He said to him, "Do you believe in God's Son?" The man said, "Who is He, Lord, so I can believe?" Jesus said, "I am He." The man said, "Lord, I believe that You are God's Son." He knelt down and worshipped Jesus. —Joanna Booher He went his way...and washed, and came seeing. John 9:7. Prepared to Die (A true story.) From the country of China, the Lord called out a young woman named Li Ying to publish a magazine about Jesus. She knew it was risky business because the Communist Party of China only allows their magazines to be printed and read. Li Ying's heart was full of peace as she wrote and edited articles for the Christian magazine. She heard how her work was blessing so many believers of all ages. Truly God was pleased with the printed Gospel going forth in China. Then one day the PSB (police) raided Li Ying's small home in South China. The PSB destroyed her belongings and took her to prison. When she appeared in the Middle Court of Jingmen City, she was sentenced to die because she was printing and distributing illegal Christian magazines. Today Li Ying is in Jingmen Detention Center where she is treated harshly and must work very hard. Her mother and other believers in China are praying for Li Ying that she will be strong under all the persecution she is suffering. Some American friends have talked to Li Ying's mother. "How is your daughter?" she was asked. "Li Ying is a godly daughter, full of integrity. She has never complained, even when facing huge pressure from the government. She has been loving the Lord, full of fire. She knew to follow the Lord means suffering. Her suffering for Jesus is glory." "Your daughter may die for serving the Lord. She is the only child you have—are you prepared for that?" Li Ying's mother said, "If that is God's will for Li Ying, I will accept that. I have no regrets or complaints. "We have been well prepared. Because the Lord Jesus has died for us, once we follow Him, death is nothing fearful." "You do not seem worried?" "No," said her mother, "I believe that I will see her some day even if that means in heaven. The Lord Jesus loves her better than me as her mom. I would tell her to rely on the Lord and continue to follow Him." Such faith like this removes mountains! Though Li Ying and her mother are mistreated by the police and government, they have peace in their hearts because they know heaven is waiting for those who stay faithful to Jesus Christ, their Saviour who prepared a way for their escape. —Sis. Connie Sorrell QUESTIONS: 1. How long had the man been blind? 2. Was it the man's fault that he was blind? 3. What did Jesus put on the man's eyes? 4. Was the man able to see after he washed his eyes? 5. Did everyone know that the man was the same one who had been blind? 6. Were the Pharisees glad to know Jesus had made the man see? 7. Why did the Pharisees think Jesus was not of God? 8. Did the man believe Jesus was from God? 9. Who was Jesus? LESSON TEXT: John 9:1-38. (Answers: 1. All his life. 2. No. 3. Clay. 4. Yes. 5. No. 6. No. 7. Because he had healed the man on the Sabbath day. 8. Yes. 9. God's Son.) JESUS' FOLD Little children were brought to Jesus. Their parents wanted Jesus to lay His hands on their children and pray for them. Jesus' disciples said, "No. Don't bring your children to Jesus." They probably thought Jesus was too busy. Jesus stopped the disciples. He said, "Let the children come to me. God's kingdom is made of children. Everyone who wants to be in God's kingdom has to be like a child. If you humble yourself like a little child, you will be great in God's kingdom. If you love a little child for My sake, you are loving Me." Jesus said, "Be careful that you don't hurt one of these little children because God is looking out for them. They have angels in heaven who are always waiting to tell God what is happening." Jesus said, "I came to save people. I am like a shepherd who has sheep. What if a shepherd had one hundred sheep and he lost one? Wouldn't that shepherd leave the other ninety-nine sheep and go looking for the one lost sheep? And when he finds the sheep, he is happier about finding it than he was just to have the other ninety-nine sheep. That is how happy God is when one person is saved." Jesus said, "I am the Good Shepherd. The shepherd goes into his fold through the door. A thief comes into the fold some other way, maybe over the wall. A thief will run away and leave the sheep when a wolf or bear comes. I will take care of My sheep. I will fight the wolf or bear, even though they will try to hurt Me. I will not let the wolf or bear steal My sheep. "I know each of My sheep. My sheep know Me too. They know My voice. They know it's Me and so they will follow Me." Jesus said, "I am the door of the fold. Anyone who wants to come into My fold has to come through Me. I will keep them safe if they will come into My fold. I want to keep My sheep safe and give them life forever." -Joanna Booher The Good Shepherd John 10:1-21 I am the good shepherd: the good shepherd giveth his life for the sheep." John 10:11. New Easter Clothes "Mother, is next weekend Easter Sunday?" asked Linda as she helped clear the dirty dishes from the supper table. "Yes, it is," replied Mother. "I have been sewing on a new dress for you and I hope to have it ready for Easter Sunday." "Why do people want to wear new clothes to church on Easter Sunday? Does the Bible say we have to?" "No. It is just a habit," replied Mother. "We don't want to wear new things with pride to show off but I think of it as representing the new life we have because of the resurrection of Jesus Christ. He left behind the linen clothes that had wrapped His bleeding body and He came out of that tomb alive. The disciples and others saw Him wearing spotless white clothes and His face glowed with love." "Oh, that makes me think of a bride," commented Linda. "Me too," agreed Mother. "The Scriptures tell us that Jesus Christ is the bridegroom and we, meaning the Church, are the bride of Christ. If we have love in our hearts for the Lord, then our faces will shine with that love." Randy came into the kitchen just in time to hear Mother say something about "shine" which reminded him of a song. "This little light of mine, I'm gonna let it shine," sang Randy. Mother and Linda joined in and together they sang all the song. While Mother washed the dishes and Linda dried them, they continued talking. "Remember that pretty pink fabric that you liked?" Mother asked Linda who nodded. "I made your Easter dress with that fabric. It has a Peter Pan collar and full puff sleeves. The fabric is nice and it doesn't need any lace to spoil it." "When can I try it on?" asked Linda. "As soon as we finish these dishes," replied Mother. Later Linda was trying on the dress parts for size. "I think I will like this dress," she said. "Next Sunday when I wear it I will feel like a resurrected butterfly." "Then think about our resurrected Saviour who gives us the new birth we celebrate at Easter. Because He left behind those grave clothes for His heavenly raiment, we will some day do the same and join Him in heaven." —Sis. Connie Sorrell QUESTIONS: 1. What did the parents want Jesus to do for their children? 2. Did the disciples think Jesus wanted to pray for the children? 3. What did Jesus say God's kingdom was made of? 4. What do people have to be like to be in God's kingdom? 5. What did Jesus say He is like? 6. Would Jesus go looking for one sheep that was lost when He already had ninety-nine? 7. Will Jesus let a wolf or bear steal one of His sheep? 8. Does Jesus want to keep His sheep safe? 9. What does Jesus want to give His sheep? LESSON TEXT: Matt. 19:13-15; Matt. 18:3-5, 10-14; John 10:1-14. (Answers: 1. Pray for them. 2. No. 3. Little children. 4. Little children. 5. A shepherd. 6. Yes. 7. No. 8. Yes. 9. Life forever.) FORGIVE Peter came to Jesus and said, "If my brother does something wrong to me, how many times do I have to forgive him? Do I have to forgive him seven times?" Jesus said, "You shouldn't just forgive him seven times, you should forgive him seventy times seven." Jesus told this story, "A certain master wanted to find out what his servants were doing. He called each of them to come to him. He found out that one of his servants owed him millions of dollars. The master said to the servant, 'You will be sold to be a slave. Your wife and children will be sold too. Everything you have will be sold, and you must pay me the money.' "The servant fell down in front of his master and said, 'Lord, please, have patience with me. I will pay you.' "The master felt sorry for his servant. He said, 'That's all right. You don't have to pay me.' "The servant left. He found another man who owed him about fifteen dollars. The servant grabbed this man by the throat and said, 'Pay me the fifteen dollars you owe me.' "The man fell down on his knees and said, 'Please, have patience with me. I will pay you.' "But the servant would not have patience. He threw the other man in jail. He said he had to stay there until he could pay the fifteen dollars. "Some of the master's other servants saw what had happened. They were sad when they saw it. They went to the master and told him what the servant had done. "The master called for the servant. He said to him, 'You wicked servant, I had mercy on you and told you that you didn't have to pay your big debt. You should have had mercy on this other man and forgiven him his little debt.' "The master was very angry. He commanded the servant to be given to the tormenters until he could pay all the money that he owed." Jesus said, "This is what God will do to you if you don't forgive other people who have done wrong to you." Then the lord of that servant was moved with compassion,...and forgave him the debt. Matthew 18:27. ) Discovering (A true story) Chatra lives in Nepal, a small country north of India and in the Himalayan Mountains. Born to a Hindu priest, Chatra learned at a young age about the Hindu worship of gods and goddesses. When he was 22 years old, Chatra became a Hindu priest like his father. This meant he could enjoy a higher status and respect in the Nepali society. However, Chatra knew deep in his heart that he was not happy and he longed for something better. He married and had children but that didn't fill the longing in his heart. He went to Delhi, India to a Hindu seminary and became a Hindu missionary. After graduation, Chatra was assigned to a Persian Gulf state to teach others about Hinduism. "You must read the Koran, learn it, and teach it to others," said one man to Chatra. "The Islamic religion is more powerful than Hinduism." "Maybe the Koran will tell me how to be happy," thought Chatra. He began to read the Muslim holy book to see what it had to offer. It spoke to him of war and judgment and of a fierce Ali who offered no mercy. When reading the Koran, Chatra discovered a passage about Jesus Christ. "Who is this Jesus Christ?" wondered Chatra. This question led him to read a New Testament someone had given him. "I searched and searched the New Testament for the weaknesses of Jesus but couldn't find any," said Chatra. "Instead of finding weaknesses in Jesus, I discovered my own weaknesses. The Bible said I was a sinner." Later, Chatra went to a secret Christian book store in Nepal where he found more literature about Jesus Christ. The Christian store owner testified to Chatra about the love of Jesus. When Chatra turned to Jesus for salvation, it was then that the longing he had in his heart was satisfied. Chatra shared the Gospel with his wife and children and they are Christians too. Because they are Christians, Chatra's family are despised by his parents, his wife's parents and all other Hindus. He knows that he could be beaten and thrown in jail at any time but Chatra believes it is worth the peace and happiness Jesus Christ has put in his heart. —Sis. Connie Sorrell QUESTIONS: 1. How many times did Jesus say Peter should forgive someone? 2. How much money did the servant owe his master? 3. Could the servant pay his master? 4. What did the master say would happen to the servant because he couldn't pay? 5. Did the master make the servant pay the money? 6. How much did the other man owe the servant? 7. Did the servant say the man had to pay him? 8. Was the master happy that the servant threw the other man in jail? 9. Do we have to forgive other people who do bad things to us? LESSON TEXT: Matthew 18:21-35. (Answers: 1. Seventy times seven. 2. Millions of dollars. 3. No. 4. He would be sold to be a slave. 5. No. 6. Fifteen dollars. 7. Yes. 8. No. 9. Yes.) DON'T BE A HYPOCRITE Some of the Pharisees and scribes came to Jesus. They saw Jesus' disciples eat without washing their hands first. They thought that was wrong. They said to Jesus, "Why aren't Your disciples keeping the tradition that our elders gave to us?" Jesus said, "You Pharisees and scribes are hypocrites. You honor God with your lips, but your heart is far from Him. You don't do what God said. You just follow tradition. "You Pharisees say that people have to wash their pots and pans so God will accept them. That is not true. Nothing that you eat or drink will make you go to hell. It's what comes out of your heart—bad thoughts, hating other people, wanting what other people have, thinking you're better than other people—that's what will make you go to hell." Jesus said, "A certain man decided to have a big dinner. He invited a lot of people. On the night of the dinner he sent his servant to tell the people to come. The people started to make excuses for why they couldn't come. One said, 'I have bought some land and I have to go and look at it.' Another said, 'I have bought some oxen and I have to go and see if they're good at plowing.' Another one said, 'I have married a wife and I can't come.' "The servant went back and told his master what had happened. The master was very angry. He told his servant, 'Go out into the street and tell the poor people to come to my dinner. Tell the blind and the crippled people to come.' "The servant did as his master told him. Then he told his master, 'There is still room for more people.' "The master said, 'Go out into the alleys and make people come in. I want my house full. I don't want there to be any room for those people who made excuses.'" Jesus told this story to show what God would do to people who don't really love Him. People who just pretend to serve Him are hypocrites. —Joanna Booher The old man and the young man Go out into the highways and hedges, and compel them to come in, that my house may be filled. Luke 14:23. Being Friends "Mother, can Bree come home with me after school?" asked Linda as Mother drove her and her brothers to school. "Bree said that she doesn't like to go home anymore since her dad left and her mother just cries a lot." "Oh, I'm sorry to hear that," replied Mother. "When did her father leave?" "Last week sometime. Bree didn't know anything about it until he took his things and left while she was at school. I think she really needs a friend right now." "Yes, she does," agreed Mother. "Invite her for supper tonight. I will try to call her mother and invite her also. Let Bree know the Lord can help them and we will pray for her family." "I will," promised Linda. At school, Linda invited Bree who was glad to come to Linda's house for that evening. Her mother came over after work. "This is so nice of you to invite us for dinner," said Sarah, Bree's mother. "It is always fun to eat someone else's cooking." "Thank you," said Mother with a smile. "We will have to do this more often." The two mothers could hear the girls, in Linda's bedroom, talking and laughing. A pleased look came over Sarah's face. "This is so good for Bree to be with a friend. I really appreciate Linda's kindness to Bree." "Oh, Linda likes to be with Bree," replied Mother. "Now I need to finish the salad and dinner will be ready." "Let me help you," said Sarah. While the mothers finished preparing dinner, they had a pleasant visit. When it was ready, the family was called and everyone sat down. Dad offered a prayer of thanksgiving for the Lord's blessings and the dishes of food were served. "It is so nice to see my mother smiling," whispered Bree to Linda. "She is eating better, too. I like to see Mother have a nice time." The evening quickly passed and all too soon Bree and her mother had to leave. "Thank you so much for the enjoyable evening," Sarah said to Mother as they hugged each other. "I enjoyed it, too," replied Mother. "We will have to do this more often." The girls smiled in agreement. —Sis. Connie Sorrell QUESTIONS: 1. Did Jesus think it was wrong not to wash your hands before you eat? 2. Will what you eat or drink make you go to hell? 3. Were the Pharisees obeying what God said? 4. If you think you're better than other people or want what they have, will that make you go to hell? 5. What did Jesus call the Pharisees? 6. Did the man want a lot of people to come to his dinner? 7. What happened when his servant invited the first people to come? 8. How did the master feel about the people who made excuses? 9. What kind of people did the master invite after that? LESSON TEXT: Matt. 21:45; 22:1-14; Mark 7:1-23; Luke 14:16-24. (Answers: 1. No. 2. No. 3. No. 4. Yes. 5. Hypocrites. 6. Yes. 7. The people started to make excuses for why they couldn't come. 8. He felt angry. 9. The poor, the blind and the crippled.) LAZARUS AND THE RICH MAN Jesus said, "There was a certain rich man who wore fine linen and purple clothes. He ate nice food every day. A poor man named Lazarus was laid at the rich man's gate. Lazarus asked the rich man to let him eat the crumbs that fell off his table. Lazarus had sores on his body and the dogs came and licked them. "After a while, Lazarus died. The angels carried him to paradise, to Abraham's bosom. The rich man died too and was buried. In hell, the rich man was tormented. He looked up and saw Lazarus far away in Abraham's bosom. "The rich man called out and said, 'Father Abraham, have mercy on me. Please tell Lazarus to dip the tip of his finger in water and bring it to put on my tongue. I am burning in this fire.' "Abraham said, 'Son, remember how that when you were alive you had food and nice things. Lazarus was poor and in pain. Now he is happy and you are tormented. And also there is a big distance between us and you. People who are where you are can't come here and we can't come there.' "The rich man said, 'Then please, Father Abraham, send Lazarus back to my father's house. I have five brothers. I want him to tell my five brothers about this place. I don't want them to come here.' "Abraham said, 'Your brothers should listen to Moses and the prophets. Moses and the prophets talked about hell.' "The rich man said, 'No, Father Abraham. They need someone to come to them from the dead. They will listen to him. Then they will repent.' "Abraham said, 'If they won't listen to Moses, they won't listen to someone who comes from the dead either.'" —Joanna Booher Remember that thou in thy lifetime receivedst good things, and likewise Lazarus evil things. Luke good 5. Taking Mother Out "Today is Mother's Day," said Dad to Jerry, Linda, Randy and baby Allen. "Let's do something special for your mother. Do you all have any ideas?" "Take her out to eat," Jerry and Linda replied together. They smiled at each other. "That's a good idea," Dad agreed. "Do you all have any money you could pitch in?" "Yes," said Linda. "I can give a dollar. If we each give one dollar, that would be five dollars. Where can we take Mom for five dollars?" "McDonald's!" exclaimed Randy. Everyone laughed. "No, Mom's favorite place to eat isn't McDonald's, Randy." chided Linda. "She likes to eat at the Rose Garden but it is so expensive. Where is a good place that doesn't cost so much money?" "We can eat at Golden Corral," suggested Jerry. "Their buffet offers something for everyone." "But they cost more than five dollars a piece," said Linda. "Do we have to only spend five dollars on Mom?" asked Jerry. "I can afford to spend two dollars and who is going to pay Allen's part? He doesn't have any money." "I will pay Allen's part," replied Dad. "Maybe we ought to ask Mom where she wants to eat," said Randy. "That's a good idea!" agreed Linda. "Then we will know for sure that she likes to eat at that place." Together the family went into the kitchen where Mother was ironing a shirt for Sunday school. "Happy Mother's Day to you!" they sang as they entered. "We want to take you out for lunch after church," said Jerry, "but we don't know where you would like to eat." "Oh, I am not particular," answered Mother. "This is very thoughtful of you all to want to do this for me." "Say you like to eat at McDonald's so I can play on their playground," whispered Randy to Mother. "No, you pick a nice place," said Jerry, "and we will pay for it." "Well, this is a difficult decision," said Mother. "I guess we could eat at Golden Corral." "Hurrah!" shouted the children. Even baby Allen clapped his hands and laughed. It makes the heart happy to give honor to Mother. —Sis. Connie Sorrell QUESTIONS: 1. Who wore purple and linen clothes and ate nice food every day? 2. Who was laid at the rich man's gate? 3. What came and licked Lazarus' sores? 4. What happened to Lazarus and the rich man? 5. Where did Lazarus go after he died? 6. Where did the rich man go? 7. Was Lazarus able to go to the rich man in hell? 8. Would the rich man's brothers listen to someone who came back from the dead? 9. Should we listen to what Moses and the prophets say? LESSON TEXT: Luke 16:29-31. (Answers: 1. The rich man. 2. Lazarus. 3. Dogs. 4. They both died. 5. Paradise. 6. Hell. 7. No. 8. No. 9. Yes.) PROUD PEOPLE Jesus saw how that some people liked to make themselves look better than other people. They wanted the best things. He told a story about them. Jesus said, "When someone invites you to come to a wedding, don't go and sit in the most special seat. Someone more important than you might come and you will have to move to give them room. Then you will be embarrassed. When you go to the wedding, sit in the place that is not special. Then the person who invited you to come might ask you to sit in a special seat. Then everyone will think better of you." Jesus said, "If you try to make yourself look better than other people, you will be embarrassed. But if you treat others as though they are better than you, you will be honoured." Jesus told another story about people who thought they were good people and other people were not. Jesus said, "Two men went up to the temple to pray. One of them was a Pharisee, a very religious man. The other man was a publican. The publicans worked for the Romans whom everybody hated. "The Pharisee stood and prayed, 'God, I thank You that I am not like other people. I am not an extortioner, or unjust, or an adulterer or even like this publican. I fast twice a week. I give You part of everything I have.' "The publican stood far away. He would not even look up to heaven. He beat on his chest and said, 'God, be merciful to me, a sinner.'" Jesus said, "I tell you, God accepted the publican. God didn't accept the Pharisee. Everyone who thinks they're better than others will be shown that they are not. People who treat others better than themselves will be honoured." This man went down to his house justified rather than the other. Luke 18:4. The man in the robe is praying. Baseball Fairness It is warm outside and baseball weather. Jerry and his classmates are on the baseball diamond having a fun game. Jerry was pitching for his team and he had already struck two out. "Come on, Jerry, give me a good ball," said the next batter as he swung his bat. "Put the ball right here. I need to make a home run." "Okay," replied Jerry. He knew how to put a spin on the ball and pitch it where the batter wanted it. The ball sailed right over the batter's base and made contact with the bat. The batter took off running to first base but the ball beat him there. It smacked the first baseman's mitt just before the batter touched the base. "You're out!" called the first baseman. Jerry's team hollered and hooted as they ran toward the batter's fence, ready to make more points. "I'll get you for that," the last batter snarled under his breath to Jerry. "Why? What did I do?" asked Jerry. "You know what you did!" exclaimed the other boy. "You put a spin on that ball and it sailed right to the first baseman. You did the same thing the other two times our team struck out. That isn't fair to do." "Why isn't it fair?" asked Jerry. "Because my team didn't have a chance with you pitching!" "Boys, stop talking and get to your places," called the coach. The game moved along and at the end Jerry's team won. "It wasn't fair!" muttered the one boy as he walked past Jerry. "Lord, help me to know how to answer this boy," prayed Jerry. Suddenly, Jerry had a good idea—he would talk to the coach about the problem. "Mr. Shields," Jerry called to the coach. "Is it fair for me to put a spin on the ball when I pitch it?" "Yes, Jerry," replied his coach. "The object of the game is to get the other team out before they can make a point with a runner. You did good today, Jerry." "Thank you, sir," responded Jerry. "It sure has made one guy mad at me. He said I wasn't fair to spin the ball." "I'm sorry he is such a poor sportsman," said Mr. Shields. "I will talk to him about it." The next chance the coach had, he talked to his students about fairness and the rules to the game of baseball. "Playing games is fun," said Mr. Shields. "We don't threaten others, call names or fight. That is not good sportsmanship." —Sis. Connie Sorrell QUESTIONS: 1. Should you think you're better than someone else? 2. How would you feel if you sat in the most special seat at the wedding and someone asked you to move? 3. How would you feel if you sat in the not-so-special seat and then someone told you to move to the special seat? 4. What two men went to the temple to pray? 5. Who did the Pharisee thank God he was not like? 6. What did the publican ask God to do for him? 7. Which man did God accept? 8. If we are proud will God accept us? LESSON TEXT: Luke 14:8-11; 18:9-14. (Answers: 1. No. 2. Embarrassed. 3. Honoured. 4. A Pharisee and a publican. 5. A publican. 6. Be merciful. 7. The publican. 8. No.) KEEP BUSY Jesus walked around on earth two thousand years ago. He preached about God's kingdom. He preached that people should do right so they could be part of God's kingdom. The people thought that God's kingdom was going to come right away. Jesus told a story to show them that that's not what would happen. Jesus said, "A certain ruler went to a far country to get a kingdom. He said he would come back again. Before he left, he called his ten servants to him and gave them money. He told them, 'Keep busy till I come back.' "When the ruler came back he sent for his ten servants. He asked them, 'What have you done with the money I gave you?' "The first servant said, 'Lord, with your one pound, I made ten more pounds.' "The ruler said, 'Well done. I will give you ten cities to rule over.' "The second servant said, 'Lord, your one pound has become five pounds.' "The ruler said, 'Well done. I will give you five cities to rule over.' "The third servant said, 'Lord, here is your money. I put it in a napkin and saved it for you because I was afraid of you. I knew that you would ask for more than you gave me.' "The ruler said, 'That's true. And that's why you should have at least put my money in the bank so I could have gotten some interest.' The ruler said to his other servants, 'Take the pound from this servant and give it to the servant who has ten pounds.' "The servants said, 'Lord, why should we give it to him? He already has ten pounds.' "The ruler said, 'I know that. Everyone who has something already will be given more. Whoever doesn't have anything, even what he has will be taken away.'" Unto every one which hath shall be given;... Luke 19:26. A man with a beard and a turban is standing in front of a door, looking at something in his hand. Cancer Do you hope to some day be old enough to drive a car? Do you hope to graduate from school some day? Do you plan to buy a house and get married and have a family? These are common hopes and plans of most children. What if you were told today that you had cancer and that you may not live very long? Would you think differently about life? Would you pray more? Some children do have cancer and it has changed their lives forever. Cancer is a disease that destroys body cells where it attacks and cancer attacks in different places on different people who have it. There is no sure medical cure for cancer, though some people do survive who have had it. Also the Lord has healed people of cancer. Perhaps you know someone who has had cancer or is battling it right now. Pray for them and be their friend. Daniel was about ten years old when he was told he had stomach cancer. His mother bought a notebook and put it in his hospital room. Every person who came to visit Daniel was to trace his or her hand on a page and then write their name in their hand print. When Daniel finally left the hospital, he had a collection of forty-two hands—big hands, little hands, hands that mopped the floor of his room, hands that had held the bowl when he threw up after chemotherapy, hands that had held the scalpel during his surgery. From the day Daniel heard he had cancer everything in life had taken on a new meaning of importance. He appreciated every friendship, every kindness and every tomorrow that he lived, even though he often felt sick most of the day. Daniel also learned to appreciate the Lord and His answers to prayer. He was thankful for healing and a chance to live on earth longer than the doctors had thought he would live. Some of Daniel's friends in the hospital did not go home with their parents. Instead Jesus called them to come home with Him in heaven. Their parents have fond memories of their children and hope to some day see them again. None of us know what tomorrow will hold for us. The most important thing is to know Jesus Christ and have Him wash your sins away in His blood. Then if He calls you to come live with Him, you will be ready to go. —Sis. Connie Sorrell QUESTIONS: 1. Where did the ruler go? 2. What did the ruler go to get? 3. What did the ruler give to his servants when he left? 4. What did the ruler tell his servants to do while he was gone? 5. How many pounds did the first servant make with his one pound? 6. How many pounds did the second servant make? 7. Did the third servant make any money with his one pound? 8. What did the ruler do to the servant who hadn't made any money? 9. Should we do something with what God has given to us? LESSON TEXT: Luke 19:11-26. (Answers: 1. To a far country. 2. A kingdom. 3. Money. 4. To keep busy. 5. Ten. 6. Five. 7. No. 8. He took the pound from that servant and gave it to the servant who had ten pounds. 9. Yes.) THE WORKERS IN THE VINEYARD Peter said to Jesus, "Lord, we have left everything to follow You. What are we going to get for it?" Jesus said, "Whoever leaves their mother or father will receive many good things. They will also live forever in heaven." Jesus said, "God's kingdom is like a man who owned a vineyard. A vineyard is a field where they grow grapes. The man went to town in the morning to find men to work in his vineyard. He found some men and told them, 'I will pay you a penny to work in my vineyard.' The men said they would and went to work. Three hours later the owner went out and found some more men to work in his vineyard. He told them, 'I will pay you a penny to work in my vineyard.' The men said they would also and went to work. After another three hours the owner went out and found some more men to work. He said he'd give them a penny to work in his vineyard. They went to work too. In the evening the owner went to town and found some men just standing around. He said to them, 'Why are you standing around doing nothing?' The men said, 'No one gave us a job to do.' The man said, 'Go and work in my vineyard and I will pay you what is right.' At the end of the day the man called all the workers together. He told his steward to pay them, starting with the workers who had come last. The steward gave a penny to each of the men who had worked last. The workers who had worked all day thought that they would get more money because they had been there longer. The steward gave them each a penny too. These workers did not like that. They said, 'We worked all day in the heat. Why did we only get as much as the workers who came last? That's not fair.' The owner said, 'I gave you what I said I would pay you. I am allowed to do what I want with my money. That is fair.' The first will be last and the last will be first." —Joanna Booher Go ye also into the vineyard, and whatsoever I will give you. Matthew 20:4. Operation Bible (A true story.) "The soldiers who are stationed at Fort Hood need Bibles," Military chaplain Randall Ridenour told a small church congregation in Norman, Oklahoma. "Okay, Randall," replied Chris Kennedy, "how many Bibles do you need?" "At least 3,000 to start with," replied Randall. The number needed did not overwhelm Chris and his friends. On the internet, by e-mail, over the telephone and with printed fliers handed out door to door, Chris and his friends asked people to give money to buy Bibles for military soldiers. Soon money began to come in for Operation Bible, the name they had given to this project. "This is a way to honor the soldiers," Kennedy told American citizens. "If people are asking for Bibles, I think we should give them to them. If they care enough to fight for us, that's the least we can do." Within two weeks after the first requests went out for money or Bibles, Operation Bible had enough Bibles to give 4,000 soldiers. Not only have Bibles been sent to Fort Hood, Texas, but soldiers and military people in other units have received Bibles also. "I have been completely surprised, amazed and awed at the response," Chris said. This shows that there are American Christians who do want to send the Word of God wherever it is needed. Most of these Bibles will be in other countries as the soldiers are deployed overseas. May we pray that soldiers who have Bibles will read them and learn how to pray. Let us pray for the men and women who are serving our country in the military. Then let us remember to pray for people in other countries who do not know about the Lord nor have a Bible. Perhaps some of these Bibles may find their way into the hands of many others who need the Lord. —Sis Connie Sorrell QUESTIONS: 1. What kinds of things will we receive if we leave everything to follow Jesus? 2. Where will we live forever if we leave everything and follow Jesus? 3. What is a vineyard? 4. What was the owner of the vineyard looking for in town? 5. How much did the owner say he would pay each of the workers? 6. Did the owner say he would pay anyone more than a penny? 7. Did the men who had worked all day think they should get more than a penny? 8. Did the owner have to give the workers more than a penny? LESSON TEXT: Matt. 19:27-20:16. (Answers: 1. Good things. 2. In heaven. 3. A field where they grow grapes. 4. Workers. 5. A penny. 6. No. 7. Yes. 8. No.) THE TEN VIRGINS Jesus said, "God's kingdom is like ten virgins. The virgins were part of a wedding. In this wedding, the bridegroom would come to take his bride away. He would make her his wife. No one knew when the bridegroom would come. The virgins had to be ready all the time to go to the wedding. They carried lamps with them in case the bridegroom came at night. "Five of the virgins were wise and five of them were foolish. The wise virgins had oil with their lamps. They could fill their lamps with oil if they ran out. The five foolish virgins had lamps but didn't have any oil with them. "The ten virgins fell asleep while they were waiting for the bridegroom to come. "In the middle of the night someone shouted, 'The bridegroom is coming.' "All the virgins woke up and trimmed their lamp wicks. The five foolish virgins said to the wise virgins, 'Give us some of your oil. Our lamps are going out.' "The wise virgins said, 'No. If we give you some of our oil there won't be enough for us. Go to the people who sell oil and buy some.' "The five foolish virgins went away to buy oil. While they were gone, the bridegroom came. The five wise virgins went with the bridegroom to the wedding. The doors to the wedding were shut. "The five foolish virgins came to the wedding and the doors were shut. They knocked on the doors and said, 'Please, let us in.' "The lord of the wedding said, 'Go away. I don't know you.'" Jesus said, "You should be ready like the five wise virgins. You don't know when I am going to come back." —Joanna Booher They that were married, but not yet consummated marriage. Matthew 19:12 went in with him to the 5:10. One Church Invitation (Based on a true story.) One hot June afternoon, a grandmother sat on a park bench watching her small grandson play in the sand when a twelve-year-old boy walked up to them. "Hi, ma'am," said the boy as he sat down beside her. "My name is T.J. What is your cute grandson's name?" "Hi, T.J." replied the grandmother. "His name is Braiden and I'm Mrs. Lori Maples. What brings you here to speak to me?" "Oh, you look really nice so I thought I would come and invite you to church," said T.J. "If I bring a guest with me to church tomorrow, then I can put my hand into the penny jar and bring out as many pennies as I can hold." Mrs. Maples laughed pleasantly as she looked at T.J.'s smiling face. "And just where do you go to church, young man?" T.J. told Mrs. Maples the address to his church and the time of Sunday school and services. "You are welcome to come any time," he said. "Thank you, T.J., I may just surprise you," replied Mrs. Maples. The next morning T.J. came out of Sunday school and saw Mrs. Maples sitting on the back pew. So when the children sang, "I'm in the Lord's Army" and marched up to the front, T.J. paused at the penny jar and pulled out a fistful of pennies and pushed them into his pants pocket. He was quick to thank Mrs. Maples for coming and he brought Pastor Rollins and his wife to meet her. Mrs. Maples enjoyed the service very much! She came the next Sunday and the next. Then she joined the women's prayer group. "I appreciate your kindness to me," she told her new friends. "Please pray for my husband that he will come with me to church." "We will pray for him," said Sis. Jean, the pastor's wife. Around midnight that night, Mr. Ben Maples heard his wife fall out of bed. Quickly, he checked on her and saw she was unconscious. He dialed 911. The paramedics worked with her all the way to the hospital where the doctors said she had a brain aneurysm. (A swollen artery of blood in the brain.) When Mrs. Maples' new church friends heard about her illness, some went to the hospital to be with her. Sis. Jean began to call church members for prayer. Mr. Maples was amazed at the love the church showed him and his wife. He knew that it was their answered prayers that saved her life. When Mrs. Maples was better, her husband took her to church services. In time, both of them were saved and became active church members. Now they bring their daughter and her son to church. As T.J. watches the Maples sing and pray, it encourages him to invite others to church. —Sis. Connie Sorrell QUESTIONS: 1. Who were the ten virgins waiting for? 2. Did anyone know when the bridegroom was going to come? 3. What happened to the ten virgins while they were waiting for the bridegroom? 4. What did the five wise virgins have with their lamps? 5. When did the bridegroom come? 6. What did the five foolish virgins want the five wise virgins to give them? 7. Were the five foolish virgins on time for the wedding? 8. Were the five foolish virgins allowed to come in to the wedding? 9. Who should we be like? 10. When is Jesus coming back? LESSON TEXT: Matt. 25:1-13. (Answers: 1. The bridegroom. 2. No. 3. They fell asleep. 4. Oil. 5. In the middle of the night. 6. Oil. 7. No. 8. No. 9. The five wise virgins. 10. We don't know.) HERE COMES THE KING Jesus came to Jerusalem. He sent two of His disciples ahead of Him. He told them, "Go into this city and you will see a donkey tied up. There will be a baby donkey there too. Untie both of them, and bring them to Me. If anyone asks you why you are untying them say, 'The Lord has need of them.' They will let you bring them." Jesus' disciples did as He said. They found the donkey and her colt just as Jesus said. They brought them to Him. Jesus sat on the donkey's colt and rode it into Jerusalem. Many people came out to see Jesus. They waved palm branches in the air and shouted, "Hosanna! Blessed is He that comes in the name of the Lord." They took off their coats and laid them in the path so Jesus could ride over them. Other people asked, "Who is this?" The people said, "This is Jesus, the prophet from Galilee." The scribes and Pharisees came to Jesus and said, "Tell us who said You could preach and do miracles?" Jesus said, "I will also ask you a question, and you must answer Me. Did God tell John the Baptist to baptize people?" The scribes and Pharisees said to each other, "If we say God did, then Jesus will say, 'Why didn't you get baptized by him then?' If we say John the Baptist baptized people because he wanted to, all of the people will be very angry with us. They think that God told John to baptize." The scribes and Pharisees said to Jesus, "We can't tell You." Jesus said, "I won't tell you either." The scribes and Pharisees were very mad at Jesus. They wanted to kill Him. One of Jesus' disciples, Judas Iscariot, decided to give Jesus to the scribes and Pharisees. Judas Iscariot said to them, "What will you give me if I bring Jesus to you?" The Pharisees said they would pay Judas thirty pieces of silver. From that time on Judas tried to find a time to give Jesus to them. —Joanna Booher Blessed is he that cometh in the name of the Lord. Matthew 21:9. Jesus and the little girl Would Dad Come In Time? Linda smiled at herself in the mirror as she combed her hair. She wanted to calm the nervous butterflies jittering in her tummy. In a short time she would be playing the piano before a crowd of parents and fellow piano students. "Are you ready to go, Linda?" called Mother from the front door. "Okay, Mother," answered Linda. She joined her mother and together they drove to the university hall music center. "Dad does know where to come?" Mother asked Linda. "Yes, I told him and he wrote down the place and address," replied Linda. Mother and Linda arrived in plenty of time for Linda to play the scales on the piano. As guests began to come, they found a seat close to the front and sat down. Linda kept looking toward the two main doors. What was keeping Dad? Maybe he had decided not to come because he had more work to do? Maybe he was lost because she had made a mistake in the address? Linda noticed that she was the third performer on the program. If Dad was too late, he would miss hearing her. She glanced at the doors one more time as Mrs. Hamilton walked to the platform. "Good evening, parents, guests and students," began Mrs. Hamilton. Linda sighed. Dad was going to miss her first piano recital. Well, she might mess up anyway and embarrass him. Maybe that's why he didn't want to come. Linda slid down in her seat and the world became a blur before her eyes. The first student went up to the platform to play. Scott bowed to the clapping audience. To Linda, the piano sounded scared as Scott picked out his song but Mother whispered, "That was good!" Suddenly, Linda felt someone's presence sit down beside Mom. She knew without looking that it was Dad. He had made it after all! Linda blinked her eyes and sat up straight. The girl who played next sounded confident and prepared. When it was Linda's turn, Dad whispered, "You can do it!" as she slipped past. If Dad thought she could, then Linda was going to show everyone else that she could. With calm hands she touched the keyboard and began her song. She was playing for Dad and Mom. Before she knew it the song was done and everyone was clapping loudly. "That was great!" Dad whispered to Linda as she went back to her seat with a smile on her face. —Sis. Connie Sorrell QUESTIONS: 1. How many donkeys did Jesus say His disciples would find in the city? 2. Which donkey did Jesus ride on? 3. What did the people wave in the air? 4. What did the people put on the ground for Jesus to ride over? 5. Did the scribes and Pharisees like Jesus? 6. Did the scribes and Pharisees think God told Jesus to preach and do miracles? 7. Did the scribes and Pharisees think God told John the Baptist to baptize? 8. Who did tell John to baptize and Jesus to preach and do miracles? 9. What did Judas Iscariot say he would do for the scribes and Pharisees? LESSON TEXT: Matt. 21:1-11, 23-27; 26:14-16. (Answers: 1. Two. 2. The donkey's colt. 3. Palm branches. 4. Their coats. 5. No. 6. No. 7. No. 8. God. 9. Give Jesus to them.) THE LAST SUPPER Jesus said to Peter and John, "Go into the city and you will see a man carrying a water pitcher. Follow him to a house. Ask the owner of the house where the room is that I can eat the Passover feast with My disciples. He will show you a room upstairs. Get ready for the feast there." Jesus' disciples went and did as Jesus said. They found the man and the room just as Jesus said. In the evening, Jesus and His twelve disciples sat down to eat the Passover feast. Jesus said, "I have wanted very much to have this feast with you." He took the cup and said, "Drink from this cup. It is the testament of My blood that I am going to give for you. I won't drink of this cup again until I have completed the work I was sent here to do." Jesus took the bread and thanked God for it. He broke the bread and said, "This bread is My body that I am going to give for you." Jesus tied a towel around His waist. He knelt down in front of each of His disciples and washed their feet. When he got to Peter, Peter did not want Him to wash his feet. Peter thought Jesus was too great of a person to wash his feet. Peter said, "Lord, You will never wash my feet." Jesus said, "Peter, if I don't wash your feet, you aren't one of My disciples." Peter said, "Lord, don't just wash my feet then. Wash my head and hands too." Jesus said, "I only need to wash your feet and you are clean." Jesus said to His disciples, "One of you is going to betray Me." The disciples started to say, "Lord, is it me?" John asked, "Lord, who is it?" Jesus said, "It is the person I give a piece of bread to." Jesus gave the piece of bread to Judas and said, "What you are going to do, do quickly." Judas got up and went out. The other disciples thought he was going somewhere to buy more things for the feast. Jesus and His disciples sang a hymn together and went to a garden on the Mount of Olives. —Joanna Booher This is my body which is given for you: this do in remembrance of me. Luke 22:19. The man is sitting at a table with a bowl and a glass in front of him. He is looking up at the sky, which has a crescent moon in it. Angel Painters? (A true story.) It can be very hot in Atlanta, Georgia, during June without an air conditioner! Home can be like an oven to live in—so it seemed to Derek and Rebekah Maul who were newly weds living on the third floor of an old apartment building. Money was tight for them their first summer of married "bliss." They could not afford to buy an air conditioner for their rented apartment and their landlord didn't offer to buy one. "Let's get out of here for awhile," Rebekah said to Derek one scorching Friday evening. "Why don't we go down to the mall and enjoy their air conditioning?" That sounded cool to Derek so together, hand in hand, they walked to a shopping mall nearby. They enjoyed window shopping in the busy mall. They relaxed on a soft couch in the main plaza and sipped on iced tea for awhile. "I guess we had better go back to the apartment," Derek said with a sigh. Rebekah nodded. They did have things to do and maybe now she would be able to bear the heat better. When they reached their apartment, they suddenly realized they had locked their keys inside. "Let's borrow the extra key from the building manager," said Derek. But the manager had a note on his office door, "Gone Till Monday." "We can't wait until Monday to get inside!" exclaimed Rebekah. "What shall we do?" "Remember seeing those two painters painting the chapel about a block from here?" asked Derek. "Let's ask them if they have a ladder we can borrow that might reach to the bathroom window. Then I can climb in and open the door." The two painters were up on ladders themselves but they were able to hear Derek's request for help. "Take that forty-footer on the truck," replied one of the painters. Rebekah couldn't help but notice how spotless white the painters' overalls and caps were. They looked so clean and cool, she thought as she helped Derek carry the ladder which did reach to the bathroom window. After they were back in their apartment, Derek and Rebekah took the ladder back to the painters and thanked them. Next Monday morning, Derek and Rebekah stopped at that same chapel to get the address of the painters so she could send them a thank-you card. The church secretary was surprised. "Painters?" she asked. "The chapel needs painting, but we don't have painting planned for this year." All three of them went outside and looked at the dry paint peeling off the eaves. The chapel did not have a sign of fresh paint on it though Derek and Rebekah both agreed that was the exact place they had borrowed the ladder. —Sis. Connie Sorrell QUESTIONS: 1. What feast did Jesus want to have with His disciples? 2. What did Jesus tell the disciples to do with the cup? 3. What did Jesus say the cup was a testament of? 4. What did Jesus do with the bread? 5. What did Jesus say the bread was? 6. What did Jesus do to the disciples' feet? 7. Did Peter want Jesus to wash his feet? 8. Did Jesus know who was going to betray Him? 9. Where did Jesus and His disciples go after they sang a hymn? LESSONTEXT: Luke 22:7-22, 39; John 13:1-10, 21-30. (Answers: 1. The Passover feast. 2. Drink it. 3. His blood. 4. Broke it. 5. His body. 6. Washed them. 7. No. 8. Yes. 9. The Mount of Olives.) THE TRIAL AT NIGHT Jesus and His disciples went to a garden on the mount of Olives. Jesus said to Peter, "Tonight you will say you don't know Me." Peter said, "Lord, I would die before I would do that." Jesus took Peter, James and John into the garden. He said to them, "Please pray with Me." Jesus prayed to God, "Father, if it is possible, please don't make me do this. But, no...let Your will be done, not Mine." Peter, James and John had fallen asleep. Jesus came to them and said, "Couldn't you have prayed just one hour with Me?" Judas came to the garden with a band of men who had torches and swords. Judas said to them, "I will give Jesus a kiss, that is how you will know which one is Him." Judas came to Jesus and said, "Hail, Master." He kissed Him. Jesus said, "Judas, would you betray Me with a kiss?" Peter pulled out his sword and cut the high priest's servant's ear off. Jesus said, "Peter, put away your sword. Everyone who uses the sword will die by the sword." Jesus put the servant's ear back on. All of Jesus' disciples turned around and ran away. The men brought Jesus to the high priest. They put Jesus on trial. They tried to find a reason to kill Him. The high priest said to Jesus, "Tell us if you are the Son of God." Jesus said, "You say so." The priest said, "We don't need any more proof. Jesus deserves to die." Peter followed Jesus to the trial. He stayed outside. A girl said to him, "Aren't you one of Jesus' disciples?" Peter said, "No, I'm not." Another girl said to him, "You are one of Jesus' disciples, aren't you?" Peter said, "No, I don't know Him." A man said, "I know you are one of Jesus' disciples." Peter swore and said, "I do not know Jesus." A rooster crowed, and Jesus turned and looked at Peter. Peter remembered what Jesus had said to him. He went out and cried. —Joanna Booher Jesus is shown with a halo above his head, holding a book and a cross. All they that take the sword shall perish with the sword. Matthew 26:52. Play Baseball With Me? "Jerry, would you play baseball with me?" Randy asked his big brother. Jerry glanced up from the model car he was gluing together. "I don't want to right now," he replied. "It's hot outside." "Well, can I help you work on this car?" asked Randy. "No, now bug off, will you," replied Jerry with an edge of anger in his voice. "I only want to be your friend," said Randy as he picked up a piece of the car. "Don't touch that!" demanded Jerry, taking it from Randy. "Now go play with someone your own size—I'm busy!" Randy looked sad as he slowly left Jerry. He went outside with his baseball and bat. Who would play with him? Tony, his best friend, was gone on vacation and all the other neighbor children were older. He sat down on the porch step and leaned against the wall and prayed for someone to play with. Suddenly he heard voices. He looked up and saw Uncle Tom and his two boys walking toward his house. "Hi, Randy! Is your dad home?" asked Uncle Tom. "No, but Mom is," said Randy as he stood up. Right then Mom came to the door. "Well, hello, Tom, Ryan and Jason. Bill will be home from work in about thirty minutes. Would you like to come in?" "Thankyou, Jeanie," replied Uncle Tom. "We will just wait outside." Then he looked at Randy's bat and baseball. "It looks like this young man is ready for a game. Where's your team, Randy?" "Would you like to play with me?" asked Randy hopefully. "How about it, boys?" Uncle Tom asked Ryan and Jason. "Sure! Do you have a couple of mitts?" replied Ryan. Soon Randy, his older cousins and Uncle Tom were throwing, hitting and catching the ball. Even Dad joined in when he came home from work. Mother brought out cool glasses of lemonade and they all sat down under the big shade tree and visited. That's where Jerry found them later. "Hi, Uncle Tom, Ryan and Jason," Jerry said. "When did you all come?" "God sent them to play baseball with me," Randy told his brother. "I just prayed for a friend my size and God sent someone even bigger than you!" "Okay Randy," said Jerry, quietly. "I'm sorry I didn't come out and play a while with you." —Sis. Connie Sorrell QUESTIONS: 1. Who did Jesus say Peter would say he didn't know? 2. What did Jesus ask His disciples to do with Him? 3. Whose will did Jesus say should be done? 4. Who came with a band of men to get Jesus? 5. What did Peter do to the high priest's servant's ear? 6. Did all of Jesus' disciples stay with Him? 7. What did the high priest want to do to Jesus? 8. Did someone think Peter was Jesus' disciple? 9. What did Peter do after he said he didn't know Jesus? LESSON TEXT: Luke 22:39-71; John 18:1-27; Matt. 26:30-75. (Answers: 1. Jesus. 2. Pray with Him. 3. God's. 4. Judas. 5. Cut it off. 6. No. 7. Kill Him. 8. Yes. 9. 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Variations in energy input control seasonal and daily temperature fluctuations. Cause of the Seasons - The tilt of the Earth’s axis relative to the plane of its orbit around the Sun - in mid-summer, the N Hemisphere is tilted towards the Sun [fig. 3.3] - in mid-winter, the N Hemisphere is tilted away from the Sun - The elliptical path of the Earth brings it closer to the Sun in mid-winter Earth seen from the Sun Spring Summer Autumn Winter The Tropics - At mid-summer, the Sun is overhead at the Tropic of Cancer - At mid-winter, the Sun is overhead at the Tropic of Capricorn Energy depends on angle of illumination - Sunlight falling at an angle spreads over a larger area - [page 55/56/56] - Area increases as $1/\cos\theta$ - see diagram for definition of angle $\theta$ Sun tracks at different latitudes (a) North Pole, 90°N (b) Arctic Circle, 66½°N (c) Middle latitudes, 40°N (d) Tropic of Cancer, 23½°N (e) Equator, 0° (f) Tropic of Capricorn, 23½°S © 2007 Thomson Higher Education Courtesy: Thomson Higher Education Aberdeen's Position on the Globe - Aberdeen is at a latitude of $57^\circ$. - Maximum angle of summer Sun from zenith is $33.5^\circ$. - spreading factor is: $\frac{1}{\cos(33.5^\circ)} = 1.2$ - Maximum angle of winter Sun is $57^\circ + 23.5^\circ = 80.5^\circ$. - spreading factor is: $\frac{1}{\cos(80.5^\circ)} = 6.1$ Inverse Square Law of Radiation - At increasing distance $d$ from a source of radiation, the energy passing through 1 m$^2$ decreases as $1/d^2$ [page 36/38/38] - this is essentially a statement of the law of conservation of radiant energy From 2nd slide \[(152/147)^2 = 1.07\] Irradiation in Summer ‘yes’, in the upper atmosphere, but ‘no’ at ground level, due to the extra distance through the atmosphere travelled by slanting rays of the Sun [fig. 3.5] Compared with tropical regions, do the extra hours of sunshine in Aberdeen make up for the fact that the Sun is never overhead? After FIG 3.5 Relative radiant energy received on June 21 Irradiation in Winter - Is the solar energy received in Britain at the end of the year really very little? - ‘yes’ [Fig. 3.7/-] - Average temperatures tend to be a month behind average sunshine - highest temperatures come in late July or August - lowest temperatures come at end of January or into February Energy Balance over the Globe Is there a balance between incoming solar energy and outgoing energy at all latitudes? - ‘no’. In Scotland, we loose more radiation than we receive. Energy is transported from tropical regions to the higher latitudes by: - pattern of circulating ocean currents - mid-latitude cyclones and anti-cyclones - transfer of evaporated water from tropical regions Global Climate - Global climate is driven by the Sun - Every feature of the Earth’s orbit influences climate: its extent, its eccentricity, the tilt and direction of the Earth’s axis - Global climate is influenced by everything that influences energy balance - There is no such thing as ‘the law of averages’ [e.g. p 509/522/442 for long-term temperature changes] Earth Receives the Same Solar Radiation in Each Season - Because the Earth’s orbit is an ellipse, with the Sun off-centre, winter and summer are at present unequal in length. - However, when the Earth is farther from the Sun it travels more slowly and the extra time it takes just makes up for the weaker sunlight. ➢ hence, the surprising conclusion above. N & S Hemispheres don’t share their Radiant Energy much - With the Sun overhead at the equator, each hemisphere receives half the Sun’s radiation. - With the Earth’s axis tilted, one hemisphere receives more than half the radiation. Changes Past and Future - Ratio summer Sun: winter Sun = 5:3 - Now summer exceeds winter by about 7 days - 5,500 yrs time: equal winters and summers [see page 485/514/442 for a longer discussion] - 11,000 years time: long winters, glacial epoch? (the equinoxes are precessing in reverse around the Earth’s orbit) Changes in Earth’s eccentricity - Eccentricity changes of the Earth’s orbit may have been one of the main drivers of ice-ages. Courtesy: http://www.museum.state.il.us/exhibits/ice_ages/eccentricity_graph.html Daily Temperature Changes - Daily variation in temperature is controlled by the Earth's rotation - general level of temperature is determined by air mass passing over - Air continues to heat as long as influx of radiation exceeds radiation loss [fig. 3.14/3.13] - Warmest time of day is typically mid afternoon - coldest, near sunrise Temperature Changes with Height - On calm days, temperature decreases quickly for a few metres above ground - on windy days, it decreases more slowly After FIG 3.13/3.12 Temperature drop above a road on a summer afternoon Gulf coast: photo JSR Temperature Changes at Night - On calm nights, you will particularly notice a temperature inversion - temperature begins to rise with height - the difference is less on windy days Daily Temperature Variation Decreases with Height - Temperatures decrease faster with height by day than by night - this gives a smaller daily temperature range for higher places \| Height (m) \| Daily max \| Daily min \| Daily range \| \|-----------\|-----------\|-----------\|-------------\| \| 300 \| 17° \| 13° \| 4° \| \| 200 \| 18.5° \| 13.5° \| 5° \| \| 100 \| 19.5° \| 14° \| 5.5° \| \| 0 \| 21° \| 13° \| 8° \| After fig. 3.23/3.22 It’s Warmer Under the Ice Snow and ice insulate us against very cold ground temperatures. - Snow is a poor thermal conductor; a poor IR radiator; a good IR reflector; it has a large specific heat capacity. - Here frozen fruit trees at -7°C have been sprayed with water. Sea-level Isotherms - Isotherms are lines of constant temperature - Making an allowance for change in temperature with height, sea-level isotherms show the influence of land and sea on average temperatures across the Earth. Figs. - see next two slides Aberdeen in January: photo JSR January Isotherms (°F) July Isotherms (°F) Nearby water is the most important factor in decreasing the range of temperatures experienced [page 71/73/72] - large lakes and seas are a huge reservoir of heat in winter, warming air above them - in summer they cool air and provide atmospheric moisture - humidity absorbs IR at night and re-radiates it toward the ground - haze and cloud reduce the solar radiation reaching the ground by day Muchalls: photo JSR Two Measures of Heat - Specific heat capacity is the amount of heat energy (in calories) needed to raise the temperature of 1 g of material by 1 C° [p. 28/30/29] - water has a specific heat capacity of 1 cal g$^{-1}$ °C$^{-1}$ - rock, typically 0.2 cal g$^{-1}$ °C$^{-1}$ - Latent heat is the amount of heat energy needed to evaporate 1 g of material or, more generally, to change its state at constant temp - 600 cal g$^{-1}$ is needed to evaporate water - 80 cal g$^{-1}$ is needed to melt ice Wind Chill - Nearly still air around us generally keeps our skin temperature warmer than the ambient air - Wind sweeps away this insulating blanket, chilling our skin - Wind encourages evaporation, which carries away 600 cal g$^{-1}$ of evaporated water - Table 3.4/3.3 gives wind chill figures (see next slide) Summer in the West coast: photo JSR ### Wind-Chill Equivalent Temperature (°C)* \| WIND SPEED (KM/HR) \| Calm \| 10 \| 5 \| 0 \| −5 \| −10 \| −15 \| −20 \| −25 \| −30 \| −35 \| −40 \| −45 \| −50 \| \|-------------------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\| \| 10 \| 8.6 \| 2.7 \| −3.3 \| −9.3 \| −15.3 \| −21.1 \| −27.2 \| −33.2 \| −39.2 \| −45.1 \| −51.1 \| −57.1 \| −63.0 \| \| 15 \| 7.9 \| 1.7 \| −4.4 \| −10.6 \| −16.7 \| −22.9 \| −29.1 \| −35.2 \| −41.4 \| −47.6 \| −51.6 \| −59.9 \| −66.1 \| \| 20 \| 7.4 \| 1.1 \| −5.2 \| −11.6 \| −17.9 \| −24.2 \| −30.5 \| −36.8 \| −43.1 \| −49.4 \| −55.7 \| −62.0 \| −68.3 \| \| 25 \| 6.9 \| 0.5 \| −5.9 \| −12.3 \| −18.8 \| −25.2 \| −31.6 \| −38.0 \| −44.5 \| −50.9 \| −57.3 \| −63.7 \| −70.2 \| \| 30 \| 6.6 \| 0.1 \| −6.5 \| −13.0 \| −19.5 \| −26.0 \| −32.6 \| −39.1 \| −45.6 \| −52.1 \| −58.7 \| −65.2 \| −71.7 \| \| 35 \| 6.3 \| −0.4 \| −7.0 \| −13.6 \| −20.2 \| −26.8 \| −33.4 \| −40.0 \| −46.6 \| −53.2 \| −59.8 \| −66.4 \| −73.1 \| \| 40 \| 6.0 \| −0.7 \| −7.4 \| −14.1 \| −20.8 \| −27.4 \| −34.1 \| −40.8 \| −47.5 \| −54.2 \| −60.9 \| −67.6 \| −74.2 \| \| 45 \| 5.7 \| −1.0 \| −7.8 \| −14.5 \| −21.3 \| −28.0 \| −34.8 \| −41.5 \| −48.3 \| −55.1 \| −61.8 \| −68.6 \| −75.3 \| \| 50 \| 5.5 \| −1.3 \| −8.1 \| −15.0 \| −21.8 \| −28.6 \| −35.4 \| −42.2 \| −49.0 \| −55.8 \| −62.7 \| −69.5 \| −76.3 \| \| 55 \| 5.3 \| −1.6 \| −8.5 \| −15.3 \| −22.2 \| −29.1 \| −36.0 \| −42.8 \| −49.7 \| −56.6 \| −63.4 \| −70.3 \| −77.2 \| \| 60 \| 5.1 \| −1.8 \| −8.8 \| −15.7 \| −22.6 \| −29.5 \| −36.5 \| −43.4 \| −50.3 \| −57.2 \| −64.2 \| −71.1 \| −78.0 \| *Dark blue shaded areas represent conditions where frostbite occurs in 30 minutes or less. © 2007 Thomson Higher Education Courtesy: Thomson Higher Education Measuring Temperatures - Liquid-in-glass thermometers - maximum - minimum - Ubiquitous digital thermometers - Platinum resistance thermometers are the standard at normal temperatures. Their resistance is directly related to the implementation of the ITS-90 temperature scale. Physics platinum resistance thermometer on Fraser Noble building: photo JSR Measuring Enclosures Meteorological thermometers, hygrometers, and barometers must be protected from direct sunlight and from rain. - usual housing is a Stevenson screen - variant designs in other countries Fraser Noble building Stevenson screen, before painting: photo JSR	<urn:uuid:22611fcf-3e55-4665-bbbb-b78edaf47413>	CC-MAIN-2018-51	https://homepages.abdn.ac.uk/nph120/meteo/metoh3.pdf	2018-12-14T10:06:43Z	crawl-data/CC-MAIN-2018-51/segments/1544376825512.37/warc/CC-MAIN-20181214092734-20181214114234-00058.warc.gz	639,453,869	2,976	eng_Latn	eng_Latn	0.940001	eng_Latn	0.992065	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "slv_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 79, 398, 455, 594, 798, 1051, 1379, 1662, 2030, 2346, 2737, 3103, 3466, 3702, 4017, 4229, 4572, 4822, 5008, 5527, 5800, 6086, 6110, 6131, 6548, 7075, 7428, 9290, 9651, 9929 ]	[ 3.6875 ]	3	0
M. Michel's book is the history of the long alliance between France and Scotland,—an alliance originally formed against the growing power of a common enemy, and afterwards strengthened and confirmed by a community of interests, and by a grateful sense of mutual benefits. We may not be inclined to give much credit to the story of the famous league between Achaus and Charlemagne; but, without ascending so far up the stream of time, we shall find ample proofs that, from the thirteenth to the end of the sixteenth century, the alliance between the two countries was close, intimate, and uninterrupted. At the battles of Beaugé, Crevant, and Verneuil, and on many other well-fought fields during the hundred years' war between France and England, the valour of the Scottish auxiliaries was conspicuously displayed, and their blood freely poured out; and in the Italian campaigns of the French kings—at Fornuova, Marignan, Genoa, Pavia, and at many other battles and sieges—they well sustained their national reputation for courage and conduct. On the other hand, France more than once sent assistance to Scotland during her long wars against England. In 1385, Sir John de Vienne, Admiral of France, led a thousand lances into Scotland to aid in the war against Edward III.; and in the early part of the sixteenth century, the Duke of Albany brought a still stronger force of French auxiliaries, consisting of four thousand lances and a thousand arquebusiers. But it was not only by warlike means that the alliance between France and Scotland was maintained and cemented. Numerous matrimonial alliances took place between the nobility and gentry of the two countries; and many a noble family in France can still trace its descent to a Scottish source, while French blood flows in the veins of several of our best Scottish families—for example, in those of Lindsay, Gordon, and Rollo. In many instances, too, our Scottish kings married French princesses, while a Scottish princess and a Scottish queen were wedded to dauphins of France. These royal marriages carry us back to the early part of the thirteenth century, when Alexander II. of Scotland married Marie, daughter of Enguerrand de Coucy, the most beautiful woman of her time. His son, Alexander III., also contracted a French alliance, marrying Yolande, daughter of Robert IV., Count of Dreux. At a later period of our history, Margaret, daughter of James I. of Scotland, married Louis, dauphin of France, son of Charles VII.; and her sister Isabella married Francis, the first Duke of Bretagne. These two Scottish princesses were sent into France with a magnificent escort, consisting of a hundred damsels clothed in uniform, and a thousand men-at-arms. We may also mention the marriage of James II. to Mary of Gueldres, who, although not a French princess, was a near relative of the French king Charles VII., by whose advice the marriage was contracted. Charles VII. seems, indeed, to have been a sort of general referee in all the matrimonial alliances contracted by the royal family of Scotland during his reign. Of this a curious instance is afforded by the negotiations which took place with reference to the proposed marriage of Louis of Savoy to Annabella, daughter of James I. This princess was actually sent into Savoy in 1455 for the purpose of fulfilling the existing contract of marriage between her and Louis; but when it was found that their union would be disapproved of by Charles VII., that contract was regularly annulled by a public act drawn up at Sanma, in the presence of the ambassadors of France, Scotland, and Savoy. It was a case of royal breach of promise, and it was stipulated that the Duke of Savoy should pay 25,000 golden crowns to the princess as damages, and defray the expense of her return into Scotland. In effect, the fair fiancée had a long detention to endure, and many perils by land and sea to encounter, before she succeeded in getting back to her native country. James V. was twice married to French princesses—first to Madeleine of Valois,* daughter of Francis I., and afterwards to Mary of Guise. Marie de Bourbon, another French princess, to whom James had been originally engaged, is said to have died of grief at being forsaken for the fair Madeleine. The last marriage between the royal families of France and Scotland was that of Queen Mary to the Dauphin Francis, son of Henry II. of France. This marriage marks the culminating point of French influence in Scotland. Another proof of the intimate connection between the two countries is to be found in the number of Scotchmen who held some of the most important offices in the French court and army. In the fifteenth century, the Earl of Buchan was Constable of France, and the Earl of Douglas was Duke of Touraine, and Lieutenant-General of the French army. Sir William Monypenny was councillor and chamberlain to Charles VII. and Louis XI.; and Beraud Stuart was Marshal of France, Viceroy of Naples, and Constable of Sicily under Louis XII. In like manner, some Frenchmen succeeded in attaining high distinction in Scotland; *The custom of wearing mourning is said to have originated from the early death of the fair Madeleine, who died shortly after her arrival in Scotland, deeply regretted by the king and the whole country. such as the Chevalier de la Bastie, who was invested by the Regent Albany with the chief command on the Scottish border; and M. d'Oysel, who was entrusted with the principal administration of Scotch affairs by Mary of Guise, and whose services were acknowledged by the Scottish Parliament. The French monarchs, at various times, endeavoured to secure the attachment and alliance of the Scottish nation, by bestowing lands in France upon the most powerful of the Scottish nobility; by granting special privileges and exemptions to Scottish merchants trading in France; and by issuing letters of naturalization to all Scotchmen resident there. In this way, many nobles and gentlemen belonging to the families of Stuart, Douglas, Hamilton, Gordon, and other great houses, became French landholders, intermarried with the French nobility, and founded families, whose descendants, with names more or less altered and Gallicised, are still to be found on the other side of the Channel. Letters of naturalization were again and again granted by the French kings to Scotchmen. Even Louis XI., cruel, crafty, and suspicious as he was, never refused them to any natives of Scotland who wished to settle in France. Louis XII. went still further by his ordinance of September 1512, which granted for the future the privilege of naturalization to all Scotchmen resident in France; and upon the occasion of the marriage of the Dauphin Francis to Mary Queen of Scots, the privileges enjoyed by natives of Scotland were confirmed and extended by his father Henry II., while an Act of the Scottish Parliament accorded similar privileges to all Frenchmen settled in Scotland. Henry IV. was the last of the French kings who renewed the ancient privileges belonging to the natives of the oldest and most faithful ally of France. By letters patent of 1599, he confirmed the right of naturalization to all Scotchmen in France, and also all the privileges and exemptions formerly enjoyed by Scotch merchants trafficking in that country. But although the alliance between France and Scotland was thus for centuries close and intimate; though thousands of Scot- ¹ The old French proverb, 'Qui la France veut gagner, A l'Ecosse faut commencer,' bears witness to the intimacy of the relations between the two countries; as does the following proverbial saying to the importance of the Scottish auxiliaries in the French wars: 'Nul ne vigne, Franc n'est valoir, viciens et cauts, sont valoirs.' And the way in which Shakespeare puts in the mouth of Portia, in the Merchant of Venice, also bears testimony, though not in so complimentary a fashion, to the way in which the two nations were accustomed to back up each other's quarrels. She says, in answer to Nerissa, who had asked her opinion of the Scottish Lord, 'He borrowed a box of the ear of the Englishman, and swore he would pay him again when he was able: I think the Frenchman became his surety, and scaled under for another.' tish auxiliaries lost their lives in the long wars between France and England, in which their valour procured for France more than one important and brilliant victory; though a chosen band of Scottish gentlemen was for ages the faithful and gallant body-guard of the French kings,—these services have not been acknowledged or appreciated by any of the French historians, who have either passed them by in silence, or have noticed them with a brevity unworthy of their importance. To fill up this omission is the object of M. Michel's book, which aims at restoring to the gallant Scottish companies of adventure, and the other Scots in France distinguished in arts or in arms, their proper place in French history, of which they have been so long and so unjustly deprived. The author endeavours to present to us as complete a picture as possible of the public and private, the political and commercial relations which so long subsisted between two countries, separated from each other by the whole extent of England, but united by a community of interests, and also, in some respects, by a similarity of national genius. He tells us that he has been occupied with this subject for nearly a quarter of a century, has travelled extensively both in France and Great Britain; has consulted libraries and ransacked archives, has omitted no accessible source of information, and has also had the further advantage of the assistance of many learned friends. We give him every credit for indefatigable industry and persevering research. The text and the notes contain a perfect treasure of information, amassed from a vast variety of sources, and extend over nearly 1100 pages, which are copiously adorned and illustrated by the armorial bearings of more than a hundred noble families, who played a distinguished part during the long alliance between France and Scotland. It is interesting to observe the number of French families whose names are evidently of Scotch origin, and whose armorial bearings are identical, or nearly identical, with those of Scotch families of similar names, as well as the number of Scotch family names that have gradually been changed and Frenchified, so as in some cases to make the recognition of the original name a work of considerable difficulty. Thus we find not only Stuart, but its French corruptions of Stuert, Estuert, and Stuyers. Then we have Forbin for Forbes, Fresal for Fraser, Damastere for Dempster, d'Anstrude for Anstruther, Hebron for Hepburn, Delauzun for Lawson, Coqueborne for Cockburn, Genston and Juston for Johnston, Vulcob for Wauchope, Vulson for Wilson, Achessonne for Acheson, Catel for Cadell, Malvin for Melville, and a great many more. But although M. Michel's work is of great value to the historian, the scholar, the antiquarian, and the genealogist, it is, notwithstanding, a very dull book. The author has sunk under the weight of his materials. He has accumulated a load which he is unable to lift, has swallowed a meal which he cannot digest. He has proved himself a good quarryman, but a bad builder; and has failed in arranging the stones, which he has excavated with so much difficulty and labour, into a graceful and symmetrical edifice. He seems to have read too much, to have sought too long, and to have expended in preparations the strength which should have been reserved for execution. And we therefore venture to think that his work, with all its merits, is unlikely to become a popular one. It wants vivacity of style, warmth of colouring, and clearness of arrangement; and it also wants,—a great want in a book of the kind,—an index of names. In spite also of the great learning and varied research which generally characterize the text and the notes, there is an occasional want of accuracy in dates and other particulars, of which we shall point out some rather prominent examples. In the first chapter, it is stated that Saint Louis of France made a treaty with Alexander III. of Scotland, husband of Mary, daughter of Enguerrand, Sire de Coucy. Now, it was not Alexander III., but Alexander II., who was the husband of Marie de Coucy. Alexander III. also married a French wife, but her name was Yolande de Dreux. This, however, is probably merely a misprint or an oversight, as in the next page the author describes Alexander II. as sending over to France in 1229 to demand the hand of Marie de Coucy, of whose marvellous and almost incredible beauty he had heard the highest praise. In the beginning of the third chapter, Edward I. is mentioned as confirming a charter to lands in the south of Scotland in the year 1335, at which period he had been in his grave for nearly thirty years. Edward III. must, of course, be meant. In the same chapter in which this error occurs, M. Michel speaks of David II. of Scotland being forced in 1334 to seek an asylum in France; yet a few pages afterwards he describes him as returning to Scotland in 1341, after nine years of exile; the fact being that he was sent to France in 1332, not in 1334, as stated by M. Michel. A more inexcusable mistake will be found in the eleventh chapter, where Louis XII. of France is represented as confiding the command of a fleet to Louis de Rouville, by a commission given at Corbie, 17th Sept. 1517. Yet at that time Louis had been dead for two years, and Francis I. sat on the French throne; and what makes this mistake more unaccountable is, that only a few pages afterwards, the death of Louis XII. and the accession of Francis I. are both described as taking place in 1515, the correct date. An error of a different description occurs in M. Michel's second volume. In the text, he gives the names of certain Scottish gentlemen inscribed in the album of a fencing master established at Bourges in the seventeenth century; and among these we find that of 'M. A. Gibsone, le jeune.' But on referring to the note at the foot of the page, which gives verbatim the extract from the album, we see the name to be 'M. A. Gibsone Younge,' the last as much a proper name as Gibsone, though M. Michel has thought fit to translate it into 'le jeune;' a mistake as absurd as that which occurs in a volume of the Almanach de Gotha, where the Coldstream—which the writer has evidently mistaken for the Goldstream—Guards figure as 'La Garde de la rivière d'or!' It may perhaps be said that, after all, these are not very serious mistakes; but even if this be admitted, they are at least sufficient to diminish our faith, if not in the extent, at least in the precision and accuracy, of M. Michel's information. Let us first glance at some of the exploits of the gallant Scotch companies that, during the long wars between France and England in the fourteenth and fifteenth centuries, were a principal means of putting an end to the English domination, and of restoring the independence and extending the power of the French monarchy. At the battle of Beaugé, where the French army was commanded by the Earl of Buchan, the Scottish auxiliaries particularly distinguished themselves, and were chiefly instrumental in gaining the victory. The Duke of Clarence, the English leader, was killed in hand-to-hand fight by the Earl of Buchan; the bravest of his knights and men-at-arms fell around him, and his whole army was totally defeated. This decisive victory won for the Earl of Buchan the baton of Constable of France, and effectually put a stop to the sneers of some envious Frenchmen, who had complained to the French king of the Scottish auxiliaries, and had accused them of gluttony and drunkenness, because they had not succeeded in at once driving the English out of the country. 'Do these Scotch now appear to you mere wine-skins and gormandizers?' was the sarcastic reply of Charles VI. to these calumniators, after the brilliant victory. Victory was, however, by no means always constant to the banners of the Scottish auxiliaries, who found in the English enemies as gallant and determined as themselves. Two battles,—those of Crévant and Vernouil,—were particularly fatal to them. In the former they were decimated, and in the latter almost destroyed, their destruction being principally caused by their self-confidence. This battle took place on the 17th of August 1424. On the one side were the English, led by the famous Duke of Bedford. On the other, the French and the Scottish auxiliaries to the number of 4000 men, of whom 1000 were of noble birth. They were commanded by Archibald, Earl of Douglas and Duke of Touraine, and by the Earl of Buchan, Constable of France. There was some misunderstanding and jealousy between the French and the Scotch, which prevented them from operating cordially together, and materially contributed to the victory of the English. The Earl of Douglas also had issued the rash and cruel order that no quarter should be given; this naturally exasperated the English, and prevented them from making many prisoners. The Earls of Douglas and Buchan, James Douglas, the son of the former, Alexander Lindsay, Robert Stuart, Thomas Swinton, Sir Robert Maxwell of Calderwood, and more than 700 Scottish cavaliers of rank, fell on this fatal field, which is thus described by a contemporary historian:—"It was frightful to contemplate those piles of carcases heaped up and pressed together on the field of battle, there especially where the strife had been with the Scotch, for not a single man of them was made prisoner. The cause of that animosity and pitiless carnage was the pride of the Scotch. The Duke of Bedford having sent to them, before the engagement, to ask what should be the conditions of the combat, they replied that, in this battle, they were unwilling either to give quarter to the English or to receive it from them,—a reply which, by kindling against them the rage of the enemy, led to their destruction." This disastrous battle had the effect of checking for the future the influx of the Scottish auxiliaries into France, at least upon the grand scale on which their expeditions had formerly been conducted. After the battle, the bodies of the Earls of Buchan and Douglas were ransomed from the English, carried to Tours, and buried in the choir of the cathedral; and down to the middle of last century, a mass, called la messe Ecossaise, was still said for the souls of the Scotch who fell on the bloody field of Verneuil. The affairs of Charles VII. seemed well-nigh desperate after the carnage of Verneuil, and he is said at one time to have contemplated a retreat into Scotland; but Sir John Stuart of Dernley, and his brother Sir William Stuart, remained true to his cause, and, by their courage and conduct, gave a fresh impulse to the failing fortunes of France. Sir John Stuart, who was constable of the Scotch in France, succeeded in procuring further assistance from Scotland, with which to make head against the victorious arms of England; and there are several letters-patent of Charles VII., which acknowledge the value of his services, and testify the esteem in which the king held him. He received the lordship of Aubigny as a reward, and was also created a Marshal of France; and for a long time his descendants held the honourable position of hereditary captains of the royal Scottish body-guard. Some writers have referred the institution of this famous guard to the reign of Saint Louis, and others to that of Charles V.; but it is generally admitted that it was Charles VII. who gave it that distinguishing form and military organization, which it continued to preserve for centuries after his decease. The formation of the guard is alluded to in the letters-patent of naturalization granted to the Scotch by Louis XII. Claude Seysil, Master of Requests to Louis XII., and afterwards Archbishop of Turin, in his history of that Prince, bears the following testimony to the unshaken honour and fidelity of the Scottish body-guard. 'The French have so ancient a friendship and alliance with the Scotch, that of 400 men appropriated for the king's life-guard, there are a hundred of the said nation who are the nearest to his person, and in the night keep the keys of the apartment where he sleeps. There are, moreover, an hundred complete lances, and 200 yeomen of the said nation, besides several that are dispersed through the companies; and for so long a time as they have served in France, never hath there been one of them found that hath committed or done any fault against the kings or their state; and they can make use of them as of their own subjects.' To their founder and patron, the heroic Charles VII., the Scottish guard were devotedly attached; and their loud cries of grief at his death are mentioned in several French poems of the period. The rights and privileges of the guard were very great. They are thus described in a statement drawn up for the guard in the beginning of the seventeenth century. It refers to the functions and prerogatives of the company generally, and especially of the 24 first guards, who, with the addition of the first gendarme of France, formed the 25 Gardes de la Manche, or Sleeve-guards, who were all natives of Scotland. 'Two of them shall assist at mass, sermon, vespers, and ordinary meals of the King of France, one on each side of his chair; and on high holidays, the ceremony of the royal touch, the creation of knights of the king's order, the reception of ambassadors extraordinary, and public entries into towns, there should be six of their number next to the king's person, three on each side of his Majesty; and the royal person should be carried by them alone at all ceremonies, and his effigy accompanied by them. To them also belongs the charge of the keys of the king's lodging at night, the keeping of the choir of the church, the charge of the ferry-boats when the king crosses rivers, and the honour of bearing the white silk fringe in their arms, which is the coronal colour in France; and to their captain, in waiting or out of waiting, belongs the charge of the keys of all cities into which the king makes his entry; to him also, out of waiting, belongs the privilege of taking duty upon him at ceremonies, such as coronations, marriages, and funerals of the kings, and the baptism and marriages of their children; the coronation robe belongs to him; and this company (the Gardes de la Manche), 'by the death or change of its captain, never changes its rank, as do the other three.' While the Scottish auxiliaries had been taking so important a share in the French wars against the English, the French had, in their turn, occasionally sent auxiliary troops into Scotland. We have already mentioned the expedition of Sir John de Vienne in 1385, to assist in the war against Edward III. It was but badly received by the Scots, who declared that they did not need aid from France, and that they could perfectly well maintain themselves against the English, without the assistance of auxiliaries who pillaged and devoured everything that was to be had in the country. On the other hand, the French knights bemoaned their hard fate, in having come into a country where neither honour nor profit was to be won. They seem, indeed, to have been reduced to great straits, and were ultimately detained in Scotland in security for the debts which they had contracted; so that Charles VI. was at last obliged to send a large sum of money to Sir John de Vienne to enable him to take his troops out of pawn and bring them back to France. In 1449, Jacques de Lalain, a knight of Burgundy, who, sometimes alone, and sometimes accompanied by a number of fighting uncles and cousins, used to travel about Europe, challenging all comers, and exhibiting his powers in the lists, arrived at the court of James II. of Scotland. On this occasion he had along with him his uncle, Simon de Lalain, and Hervé de Meriadec, a gentleman of Brittany. These three champions challenged the bravest of the Scottish knights to a combat à outrance, with lance, battle-axe, sword, and dagger. The challenge was accepted by James, brother of the Earl of Douglas, John Douglas, and Sir John Ross of Hawkhead; and the combat took place within the lists at Stirling, in the presence of James and his whole court. Hervé de Meriadec twice struck Sir James Douglas to the ground by two strokes of his battle-axe; Sir John Ross and Simon de Lalain maintained an obstinate and doubtful combat; while the redoubtable Jacques found himself hard enough pressed by Sir John Douglas. But Hervé de Meriadec, after having struck down his antagonist, turned to lend assistance to his friends; and James Douglas, after recovering from the rude strokes dealt him by the battle-axe of the Breton knight, hastened after him, burning to wipe out the stain of his defeat. Everything threatened a bloody and fatal termination, when the king, unwilling to cloud the festivities by the death of such brave knights, threw down his warder, and put a stop to the combat. After the middle of the fifteenth century, when the long war between France and England came to a close without any formal peace, a great diminution took place in the number of Scottish adventurers who resorted to France in search of fame and fortune; and the greater part of those who still continued to arrive, were required to recruit the ranks of the royal bodyguard. Many of these members of the Archer Guard found a place among the French nobility, and some of them attained high rank and distinction. Among these, none rendered more valuable services to their adopted country than the Stuarts, lords of Aubigny, who, both as warriors and diplomats, in France, Scotland, and Italy, gave repeated and signal proofs of valour and ability. Four of those Stuarts successively held the high office of Captain of the Archer Guard; and of these four, the most distinguished was Beraud or Bernard Stuart. He was the son of John Stuart of Aubigny, and grandson of John Stuart de Dernley, Count of Evreux, and of Elizabeth Lindsay. He was honoured and trusted both by Charles VIII. and Louis XII. of France, and was employed by the former to conduct negotiations with several of the princes of Italy and with the Pope, before the commencement of his Italian campaign. At the entrance of Charles into Florence and Rome, the lofty stature and magnificent equipment of the Scottish Archer Guard attracted universal admiration. At Rome, as elsewhere, they guarded not only the outer gate of the king's residence, but also every door which gave access to his person. During the Italian wars of Charles, their valour was conspicuous, particularly at the battle of Fornuova, where Bayard, the knight sans peur et sans reproche, made his first essay in arms. Their captain, Beraud Stuart, was especially distinguished, frequently acting in an independent command, at the head of a considerable body of troops, and making important conquests, though opposed to Gonsalvo de Cordova, one of the greatest captains of the time. After the premature death of Charles VIII., his successor, Louis XII., when about to undertake the conquest of the Milanese, placed his army under the command of the Comte de Ligny, the Marquis Trivulzio, and Beraud Stuart. In 1501, we find Beraud chief commandant in the Milanese, and in the following year Lieutenant-General of the French army in the Italian campaign. He compelled Frederick of Arragon to give up to him the city of Naples, and was invested by Louis with the high dignities of Viceroy of Naples and Constable of Sicily, besides receiving the Marquisates of Giraci and Squillazo, and the county of Acri. His star at last suffered an eclipse in those Italian wars where it had shone so brightly; and he was compelled to take refuge in Angotello, where he was besieged and made prisoner. After his return to France, he was sent into Scotland, as ambassador from Louis XII. to James IV., where he was received with much distinction, and placed by the king in the highest seat at the royal table. Tournaments were held in honour of his arrival; he was appealed to as supreme judge of the lists, and addressed by the title of Father of War. It was his second embassy to Scotland; for twenty-five years previously he had been sent as ambassador from Charles VIII. to James III., when he had succeeded in procuring the confirmation and renewal of the ancient alliance between France and Scotland. But the veteran warrior and statesman now came only to leave his bones in the land of his ancestors; for soon after his arrival he sickened and died at the village of Corstorphine. Robert Stuart, nephew and son-in-law of Berand, succeeded him in the lordship of Aubigny, and in the command of the Scottish Guard. He rose to the dignity of Marshal of France, distinguished himself at the battles of Marignan and Pavia, and in 1526 held the chief command in Provence against the Emperor Charles V. The destiny of a descendant of these famous captains was illustrious. Matthew Stuart, Earl of Lennox, who was slain beside James IV. at the fatal battle of Flodden, was a cousin-german of Beraud Stuart; and the lordship of Aubigny fell to his third son, John, who was also captain of the Scottish Guard. John's elder brother remained in Scotland; and his grandson, James VI., united upon his head the crowns of England and Scotland. M. Michel devotes a short but interesting chapter to the consideration of the commercial relations formerly subsisting between France and Scotland. The ancient commerce between the two countries was important and extensive. From the fourteenth century, salmon, cod, herring, and other kinds of fish, as well as wool, leather, and skins, were imported from Scotland into France; while in exchange, the Scots received the wines of Guienne and Rochelle, dried fruits of various kinds, and numerous other products of French industry. Until the seventeenth century, also, Scottish merchants trading in France were exempted, by repeated ordinances of the French kings, from the duties levied upon the English and other foreign traders. The progress of the Reformation in Scotland, and the accession of James to the English throne, gradually produced an estrangement between these ancient allies, and a withdrawal of the privileges so long enjoyed by the Scottish merchants, though an increased commerce with England more than compensated for the decay of that with France; but so late as the time of Henry IV., an important trade was still carried on with France, which seems to have been chiefly transacted in the way of barter, the Scots being accustomed to come to Bordeaux, Rochelle, Dieppe, and Rouen, to take in cargoes of wine, cloth, and other products of the more advanced industry of France, leaving in exchange the fish, grain, wool, and leather of Scotland. We need only bestow a very brief notice on the French expeditions into Scotland subsequently to the death of James V. In 1545, during the minority of his daughter Mary, the Count Lorges de Montgomery arrived at the head of 3000 men, in order to support the French party in Scotland, and to induce the Scottish nobles to engage in a war against England. He brought the order of Saint Michel for the Earls of Angus, Huntly, and Argyll, and was successful in obtaining a renewal of the alliance between France and Scotland, and a commencement of hostilities with England. A few years later, Leone Strozzi, Prior of Capua, and cousin of Catherine de Medici, brought another formidable body of troops into Scotland, composed of French, Germans, and Gascons, who captured the Castle of St Andrews, and sent Knox and many other Protestants, who were there taken prisoners, to rot in French dungeons, or pine in the French galleys. A third expedition was shortly afterwards sent by Henry II., who seems to have had no object more thoroughly at heart than to obtain the entire direction of the councils of Scotland, if, indeed, he did not rather meditate its complete subjugation to the crown of France. This expedition was headed by André de Montalembert, Sieur d'Essé, a brave and accomplished soldier, who arrived in Scotland in the beginning of the summer of 1548. Soon after his arrival and introduction to the assembly of the Scotch nobles, he acquainted them with the intentions of his master with regard to Scotland and the person of the young Queen Mary. These intentions were strenuously seconded by the Queen-mother, Mary of Guise, who lost no time in conducting her daughter to Dumbarton, where lay the squadron of the French Admiral Villegagnon ready to carry her into France. At Dumbarton, the young Queen embarked with her governors, the Lords Erskine and Livingstone, and four young ladies as her companions,—the famous four Marys, belonging to the noble families of Fleming, Beaton, Seton, and Livingstone. The little fleet of four vessels succeeded in evading the vigilance of the English cruisers; and after a voyage of a week, arrived safely in a French harbour. After the departure of Mary for France, the war between the English and the Scottish army, reinforced by the French auxiliaries, continued for two years with varying success. But there was little real cordiality between the Scots and their French allies, and a terrible quarrel which occurred in Edinburgh in 1548, very nearly led to an open rupture between them. One evening, a French soldier having sold an harquebuss to a Scot for a crown, pocketed the crown, and then ran off, still retaining the weapon which he had sold. The Scot complained to the Provost, who very properly decided that the Frenchman should either deliver the harquebuss, or else return the money. But the latter, supported by several of his comrades, would do neither, and at last openly defied the Provost, drew upon him, and wounded him in several places. The alarm spread, and the towns-people ran to assist their Provost. On the other hand, the French troops hastened to the aid of their comrades; and a desperate street fight took place, in which more than twenty of the Scots were killed,—among them the eldest son of the Provost,—and upwards of thirty wounded. On the side of the French, eight men and a captain were slain; and it required the strenuous exertions of the Governor and of the Marquis d'Essé before the enraged belligerents could be induced to lay down their arms. Next day the two chiefs held a long conference, the result of which was that M. d'Essé and all his forces marched out of Edinburgh. Scarcely had they left, when the inhabitants shut all the gates of the city, and commenced searching in every direction; and wherever they found a sick or wounded Frenchman, they put him to death without mercy. Similar scenes of disorder and bloodshed more than once occurred; and the insolence, cruelty, and rapacity of the French troops were loudly complained of, so that even the Queen-mother—Frenchwoman as she was—wrote in 1549 to her brothers, the Duke of Aumale and the Cardinal of Guise, lamenting the misery and sufferings of the peasantry, and imputing it to the conduct of the French mercenaries. In 1550 peace was at length concluded between France, Scotland, and England; and the ten years which followed witnessed the progress, establishment, and downfall of the French domination in Scotland. We need but remind our readers of the well-known events connected with the marriage of Mary to the French Dauphin, and the determined but happily unsuccessful efforts of the Queen-mother, and her ambitious brothers, the Guises, to bring Scotland wholly under the power of France. The resignation of the Regency of Scotland by Arran in favour of Mary of Guise; the solemnization of the marriage in the Cathedral of Notre Dame; the secret execution of an obligation by the young Queen ten days after, in which, among other things, the realm of Scotland was given over to the French king and his heirs, in case she should die without issue; the suspicious and sudden death of four of the nine commissioners sent over to Paris to negotiate the terms of the marriage,—were all indications of the deep and determined purpose of the Guises to secure the unlimited control of the realm of Scotland. But the marriage of Mary Stuart with the Dauphin of France marked, as we have already observed, the culminating point of French influence in Scotland. From that period it began to decline. Scotland had already reaped all the benefits to be derived from it, and she saw nothing in the future but disadvantages. She felt that her independence, so long upheld against England, was now threatened by France, and she disliked the one foreign rule as much as the other; and so it happened that Mary of Guise, having attained the height of her wishes—having dispossessed the Earl of Arran of the regency—having married her daughter to the greatest prince in Europe—having placed Scotland under the protectorate of France, and filled the chief offices of state with Frenchmen—saw the edifice which she had taken so much pains to rear crumbling into ruins, and herself engaged in a civil war, in which the vast majority both of the nobles and people of Scotland were arrayed against her. The death of the Regent during the siege of Leith,—one of the chief incidents in the war,—and the failure of a general attack which the garrison had repulsed with great loss to the assailants, disposed all parties to peace, which was concluded at Edinburgh in 1560, between Elizabeth and the Lords of the Congregation on the one hand, and the French Commissioners, the Sieur de Randan and the Bishop of Valence, on the other. This treaty gave a death-blow to French influence in Scotland: for it was provided, among other stipulations, that the French army should evacuate Leith and return to their own country; that in all time coming Scotland should be governed by natives of the country; that no foreign troops should be brought within the kingdom; and that none but Scotsmen should be placed in the offices of Chancellor, Treasurer, or Comptroller. As a natural consequence of this revulsion of feeling in Scotland against France, a similar feeling began to manifest itself in France towards the Scots settled in that country, who became for a time objects of general suspicion and hatred; many of them were even arrested and thrown into prison on the charge of corresponding with the anti-French party in Scotland. The ties between the two countries were still further loosened by the decease of the Dauphin Francis, husband of Mary—poisoned, it was rumoured, by a Scotch valet-de-chambre—as by that premature death the interests of the two kingdoms, placed for a time under the same sceptre, were again and finally separated. Yet it took a long time before English influence and English commerce replaced the commerce and the influence of France, and before London became for the Scot the place of resort that Paris had so long been. In the reign of Elizabeth, according to a return made by the Bishop of London, of the number of foreigners resident in the capital in 1567, there were only 58 Scotchmen; and the census made by the Lord Mayor in the following year raised the number only to 88. What a contrast to the present day, when there are probably as many Scots resident in London as in the capital of their own country! After the triumph of the Reformed religion in Scotland, it was but natural that the sanguinary edicts against the French Huguenots, the massacre at Vassy by the Duke of Guise, and the still more terrible carnage of St Bartholomew, should have contributed more and more to alienate and estrange the Scots from their ancient allies, and increase their hatred of the Roman Catholic religion. On the 19th August 1561, Queen Mary landed at Leith, to ascend the throne of a kingdom torn by party strifes and a prey to religious dissensions. Queen Mary's religion and that of her French attendants was distasteful to the majority of the people of Scotland; and the after errors of her reign contributed still further to increase the dislike which her faith had originally inspired. The subsequent events of her unhappy career—her unfortunate marriage, the disastrous war against her own subjects, her long captivity in England, and her tragic death—are too familiar to need recapitulation. But the calmness and fortitude with which she met her doom seemed almost to redeem the errors of her life, and excited general sympathy and admiration. In France, particularly, a profound sensation was produced by her execution; and several publications describing her last moments were everywhere eagerly sought for. Her obsequies were also celebrated with great magnificence and pompous show of grief, by Henry III., who during her life had never exerted himself for her deliverance from her long captivity. He invited the Parliament, the University, and the Sorbonne to be present; and these learned bodies, robed in the deepest mourning, assisted at the empty ceremony which took place in the Cathedral of Notre Dame, where the funeral oration was pronounced by Renaud de Beaune, Archbishop of Bourges. With the death of Mary ended all cordial alliance between France and Scotland. James VI. and Henry IV., indeed, continued on terms of amity; the Scottish archers still remained the chosen body-guard of the French kings; and many gallant Scottish regiments served in the armies of France till a much later period. The exploits of the Scottish Guard and the other Scotch regiments in France are well worthy of a brief notice; and after adverting to these, it will only remain for us to direct attention to some of those Scotchmen who distinguished themselves in civil employments, and especially in literature and philosophy. At the time when Mary of Guise became Regent of Scotland, all France was ringing with the valiant exploits of two Scottish gentlemen serving in the ranks of the French army. One of them—Archibald Mowbray, a brother of the laird of Barnbougall—during the siege of the castle of Dinan, threw himself, sword in hand, among the enemy on the top of the rampart, and cut his way back to his friends without receiving a wound. The other—Norman Leslie, Master of Rothes—still more highly distinguished himself. At the siege of Renty, with only 50 Scots, he charged 60 of the enemy's cavaliers armed with harquebusses. With his lance he overthrew five; and when it was broken, he dashed among his foes, sword in hand, cutting them down on the right and the left, without the least regarding the shots fired at him. At last he saw a company of pikemen advancing against him; on which he dismounted, and gave his horse and his spurs to one of his men, who fell dead in taking them to the Constable de Montmorency. The brave Norman himself, covered with wounds, was first borne to the tent of the king, where the Duke d'Enghien and the Prince of Condé awarded him the palm of valour. He was then consigned to the care of the royal surgeons; but their skill was unavailing, and the gallant Master of Rothes died of his wounds a fortnight afterwards. Another example of the daring courage of the Scotch in the French service occurred in the latter part of the sixteenth century, and is mentioned in the Universal History of the Sieur d'Aubigny. Twenty Scottish gentlemen in the army of the King of Navarre received a challenge from M. de Mercure, a brave French captain, who was jealous of their high reputation for valour, and had also taken offence at some remarks which they had made. This challenge defied them to mortal combat, 20 against 20, to commence by running a course with grinded lances, with no better armour than their shirts. The Scots at once accepted the challenge; and on the day appointed appeared on the field, stripped to their shirts. M. de Mercure, the challenger, was also ready for the combat; but he stood alone, for the hearts of his companions had failed them, and they did not appear, being, in the words of d'Aubigny, 'of too base metal to encounter such a proof.' And so the affair ended without bloodshed, but to the great honour of the 20 Scottish gentlemen. After the Reformation in Scotland, the privileges of the Archer Guard were considerably diminished; and many of the archers who had professed the Reformed faith were cashiered, and replaced by Roman Catholics. In 1570, it consisted of 100 men-at-arms, 100 archers of the guard, and 24 archers of the body who surrounded the royal person. By this time, the nomination of the captain had been taken into his own hands by the French king; but the lieutenant, ensign, and other officers were all Scotchmen. But in the reign of Henry IV., or rather of Louis XIII., this was changed; and we find even the inferior commissions in the Guards filled by Frenchmen. In 1612, when Marie de Medici, widow of Henry IV., was Regent of France, the Scottish Guard, who beheld their ancient privileges gradually invaded or withdrawn, applied for redress to their own sovereign, James VI., and drew up a very curious statement, entitled, "Complaint of the Scottish Guard to the King, wherein is stated the origin of their alliance with France." This complaint appears to have met with some attention from James VI.; and Sir Thomas Edmondes, his resident ambassador in Paris, and Lord Colville of Culross, exerted themselves to obtain redress for the grievances therein detailed. The Guard particularly resented the conduct of their captain, M. de Nerestan, who had violated their privileges and defrauded them of their pay, and had formed two-thirds of his company of Frenchmen, although, according to ancient usage, it should have been composed exclusively of Scotchmen. It does not appear that the abuses thus complained of were ever redressed; but the Scottish Guard was remodelled and reorganized under Louis XIII., and a company of Scotch gendarmerie was also established during his reign. On the death of the Duke of Lennox, in 1624, the command of the Scottish companies was conferred, by royal letters patent, on his nephew, Gordon, Count of Enzie; and thus the captaincy of the Body Guard, which had long been in the families of Lennox and d'Aubigny, was transferred to that of Gordon. This Count Enzie, afterwards Marquis of Huntly, served in the French army for several years with much distinction, and received a commission from Louis XIII. to levy a regiment of 2000 men in Scotland, if he could obtain the permission of Charles I. This commission, however, never seems to have been carried into effect. In 1643, we find the Marquis de la Ferté-Imbault appointed colonel-general of the Scotch in the French service; and, after his time, that high office, as well as most of the inferior commissions, were generally bestowed upon Frenchmen. The company of Scottish gendarmes—whose establishment we have above mentioned—was distinct from the Scotch Body Guard, which ceased to exist under Louis XIV., and perhaps was recruited from its relics. The Prince de Ligne commanded the companies of the Scottish gendarmerie for twelve years; and under him they displayed the most brilliant valour, particularly in 1690 and 1691, at the battle of Fleurus and the siege of Mons. ¹ This interesting document will be found given at length in 'Papers relative to the Royal Guard of Scottish Archers in France,' printed at Edinburgh, for the Maitland Club, in 1835. The Scotch gendarmes ranked as the first company of the gendarmerie of France; and their captain had the right of taking the command of all the companies of gendarmerie, whenever they happened to be acting together. One of the most distinguished officers in the armies of Louis XIII. was Sir John Hepburn—or Hebron as the French called him, from the difficulty they had in pronouncing his name. He was colonel of a Scotch regiment; had served for several years under Gustavus Adolphus; and was an intimate friend of the Cardinals Richelieu and de la Valette, in whose correspondence his name often figures in the most brilliant manner. Hepburn was distinguished by a certain military frankness and brusquerie, and had a thorough contempt for mere military theorists. On one occasion, during a campaign, when the famous Father Joseph, the confessor of Richelieu—who piqued himself on his acquaintance with military science, and scrupled not to give advice even to the most experienced marshals of France—was forming vast projects for the conduct of the war, and pointing out on a map several towns which ought to be taken, Sir John quietly remarked—"M. Joseph, towns are not taken with the point of the finger." There was a great rivalry, and a strong feeling of jealousy and dislike, between the Scotch regiment of Hepburn and the regiment of Picardy, the most ancient of the French regiments. This regiment ridiculed the pretensions of Hepburn's to take the right on all occasions, on account of there being in their ranks several archers of the Guard, and nicknamed them in derision the Guards of Pontius Pilate,—"a name," says M. Michel, "which has stuck to the Royal Scotch even in our days." Sir John Hepburn was killed at the siege of Saverne by a musket-ball in the neck. Cardinal Richelieu, in an answer to the letter conveying to him the news of his death, expressed the deepest regret, and pronounced a glowing eulogium on his talents and virtues. He was buried in the cathedral of Toul, where Louis XIV. afterwards erected a monument to his memory. Upon the revocation of the Edict of Nantes, a number of French Protestants, chiefly natives of Picardy, sought an asylum in Scotland, and established a little colony—which existed till about the end of last century—on the outskirts of Edinburgh, near the ancient barony of Broughton, and almost upon the ground now occupied by Picardy Place. They endeavoured, but without success, to establish a silk manufactory, and to introduce the cultivation of the mulberry. M. Michel conjectures that their experience was taken advantage of for linen weaving in 1746, when a company was formed for the encouragement of that branch of industry. Another party of refugees from Bordeaux found an asylum about three miles to the south of Edinburgh, and the village where they settled is still commonly called Burdie-house. There is a notice of these Huguenot emigrants in Maitland's 'History of Edinburgh,' where mention is made of a large edifice to the north-west of Greenside, denominated Little Picardy, erected by the town of Edinburgh for the accommodation of a number of French families who carried on a cambric manufactory therein. Bower's 'History of the University of Edinburgh' also contains some interesting details with regard to them. A M. Dupont is there spoken of as the French minister within the college; he appears to have been one of the pastors of the French exiles, to whom the Town-Council had granted the privilege of assembling for public worship in the lower common hall of the university. By an Act of King William, in 1693, the town of Edinburgh received a grant, for a term of years, of a duty of two pennies on the pint of ale; and by the same Act the town was burdened with the sum of 2000 merks yearly for the benefit of the ministers of the French congregation. And we find from the Council registers, that upon the death of one of these clergymen, the magistrates agreed to give the survivor 1500 merks, the widow of his colleague 200, and 300 to the precentor, who, in 1713, was a student of divinity from Francquer, in Friesland, provided he would assist the Professor of Greek in teaching his students. By far the most touching and romantic episode in the history of the Scots who followed the fortunes of the fallen House of Stuart, is that of the officers who had served under Viscount Dundee at the battle of Killiecrankie. A hundred and fifty of these gentlemen, all of good birth and honourable character, voluntarily expatriated themselves and joined James II. in France,—a brilliant example of unshaken devotion, and of steadfast, though mistaken loyalty. The only wonder is, how a cold, stupid, cruel bigot like James II. could ever have inspired such feelings in the bosoms of brave and honourable men. We can only account for it by supposing that they forgot his character in his misfortunes, and saw in him only the representative of a grand old family, and a martyr to the Catholic religion, and to the principle of the divine and hereditary right of kings. But however mistaken we may think these men, it is impossible to withhold our admiration from their disinterested, self-sacrificing fidelity to their deposed monarch. When they found, on their arrival on the Continent, that they were paid and maintained in their former military rank by James, himself a pensioner on the bounty of Louis XIV., they insisted on forming themselves into --- 1 It is said that the French refrain of la faridondaine, la far donde, first found in a French song or ballad in 1709, is only an alteration of the Scotch refrain of the jaw Dundee. a company of simple soldiers and joining the French army, in order to relieve the slender finances of their sovereign from the burden of their maintenance. James at first tried to dissuade them from carrying out this generous resolution; but they persisted, and he at last yielded to their entreaties. Before, however, joining the French army, they were reviewed by James at the Chateau of Saint Germain; and even his cold nature seems to have been for a moment touched and melted at the sight of these brave gentlemen, voluntarily exiled, relinquishing for his sake all the comforts of wealth and rank, and reduced to the condition of private soldiers. He made them a gracious speech, thanking them for their loyalty and devotion, and promising never to forget their services and their sufferings; asked each man his name, and wrote it down in his pocket-book; then bowed to them all with his hat in his hand, prayed God to bless and prosper them, and so bade them farewell. Thereafter, the company set out for the frontiers of Spain; and as the reputation of their courage and loyalty had preceded them, they were everywhere caressed and welcomed, especially by the ladies, who always appreciate true heroism. But their pay of 3d. a day and a pound and a half of bread was soon found insufficient, by men brought up as they had been; and they were compelled to sell their watches, rings, and trinkets, and even their lines, and were reduced to great distress. But throughout all their hardships they never murmured, and were always conspicuous for a strict performance of their military duties and for daring courage in battle. They found the heat of the climate on the Spanish frontiers very oppressive, and at the siege of Roses they suffered so severely from fevers, that they received an order to leave the camp until their health should be restored. But they refused to obey, saying that they were come to fight, and, if need be, die in the trenches, but not in the hospital. When this reply was reported to the French officers, they exclaimed, 'The gentleman is always a gentleman, and shows himself to be so in suffering and in danger.' The company of officers were afterwards sent to serve in Alsace, where the climate was less unfavourable to them; but they endured terrible hardships during their long march from Tourelles in Rousillon to Sillistad in Alsace, across countries afflicted with famine, and in some places covered with snow. 'At Sillistad,' says the author of the Memoirs of Dundee's Officers in France,¹ 'the officers were in very great want, provisions dear, the bread sixpence a pound, and their pay but three pence per diem; so that all they could purchase was a few horse- ¹ This interesting paper will be found in the third volume of the 'Miscellanea Scotica.' beans, turnips, colwarts, or a little yellow seed, which they boiled in water, to keep life and soul together. They were certainly very religious, for they kept Lent all the year round. Though their sufferings and hardships in Alsace far exceeded any misfortunes they met with in Catalonia, yet it was observed by all strangers that conversed with them, that even in their greatest extremities they never repined, nor accused James for his own or their calamities; but with a primitive Christian patience and courage, humbly submitted themselves to Providence, knowing and believing that God was just, and would, at His own appointed time, establish the Royal Family in the throne.' The most glorious of the many brilliant exploits by which the company of officers distinguished themselves, during the campaign in Alsace, was unquestionably the capture of an island in the middle of the Rhine, held by a greatly superior force strongly entrenched. On the one side of the river was General Stirk, at the head of 16,000 Germans; on the other, the French commander, the Marquis de Sell, with only 4000 men; and between the two hostile camps was an island, with the Rhine sweeping round it in a deep and rapid current. It was a position of great importance. But the Germans had got the start of the French, who had no boats; had carried a bridge over to the island; and had garrisoned it with 500 men, who were busily engaged in establishing batteries which would have rendered the French camp untenable. The French general was sensible of his danger. But he had no boats, and the river ran deep and rapid, so that it seemed impossible to dislodge the enemy from his post of vantage. It was in this emergency that the company of officers—ever eager for renown and foremost in danger—came forward, and volunteered to wade the river and drive the Germans from the island. The Marquis de Sell, to whom Captain John Foster had been sent with this offer, looked upon the attempt as madness, and replied that the Scotch should be the first to attack when the boats arrived; upon which Captain Foster courteously thanked him, and told him that they needed no boats, but would wade to the island; and the Marquis, seeing their resolution, prayed God to bless them, and told them to do as they pleased. Then Captain Foster immediately returned to his company, got them under arms, and marched them quietly down to the river, each man carrying his arms and clothes on his shoulders. When they entered the Rhine, the water was up to their breasts; but they went on, hand-in-hand, with the tallest and strongest men farthest up the stream, so as to withstand and break the force of the current. As soon as they had passed the depths of the river, they hastened towards the island and poured a heavy volley upon the astonished Germans, who, occupied in entrenching themselves, were quite taken by surprise, and soon fled in confusion across their own bridge, closely pursued by the officers, who killed several of them. They then returned and took possession of that island, which, so long as grass grows and water runs, will bear the name of l'île d'Ecosse, in memory of that gallant exploit. When the Marquis de Sell heard the firing, and understood that the Germans had been driven from the island, he crossed himself on the face and breast, and publicly declared that it was the bravest feat of arms that he had ever seen. Of that gallant company of officers—of whom the French themselves declared that a detachment from all the officers in France could not equal them—only four returned to their native country. Many fell in battle, or in the trenches; 24 died in hospital; 14 obtained their discharge at Silistad; and after the peace of Ryswick, in 1597, they were finally disbanded,—William III., according to some accounts, making it a condition that the Scotch companies, who had done so much harm to the Allies, should all be broken up. During the period from the fourteenth to the eighteenth century, while so many of our countrymen in France were distinguishing themselves in arms, others were almost equally eminent for their proficiency in learning, and for success in the various pursuits of civil life. The splendour of military glory is, at all times, too apt to eclipse the calmer and milder radiance of peaceful distinction; and the names of the Scottish heroes of the French wars—the Douglases, Buchans, Stuarts, Hepburns—are, therefore, naturally more familiar to our ears, than those of Mair, Boece, Buchanan, Balfour, Innes, Welsh, Crichton, and the long catalogue of Scotchmen who taught in the universities of France, preached from her pulpits, or practised in her courts. A full account of these eminent men will be found in the pages of M. Michel: in the meantime, we shall cast a rapid glance at the lives of some of the most celebrated among them. The distinction of the Scots in France for learning and science, dates back as far as the fourteenth century. Since that period, a great number of Scotch doctors and professors have been found in all the faculties of the universities of France; and the records of the University of Paris show that no fewer than thirty Scotchmen have held the office of Rector in that famous institution. The influence exercised upon the legal and educational establishments of Scotland by those of France was important; and both the College of Justice, and, at a later period, the High School of Edinburgh, were formed upon French models; while, down to the union of the crowns of England and Scotland, it was the custom for young men of rank and talent, to perfect their education and form their manners by a residence at the French court, and a course of study at a French university. There were several colleges in France founded and endowed by natives of Scotland, for the education of their countrymen. The principal of these was the Scotch College begun in 1325 by David Murray, Bishop of Moray, and finished by his successor, John Pilmore, in 1333. To this seminary, James Beaton—the last Roman Catholic Archbishop of Glasgow, who died abroad in 1603—left all his fortune and his papers, and is justly regarded as its second founder. By far the most important among these papers were the Archives of the Cathedral of Glasgow, which included a great number of ancient registers and titles, brought by the Archbishop into France, when he was driven from his diocese by the progress of the Reformation. Andrew Stewart found the materials for the first part of his History of the Stuarts among these documents, which seem to have possessed great historical value. The attempts made, in the course of the last century, by the University of Glasgow and the curators of the Advocates' Library, to obtain precise information with regard to them, were, unfortunately, unsuccessful; but it was ascertained that they included a great number of manuscripts relating to the reigns of Mary, James VI., and James VII., as well as to the reigns of several of their predecessors. We have no exact information of what ultimately became of this precious collection. But it seems highly probable that it perished in the storms of the French Revolution, when everything relating to royalty was devoted to destruction. During the latter part of the sixteenth century, several Scottish gentlemen of the name of Crichton attained high distinction at the French universities. Of these, the most famous was James—commonly called the admirable—Crichton. He studied at the College of Guienne, at Bordeaux; and in the College of Navarre, at Paris, victoriously maintained a thesis before 3000 auditors. There was also a William Crichton, celebrated by Borrichius for the elegance of his Latin hexameters; and a George Crichton, who was doctor of laws, and historiographer and reader to the king in Greek and Latin. In the beginning of the seventeenth century, two Scottish ministers of the Reformed Church in Bordeaux took an active part in the religious conflicts of the period. Their names were Gilbert Primrose and John Cameron, the latter of whom founded a considerable sect of French Protestants, from him called Cameronites. Primrose was indefatigable in sustaining the cause of the Reformation by his pen; but we have fewer biographical details about him than about his colleague and compatriot Cameron. The latter was a native of Glasgow, but went to France when only twenty years old, where he held the office of Regent in the newly-founded College of Bezerac, and afterwards that of Professor of Philosophy in the University of Sedan, before he was appointed Primrose's colleague in the Protestant church of Bordeaux. In 1618, he was chosen Professor at Saumur, the principal seminary of the French Protestants, to the great regret of the church of Bordeaux, which vehemently opposed his translation before the National Synod. He acquired high reputation as Professor at Saumur; and his course of lectures was so famous, that it often procured him the attendance of the celebrated Du Plessis-Mornay, who was called the Pope of the Huguenots. Such was the opinion entertained, even by their enemies, of the abilities of Cameron and Primrose, that Louis XIII.—influenced probably by the Jesuits, who detested Primrose—declared that it was his will that neither of them should be placed in any appointment as pastor or professor in the realm of France, and that for reasons of state, and not on account of their foreign extraction. Cameron died at Montauban at the early age of forty-six; and Primrose, forced to fly from France, became afterwards pastor of the French church in London. John Welsh, once minister in the town of Ayr, but subsequently banished from Scotland on account of his opposition to the measures of James VI. on ecclesiastical discipline, was another Scotchman who acquired considerable fame for learning and eloquence. He resided in France for sixteen years, acting as pastor, first at Jonzac, and afterwards at Saint-Jean-d'Angely. During his residence at the latter place, Louis XIII., then at war with the Protestants, laid siege to it, and pushed on his approaches with such vigour that the town was speedily compelled to surrender. After the king had made his public entry into the place, and was residing there with his court, Welsh continued to preach as usual, which gave great offence to the monarch, who, one day when Welsh was occupying the pulpit, commanded the Duke d'Épernon to drag him into the royal presence. The Duke accordingly repaired to the church at the head of an armed troop; but as soon as he had entered the door, Welsh gave orders to make room for him, and place a seat, so that the Duke might listen to the word of God. The Duke, instead of resenting this, took the seat offered him, heard the sermon to the end, and then communicated the king's orders to Welsh, who expressed his readiness to submit. The Duke then repaired to the king's presence, and on being asked why he had not brought Welsh, and why he had not interrupted his discourse, replied, 'It is because he speaks as never man spoke; but he is here.' The preacher was then brought in, when he threw himself upon his knees and prayed in silence. Upon the king's asking him how he dared, contrary to the laws, to preach in the town of Saint-Jean-d'Angely, 'Sire,' answered Welsh, 'it would be well if you would yourself come to hear me, and would send all France to listen to my sermons; for I do not preach like those your Majesty is in the habit of hearing. My preaching differs in two points from theirs. In the first place, I preach that you must be saved by the merits of Jesus Christ, and not by your own; in the second place, that you, as king of France, are subject to no earthly power, while those whose sermons you hear would subject you to the Pope, which I never would do.' The king, delighted with this adroit reply, said to Welsh, 'Well; you shall be my minister,' and sent him back honourably, and on various occasions afterwards showed him marks of favour. The Scottish students and professors in the universities of France appear, in general, to have been more distinguished for eminence in philosophy than for accurate scholarship in the languages of classic antiquity,—a peculiarity, by the way, which characterizes the Scottish literati of the nineteenth century almost as much as those of the sixteenth and seventeenth. Etienne Perlin, a French writer of the sixteenth century, bears testimony to their excellence in philosophy, and mentions two Scotchmen of his acquaintance at Paris 'who had the books of Aristotle at their fingers' ends;' and Sir Thomas Urquhart, a later writer, after mentioning a Scotch professor in the University of Saumur who spoke fluently both Greek and Latin, proceeds to state that the result of the Scotch being in general more concerned about the knowledge of things than about the propriety of language, has been that there are among them forty professors of philosophy for one master of languages. He also mentions that the superiority of the Scotch in all matters of philosophy was recognised throughout the whole of France, and that a marked preference was given, in competitions for professorships, to those who had been trained in the Scotch system. Many eminent Scotchmen taught in the famous University of Guienne, in the town of Bordeaux. The earliest and most celebrated of these was the accomplished George Buchanan, who studied at Paris and at St Andrews, and was first Professor in the College of St Barbe, and afterwards in that of Guienne, where his duty was to teach the Latin language, and where he composed four tragedies and various other poems. He remained three years at Bordeaux, and afterwards went to Paris, where he exercised the functions of Regent in the College of Cardinal Lemoine. Subsequently, he visited Portugal in company with his friend Govea, who had been appointed Administrator of the University of Coimbra. There, his accustomed freedom of speech involved him in considerable danger, and he was imprisoned for two years in a monastery. After recovering his liberty, he was appointed Regent of the College of Boncourt, and in 1555, the Marshal de Brissac appointed him tutor to his son Timoleon de Cossé. In this situation he remained until 1560, when he finally left France and returned to Scotland. The first edition of his famous version of the Psalms appeared in 1556; and in the same year he published an edition of the Alcestis of Euripides, dedicated to Marguerite, daughter of Henry II. of France, a princess who was fond of literature, and with whom Buchanan appears to have been a favourite. In the seventeenth century, another university—that of Bourges, in the centre of France—attracted a good many Scotchmen. The greater number of these were Roman Catholics, who came there chiefly to study civil law under the celebrated Cujas. Among them was Alexander Scott, a native of Aberdeen, who published an edition of the entire works of Cujas; William Barclay, an excellent civilian, and afterwards Professor in the University of Angers; and William Drummond of Hawthornden. It was during his prolonged residence on the Continent, that the last-named gentleman formed the valuable collection of the ancient classics, and also of the best authors of France, Spain, and Italy, which he subsequently presented to the University of Edinburgh. At a much later date, we find a Scotchman settled in Paris, who enjoyed a great celebrity both in the literary and fashionable world. His name was Quentin Crawford, born at Kilwinning, in Ayrshire, in 1743. He spent thirty years of his life in Paris, and used frequently to say, 'One may make a fortune in any country; but to enjoy it, one must come to Paris.' He had acquired great wealth in early life in the East, and spent his time in Paris in literary pursuits, in forming a magnificent collection of pictures and statues, and in receiving in his hotel the best society of the capital. In 1790, he published in London, 'Sketches relating to the History, Learning, and Manners of the Hindoos,' which was translated into French soon afterwards by Comte de Montesquieu. Queen Marie Antoinette had a great friendship for Mr Crawford, who had many interviews with her in 1791 and 1792, when the shadows of the sad fate that was soon to overtake her were darkening and closing round her path. His known intimacy with the queen rendered it dangerous for him to remain in Paris during the sanguinary drama of the French Revolution, and he took refuge successively in Brussels, Frankfort-on-the-Maine, and Vienna. Shortly before his enforced departure from Paris, he published, in English, a curious history of the Bastille, which he afterwards translated into French. He returned to his beloved Paris after the storms of the Revolution had calmed; but found that the superb collection, which he had taken so much pains to form, had been dispersed and sold during his absence. Undismayed, however, by this reverse, he immediately set about forming a new one, and in doing so was singularly successful. The most interesting part of this second collection was a series of portraits of all the most celebrated personages—both men and women—in French history. Mr Crawford had the good fortune to enjoy the friendship of the Empress Josephine, as he had formerly that of Marie Antoinette; and to her influence, and that of M. Talleyrand, he owed the privilege accorded to him of remaining in Paris, when all other subjects of Great Britain had been ordered to quit it, after the rupture of the Peace of Amiens. In 1803, he published 'Essays upon French Literature,' in two volumes; and in 1810, a volume entitled, 'Historical and Literary Miscellanies,' in which were published for the first time the Memoirs of Madame du Hausset, femme de chambre of Madame Pompadour. His last work was published in London in 1817, under the title of 'Researches concerning the Laws, Theology, Learning, Commerce, etc., of Ancient and Modern India.' He died in Paris two years afterwards, at the ripe age of 76. We have hitherto made but few quotations from the pages of M. Michel. In his concluding remarks, he sums up, with considerable eloquence and laudable impartiality, the results of the long and close alliance between France and Scotland; and we cannot better close our notice of his book, or convey a more favourable idea of his style, than by translating his observations upon the influence of the Scottish philosophy on that of France:— 'The Scottish philosophy'—he says—'has exercised in France a more wide-spread influence than might, at first sight, be believed; and, strange to say, it has served successively to prepare the way for the scepticism of the eighteenth, and the eclecticism of the nineteenth century. Hume, in declaring war against "an abstruse philosophy, that seems to have served hitherto only as a shelter to superstition, and a cover to absurdity and error," and reducing to a simple succession of phenomena that idea of cause and effect which is, as it were, the corner stone of psychology and theology, inaugurated in these two sciences the spirit of criticism, analysis, and doubt, which Voltaire, Diderot, and their rivals, carried, at a later period, into the study of history and religious antiquities; besides, although Hume was suspected by the writers of the 18th century of having still retained some relics of superstition, Joseph le Maistre, whose perspicacity and authority in such a matter none assuredly will deny, has characterized him as "the most dangerous, perhaps, and the most culpable of those baleful writers who will not cease to condemn the last age in the estimation of posterity: he who has employed the greatest talents with the greatest sang-froid in order to do evil." We ask, then, if Hume had not been, under a variety of aspects, the initiator of these baleful writers,—if, in repeating philosophical tradition, he had not shown them the possibility of denying or combating religious tradition, would Joseph le Maistre have spoken of him in terms so severe? Fortunately for the reputation of the Scotch, the successors of Hume have not followed him in the perilous path on which he had ventured; enlightened by the attacks, often exaggerated, but sometimes well founded, which he had directed against the dogmatic philosophy, Thomas Reid and Dugald Stewart made it a point of honour to repair the wrong done by their countryman to philosophical studies. Like Socrates in ancient times, they made philosophy descend from heaven upon earth, and comprehended the necessity of giving her a more solid foundation, by the profound study of those faculties of the human understanding which Hume had accused of impotency: they showed that if man may wander when he seeks the solution of the most complicated problems, he is at least sure of arriving at truth and certainty when he restricts the circle of his speculations within the limits of psychology and ethics. In this way, the philosophers of Edinburgh became the promoters of the spiritualist renovation which took place in France in the beginning of the nineteenth century. M. Royer-Collard, in making us acquainted with the works of the Scotch school, which he supported by the vigour of his concise and manly eloquence, dethroned the sensualism of Condillac and of Laromiguère, which for a long time seemed to enjoy an undisputed empire. Soon after, his disciple, M. Cousin, rendered a brilliant homage to the talents and the influences of Thomas Reid and of Dugald Stewart, when he said, in his preface to the works of Maine de Biran, "I spring from the Scotch, and from Germany." Such an avowal would, alone, suffice to prove, that if Scotland was formerly indebted to us for her civilisation, she has since paid the debt with usury.	<urn:uuid:3e74c873-6d57-4d0b-94ee-77922ba3e2f4>	CC-MAIN-2018-22	http://www.electricscotland.com/history/france/france-scotland.pdf	2018-05-24T04:13:36Z	crawl-data/CC-MAIN-2018-22/segments/1526794865913.52/warc/CC-MAIN-20180524033910-20180524053910-00180.warc.gz	352,234,603	16,725	eng_Latn	eng_Latn	0.998574	eng_Latn	0.998691	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2416, 5295, 8259, 11084, 13884, 16725, 19589, 22466, 25232, 28043, 30795, 33466, 36234, 39054, 41888, 44693, 47516, 50314, 53146, 55941, 58778, 61608, 64297, 67147, 69925, 72686, 75544, 77769 ]	[ 2.328125, 1.296875 ]	1	3
2002 Nesting Season Review By Jo Ellen Basile Every nesting season is special because marine turtles return to our shores to lay their nests, but the 2002 nesting season can best be described as uneventful. Our two-county area saw an above average number of nests laid, while few storms or other disasters affected them. This year, 2,255 nests were laid in Volusia County, which is much higher than last year’s 1,694 nests but below our record of 2,503 in 2000. In Flagler County, 385 nests were laid, matching the record high in 2000. One highlight of the 2002 season was a new record for green turtle nests. A total of 392 green nests were laid in Volusia County this year and 47 in Flagler. Last year saw a record for leatherback nests, with 14 nests in Volusia and eight in Flagler. A table of nest numbers for 2002 is on the back page. Only one of the 14 storms this hurricane season, Tropical Storm Edouard, affected our area. Edouard came ashore on September 4, the fourth storm ever to make direct landfall in Volusia and Flagler Counties, but caused little coastal erosion as it passed by. But unusually heavy rains during the season washed out about 20 nests and damaged or destroyed around 150 more in the two counties. Volusia and Flagler Counties account for about three percent of the sea turtle nests laid in Florida each year. The most common sea turtle species in Florida, loggerhead and green turtles, have similar nest distribution around the state, with the highest nesting density in Brevard and Palm Beach Counties. Greens nest in 2-year intervals, while loggerheads nest in 3- or 4-year cycles. This nesting interval contributes to the variable numbers of nests documented per year. Leatherbacks, the largest species, nest mostly on the east coast with some nesting in the panhandle. Hawksbill and Kemp’s ridley turtles are rare nesters, with 0-4 hawksbill nests per year, mostly in the Keys, and only a few incidents of ridley nests (two on each coast) since monitoring began in the state. Declining Loggerhead Nests and Strandings Although local nest numbers appear healthy, statewide there is some concern about the loggerhead population. State biologists note that loggerhead nesting has been declining for the past four years, with the fewest nests since 1989 laid in 2002. This decline corresponds with drastic increases in strandings. About 1,265 dead or injured turtles washed up on Florida’s beaches in 2002, second only to the record 1,338 strandings documented in 2001. The majority of the strandings are loggerhead turtles. About 25% of the strandings each year are caused by boat hits, 23% are attributed to fibropapillomatosis, a disease causing tumor growths in mostly green turtles, and over 8% are caused by fishing gear. Volusia County, second only to Brevard County in strandings, had 108 strandings in 2002. Flagler had 21 strandings. Many turtles drown in shrimp nets because the Turtle Excluder Devices (TEDs) required in the nets are not big enough for larger turtles to escape, or the devices are disabled illegally by some fishermen. In August, a coalition of environmental groups announced a lawsuit to force the National Marine Fisheries Service to require shrimp fishing vessels to install TEDs that allow larger sea turtles to escape. To report violations of the TED rules, contact the Florida Marine Patrol at 1-888-404-FWCC. Beachfront Lighting Beachfront lights lure hatchlings away from their normal trek to the ocean, leaving them weakened and vulnerable to predators, vehicles, and dehydration. These hatchlings crawl aimlessly searching for the ocean and often end up in dense vegetation, or worse, on Atlantic Avenue where they either get run over or end up in storm drains. Monitoring groups have worked diligently for over a decade to improve local lighting ordinances and enforcement. In spite of these efforts, lighting disorientation of hatchlings continues to be one of the major threats to sea turtles on our shores. In 2001, we reported 30 lighting disorientations affecting 12% of the nests laid in our Volusia County monitoring area. This was equal to the average disorientations per year reported since 1994. This year, mainly due to many rainy days obscuring tracks of hatchling emergences, only four disorientations were recorded. This is by no means an indication that the lighting problems on Volusia County beaches have been solved. Loggerhead hatchling trapped in storm drain Volusia County improved the existing lighting ordinance in June 1999, and two code enforcement officers devoted to beach lighting were hired. Unfortunately, laws on paper are not always effectively implemented. Although some areas have become darker, many have continual violators of the ordinance. On September 25, 2002, volunteers surveyed about 16 miles of beach and reported 90 violations to county code enforcement. The beach was still brightly illuminated by many hotels and condos and by the Daytona Beach Pier and Boardwalk. This was very discouraging for those of us who have reported many of the same violations year after year. The cumbersome code enforcement system is partly to blame, but also a reduction of staff to one code enforcement officer and a Code Enforcement Board that allows exceptions to the rule have contributed. The ordinance itself also allows looser standards in the core area of Daytona Beach. Volusia County has implemented a ticketing system for code violations, but chose not to use the system to ticket property owners with lighting violations. We believe the ticketing system would improve immediate enforcement and therefore improve sea turtle protection in our county. Coastal Cleanup Results The turtle patrol sponsored and coordinated the International Coastal Cleanup on September 21. Forty-nine volunteers picked up 462 pounds of trash this year, a very low turnout compared to previous years. One very sad item found was a dead loggerhead turtle with fishing line wrapped around its head and flippers. This is an all too common cause of death for marine life and shorebirds. The annual beach cleanup is held the third Saturday in September and a river cleanup is held the last Saturday in April each year. We thank all of you who participated and hope more of you will take the time to help make our beaches and waterways cleaner and safer in the future. Coastal and Native Plant Courses An Environmental Landscaping in Florida class, taught by Don Spence, will be held at Atlantic High School beginning January 21. The 8-week class will be held Tuesdays, 6:30 to 8:00 p.m., for $40. To register, call Volusia County Community Schools at 386-322-6101. A Florida Coastal Systems class is offered by the University of Florida Extension office at the Volusia County Agricultural Center in DeLand. Completion of the 40-hour program results in registration in the UF-IFAS Master Naturalist Program database as a FMNP Coastal Systems Naturalist. The class is Fridays, February 21 to March 28, 9:00 a.m. to 4:00 p.m., and costs $200. For more info, go to www.MasterNaturalist.org or call David Griffis at ADOPT A SEA TURTLE NEST Help Save a Threatened Species! Sea turtles have been nesting on our beaches for over 100 million years. The population of these ancient mariners has been greatly depleted by loss of nesting habitat, incidental catch by fisheries and exploitation for sea turtle products. Without the help of people like you, they could face extinction in the near future. By adopting a sea turtle nest, you will provide funding to the nonprofit Turtle Patrol and show your support for the protection of an endangered species. Sponsorship Fee $25.00 Adopter Name ____________________________ Address _________________________________ City, State ______________________________ Zip ___________ Phone # _________________ Please make check payable to: Volusia/Flagler Turtle Patrol 4738 S. Peninsula Drive Ponce Inlet, FL 32127 Here’s what you will receive when you adopt a sea turtle nest: * official adoption certificate * one year subscription to the Turtle Tracker * sea turtle educational packet * nest watching guidelines (hands on adoptions) * nest success evaluation report * 1 bumper sticker If you really want to get involved, you can do a “Hands On” adoption! This actually involves babysitting a sea turtle nest. You will go to the beach in the evening to check “your” nest and report back to the Turtle Patrol if there are any problems. You will provide valuable protection for the nest, and you may even be lucky enough to see the hatchlings emerge from their nest and crawl to the sea! Regular Adoption ___ Hands On Adoption ___ Yes, I would like to help sea turtles! Name ____________________________________________ Address __________________________________________ City/State _________________________________________ Zip _______________________________________________ Telephone _________________________________________ Annual membership $15.00 T-shirt total (add $2 shipping) ________________________ Other donation (greatly appreciated) _________________ Total enclosed ____________________________________ \| Shirt Style \| Size \| Color \| Quantity \| Total \| \|-------------\|------\|-------\|----------\|-------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| All T-shirts are sturdy, 100% cotton with beautiful original design. Short sleeve: White or ash with front pocket and design on back. Tan with design on front or back. Back prints have logo on front. Selection is very limited, a new design is coming soon! Sizes M, L, XL closeout sale price $10.00 Please add $2.00 for shipping and allow 1-2 weeks for delivery. Please make checks payable to Volusia Turtle Patrol and mail to the return address below. Turtle Tracker Volusia Turtle Patrol, Inc. 4738 S. Peninsula Drive Ponce Inlet, FL 32127 (386) 763-0977 New web site address: turtlepatrol.com New email: email@example.com ### 2002 Nest Numbers for Flagler & Volusia Counties \| Sea Turtle Species \| Washington Oaks State Park (.6 miles) \| Flagler County Beaches (15 miles) \| Flagler Beach (3.5 miles) \| Gamble Rogers SRA (1.1 miles) \| North Peninsula SRA (2.7 miles) \| Volusia Turtle Patrol (25 miles) \| Volusia Sea Turtle Society (11 miles) \| Canaveral Nat'l Seashore (11.2 miles) \| \|--------------------\|----------------------------------------\|-----------------------------------\|---------------------------\|-------------------------------\|---------------------------------\|----------------------------------\|-------------------------------------\|----------------------------------------\| \| Loggerhead \| 15 \| 217 \| 76 \| 30 \| 84 \| 212 \| 223 \| 1340 \| \| Green \| 3 \| 33 \| 8 \| 3 \| 19 \| 13 \| 8 \| 352 \| \| Leatherback \| 0 \| 0 \| 0 \| 0 \| 0 \| 1 \| 0 \| 3 \| \| Total Nests \| 18 \| 250 \| 84 \| 33 \| 103 \| 226 \| 231 \| 1695 \| Turtle Tracker is published three times a year, © 2002 Volusia Turtle Patrol, Inc. Graphics courtesy Graphics Response Team, © 1990 Rhonda Donahue. Sharing of this newsletter is encouraged, but permission is required to use artwork or articles. Created by Neevia Document Converter trial version [http://www.neevia.com](http://www.neevia.com) Created by Neevia Document Converter trial version http://www.neevia.com	<urn:uuid:869150a0-ff1c-4eca-8521-c183d09ef434>	CC-MAIN-2024-30	http://www.turtlepatrol.com/uploads/9/0/7/9/90793993/2002-fallwinter.pdf	2024-07-15T20:32:05+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00647.warc.gz	58,725,953	2,542	eng_Latn	eng_Latn	0.981006	eng_Latn	0.998343	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3386, 7115, 8675, 12306, 12380 ]	[ 2.28125 ]	1	2
Bronze Age Testwood Lakes During construction of Testwood Lakes, Wessex Archaeology discovered fascinating evidence of early society including part of the earliest bridge discovered in England. It dates to the Middle Bronze Age (around 1500BC) and was found where Testwood Lake is now. The remains of part of a boat and a short sword blade called a rapier were found at Meadow Lake. How to find us Exit M27 at Junction 2, take A326 Fawley/Totton road, take the first exit to Totton (A36) and proceed towards Totton. At the first roundabout turn left into Brunel Road. Testwood Lakes is situated 300m down on the left hand side. For site information in large print phone: 023 8066 7929 or visit www.hiwwt.org.uk Testwood Lakes nature reserve is managed by Hampshire & Isle of Wight Wildlife Trust in partnership with Southern Water. How you can help... - Become a Wildlife Trust member – help us in protecting local wildlife for the future. By joining the Trust you are doing your bit to help local wildlife and help the Trust manage its nature reserves. Membership costs as little as £3.50 a month. - Make a donation – support our work at Testwood Lakes, improving the area for wildlife and people. Donations of any amount are always welcome and can be made at the Centre or online. - Become a volunteer – you can help us look after the nature reserve, help with events and other tasks here at Testwood Lakes or other Wildlife Trust sites. For more information on how you can help, places to visit, events and wildlife news visit: www.hiwwt.org.uk Front cover image Great crested grebe © Drumimages Hampshire & Isle of Wight Wildlife Trust Testwood Lakes Nature Reserve tel 023 8066 7929 email firstname.lastname@example.org Hampshire & Isle of Wight Wildlife Trust Beachcroft House, Vicarage Lane, Andridge, Hampshire SO32 2DP tel 01489 774400 email email@example.com web www.hiwwt.org.uk A hidden haven for wildlife on the edge of Totton www.hiwwt.org.uk Protecting wildlife, inspiring people Welcome to Testwood Lakes Nature Reserve A hidden haven for wildlife amidst the urban fringe of Totton. The reserve is a mixture of open water, grassland and woodland steeped in Bronze Age history. It is a special place that forms part of the Test Valley – a site of international importance for wildlife. Wildlife The lakes support hundreds of over-wintering wildfowl and waders and the woodland areas are home to foxes, roe deer and many woodland birds. It is a great place for watching and learning about wildlife or just enjoying a leisurely walk. Opening times The car park is open every day between 8am and 4pm during winter and 8am until 5pm during the summer. Viewing Hides Sitting in one of the two hides overlooking Meadow Lake is a great way to watch wildlife, particularly birds such as grey heron, tufted duck and lapwing. The hides are usually open every day between 10am and 4pm. Both hides have ramps up to the doors. Getting Around A series of paths provide walks around the Lakes, to the Centre and to the bird hides. All surfaced paths are waymarked - most are relatively flat but there is one steep slope on the north and south side of the main lake. Please note that some of the paths regularly flood during winter. If you have a large buggy or wheelchair you may need to get a RADAR key for the gates – keys are available from the Centre by arrangement. Testwood Lakes Centre The Centre is open to the public most weekdays and Sunday afternoons when staffed by volunteers. Visitors are welcome to look around the Centre and toilet facilities are available. Each year thousands of visitors from schools, youth and adult groups come here to learn about wildlife and wild places. If you would like to bring a group to the Centre or hire the conference room please contact: 023 8066 7929. Guided Walks and Events Taking part in one of our regular guided walks or events is a great way to learn more about the site’s wildlife. Pick up a Testwood Lakes ‘What’s On’ leaflet from one of the information points or visit our website: www.hiwwt.org.uk/whats-on Dogs We welcome responsible dog walkers to certain parts of the reserve. Please enjoy walks with dogs around both Testwood and Little Testwood Lakes. Dogs are not permitted in sensitive wildlife conservation areas or children’s education areas. Fishing Fishing is permitted at Little Testwood Lake. Day permits are available from the Test Valley Angling Club at the newsagents at 41 Rumbridge Street, Totton SO40 9DR tel: 023 8086 2021. Testwood Lakes Nature Reserve Getting around All surfaced paths are waymarked. Most are relatively flat but there is one steep slope on the north and south side of the main lake. From the car park, the Education Centre and toilets are 500m away. Dog walking and cycling are not permitted in the conservation area around Meadow Lake or children’s education areas near the Centre. Scale 100m North M27 to Ringwood M27 to Portsmouth Heron Hide Sand Martin Hide Meadow Lake The Scrapes River Blackwater Testwood Lake Little Testwood Lake Pumping Station River Test Main entrance to Testwood Lakes Education Centre & Toilets i P i Parking Information Point Viewing Screen Testwood Lakes Reserve Boundary Surfaced path Unsurfaced path Education Centre & Toilets Viewing Hide Parking Information Point Viewing Screen Mallard Gadwall artwork - www.gregpoole.co.uk	<urn:uuid:70177382-2844-43bc-9087-45a8d121f5d9>	CC-MAIN-2024-30	https://www.hiwwt.org.uk/sites/default/files/2018-05/Testwood-Lakes-Leaflet.pdf	2024-07-15T20:07:25+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00646.warc.gz	694,072,813	1,268	eng_Latn	eng_Latn	0.992484	eng_Latn	0.997373	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2022, 4550, 5441 ]	[ 2.046875 ]	1	1
Benefits of going GREEN: - Saves you GREEN! On average, cardboard and paper products account for 40% of solid waste. Recycling your cardboard and paper can reduce your waste cost up to 40%. - Enhances your Image! Being GREEN and promoting sustainability are current marketing trends. Your business benefits from having a “greener” image. There are opportunities for your business to apply for awards and earn recognition. - Improves our Future! Going GREEN ensures a healthier future for our children, your community and the planet. Recycling conserves resources and extends the life of area landfills. REDUCE consumption and waste REUSE what you have RECYCLE everything you can The West Bottoms is going GREEN with support from: - Mid-America Regional Council Solid Waste Management District - Missouri Department of Natural Resources - Central Industrial District Association - PCB Design Studio - Missouri Bank - Faultless Starch Bon Ami Company - Port Authority of Kansas City, Missouri - The Quality Roofing Co. - Riverview Developers, LLC - J & K Real Estate Trails.com - WRAP Task Force Promoting sustainability awareness and recycling services to the West Bottoms community A West Bottoms Community Enterprise through CIDA www.cida.cc/committee-news/wrap www.facebook.com/wrap.kec Start Recycling & Save Money! We provide recycling containers free of charge and resources to help you recycle at your business. Our facility is conveniently located in the West Bottoms, we have drop off and pick up services available. Getting Started 1. Schedule an appointment with us to come to your business or office location. 2. We will assess your needs and determine how we can help you recycle cardboard and paper. 3. We will provide containers and recycling resources. Targeted Materials Cardboard: Corrugated Only Office Paper: White or Light Papers Only - Printer - Copier - Notebook - Letterhead - Shredded - Envelopes (windows okay) - Carbonless forms - Manila Folders Mixed Paper: Catch-all - Colored papers - Shiny/glossy papers - Colored file folders - Junk mail (ad inserts) - Magazines - Catalogs - Newspaper - Paperboard - Phonebooks - Paper Bags Did you know... - Each ton (2000 pounds) of recycled paper can save 17 trees, 380 gallons of oil, three cubic yards of landfill space, 4000 kilowatts of energy, and 7000 gallons of water. This represents a 64% energy savings, a 58% water savings, and 60 pounds less of air pollution. - The 17 trees saved (above) can absorb a total of 250 pounds of carbon dioxide from the air each year. Burning that same ton of paper would create 1500 pounds of carbon dioxide. - Recycling 1 ton of cardboard saves 9 cubic yards of landfill space and 46 gallons of oil. - Recycled cardboard only takes 75 percent of the energy needed to make new cardboard and lessens the emission of sulfur dioxide that is produced when making pulp from wood trees. Sources: www.earth911.com & www.recycling-revolution.com	<urn:uuid:87f76ad4-a224-4a40-a737-d5c24933ad89>	CC-MAIN-2017-43	http://cida.cc/documents/WRAP_Brochure.pdf	2017-10-23T02:29:53Z	crawl-data/CC-MAIN-2017-43/segments/1508187825510.59/warc/CC-MAIN-20171023020721-20171023040721-00173.warc.gz	67,916,303	681	eng_Latn	eng_Latn	0.985078	eng_Latn	0.989659	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1334, 3000 ]	[ 2.6875 ]	1	0
Angel Fish Wordlist \| look \| at \| I \| \|------\|----\|---\| \| the \| am \| see \| Great effort! Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist. Ant Wordlist \| can \| is \| \|-----\|----\| \| to \| in \| \| my \| me \| Great effort! Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist. Bird Wordlist go Mum Dad play up and Great effort! Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist. Butterfly Wordlist \| here \| this \| \|------\|------\| \| come \| said \| \| we \| down \| Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist. Camel Wordlist \| big \| little \| \|-----\|--------\| \| it \| on \| \| he \| she \| Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist. Crab Wordlist comes going went you us like Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist. Dinosaur Wordlist looks goes looking came looked I'm Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist. Dodo Wordlist sees playing played plays are where Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist. Great effort! Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist. \| with \| then \| \|------\|------\| \| they \| that \| \| baby \| asleep \| With them they that baby asleep Duck Wordlist hungry happy ran run no yes Great effort! Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist.	<urn:uuid:3639ca68-8c69-4300-8e8e-a6306ae1188c>	CC-MAIN-2019-22	http://www.glendalps.vic.edu.au/sites/default/files/documents/A%20to%20G.pdf	2019-05-26T05:22:07Z	crawl-data/CC-MAIN-2019-22/segments/1558232258849.89/warc/CC-MAIN-20190526045109-20190526071109-00472.warc.gz	267,347,003	582	eng_Latn	eng_Latn	0.998739	eng_Latn	0.997935	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 252, 495, 713, 959, 1205, 1418, 1630, 1837, 2106, 2327 ]	[ 3.703125 ]	1	1
Schools Manual This document provides interested schools with an outline of The Dax Centre approach for enhancing emotional literacy through visual arts (ELVA). The document includes an overview of The Dax Centre, a history and outline of the project and components of ELVA, including benefits and considerations for the school and the process for registering interest. OVERVIEW About The Dax Centre The Dax Centre promotes mental wellbeing through the educative power of art. The Dax Centre houses the Cunningham Dax Collection, which consists of more than 15,000 artworks created by people with an experience of mental illness or psychological trauma. The Dax Centre uses this Collection as the centrepiece of exhibitions, education programs for students at all levels and for the community at large and specially directed projects in order to promote mental wellbeing. Our staff works closely with artists and communities who contribute their work and life stories to this Collection. ABOUT ELVA Rationale and Concepts In recent years there has been a growing awareness in the general community of the importance of the emotional life of children. We now understand how some childhood trauma can lead to life long difficulties, and in many cases, the development of mental illness in adult life. There is also a greater appreciation of the neuro-plasticity of the brain, in particular the developing brain of children, and how enhancing their emotional literacy in their early years may protect them from some of life’s difficulties. Emotional literacy may be defined as the capacity of a person to understand their emotional experiences. Children who possess emotional literacy are emotionally aware, alive and connected with themselves. They are better equipped to develop capacities to engage with and manage emotional difficulties they encounter. As a consequence they are more resilient in the face of emotional challenges. ELVA aims to use visual arts as the medium to enhance the capacity for children to be emotionally aware, and emotionally connected with themselves, others and with experiences and situations. It recognises the importance of creating time, space and place for the children to reflect on themselves, their interactions with their social setting and express this within a safe and supportive environment. ELVA is an experience based approach and is therefore fundamentally different from most other emotional literacy programs that are based on skill training or behavior modification. ELVA is a classroom based model to enhance the emotional literacy of primary school children through art. Originally funded through a private philanthropic trust, it began in 2010 involving a multi-disciplinary working party consisting of teachers and child psychotherapists, psychiatrists, analysts and psychologists. This classroom based approach, which includes teacher professional learning, implementation and ongoing support, has gone through a trial and pilot 1 and 2 phase, followed by evaluation and refinement, and is now available for all primary schools. There are already several classroom based programs that aim at promoting the wellbeing of primary school children. This approach has the potential to complement such programs by ‘value adding’ to both existing art curriculum and wellbeing programs. ELVA FRAMEWORK ELVA has integrated a psychodynamic approach and is underpinned by current understandings of neuroscience and the development of the mind and brain of children. Psychodynamic approach - Assumes emotional literacy is a capacity that develops through experience rather than a skill that is learned. - Pays close attention to the dynamic factors that determine the creation of a safe supportive environment where emotional experiences are valued and emotional experiences encouraged. - Highlights the importance of a teacher’s interest and attitude in the emotional world of their students and how this attitude impacts on their emotional experiences and expression. - Also highlights the interaction between the classroom environment and the broader climate of the school and its local community. Neuroscience - Emotional literacy involves well developed neural circuits connecting parts of the brain that are involved in perception, thinking and feeling. - Creative activities that involve perception, thinking and feeling also utilize these same circuits. - Increase in contained emotional experiences that utilise these circuits will strengthen development. - Stress/trauma and uncontained emotional experiences shut down these circuits. Development of the brain and mind - The capacity of a child to be resilient against adversity is dependent on their capacity to make sense and process challenging experiences. - Although the brain and mind continues to develop throughout life, the process of shaping it is most significant in childhood and adolescence. - The mind and brain is shaped by experience and use. - Developmental tasks, trajectories and stages influence awareness of and engagement with the emotional life of oneself, other people, and our communication skills and styles. This unique approach, which integrates psychodynamic, neuroscientific and developmental perspectives is appropriate for all children from prep to year six. It is designed to strengthen mental health, create safe and contained learning environments and engage teachers’ capacity to engage with their students. COMPONENTS OF ELVA School Participation ELVA offers schools teacher professional learning, assistance during the implementation stage and support in engaging the whole school community. Teacher Professional Learning Participating in Teacher Professional Learning (TPL) is essential for teachers implementing ELVA. The teachers will gain an understanding and experience of ELVA, including the core components of implementation. The training is designed to assist capacity building in teachers in both the theoretical and experiential fields. TPL is currently delivered through two training models: whole school training and selected staff training. Whole School Staff Training ELVA offers training at a whole school staff level. This model of training is conducted after careful consultation and discussion with the school leadership regarding alignment and readiness of the staff and school culture to the ELVA approach. In this model two Dax Centre facilitators deliver the training on-site over a period of 12 months at times negotiated between the school and facilitators. Selected Staff Training Selected staff training entails staff from approximately 10 schools coming together to participate in the TPL. After consultation with each school they are encouraged to choose a minimum of two and a maximum of three teachers (e.g. visual art teacher, wellbeing coordinator and curriculum leader) to participate. This creates a group of around 25 teachers from up to 10 different school setting. For this model the TPL is delivered over the first 12 months of the schools involvement with ELVA through six day-long trainings at The Dax Centre and an onsite consultation at the school. Introductory Sessions and Workshops The Dax Centre also offers a range of introductory workshops for schools interested in finding out more about ELVA (refer to the ELVA website). Benefits and costs for school Benefits for the school - Training in and experience with the Dax approach to Visual Arts. - Access to a complementary approach to supporting student wellbeing. - Building teacher capacity and promoting teacher reflection. - Eligibility to attend the annual ELVA symposium. - Access to web based resources. - Support during the implementing phase of ELVA. - Assistance in deepening whole school engagement with ELVA. Costs for the school - The cost of the selected staff training is approximately $1800 +GST/per teacher.* - Please contact the ELVA project manager at The Dax Centre to discuss the cost for whole school staff training. - Time allocation to communicate with a Dax consultant. - Participation in the evaluation process. * Cost subject to change. ## PROPOSED TRAINING OUTLINE \| Day \| Theoretical \| Experiential \| \|-----\|-----------------------------------------------------------------------------\|------------------------------------------------------------------------------\| \| 1 \| Introduction to the Dax Model \| An experience of the Dax Approach \| \| \| Overview of the project - the history and time line. \| The afternoon will be practical sessions designed to provide the teachers with experiences that complement the theoretical sessions \| \| \| Overview of core principles. \| Reflection through art making \| \| \| An understanding of the development of the domains. \| Insideoutside boxes \| \| \| An understanding of implementation in schools. \| Discussion \| \| \| Brief introduction to the format and development of the activities and units of work. \| The discussion including core principles, the notion of experience, relationships and reflections and the role of the facilitator. \| \| \| Outline of the training \| \| \| \| Aims, goals and process of the training. \| \| \| 2 \| Experience, relationships and reflection. \| An experience of the Dax approach \| \| \| Demystifying a psychoanalytical approach. \| The afternoon will be practical sessions designed to provide the teachers with experiences that complement the theoretical sessions. \| \| \| What is it and what is it not? \| Reflection through art making \| \| \| Understanding boundaries. \| Memories of art making. \| \| \| \| Discussion \| \| \| \| Listening to our self and others. \| 3 Understanding relationships. From the child/carer to child/teacher- a developmental understanding. An experience of the Dax approach making. The afternoon will be practical sessions designed to provide the teachers with experiences that complement the theoretical sessions. Reflection through art making Memories of art making. Discussion Listening to our self and others. 4 Creating a safe and supportive environment Boundaries/container/contained. Understanding anxiety individual/groups. An experience of the Dax approach The afternoon will be practical sessions designed to provide the teachers with experiences that complement the theoretical sessions. Something a little different Portraiture. Discussion Debrief and feedback of the training and final questions. IMPLEMENTATION STAGE AND ONGOING SUPPORT Students ELVA is a universal approach to developing emotional capacity in all students within the school. It is not designed as an intervention for a targeted group of students with identified issues. During the training phase it is expected that ELVA be delivered to the whole class during the visual arts lessons. Depending on the individual school, the model may be delivered to all classes in the school or to a selection of classes. Classroom Trained teachers are encouraged to implement 10 ELVA sessions in the class from the units of work created using the ELVA approach. This implementation is to be encouraged after the initial four training days have been completed. (These could include units of work developed by the Dax Centre, or units of work developed by the trained teachers using the ELVA framework and after approval by The Dax Centre). The teacher may choose to spread the units out over the four terms or as a block of 10 sessions. All units of work relate to current curriculum standards, assessment and reporting protocols. School Community The Dax will continue supporting the school after the conclusion of the teacher professional learning phase through access to web based resources, supporting documentation, email support and through hosting the annual Dax ELVA symposium. Expectations and Considerations for School Participation Schools considering participating in the ELVA approach need to consider the school culture. As ELVA involves both visual arts and wellbeing it is essential that schools have a culture that values the emotional world of all within the school community. It is also important that the school has additional support systems for students and teachers such as chaplains and social workers. The Principal must be informed about, and demonstrate support for, the implementation of ELVA within their school community. The teachers involved need to be committed to the TPL and implementation of ELVA in their school. Expectations of the Schools • Principal is supportive of the ELVA approach. • A teacher has been designated to coordinate/implement ELVA. • The school has a visual arts program. • The school has a culture that is sympathetic to enhancing children’s emotional literacy. • The school will cover the cost to release teachers for training and the cost of training. Expectations of The Dax Centre The participating schools can expect the following involvement and support from The Dax Centre: - TPL provided as stated above. - Email/phone access to Project Manager to support implementation. - Access to developed units of work. - Support in designing and developing units of work. - One school visit if requested to assist and support implementation. Evaluation Schools are requested to participate in any evaluation process which may include pre and post questionnaires, reflections from staff, students and parents, and photographic evidence. Privacy The teachers and students and schools will not be identified by name in any reports, written or otherwise unless permission is specifically requested.	<urn:uuid:e44d2069-8eff-4f51-a5df-68cd7f4a534d>	CC-MAIN-2017-26	http://elva.daxcentre.org/wp-content/uploads/2013/10/ELVA_Manual_2015.pdf	2017-06-27T18:58:34Z	crawl-data/CC-MAIN-2017-26/segments/1498128321536.20/warc/CC-MAIN-20170627185115-20170627205115-00572.warc.gz	111,538,872	2,516	eng_Latn	eng_Latn	0.997509	eng_Latn	0.998583	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 370, 2843, 5167, 7373, 8169, 11017, 11798, 14173, 14916 ]	[ 2.453125 ]	2	4
Son of a railroad man who could draw beautifully and of a music-teacher mother, Jacques Poirier, the fourth of seven children, and a childhood filled with tenderness, happiness and beauty. “I would sit on my father’s knees and he would tell us picture stories…well, he made up comic strip stories. For me, that’s something marvellous I remember from my childhood…” Naturally peaceful and sensitive, little Jacques was very curious, wanted to know everything, to be acquainted with everything.” Excessively sensitive, resented the inflexibility of his teachers and sometimes reacted negatively to it. “Beginning in the fourth grade, I was the kid who was always drawing pictures in his copy books…that’s when they bugged me a bit…” One of his uncles who was a priest offered to pay for Jacques’ studies if he went into the priesthood, which was little to his liking: however, he kept his feelings quiet and began his classical studies. The surge to create was born in him every early. “If we wanted a toy – we had very few - we made it ourselves from a piece of wood or a broken off pencil my father would give me. I believe I was able to satisfy my creative urge that way.” He didn’t particularly intend to go into teaching but, under the influence of his teachers, studied pedagogy at the University of Sherbrooke and of Montreal. He taught in the high school at L’Achigan where, in addition to teaching, he directed all the cultural activities at the school. “Drawings for the school paper, the theatre, the backdrops, I couldn’t fight it, if there was anything going on in that field…I offered to do the work…” He decided to return to his studies and took arts at the university de Montreal. “I stayed there at least seven years…oh; I took various subjects- art, history, English Literature…biology, in fact anything I found interesting. Then at Sherbrooke university, I took a course in…information media, that left me a lot of time to paint and, to pay for my studies, I did wedding photographs.” Jacques Poirier was already painting at the age of fifteen when he sold his small camera to buy his first paint box. He has never stopped working with a paintbrush since. “One of my sisters painted rather well when I began… I would never let her show me how… I didn’t want to paint like she did… I wanted to do it my own way.” In 1967 Jacques Poirier prepared an exhibition. All his paintings were ready, forty or so, then… utter catastrophe: a fire broke out in the house. “I came out with only my paint-stained jeans, the ones I work to work, that’s all I managed to save. I lost all my paintings, everything, my photo equipment, everything. A large part of my life was wiped out… that was the hardest blow I’ve ever suffered.” In the following years, he was often to burn paintings. “By the cartload” as he says, because he wasn’t happy with them. “I would do a painting and really like it, but two days later, I seemed outdated, I couldn’t stand looking at it any more… oh I was very hard on myself… and I’m not sorry I was.” Jacques Poirier attaches a lot of importance to friendship, which he sees as a two-way street – “when someone shows me friendship, I return the feeling… in spades” Asked for a definition of an artist, he’ll more than likely answer: “An artist is pretty much like a tightrope walker… working without a net. You can fall any minute and hurt yourself badly. You’re allowed to falter, even fall and grab your tightrope but you have to get back up… Because if you fall all the way… You’re not sure of ever being able to get back up… You could be hurt so badly that you would never recover” Jacques Poirier is simplicity itself! As nice a guy as you’ll ever meet, always smiling with eyes that seem to say: “Welcome to my home… warm yourself by the fireplace.” By : Louis Bruens Édition La Palette 1987 ISBN : 2-9801060-0-3	<urn:uuid:96e1a541-4150-4b26-b7fc-66e69a3a544e>	CC-MAIN-2023-06	https://www.multi-art.net/multiartmedia/poirier/1987_52_Couleurs_ENG.pdf	2023-02-02T14:16:30+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00591.warc.gz	893,631,264	889	eng_Latn	eng_Latn	0.998399	eng_Latn	0.998566	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1936, 3851 ]	[ 2.15625 ]	1	1
molding the business and political destinies of his city and state, but in the councils and the national conventions of his party. He was a man of large, robust physique, and possessed a personality that was both magnetic and impressive. His numerous business enterprises did not deter him from studious habits formed in youth, and few men were his conversational equals on such a diversity of topics. The sterling qualities of his character were such as to endear him to men in all walks of life, and his death is mourned by a large circle of sincere and devoted friends. His name has been honored by having two towns named for him, viz.: Langdon, in North Dakota, and Langdon, in Minnesota. Mr. Langdon was for some time president of the Minneapolis Club. In his religious faith he was an Episcopalian, and up to the time of his death was a vestryman of St. Mark's Church. He was married in 1859 to Miss Sarah Smith, a daughter of Dr. Horatio A. Smith, of New Haven, Vermont. In 1866 he brought his family to Minneapolis, where they have ever since resided. The family consists of three children, Cavour S. Langdon, Mrs. H. C. Truesdale and Mrs. W. F. Brooks, all three of whom are married and live in Minneapolis. JOHN B. SANBORN. Of the many gallant soldiers whom Minnesota gave to the armies of the North during the war for the preservation of the Union, General John B. Sanborn, of St. Paul, is one of the most eminent, and to the glories of a military career he has added those of an equally brilliant civil career. As a lawyer and statesman he has occupied a conspicuous place in the life of Minnesota for more than a generation. He was born in Epsom, Merrimac County, New Hampshire, December 5, 1826, on the homestead which has been in possession of the Sanborn family for seven successive generations, and although now beyond "three score years and ten," is in complete possession of all his powers of mind and body. On both sides he is descended from New England families, and his grandfathers were revolutionary soldiers. His boyhood years were passed on the farm, and he acquired his early knowledge of books at a country school. President Franklin Pierce advised him to study law, and so he entered the office of Judge Asa Fowler, in Concord, in 1851, and was admitted to the bar in that town in 1854, at the age of twenty-seven. It was in this year that he removed to Minnesota, locating at St. Paul, where he began the practice of his profession, and has since resided. Theodore French was his first partner in the law, and subsequently the firm became Sanborn, French & Lund. In 1859 he served as a member of the lower house of the legislature, and in 1860 was elected to the state senate. When the civil war began, in the spring of 1861, Governor Alexander Ramsey appointed him adjutant general of the state, and after organizing and equipping the First, Second, Third, Fourth and Fifth Regiments of Volunteer Infantry, and two batteries and one battalion of cavalry, he enlisted in the Fourth Regiment, in December, 1861, and was made its colonel. From this time on to the close of the war, he was constantly in the service. In the spring of 1862 the Fourth Regiment was ordered South, and joined General Halleck's army in front of Corinth. After an eventful spring and summer, Sanborn, on September 19, 1862, being then in command of the First Brigade of the Third Division, Army of the Mississippi, took part in the fiercely contested battle of Iuka. His brigade was in the hottest part of the fight, losing six hundred men in killed and wounded, but not without some compensation, for to it belonged the credit of saving the day. General Rosecrans took occasion, in his orders, to give Sanborn the most flattering mention for his skill and gallantry. On October 3 and 4, he commanded a brigade at the battle of Corinth, and sustained the reputation previously made at Iuka. From this time on he was in all of Grant's campaigns in the Mississippi Valley, including the campaign against Vicksburg. From April 15 to May 2, 1863, General Sanborn commanded the Seventh Division of the Seventeenth Army Corps. Resuming command of his brigade, he was in engagements at Raymond, Mississippi, May 12; at Jackson, May 14; at Champion Hills, May 16, and in the assault on Vicksburg, May 22, on which last named day he was again in command of the Seventh Division. General Grant elected Sanborn's brigade to lead the advance into Vicksburg, on July 4, after the surrender. In 1862, shortly after Iuka and Corinth, President Lincoln promoted Sanborn to the position of brigadier general of volunteers, but the appointment lapsed owing to the adjournment of congress, March 4, 1863, before his name was reached for confirmation. He did not receive his commission until August 4, 1863, or after the events referred to in the preceding paragraph of this article. In October, 1863, he took command of the Southwest Missouri district, where he remained until the close of the war, suppressing the guerrillas who infested that country, and in various other ways assisting in the restoration of order. It was in the fall of 1864, while in this station, that he resisted the attempt of the Confederate forces under General Sterling Price to invade Missouri, having under his command during the invasion period nearly all of the Federal cavalry forces west of the Mississippi, some ten thousand men. In all of his engagements with Price, and they were numerous, he was victorious, capturing a number of guns, taking several thousand prisoners, and so crippling Price that he was of little further service to the Confederacy. In June, 1865, General Sanborn went to Fort Riley, Kansas, from which headquarters he directed the opening up of a line of travel to Colorado and New Mexico, and suppressed an Indian uprising, all in the short period of ninety days. In June, 1866, he was mustered out of the service, and returned to St. Paul, resuming the practice of law, the firm name now being Sanborn & King. In 1868 this partnership was dissolved, and General Sanborn in 1871 had associated himself with his nephew, Walter H. Sanborn. In 1880 Edward P. Sanborn, another nephew entered the firm. In 1867 General Sanborn was named, with Generals Sherman and Terry, Senator John B. Henderson of Missouri, and Colonel Samuel Tappan, as peace commissioners to treat with a number of hostile Indian tribes, including the Sioux, Arapahoes, Kiowas and Comanches. In 1872, and again in 1882, he was a member of the Minnesota legislature. His last service in that body was as state senator from 1890 to 1894. In 1860 he was a candidate for the United States senate and was defeated by Morton S. Wilkinson by two votes. He took an active part in restoring the credit of the state at the time of the recognition and settlement of the railroad bond debt. General Sanborn has been honored in various ways in addition to those mentioned. He was the first commander of the Minnesota Commandery of the Loyal Legion and of the Grand Army of the Republic in Minnesota. For several years he was president of the St. Paul Chamber of Commerce. He has been a trustee of the State Historical Society, vice president of the National German-American Bank, and director or officer of a number of other prominent societies and institutions. In March, 1857, he was married to Miss Catharine Hall, of Newton, New Jersey, who died in 1860. In November, 1865, he married Miss Anna Nixon, of Bridgeton, New Jersey, a sister of the Hon. John T. Nixon, of the Federal Court of New Jersey. She died in June, 1878. April 15, 1880, General Sanborn married Miss Rachel Rice, daughter of Hon. Edmund Rice, of St. Paul, who has borne him four children. Pres. pro temp., Senate, 1891, 1893 Chair, Senate Rules, 1893	<urn:uuid:a5bdac2a-3385-4dfa-bd56-520a717bbf86>	CC-MAIN-2023-06	https://www.lrl.mn.gov/LegDB/articles/14641ProgMenMN.pdf	2023-02-02T14:00:18+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500028.12/warc/CC-MAIN-20230202133541-20230202163541-00593.warc.gz	881,464,170	1,772	eng_Latn	eng_Latn	0.998576	eng_Latn	0.998758	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 4295, 7774 ]	[ 2.046875 ]	1	0
The Messenger No. 121 – September 2005 Astronomers around Europe are gearing up for the next generation of ground-based telescopes to follow on from the success of the VLT and other 6–10-m telescopes. All aspects of astronomy will be dramatically advanced by the enormous improvements attainable in collecting area and angular resolution: major new classes of astronomical objects will become accessible to observation for the first time. In July of this year a book$^1$ was produced by a group of European astronomers, which describes the science achievable with a telescope of diameter 50–100 m. Here we present some highlights from this science case, ranging from direct observations of Earth-like planets outside our own Solar System to the most distant objects in the Universe. In the past half-century a new generation of telescopes and instruments allowed remarkable new discoveries: quasars, masers, black holes, gravitational arcs, extra-solar planets, gamma ray-bursts, the cosmic microwave background, dark matter and dark energy have all been discovered through the development of a succession of ever larger and more sophisticated telescopes. This progress poses new, and more fundamental, questions, the answers to some of which will perhaps unlock astrophysics or elementary particle physics in a new approach to the nature of matter, while others may give us insights as to the existence (or otherwise) of other life-supporting planets in our Galaxy. As the current generation of telescopes continues to probe the universe and challenge our understanding, the time has come to take the next step. Several projects are under way around the world to design and construct the next generation of ground-based, Extremely Large Telescopes (ELTs), which will provide astronomers with the ability to address the next generation of scientific questions. Projects based in the United States and Canada are concentrating on potential designs in the 20–30-m range, such as the proposed Giant Magellan Telescope (GMT) and Thirty Meter Telescope (TMT). In Europe the focus is on even larger telescopes – preliminary studies indicate that the technology to achieve a quantum leap in telescope size is feasible, and a detailed design study is now under way in Europe (led by ESO) to develop the technology needed to build a 50–100-m telescope (see Figure 1). A larger telescope is beneficial for two main reasons – firstly, a larger collecting area (proportional to the square of the diameter) allows fainter and more distant objects to be observed. Secondly, the resolution achievable improves in proportion to diameter of the telescope, provided that the telescope is equipped with an adaptive optics system that corrects for the blurring effects of the Earth’s atmosphere. Thus a 50-m telescope working at its diffraction limit could in theory produce images over five times sharper than the best images from today’s 6–10-m telescopes. These two effects together have a profound effect on the scientific observations that can be made – from the ability to resolve faint planets around other stars, to studying the most distant object in the Universe. Some examples are given below of the potential scientific breakthroughs achievable with the vast improvement in sensitivity and precision allowed by the next --- $^1$ Hook, I. M. (Ed.). 2005. “The Science Case for the European Extremely Large Telescope: The next step in mankind’s quest for the Universe”. Printed copies and CDs are available on request from Suzanne Howard (firstname.lastname@example.org). PDF files can be downloaded from http://www.astro-opticon.org/networking/elt.html. step in technological capabilities, focusing on the science case for a 50–100-m telescope, which is being developed in Europe. Additionally, as we have seen in the past, each new generation of facilities has advanced science by discovering the new and unexpected. Therefore it is likely that the major scientific impact of these new telescopes will be discoveries beyond those we can predict today. Are we alone? Planets beyond our Solar System In 1995 the first planet around a normal star other than the Sun was detected, by the Swiss astronomers Mayor and Queloz, using a small French telescope with sophisticated instrumentation. The rate of announcement of new discoveries of extra-solar planets currently exceeds several tens per year, with discoveries done using two main methods: either the motion of the parent star induced by the gravitational pull of the planet, or the light-loss resulting as the planet transits in front of its star, as seen by us. First claims of direct imaging of planets have already been made using 8–10-m telescopes (see Figure 2); it is only a matter of time until several reliable detections are available. Quantitative studies will become possible with advanced adaptive optics, using coronographic techniques to suppress the glare from the planet’s parent star. Studies of Earth-like planets, especially via spectroscopy, will however remain impossible. Extremely Large Telescopes offer spectacular advances in studying planetary systems. In addition to the improved collecting area, needed for observing such faint objects as the smaller extra-solar planets, the improved resolution allows cleaner separation of a planet from the image of its star. As a result, one of the most exciting new opportunities for Extremely Large Telescopes is the ability directly to detect and to study large samples of planets in other solar systems. Planets of course come in a wide range of types, sizes and distances from their parent stars. What sort of planets can be studied with different types of telescope, and how many different planetary systems might one be able to detect? Simula- --- Table 1: Highlight science cases for a 50–100-m Extremely Large Telescope. \| Question \| Answer \| \|--------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------\| \| Are there Terrestrial planets orbiting other stars? \| Are we alone? Direct detection of earth-like planets in extra-solar systems and a first search for bio-markers (e.g water and oxygen) becomes feasible. \| \| How typical is our Solar System? What are the planetary environments around other stars? \| Direct study of planetary systems during their formation from protoplanetary disks will become possible for many nearby very young stars. The makeup of planets, including spectroscopic analysis of candidate planets, determining their composition and atmospheres, will be feasible. Imaging of the outer planets and asteroids in our Solar System will complement space missions. \| \| When did galaxies form their stars? \| When and where did the stars now in galaxies form? Precision studies of individual stars determine ages and the distribution of the chemical elements, providing insight into galaxy formation and evolution. Extension of such analyses to a representative section of the Universe is the next great challenge in understanding galaxies. \| \| How many supermassive black holes exist? \| Do all galaxies host monsters? Why are supermassive black holes in the nuclei of galaxies so tightly related to the whole galaxy? When and how did they form and evolve? Extreme resolution and sensitivity are needed to extend studies to more distant galaxies. New ways need to address these key puzzles. \| \| When and where did the stars and the chemical elements form? \| Can we meet the grand challenge to trace star formation back to the very first star ever formed? By discovering and analysing distant galaxies, quasars, and even supernovae, the history of star formation, and the creation history of the chemical elements can be quantified. \| \| What were the first objects? \| Were stars the first objects to form? Were the first stars the source of the ultraviolet photons which re-ionised the Universe some 200 million years after the Big Bang, and made it transparent? These objects may be visible through their supernovae, or their ionisation zones. \| \| How many types of matter exist? What is dark matter? Where is it? \| Most matter is transparent, and is detectable only through its gravitational effect on moving things. By mapping the detailed growth and kinematics of galaxies out to high redshifts, we can observe dark-matter structures in the process of formation. \| \| What is dark energy? Does it evolve? How many types are there? \| Direct mapping of space-time, using the most distant possible tracers, is the key to defining the dominant form of energy in the Universe. This is arguably the biggest single question facing physical science. \| \| Extending the age of discovery \| In the last decades astronomy has revolutionised our knowledge of the Universe, of its contents, and the nature of existence. The next big step is likely to be remembered for discovering the unimagined new. \| --- Figure 2: Infrared image obtained with the NAOS adaptive optics facility on the VLT of the young (~ 10 Myr) brown dwarf 2M1207 (centre) in the nearby TW Hydride association (Chauvin et al. 2004). The faintest object seen near it at the same angular distance of 3 mili-arcsec has recently been confirmed to be gravitationally associated with the brown dwarf. Models suggest that it is a gas giant planet with a mass about five times that of Jupiter. The source is very young, is still liberating considerable energy as it contracts and cools, and has a temperature a few times that of planets in our Solar System. An ELT is essential to image fainter planets like our Earth, particularly as they are likely to be closer to their parent stars. tions of observations of extra-solar planets show that a 30-m telescope at a "standard" site, equipped with suitably sophisticated adaptive optics instrumentation, should be capable of studying Jupiter-like gas giant planets out to several tens of light years, while only a much larger, 100-m class, telescope would be capable of detecting and studying a sample of Earth-like planets – the key here is the extremely high spatial resolution needed to observe an object that is about 10 billion times fainter than, and very close to its parent star. Earth, for example, would appear only 0.1" from the sun if the Solar System were observed from a distance of 10 parsecs (~30 light years); see the simulation in Figure 3. The habitable zone is the narrow region in a planetary system where water exists in liquid form; this is a prerequisite for life as we know it. Not all stars have planets, and not all planets in a system may have planets in the habitable zone, so the largest possible sample has to be surveyed if we are to be confident of identifying a true Earth-twin. The number of stars that can be studied is approximately proportional to the spatial resolution to the cube (i.e. to $D^3$, where D is the telescope diameter). A 100-m telescope can in principle detect an Earth-like planet around a solar-type star out to a distance of 100 light years. This distance limit means that there are about 1000 candidate Sun-like stars to be observed. The corresponding numbers are about 200 stars for a 50-m telescope and 30 stars for a 30-m telescope. The large telescope collecting area, which is the key to achieving the challenging goal of detection of an Earth-like planet in a habitable zone, will automatically allow substantial extra analysis, beyond 'just' detection: it will characterise planetary surfaces and atmospheres. The search for biomarkers in the planet atmosphere has the potential to discover life beyond our Solar System. Massive planets A limitation in studies of our own Solar System is that we have only one example: is what we see typical? unique? transient? It is clear that a telescope and instrumentation which could detect Earth-like planets would with ease detect larger planets, and planets with larger separation from their star. Imaging of entire planetary systems will become possible. Such data will define the outcome of the formation of planetary systems, by discovering and defining the types of systems which form and survive. Basic questions which remain unanswered to date include: which stars have which types of planets, what conditions are required to form the various types of planet, what are the special properties, if any, of the parent stars and are there planets around rare types of stars (e.g. white dwarfs, very old halo stars; planets near neutron stars are already known). By repeated imaging, planets will be followed around their orbits. Variations in their apparent brightness during this process then can be used to determine many properties. For example, their reflectivities (albedo) determine their surface composition. For larger planets, rings like those around Saturn, and the presence of moons may be inferred indirectly from the small deviations they produce in brightness, position of the planet and its velocity over time. Worlds in formation At least as important as determining the diversity of mature planetary systems is understanding the formation and early evolution processes: Is planet formation ubiquitous but survival unlikely? Or vice-versa? How does the planet formation take? How is it terminated? What happens to a planet after it forms? All these, and many related, questions require detection of the observable effects generated by on-going planet formation around young stars. Current models, as yet untested by direct observations, suggest that planets form from condensations in a dusty disc encircling a young star, and subsequently create circular gaps at discrete positions in the disc; Figure 4 shows a simulation of this process. A telescope with sufficient resolution toward a coronagraph to suppress light from the central young star will be able to detect these planetary birthplaces, even at the inner disc locations where habitable planets should form. A sub-millimetre detection capability on a suitably large telescope would even permit the mapping of the colder, outer regions of protoplanetary systems out to their Kuiper Belts, where the debris of planetary formation is believed to accumulate and survive. --- Figure 3: A simulated time-series image of a solar-system analogue containing a Jupiter-like planet on Earth-like planet at a distance of 10 pc. The system has been "observed" at number of epochs as the planets go around in the 15-degree obliquity orbits to illustrate the phase effect. Each epoch is represented by a 10-minute exposure in the V-band by the OWL-100-m telescope, based on adaptive-optics simulations. The PSF of the central star has been subtracted from the image. (From Hainaut, Rahoui, & Gilmozzi 2005.) Figure 4: Simulation showing four stages in the formation of gas giant planets via fragmentation of proto-planetary discs (from Mayer et al. 2004). As the planets form, gaps are carved in the disc. An ELT has the potential to detect such gaps. An Extremely Large Telescope provides a natural and valuable complement to dedicated spacecraft. It would be capable of assembling a unique atlas of the surfaces of hundreds of solar system objects. Of unique value, an Extremely Large Telescope’s ability to make unprecedented highly-resolved imaging and spectroscopic observations of planets and moons with evolving surfaces and atmospheres. Detailed and continuing observations of this kind cannot otherwise be obtained except by dedicated (single-target) orbiters, none of which have yet been sent to the outer Solar System. Figure 5 shows an image of Jupiter’s moon Io taken during a fly-by of the Jupiter orbiter Galileo; a 100-m telescope for example would have a diffraction-limited resolution of about 8 km (at a wavelength of 1 µm) at the distance of Io, allowing detailed surface maps to be made and changes to be monitored, such as the volcanic activity shown in Figure 5). Thermal-infrared images at these resolutions have never been secured. Such a systematic series of imaging and spectroscopic observations would also allow us to follow the seasonal and long-term variability of Titan’s dense haze layers, allow studies of the structures generated by the gas geysers on Triton and permit the monitoring of the evolution of the atmosphere of Pluto as it recedes from the sun. When and where did the stars form? When did the stars form? This basic question is a key puzzle in astronomy and is only partly answered: young stars are being born today in our and other galaxies, but at a very low rate. Most stars were formed long ago. But when were the stars that make up the giant elliptical galaxies and the central bulges of spirals like our own Milky Way formed? To answer this we can make use of the fact that massive stars die young. Indeed many explode only a few million years after their birth, in spectacular supernova explosions, whose flash can outshine whole galaxies. With an Extremely Large Telescope, such supernovae could be seen to vast distances, corresponding to redshifts up to ten in the case of a 100-m telescope (see Figure 6) and possibly to redshift 20 for supernovae from the very first (population III) stars. Redshift ten corresponds to direct observation back to 500 million years after the Big Bang, barely 3 per cent of the present age of the Universe. The frequency of supernovae at different times in the history of the Universe is directly related to the number of stars that formed at that particular cosmic epoch. Measuring the rate of supernova explosions across the Universe can therefore tell us when stars formed and at what rate. Simulations suggest that a 100-m telescope would require about 130 nights both to discover ~ 400 supernovae (using Figure 5 (below): Hubble diagram, normalised to a cosmological model for an empty Universe, for supernovae out to redshift 20 (from Della Valle et al. 2005). Pink dots are simulated Type Ia SNe, black dots Type II (Ib/c), blue and green dots are Ia SNe actually discovered by ground-based surveys (from Riess et al. 1998, 1999; Fleiss et al. 1998; Kroon et al. 2003; Tonry et al. 2003) and from HST (Riess et al. 2004). The SNe have been arbitrarily shifted along the track $\Omega_m = \Omega_\Lambda = 0.7$ after taking into account the intrinsic dispersion of the peak of the luminosity of Type Ia and II SN populations, while the photometric errors have been derived from the S/N ratio that has been computed for each SN using the data obtained with a 100-m telescope. Red dots represent SNe from PopIII star population. A 100-m ELT could generate such a sample of supernovae in about 130 nights of observing, including crucial measurements of spectroscopic redshifts and determination of the supernova types. Figure 6 (below): Hubble diagram, normalised to a cosmological model for an empty Universe, for supernovae out to redshift 20 (from Della Valle et al. 2005). Pink dots are simulated Type Ia SNe, black dots Type II (Ib/c), blue and green dots are Ia SNe actually discovered by ground-based surveys (from Riess et al. 1998, 1999; Fleiss et al. 1998; Kroon et al. 2003; Tonry et al. 2003) and from HST (Riess et al. 2004). The SNe have been arbitrarily shifted along the track $\Omega_m = \Omega_\Lambda = 0.7$ after taking into account the intrinsic dispersion of the peak of the luminosity of Type Ia and II SN populations, while the photometric errors have been derived from the S/N ratio that has been computed for each SN using the data obtained with a 100-m telescope. Red dots represent SNe from PopIII star population. A 100-m ELT could generate such a sample of supernovae in about 130 nights of observing, including crucial measurements of spectroscopic redshifts and determination of the supernova types. near-infrared imaging in the $J$, $H$- and $K$-bands) and to carry out spectroscopy to confirm their nature, redshift and properties. Such a sample will provide a reliable measure of the star-forming history of the Universe back to a time when the Universe was a few per cent of its present age. When did the stars assemble into today’s galaxies? How did the galaxies that we observe around us come to be formed? This remains one of the outstanding questions in modern astronomy. The current best model suggests that a hierarchical sequence of mergers of smaller component galaxies built up most of the galaxies we see today. Indeed, recent studies of our own Milky Way galaxy have revealed a few small galaxies currently merging into the Milky Way, and similar behaviour is apparent in our neighbour the Andromeda galaxy M31. Detailed analysis of merger events gives clues as to the timing of the main mergers in a galaxy’s history and through this, the role of the mysterious dark matter, which must play an important part in galaxy formation through its dominant gravitational effect. Up until now these studies have been limited to our own Galaxy and its nearest neighbours. But do all galaxy types have similar merger histories? How important is environment? To study a representative section of the Universe requires reaching at least the nearest large galaxy clusters which contain large elliptical galaxies. This means observing galaxies in the Virgo or Fornax clusters at distances of 16 or 20 mega-parsecs respectively. Initial feasibility studies look very promising – simulations show that a 100-m-class telescope should be able to resolve individual stars in galaxies in the Virgo cluster, and obtain sufficiently accurate photometry to determine their ages and composition, even for the oldest, hence faintest, unevolved stars. Spectroscopic observations of the brighter stars will also be possible, allowing measurement of the kinematic motion of the stars and accurate determination of their chemical composition. From these a detailed picture will be derived of the process by which (and, indeed, of the components from which) the target galaxies were assembled, and the role of dark matter in this process. The physics of galaxy formation To understand the creation and evolution of galaxies in general we must address what is one of the major goals of future astrophysics: to map the distribution and growth of both the baryonic (normal matter) and dark matter components of galaxies at moderate to high redshift ($z = 1–5$), a key epoch for galaxy formation. Although individual stars cannot be resolved at these cosmological distances, a 50-m to 100-m Extremely Large Telescope will not only resolve the distant galaxies into their luminous components, but will be able to characterise these individual components. Using techniques such as integral-field spectroscopy, in which spectra are obtained at thousands of locations across a (proto-) galaxy simultaneously, it will be possible to determine the relative star formation rate, the mass of stars and the chemical composition at these different locations within each galaxy. This will shed light on the “feedback” mechanisms believed to affect the formation of galaxies, such as the effects of a newly-formed active galaxy nucleus, or supernova explosions, on surrounding star formation. In addition, the bulk motions of gas and stars inside galaxies could be determined, thus allowing one to map the dark matter content of individual galaxies at a range of redshifts, corresponding to epochs when the galaxies were in the process of assembly. Then, measuring the kinematics of their satellite objects, both internal and relative to their more massive partners, we can estimate the amount of and infer the distribution of the mass present in the galaxy’s halo, which is one of the few ways we have of detecting and examining the dark matter and its distribution. This will provide astronomers with a detailed evolutionary history of the “forming of dark matter” (Figure 8). We will “see” galaxy formation in all its glory from formation to maturity, and so directly test our understanding of the basic evolutionary processes in the Universe. Supermassive black holes The centres of most, perhaps all, galaxies harbour supermassive black holes. These exotic objects are usually discovered indirectly, as extreme radio- or X-ray-luminous sources, quasars and Active Galactic Nuclei. Direct studies, critical for relating mass density profiles, are essential when the hole is not active, are possible only when precision studies of the very local region of the galactic nucleus are feasible: only (relatively) close to a black hole is the gravity of the whole galaxy dominated by the mass of the black hole, so that the black hole’s presence can be deduced. The methodology has been proven by observations at ESO over many years proving the existence of a massive $3 \times 10^6 M_\odot$ black hole in the core of the Milky Way (M92). Direct measurements of the speed at which stars and gas clouds are orbiting the centre of a galaxy are required. The closer to the centre these can be measured, the more reliable is the evidence for, and the determination of the mass of, the black hole. For reasons which are not understood, the evolution and mass of the supermassive black holes is apparently very closely related to the properties of the very much larger host galaxy. Understanding this, and determining if it is indeed ubiquitous, would be the first clue relating the nuclei of galaxies to their host galaxies, and the vital link between the exotic and the typical in galaxies. How do the black holes first form? How do they grow, and at what rate? Are growing black holes always active? How does a central black hole “know” the properties of the larger galaxy in which it resides? Does every galaxy have a massive black hole? All these questions require for progress detailed study of the masses and ubiquity of central black holes. This requires the highest possible spatial resolution and faint-object spectroscopy, attainable only with an extremely large telescope. For example, Figure 9 shows that a 100 m telescope working at its diffraction limit can in principle resolve the sphere of influence of a supermassive ($10^9 M_\odot$) black hole at all redshifts across the Universe (provided they exist of course!) and even detect the influence of a modest 100 $M_\odot$ black hole in the local Universe, out to about 1 Mpc from us. It will then be possible to carry out a systematic census of black holes as a function of cosmic epoch and begin to understand their formation in relation to the galaxies around them. The ionisation of the Universe The early Universe was hot (ionised) and transparent. With time, the gas cooled. The aftermath of the Big Bang left the early Universe an opaque gas of hydrogen and helium. Some time later, the first objects heated the hydrogen and helium, making (again) transparent the “era of (re-)ionisation”. A key goal of astrophysics is to understand how and when the first luminous objects in the universe formed from the primordial gas, what they were, and how they contributed to ionising and enriching the gas with heavy elements. Tantalising questions about the re-ionisation history of the universe are raised by recent results. Those from the Wilkinson-MAP Cosmic Microwave Background satellite probe, when combined with ground-based surveys of the large-scale structure of the Universe today, suggest that the gas was re-ionised by about 180 million years after the Big Bang (redshift $\sim 17$) while observations of the highest redshift quasars at about 700 million years (redshift $\sim 6$) demonstrate that enough of the intergalactic medium remained un-ionised at that time to absorb almost completely all radiation bluer than the Lyman $\alpha$ recombination line of H\textsc{i} (Figure 10). What is the solution to this apparent quandary? It may be that there were two re-ionisation epochs, an earlier caused by the first generation of massive stars, followed by a later epoch that produced the first quasars and galaxies. Alternatively, a slower, highly inhomogeneous re-ionisation process may have occurred over the period between the two epochs. These models, together with other more complex possibilities, could be tested if we can observe the ionisation state of the high-redshift Universe directly: this is feasible, through analysis of the absorption features produced in the spectra of quasar–luminous, very distant “background” objects. There are a few populations of objects that could be observed at such very high redshift with an ELT. The short-lived gamma-ray bursts are extremely bright for a short time, so much so that they should be detectable up to redshift $\sim 15-20$. Supernova explosions of the first stars to form, though not yet detected, would probably be fainter than this, but could still be used to probe the state of the gas at redshifts up to 10. This population of “first supernovae” may well disappear once the local heavy-element enrichment becomes higher than $1/10000$ of the solar value. Testing this prediction will itself be a major challenge, and discovery. Quasars are currently used as powerful background sources, and will continue to be useful in future, if they exist at higher redshift. Although the epoch of first quasar formation remains an open question, the quasars being found at redshifts around 6 are (presumably) powered by supermassive black holes, so we infer that intermediate-mass black holes (corresponding to quasars of intermediate luminosity) must have existed at earlier epochs, up to at least redshifts of about 10. Probing the physics of the gas in the early Universe requires intermediate/high-resolution spectroscopy of these “background” sources in the near infrared, the natural domain of ground-based Extremely Large Telescopes. Apart from the very rare extreme gamma-ray bursts (and/or bursts of dust, at very early), which could be observed with a 30-m-class telescope, spectroscopic observations of these faint background objects can only be carried out with telescopes of the 60–100-m class. The first galaxies The first galaxies, being the places of formation of the first stars (a prediction well worth verifying) compete with the first quasars for the re-ionisation of the gas in the early Universe. Candidate star-forming galaxies out to redshift about 6 have already been discovered and a few have been confirmed spectroscopically. Equivalent objects are expected to exist out to redshifts greater than 10 for several reasons. Firstly, the analyses of the fluctuations in the Cosmic Microwave Background indicate ionisation of the Universe at redshifts $z > 10$, probed by ultra-violet emission from the first objects. Secondly, SPITZER satellite observations of the highest redshift galaxies known to date show evidence for old stellar populations – indicating that these galaxies formed... much earlier. Very high-redshift star-forming galaxies will probably be detectable in considerable numbers with future spacecraft (James Webb Space Telescope) and ground-based (ALMA) facilities. However a 100-m-class Extremely Large Telescope will be needed to provide the desired diagnostics of the astrophysics of both the gaseous interstellar medium and the early stellar populations in these galaxies. Furthermore, a sub-mm/metre capability on an Extremely Large Telescope, if it were at a suitable site, would allow a large-scale survey (with mapping speed thousands of times faster than ALMA at 850 µm) that would detect the millions of dusty high-redshift galaxies which (probably) contribute the cosmic far-infrared and sub-mm background, resolved down to quite faint levels throughout the Universe. With redshift estimates from sub-mm flux ratios, such a survey would yield a treasure-trove of information on large-scale structure from very early epochs to the recent past. Dark energy and fundamental physics The recent discovery of the accelerating expansion of the Universe has led to an urgent need to understand the nature of the mysterious “dark energy” which is driving this expansion. The dark energy is believed to account for about 70 per cent of the energy budget of the Universe (Figure 12, see the pages 4–6), but its nature is completely unknown. One potential candidate is the vacuum energy implied by the “cosmological constant” term in Einstein’s field equations (whose solutions represent global pictures of the Universe). However measurements of the effects of dark energy on cosmological scales constrain its contribution to be many orders of magnitude smaller than the vacuum energy scale predicted by particle physics theories. The direct measurement of the dynamical expansion history of the Universe via Type Ia supernovae has shown that the dark energy exerts a negative pressure and thereby accelerates the universe expansion. Direct analysis of the expansion rates of the Universe across space-time is needed to investigate this remarkable form of energy. Intriguingly, most of the effects of dark energy are apparent at relatively low redshifts (less than about $z = 1$), although equivalent studies at high redshift, when feasible, may well have their own surprises in store. An Extremely Large Telescope can determine the expansion history of the Universe using several different and complementary astrophysical objects, thus decreasing any dependency on possibly unknown systematic effects. The well-understood primary distance calibrators, pulsating Cepheid stars, globular clusters, planetary nebulae and novae, could all in principle be used to test cosmological distances where the effect of dark energy is dominant in the Universe. The exquisite sensitivity to point sources of an Extremely Large Telescope with appropriate adaptive optics capability, combined with its impressive collecting area, will allow it to detect Type Ia supernovae to redshift of about 4, and Type II supernovae (which can also be used as distance indicators via the expanding photosphere method) possibly all the way to redshifts of about ten (see Figure 6). By mapping the geometry of the Universe on the largest scales and accurately determining any variations of the strength of dark energy with time, astronomers can answer the fundamental question of whether dark energy corresponds to Einstein’s cosmological constant or to some “quintessence field” as suggested by modern versions of quantum field theories. The need for these observations is critical and the implications for all of physics and cosmology are vast. Furthermore, ELTs offer the intriguing possibility of observing the expansion of the Universe directly – by observing the minute increase in redshift of absorption lines in quasar spectra over a period of about 10 years it will be possible to watch the Universe expanding in “real time!” Such detailed and direct measurements will provide an important test of cosmological models and also allow tests for the constancy of fundamental parameters such as the fine structure constant. Cosmological observations have now become the only way to characterise several of the most promising unexplored sectors beyond the Standard Model of particle physics. The discovery and description of dark energy is possible only with cosmological-scale observations; no small-scale effects are yet known. However, dark energy and dark matter must be part of the process towards understanding the next generation of theory in Physics: they are related to super-symmetric particles, string theory, theories of gravity and quantum gravity, theories of extra dimensions, and the constancies of the fundamental constants. An Extremely Large Telescope is the next big step in direct observation of the nature of the Universe. Why an ELT now? The relatively large apertures which are affordable and technically feasible for groundbased telescopes means that these facilities are the natural means to provide maximal light-gathering power. Natural consequences exist between these and orbiting observatories which, although considerably more expensive for the same size of telescope, benefit from being clear of the thermal background and the seeing effects of the Earth’s atmosphere. For example, routine images from the Hubble Space Telescope’s Advanced Camera for Surveys reveal objects which are so faint the largest existing telescopes are unable to acquire their spectra. Without spectroscopic information we can learn only a limited amount about the basic nature and properties of an astrophysical object. The advanced capabilities of Webb Space Telescope, currently scheduled for launch in 2012, will increase this imbalance. Until the astronomical community acquires complementary ground-based facilities which are much larger than those available at present, the majority of future discoveries will be beyond our spectroscopic reach and detailed understanding. This is a major reason why astronomers are urgently seeking to begin construction of the first ground-based Extremely Large Telescopes. Space observatories which are designed for observations at wavelengths inaccessible from the ground (because of absorption by the Earth’s atmosphere), such as the flagship X-ray facilities XMM-Newton and Chandra, regularly discover sources which are too faint in the wavelength range readily accessible to the ground, the optical and near infrared, to be detected or investigated by existing telescopes. Planned next-generation missions will further increase the need for a major enhancement in the performance of our large optical/near infrared telescopes if the new phenomena which they reveal are to be understood. New radio and sub-millimetre astronomy groundbased facilities are being built that will also naturally complement an Extremely Large Telescope’s optical and infrared capabilities, and will discover sources which will demand further study at other wavelengths. For example the Low-Frequency Array (LOFAR), due for completion in 2008, will operate at long radio wavelengths, and a more ambitious project, the Square Kilometer Array is being proposed to follow as the next-generation radio facility in the sub-mm band: the Atacama Large Millimeter Array (ALMA), an interferometer currently in the initial stages of construction and a key element of ESO’s scientific strategy, will provide very high sensitivity and spatial resolution beyond the limits of current ground-based telescopes. ALMA is due to be fully operational by 2012 and will cover a very wide range of science, detecting both thermal continuum emission from dust and line emission in objects from the nearest star-forming regions to luminous galaxies at very high redshift. Observations with Extremely Large Telescopes will be ideally matched to provide imaging and spectroscopic follow-up of these sources at optical to mid-infrared wavelengths, with matched angular resolution. Science Case Development This summary is based on a full science case document developed at a series of meetings over four years involving over 100 astronomers. The work is sponsored by the EC network OPTICON, and maintained by the EC European Extremely Large Telescope Design Study, funded in part by the EC FP6 programme, by ESO and by many European national agencies and organisations. WWW sites for further information: OPTICON European ELT science case work: http://www.astro-opticon.org/networking/elt.html Euro-50 telescope web site: http://www.astro.lu.se/~torben/euro50/ OWL telescope web site: http://www.eso.org/projects/owl/ References Abadi M. G., Navarro J. F., Steinmetz M., Eke V. R. 2003, ApJ 591, 499 Andersen T., Ardeberg A., Owner-Petersen M. 2003, “Curvado: The Adaptive Optics Telescope”, Lund Observatory Andersen T., Ardeberg A., Rexwoldt H., Quirini N., Lastikova M., Michikawa K., Wang X., Ermark A., Owner-Petersen M., Soderier A., Fan C., Morano D. 2004, SPIE 5649, 407 Aparicio A. & Gallart C. 2004, AJ 128, 1465 Bensier M. & Lehner M. 2005a, in “The Evolution of Starbursts”, p. 311; Heraclitus Seminar: The Evolution of Starbursts Eds. Huettelermeier, Manthey, Aalto, Bornans Chauvin G., Lagrange A.-M., Dumas C., Zuckerman B., Monnier J., Stadler J.-L., Lowrance P. 2004, A&A 425, L29 Della Valle M., Gilmozzi R., Panagia N., Bergeron J., Maitau V., Spyromilio J., Dievcks P. 2005, in proceedings of the Berlin-04 meeting “Exploring the Cosmic Frontier”, Springer-Verlag series “ESO Astrophysics Symposia” ed. A. Lozano, in press, See also astro-ph/0504103 Dekel A., Silk J., Somerville R., Gilmozzi R., Gonle F., Koch F., le Louarn M., Monnet, G., Spyromilio J., Surdej I., Vermaud N., Yatskova N. 2004, SPIE 5649, 391 Gilmozzi R. 2004, SPIE 5649, 1 Hainaut O., Rahoui F., Gilmozzi R., 2005, in proceedings of the Berlin-04 meeting “Exploring the Cosmic Frontier”, Springer-Verlag series “ESO Astrophysics Symposia” ed. A. Lozano, in press Knop R. et al. 2003, ApJ 588, 102 Mayer L., Quinn T., Wadsley J., Stadel J. 2004, ApJ 608, 587 Perlmutter S. et al. 1998, Nature 391, 51 Perlmutter S. et al. 1999, ApJ 517, 565 Riess A. et al. 1998, 116, 1009 Riess A. et al. 2004, ApJ 607, 665 Tonry J. et al. 2003, ApJ 594, 1 Deep Impact at ESO Telescopes Hans-Ulrich Käufl$^1$ Nancy Ageorges$^1$ Stefano Bagnulo$^1$ Luis Barrera$^2$ Hermann Böhmhardt$^3$ Tanya Boney$^4$ Olivier Hainaut$^1$ Emmanuel Jehin$^5$ Florian Kersch$^6$ Gassan LoCurto$^1$ Jean Manfroid$^8$ Olivier Marco$^7$ Eric Pantin$^8$ Emanuela Pompei$^1$ Ivo Saviane$^1$ Fernando Selman$^1$ Chris Sterken$^7$ Heike Rauer$^8$ Gian Paolo Tozzi$^9$ Michael Weller$^8$ $^1$ ESO $^2$ Universidad Metropolitana de Ciencias de la Educacion, Santiago de Chile, Chile $^3$ Max-Planck-Institut für Sonnensystemforschung, Katlenburg-Lindau, Germany $^4$ Institute of Astronomy, Sofia, Bulgaria $^5$ Université de Liège, Belgium $^6$ CEA, Saclay, France $^7$ Vrije Universiteit Brussel, Belgium $^8$ Deutsches Zentrum für Luft und Raumfahrt, Germany $^9$ Istituto Nazionale di Astrofisica (INAF) – Osservatorio di Arcetri, Italy This article is a first summary of the observations done with ESO telescopes and instrumentation in the context of NASA’s Deep Impact (DI) space mission. The ESO observers$^$ were part of an extremely active, communicative and thus successful worldwide network of observers. Through this network all information was freely exchanged and highlights are reported here as well. Comets and the formation of the Planetary System The most important scientific rationale for studying comets is to obtain information on their origin, on their relationship with interstellar and interplanetary material, and on implications for the formation of the Solar System. The knowledge about comets has been synthesized in the 1950s by Fred Whipple into the “Dirty Snowball” model: Cometary nuclei, which comets are referred to as “icy dirt balls” of the solar system because this is a better reflection of their constitution of frozen volatiles and dust. Comets are known to arrive in the inner planetary system coming from two main reservoirs: the Oort Cloud at several $1000–10\,000$ AU distance from the Sun, and the Edgeworth-Kuiper Belt at $30–50$ AU from the Sun. The latter is considered to be also the birthplace of most of the short-period comets, while the Oort Cloud contains comets originating in general from the region of birth of the major planets in the Solar System. Gravitational interaction with the outer planets and the immediate and even more distant neighbourhood of the Sun in the Milky Way (passing stars, molecular clouds, galactic centre) has moved and stored these cometary nuclei into the Oort Cloud, now the repository of non-periodic comets. It is the same process, gravitational interaction with stars and molecular clouds passing our Solar System, which is responsible for injecting comet nuclei from their storage place back into the inner Solar System where they can be observed from Earth. Comets then become sometimes spectacular objects, since close to the Sun, the frozen volatiles sublimate, which creates the dust and gas comae. Coma* is the Latin word for “hair” and thus, comets have been referred to as “hairy stars” by our ancestors. Since comets stayed inactive most of their lifetime in the cold environment of the outer Solar System, they are believed to be primordial, i.e., representing in a close to original form an important population of minor bodies that agglomerated in the protoplanetary disc from interstellar dust some 4.6 billion years ago. Comets can thus be considered as fossil records from the formation of our Solar System. Of course, any fossil on Earth has been subject of some type of weathering. Similar cometary nuclei have not survived 4.5 billion years in the Solar System without any changes. Their upper surface layers of a few metres thickness experience evolutionary modifications due to cometary activity, space weathering and collisions with other minor bodies. Hence it is not surprising that comets have very high priority on the target lists of interplanetary missions of the national and international space agencies: triggered by Halley’s comet’s encounter of a fleet of five spacecraft in 1986, four more comets were explored by man-made scientific instrumentation in fly-by missions up to the last one. At this point, the exploration of comets with ground-based telescopes and fly-by spacecraft had resulted in a cornucopia of many, sometimes fairly sophisticated detailed observations. The most important parameters... of a solar-system body, density and thus mass and the tensile strength of surface and interior, however, were the subjects of theoretical conjectures, but remained basically undetermined. It was thus important to take the next logical step: 2005 has seen a new flavour of cometary exploration, Deep Impact, an active experiment with a cometary nucleus. The Deep Impact mission On 4 July 2005, NASA’s discovery mission Deep Impact (DI) encountered Comet 9P/Tempel 1, releasing a 370 kg copper probe at the comet (A’Hearn 2005). The probe was hit by the comet nucleus at a speed of 10.2 km/s and penetrated into the upper surface layers of the nucleus while the mother spacecraft flew by the nucleus at a distance of about 500 km observing the event with three on-board remote sensing instruments, a white-light and a near-infrared camera (each wavelength range) and a near-infrared imaging spectrometer (1–5 micron). The target comet, 9P/Tempel 1, is a medium-bright, slowly rotating (41 h), medium-size (> 7.5 km diameter), low-albedo (8 %) short-period comet, most likely originating in the Edgeworth-Kuiper Belt. During the impact the kinetic energy released by the impactor was 19 GigaJoule or 5 300 kWh (this amount of energy is equivalent to the bimannual electricity consumption by the author in his apartment for which the local public utility company charges approximately 900 €. Or it is slightly more than the equivalent of an Airbus A380 airplane flying at cruise speed – pick the unit which is more familiar to you!). Models describing the subsequent crater formation resulting from this experiment gave a wide range of predictions, from the comet swallowing the impactor with virtually no effects, to complete disruption of the nucleus. The most likely models predicted a crater of football stadium size, an impact flash, an ejecta plume with a high probability that pristine material from the inner, young, layers is released during and after impact, when the Sun will illuminate the newly formed active region on the nucleus. Under lucky circumstances even a new long-lasting active region might have been created by the impact. Due to the fly-by nature of the mission, the spacecraft could perform only a short monitoring campaign of the target peaking in an approximately 800 sec long period around close encounter, when the impact area was in direct view of the instruments on board the fly-by spacecraft. Figure 1 shows an example of images taken by the fly-by spacecraft. Need for earth-based DI science Given the limited scope of the on-board instrumentation (described in Hampton, 2005) and the short visibility of the impact area from the spacecraft, Earth-based observations were the most important complementary means to guarantee the expected science return and the success of the mission. Hence, they formed an integral part of the DI mission concept and have been coordinated world-wide by a dedicated mission scientist (Karen Meech, University of Hawaii, see Meech 2005). Due to the limitations of man-made interplanetary spacecraft a short-period comet had to be picked for this experiment. The comet should have a perihelion not too far out on its orbit. The encounter could only take place close to a crossing point of the cometary orbit with the orbital plane of the Earth, the Ecliptic. For Comet 9P/Tempel 1, one of the few comets fitting the set of constraints, perihelion passage (July 5, 2005) was very close to the descending node crossing (July 7, 2005). To have optimum conditions for ground based follow-up, the event should take place during ‘dark time’, i.e. new moon, July 6, 2005. These constraints set the date for the experiment. The visibility of the immediate impact event on Earth covered most of the Pacific Ocean region except for the west coast of South America. ESO’s role in the scientific follow-up was to study and document the activity of Comet 9P/Temple 1 until shortly before impact. The comet set for Chile approximately two hours before impact. From the study of spontaneously broken-up comets it was known, that the break-up related phenomena peak in brightness 12–24 hours after the event. For an example we refer to Comet 73P/Schwassmann-Wachmann 3 (c.f. http://www.eso.org/outreach/press-rel/pr-1996/pr-01-96.html). In that sense it was considered advantageous to have a second camera located in Chile 16 hours after impact. Given the light-collecting power and instrumental multiplexing capabilities, the ESO observatories in Chile were considered critical sites for the ground-based observational coverage of the impact event. Moreover, ESO is in the special position of having its telescopes located on two different mountain tops separated far enough geographically that they have different weather. Both sites by themselves are already excellent astronomical sites, but in combination it is highly unlikely that both observatories would be clouded out. For a time critical event such as Deep Impact, this was, of course, an invaluable asset, especially in Chilean winter! The coordinated ESO DI campaign For an optimum preparation of the campaign, an impromptu weekend workshop was sponsored and organised at ESO in February 2004, to get the ESO community involved. Many of the participants had been involved in the July 1994 observing campaign for the collision between the fragments of Comet Shoemaker-Levy 9 with Jupiter (SL9, c.f. The Messenger 77, 1994 or http://www.eso.org/outreach/info-events/si9/). In total five proposals received time at ESO telescopes, of which \| ESO Campaign \| Obs. mode \| Setup \| July 2005 \| Observatory \| Telescope \| Instrument \| \|--------------\|--------------------\|-------------\|-----------\|-------------\|---------------\|------------\| \| Imaging \| Small field \| NCI-Filters \| x \| VLT/LSO \| UT2/3.6-m \| VISIR/TIMMI2 \| \| \| AO \| LM-Filters \| x \| VLT \| UT4 \| NACO \| \| \| AO \| JHK-Filters \| x \| VLT \| UT4 \| NACO/SINFONI \| \| \| Small field \| JHK-Filters \| x \| VLT/LSO \| NTT/UT1 \| SCIFI/ISAAC \| \| \| Small field \| BVR-Filters \| x \| VLT/LSO \| UT1/UT2 \| FORS1/FORS2 \| \| \| Small field \| OIII-Filters\| x \| LSO \| NTT \| EMMI \| \| \| Wide field \| BVR-Filters \| x \| LSO \| 2.2-m \| WFI \| \| \| Wide field \| NB-Filters \| x \| LSO \| 2.2-m \| WFI \| \| Spectroscopy \| Low Disp. LSS \| N-Band \| x \| VLT/LSO \| UT3/3.6-m \| VISIR/TIMMI2 \| \| \| AO long slit \| L-Band \| x \| VLT \| UT1/UT4 \| ISAAC/NACO \| \| \| AO short LSS \| JHK-Band \| x \| VLT \| UT4 \| NACO/SINFONI \| \| \| Low Disp. LSS \| JHK-Band \| x \| LSO \| NTT \| SCIFI \| \| \| Low Disp. LSS \| 370–920 nm \| x \| VLT/LSO \| UT1/UT2/NTT \| FORS1/FORS2/EMMI \| \| \| High Disp. SSS \| 304–1040 nm\| x \| VLT \| UT2 \| UVES \| \| Polarimetry \| Imaging linear \| JHK-Band \| x \| LSO \| NTT \| SCIFI \| \| \| Imaging linear \| NB-Band \| x \| VLT \| UT2 \| FORS1 \| \| \| Spectro. linear \| 400–900 nm \| x \| VLT \| UT2 \| FORS1 \| \| \| Spectro. circular \| 400–900 nm \| x \| VLT \| UT2 \| FORS1 \| Table 1: Usage of different observing modes during impact period. four were closely coordinated and performed by an international team of cometary experts, experienced observers, data analysts and modelers. Two of the proposals (PIs: Hainaut, Käufl) characterised the pre-impact status of the comet, the other two (PIs: Böhmhardt, Rauer) focused on the observation of the impact event and its aftermath. During the impact period the team used all seven telescopes currently operated by ESO at Paranal and La Silla, i.e. the four 8.2-m unit telescopes of the ESO Very Large Telescope (VLT) and the 3.6-m, the NTT and 2.2-m telescopes at La Silla (LSO). Altogether 11 instruments at these telescopes delivered scientific measurements covering the widest possible wavelength range from 300 nm to 20 micron and exploring almost all possible observing techniques such as seeing and diffraction limited direct imaging through broadband, narrowband, and special cometary filters, spectroscopy using long-slits/low-dispersion, short-slit/high-dispersion and integral field optics as well as imaging and spectro-polarimetry with linear and circular polarization optics. Table 1 provides an overview of the usage of the different observing modes applied during the impact period at the various ESO telescopes and instruments. In this context it is interesting to note that one of the reference science cases for the VLT was to repeat an observational campaign such as SL9 and indeed, the VLT proved to be perfectly suited for such a unique and unpredictable event. Paranal and La Silla, part of a world observatory Even if the Deep Impact spacecraft had missed the comet, the data set would be absolutely unique, as the worldwide campaign to observe Comet 9P/Tempel 1 involved all major observatories and various spacecraft, Hubble Space Telescope, Spitzer Infrared Space Observatory, and Chandra and XMM/Newton in X-rays, to name just the most important observatory type missions observed in parallel and even ESA’s Rosetta space- --- Figure 3 (above): Comparison of the spatial profiles along the slit for the integrated CN emission (at ~390 nm) on the nights July 2/3 (black), July 4/5 (red) and July 9/10 (green). The impact plume can be seen as a bright dust belt with a higher flux in the CN than in the dust continuum (not shown here). The distances are positive towards the sun direction (Rauer et al., in preparation). Figure 4 (above): Section of the UVES spectrum of the CN (0,0) band in Comet 9P/Tempel 1. The black thick line is the observed spectrum (50 points), the thin lines show the best fitting synthetic spectra of $^{12}$C$^1$N, $^{13}$C$^1$N and $^{13}$C$^{13}$N obtained for an isotopic mixture $^{12}$C/$^{13}$C = (95 ± 15) and $^{14}$N/$^{15}$N = (145 ± 20). The lines of $^{13}$C$^1$N are identified by the short ticks and the lines of $^{13}$C$^{13}$N by the long ticks. The quantum numbers of the R lines of $^{13}$C$^1$N are also indicated. This is only the second time that the C and N ratios have been measured in a Jupiter-family comet. The ratios are the same as in Oort Cloud comets. This will put important and interesting constraints on the formation history of Jupiter-family comets. (Jehin et al., in preparation). Figure 5 (left): Dust ejecta with SCIFI: The left image shows the extra signal after impact (“normal” comet coma subtracted, July 4 – July 2) of the dust ejecta in J-band. The enhancement in the near-infrared JHK images (right) of the ejecta cloud suggest that heavier dust is concentrated closer to the nucleus than the lighter one, since the K-band profile peaks at 2000 km distance, while the J-band reaches maximum around 10’000 km distance. From the flux enhancement of the ejecta cloud over pre-impact level, we deduce a total dust production by the impact of about $10^{10} \text{g s}^{-1}$ or $\sim 5 \times 10^{17} \text{g}$ of normal undisturbed activity of the nucleus at the time of the encounter (this assumes similar dust grain properties and a mean expansion velocity of about 100–200 m/s) (Tozzi et al., in preparation). craft – en route for a rendezvous with Comet 67P/Churyumov-Gerasimenko in January 2014 took part in the scientific observations of the impact event. Thanks to the coordination through Karen Meech at the University of Hawaii and colleagues at the University of Maryland a dedicated web-server was available and a permanent multi-site videoconference moderated from the control room of the NASA-3-m Infrared Telescope Facility (IRTF) on Mauna Kea provided the tools to communicate preliminary results and to have mutual consultation on the observations. Thus very effective observing was possible and duplication of observations minimised. Observational results All scientists involved in the ESO campaign met after the observations in Santiago at the ESO-Vitacura premises for a 10-day “conclave”. ESO had made available two conference rooms, and two data servers were set up, so that data reduction could start immediately. At this point nearly all data are reduced, the suspicion that the impact-related signatures have been removed and the data have been calibrated and converted into physical units. Now the real work has to begin, that is to compare the data to theoretical models and to put them into context with data from the spacecraft and from other observatories. The ESO data set was already partially presented at the IAU Symposium 229, August 7–12, 2005, Asteroids, Comets, Meteors (one oral presentation and four posters). The following results from the spacecraft were reported at the recent IAU Symposium 229: - the impact did release $1 - 2 \times 10^8$ kg of dust with a particle size < 10 µm; particles were pre-existing, i.e. not the result of impact shattering of larger structures - the nucleus albedo is 4 % - the crater formation was most likely “gravity controlled”; this implies that the tensile strength of comet material is of order of ~ 100 Pa, very similar to the limits set by the tidal disruption of Comet Shoemaker-Levy 9 by Jupiter - the impact angle was 50–70 deg (measured in the optical convention, from the surface normal) - the nuclear shape model is not finished, but the size is 3.5 × 5 km (A’Hearn, IAUS 229) - the infrared spectrum during the first seconds after impact showed: H$_2$O, HCN, [CH]x, CO$_2$ (CO$_2$/H$_2$O) ~ 0.08, CH$_3$CN (Sunshine, IAUS 229) As a selection of ESO results a few spectra and images are presented here. In general one can note that 4–5 days after impact all impact related signatures had disappeared in the “noise” of normal cometary activity. Dust grain characterisation The characterisation of the physical and chemical properties of the dust grains was attempted – among others (dynamics, near-IR) – through mid-IR and polarimetric observations of the cometary coma before and after impact. Mid-IR: By black-body fitting to mid-IR near photometry of the cometary coma obtained with VISIR (VLT) and TIMMI2 (LSC), a significant temperature increase of the dust was seen post-impact (330 K). The dust temperature dropped to the pre-impact level (280–290 K) as of July 6, 2005. However, the overall mid-IR flux, measured in the very inner coma (3–5"), was higher from July 4–7, 2005 and returned to the pre-impact state only thereafter. The $N$-band spectra of the inner coma reveal a silicate emission with different profiles showing pre- and post-impact. Preliminary modelling indicates the presence of a large amount of absorbing (carbon-like) material and an enhancement of amorphous and crystalline silicates in the post-impact dust. Furthermore, the post-impact dust seems to be enriched in crystalline silicates and displays a shallower size distribution (indicating larger grains present). Polarimetry: The linear polarisation of the dust was found to be 7.5 and 0 % (Stokes Q and U, respectively) in the visible wavelength range. The polarisation did not change across the coma within $\sim 7000$ km from the nucleus and was found the same on July 3, 2005 (before impact) and July 5, 7, 9, 2005 (after impact). Using spectro-polarimetric observations (July 5 + 9, 2005) we could not detect any wavelength dependence of the linear polarisation over the wavelength range $\sim 400–850$ nm. Moreover, the post-impact dust was found not to be circularly polarised over the wavelength and distance range mentioned above (July 8, 2005). TIMMI2 observations Thanks to daytime observing, the comet could be observed from La Silla 3–4 hours before Paranal. Indeed the TIMMI2 data are most likely the first data taken after impact with a professional telescope west of Greenwich! While the comet coma appears clearly brighter in the "after-impact" frames it is not entirely clear if this is due to the impact or normal activity. Ground-based mid-IR observations cannot detect a signal for distances exceeding typically $\sim 4$ arcsec or 2600 km due to sensitivity limitations. Assuming a "canonical" outflow velocity of 200 m/s this would imply that space-based thermal IR observations are sensitive only to material (dust) produced by the comet in an interval of $10–15\,000$ s before observation. This has to be kept in mind when comparing any mid-IR data set obtained from the ground with optical, near-IR or data obtained by the Spitzer space-based observatory. TIMMI2 data shown here (as well as the VISIR data) thus refer to material which either has been released hours after the impact (fresh material under the impact site?), or is very slowly moving or even gravitational bound to the nucleus. (Käufl et al., in preparation). Outlook and future work At this point a series of special publications in Science is under way. Once results of the spacecraft are published in refereed journals we can start to assemble the global picture from all observations. Back during the Jupiter-SL9 event, the analysis of all observational data was severely handicapped as the impact areas were just behind the visible limb of Jupiter. Astronomers thus did not know the physical details of the impact and the viewing geometry was awkward. The DI spacecraft data, however, will provide us with the "ground truth" of the impact and the associated physics. This will make the analysis much clearer. However, the analysis of this unprecedented worldwide multi-wavelength data set is required to uncover synergies. To that end a dedicated workshop "Deep Impact as a World Observatory Event – Synergies in Space, Time, and Wavelength" will take place August 7–10, 2006 at the Palace of The Royal Academies for Science and the Arts in Brussels (for more information consult http://www.eso.org/~hukauff/deepimpact.html). The workshop will be organized by the Vrije Universiteit Brussels and ESO. Acknowledgements On behalf of all scientists involved in the campaign we wish to thank the observatory staff for "a job well done". In spite of all the "extras" asked for by this unusual and demanding campaign we felt a very positive attitude towards this project, including a genuine interest in the results of the observations. We appreciate the outstanding professionalism and dedication of everybody involved: everything worked perfectly for this campaign. After the observations, in Vitacura we found excellent working conditions and a warm hospitality. References A'Hearn M. F. et al. 2005, Space Science Reviews, Volume 117, Issue 1–2, pp. 1–21 Harodov, D. L. et al. 2005, Space Science Reviews, Volume 117, Issue 1–2, pp. 43–93 Meech, K. J. et al. 2005, Space Science Reviews, Volume 117, Issue 1–2, pp. 297–334 Note: For in-depth reading on the subject, http://deepimpact.eso.org/ is a good starting point. A Triple Asteroid System One of the thousands of minor planets orbiting the Sun has been found to have its own mini planetary system. Astronomer Franck Marchis (University of California, Berkeley) and his colleagues at the Observatoire de Paris$^1$ have discovered the first triple asteroid system – two small asteroids orbiting a larger one known since 1868 as 87 Sylvia$^2$. “Since double asteroids seem to be common, people have been looking for multiple asteroid systems for a long time,” said Marchis. “I couldn’t believe we found one.” The discovery was made with NACO on the VLT. Using the observatory’s Service Observing Mode, Marchis and his colleagues obtained images of many asteroids over a six-month period. One of these asteroids was 87 Sylvia, which has been known to be double since 2001, from observations made by Mike Brown and Jean-Luc Margot with the Keck telescope. The astronomers used NACO to observe Sylvia on 27 occasions, over a two-month period. On each of the images, the known small companion was seen, allowing Marchis and his colleagues to precisely compute its orbit. But on 12 of the images, the astronomers also found a closer and smaller companion. 87 Sylvia is thus not double but triple! Because 87 Sylvia was named after Rhea Sylvia, the mythical mother of the founders of Rome, Marchis proposes naming the twin moons after those founders: Romulus and Remus. The International Astronomical Union has approved the names. Sylvia’s moons are considerably smaller, orbiting in nearly circular orbits and in the same plane and direction. The closest and newly discovered moonlet, orbiting about 710 km from Sylvia, is Remus, a body only 7 km across and circling Sylvia every 33 hours. The second, Romulus, orbits at about 1360 km in 87.6 hours and measures about 18 km across. The asteroid 87 Sylvia is one of the largest known from the asteroid main belt, and is located about 3.5 times further away from the Sun than the Earth, between the orbits of Mars and Jupiter. The wealth of details provided by the NACO images show that 87 Sylvia is shaped like a lumpy potato, measuring 380 x 260 x 230 km. It is spinning at a rapid rate, once every 5 hours and 11 minutes. The observations of the moonlets’ orbits allow the astronomers to precisely calculate the mass and density of Sylvia. With a density only 20% higher than the density of water, it is likely composed of water ice and rubble from a primordial asteroid. “It could be up to 60 per cent empty space,” said co-discoverer Daniel Hestroffer. “It is most probably a ‘rubble-pile’ asteroid”, Marchis added. These asteroids are loose aggregations of rock, presumably the result of a collision. The new system formed either by the accretion of large fragments while the moonlets are probably debris left over from the collision that were captured by the newly formed asteroid and eventually settled into orbits around it. “Because of the way they form, we expect to see more multiple asteroid systems like this.” Marchis and his colleagues reported their discovery in the August 11 issue of the journal Nature, simultaneously with an announcement that day at the Asteroid Comet Meteor conference in Armação dos Búzios, Rio de Janeiro state, Brazil. (Based on ESO Press Release 21/05) $^1$ The team is composed of Franck Marchis (University of California, Berkeley, USA) and Pascal Descamps, Daniel Hestroffer, and Jerome Berthier (Observatoire de Paris, France). $^2$ 87 Sylvia is the 87th minor planet discovered; it was first observed in 1868 by the Government Astronomer Norman R. Pogson. It was common in the early days to assign a name – mostly feminine – from the mythology to newly found asteroids. Pogson selected a name from the list furnished to him by Sir John Herschel. FLAMES Observations of Old Open Clusters: Constraints on the Evolution of the Galactic Disc and Mixing Processes in Stars Sofia Randich\textsuperscript{1} Angela Bragaglia\textsuperscript{2} Livio Pratelli\textsuperscript{3} Loredana Prisinzano\textsuperscript{4} Paola Sestito\textsuperscript{2} Paolo Spanò\textsuperscript{4} Sandro Villanova\textsuperscript{5} Giovanni Carraro\textsuperscript{6} Eugenio Carretta\textsuperscript{7} Donatella Romanò\textsuperscript{8} Simone Zaggia\textsuperscript{9} Roberto Pallavicini\textsuperscript{4} Luca Pasquini\textsuperscript{10} Francesca Primas\textsuperscript{8} Gianpietro Tagliaferri\textsuperscript{3} Monica Tosi\textsuperscript{2} \textsuperscript{1} INAF – Osservatorio Astrofisico di Arcetri, Italy \textsuperscript{2} INAF – Osservatorio Astronomico di Bologna, Italy \textsuperscript{3} INAF – Osservatorio Astronomico di Brera, Italy \textsuperscript{4} INAF – Osservatorio Astronomico di Padova, Italy \textsuperscript{5} Dipartimento di Astronomia, Università di Padova, Italy \textsuperscript{6} Departamento de Astronomía, Universidad de Chile, Chile \textsuperscript{7} INAF – Osservatorio Astronomico di Trieste, Italy \textsuperscript{8} ESO Open clusters are populous groups of stars whose members have the same age, chemical composition, and distance from the Sun; hence they provide homogeneous samples to investigate several important issues related to stellar and Galactic evolution. We present here an overview and preliminary results of a VLTI/FLAMES programme aimed at a detailed study of seven old clusters. Our two main goals are the determination of the radial abundance gradients in the Galactic disc as a function of metallicity with age, and the investigation of internal mixing processes in stars similar to our Sun. Galactic open clusters (OCs) cover large intervals in age (from a few $\times 10^7$ years to several billion years), metallicity (from about five times below to about twice above the solar value), and position in the Galactic disc (up to 22 kpc from the Galactic centre). OCs represent vital laboratories for stellar astronomy because they provide a means to study the individual properties of stars as a function of age, metallicity, and mass. On the other hand, the global properties of old OCs, and in particular their chemical composition, provide reliable information on the status of the disc at early epochs, which is crucial for a better understanding of the overall Galaxy formation and evolution. In this article we describe a FLAMES project on old Galactic OCs aimed at addressing two distinct issues; namely, i) the formation and evolution of the Galactic disc, and ii) the study of the evolution of lithium abundances and mixing processes in solar analogues. Final results and conclusions require comparison of the analysis of our large data set and detailed comparison with both results available in the literature and theoretical models. Here we provide an overview of the project together with a few examples of preliminary results, with the purpose of emphasising the wealth of information that can be achieved with a relatively small amount of observing time with FLAMES. The astrophysical problems 1. Formation and evolution of the Galactic disc Various important quantities related to the evolution of the Galaxy, such as star-formation history (SFH), initial mass function (IMF), or gas flows are still not well known. For example, the question of how much chaotic early accretion of dwarf satellites and star-forming clouds, on one side, and a smoother, dissipative gas accretion, on the other side, concurred to build up the Galaxy is currently one of the hottest topics in galaxy cluster and galaxy formation (Freeman & Bland-Hawthorn 2002). Radial metallicity gradients and their evolution with Galactic age are among the most useful observational constraints that one can put on those processes and, more in general, on Galactic chemical evolution (GCE) models (Tosi 2000). For example, the predicted gradients can flatten or steepen in time, depending on the different model assumptions on the SFH and infall processes (e.g., Portinari & Chiosi 1999). Hence, empirically proving this flattening or steepening of the gradients with time appears crucial. Knowledge of $[\alpha/\text{Fe}]$ abundance ratios as a function of age and metallicity represents an important tool to trace a Galaxy SFH and IMF, since the timescales of the variations of the abundance ratios depend on both the SFH and the IMF. More specifically, the mass function affects the ratios of elements synthesised by stars of different mass, while the star formation rate regulates the timing of their production. Several abundance studies exist for the solar neighbourhood, but we still know little about the chemical composition in other parts of the disc. The mean metallicity gradient has been determined based on different spectroscopic studies using a variety of tracers ($\text{H}\,\text{II}$ regions, B stars, planetary nebulae (PNe), OCs). However, these samples provide partial results, mainly because they can only sample a limited range of distances and ages. In particular, indicators such as $\text{H}\,\text{II}$ regions and B-type stars give independent estimates of the shape and magnitude of the present-day Galactic gradients, while information about the temporal variation of the gradients can be obtained only from PNe and old OCs. Also, uncertainties arise since different classes of tracers (and even objects belonging to the same class) are used, and used using different methods, resulting in possible systematic effects in the derived gradients and in discrepant results. There is indeed a hot debate over whether OCs really present a metallicity gradient or rather a discontinuous distribution of metals with Galactocentric distance (Twarog et al. 1997). Finally, very little is known about $[\alpha/Fe]$ ratios, their radial distribution, and evolution with Galactic age (Friel 2005). It thus becomes mandatory to use a large, homogeneous OC sample – like that presented in this paper – in order to shed more light onto the actual behaviour of the metallicity distribution in the disc. 2. Evolution of lithium and mixing in solar-type stars Lithium (Li) is destroyed by proton capture at the relatively low temperature of 2.5 MK and it is depleted from stellar atmospheres when a mechanism is present that is able to transport surface material down to the deeper stellar interiors where the temperature is high enough for Li burning. This, although the absolute abundance of this element is very small ($3 \times 10^{-6}$ in number with respect to hydrogen, at most), measurements of Li abundance in stars are unique tracers of internal mixing mechanisms. With the exception of very low mass, fully convective stars, the physics driving Li depletion in stars is not well understood. Measured Li abundances in stars of different spectral types (from early-F to late-K) and evolutionary stages (from pre-main-sequence – PMS – to evolved clump stars) strongly challenge the predictions of standard models of stellar evolution. With this term we refer to those models that include convection, but neglect other transport phenomena such as diffusion, gravity waves, rotation and angular momentum loss. Focusing on stars similar to our Sun, standard models predict that they should deplete most of their Li while on the PMS, that they should not undergo any depletion on the main sequence (MS), and that stars with the same age, mass, and chemical composition should deplete a similar amount of Li. At variance with these predictions, observations of Li in field and cluster stars carried out during the last 20 years have shown that solar-type stars suffer very little PMS Li depletion, but do deplete Li on the MS. Li depletion is not a monotonic function of age; rather it seems to be bimodal and otherwise similar stars do not deplete the same amount of Li. Our Sun has a very low Li abundance, a factor of about 100 below the meteoritic value which is indicative of the initial solar abundance, but several stars with similar or even older age exist with a much higher Li. A large dispersion in Li abundances is also seen among MS stars in the solar-age, solar-metallicity cluster M 67 (Jones et al. 1998). This puzzling scenario and, in particular the evidence for MS Li depletion, has motivated theoreticians to introduce non-standard or extra-mixing physics in the models. Several mechanisms have been proposed, together with the suggestion that an additional parameter, besides age, mass, and chemical composition, must affect Li depletion. Stellar rotation and/or rotational history appears as the most likely additional parameters, and rotational mixing is the extra-mixing process that presently enjoys the largest consensus; nevertheless, this process is not able to explain other observational results (for example beryllium abundances in M 67) and, as a matter of fact, the mechanism driving MS Li depletion in solar-type stars remains elusive (Randich 2005). We also mention that the effects of chemical composition on Li depletion which are predicted by theory are still rather poorly constrained. Understanding mixing processes at work in Pop. I stars and their dependence on metals is important not only for a better comprehension of stellar structure and evolution; it also provides a key to investigate whether this mechanism may work for metal-poor Pop. II stars and, possibly, to explain the origin of the discrepancy between primordial $^7$Li abundance predicted by WMAP and Big Bang Nucleosynthesis and the stellar value based on Pop. II star Li abundances (Romano et al. 2003). The goals and target clusters Until the advent of multiplex facilities on 8-m-class telescopes, high spectral resolution studies of OCs were very time consuming and limited to small samples of bright stars in the closest clusters. As a consequence, the open issues mentioned above could not be investigated in a comprehensive and systematic way, due to the lack of accurate, homogeneous abundance data sets for large samples of stars in OCs well sampling the age-metallicity-Galactocentric distance parameter space. By exploiting FLAMES capabilities, our project aims at simultaneously acquiring high-quality spectra of significant samples of evolved (7–14 per cluster) and unevolved (100–200 per cluster) members of seven well-selected OCs. Our specific goals are: - The investigation of the [Fe/H] radial gradient in the disc and its evolution with Galactic age, based on a homogeneous abundance analysis of evolved cluster members; - The determination of abundances of $\alpha$ and Fe-peak elements and their ratios to Fe, to study their radial distribution and evolution with Galactic age; - The determination of cluster membership or physical status of cluster candidates that will allow us to “clean” colour-magnitude diagrams. This is crucial in order to (re)derive secure and homogeneous cluster parameters (age, distance, reddening); - The determination of Li abundances in MS and/or TO cluster members, in order to carry out a systematic study of the evolution of Li in solar-type stars and its dependence on chemical composition. The multiplexing capability of FLAMES and its high efficiency are perfectly suited to our purposes. Radial velocities and Li abundances (from the Li 670.8 nm line) are determined from Giraffe spectra of unevolved cluster stars, while the detailed chemical analysis is obtained from UVES spectra of cluster clump or RGB members. Giraffe has been used in MEDUSA mode with the high-resolution gratings covering the ranges 630.8–670.1 nm, 660.7–679.7 nm and 647.0–679.0 nm. With UVES CDS covering 476.0–684.0 nm and 660.0–1060.0 nm have been used, allowing us to target, besides several iron lines, the four fundamental of O i around 630.0–631.0 nm, at 568.2–569.3 nm and 615.4–616.0 nm, Mg and Ca from several lines, Si from lines around 570.0 nm. The O i triplet at 777.4–777.7 nm, the Na lines at 813–819.4 nm, the N ones... around 800.0 nm, and the $^{12}$C/$^{13}$C isotope from the CN lines around 800.0 nm are included in the red UVES setting. The sample clusters are listed in Table 1, while in Figure 1 we show, as an example, the colour-magnitude diagram of Berkeley 32, the most metal-poor cluster in our sample. Table 1 shows that the selected clusters have large differences in age, distance, and metallicity. Our sample will be complemented by a sample of three additional old OCs observed in the context of the Ital-FLAMES Guaranteed Time (GTO) programme (Pallavicini et al. 2005). Two observing runs were approved for this programme, for a total of about 50 hrs; one of them was performed in Service Mode, while the other one has been carried out in Visitor Mode. The data were reduced using the UVES pipeline within MIDAS and the Giraffe BLDPS pipeline. Examples of extracted UVES spectra of cluster stars in NGC 3960 are plotted in Figure 2, while in Figure 3 we show Giraffe spectra of 16 MS stars in NGC 6253 around the Li 670.8 nm spectral region. Results: first examples Cluster membership In Figure 4 we show the radial velocity histograms obtained from the analysis of Giraffe spectra of 196 and 111 photometric candidate members of NGC 6253 and Be 32 respectively. In both cases the distribution of radial velocities is characterised by a well-defined, narrow peak, implying a small velocity dispersion. Our velocity determination for Be 32 is in good agreement with available velocities for evolved cluster members from the literature. To our knowledge no radial velocity measurements have so far been performed for NGC 6253 and thus our estimate represents the first determination of the cluster velocity. Noticeably, for both clusters the percentage of confirmed members is rather low (slightly above 50%). A zoom of the colour-magnitude diagram of Be 32 is shown in Figure 5; radial-velocity members are denoted as red dots. The figure indicates that, when removing \| Cluster \| Age (Gyr) \| [Fe/H] \| $R_{\text{GC}}$ (kpc) \| D (kpc) \| E (B-V) \| \|-----------\|-----------\|--------\|-----------------------\|---------\|---------\| \| NGC 3960 \| 0.9 \| −0.34 \| 8.0 \| 1.7 \| 0.29 \| \| NGC 2324 \| 0.9 \| −0.15 \| 11.6 \| 3.6 \| 0.20 \| \| NGC 2477 \| 1.0 \| −0.13 \| 8.9 \| 1.3 \| 0.28 \| \| NGC 2860 \| 1.1 \| −0.18 \| 9.2 \| 2.8 \| 0.31 \| \| NGC 6253 \| 3.0 \| +0.36 \| 7.0 \| 1.5 \| 0.20 \| \| Be 29 \| 3.5 \| −0.44 \| 22.0 \| 14.8 \| 0.16 \| \| Be 32 \| 7.2 \| −0.50 \| 11.3 \| 3.1 \| 0.15 \| Table 1: Sample clusters in increasing age order. Cluster parameters (age, [Fe/H], Galactocentric distance, distance from the Sun, and reddening) have been retrieved from different sources in the literature. [Fe/H] values for some of the clusters have been derived from low-resolution spectra or photometry and are not on the same scale. One of the goals of the present project is the homogeneous determination of cluster parameters and abundances. Figure 1: V vs. V-I colour-magnitude diagram of Berkeley 32. Photometry was retrieved from the literature. Two FLAMES pointings on this cluster were obtained and stars observed in both pointings are shown in the figure. UVES targets are depicted as blue symbols, white Giraffe/Medusa targets are indicated as red symbols. Figure 2: UVES spectra of six clump members of NGC 3960 in a 100 Å wide region around H$\alpha$. Besides H$\alpha$, a few lines employed in the chemical analysis are indicated. Abundances analysis has been performed using MOOG and Kurucz model atmospheres. The sample stars have magnitudes V ~ 13 and the spectra are the sum of two 45 minute long exposures. non-members, the cluster sequence of confirmed members remains rather broad. This suggests the presence of a significant fraction of photometric binaries and/or differential reddening. Interestingly, we note that all but one of the stars bluer and brighter than the TO, which were classified as possible blue stragglers belonging to the cluster, are instead non-members. Chemical abundances: NGC 3960 NGC 3960 is one of the youngest and closest clusters in our sample. It hence represents an important extreme for the determination of the radial metallicity gradient and its evolution with Galactic age. A photometric study of this cluster was recently carried out by Prisinzano et al. (2004), who concluded that the cluster has an age between 0.9 and 1.4 Gyr and is characterised by differential reddening. Spectroscopic analysis of the cluster is therefore also important to better constrain its parameters. From the analysis of the UVES spectra of seven clump stars we derive an iron content close to solar $[{\text{Fe/H}}] = -0.02 \pm 0.11$, at variance with earlier reports of a somewhat lower metallicity $[{\text{Fe/H}}] = -0.34$ based on modest-resolution spectra. This result evidences the need for abundance determinations using high-resolution spectra. Also, the previous low-metallicity estimate for NGC 3960 made this cluster one of the most metal-poor ones at its age and Galactocentric distance, significantly contributing to the dispersion in the $[{\text{Fe/H}}]$ vs. age and $R_{\text{GC}}$ diagrams at relatively young ages and small distances. This dispersion is considerably reduced when considering the value of $[{\text{Fe/H}}]$ derived by us. Our $[X/\text{Fe}]$ ratios represent the first determinations of these quantities for NGC 3960; we find values close to solar ratios for Mg, Si, Ti, and Ni, while aluminium is slightly underabundant and Na, Ca and Cr appear somewhat enhanced. The mean $[\alpha/\text{Fe}]$ ratio is almost solar. Figure 3: Giraffe spectra of 16 MS members of the metal-rich cluster NGC 6253. The Li 670.8 nm and Ca i 671.8 nm lines are indicated in the upper row. Magnitudes of the sample stars are in the range $V = 15.5-16.5$ and they were exposed for 45 min. Note the varying strength of the Li feature for stars with similar Ca i line (i.e. of similar spectral type). Figure 4: Left: Histogram of heliocentric radial velocities of candidate NGC 6253 members obtained with Giraffe. The solid line indicates the best fit of the observed distribution obtained using a maximum likelihood fitting procedure. The resulting mean velocities for the cluster and field stars are indicated, together with the number of observed stars, number of possible cluster members, and expected number of contaminants. Individual radial velocities of cluster stars were determined either with our own procedures within the IRAF or IRAF$^1$ routines using the appropriate recipe within the BLDEN software. As a by-product, we were able to assess the accuracy of the latter and its dependence on the set-up (or spectral range), the reference templates, and the S/N ratio of the spectrum. Right: Same as left hand panel, but the histogram of radial velocities for Berkeley 32 is shown. $^1$IRAF is distributed by the National Optical Astronomical Observatory, which is operated by the Association of Universities for Research in Astronomy, under contract with the National Science Foundation. Lithium in NGC 6253 NGC 6253 is the most metal rich cluster in our sample and provides a good target to better investigate the dependence of Li depletion on metals, which is predicted by both standard and non-standard models. In particular, at the high metallicity of this cluster a larger amount of Li depletion for a given mass is expected. In Figure 6 we show the canonical plot of Li abundances vs. effective temperature for NGC 6253 MS stars together with the distribution of M 67. Besides the normal trend of decreasing Li abundance with decreasing temperature (mass), two important features are evident in the figure: 1. Li abundances for stars warmer than about 5800 K are characterised by a small dispersion, much narrower than that observed among M 67 members. On the other hand, cooler stars do show a dispersion comparable to M 67. Together with the results for other old clusters, this suggests that the presence of the scatter and the temperature/mass at which it is seen are related to some (still unknown) characteristics of the cluster, rather than to the cluster age. The complete analysis of the whole Li data set will shed more light on this aspect. 2. Stars in the upper envelope of NGC 6253 are not more Li depleted than stars in the upper envelope of the about a factor of two more metal poor M 67, suggesting that, at variance with model predictions, even a rather large difference in the overall metal content does not affect the rate of Li depletion, at least in the temperature range considered here. In summary, the few preliminary results discussed above already attest the strength of our approach. Radial velocity analysis has been completed for all the sample clusters and we are now ready to determine cluster parameters in a homogeneous way using the synthetic colour-magnitude diagram technique developed by us. At the same time, we will complete the analysis of UVES spectra to derive the chemical composition of the whole sample and the analysis of Giraffe spectra for Li depletion. Spectra of the clusters observed in the context of the GTO project mentioned above are also being consistently analysed. The final homogeneous data set of cluster parameters and abundances will let us put stringent and robust empirical constraints on models of Galactic disc formation and evolution, as well as on the physics at work in the interiors of solar analogues during the MS phases. Several spin-off scientific topics will also be addressed. References Freeman, K., and Bland-Hawthorn, J., 2002, ARA&A 40, 487 Friel, E., 2005, in Chemical Abundances and Mixing in Stars in the Milky Way and its Satellites, L. Paoloni and S. Randich eds., ESO Astrophysics Symposia, Springer, in press Romano, D., Tosi, M., Matteucci, F., Chiappini, C., 2005, MNRAS 348, 295 Tosi, M., 2005, in The Evolution of the Milky Way: Stars (L. Chiappini, F. Matteucci) and F. Giovannelli eds. (Dordrecht: Kluwer), p. 505 Twarc, B. A., Ashman, K. M., Anthony-Twarog, B. J., 1997, AJ 114, 2556 Figure 5: Zoom of the colour-magnitude diagram of Berkeley 32. Only Giraffe targets are plotted. Red and black filled circles indicate confirmed radial-velocity members and stars rejected as members. Figure 6: Lithium abundances $(\log n(\text{Li}) = \log n(\text{Li})/n(\text{H}) + 12)$ as a function of effective temperature ($T_{\text{eff}}$) for NGC 6253 (red symbols) and M 67 (black symbols). The sample of NGC 6253 includes only stars covered by one of the two pointings on this cluster, and thus are classified as members, and that are fainter than $V=16.5$, i.e., are still on the MS and have not undergone any post-MS Li dilution. Data for M 67 are from the literature. NGC 6253 Li abundances were determined using the method that we have used in other studies and consistently with M 67. Measuring Improved Distances to Nearby Galaxies: The Araucaria Project Wolfgang Gieren\textsuperscript{1} Grzegorz Pietrzynski\textsuperscript{1} Fabio Bresolin\textsuperscript{2} Rolf-Peter Kudritzki\textsuperscript{2} Dante Minniti\textsuperscript{3} Miguel Urbaneja\textsuperscript{4} Igor Soszynski\textsuperscript{1} Jesper Storm\textsuperscript{1} Pascal Fouquè\textsuperscript{5} Gianni Bono\textsuperscript{6} Alistair Walker\textsuperscript{7} José García \textsuperscript{1} Universidad de Concepción, Chile \textsuperscript{2} Institute for Astronomy, Hawaii, USA \textsuperscript{3} Universidad Católica, Chile \textsuperscript{4} Astrophysikalisches Institut Potsdam, Germany \textsuperscript{5} Observatoire Midi-Pyrénées, France \textsuperscript{6} Osservatorio Astronomico di Roma, Italy \textsuperscript{7} Cerro Tololo Inter-American Observatory, Chile An intense use of ESO telescopes over the past years has allowed us to make significant improvements in the characterisation of stellar populations, and in the determination of the distances of nearby galaxies. We report on recent progress on the use of Cepheid variables and blue supergiant stars for the accurate measurement of galaxy distances. This work will finally lead to a significant reduction of the uncertainty on the Hubble constant, which measures the current rate of expansion of the Universe. The measurement of distances to astronomical objects is a fundamental problem ever since humanity began to look at the stars. Knowledge of precise distances to galaxies is important for the study of a broad range of astrophysical phenomena, including the true energy outputs of luminous sources; it is also fundamental for establishing accurate cosmological parameters which describe the actual state, and history of the Universe. One parameter of particular interest is the Hubble constant $H_0$, which measures the current acceleration of the expansion of the Universe. Some ten years ago, the HST Key Project on the Extragalactic Distance Scale (Freedman et al., 2001) set out to measure Cepheid distances to a sample of nearby galaxies in order to calibrate far-reaching secondary methods of distance measurement which could be used to determine the distances to galaxies remote enough to find an unbiased value of $H_0$. Their very successful work was hampered by the fact that Cepheid variables are not a perfect instrument for distance measurements because these are only stellar “standard candles”, are affected to some degree by the environmental properties of their host galaxies, most notably abundances of the heavy elements, and the ages of the stellar populations. Such effects must be taken into account if truly accurate distances to nearby galaxies are to be measured. With this motivation in mind, our group set out, a few years ago, to thoroughly investigate the environmental dependences of a number of stellar distance indicators, including Cepheids, blue supergiants, RR Lyrae stars, red clump giants, and the tip of the red giant branch (TRGB) magnitude in the Araucaria Project (\url{http://araucaria.obspm.fr/}). This project is a necessary complement to the HST Key Project. Over the past two years, the Araucaria Project has obtained a \textit{Large Programme} status at ESO, and a number of important scientific results have emerged from the abundant data obtained with ESO telescopes, some of which we will briefly describe in this article. In this progress report, we will focus on two types of distance indicators, the pulsating Cepheid variables, and the extremely luminous blue supergiant stars. Progress on the Cepheid period-luminosity relation The radially pulsating and relatively cool Cepheid supergiant stars exhibit a well-known relation between their mean intrinsic luminosity, and their pulsation periods – the famous \textit{period-luminosity (PL) relation}, which is normally written in the form $M = a \log P + b$, where $M$ is the mean absolute magnitude (in a given photometric band), and $P$ the period (in days). With the PL relation calibrated, the mean luminosities of Cepheids, and thus their distances, can be inferred from their periods. In order to determine the dependence of the PL relation on metallicity, we have been conducting surveys for Cepheids in a number of spiral and irregular galaxies of widely different... metallcities in the Local Group, and in the Sculptor Group. From a comparative study of the PL relations exhibited by the Cepheids in the different galaxies, in a variety of optical and near-infrared photometric bands, we can expect to determine both, the effect of metallicity on the slope, and on the zero point of the PL relation, and to filter out the most appropriate photometric band for distance work in which the effect is minimised. So far, we have completed optical (BV) surveys for Cepheids over the whole spatial extents for the Local Group galaxies NGC 6822 (Pietrzynski et al. 2004), NGC 3109 and WLM; these data complement previous surveys for Cepheids in other Local Group irregular galaxies (LMC, SMC, and IC 1613). In Sculptor, Cepheid surveys have been completed for the spiral galaxies NGC 300 (Gieren et al. 2004), NGC 55, NGC 247, and NGC 7793. The wide-field images obtained for these surveys were obtained with the ESO 2.2-m telescope and WFI instrument, with a strong complement from the Polish 1.3-m telescope and mosaic camera at Las Campanas Observatory, and the 4-m Blanco telescope and mosaic camera at CTIO. In all Araucaria target galaxies, including those in the Local Group, we were able to very substantially enlarge the number of known Cepheids, and in particular find long-period ones which carry the strongest weight in the distance determinations. In three of the four Sculptor Group spiral galaxies, we have discovered the first Cepheid variables ever. An example is NGC 55 (Figure 1); in this galaxy, we have detected 81 Cepheids with periods in the range 10–100 days which define a tight PL relation (Figure 2). In Figure 3, we show the light curves of two of these variables in the V- and I-bands, obtained from our mosaic images taken on about 50 different nights. As an example of the improvement on the Cepheid census in the Local Group, we show in Figure 4 (see next page) the PL relation defined by some 100 Cepheids in NGC 3109, most of them discovered in the Araucaria Project from data taken during 80 nights at the Polish 1.3-m telescope. In contrast to the more massive spiral NGC 55, NGC 3109 does not contain a population of very long-period Cepheids. One first conclusion from these data is that in the optical V and I bands, the slopes of the PL relations observed in all these different galaxies are consistent with the slopes defined by the LMC Cepheids observed in the OGLE-II Project (Udalski 2000), arguing for a very small metallicity effect (consistent with a null effect) on the PL relation seen in the [Fe/H] range from about $-1.0$ dex to $-0.3$ dex, spanned by the young populations of our target galaxies. Recently, our distance work on LMC and Milky Way Cepheids with the direct Baade-Wesselink-type infrared surface brightness technique (Gieren et al. 2005a) has furthermore provided strong evidence that the slope of the PL relation keeps being independent of metallicity up to the solar abundance shown by the Milky Way Cepheids. This is an especially important result since many of the nearby galaxies targeted in the HST Key Project have near-solar heavy-element abundances. Application of the LMC Cepheid slopes in V and I to the observed Cepheid PL relations in such... Figure 4: The Cepheid PL relations in the $I$-band for the Lusitania galaxies NGC 3109. Most of these Cepheids in this plot were discovered in the Araucaria Project. Note that NGC 3109, in contrast to NGC 55, does not contain truly long-period Cepheids – the longest observed period is 31 days. Figure 5: The near-infrared PL relations in $J$- and $K$-bands determined from VLT/ISAAC data for Cepheids in the Scandicidai galaxy NGC 300. The variability of previously discovered stars (Pietrzyński et al. (2002)) from wide-field images obtained at the ESO-MPI 2.2-m telescope. Each Cepheid was observed at two different epochs and the mean magnitude determined from the method of Soszyński et al. (2005). The data fit very well the PL relations in $J$ and $K$ as obtained for the LMC Cepheids by Persson et al. (2004). The slopes of the solid lines were taken from this work. galaxies should therefore not cause any important systematic problem. Very recently (Bresolin et al. 2005a), we have been testing the effect blending of Cepheids with nearby projected neighbour stars in the crowded images of distant galaxies has, by comparing ground-based photometry of Cepheids in NGC 300 from ESO-WFI data to BVI images of the same Cepheids obtained with the Hubble Space Telescope and ACS. In the case of NGC 300, with its distance of close to 2 Mpc, the systematic effect of blending on the distance derived from the ground-based images is found to be only ~ 2 per cent. The main reason is that long-period Cepheids are intrinsically bright enough to outshine nearly all of the close companions on the images, making their relative contributions to the Cepheid flux measured on ground-based images insignificant in most cases. This is good news for ground-based Cepheid distance work on relatively distant galaxies. Since the LMC Cepheids are currently providing the fiducial PL relations for the distance determination of other galaxies, owing to the very large number of Cepheids discovered by the OGLE-II and other microlensing projects, it is extremely important to establish the Cepheid PL relations (in different bands) in the LMC with the highest possible accuracy. Since many of the existing microlensing surveys have not found any long-period Cepheids in the LMC, due to long integration times which overexposed any Cepheids longward of periods of ~ 30 days, we are currently undertaking a “shallow” Cepheid survey in the LMC with the Polish 1.3 m telescope on Las Campanas which is expected to discover a large number of new bright long-period Cepheids close to the bar. These data, which cover most of the spatial extent of the LMC and which will become available in 2007, will also decide the nagging question of whether the LMC Cepheid PL relation shows a break near 10 days, as claimed by Sandage et al. (2004). Such a departure from a uniform slope over the whole period range, if real, would evidently constitute a serious problem in the use of the Cepheid PL relation for distance work. If the break at 10 days turns out to be real, new fiducial LMC PL relations must be established in the period range longwards of 10 days, which is the relevant range for the measurement of the distance of galaxies located about 1 Mpc. Our current “LMC shallow Cepheid survey” is expected to provide a significant improvement of the calibration of the LMC Cepheid PL relation in V and I, and provide a definitive answer about the reality of a period break in the relation. Cepheid work in the near-infrared There are at least three substantial advantages when Cepheid distance work is carried out in near-infrared bands. The first obvious advantage is the strong reduction of the effect of dust absorption. A second advantage is that Cepheid light curves in the near-infrared, and particularly in the K-band, are more symmetrical than their optical light curves, and have smaller amplitudes. This makes it possible to measure a Cepheid’s mean K-band brightness with a very good precision from just one random phase photometric observation, if the star’s optical light curve or period is known (Soszyński et al. 2005). Known PL relations can therefore be determined very economically if the Cepheids of a galaxy have been previously found and characterised in the optical spectral range. In addition to these important advantages, theoretical studies suggest an even smaller dependence of the PL relation on metallicity in the near-infrared, as compared to optical wavelengths. For these reasons, we have been undertaking near-infrared follow-up imaging for selected subsamples of long-period Cepheids in most of the target galaxies of our project. We have been obtaining these images using VLT/ISAAC, and the NTT with the SOFI instrument. Superb results are being obtained from these very high-quality data, as recently demonstrated in the case of NGC 300. Figure 5 shows the PL relations in the $J$- and $K$-bands obtained from our VLT images for this galaxy, which have led to a very accurate determination of the distance to NGC 300 by combining the near-infrared and optical data for this galaxy (Gieren et al. 2005b; see also a recent August 1, 2005 ESO press release). The work on NGC 300 has shown how essential infrared images are to achieve an accurate determination of the reddening of a galaxy, including the contribution coming from dust absorption inside the galaxy. Only in this way can it be hoped to achieve the final goal of the Araucaria Project, which is to measure the distances to nearby galaxies with a precision of at least 5 per cent, or better. Blue supergiants The spectroscopy of blue supergiants, the brightest young stars visible in galaxies, and among the most massive, is an integral part of the Araucaria Project. The goal of our detailed study of these stars is twofold: to measure chemical abundances of heavy elements and to develop and apply a new distance determination technique based on a small set of fundamental stellar parameters. Gathering information on the metal content of galaxies is essential to obtain accurate distances, since the techniques used, such as the Cepheid PL relation, could significantly depend on metallicity. The chemical abundances in spiral and irregular galaxies are commonly obtained from the spectroscopic analysis of giant H\textsc{ii} regions, resulting from the photoionisation of gas clouds by hot stars. There are, however, considerable uncertainties on the gas-phase abundance scale at high metallicity (around the solar value and above), as encountered in the central regions of spiral galaxies (Bresolin et al. 2005b). Stellar abundance studies allow us to circumvent this difficulty, although the chemical analysis in young massive stars is a complex task, due to strong departures from conditions of local thermodynamic equilibrium and to the effects of stellar winds on the atmospheric structure. It is important to note that both the blue supergiants and the H\textsc{ii} regions are young ($\sim 10 - 20$ million years) objects, and therefore the chemical abundances derived from them are relevant for the study of young stellar distance indicators, such as Cepheids. The analysis of the chemical composition of blue supergiants complements the study of H\textsc{ii} regions, which is limited mostly to the abundances of oxygen, nitrogen and sulphur, by providing information not only for these elements, but also for additional species, such as magnesium, iron and silicon. Model spectra, calculated accounting for the presence of millions of atomic transitions, are convolved with the observed spectra to measure the abundances of these metals. An example of this procedure is shown in Figure 6, taken from our chemical analysis of early B-type supergiant stars in NGC 300 (Urbañez et al. 2005). By combining our good-quality data with modern stellar-atmosphere analysis techniques for massive stars we have been able to compare for the first time in a galaxy located outside the Local Group the chemical abundance gradient in its disc obtained independently from the stellar analysis, and from the ionised gas (Figure 7). The NGC 300 observations were carried out utilising the multi-object spectroscopic capabilities of FORS at the VLT, yielding intermediate-resolution spectra of several dozens of stars in this galaxy (Bresolin et al. 2002). This observing strategy, repeated for all the galaxies included in the Araucaria project, has allowed us to collect several hundred spectra of blue supergiant candidates (the case of NGC 247 in Sculptor is shown in Figure 8). This represents an unprecedented sample of extragalactic massive star spectra, of great value for the immediate needs of the project (abundances and luminosities), and for future research on normal B- and A-type supergiants, as well as on more exotic, rare objects, like the extremely luminous emission-line star we discovered in NGC 247 (Figure 9). A dedicated analysis technique is being developed by our group in order to cope with the large amount of stars for which we are deriving the basic parameters (gravities; temperatures and metallicities). Thanks to their extreme luminosity in the optical range (with absolute magnitudes in V between $-7$ and $-10$), blue supergiants are among the brightest stellar objects observed in galaxies, second only to supernovae. The investigation of their usefulness as extragalactic distance indicators, therefore, is a natural component of the Araucaria Project. A simple but powerful technique was developed by Kudritzke et al. (2003), who found that the flux-weighted gravity $g_{\text{FWR}}$ (the gravity $g$ and the effective temperature $T_{\text{eff}}$, both determined from the spectra) is strongly correlated with the intrinsic luminosity of blue supergiants, and appears to be quite insensitive to metallicity variations. The Flux-weighted Gravity-Luminosity Relationship (FGLR) determined from our analysis of blue supergiants (spectral types from early-B to mid-A) in galaxies of the Local Group and in NGC 300 is shown in Figure 10. The calibration we have obtained can be used to measure distances to galaxies where spectra and apparent magnitudes of blue supergiants are available. This independent spectroscopic method, despite the complexities involved in the data analysis, provides simultaneously the luminosities, as well as the chemical abundances of the target stars. In this respect, the FGLR has an... advantage over the photometric methods of distance determination (Cepheids, TRGB, etc.), in that it allows us to account directly for the effects that metallicity has on the distances derived. Acknowledgements We thank the ESO Observing Programmes Committee for the generous allocation of observing time to our project. It is a pleasure to thank ESO staff on Paranal and La Silla for their expert collaboration in obtaining those observations which were scheduled in service mode. Wolfgang Gieren, Grzegorz Pietrzynski, and Dante Minniti acknowledge support from the Chilean FONDECYT Center for Astrophysics for this research. Last but not least, we want to thank the different members of the OGLE Project for helping out with the observations for this programme at the Polish telescope on Las Campanas. References Bresolin, F., Gieren, W., Kudritzki, R. P. et al. 2002, ApJ 567, 277 Bresolin, F., Pietrzynski, G., Gieren, W., Kudritzki, R. P. 2005a, ApJ, in press Bresolin, F., Schaerer, D., González-Delgado, R. M., Stasinska, G. 2005b, A&A, in press Freeman, K. W. et al. 2001, ApJ 553, 47 Gieren, W., Pietrzynski, G., Walker, A. et al. 2004, AJ 128, 1167 Gieren, W., Storm, J., Barnes III, T.G. et al. 2005a, ApJ 627, 224 Gieren, W., Pietrzynski, G., Soszynski, I. et al. 2005b, ApJ 628, 499 Kudritzki, R.P., Bresolin, F., Przybilla, N. 2003, ApJ 582, L83 Persson, S. E., Madore, B. F., Krzeminski, W. et al. 2004, AJ 128, 2239 Pietrzynski, G., Udalski, A. E. J. 2004, MNRAS 348, L59 Pietrzynski, G., Gieren, W., Fouquè, P., Pont, F. 2002, AJ 123, 789 Pietrzynski, G., Gieren, W., Udalski, A. et al. 2004, AJ 128, 1167 Sandage, A., Tammann, G. A., Reindl, B. 2004, A&A 424, 43 Soszynski, I., Gieren, W., Pietrzynski, G. 2005, PASP 117, 1005 Udalski, A. 2000, AcA 50, 279 Urbanejá, M. A., Herrero, A., Bresolin, F. et al. 2005, ApJ 622, 862 Figure 9: The FORS2 spectrum of an extremely luminous (M$_V$ = −8.5) blue supergiant star in NGC 247. A strong stellar wind is responsible for the emission lines visible throughout the spectrum (a nebular component is also present for the Balmer lines), which is reminiscent of the spectra of Luminous Blue Variables. Most of these features are due to Fe I, as identified by the vertical bars. Figure 10: The flux-weighted Gravity-Luminosity relationship is plotted here for blue supergiants analysed in the Local Group and in NGC 300. The legend shows the meaning of the different symbols used. The data are taken from Kudritzki et al. (2003), except for the early B-type supergiants in NGC 300, which are taken from Urbanejá et al. (2005). Distant galaxies can be studied using the imprints that their gaseous structures leave in the spectrum of a background quasar. These “quasar absorbers” provide a measure of both the neutral gas and metallicity content of the Universe back to early cosmic times. A newly defined class of quasar absorbers, the sub-Damped Lyman-α Systems, have been studied for the first time using both the ESO archives and new UVES/UT2 data. This review presents results from four years of research on these systems and emphasises the scientific role played by the ever-growing ESO science archive. Tracing the rate at which stars form over cosmological scales still remains a challenging observational task. An indirect way to measure the assembly of galaxies is to probe the rate at which they convert their gas into stars. The neutral H I mass in particular can be estimated from observations of absorbers seen in the spectrum of background quasars. The most remarkable property of these systems is that their detection threshold is essentially redshift independent and only relies on the properties of random luminous background sources (quasars or Gamma-Ray Bursts) observed up to early cosmological times ($z > 6$). Thus, unlike other high-redshift galaxies (such as Ly-$\alpha$ emitters or Lyman Break Galaxies), these objects are selected regardless of their morphologies or intrinsic luminosities but solely on their H I cross-sections (see Figure 1). Therefore, they provide unbiased samples to measure the redshift evolution of $\Omega_{HI}$, the total amount of neutral gas expressed as a fraction of today’s critical density. Quasar absorbers are also an excellent tool for measuring the abundances of a wide variety of elements over $>90\%$ of the age of the Universe. In addition to providing information on individual objects, they can be used statistically to provide measures of the cosmological evolution of metals in the neutral gas phase. The so-called H I column density weighted metallicity shows surprising results; contrary to virtually all chemical models, the most recent observations indicate only mild evolution with redshift. Nevertheless, it is wellknown that such analyses are dominated by the main contributors to the H I mass. Therefore, it is important that all the quasar absorbers containing a significant fraction of H I gas are included to get a global metallicity estimate. A new class of quasar absorbers Quasar absorbers are sub-divided into classes according to their column density, the number of hydrogen atoms per unit area along the line of sight between the observer and the quasar (commonly expressed in atoms cm$^{-2}$). Therefore a low column density cloud could either be a small cloud with high density or a large cloud with low density. They are thus believed to probe a variety of physical conditions including halos and discs of both dwarf and normal (proto)galaxies. Damped Lyman-α systems (hereafter DLAs) have $N_{HI} > 2 \times 10^{20}$ atoms cm$^{-2}$ and are the major contributors to the neutral gas $\Omega_{HI}$. Nevertheless, based on a new sample of $z > 4$ quasars (Péroux et al. 2001), we have suggested that some fraction of the H I lies in systems below the traditional DLA definition. We proposed to extend the definition to $N_{HI} > 10^{18}$ atoms cm$^{-2}$ and introduced the terminology “sub-Damped Lyman-α systems” (sub-DLAs) in Péroux et al. 2003a. Such high column density systems are reportedly good tracers of galaxies: looking through the Milky Way, many lines of sight have $10^{19} < N_{HI} < 2 \times 10^{20}$ atoms cm$^{-2}$, reminding us that we actually live in a sub-DLA! The study of sub-DLAs has been made possible only thanks to the advancement of 8–10-m-class telescope related technologies. Indeed high-resolution spectroscopy is required to study sub-DLAs. The Ultraviolet-Visual Echelle Spectrograph UVES (D’Odorico et al. 2000) mounted on UT2 has played a key role in recent developments of our understanding of quasar absorbers, and sub-DLAs in particular. In 2001, we initiated a programme aimed at building and studying a homogeneous sample of sub-DLAs. The overall goal of this ongoing project is to identify what can be learned about... the early stages of galaxy evolution from the study of the systems detected in absorption. Global metallicity evolution In a first step towards this aim, we took advantage of the ESO VLT archive to build a sample of sub-DLAs by reducing and analysing UVES archival Echelle quasar spectra available to us on July 2001. This represented a sample of 35 quasars, 22 of which were unbiased for our study. This work led to the discovery of 12 sub-DLAs (Dessauges-Zavadsky et al. 2003). Their chemical abundances were derived using Voigt profile fitting (see Figure 2 for an example) and photoionisation models from the CLOUDY software package in order to determine the ionisation correction. We find that the correction is negligible in systems with $N_{\text{HI}} > 3.2 \times 10^{19}$ atoms cm$^{-2}$ and lower than 0.3 dex for all elements in systems with $10^{19} < N_{\text{HI}} < 3.2 \times 10^{19}$ atoms cm$^{-2}$. The abundances observed in this sample of sub-DLAs were further used to determine the global metallicity of H I gas in both DLAs and sub-DLAs. We found that the metallicity redshift evolution of absorbers as traced by [Fe/H] shows a slightly more pronounced slope for sub-DLAs ($\alpha = -0.40 \pm 0.22$) than for DLAs ($\alpha = -0.18 \pm 0.12$). In addition, the H I-weighted mean metallicity was computed for DLAs and sub-DLAs. The evolution of $\langle \text{Fe}/\text{H}_{\text{DLA}} \rangle$ might be stronger for DLAs (green) and sub-DLAs (black). The dotted lines are one confidence intervals and the solid bins are for statistical redshift intervals. The evolution of $\langle \text{Fe}/\text{H}_{\text{sub-DA}} \rangle$ is possibly more pronounced for sub-DLAs than for DLAs (Figure from Péroux et al. 2003b). A study of the metallicity evolution with metal line profile ionisation showed hints of a correlation, whereby higher [Fe/H] ratios are associated with systems with larger widths (Figure 4). This correlation could indicate either a recent activity of star formation (and hence more enrichment) or a higher mass (higher rotational velocity being proportional to the mass of the gas). The abundance ratios for [S/Fe], [O/Fe], [C/Fe] and [Al/Fe] were determined and compared with two different sets of models of the chemical evolution of galaxies. Overall, these appear to resemble abundance ratios observed in DLAs. The first comprehensive sets of measurements of O I and C II in high $N_{\text{HI}}$ column density systems were given. Indeed, another advantage is that these elements are well-defined in sub-DLAs while they are almost always saturated in DLAs. These species, unaffected by dust depletion, provide direct indicators of the abundances in quasar absorbers. Cosmological evolution of H I gas mass In order to study the early stages of galaxy evolution, we selected a sample of 17 $z > 4$ quasar lines of sight observed with UVES/VLT (Péroux et al. 2005). The statistical properties of the resulting sample of 21 new sub-DLAs were analysed in combination with the sub-DLAs from the previous ESO archive study. This homogeneous sample allowed us to determine the large scale structure of the number density of DLAs and sub-DLAs. All these systems seem to be evolving in the redshift range from $z = 5$ to $z \sim 3$. Assuming that all the classes of absorbers arose from the same parent population, estimates of the characteristic radii were provided. $R_{\text{vir}}$ increases with decreasing column density, and decreases with cosmological time for all systems. The sub-DLA downsizing runs from $R_{\text{vir}} = 40 h_{100}^{-1}$ kpc at $z = 4$ to $R_{\text{vir}} = 30 h_{100}^{-1}$ kpc at $z = 2$. The redshift evolution of the column density distribution, $f(N,z)$, down to $N_{\text{HI}} = 10^{16}$ cm$^{-2}$ was also presented for two different redshift ranges (Figure 5). A departure from the usual power law is observed in the sub-DLA regime. $f(N,z)$ was further used to determine the total H I gas mass in the Universe at $z > 2$ (Figure 6). The complete sample of sub-DLAs shows that they are important at all redshifts from $z = 5$ to $z = 2$ and that their contribution to the total gas mass $\Omega_{\text{HI}}$ is $\sim 20\%$ (or more if compared with the latest Sloan results). It appears that $\Omega_{\text{HI}}$ observed in both DLAs and sub-DLAs at high redshift ($z > 2$) is low compared with the mass density observed in stars today, $\Omega_{\star}$. The possibility that large numbers of quasars are obscured, especially in optically selected quasar surveys is still hotly debated. While radio surveys looking for DLAs in quasar samples without optical limiting magnitudes (Ellison et al. Figure 5: Column density distributions for two redshift ranges down to the sub-DLA definition. The horizontal error bars are the bin sizes and the vertical error bars represent the uncertainties. The blue dotted bins show the results from Péroux et al. (2003), while the red bins at $10^{19} < N_{\text{HI}} < 2 \times 10^{20}$ atoms cm$^{-2}$ correspond to the direct observations from the sample of sub-DLAs. The black bins represent DLAs (Figure from Péroux et al. 2005). 2003) show that there are not a large number of DLAs missing, our expectations are that high-redshift galaxies should be dusty. It should be emphasised however that there are two separate issues: i) what is the dust content of the quasar absorbers we know of today and ii) what fraction of the quasar absorbers are missed because their background quasar is not selected in the first place. On the nature of sub-DLAs By assuming that both DLAs and sub-DLAs trace the same underlying parent population, a natural explanation for the nature of sub-DLAs could be that they are the outermost parts of galaxies. This is illustrated by the absorber size calculations where the characteristic radius of sub-DLAs is around $40 \ h_{70}^{-1/3}$ kpc and the one from DLAs is $20 \ h_{70}^{-1/3}$ kpc. The metallicity of sub-DLAs also seem to differ from the one of classical DLAs. Smoothed particle Hydrodynamics simulations indicate that DLAs have one third solar metallicity at $z > 2.5$ and should be even more metal rich towards lower redshifts. Combined these are strong evidence pointing towards lower column density quasar absorbers like sub-DLAs being more metal-rich at $z < 2$ (Figure 3). This could be explained by classical DLAs being dustier than their sub-DLAs counterparts, hence preventing the selection of their background quasar. If confirmed, this can be explained by the fact that in sub-DLAs, the Zn column density threshold does not combine with the $N_{\text{HI}}$ threshold $N_{\text{HI}} > 2 \times 10^{20}$ atoms cm$^{-2}$ that prevents their detection. We therefore propose that sub-DLAs might be associated with the external parts of galaxies which better traces the overall chemical evolution of the Universe. Future prospects In order to investigate further this hypothesis, we are currently investigating the metallicity of sub-DLAs at $z > 3$, using 10 of the 17 high-resolution UVES $z > 4$ quasar spectra from our sample for which we have spectral coverage at wavelengths red-wards of the quasar emission lines. These systems will also be modelled with CLOUDY in order to determine the ionisation fraction of the gas. In parallel, one of us (CP) is working on the UVES ESO VLT archive data with the aim to provide the user community with a uniform data set of pipeline-reduced products. The results will be made available to the public with the hope that it will encourage and facilitate the ESO archive usage. This new data set could be used to search for new sub-DLAs already observed with ESO facilities but so far unstudied. This type of research illustrates the role that the ever-growing ESO archive plays for science. References D’Odorico, S., Credani, S., Dekker, H., Hill, V., Kauffer, A., Kim, T., and Primas, F. 2000, SPIE4005, 121 Ellison, S. L., Pettini, M., Churchill, C. W., Hook, I. M., Lopez, R. B., McMahon, P., Shull, J. V., and Yan, L. 2003, The Messenger 113, 64 Péroux, C., Storrie-Lombardi, L., McMahon, R., Irwin, M., and Hook, I. 2003a, 121, 1799 Péroux, C., Storrie-Lombardi, R., Storrie-Lombardi, L., and Irwin, M. 2003b, MNRAS 348, 1 Dessauges-Zavadsky, M., Péroux, C., Kim, T. S., D’Odorico, S., and McMahon, R. 2003, MNRAS 348, 1 Péroux, C., Dessauges-Zavadsky, M., D’Odorico, S., Kim, T. S., and McMahon, R. 2003b, MNRAS 345, 485 Péroux, C., Dessauges-Zavadsky, M., D’Odorico, S., Kim, T. S., and McMahon, R., 2005, MNRAS, in press, astro-ph/0507353 A New Einstein Ring Using the VLT, Rémi Cabanac and colleagues$^1$ have discovered a new and very impressive Einstein ring. This cosmic mirage, dubbed FOR J0332-3557, is seen towards the southern constellation Fornax (the Furnace), and is remarkable on at least two counts. First, it is a bright, almost complete Einstein ring. Second, it is the farthest of its type ever found. “There are only a very few optical rings or arcs known, and even fewer in which the lens and the source are at large distance, i.e. more than about 7 000 million light years away, (or half the present age of the Universe)$^1$,” says Rémi Cabanac, former ESO Fellow and now working at the Canada-France-Hawaii Telescope. “Moreover, very few are nearly complete”, he adds. The ring image extends to almost 3/4 of a circle. The lensing galaxy is located at a distance of about 8 000 million light years from us, while the source galaxy whose light is distorted, is much farther away, at 12 000 million light years. Thus, we see this galaxy as it was when the universe was only 12 \% of its present age. The lens magnifies the source almost 13 times. The observations reveal the lensing galaxy to be a rather quiet galaxy, 40 000 light years wide, with an old stellar population. The much more distant lensed galaxy, however, is extremely active, having recently experienced bursts of star formation. It is a compact galaxy some 7 000 light years across. “Because the gravitational pull of matter bends the path of light rays, astronomical objects – stars, galaxies and galaxy clusters – can act like lenses, which magnify and severely distort the images of galaxies behind them, producing weird pictures as in a hall of mirrors”, explains Chris Lidman (ESO), co-discoverer of the new cosmic mirage. In the most extreme case, where the foreground lensing galaxy and the background galaxy are exactly aligned, the image of the background galaxy is stretched into a perfect ring. Such an image is known as an Einstein ring, because the formula for the bending of light, first described in the early twentieth century by Christian Huygens, uses Einstein’s theory of General Relativity. Gravitational lensing provides a very useful tool with which to study the Universe. As a “weighing scale”, it provides a measure of the mass within the lensing body, and as a “magnifying glass”, it allows us to see details in objects which would otherwise be beyond the reach of current telescopes. From the image, co-worker David Valls-Gabaud (CFHT), using state-of-the-art modelling algorithms, was able to deduce the mass of the galaxy acting as a lens – it is almost one million solar masses. (Based on ESO Press Photos 20b+c/05) --- $^1$ The paper describing this research has recently been published as a Letter to the Editor in Astronomy and Astrophysics, Volume 436, L21–L26, by Rémi A. Cabanac (CFHT, Hawaii), David Valls-Gabaud (Observatoire Midi-Pyrénées), Andreas Ortmann Jaunsen (ESO Chile), Chris Lidman (ESO), and Helmut Jerjen (Mount Stromlo Observatory, Australia). Resolved Spectroscopy of a $z = 5$ Gravitationally Lensed Galaxy with the VIMOS IFU Mark Swinbank\textsuperscript{1} Richard Bower\textsuperscript{1} Ian Smail\textsuperscript{1} Simon Morris\textsuperscript{1} Graham Smith\textsuperscript{2} \textsuperscript{1} ICC, Department of Physics, University of Durham \textsuperscript{2} Caltech Astronomy We have used the VIMOS IFU to spatially resolve and study the star-forming, galactic superwinds and metal-enrichment properties in a highly magnified gravitationally lensed galaxy at $z = 5$ (i.e., seen when the Universe was only $\sim 10\%$ of its current age). These results are allowing us to study galaxy formation and evolution in a level of detail never before possible and provide exciting possibilities for future studies of galaxies at these early times. The problem with galaxy-formation models is not to understand why galaxies form (this is due to the cooling and condensing of gas in dark matter halos), but to understand why such a small fraction of baryons cool to form stars. Galaxy-formation models which only include cooling predict that more than 50\% of baryons should form stars, yet a census of the baryons in the local Universe show that less than 10\% are locked up in stars, the rest is in a hot diffuse state, similar to that in the inter-cluster medium (Mushotzky et al. 2001). To account for this puzzling inefficiency requires some form of feedback – a method of expelling gas from galaxies, preventing them from forming stars, and hence regulating galaxy formation (Bower et al. 2004, Swinbank et al. 2005, Willman et al. 2005). Regulating galaxy formation: feedback The local Universe is a largely inert place, with most activity long over. In order to understand the feedback phenomenon we must therefore look to the first galaxies that formed in the Universe between 1 and 2 Gyr after the Big Bang, $z \approx 3–5$. However, since they are very distant these young galaxies are difficult to observe in great detail. Recent deep observations of distant Lyman-break galaxies suggest that, in these young systems, the collective effects of intense star-formation activity (and resulting supernovae) sweep up and drive a shell of material through the galaxy disc, eventually bursting out of the galaxy and accelerating into the ambient intergalactic medium. In these observations the wind ejecta manifests itself through the velocity offset between the Ly$\alpha$ emission which traces the outflowing material and the rest-frame optical emission lines (such as H$\alpha$ and [O\text{II}]) which trace the star-forming (H\text{II}) regions (Shapley et al. 2003). Indeed, velocity offsets of several hundred km/s have been observed. If the energy of this wind is sufficient, the gas escapes the galaxies’ potential and is not recaptured and plays no further role in galaxy formation. But the evidence for this superwind is rather indirect, and based on the assumption that the outflow takes the form of an expanding spherical bubble surrounding the galaxy as illustrated in Figure 1 (the current data are limited to traditional long-slit spectroscopy, and are therefore limited to one spatial dimension). Hence, if the large velocity flow were instead within the galaxy, the wind would be unlikely to escape the gravitational potential. Of course, other interpretations are also possible: the outflow may be collimated and may not inhibit the inflow of gas in other directions; the wind might even stall and fall back onto the galaxy (a more energetic version of the Milky Way’s “galactic fountain”). The key to resolving this issue is to identify these features in spatially resolved out-flows around distant protogalaxies. By comparing the velocity field of the outflow with that of the host galaxy the three-dimensional structure of the outflow can be established. However, at these great distances even a massive galaxy only spans 1” on the sky and therefore obtaining spatially resolved information is extremely difficult. Gravitational telescopes Fortunately nature provides us with a natural telescope with which we can study very distant galaxies in great detail. Galaxy clusters magnify the images of distant galaxies that serendipitously lie behind them (Smail et al. 1996, Ellis et al. 2001, Swinbank et al. 2003). This natural magnification causes background galaxies to be strongly amplified and stretched. It provides us with the opportunity of studying young and intrinsically faint galaxies with a spatial resolution that cannot be attained via conventional observations. One of the most striking cases of gravitational lensing is the (highly magnified) $z = 4.88$ galaxy behind the rich lensing cluster RCS0224-002 (Gladders et al. 2002). The natural amplification caused by the galaxy cluster has two effects: (i) the image of the background galaxy is magnified at a fixed surface brightness (i.e. the total brightness is increased) and, (ii) the galaxy is not simply amplified, it is also stretched, making it possible to spatially resolve components of the galaxy from the ground. This project In this article we report on the first results from a VLT VIMOS and SINFONI IFU study of the star-forming and kinematical properties in a $z = 4.88$ arc in the core of the lensing cluster RCS0224-002. In the left-hand panel of Figure 2 we show the HST image of the cluster core and mark the components of the arc A, B and C. As can be seen from the HST image, the lensed galaxy (or arc) is over 10” in length and therefore is an ideal candidate for integral field spectroscopy. The arc is multiply imaged, with component A appearing to comprise a dense knot surrounded by a halo of diffuse material (a foreground object is also superposed). The morphology of components B and C mirror those of A. The arc was observed with the VIMOS IFU on the VLT in December 2004. Although the target was only observed for 2 hours (the remaining 12 hours are due to be completed in the current semester), the data already offer fascinating insight into the nature of the Ly$\alpha$ emission in this galaxy. The VIMOS IFU provides a three-dimensional ($x$, $y$, $\lambda$) “datacube” from which we can investigate the spatial variations in the Ly$\alpha$ and C iv emission lines and (eventually) UV interstellar absorption features. In turn these allow us to infer the spatial distribution of star formation, metal abundance and to map the dynamics of the system’s components. Early results In Figure 2 we have projected the datacube in the wavelength between 7100 and 7188 Å so as to map the metal distribution of the galaxy. It is clear that the Ly$\alpha$ emission line morphology traces that seen in the imaging, with the densest knots in the HST image being the brightest in Ly$\alpha$. By extracting a series of independent spectra from the IFU datacube (Figure 3) we can investigate the dynamics of the galaxy and the nature of any outflowing material. Even the initial dataset, allows us to search for spatial variations in the Ly$\alpha$ emission line. As seen in other young galaxies, the Ly$\alpha$ emission has a characteristic asymmetric (P-Cygni) profile. To examine the velocity structure of the emission line, we compare the emission from the regions marked 1–8 in Figure 2. The structure of the line is remarkably constant from region to region. While there is tentative evidence for structure in the red wing of the line, the blue cut-off occurs at constant wavelength (the variations are less than 30 km/s). This is particularly important: the individual star-forming regions in the underlying galaxy are expected to be moving at relative speeds in excess of 100 km/s (SINFONI observations are scheduled to confirm and map this); if the superwind was localised to these regions, the structure of the Ly$\alpha$ emission would vary significantly. In contrast, the superwind model (Figure 1) predicts that the sharp blue edge of the Ly$\alpha$ emission line (which is formed by resonant absorption in the outflow) will be uncorrelated with the velocity structure of the host galaxy. The lack of structure suggests that the superwind “bubble” is located well outside of the galaxy and is escaping into inter-galactic space. Other primeval galaxies We can also scan the datacube for emission lines from other galaxies within the VIMOS IFU field of view. Although the current data are only partially complete, we have already identified at least two other serendipitous sources in the field, including Ly$\alpha$ for $z = 3.66$ and $z = 5.09$ and as well as [O ii] from an arc at $z = 1.0$. Summary Whilst these results are in their early stages, they are showing the power of coupling integral field spectroscopy with gravitationally lensed galaxies to spatially resolve and study the internal dynamics and star-formation properties of primeval galaxies. The signal-to-noise that we expect from the final set of observations (the remaining 12 hours of observations are expected to be completed in August/September 2005) will allow us to probe the kinematic geometry of the outflowing material and test the geometry of the superwind ejecta. We will also be able to investigate the dynamics of the interstellar medium (spatially resolved) through the absorption lines and the metallicity of the gas through the C iv/Ly$\alpha$ emission line ratios (continuum and C iv emission are both detected in the first 2 hours of data, but the remaining 12 hours are required to boost the signal-to-noise and draw strong conclusions). Furthermore, by coupling this high-quality data with SINFONI IFU observations (also expected to be taken in August/September 2005) we will probe the [C ii] emission from the dust, which comes from the star-forming regions and therefore reflects the underlying stellar populations which are responsible for driving the superwind in the galaxy; see Figure 1). These groundbreaking and exciting results will provide valuable and important insights into this important phase of galaxy evolution. References Balogh et al. 2001, MNRAS 326, 1228 Bower et al. 2004, MNRAS 351, 63 Ellis et al. 2001, ApJ 560, 119 Gladders et al. 2002, AJ 123, 1 Shapley et al. 2003, ApJ 588, 65 Swinbank et al. 2003, MNRAS 340, 678 Swinbank et al. 2003, ApJ 598, 162 Swinbank et al. 2005, MNRAS 359, 401 Wiman et al. 2005, Nature 436, 227 Figure 3: Spectra around the redshifted Lyx emission from the eight components labeled in Figure 2. The red dashed line shows the composite spectra from the arc (scaled in flux). In each independent pixel of the data-cube we use the position and shape and intensity of the Lyx emission to study the supernov outflows. By combining these measurements with SINFONI spectroscopy of nebular emission lines we will investigate the star formation and chemical enrichment of this young galaxy. Farthest Known Gamma-Ray Burst An Italian team of astronomers$^1$ has used the VLT to observe the afterglow of a Gamma-ray burst that is the farthest known to date with a measured redshift of 6.3. “This also means that it is among the intrinsically brightest Gamma-ray bursts ever observed”, said Guido Chincarini from INAF-Osservatorio Astronomico di Brera and University of Milano-Bicocca (Italy) and leader of a team that studied the object with ESO’s Very Large Telescope. “Its luminosity is such that within a few minutes it must have released 300 times more energy than the Sun will release during its entire life of 10,000 million years.” Gamma-ray bursts (GRBs) are short flashes of energetic gamma rays lasting from less than a second to several minutes. They release a tremendous quantity of energy in this short time, making them the most powerful events since the Big Bang. It is now widely accepted that the majority of the gamma-ray bursts signal the explosion of very massive, highly evolved stars that collapse into black holes. The Gamma-ray burst GRB050904 was first detected on September 4, 2005, by the NASA/ASI/PPARC Swift satellite, which is dedicated to the discovery of these powerful explosions. Immediately after this detection, astronomers in observatories worldwide tried to identify the source by searching for the afterglow in the visible and/or near-infrared. The Italian group observed the object in the near-infrared with ISAAC and in the visible with FORS2 on the VLT. By comparing the brightness of the source in the various observing bands (see Figure), the astronomers were able to deduce its redshift, and hence its distance. “The value we derived has since then been confirmed by spectroscopic observations made by another team using the Subaru telescope”, said Angelo Antonelli (Roma Observatory), another member of the team. (Based on ESO Press Release 22/05) This figure shows the magnitude of the Gamma-ray burst GRB 050904 as obtained with FORS2 and ISAAC in the various bands. The best-fits using the ESO filters are overplotted as well as the best-fitting template which allowed the astronomers to measure the photometric redshift. The clear drop of the flux of the object in the $i$-band compared to the others is the telltale signature of a high-redshift object. Photo: © Adolfo Sánchez The European Southern Observatory (ESO) is an intergovernmental organisation with a mission to explore and understand the universe through astronomical research. ESO operates the world’s most advanced observatories, including the Very Large Telescope (VLT) in Chile, which is one of the most powerful optical telescopes in the world. ESO also manages the Atacama Large Millimeter/submillimeter Array (ALMA), a ground-breaking radio telescope array located in the Atacama Desert in northern Chile. ESO’s research focuses on a wide range of topics, from the formation of stars and planets to the study of dark matter and dark energy. The organisation’s work has led to numerous groundbreaking discoveries and has helped to advance our understanding of the universe. Surveying the High-Redshift Universe with the VIMOS IFU Matt J. Jarvis$^1$ Caroline van Breukelen$^{1,2}$ Bram P. Venemans$^2$ Richard J. Wilman$^3$ $^1$ Astrophysics, Department of Physics, Oxford, United Kingdom $^2$ Sterrewacht Leiden, The Netherlands $^3$ Department of Physics, University of Durham, United Kingdom We present results from a new method of exploring the distant Universe. We use 3-D (integral-field) spectroscopy to sample a large cosmological volume at a time when the Universe was less than 3 billion years old to investigate the evolution of star-formation activity in the Universe. Within this study we also discovered an obscured accreting black hole at high redshift which would not have been identified with imaging studies alone. This highlights the crucial role that integral-field spectroscopy may play in surveying the distant Universe in the future. Hunting for high-redshift galaxies The way in which galaxies form and evolve, along with the stars they contain, are crucial processes to investigate if we are to understand how the structure we see in the Universe today builds up over cosmic time. For many years this has been the forte of deep multi-colour imaging observations, which have allowed us to find and investigate galaxies in the distant Universe. This technique utilises the characteristic break in the continuum of a galaxy below the Hydrogen Ly$\alpha$ emission line at 121.6 nm and the Lyman-limit at 91.2 nm. Redward of these characteristic wavelengths, a galaxy will be observed to have a bright continuum, and observing the same patch of sky with a shorter wavelength filter, which lies below the continuum break wavelength, a galaxy will be much fainter and possibly not detected at all. Therefore large samples of candidate high-redshift galaxies can be constructed in this way over large areas. After catalogues of such objects have been built up, follow-up long-slit or multi-object spectroscopy is usually the next step to confirm redshifts and to gain a census of galaxies in the high-redshift Universe. A further technique which has come to fruition over the past decade, with the onset of 8- and 10-metre-class telescopes, is that of narrow-band imaging. This method selects galaxies with strong emission lines at distinct distances, where the bright emission lines are redshifted into a filter which has a typical width of 5–10 nm. This essentially means that the imaging instrument acts as a very coarse spectrograph with 5–10 nm resolution. There are now many fields which have been targeted with this technique, most notably the deep narrow-band survey to target Ly$\alpha$ emitting galaxies at $z = 3.1$ (Steidel et al. 2000) which went on to find a new class of object – that of giant Ly$\alpha$ nebulae which are not associated with an active galactic nucleus. Other important surveys using the narrow-band technique have been those which target powerful radio sources at high redshift. These have yielded the detection of overdensities of Ly$\alpha$ emitting galaxies at redshifts above 2. Blank-field searches have also yielded the detection of large numbers of Ly$\alpha$ emitters at $z = 5.7$ (Ajiki et al. 2003) and one of the highest redshift galaxies known to date at $z = 6.6$ (Hu et al. 2002). However, similar to the multi-colour method highlighted above, this technique also requires follow-up spectroscopy to confirm the Ly$\alpha$ emitting candidates. It would obviously be extremely useful if one could combine the imaging and spectroscopy into a single observation, which would not only overcome the various biases inherent to colour selected samples but would also expand on the narrow redshift ranges which one can probe with narrow-band searches. We are now entering an era in astronomy where this is achievable. In this article we describe the first results from a deep, large volume search for emission-line galaxies with the Visible Multi Object Spectrograph (VIMOS) on the ESO-VLT (http://www.eso.org/instruments/vimos/). As well as being a large multi-object spectrograph, VIMOS can also be used as a “large-area” integral-field unit (IFU). The idea behind an IFU is to obtain continuous coverage of a field in three dimensions, i.e. two spatial dimensions and a third spectral dimension. This is analogous to taking a number of long-slit spectra side-by-side all in one observation. Integral-field observations are therefore able to provide an immediate 3-dimensional view of the distant Universe. The range of scales these IFUs may probe is from stellar populations in nearby galaxies to the furthest reaches of the observable Universe. In this article we highlight the intriguing possibilities that large-area IFUs offer with respect to volume-limited surveys of the high-redshift Universe. A deep VIMOS IFU field and the star-formation history of the Universe We initiated a pilot project with a deep, nine-hour, VIMOS observation centred on the high-redshift radio galaxy MRC0943-242 at a redshift of $z = 2.92$ in April 2003. The aims of this project were to probe the giant-Ly$\alpha$ emitting halo surrounding this source and the distribution of galaxies within the volume probed by the IFU. Figure 1a shows the reconstructed “broad-band” (i.e. with the spectral direction collapsed over all frequencies) image of the radio galaxy field. The central radio galaxy can easily be seen in the centre of the image. However, the only other sources visible in this broad-band representation are all relatively bright. Conversely, as can be seen in figure 1b, if we now integrate over the spectral region where the Ly$\alpha$ line is seen in the radio galaxy spectrum [i.e. 121.6 nm $\times$ (1 + $z$)], the radio galaxy becomes much brighter. This highlights the benefit of the integral-field approach when hunting for galaxies with bright emission lines at all redshifts. If we now split this data set up into finer bins in wavelength then we are able to detect all the galaxies with bright emission lines over the whole volume. For Ly$\alpha$ emission this range is 2.3 < $z$ < 4.6, and for [O\text{II}] emission at a rest-frame wavelength of $\lambda_r = 372.7$ nm, we probe 0.08 < $z$ < 0.85. Therefore we can search for emission-line galaxies over a significant portion of cosmic time along the sightline of the IFU (e.g. for [O\text{II}] and Ly$\alpha$ emitters we probe ~ 50% of cosmic time since the Big Bang over the 1.2 square arcminute field-of-view), In order to achieve this we construct a sensitivity map across the whole field and search for peaks in the clean parts of the optical spectrum, i.e. those regions devoid of bright sky lines and also where characteristic problems associated with the optics within the IFU are at a minimum. This is carried out by fitting a polynomial to the spectra at all points over the field and detecting all of those peaks in the spectra which deviate significantly from the noise estimates in each spectrum and each region within that spectrum. This process enabled us to detect 17 emission-line objects over the volume probed with the IFU. These are predominantly single line objects, and for 14 all of the characteristics point to them being hydrogen Ly$\alpha$ emission-line galaxies (two others are [O\text{ii}] emitters and the third is the type-II quasar discussed later in this article), we will now concentrate on these Ly$\alpha$ emitters. Ly$\alpha$ emission is produced by massive stars photoionising hydrogen gas. By using some simple assumptions it is possible to estimate the star-formation rate in galaxies which exhibit Ly$\alpha$ emission by measuring the luminosity of the emission line. Although undoubtedly crude, this does at least produce a lower limit for the star-formation activity in distant galaxies. If we now bin all of the Ly$\alpha$ luminosities in the volume then we are able to construct the Ly$\alpha$ emitter luminosity function, i.e. the number density of emitters at a given luminosity per unit volume. Construction of the luminosity function is a non-trivial task for this type of data because those galaxies with bright emission lines can be seen to much greater distance in the volume covered in our data, thus the volume probed is a strong function of the luminosity of the emission lines. Therefore, the luminosity-dependent volume is measured using the sensitivity function of the data cube. Figure 2 shows the Ly$\alpha$ luminosity function derived from this study compared to the luminosity function measured from narrow-band studies and multi-colour selection. Our star sees into our luminosity function, which probes the redshift range $2.3 < z < 6.6$ extends the work of the narrow-band searches to fainter luminosities where the luminosity function keeps the same Schechter function form over redshifts up to $z \sim 6$. This implies that there is little evolution in the star-formation rate density over this redshift range, although small number statistics preclude strong statements regarding any evolution. As stated above, knowledge of the luminosity of the Ly$\alpha$ emission line in these galaxies gives information on the total star-formation rate. Using typical assumptions of hydrogen recombination the star-formation rate is given by, $$SFR = 9.1 \times 10^{-36} \left( L_{\text{Ly}\alpha} / W \right) M_\odot \text{year}^{-1},$$ By integrating over the Ly$\alpha$ luminosity function we are therefore able to measure the star-formation rate at the redshifts covered by our data. This plot, along with the star-formation rate density derived by other methods, is shown in Figure 3, for $0 < z < 6$. Due to the fact that Ly$\alpha$ can be resonantly scattered and absorbed by neutral hydrogen around the source, the measured SFR from studies using Ly$\alpha$ are hard lower limits. Also, the presence of dust preferentially extinguishes the UV continuum emission, therefore even multi-colour searches are prone to biases which work to reduce the estimated SFR. Furthermore, we have simply estimated star formation rates corrected for obscuration. With this correction in place it is apparent that our IFU search is in line with previous studies conducted in a number of different ways. However, the benefit of using the integral-field approach is that we select sources at all redshifts in our volume in precisely the same way, thus reducing the biases involved in comparing studies at different redshifts from different surveys, which may utilise different techniques. Further it is also worth mentioning that the choice of field, i.e. one containing a powerful radio galaxy at $z = 2.92$, does not bias the results in any way. Our data contains only one Ly$\alpha$ emitter at the redshift of the radio galaxy. This is principally due to the small area probed by the IFU. However we can quantify how many we would expect in our data at this redshift, given the typical overdensities of emitters found in narrow-band searches around powerful radio galaxies. In their study of Lyα emitters around the powerful radio galaxy TN J1338-1942 at $z = 4.1$, Venemans et al. (2002) showed that the overdensity of emitters was a factor of $\sim 15$ times one would expect in a blank-field search. Using this fact we would expect to find of order one object within $\Delta z = 0.004$ of the radio galaxy. In the IFU data cube we find one object at a distance of $\Delta z = 0.002$. Thus although in agreement with the expected overdensity for a protocluster, the poor number statistics arising from the relatively small field-of-view of the IFU, precludes any strong statement about the clustering of Lyα emitters around the radio source. However, we do find what seems to be an excess of Lyα emitters at $z \sim 2.5$, where there are three emitters within $\Delta z = 0.02$ of the radio galaxy. This leads us to believe there may be a probable high-redshift cluster at this redshift, although there is no known powerful AGN in the vicinity. However, deep, wider-field observations are needed to confirm this. Discovery of a type-II quasar in the IFU deep field In this section we discuss the way in which our integral-field data has also led to the discovery of two Active Galactic Nuclei (AGN) in the volume studied. In addition to the radio galaxy which was targeted, One of these is a “newly” unobscured type-II quasar with broad emission lines and an unresolved morphology on optical images at a redshift of $z = 1.79$. However, the other AGN exhibits only narrow-emission lines (Figure 4) and has a resolved morphology in the optical image. From radio surveys we know that there are at least two populations of powerful radio-loud AGN, radio-loud quasars (RLQs) and radio galaxies (RGs). Under the model for the unification of AGN, this difference is dictated solely by the orientation of the AGN with respect to our line of sight. The presence of a dusty torus surrounding an accreting supermassive black hole may obscure our view to the nucleus. RLQs are the unobscured type-I population where our view to the nucleus is through the opening in the torus, and we see the unresolved nucleus and the high-velocity clouds ($v > 2,000$ km/s) of gas which surround it. Whereas for radio galaxies, the torus lies along our line of sight obscuring our view to the central engine, these are type-II AGN and we only see the low-velocity narrow emission ($v < 2,000$ km/s) emission lines. Moreover, there is also a population of radio-quiet quasars which outnumber their radio-loud counterparts by a factor of $\sim 10$. These are relatively easy to find due to the fact they exhibit a characteristically very blue continuum and appear as unresolved point sources in imaging surveys. By simple methodology there should also be a large population of radio-quiet obscured AGN. This can also be inferred from models of the X-ray background, where the universal hard X-ray emission cannot be accounted for unless there is a large population of obscured AGN at high redshift. These type-II AGNs are relatively difficult to find compared to the type-I counterparts. This is principally due to the fact that type-II AGN look like normal galaxies, and it is only by looking for other signatures of AGN activity, which do not suffer from extinction due to the torus, they can be found, e.g. X-rays from the central engine which penetrate the torus, radio emission from powerful jets or reprocessed dust emission in the mid-infrared from the torus itself. However, with the integral-field approach we are sensitive to the bright narrow-emission lines that are characteristic of an obscured AGN, as we obtain the spectrum of any object in the IFU field immediately. J094531-242831 (hereafter J0945-242) exhibits these bright narrow-emission lines, in the C\text{iv} doublet ($\lambda\lambda = 154.8$ nm, 155.1 nm), He\text{ii} ($\lambda = 164.0$ nm) and C\text{iii]} ($\lambda = 190.9$ nm), all characteristic of a type-II AGN. The radio map shows that there is no radio emission down to a radio flux limit of 0.15 mJy at 5 GHz. At a redshift of $z = 1.65$ this is significantly below the typical luminosity of a radio galaxy, thus we conclude that this is a genuine radio-quiet type-II quasar. The line luminosity ratios of the C\text{iv}, He\text{ii} and C\text{iii]} lines are also consistent with the ratios for radio galaxies, and not the generally lower-luminosity Seyfert-I galaxies and the unobscured quasars. Using these line luminosities it is possible to estimate the lower mass limit of the accreting black hole in the centre of this galaxy. We assume the typical line ratios of radio galaxies to convert the He\text{ii} luminosity to a line luminosity in [O\text{iii}], which is correlated with the total bolometric luminosity of the AGN. Under the assumption that the AGN is accreting at its maximum rate, i.e. the Eddington limit, then this bolometric luminosity equates to a black-hole mass of $3 \times 10^8 M_\odot$. In the local Universe there is now a well-known correlation between the mass of black holes and the luminosity of their host galaxy (see e.g. Magorrian et al. 1998). The near-infrared K-band (2.2 µm) magnitude of J0945-242 is very faint, with $K = 20.5$. Radio galaxies at $z = 1.65$ typically have host galaxy luminosities of $K \sim 18$. Thus the host galaxy of J0945-242 appears to be 2.5 mag (or a factor of 10) fainter than expected for a typical radio-loud type-II AGN. If the faintness of the host galaxy is caused by extinction from dust then we would expect the blue end of the galaxy spectrum to be fainter, as dust attenuates the blue light more readily than at red wavelengths. However, the host galaxy of J0945-242 is extremely blue, indicative of ongoing star formation. Therefore, the faintness in the K-band light indicates that the host galaxy has a dearth of old, massive stars, which in turn implies that the galaxy is not yet fully formed at $z = 1.65$. Whereas the black hole has already grown, probably by accretion of matter, close to its final mass due to the fact that the low redshift black-hole mass function shows that supermassive black holes appear to have a maximum mass of around $10^{10} M_\odot$. This relatively large black-hole mass associated with a host galaxy approximately a factor of 10 fainter than what would be expected from the local relation implies that supermassive black holes at high redshift may essentially be fully grown before the host galaxy has fully formed. This is in qualitative agreement with what we already see in high-redshift radio galaxies, where the small, young, radio sources appear to have extremely bright sub-millimetre luminosities. This extremely luminous sub-millimetre emission is due to reprocessed UV light from young stars which has been absorbed by the Figure 2: The number density of Ly$\alpha$ emitters plotted against luminosity. The filled symbols mark surveys with an average redshift corresponding to our data series and circles and open symbols correspond for surveys at redshift $z = 5.7$ (squares and inverted triangles). Over-plotted are two Schechter luminosity functions; the solid line is the fit to all our data points and the dashed line is the fit to the highest redshift directly data points and those of the surveys at similar redshift with $L > 5 \times 10^{43}$ W (dashed horizontal line) to ensure completeness. The dotted horizontal lines mark the detection limits of the surveys. large amounts of dust associated with star-forming regions, and re-radiated in the far-infrared. In order to produce these sub-millimetre luminosities, star-formation rates of up to 1000 $M_\odot$ yr$^{-1}$ are needed, typical of a galaxy undergoing its first major bout of star-formation activity. Conclusions The new method of detecting emission-line galaxies at high redshift along with the serendipitous discovery of an obscured quasar at $z = 1.65$, highlights the way in which relatively wide-area integral-field units on large telescopes can open up a unique window on the Universe. VIMOS is currently the only instrument which has the capability of large spectral coverage coupled with a $\sim 1$ square arcminute field-of-view. However, future instruments, such as the Multi-Unit Spectroscopic Explorer (MUSE; http://muse.univ-lyon1.fr), will expand the initial work taking place in this field with VIMOS. Furthermore, volumetric surveys with IFUs may begin to find types of objects we have yet to discover in traditional surveys, and thus offer a whole new view of the Universe. Full details of the work presented in this article can be found in van Breukelen, Jarvis & Venemans (2005) and Jarvis, van Breukelen & Wilman (2005). References Akiji M. et al. 2003, AJ 128, 2091 Hu E. M., Cowie L. L., McMahon R. G., Capak P., Iye M., Kneib J.-P., Mahara T., Motohara K. 2002, AJ 123, 176 Jarvis M. J., van Breukelen C., Wilman R. J. 2005, MNRAS 358, 11 Magorrian J. et al. 1998, AJ 115, 2285 Santini P., Starobinets K. L., Steptley A. E., Pettini M., Dickinson M., Giavalisco M. 2000, ApJ 532, 170 van Breukelen C., Jarvis M. J., Venemans B. P. 2005, MNRAS 359, 859 Venemans B. P. et al. 2002, ApJ 569, 11 The last ten years have seen the opening up of dramatic new vistas of the furthest reaches of space and time – an exploration in which the VLT has played a major role. The Universe so far has been exploratory, and sampled only small and possibly unrepresentative volumes of the distant Universe. The next step is to bring to bear on a single large area of sky the full range of techniques that have been developed, using almost all of the most powerful observing facilities in the world. This next step is called zCOSMOS and the ESO VLT will make a major enabling contribution to this programme through the zCOSMOS survey being carried out with the VIMOS spectrograph. It is well known that the finite speed of light enables us to observe very distant objects as they were when the Universe as a whole was much younger, and thereby to directly observe the evolving properties of the galaxy population over cosmic epoch. The most distant objects presently known lie at redshifts between six and seven $(6 < z < 7)$ corresponding to a “look-back” time of about 95% of the age of the Universe. Indeed, at the time that these objects emitted the light that we now detect, the Universe was less than one billion years old. These observations have revealed a rich phenomenology in the early Universe. As we look back in time, we see that the global star-formation rate was about a factor of ten or more higher in the first third of the history of the Universe (at $z > 1$) than it is now. It is clear that the most violent star-bursting objects are enshrouded in dust and will make productive targets of study in the future with ALMA. Alongside these very active galaxies, there are also examples of more passive galaxies that appear to have completed their star formation quite early on. Consistent with our knowledge of the stellar content of galaxies today, we see in the high redshift Universe that high levels of star formation, and other signatures of youthfulness, appear in progressively more massive galaxies as we look back further in time, a phenomenon given the rather confusing name of “down-sizing”. In parallel, developments in cosmology and in particular the emergence of the “concordance cosmology” (from observations of the microwave background, large-scale structure in the present-day Universe and the Hubble diagram of distant Type Ia supernovae) have taught us for the first time a theoretical paradigm for the formation of galaxies and other, larger scale, structures in the Universe – the $\Lambda$-CDM model: Structures in the Universe are the product of the gravitational growth of initially tiny density fluctuations in the distribution of dark matter in the Universe – fluctuations which likely arise from quantum processes in the earliest moments of the Big Bang, $\tau \sim 10^{-34}$ s. These density fluctuations eventually collapse to make gravitationally bound dark matter structures within which the hot intergalactic cools, concentrating at the bottom of the gravitational potential wells where it forms the visible components of galaxies. In many respects, the $\Lambda$-CDM paradigm is strikingly successful, especially in describing large-scale structure. On galactic scales, current implementations of it face some difficulties: for example, real galaxies appear to have more angular momentum than predicted in numerical $\Lambda$-CDM simulations and the down-sizing trend is in a sense opposite to that expected. There is also no clear understanding of the interaction between stars and their nuclear supermassive black holes. These various shortcomings almost certainly reflect our poor understanding of how dark matter and baryons interact, of the feedback loops operating within the baryonic material due to energy injection from star formation and active galactic nuclei and of the relative importance in galaxies of internal dynamical evolution and externally driven events such as mergers, in redistributing material within them. Many of these current uncertainties are likely related to the environments that are forming the evolving galaxy finds itself in. Except for very highest environments (i.e. the rich clusters of galaxies), knowledge of the environments of distant galaxies is rather poor. One of the aims of zCOSMOS is to characterise these environments over a wide range of redshifts and thus to lead to a much better physical understanding of the forces controlling the formation and evolution of galaxies through cosmic time. Much of the progress in this field has been driven by “Legacy” style programmes, such as the Hubble Deep Fields (HDF), and the GOODS project, in which the data have been archived and released to the research community in a scientifically usable form. This allows a much larger community of astronomers, extending well beyond the original team who acquire and first analyse the data, to use... the data to carry out their own research programmes. COSMOS and zCOSMOS are both undertaken in this spirit, and the purpose of this Messenger article is to bring to the attention of potential users across the ESO community the features of the zCOSMOS programme, which has just started on the VLT in P75. The global COSMOS project The Cosmic Evolution Survey (COSMOS) was designed to bring to bear on a single very large field all of the tools and observational techniques that have been developed for the study of the distant Universe. The COSMOS field (centred on 10° 00′′ 29″ + 02° 12′ 21″) was chosen to be near the Celestial Equator so that it can be accessed from observatories in both hemispheres, e.g., the ESO VLT and ALMA as well as the large optical/infrared telescopes in Hawaii and Chile and the VLA radio telescope in New Mexico, USA. The COSMOS project is built around a mosaic of 600 images taken with the Advanced Camera for Surveys (ACS) on the Hubble Space Telescope (HST). The mosaic covers a contiguous area of 1.7 deg² and represents the largest single programme undertaken with the HST to date. The field spans a transverse dimension of 80 comoving Mpc at $z \sim 1$ and 160 comoving Mpc at $z \sim 3$ and covers a volume to $z \sim 3$ (about 500 million Mpc³) that is approaching that of the entire local Sloan Digital Sky Survey at redshifts $z < 0.1$. The HST observations were completed in June 2005. Despite being only single-orbit exposures, the broad F814W filter reaches to within 0.3 magnitudes of the well-known GOODS images even though the survey covers an area twenty times larger than the combined GOODS-N and GOODS-S fields (see Figure 1). Impressive as the HST images are, the real power of COSMOS stems from the addition of a wealth of other observations that are being amassed on this field by the global COSMOS consortium. Most notably, the SuprimeCam on the Subaru 8-m telescope will soon obtain very deep BGVRIZ images of the whole field with a limiting magnitude (5σ) of about AB $\sim 26–27$. These have been supplemented by $U$-band and $K$-band images from the CFHT and NOAO 4-m telescopes. The combined photometric catalogue contains well over 1 million galaxies with photometrically estimated redshifts and approximate spectral types. The field has also been observed with the GALEX ultraviolet satellite to a depth of AB $\sim 26$ at 150 and 225 nm. Observing time on the Spitzer observatory has been awarded to extend this photometric coverage into the mid-infrared 3–8 μm which will substantially improve the photometric redshifts and the estimates of the stellar masses of the galaxies. Ultimately, we hope to have photometry and imaging from a suite of almost 30 intermediate- and broad-band filters spanning the full range of starlight in the ultraviolet, optical and near-infrared (150 nm – 8 μm) wavebands. Deep imaging observations at other wavelengths, e.g. the X-ray and radio, reveal the signatures of accretion onto black holes in active galactic nuclei (AGN) and of energetic bursts of star formation that are obscured by dust. A mosaic of deep X-ray images obtained with the ESA XMM-Newton satellite have already yielded more than 1000 active galactic nuclei and about 100 X-ray selected groups and clusters of galaxies, while deep VLA observations at 1.4 GHz reaching to about 50 μJy (5σ) will detect 4 000 radio sources. Future observations planned at far-infrared and sub-millimetre wavelengths will complete the observational picture. Figure 1: The 1.7 deg² COSMOS field compared with large-scale structure in a X-MEN2222 slice at redshifts $z = 1$ (top) and $z = 0$ (bottom). Data represent galaxies (colour-coded according to their observed colour (lower scale) and by size according to apparent magnitude (upper scale). The distribution of galaxies in terms of their environments and voids is clearly seen. By comparison the much smaller fields of view of the HDFs and the GOODS surveys (on the right) do not well sample the range of structures and environments that are present in the Universe at any epoch. What distinguishes COSMOS from previous programmes such as the Hubble Deep Fields, GOODS and COMBO-17/GEMS, is its enormous area. This gives us: – unprecedentedly large samples of objects in the distant Universe, thereby ensuring statistical weight even for rare classes of objects (see Table 1); – confidence that we are sampling truly representative volumes of the Universe at high redshift (mitigating the so-called cosmic variance problem associated with smaller surveys that effectively probe a one-dimensional beam through the Universe); – the ability to place all objects in their environment, from small scale groups of galaxies up to the largest structures in the Universe. Such a unique data set of course opens other equally unique possibilities. For instance, the HST images will allow the distribution of dark matter to be mapped down to structures of order $3 \times 10^{13} M_\odot$, which may be compared with the distribution of luminous galaxies. In addition, the large number of quasars bright enough for absorption line spectroscopy (Table 1) will enable us to map the distribution of neutral gas in the intergalactic medium and again, compare that with the large-scale structure defined by the galaxies. The zCOSMOS redshift survey The COSMOS data sets mentioned above consist of exquisite two-dimensional images of the sky at almost every imaginable wavelength. The crucial third dimension is added by knowledge of the redshifts of the sources. Some information on the redshifts may be derived from the broad-band colours of the objects, so-called “photometric redshifts”, but the more secure and precise “spectroscopic redshifts” are required for many purposes: The increased precision relative to the best attainable photometric redshifts enables the delineation of the cosmic web of large-scale structure in the Universe, from small groups of galaxies up to the largest filaments and voids. The measurement of individual velocities of galaxies enables dynamical studies of these structures, yielding masses, dynamical states and cosmological information. The spectra themselves yield important diagnostics of the evolutionary state of individual galaxies, including measures of the star-formation rate, dust extinction, the gas and stellar metallicities, and stellar population parameters such as ages. The spectra can confirm the identifications of radio and X-ray sources through the characteristic signatures of AGN or starburst activity. Precise spectroscopic redshifts can of course also be used to improve and characterise the photometric redshift schemes which can then be applied to every galaxy in the field. The VIMOS instrument on the VLT provides ESO with a unique capability for undertaking such a survey and in P75 a Large Programme was awarded 540 hours of observation time to carry out the zCOSMOS redshift survey. This programme is complementary to the other large VIMOS programme, the VVDS Survey carried out by the VIMOS Instrument Team. The design of the zCOSMOS programme has been driven primarily by the desire to quantify the environments of galaxies and AGN over a broad range of epochs. This requires: A high sampling completeness ($\sim 70\%$ of objects observed from a given target sample), uniform sampling coverage across the field, and relatively contiguous redshift coverage from very low redshifts to redshifts $z > 2.5$ spanning 80 $\%$ of cosmic time; relatively high velocity accuracy (100 kms$^{-1}$). To achieve these requirements efficiently, the zCOSMOS programme is split into two components, each requiring different VIMOS configurations and exposure times. The “bright” sample of 25,000 COSMOS galaxies is selected to have $i_{AB} < 22.5$. The straight $I$-band selection yields a sample of galaxies at $0.2 < z < 1.2$, reaching 1.5 mag below L* at $z \sim 0.7$ where it corresponds to selection in the rest-frame $V$-band. With a sampling rate of at least 70 $\%$ and a velocity accuracy of at least 100 kms$^{-1}$, enabling the isolation of groups down to $3 \times 10^{13.5} M_\odot$, the “bright” sample is designed to be directly comparable to the existing zero-redshift samples (SDSS and 2dFGRS) but at a look-back time of half the age of the Universe. The input target list is generated from the HST/ACS images. The observations are made with the VIMOS MR grism in 1 hr exposures between $550 < \lambda < 960$ nm at resolution R $\sim 600$. About 160 galaxies can be observed simultaneously. Successive VIMOS pointings are stepped in Right Ascension and Declination so that every galaxy in the target sample has eight opportunities to be selected into a spectroscopic mask, ensuring a uniform statistical sampling across the field without significant biases against near neighbours, etc. The extension to higher redshifts requires a different strategy. We know from the VVDS survey that simply selecting fainter galaxies results in a sample that is still \| COSMOS Inventory \| Category \| Selection \| Number \| \|------------------\|----------\|-----------\|--------\| \| \| \| \| \| \| Faint galaxies \| \| $i_{AB} < 27$ \| 1 million \| \| X-ray selected AGN \| \| $i_{AB} < 27$ \| 3400 \| \| X-ray selected clustlers \| \| $S_{\nu} > 6 \times 10^{-16}$ c.g.s. \| 100 \| \| Radio sources \| \| $S_{1.4} > 50$ $\mu$Jy \| 4000 \| \| Bright quasars \| \| $B < 21$ \| 100 \| \| High z quasars ($z > 4$) \| \| $i_{AB} < 25$ \| 50 \| \| ULIRGS \| \| ... \| 3000 \| \| Lyman break galaxies \| \| $i_{AB} < 25.5$ \| 10 000 \| \| Passive galaxies ($z \sim 3$) \| \| $K_{AB} < 24$ \| 10 000 \| \| zCOSMOS 0.3 < $z < 1.2$ galaxies with redshift \| \| $i_{AB} < 22.5$ \| 25 000 \| \| zCOSMOS 1.3 < $z < 2.5$ galaxies with redshift \| \| $B_{AB} < 25$ \| 12 500 \| dominated by relatively low redshift galaxies, with only a small “tail” at higher redshifts $1.5 < z < 4$ emerging faintwards of AB $\sim 23.5$. In order to isolate this tail, the zCOSMOS “faint” sample of 12,500 galaxies is selected using a combination of proven colour-colour selection criteria, specifically the U-G/(Z-K) separation proven by the VLT K20 survey and a development of the (U-G)/(G-R) selection used by Charles Steidel and collaborators to isolate star-forming galaxies. These two selection criteria yield a sample of galaxies at $1.2 < z < 2.4$ and $E_{\text{B-V}} < 25.0$. In order to keep the total programme size manageable, the higher redshift part of zCOSMOS is limited to the central 1 deg$^2$ area, which nevertheless still yields a comparable comoving transverse dimension to that of the lower redshift component. A four-pass strategy with VIMOS and the LR-Blue grism ($370 < \lambda < 670$ nm at R $\sim 200$) should yield redshifts in 4.5 hr exposures for 12,500 such galaxies, with a similar sampling rate as for the bright sample, and a velocity accuracy of 300 kms$^{-1}$. In both parts of the survey, radio source and X-ray source candidate identifications are added to the masks either as random targets (which will be observed with a roughly 70% sampling rate) or, for high priority and urgently needed sources, as compulsory targets which are observed with close to 100% efficiency early in the programme. zCOSMOS schedule and data release plans Execution of a programme of the size of zCOSMOS on a single field places unique demands on ESO in the scheduling of the VLT: to be completed in a timely manner, the UT3 must be reserved for the programme for essentially all the time that the field is observable. Periodic data releases will be made with a final comprehensive data set placed in the ESO Archive shortly following completion of the programme, thereby providing the general research community with a detailed census and sample of the distant Universe. URL references http://www.astro.caltech.edu/~z-cosmos http://www.exp-astro.phys.ethz.ch/zCOSMOS Figure 2: Simulation of the final zCOSMOS redshift survey showing the spatial distribution (in comoving space) of objects in the survey over the redshift interval $0 < z < 2.4$, in which every dot represents a zCOSMOS target with a spectroscopically determined redshift. The red bars mark increments of 0.1 in redshift $z$. The figure has been generated from the COSMOS mock catalogues produced from the Millennium Run cosmological simulation (courtesy of Manfred Kitzbichler). Observing with the New High-Speed Camera ULTRACAM on Melipal British astronomers$^1$ have opened a new window on the Universe with the recent commissioning of the Visitor Instrument ULTRACAM on the VLT. ULTRACAM is an ultrafast camera capable of capturing some of the most rapid astronomical events. It can take up to 500 pictures a second in three different colours simultaneously. It has been designed and built by scientists from the Universities of Sheffield and Warwick (United Kingdom), in collaboration with the UK Astronomy Technology Centre in Edinburgh. ULTRACAM employs the latest in charged coupled device (CCD) detector technology in order to take, store and analyse data at the required sensitivities and speeds. CCD detectors can be found in digital cameras and camcorders, but the devices used in ULTRACAM are special because they are larger, faster and most importantly, much more sensitive to light than the detectors used in today’s consumer electronics products. In May 2002, the instrument saw “first light” on the 4.2-m William Herschel Telescope (WHT) on La Palma. Since then the instrument has been awarded a total of 75 nights of time on the WHT to study any object in the Universe which eclipses, transits, occults, flickers, flares, pulsates, oscillates, outbursts or explodes. These observations have produced a bonanza of new and exciting results, leading to eleven scientific publications already published or in press. To study the very faintest stars at the very highest speeds, however, it is necessary to use the largest telescopes. Thus, work began two years ago preparing ULTRACAM for use on the VLT. “Astronomers using the VLT now have an instrument specifically designed for the study of high-speed phenomena,” said Vik Dhillon, from the University of Sheffield (UK) and the ULTRACAM project scientist. “Using ULTRACAM in conjunction with the current generation of large telescopes makes it now possible to study high-speed celestial phenomena such as eclipses, oscillations and occultations in stars which are millions of times too faint to see with the unaided eye.” The instrument saw first light on the VLT on May 4, 2005, and was then used for 17 consecutive nights on the telescope to study extrasolar planets, black-hole binary systems, pulsars, white dwarfs, asteroseismology, cataclysmic variables, brown dwarfs, gamma-ray bursts, active galactic nuclei and Kuiper-belt objects. One of the faint objects studied with ULTRACAM on the VLT is GU Muscae. This object consists of a black hole in a 10-hour orbit with a normal, solar-like star. The black hole is surrounded by a disc of material transferred from the normal star. As this material falls onto the black hole, energy is released, producing large-amplitude fluctuations in the light curve. This object has magnitude 21.4, that is, it is one million times fainter than what can be seen with the unaided eye. Yet, to study it in detail and detect the shortest possible pulses, it is necessary to use exposure times as short as 5 seconds. This is possible with the large aperture and great efficiency of the VLT. These unique observations have revealed a series of sharp spikes, separated by approximately seven minutes. Such a stable signal must be tied to a relatively stable structure in the disc of matter surrounding the black hole. The astronomers are now in the process of analysing these results in great details in order to understand the origin of this structure. --- $^1$ The ULTRACAM team is composed of Vik Dhillon, Stuart Littlefair, and Paul Kenny (Sheffield, UK); Tom Marsh (Warwick, UK); Andy Vasey and Dave Atkinson (UKATC, Edinburgh, UK). For the installation on the VLT, they received support from Kieran O’Brien and Pascal Robert (ESO, Chile). The ULTRACAM project page can be found at [http://www.shef.ac.uk/~phys/jacq/wl/vlt/ultra/ultracam](http://www.shef.ac.uk/~phys/jacq/wl/vlt/ultra/ultracam) Figure 1: The ULTRACAM instrument mounted on the visitor focus of Melipal (UT3). Another series of observations were dedicated to the study of extrasolar planets, more particularly those that transit in front of their host star. ULTRACAM observations have allowed the astronomers to obtain simultaneous light curves, in several colour-bands, of four known transiting exoplanets discovered by the OGLE survey, with a precision of a tenth of a per cent and with a one-second time resolution. This is a factor ten better than previous measurements and will provide very accurate masses and radii for these so-called “hot-Jupiters”. Because ULTRACAM makes observations in three different wavebands, such observations will also allow astronomers to establish whether the radius of the exoplanet is different at different wavelengths. This could provide crucial information on the possible exoplanet atmosphere. The camera is the first instrument to make use of the Visitor Focus on Melipal (UT3), and the first UK-built instrument to be mounted at the VLT. The Visitor Focus allows innovative technologies and instrumentation to be added to the telescope for short periods of time, permitting studies to take place that are not available with the current suite of instruments. “These few nights with ULTRACAM on the VLT have demonstrated the unique discoveries that can be made by combining an innovative technology with one of the best astronomical facilities in the world”, said Professor Ian Williams, University of Warwick and member of the team. “We hope that ULTRACAM will now become a regular visitor at the VLT, giving European astronomers access to a unique new tool with which to study the Universe.” The next run with ULTRACAM on the VLT is currently scheduled for November 2005, and plans are under way for a third run sometime during 2006. Anyone interested in applying for time on the instrument should contact one of the authors in the first instance. (Any such observations also require the approval of the OPC.) (Based on ESO Press Release 17/05) Antenna procurement The antennas are the largest single item in the ALMA budget. Thus the status of antenna procurement is of the highest importance for the project. Associated Universities Inc/NRAO have been given ALMA Board approval and permission by the US National Science Foundation to procure their antennas. On July 11, they signed a contract with VertexRSI for up to 32 antennas for ALMA. ESO is moving ahead with its antenna procurement as quickly as possible. The Joint ALMA Office is leading the rebaselining (a reassessment of project costs). This is proceeding at full speed. There will be discussions of both the rebaselining and antenna procurement issues at the next meetings of the ESO Council to be held in September. New European Project Manager Hans Rykaczewski is the new European ALMA Project Manager and Head of the ESO ALMA Division. He studied physics in Aachen. He completed a doctoral thesis on searches for new quark flavours at the Deutsches Elektronen Synchrotron DESY in Hamburg. In 1984, he moved to M.I.T. and was delegated to CERN for work on the design and construction of the LEP detector which was installed and taking data at CERN’s Large Electron Positron Collider, LEP. There he was responsible for the timely fabrication of several subdetector elements, like magnet, calorimeter systems and the precision muon spectrometer. Since 1989 he has held a position as Scientific Associate at the Laboratory for High Energy Physics of the Eidgenössische Technische Hochschule (ETH) in Zürich. He was intensively involved in many scientific and managerial issues concerning the L Experiment at the Superconducting Super Collider, SSC, and the proposed Lepton-Photon Precision-Physics (L3P) Experiment for the Large Hadron Collider, LHC, at CERN. Since the beginning of 1994, he took over important scientific, organisational and financial responsibilities for the Compact Muon Solenoid (CMS) experiment. He was engaged in many areas of the construction of the lead tungstate crystal detector and was deeply involved in the organisation of the construction of the CMS Magnet. Hans Rykaczewski joined ESO in July 2005 and is very much looking forward to helping in making ALMA a success, in fruitful collaboration with the international partners in this project. Progress for the ALMA Front Ends The most important factors that determine ALMA sensitivity are the transmission of the astronomical signals through the earth’s atmosphere, the effective collecting area, and the quality of the first stage of the receivers, that is, the Front Ends. The quality of Front Ends depends on their stability and noise temperature. That is, they should not introduce any systematic errors, and should add the smallest possible amount of noise. The ALMA Front Ends show noise temperatures that are 3 to 5 times the limit determined by quantum mechanics. In recent months the ALMA Front End Integrated Project Team (IPT) has shown several important signs of concrete progress towards the construction of receivers for the ALMA project. On July 6 and 7, 2005 the FE IPT successfully completed its delta Preliminary Design Review (PDR). The review meeting was held at ESO Headquarters in Garching, Germany. The review panel, chaired by the European ALMA System Engineering & Integration IPT Lead, Christoph Haas, consisted of experts who are intimately tied to the project, as well noted receiver experts from Australia and the USA. Based on documentation made available in preparation of the meeting and the presentations at the meeting the review panel came to a unanimous decision that the Front End design was well beyond the PDR status. The reviewers also provided valuable constructive criticism that will be taken into account in finalising the ALMA receiver design. The success of this design review was very much due to the joint efforts made by the FE IPT sub-system engineers, Hans Rudolf (ESO) and Kamaljeet Saini (NRAO), and the support they received from others within the FE IPT. That the ALMA FE IPT makes progress is also shown in a more tangible manner in that important assemblies are nearing the completion of their construction. At IRAM in Grenoble, France, the first pre-production unit of the Band 7 Cartridge, covering the frequency range from 275 GHz to 373 GHz, is currently undergoing extensive testing to both verify the design and this first unit itself. Noise measurements on the completed unit, using the first local oscillator delivered by NRAO, show exceptionally good performance. The results are much better than the requirements (see graph). The first Band 9 pre-production cartridge, covering the frequency range from 610 GHz to 720 GHz, has also been completed (see picture) and is undergoing extensive testing at NOVA/SPON in Groningen, The Netherlands. Following the Front Ends, one must have Intermediate Frequency amplifiers to increase the power to the desired value. These IF amplifiers must also have low noise and high stability. The present plan is to build ones with IF amplifiers having a bandwidth of 4 to 8 GHz. The final IF amplifiers will cover the required band from 4 to 12 GHz. These were recently delivered by Yebes Observatory in Spain and will be mounted in the Band 9 cartridge shortly. In summary it can be stated that the receiver noise temperatures achieved on the Band 7 and 9 cartridges are likely the best in the world over these wide frequency bands in the sub-millimetre range. Until recently the standard practice was to use mechanical tuners in the receivers to obtain the optimum noise performance. The quality of the ALMA Band 7 and 9 receivers become even more remarkable when taken into account that both Band 7 and 9 receivers have no mechanical tuning. The combination of modern, state-of-the-art design technology, well-equipped laboratories and last, but definitely not least, very skilled and dedicated staff at both IRAM and NOVA/SPRON have been crucial for this success. (Contributed by Gie Han Tan, see also Tan et al. 2004, The Messenger 118, 18.) Construction progress The excavations for the Operations Support Facility (OSF) buildings are now progressing very well. The two levels of the future building are now clearly discernible. In addition, construction of the road between the OSF and the Array Operations Site at 5 000 m has moved up to the higher and more difficult part of the road at an altitude of 4 000 m. (Photo credits: Jörg Eschwey, see also his article next page.) In the remote Atacama Desert, some 30 km South of the budding tourist hub of San Pedro de Atacama, the next giant leap for the world’s astronomical community is under way. Situated at approximately 2,900 metres above sea level amid the rolling foothills of the Andean Plateau, the facility for the OSF (Operation Support Facility) base camp is complete, and we are overseeing the initial earthwork for the Technical Area Buildings. Overlooking the vast expanse of the Salar de Atacama salt flats, the ALMA offices, dormitories and dining hall are an appropriate reflection of the efficiency and resilience of the surrounding desert life. Fully equipped with all the amenities such as modern communication systems, high-speed internet and e-mail, satellite TV, ecological waste water treatment, heating and air conditioning systems and excellent catering services, the camp is a self-contained kernel of the 21st century amid the harsh desert terrain. A cheerful and fastidious staff maintain the more than comfortable dormitories, prepare three meals daily with surprising variety, and enjoy an occasional barbecue at the camp’s very own outdoor barbecue hut. Throughout the day, there are the sounds of crews hard at work excavating, crushing and filling and leveling the desert’s soil to create the foundation bases of the OSF Technical buildings. As the sun sets, impenetrable silence shrouds the camp under a blanket of the most magnificent starry display only the Atacama can offer. In the middle of this splendid scenery, the development of the site for the ALMA project has been carried out since its beginnings in respectful concordance with the Chilean environmental law and with the firm priority of maintaining friendly relations with the local communities of San Pedro and Toconao, our neighbours. This true commitment to environmental and cultural preservation is clear as one explores the access road branching from the Chilean Highway 23 that climbs toward the camp. The road meanders its way past fields of cacti, some over 300 years old and reaching over 5 metres in height, historical sites of primitive hunter-gatherers, vicuñas, llamas and other wild life. The surrounding mountains (reaching as high as 6,000 metres) include active, dormant and extinct volcanoes. Equipped with supplemental oxygen and two-way radio contact staff and visitors negotiate their way along some 28 km of gravel road below rounded peaks peppered with abandoned sulfur mines to the foot of Cerro Chajnantor. Here we find the site of the APEX and the Japan ASTE radio telescopes and within the location of the ALMA project, a marked field where 64 radio telescopes will come together to form the world’s largest radio telescope array. Back at the OSF, there are no overhead line disturbances to views to earth and sky as all technical installations are kept underground. Waste water and effluents are treated biologically and with the use of state-of-the-art treatment facilities. Each day the cleaning staff removes the dust of the ever-encroaching desert from inside and outside the habitat of the staff. Visitors are impressed by the community spirit as passers by greet them with warmth and friendliness. When all come together in the dining room at meal times, there is the true sense of everyone working as an enthusiastic team. To find an international group of European, North American, Japanese and Chilean professionals and workers collaborating on the project, is truly inspiring. Although much of the ALMA Camp construction is finished, 15 new dormitories will soon be added. The office building will be fitted with a number of cubicle-style office spaces, a recreational facility will be constructed, and the dining room will be extended to welcome and accommodate incoming European, North American, Japanese and Chilean staff. The construction of the permanent Technical Facilities and the completion of the Contractors Camp at the OSF are currently being tendered. Construction start is scheduled for January 2006 and September 2005 respectively. Construction of the foundation and superstructure of the Technical Building at the Chajnantor site at an elevation of approximately 5,000 metres above sea level is scheduled to start in September–October 2005 and the rough finish of the access road will be completed by the end of this year. Above: Work at the Operational Support Facility (OSF). Right: The APEX telescope at Chajnantor. The Atacama Large Millimeter Array (ALMA) is a radio telescope array located in the Atacama Desert, Chile. It is one of the most powerful astronomical observatories in the world and has been used to study a wide range of celestial objects, including galaxies, stars, and planets. The array consists of 66 large antennas that can be reconfigured to form different shapes and sizes, allowing for high-resolution imaging of distant objects. ALMA is operated by a consortium of astronomers from several countries, including Chile, the United States, and Europe. The array is located at an altitude of about 5,000 meters above sea level, which provides a clear view of the sky and allows for low levels of atmospheric interference. ALMA has made many important discoveries, including the detection of water vapor in the atmospheres of exoplanets and the observation of the earliest stages of star formation. Technology Transfer at ESO Martin Cullum (ESO) Technology Transfer has become an important theme for the European Commission as a means of promoting innovation and competitiveness within European industry. It is also an area where organisations like ESO, that are engaged in developing highly advanced research facilities, can and do make significant contributions. This article discussed some of the processes involved in Technology Transfer and provides several examples of technological innovations developed by ESO in-house and through its procurement activities. Broadly defined, Technology Transfer concerns the transfer of knowledge and innovations from laboratories and research institutes to industry, or the use of ideas and developments from one field in others that were not originally intended. At its meeting in Lisbon in 2000, the European Council set the objective of transforming the EU into the “most competitive and dynamic knowledge-based economy in the world” by 2010. To achieve this very challenging goal, a number of measures were planned, including revision of the framework for state aid for R&D, stimulating mobility of researchers between academia and industry, encouraging Public-Private Partnerships (PPPs), support for R&D innovations with Small and Medium-sized Enterprises (SMEs) as well as optimising the mechanisms for Technology Transfer within Europe. Technology Transfer is also being actively promoted by the European Competitiveness Council that comprises ministers of research, education and industry or economy, as an essential element of improving European competitiveness. Although Europe has traditionally been rather good at technological innovation, it has often lagged behind its main industrial competitors in exploiting innovations commercially. There are many reasons for this, but one important reason is the relatively large contribution made to the overall economy in Europe by SMEs. Even before the recent enlargement of the European Union, 65% of the EU GDP was generated by SMEs, and this figure is even larger now. This compares to only 45% in the USA, for example. In general, larger enterprises have their own research departments and development laboratories, and the research carried out is largely, although by no means entirely, oriented towards specific products and fields that the company exploits commercially. This is often referred to as the “closed” model for technological innovation. But even in the USA, SMEs invest three to six times more in R&D than their European counterparts who have traditionally relied more on “open” collaborations with external academic and research organisations. This can have certain advantages in that the accessible areas of research are very broad but experience has shown that the transfer of innovations from academia to industry is not a very efficient process. Not infrequently, promising open collaborations fail due to problems relating to the protection of Intellectual Property Rights that do not exist with in-house developments. Apart from targeted research collaborations, there are other processes that can lead to Technology Transfer and ones in which scientific research organisations like ESO make significant contributions. Many European organisations, including ESA, EMBL, CERN, ESRF as well as national organisations such as the Max-Planck-Gesellschaft have adopted Technology Transfer as a core activity, and proactively search for market applications for their technological developments. In some cases they even extends to promoting start-up companies through venture capital funds. Why is Technology Transfer important for ESO? More than ever before, the governments of ESO’s Member States are looking not only at the scientific return but also at the industrial return they get from their contributions to ESO and the indirect benefits to their economies and to society as a whole. In an era of shrinking national budgets, the pursuit of scientific knowledge alone is not always sufficient to justify the investment into ever more ambitious and expensive projects. Although ESO has no official mandate or funds to invest in Technology Transfer activities, it is a clear goal in the charter of EIROforum$^1$ of which ESO is a member. Through the very nature of its activities, ESO makes a significant contribution to Technology Transfer within the Member States. To help quantify this contribution and to highlight the results at ESO, a survey of ESO Technology was carried out in 2004 and the results presented to the ESO Council in December 2004. The results are accessible from the main ESO web page under Projects & Developments and provide a compendium of technologies that have been developed or promoted by ESO over the last 15 years or so. Most of the examples are associated with the VLT development period. Processes of transferring technology at ESO The transfer of ESO developed or promoted technologies to industry can take several forms. 1. Novel technologies that have been developed by ESO or pushed beyond customary limits, or novel combinations of technologies that have been developed by ESO and made available for industrial exploitation. 2. Technologies that have been developed or extended in collaboration with industry through ESO development contracts. 3. Technologies that have been developed or extended by industry through the execution of an ESO procurement contract. 4. ESO developments that have been used for other similar projects elsewhere. 5. ESO patents. Examples of Technology Transfer at ESO The following paragraphs give a few examples of such technologies to illustrate the processes just described. --- $^1$ EIROforum is a collaboration between seven European intergovernmental scientific research organisations that are responsible for infrastructures and laboratories (CERN, EFDA, EMBL, ESA, ESO, ESRF and ILL). In-house developed technologies Active Optics The ESO New Technology Telescope (NTT) was the first optical telescope with actively controlled optics. The main driver behind this development was to break the classical cost–diameter law for large telescopes but, even at first light, the NTT demonstrated image quality almost never seen previously on ground-based telescopes. Since the NTT, essentially all large optical telescopes worldwide use active optical control. A crucial step towards realising a practical active optics telescope was the development of the so-called Shack–Hartmann wavefront sensor at ESO. It combines a compact optical device following an idea originally proposed by Roland Shack at the University of Arizona in 1970 using CCD detectors that proved to be ideal for astronomy in the early 1980’s. This device allows the optical alignment and shape of the main optics of the telescope to be measured and corrected in real-time. A key component of the wavefront sensor is the lenslet array which contains 400 lenslets, each 0.5 or 1.0 mm across depending on the application. ESO worked together with the Paul-Schererrer-Institut in Switzerland to develop the master and Jobin-Yvon France to manufacture the final copies of these arrays. A number of commercial products based on Shack–Hartmann wavefront sensors have since been commercialised, for example devices for optical testing by Imagine Optic in France, for eye surgery by Zeiss in Germany and for optical alignment and testing by Spot Optics in Italy. Shack–Hartmann wavefront sensors are widely used in adaptive optics systems which correct aberrations caused by atmospheric turbulence – a technology that was also pioneered by ESO. ESO technology development contracts Volume Phase Holographic Gratings Since Volume Phase Holographic Gratings (VPHGs) were first proposed for astronomy in 1998, they have had major impact on astronomical spectroscopy, at the time required a complex mechanical system to ensure that the tension in the tape was always constant and uniform. ESO placed a development contract with Heidenhain to produce an internally mounted tape encoder and provided them with a full-sized bearing for tests. The results of this development were so conclusive in terms of both improved accuracy and simplified mechanics – that this subsequently became the standard way of mounting high-precision strip encoders. Technology developed through procurement contracts 8-m mirrors – blanks and polishing One of the main technological hurdles to be overcome for the VLT project was the manufacture of the 8-m blanks for the primary mirrors. Mirrors of this size had never been manufactured before and several approaches were investigated by ESO. A contract was eventually placed with Schott in Germany for the supply of the blanks. This necessitated the creation of new manufacturing facilities and the development of the production processes for glass-ceramics to completely new dimensions. The successful completion of the VLT contract put Schott in a leading position to bid for future projects requiring large optics. The size of the VLT primary mirrors also required a major jump in the state of the art in optical polishing. Indeed, the French firm REOSC (now part of the SAGEM group), who received the ESO contract to polish the four 8-m mirrors, had to build a completely new factory outside Paris for their manufacture. Not only was the size of these mirrors unprecedented, but also the required image quality set new benchmarks. Indeed, testing the mirrors proved almost as challenging as polishing them. ESO engineers worked closely with the manufacturer to produce a method of specification that not only met the high technical demands of the VLT project and could be verified at the factory, but also made optimum use of the VLT’s Active Optics system for correcting large spatial frequency errors. The manufacturing and testing facilities developed by REOSC for the VLT were subsequently used to polish the two 8-m mirrors for the US/UK Gemini telescope, as well as for smaller optics for other advanced projects. Photonic crystal fibres Another technology promoted by ESO is the use of mono-mode optical fibres to transmit high power ($\approx 10$ Watt) visible laser beams. These are a key element of ESO’s Laser Guide Star Facility and are used to transmit the light from the laser laboratory to the launch telescope located at the very top of the VLT. Compared to previous mirror transmission systems, fibre-optic transmission allows a significant reduction in the cost, complexity and maintenance. However, a fundamental limitation in using glass mono-mode fibres is due to Stimulated Brillouin Scattering (SBS), a non-linearity which severely limits the laser power that can be transmitted through the fibre. Photonic Crystal fibres – “holey fibres” – were first demonstrated in the laboratory by researchers at Bath University in 1996. These offer an ingenious way of overcoming the problem of SBS by allowing an increase in the effective core diameter of the fibre but without losing the single mode transmission characteristics. This significantly reduces the power density inside the fibre and hence the effects of SBS. Working initially with Crystal Fibre A/S in Denmark, ESO promoted the development of fibres with characteristics suitable for the LGSF wavelength of 598 nm and with good optical transmission to demonstrate the feasibility of this technology with high laser powers. Since then, production fibres have been manufactured by Crystal Fibres and also Mitsubishi which meet ESO’s requirements. ESO’s developments have been followed with great interest by other laser guide star projects as well as industry because of the wider commercial implications; for example in the telecommunications industry and the medical field. As a next step, ESO is currently working on the application of hollow-core photonic crystal fibres to the LGSF, which are now becoming available. Direct drive systems for telescopes Brushless torque motors offer a number of advantages over conventional telescope drive systems, including the elimination of the classical gear train (and hence mechanical simplicity) together with exceptionally good performance. Nevertheless, they had never before been used in large telescopes and nothing of the sizes required for the VLT existed in standard catalogues. ESO commissioned a study to be carried out by the Swiss firm ETEL, and the results of this confirmed the suitability of the concept. In the VLT, direct drives from ETEL were used in the twelve Adapt/erulators, and another specialist firm, PHASE in Italy, was contracted to design and manufacture the drives for the four Unit Telescopes, including the 10-m-diameter azimuth drives. Since the VLT, both these firms have expanded into this market and are now among the world market leaders in this field. PHASE, for example, has recently manufactured the drives for the 10-m Gran Telescopio Canarias on La Palma. ESO technologies used in other projects Optical design ESO has a unique experience in the field of optical design, covering the wavelength range from UV to far infrared. Although an optical design made for one instrument is not readily useable for another, some ESO designs have been copied manyfold for use at other observatories. The ESO Faint Object Spectrograph and Camera – EFOSC – was originally developed at ESO for the 3.6-m telescope on La Silla. It pioneered the use of new optical glasses for astronomical instrumentation to produce a very efficient transmissive optical train. Since that time, some 15 copies of this design have been manufactured and put into service at other observatories around the world. Similarly, the design of UVES – the UV and Visual Echelle Spectrograph developed by ESO for the VLT has been reproduced at least 10 times for application elsewhere. Apart from these specific examples, ESO has had a significant impact, through optical design proposals and design reviews, on the optical design of a very large number of instrumental developments in the ESO Member States and beyond over the last 25 years. Computer systems and software Ever since the first “mini-computers” were introduced at La Silla in the early 1970’s, ESO has been pioneering the use of computers for real-time control of telescopes and interactive data-reduction methods. This led initially to the development of the ILAP computer architecture for spectroscopic observations and, in the 1980’s, the more versatile MIDAS system which has been used by several hundred institutions worldwide. More recently, ESO has developed a software bundle known as SCISOFT which is a unified collection of the major software packages for astronomical data analysis currently in use today (including IRAF/STSDAS, MIDAS and IDL) as well as many other utilities. The SCISOFT CD-ROM is distributed to over 400 institutions worldwide per year. A fundamental part of the VLT concept are the Telescope Control Software and Data Flow Systems that allowed, for the first time in a ground-based observatory, the complete end-to-end observing cycle to be condensed into a single homogeneous automated process. This process starts with the preparation of the observing programme, and continues through programme selection, observation simulation, automatic or semi-automatic execution of the observations at the telescope (with or without the presence of the astronomer at the telescope), quality control, data archiving and finally the return of the calibrated data to the observer. Although at the outset it was not easy for many traditional astronomers to accept this revolutionary concept, it has become a standard that has since been emulated by most of the world’s major observatories. In recognition of this work, ESO was recently presented with the prestigious 21st Century Achievement Award from the Computerworld Honours Program for the Data Flow System as reported in the June 2005 issue of the ESO Messenger. ESO patents In the past ESO has generally preferred to openly publish ideas rather than to seek patent protection, but in areas where there could exist worldwide commercial application, for example in the communications industry, patent protection has been obtained to allow better regulation of eventual usage through licensing and partnership agreements with industry or other institutes. For example, an ESO patent has been granted for developments related to narrow-band high-power fibre lasers, and a second patent has recently been filed for a high-power fibre laser and amplifier. Knock-on benefits due to ESO’s industrial procurements There are also secondary industrial benefits to firms that receive ESO procurement contracts. A study carried out by CERN in 2003$^2$ amongst firms receiving CERN contracts for technology intensive projects (accounting for about half of all CERN procurement contracts) concluded that: 38 % of all respondents developed new products as a direct result of the original contract; 13 % started new R&D teams; 14 % started a new business unit; 17 % opened a new market; 42 % increased their international exposure; 44 % indicated technological learning; and 36 % indicated market learning. Without the CERN contract, 52 % of all respondents would have had poorer sales; 21 % would have had lower employment growth; 41 % would have had poorer technological performance; and 26 % would have had poorer performance in valuation growth. These data collected by CERN are impressive and present additional arguments for maintaining government support for the Organisation. Although no similar study has been carried out at ESO, the similarities between the two Organisations would lead one to expect that comparable benefits would also accrue to ESO suppliers as well. Socio-economic benefits of ESO Technology Programmes The fact that ESO actively pursues projects at the cutting edge of technology and maintains a pool of engineering expertise that is probably unique in the world in the field of ground-based astronomy, also brings socio-economic benefits to the ESO Member States which can also help enhance the economic competitiveness of European industry as a whole. Through its Student, Fellowship and Associate Programmes, ESO has contributed to the training of a considerable number of young scientists and engineers over the years. After spending some time at ESO engaged in forefront research or developing highly advanced astronomical facilities, these people leave the Organisation, taking with them their accumulated professional experience. This benefits not only themselves career, but also stimulating the research in their home institutions and helps to improve the competitiveness of Europe’s industries. In 2004, for example, ESO employed over 100 Students, Fellows and Associates under these programmes. Similarly, many ESO engineering staff members eventually leave the Organisation to return to industry to work on other high-tech projects, taking with them their professional expertise acquired in the course of their work at ESO. Additionally, ESO has organised, either alone or with other institutions, many seminars, workshops and summer schools on diverse scientific topics as well as on technical aspects such as adaptive optics and optics. These events also help to develop the scientific and technical competencies within industry and scientific institutions in the Member States. Less easy to quantify but also valuable are the personal links established during a period of employment at ESO. Even many years later, these personal links can provide a useful channel for information on ESO’s technologies and programmes and professional advice. The European Commission has long since recognised the importance of mobility amongst young researchers and engineers for enhancing European competitiveness, and has established several programmes to facilitate this. As can be appreciated from this article, the process of Technology Transfer is many-faceted. It is a process in which, over the years, ESO has made significant contributions, both in encouraging innovation in industries within the Member States as well as improving commercial competitiveness. --- $^2$ “Technology Transfer and Technological Learning through CERN’s procurement activity”, CERN2003-005, 11 Sept 2003, Education and Technology Transfer Division. The ESA-ESO Topical Science Working Groups Robert A. E. Fosbury (ST-ECF) Starting in September 2003, ESO and ESA have now held two science planning coordination meetings in order to ensure that there remains a joint awareness of potential future synergies or missed opportunities on the ground or in space. The meetings were attended by the chairs (or representatives) of the scientific advisory committees and by the executives of both organisations. The initiative was taken with the realisation that the two organisations are serving essentially the same scientific communities and share common scientific goals. At the first meeting, it was decided to set up a small number of working groups that would examine scientific topics or specific instrumental synergies that would be important over the next decade or so. The first of these was on the topic of the search for and the subsequent characterisation of extra-solar planets; the second is this group, chaired by Michael Perryman (ESA/ESTEC) and co-chaired by Olivier Hainaut (ESO, Chile). It is summarised in the accompanying article by Kerber and Hainaut. The second was to look at the joint opportunities offered by Herschel and ALMA in the infrared and sub-mm wavebands. Chaired by Tom Wilson (ESO Garching) and co-chaired by David Elbaz (CEA/Saclay), it is nearing completion and will become available towards the end of 2005. During the second meeting in February 2005, a new working group was proposed with the intention of reviewing cosmology with particular emphasis on the investigations of the nature of dark energy and dark matter from an astrophysical perspective. This new working group on Fundamental Cosmology was established in June 2005 with John Peacock (Edinburgh) as Chairman and Peter Schneider (Bonn) as Co-Chairman. It will consider projects in the areas of dark matter, dark energy, and other aspects of the early universe, with the aim of reporting in February 2006. The full membership of these groups and access to their reports as they become available can be obtained from: http://stecf.org/eso-esa/ ESA-ESO Working Group on Extra-Solar Planets Florian Kerber (ST-ECF), Olivier Hainaut (ESO) The ESA-ESO working group on extra-solar planets was the first of a number of such groups to make a careful analysis of scientific fields that are of interest to both ESA and ESO. The groups also make recommendations for the development of the fields facilitating coordinated planning between the two leading European organisations advancing astronomy from the ground and from space. The extra-solar planet working group, chaired by Michael Perryman (ESA), consisted of: Olivier Hainaut (Co-chair ESO), Dainis Dravins (Lund), Alain Léger (IAS), Andreas Quirrenbach (Lerchenfeld) and Mike Reuter (DLR). Florian Kerber and Robert Fosbury from the ECF were the support scientists. A group of experts contributed on specific subjects: François Bouchy (COROT), Fabio Favata (Eddington), Malcolm Fridlund (Darwin), Anne-Marie Lagrange (Pierre-Gilles de Gennes), Tsevi Mazeh (Transits), Daniel Pecan (Gapse), Stéphane Udry (Radial velocity), and Joachim Wambsganss (Microlensing). The group operated between June and December 2004 and documented their findings and recommendations to both agencies in a report which is available in printed form from the ST-ECF and on both ESO and ESA websites (http://www.eso.org/gen-fac/pubs/esaeasowg/ and http://sci.esa.int/science-e/www/object/index.cfm?object_id=36935). This article gives a very brief summary of the report and encourages feedback from the community. The terms of reference provided by ESA and ESO called on the working group to the following: 1. Survey of the Field: this will comprise: (a) review of the methods used or envisaged for extra-solar planet detection and study; (b) survey of the associated instrumentation worldwide (operational, planned, or proposed, on ground and in space); (c) for each, a summary of the potential targets, accuracy and sensitivity limits, and scientific capabilities and limitations. 2. Role of ESO and ESA Facilities: this will: (a) identify areas in which current and planned ESO and ESA facilities will contribute; (b) analyse the expected scientific returns and risks of each; (c) identify areas of potential scientific overlap, and thus assess the extent to which the facilities complement or compete; (d) identify areas which merit attention by one or both organisations (for example, follow-up observations by ESO to maximise the return from other major facilities); (e) con- --- 1 The working group membership was established by the chair and co-chair; the report is not a result of consultation with the community as a whole. The experts contributed considerable information to the report, but the conclusions and recommendations are the responsibility of the members. clude on the scientific case for the very large facilities planned or proposed. As a final step the members of the working group came up with a number of recommendations that will help the further development of the field. These are directed at both agencies separately but a substantial part calls for joint, co-ordinated efforts of the two agencies. Note that the recommendations of a similar ESO working group in 1997 (appendix C in the present report) directly led to the development of HARPS, the leading spectrograph for radial-velocity work today. Survey of the field A mere 10 years after the first detection of exoplanets around normal stars, this field has become one of the most active and exciting branches of astrophysics. Detection methods for extra-solar planets can be broadly classified into those based on: (i) dynamical effects (radial velocity, astrometry, or timing in the case of the pulsar planets); (ii) microlensing (astrometric or photometric); (iii) photometric signals (transits and reflected light); (iv) direct imaging from ground or space in the optical or infrared; and (v) miscellaneous effects (such as magnetic superflares, or radio emission). Each method has its strengths, and advances in each field will bring specific and often complementary discovery and diagnostic capabilities. Discoveries are a prerequisite for the subsequent steps of detailed physical-chemical characterisation demanded by the emerging discipline of exoplanetology. As of December 2004, 135 extra-solar planets had been discovered from their radial velocity signature, comprising 119 systems of which 12 are double and 2 are triple. One of these planets has also been observed to transit the parent star. Four additional confirmed planets have been discovered through transit detections using data from OGLE (and confirmed through radial-velocity measurements), and one, TrES-1, using a small 10-cm ground-based telescope. One further, seemingly reliable, planet candidate has been detected through its microlensing signature. A much more detailed assessment of the current status, which is illustrated in Figure 1, can be found in the working group’s report. The working group surveyed the experiments that are planned or in prospect, and estimated their output qualitatively and quantitatively. Table 1 (see next page), expanded from a similar table in the report, summarises the situation for the next 15 years. The projects can roughly be classified in “pathfinders”, which find new populations, project characteristics of populations as a whole, and finally, projects aiming at detailed physical studies. It is crucial to have a good balance between these three categories of projects in order to ensure at the same time a consolidation of the current knowledge and a long-term development of the field. The pathfinders typically expand the explored region of parameter space, and will lead to the discovery of a small number of objects, but these define new classes of planets. NACO on the VLT is a typical example: the instrument was originally not designed for planet search, but by optimising a combination of high resolution and high-contrast imaging, it led to the discovery of 2M1207b, the first planet detected by direct imaging, and the first planet around a brown dwarf. (The Messenger 120, 2005, page 26). HARPS has demonstrated its capability to explore the very low-mass end of the exoplanet mass distribution (Pepe et al. 2005, The Messenger 120, 22). The VLT Planet Finder is expected to make an important contribution to the study of bright, well separated planets for which it is built (therefore belonging to the “population study” projects), but its new capabilities will also put it in the pathfinder category, and one can expect new discoveries in regions that cannot be explored today. Large, dedicated projects or missions are ideal to characterise a whole population: for instance, Kepler is expected to find tens of thousands of planets of a given type (transiting giants), therefore permitting a detailed study of the global properties of this population. A major programme using FLAMES for follow-up studies of transit candidates from OGLE has provided physical properties for seven planets and has demonstrated that small stellar companions are about as frequent as hot Jupiters, emphasising the need for spectroscopic confirmation and study of candidates (Pont et al. 2005, The Messenger 120, 19). Finally, some experiments are best at performing detailed analysis of specific objects. For instance, while the number of planets that it will be able to reach is modest, the VLTI is expected to produce spectra of planets, which will be of extraordinary value for exoplanetology. Table 1: Prospects for the coming years. The first column lists the method used, the second identifies whether it is a ground-based or space-borne method. The third column gives an approximate time scale. Project identifies the name or code of the project. The next two columns summarise the main emphasis of the project, either as pathfinder (few, but significant discoveries), or in terms of the number of planets discovered. The last column is aimed at defining the populations (detailed for planets more massive than 0.1 M_\text{Jup}, or finally in terms of detailed physical studies of the objects. This table is an expanded version of Table 5 in the report. \| Method \| Ground/Space \| Time \| Project \| Pathfinder \| Population > 0.1 M_\text{Jup} / < 0.1 M_\text{Jup} \| Spectroscopic studies \| \|-----------------\|--------------\|--------\|---------------\|--------------------------------------------------\|---------------------------------------------------\|-----------------------\| \| Radial Velocity \| Ground \| ~ 2004 \| \| First detection \| \| \| \| Radial Velocity \| Ground \| 2004 \| Haroş and others \| \| 120/0 \| \| \| Adaptive Optics \| Ground \| 2005 \| NACO \| First direct detection \| Few \| Few \| \| Interferometry \| Ground \| 2005 \| VLTi \| All nearby stars \| Few \| Some \| \| Adaptive Optics \| Ground \| 2010 \| VLT Planet finder \| New parameter space \| 20/0 \| Some \| \| Radial Velocity \| Ground \| 2010 \| many \| \| 450/20 \| \| \| Transit \| Space \| 2008 \| COROT \| \| 200/80 \| \| \| Transit \| Ground \| 2010 \| many \| \| 1000/0 \| \| \| Transit \| Space \| 2010 \| Kepler \| \| 30 000/1500 \| \| \| Astrometry \| Space \| 2015 \| SIM \| \| 250/25 \| \| \| Astrometry \| Space \| 2016 \| GAIA \| \| 20 000/0 \| \| \| Transit \| Space \| 2016 \| GAIA \| \| 4 000/0 \| \| \| Photometry \| Space \| 2016 \| GAIA \| Protoplanetary collisions \| 3 000/0 \| \| \| Interferometry \| Ground \| 2015 \| OWL partially filled \| \| 125 000/60 \| \| \| Photo-/Spectrometry \| Ground \| 2018 \| OWL complete \| \| \| 60 "Jupiter" \| \| \| \| \| \| \| \| 5 "Earths" \| ESA-ESO facilities The working group then carefully analysed the future needs of research and what role current and planned facilities of ESA and ESO can be expected to play. Specifically they tried to give some answers to the following questions: What follow-up observations and facilities are required to characterise these systems more completely? What does the resulting (statistical) knowledge of exoplanet distributions imply for the targeted observations of Darwin and OWL? What information will be available, or should be anticipated, for a deeper astrophysical characterisation of the host stars of planetary systems? The working group also looked into the future plans over the coming five major facilities currently planned or studied by ESO and ESA. They tried to identify specific long-lead time space or ground facilities which should be considered to fill observational gaps anticipated over the next 10–20 years? And, finally, they looked at other considerations that ESO/ESA should investigate for proper interpretation of the data which will be generated by these two European organisations, or others, and which might limit the development of the field unless suitably coordinated. From the above facts and considerations the working group then came up with recommendations to the agencies. The first goal is to establish an offensive policy to optimise the scientific return of instruments already built or foreseen in the near future. The second goal is to prepare new initiatives. Suggested directions are detailed in the report. First steps towards implementation ESO has established a high-level working group supervising the implementation of the report’s recommendations. A number of steps have already been initiated. For example ESO will study the feasibility of a high-resolution spectrograph on the VLT for radial-velocity work and for high-cadence transit spectroscopy. Coordinators have been appointed by both ESO and ESO to develop a plan of supporting observations from the ground for the COROT satellite mission. We are also carefully looking into the options for an amateur involvement in extra-planet research. Finally, ESO is undertaking a number of concept studies for OWL instrumentation at this point that will also address issues related to e.g. the search for earth-mass planets and the study of exoplanet atmospheres. ESO and ESA are committed to making sure that the findings and recommendations of the ESA-ESO working group are fully appreciated, and are studying how to best implement them. Report on The ESO-ESA-IAU Conference Communicating Astronomy with the Public 2005 Ian Robson$^1$ Lars Lindberg Christensen$^2$ $^1$ UK Astronomy Technology Centre, UK $^2$ Hubble European Space Agency Information Centre, Germany Over one hundred astronomers, public information officers, planetarium specialists and image-processing gurus descended on ESO Garching in June for CAP 2005 – Communicating Astronomy with the Public 2005. This was the third international conference addressing astronomy outreach; the previous venues being La Palma and Washington DC. The main aim was to bring together the specialists from the various strands of astronomy undertaking outreach in the broadest sense. The four-day conference was a resounding success; much was achieved and the work of ESO was better appreciated (and understood from an European perspective) through a tour of the facility. Some of the highlights of the local environs were much enjoyed through the conference dinner at the Deutsche Museum’s aviation museum “Flugwerft Schleißheim” – (including cockpit tours of an F4 Phantom) and a splendid (and well liquid refreshed) evening at the Augsburgerkeller, one of the largest Munich Biergartens. The previous meeting in Washington was run along a workshop format focussed on specific outcomes out of which arose: the setting up of a worldwide Worldwide Working Group of the IAU; the production of the Washington Charter (see http://www.communicatingastronomy.org/washington_charter/); and the formulation of the first principles of an image repository (in the widest sense). The format of that meeting included breakout sessions to debate these issues. CAP 2005 sought to build on these foundations and move all issues forward, and as such had a number of plenary sessions followed each day by three workshops devoted to four specific topics. There were a number of key themes for the meeting covered in the plenary sessions. Each session was led-off by invited speakers and one of the main highlights of the meeting was the extremely high level of both content and presentational style by all the speakers. The sessions were: 1. Setting the Scene, 2. The TV Broadcast Media, 3. What Makes a Good News Story?, 4. The Role of the Observatories, 5. Innovations, 6. The Role of Planetaria, 7. Challenges and New Ideas, 8. Keeping our Credibility – Release of News, 9. The Education Arena, 10. Astronomical Images – Beauty is in the Eye of the Beholder, 11. Cutting-edge Audiovisuals, 12. Virtual Repositories. A most successful discussion on credibility and the general theme of communication ethics took place in the session “Keeping our Credibility”, where we were delighted to field a star-studded panel, including the ESO Director General, Catherine Cesarsky. Technology and the power of the web was much to the fore throughout the conference. The PowerPoint presentations were all posted online on the conference website on the same day as the talk took place. The live Web casts that were transmitted from the conference were clearly a success as a number of speakers received e-mails while at the conference commenting on aspects of their talk or responding to invitations for information. Web casts on the other hand promote a somewhat less intimate form of talk, as the audience in principle goes far beyond those in the auditorium. When some of the speakers occasionally clearly forgot this, it promoted some hasty interjections of the words “Web cast, Web cast” from the front row to much amusement from the audience. The Web casts were also posted online daily during the conference and have helped participants afterwards with the preparation of their proceedings papers. The “Hands-on” workshop sessions running in parallel in the afternoons were a huge success and a number were over-subscribed. This had been anticipated in the planning and so the more popular ones were repeated on subsequent days. The workshops were woven around the themes of: image processing; interactions with the media; a communicating toolkit. Zolt Levay (STScI) and Lars Lindberg Christensen (ESA/Hubble) presented two workshops on basic image processing, from image acquisition through import with the FITS Liberator to the task of handling multiple layers within Photoshop. Hubble images were used as the testbed, so that the participants could experiment and see the changes to the final image product through different techniques within Photoshop. Lisa Frattare and Robert Hurt extended this theme with two workshops on more advanced image processing ‘tips & tricks’ for how to clean and correct the colour images as well as create a better composition. Greg Bacon (NASA/STScI) presented a session on how to undertake simple animation studies. Finally, in this theme, Martin Kormesser and Lars Lindberg Christensen hosted a session devoted to producing your own DVD. Govert Schilling gave two sessions devoted to how to write for the media and an interactive discussion on the rights and wrongs of producing a good press release. Terry Mahoney gave an overview of the basic contents of a toolkit for astronomers involved in outreach and the do’s and don’ts of a successful programme. There is no doubt that this focused skills-based workshop-style was extremely beneficial and well appreciated by the attendees. The conference summing-up was undertaken by Professor Paul Murdin (Cambridge) who brought together the various themes, tensions and links and additionally suggested a possible theme for the next conference, which will be in 2007. The meeting was organised by Ian Robson and Lars Lindberg Christensen supported by Scientific and Local Organising Committees. The work of the “FITS Liberator” team was enormous in making the conference both successful and right up to the minute in terms of technology. So all those interested in outreach should go to the IAU Working Group web-page: http://www.communicatingastronomy.org and enrol on the “Supporters” sign-up sheet so that we can keep you informed of progress and future events. The proceedings of this conference are currently being edited and are planned for publication in September. The organisers wish to acknowledge financial and infrastructure support from ESO, as well as support from ESA and the IAU. Report on the ESO Workshop on Virtual Observatory Standards and Systems for Data Centres and Large Projects Paolo Padovani, Markus Dolensky (ESO) The Virtual Observatory (VO) is an innovative, evolving system, which will allow users to interrogate multiple data centres in a seamless and transparent way, to best utilise astronomical data. New science will be enabled, moving astronomy beyond “catalogues”, towards allowing the characterisation of the properties of very faint sources by using all the available information. The VO requires good communication, that is the adoption of common standards between data providers, tool users, and developers. These are being defined using new international standards for data access and mining protocols under the auspices of the International Virtual Observatory Alliance (IVOA; http://ivoa.net), a global collaboration of the world’s astronomical community. At the European level, in addition to seven national VO projects, the European Community funded collaborative EURO-VO is the successor of the Astrophysical Virtual Observatory (AVO; e.g., Padovani et al. 2004, The Messenger 117, 58) and the logical next step from AVO as a deployment of an operational VO in Europe (more on EURO-VO in a future issue of The Messenger). Data centres lie at the foundation of the VO, as obviously access to astronomical data at all wavelengths is a key requirement. The VO cannot (and does not) dictate how a data centre handles its own archive. All that is needed is a VO-layer to “translate” any locally defined parameter to the standard (i.e., IVOA compliant) ones. For example, right ascension can be identified in different ways but the VO user needs to know which of the many parameters accessible through an archive interface is the right ascension. The longer term vision of the VO is also to hide away any observatory/telescope/instrument specific detail and work in astronomical units, for example, “wavelength range” and not grism or filter name. Data providers are then advised to systematically collect metadata (“data about data”) about the curation process, assign unique identifiers, describe the general content (e.g., physical coverage) of a collection, and provide interface and capability parameters of public services. Finally, the VO will work at its best with high-level or “science-ready” data, and data centres should make an effort to provide such data. To get data providers started in most of the above, the EURO-VO held a workshop at ESO Headquarters in Garching from June 27 to July 1, 2005. The workshop was explicitly designed for data centres and large projects to acquire the knowledge and experience necessary to allow them to become “publishers” in the VO. In tutorials and lectures, participants were instructed in the use of VO analysis tools, libraries, and the existing web service infrastructure to build VO compliant services. The workshop was aimed at software engineers and designers building archive interfaces, writing applications accessing remote data, or designing archive facilities and data flows for future instruments and missions. More than 120 participants, coming from 47 different institutions and 16 countries, attended the workshop, with representatives from 11 out of 15 IVOA members. The workshop started with an overview of the EURO-VO project structure. An introduction on the current status of standardisation efforts and international IVOA working groups was then followed by a conceptual approach to the software architectures available to publish data to the VO. More specific lectures prepared the participants for two full days of hands-on tutorials. Several software demonstrations by various VO projects illustrated the current capabilities. The seven tutorials took place in parallel sessions and exercises were conducted on the participant’s own laptops. Up to 100 laptops were on-line through the wireless Local Area Network (LAN), challenging ESO’s excellent internal network infrastructure without actually reaching its limits. The tutorials dealt with the following topics: Data access layer, that is tools and protocols for handling images and spectroscopic data; Astroquery Data Query Language (ADQL)/Skynode, which is about accessing databases and publishing catalogues; VOTable, the Extensible Markup Language (XML) VO standard format for the interchange of data, and the rich variety of tools and libraries to support it; Metadata, that is how to tag concepts in Astronomy in a machine readable form using a defined vocabulary called Unified Content Descriptors (UCD); Grid and web services, namely Information Technology basics and how to set up a service in order to share it on the local network; Registries, which are places where available resources such as astronomical data collections and software services are described. Participants learned how to set up such a registry as well as how to populate and search it. Finally, the data centre infrastructure tutorial brought all of the above together and demonstrated a prototype framework supporting the various formats, protocols and concepts. Judging from the participants’ feedback, which was collected through a questionnaire, the workshop was considered “useful” or “extremely useful” by 95% of the respondents. The tutorial material (see below) is a collection of software which, although still not in a final state, represents a unique and up-to-date snapshot of state-of-the-art VO technology. The workshop agenda and contributions are available on http://www.euro-vo.org/workshop2005. The tutorial software was packaged and can also be accessed through FTP from the workshop page. It is mostly in Java and works on the most common platforms such as Linux, XP, and Mac OS. Report on The EPS-ESA-ESO-CERN Conference on Relativity, Matter and Cosmology Peter Shaver, Bruno Leibundgut, Jochen Liske (ESO) This year the joint ESA-ESO-CERN symposium was held in conjunction with the European Physical Society, on the occasion of the Centennial of Einstein’s annus mirabilis and the World Year of Physics. It took place on July 11–14 in Bern, where Einstein wrote his famous papers in 1905, and was part of a wide range of events to celebrate the centennial. A highlight of these events was the 13th triennial General Conference of the European Physical Society (EPS13), with the title “Beyond Einstein – Physics for the 21st Century”. It consisted of three parallel conferences, one of which was the EPS-ESA-ESO-CERN conference on “Relativity, Matter and Cosmology”. As is usual in these joint conferences, the objective was to provide a broad overview of current and future developments in the fields of fundamental physics, particle physics and cosmology. The fact that altogether some 600 participants attended the three conferences attests to the interest generated by the wide range of topics, as well as the wonderful setting in Einstein’s Bern. Some 80 talks were given at the conference on Relativity, Matter and Cosmology, and a substantial number of posters were presented. In a conference of this size and scope it is difficult to give a comprehensive review, but an idea of the range of the science covered can be gleaned from this brief overview based largely on the invited plenary reviews. Gravity, including both theory and observations, was obviously a major topic at this conference. As H. Nicolai commented, reconciling general relativity and quantum theory into a consistent and predictive theory of quantum gravity is probably the greatest challenge facing theoretical physics in the 21st century. He described the outstanding challenges of the two main approaches, superstring theory and canonical quantum gravity. C. Everitt described the dedicated space mission Gravity Probe B, designed to accurately test two aspects of Einstein’s General Relativity: the effect of space curvature on a free gyroscope and the effect of relativistic frame dragging. It is currently collecting data and the first release will be in mid-2006. The direct detection of gravitational waves has been a dream for decades that may be realised in the near future. B. Schutz summarised the physics and possible astrophysical and cosmological sources of gravitational waves and the fundamental physics that would result from their detection, and K. Danzmann described current and future experiments and their prospects, in particular the planned LISA mission. Pulsars provide excellent natural astrophysical laboratories for tests of General Relativity, and D. Lorimer described results over the last years and the wonderful prospects with these remarkable systems, like the recently discovered double pulsar, that are increasingly being found. Three speakers discussed the current state of observational and theoretical cosmology and looked at the future challenges and horizons. J. Silk discussed the challenges of the cosmic microwave background, and stressed the potentially great importance of any hints of non-gaussianities, unexpected topologies or global anisotropies that may be found (either in the microwave background or the large-scale distribution of galaxies). G. Efstathiou gave a talk with the provocative title “Is There Cosmological Concordance?”. He expressed confidence in the concordance of an impressive array of cosmological observations, including the microwave background, galaxy surveys and supernovae. He made the case for the existence of dark energy, suggesting that it may argue for anthropic reasons that we can observe it right now. Finally, D. Spergel gave an overview of early universe physics and the achievements of WMAP so far. While he also highlighted the remarkable concordance of present observational results, he went on to emphasise the challenges: “Beyond Einstein: the physics we don’t know and the physics we don’t know how to calculate”. He described the potential for rapid development in this field, with a whole host of new observational facilities becoming available over the next years. Recent breakthroughs in neutrino physics, using neutrinos both from the sun and the laboratory, were summarised by G. Drexlin, including the now conclusive evidence for neutrino oscillations and hence for nonzero neutrino masses. He mentioned several open questions, and the new round of experiments proposed to answer them. E. Fiorini summarised ongoing work on neutrinoless double beta decay, and prospects for the detection of weakly interacting massive particles, a possible candidate for dark matter, based on seasonal variations due to the earth’s motion around the sun. J. Blumler gave a review of the study of cosmic rays since their discovery over 90 years ago, and the current and planned experiments to understand the astrophysical sources and the extraordinary energies involved. The fundamental problem of the origin of mass was addressed by G. Ross. He described how explorations of this problem have led to extensions of the Standard Model which unify all the fundamental interactions including gravity; a new energy frontier may exist which can affect early universe physics and will be probed by CERN’s Large Hadron Collider (LHC). A new state of matter, the Quark-Gluon Plasma, was the subject of J. Stachel’s presentation. She summarised the recent experimental support for the existence of this state, which may have existed in the early universe until 10 microseconds after the Big Bang, and the potential of the LHC in studying it. F. Iachello gave an overview of symmetries and supersymmetries in nuclei, and placed them in the broader context of complex systems in general. They may not be the targets for the LHC. The huge scientific potential of the LHC was described by J. Engelen, in particular the possibility of detecting the Higgs boson; he summarised the status of the project, which should become available for experiments in 2007. W. Gelletly spoke on the broad perspectives, challenges and opportunities in nuclear physics, including the upcoming new experimental facilities. A different kind of huge project, the first experimental fusion reactor (ITER), was described as part of F. Wagner’s comprehensive overview of the current state of plasma physics. Possible variations in the fundamental “constants” of physics also generated a lot of interest. Recent VLT data have contradicted earlier claims of the fine structure constant having been smaller in the early universe than today. M. Murphy summarised this controversy and described ongoing efforts to resolve it. E. Reinhold reported on recent progress in trying to detect a change in the proton-to-electron mass ratio, also using VLT data. The importance of dark energy to modern physics was emphasised by several speakers. Its existence was first established through observations of distant type Ia supernovae, and the talks by P. Perlmutter J. Sullivan demonstrated that searching for these transient events remains a vigorous industry. They outlined the two main projects in this field: SNLS and ESSENCE. Understanding the nature of dark energy was the subject of several theoretical talks, involving D-branes (P. Gusin), Casimir Energy (R. Garattini), quantum gravity (A. Ernest and C. Bryja) and Modified Chaplygin Gas (U. Debnath). Finally, J. Liske outlined plans to use OWL, the VLT’s successor, for the Cosmic Dynamics Experiment (CODEX). The aim is to supplement our knowledge of the universe’s geometry (derived from the microwave background and supernovae) with an unprecedented measurement of its dynamics and hence to provide us with a fundamental consistency check of General Relativity. The sampling above gives some idea of the wide range of physics and cosmology that was covered at the conference. The full proceedings of the conference will become available; they will be published by the ESA Publications Division as ESA Special Publication SP-605. --- ESO Public Activities in July 2005 Ed Janssen (ESO) The month of July is, in many parts of Europe, considered to be a relatively “quiet time” of the year, with many millions of people away on summer vacation. Not so for ESO’s Public Affairs Department. The month began with a series of press activities around the Deep Impact event and included several press conferences at the ESO Headquarters (mostly at odd hours!), video press conferences with Paranal, La Silla and ESTEC in the Netherlands, live TV transmissions from ESO Garching as well as from Paranal, etc. In parallel, from July 4–8 the Joint European and National Astronomy Meeting (JENAM) took place at the Amphithéâtres de l’Europe in Liège, Belgium. The meeting, organised this year by the Astronomy Department of the Liège University, had the theme “Distant Worlds”. It was attended by over 200 astronomers. The meeting also enjoyed a good media attendance, probably also due to the Deep Impact Mission. As at previous JENAM meetings, ESO maintained an information stand in the lobby area and participated in the press conference. Several ESO staff members gave talks, including the ESO DG, Françoise Delplancke, Henri Boffin, Maximilian Kraus and Marc Sarazin. Furthermore, a Round Table was held to discuss financing, organisation and industrial aspects of large European astronomical projects. It was chaired by Lodewijk Woltjer, former ESO director general. From ESO Roberto Gilmozzi participated as a speaker. On July 7, ESO participated in a major Press Event on the Future of Astronomical Research Infrastructures, organised by the European Commission and hosted by JIVE, in Dwingeloo, the Netherlands. The event was attended by EC Research Commissioner Janez Potocnik and Maria van der Hoeven, Dutch Minister for --- Prof. Jean Surdej, one of the local organisers, being interviewed by RTL television at the JENAM conference. EU Commissioner Dr. Janez Potocnik and Mrs. Maria van der Hoeven, Dutch Minister for Education, Culture and Science answer questions from the media representatives at the press meeting in Dwingeloo. Education, Culture and Science. About 60 science journalists from across the EU attended, together with coordinators of the various astronomical projects supported by the EC, including RadioNet, OPTICON, EUROPLANET, ILIAS, the ELT Design Study, the SKA Design Study, the ALMA Enhancement Programme and VO-TECH. ESO displayed an information stand, which was well visited and appreciated by both the participants and the media. A few days later, from July 11–14 ESO had an exhibition at the University of Berne, in connection with “EPS 13”. (see page 60). At the end of the conference, on July 15, an Open Day on Physics and Society was co-organised with the Swiss Academy of Sciences and the Swiss Physical Society. In the context of a joint EPS/SAO/Swiss Physical Society, ESO participated by means of a live video conference with ESO Paranal, moderated by Barbara Vonarburg, well-known Swiss science journalist and Rolf Landua from CERN. Prof. Jean-Philippe Ansermet, President of the Swiss Physical Society, Prof. Mario Molina, outgoing President of the European Physical Society, Dr. C. Rossel, Conference coordinator, and Dr. Ingrid Kiesling-Niit, Director of the Swiss Academy of Sciences at the EPS 15 Conference venue. Public Information and Education in Chile Gonzalo Argandoña, Felix Mirabel (ESO) One of the initiatives of ESO in Chile is the strengthening of the links with Chilean and Latin American media, to provide the information needed to educate the public in Latin America on the latest advancements in astronomy and astrophysics. This initiative has produced a considerable increase in the media coverage of ESO science activities, as described in Figure 1, which shows the evolution in the number of media publications in Chile on recent achievements at ESO. Certainly, the active involvement of the La Silla Paranal Observatory in the global observation campaign of Comet 9P/Tempel 1 was an excellent opportunity to further promote this strategy in a multi-approach way. A dedicated website in Spanish language (http://www.impactoprofundo.cl) was released in advance to emphasise the contribution of the La Silla Paranal Observatory to the long-term monitoring campaign of Comet 9P/Tempel 1. This website, that included general information about comets, became an important reference in the Spanish language for the public and journalists who covered the event. ESO also joined the Chilean Ministry of Education to organise a national educational videocconference (see Figure 2) that linked Paranal with young students in 18 different cities along the country, from Arica (in the Northern extreme of the country) to Punta Arenas (in the Chilean Patagonia, at the very end of the South American continent). Thanks to this joint initiative with Chilean authorities, enthusiastic secondary students could learn about VLT capabilities. In parallel to this educational activity, a series of press events at ESO Vitacura were offered, with the valuable support of Comet 9P/Tempel 1 observers. The outcome was a large number of reports and news stories, where observers at Paranal and La Silla played an important role as primary sources of information for editors and journalists. Not all the reports were of extreme quality, and precisely one of the challenges for the future is to promote in the region best practices in science journalism and communication of astronomy for the general public. A week after the most intensive part of the observing programme of Comet 9P/Tempel 1 had ended, the main national TV network in the country, in conjunction with ESO, presented a 50-minute documentary. This special chapter showed the excitement behind Comet 9P/Tempel 1 observations, along with some basic principles of modern observation of the sky. In its first projection by TV, about half a million people watched the documentary (Source: Time-lapse). A complementary approach to this media strategy has been the presence of ESO in public events and exhibitions, as the Public Affairs Department of ESO in Garching has done for many years in Europe. Last June, ESO was present at EXPONOR, the most relevant industrial convention in northern Chile, held every two years (see Figure 3). Based in Antofagasta, it is attended by thousands of visitors, who are the natural neighbours of Paranal and ALMA. For the future, more exhibitions in public events are expected, most of them in collaboration with the Chilean Ministry of Education. In the long run, this will mean an increase on the public awareness of ESO’s activities in Chile and its people, sharing a cultural identity with the community and contributing to the promotion of a science culture and a better understanding of the Universe. Universe Awareness for Young Children George Miley\textsuperscript{1} Claus Madsen\textsuperscript{2} Cecilia Scorza de Appi\textsuperscript{3} \textsuperscript{1} Leiden University \textsuperscript{2} ESO \textsuperscript{3} University of Heidelberg Universe Awareness (UNA) is an international programme that will expose economically-disadvantaged young children, between ages 4 and 10 years, in developed and developing countries to the inspirational aspects of modern astronomy. Introduction From the dawn of history, the beauty of the sky and its intimate connection with the development of human civilisation have inspired countless generations with a sense of wonder. Modern astronomy continues to play a unique role in conveying the excitement of science to the general public. In recent years considerable resources have been devoted to astronomical outreach in developed countries, aided by the spectacular images produced by modern astronomical facilities and the continuing list of major astronomical discoveries that have changed our views of the Universe. Universe Awareness is a new programme intended to reach a target group that has so far been neglected by such outreach programmes, namely children between four and ten years of age. The programme is motivated by the premise that access to simple knowledge about the Universe is a basic birthright of everybody. The formative ages of four to ten years are crucial in the development of a human value system. This is also the age range in which children can readily appreciate and enjoy the beauty of astronomical objects and can learn to develop a “feeling” for the vastness of the Universe. Exposing young children to such material is likely to broaden their minds and stimulate their world-view. The programme concentrates on disadvantaged young children for two reasons. Firstly, most other children will be exposed to some knowledge about the Universe in later years. Secondly, the educational disparities between advantaged and disadvantaged children are smallest for the youngest children. ESO workshop Following the setting up of an ad-hoc UNA steering committee in 2004, a workshop was held at ESO Headquarters on May 27 and 28, 2005 to discuss the feasibility of the Universe Awareness idea. The 16 participants from 14 countries in 5 continents included professional astronomers, educators, scientific outreach professionals and a social anthropologist. The participants were unanimously enthusiastic about Universe Awareness as an idea and about the feasibility of developing it into a useful programme. At the workshop two sub-committees were formed to follow up on detailed aspects of the project. The first is studying educational aspects of Universe Awareness including the content of the programme and the optimum didactic methods for delivering it. The second sub-committee is focusing on questions of organisation and funding. The project UNA is intended to be a programme that is \textit{inspirational} and entertaining rather than to impart facts or develop specific cognitive skills. The ultimate goal is to make young children aware of the beauty and scale of the Universe. It also carries the implicit message that Nature can be interrogated by rational means. The tools and methods of UNA will be developed with the aim of eventually reaching as large a number of children as possible. The development and implementation of UNA will be driven by the needs and wishes of active educators in the target countries, combining the innovative use of professionally developed tools, including songs, games, toys and animation films in a coordinated modular programme. The UNA programme will begin with “Earth Awareness”, emphasising that the child is a member of a diverse human family of children living on a particular planet. Universe Awareness will then introduce the concept of the Sun, the Solar System, stars and galaxies. Through excitement, adventure and wonder, children will be stimulated to appreciate the beauty and enormity of the Universe. Young disadvantaged children live in diverse environments. For example, the educational infrastructure for disadvantaged children in the inner cities of European countries is qualitatively different from the situation for disadvantaged children in an agricultural African village. UNA will therefore initially develop, implement and evaluate a pilot project in a small number of countries representative of the following three different educational environments: (i) Environment 1: – School starting at age 7–8 or non-existent; – Television scarce. (ii) Environment 2: – School starting at age 6–7; – Sporadic access to Internet; – Television at home and at school; – Poorly trained teachers. (iii) Environment 3: – School starting at age 4–5; – Access to Internet at school and often at home; – Well-trained teachers; – UNA accepted as in-school curriculum. For each environment a phased, coordinated modular programme will be prepared and training courses will be developed, all specifically tailored to fit the culture and language of the target group. Tools and methods Where very young children do not attend school (Environment 1), creative appealing materials will be developed for distribution by any available delivery method (e.g. national television or travelling UNA buses). For Environments 2 and 3, the programme will provide teachers with materials that involve children more actively. Several short films will be developed to illustrate the two aspects of Universe Awareness, beauty and scale and gradually make children aware of the Earth, the Solar System and the Universe. The films will be designed to appeal to young children by entertaining them. They will make use of cartoon characters, animation and exciting adventure stories. These films will be made by experienced makers of children’s entertainment films and creative educators, with advice provided by astronomers. The adventures, featuring some of the most beautiful images made by modern telescopes, will be set in a variety of exotic environments known to exist in the Universe. They will attempt to cultivate the sense of imagination that is widespread in young children. Additional coordinated material tailored for each country will be developed with the aid of talented educators, scientists and artists from these countries. These will include games and songs. They will often focus on the cartoon characters, feature UNA images and emphasise relevant aspects of Universe Awareness. Where appropriate, involvement of sufficient local people with astronomy will be woven into the material. A goal will be to stimulate active group participation by the children, where possible, but will also include simple board games that children can play on a one-to-one basis. By including a uniform set of characters, images and environments over a range of material, the UNA message will be reinforced. Internet will be used to creatively enhance the programme for disadvantaged children in advanced educational environments (Environment 3). Special material will be developed to enable UNA “twinning” activities, for class collaborations between young children in deprived regions of advanced countries and young children in developing countries. For example, children would learn from each other that developing countries are often “richer” in sources of UNA wonderment than developed ones. For example, skies in agricultural regions are generally darker and less polluted by light, so that children can count much larger numbers of stars. Special attention will be devoted to optimum methods for delivering the programme in less developed environments. Tailoring films to local needs so that they can be transmitted on national or local television is one option. Another option is to equip travelling UNA buses with interactive games and exciting exhibits. Such buses are already frequently used for educational purposes in Tunisia, travelling between widely dispersed villages, stopping as appropriate. To coordinate the programme and maintain links with the schools, teachers, parents and children in the target countries, several Universe Awareness Coordinators will be trained for each target country. Pilot project We propose to commence Universe Awareness with a pilot project that will target a limited number of developing countries and disadvantaged groups in up to four European countries. There are two reasons for combining these two target groups. First, the concept of “earth awareness” has proven a good route for linking these two geographically separated target groups. Secondly, a well-defined European involvement in such a one-world educational programme fits --- Present Organisation of Universe Awareness Universe Awareness International Steering Committee Co-Chairpersons: Mr. Claus Madsen, Head of the Public Affairs Department, ESO, Garching, Germany Prof. George K. Miley, Royal Netherlands Academy Professor, Leiden University, the Netherlands Dr. Cecilia Scorza de Apol, Landessternwarte Heidelberg, Germany Prof. Alec B. Stockdale, Chairman, UK National Commission for UNESCO, Institute of Astronomy, Cambridge, United Kingdom Ms. Alexa Joyce, International Programme Coordinator, European Schoolnet, Brussels Belgium UNA Project Manager Coordinator (from September 15, 2005): Dr. Caroline Odman, Leiden University, the Netherlands Universe Awareness Education Sub-Committee Chairperson: Dr. Cecilia Scorza de Apol, Astronomer/Educationalist, Landessternwarte Heidelberg, Germany Mr. Gonzalo Argandoña, Astronomical Outreach, ESO, Garching, CHILE Ms. Chandra Fernando, Primary School Teacher/Teacher training, Northeast Montessori Institute, Baltimore, USA Mr. Børge Hald, Primary School Headmaster (rtd.), Copenhagen, Denmark Mr. Jesper Kirkevæs, Social Anthropologist, Copenhagen, Denmark Dr. Mohamed Ben Maoua, Educator/Astronomer/Planetarium Director, Tunis, Tunisia Mr. Bernat Martínez, CEFIRE (In-service Teacher Training Centre), Bergamo, Spain Dr. Suryadi Purnomo, Astronomer, Institut Teknologi Bandung, Indonesia Dr. Rosa M. Ros, Educator/Teacher training, Technical University of Catalonia, Barcelona, Spain Dr. Rik Sardijn, Educator, European Schoolnet, Brussels, Belgium Dr. Henri Boffin, Astronomical Outreach, ESO, Garching, Germany Dr. R. West, Outreach Astronomer (rtd.), ESO, Garching, Germany Universe Awareness Organisation Sub-Committee Chairperson: Prof. Alec B. Stockdale, Astronomer, Chairman, UK National Commission for UNESCO, Institute of Astronomy, Cambridge, United Kingdom Ms. Marina Joubran, Scientific Outreach, South African Agency for Science and Technology Advancement, Pretoria, South Africa Mr. Claus Madsen, Head of the Public Affairs Department, ESO, Garching, Germany Prof. George K. Miley, Astronomer, Royal Netherlands Academy Professor, Leiden University, the Netherlands well with the aspirations of the European Union and several individual European countries. An “announcement of opportunity” will be disseminated at the end of 2005, requesting expressions of interest by national groups that are interested in participating. Although the pilot project will concentrate on the selected target countries, UNA material will be made available generally. Organisations At present the following organisations support the Universe Awareness Programme: ESO, the European Schoolnet (ESN), the European Association for Astronomy Education, (EAAE), the International Astronomical Union, Leiden University and the Royal Netherlands Academy of Arts and Sciences (KNAW). During the next year we will seek further endorsements. The development of the UNA project is presently being overseen by a 5-member Universe Awareness International Steering Committee (UNASC) and two sub-committees devoted to education and organisation/funding respectively. Dr. Carolina Odman has been appointed as UNA international project manager/coordinator at Leiden from September 15, 2005. It is planned to hold a second larger interdisciplinary workshop to discuss progress in the project in the late summer of 2006. All those who are interested in UNA and wish to be kept informed of developments should contact Carolina Odman (email@example.com). Preliminary Timeline Three stages in the pilot project are envisaged: September 2005–December 2006 Preparation – Contacting suitable funding organisations – Refinement of educational goals and needed material – Preparation of funding proposals 2007–2008 Development – Production of actual animation films, games, toys, and Internet tools – Development and organisation of coordinator training courses 2009 Implementation – Start of pilot project with evaluation Note that the expected implementation date for the pilot project coincides with the International Year of Astronomy planned for 2009. Catherine Cesarsky Elected Member of Academies of Sciences On April 20, 2004, the US National Academy of Sciences selected 72 new members and 18 foreign associates from 13 countries, including Dr. Catherine Cesarsky, ESO’s Director General. This brought the total number of active members to 1943, including 351 foreign associates. Among its distinguished members, the National Academy includes 83 astronomers. Catherine Cesarsky was elected in recognition of her role as a pioneer of space infrared astronomy and a leader in European physics and astronomy, and more particularly, for her seminal contributions to the study of star formation in near and distant galaxies, the cosmic infrared background, and the confinement and acceleration of cosmic rays. The US National Academy of Sciences is a private, non-profit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. On April 30, 2005, at the Annual Meeting of the US National Academy of Sciences, Catherine Cesarsky, was officially inducted into this highly prestigious society. At about the same time, Catherine Cesarsky became a Foreign Member of the Royal Swedish Academy of Sciences. Founded in 1739, this Academy was modelled on the pattern of the Royal Society of London and of l’Academie Royale des Sciences in Paris. It is an independent organisation whose overall objective is to promote the sciences, particularly mathematics and the natural sciences. And, of course, every year the Academy awards the Nobel Prizes in Physics and Chemistry, the Bank of Sweden Prize in Economic Sciences in Memory of Alfred Nobel, the Crafoord Prize and a number of other large prizes. It might be worth mentioning that this year’s laureates of the Crafoord Prize were three astronomers: James Gunn and James Peebles from Princeton University, USA, and Sir Martin Rees from the University of Cambridge, UK. On May 27, 2005, Dr. Cesarsky was also elected a Foreign Member of the British Royal Society, thereby joining the 1932 Foreign and 132 Foreign Members of the world’s oldest scientific academy in continuous existence. The Royal Society was founded in 1660 and has, throughout its history, promoted excellence in science through its Fellowship and Foreign Memberships, which has included Newton, Montesquieu, Darwin, Rutherford, Einstein, Hodgkin, Crick, Watson and Hawking. Fellows at ESO Cédric Foellmi After my studies in Geneva and my PhD in Montreal, I moved to ESO and La Silla. Like many others, I was fulfilling a dream. I was not only visiting La Silla, but actually working in it! Being there provides me with very peculiar feeling of a little community of specialised workers whose goal is to observe the sky every night. And the people in La Silla are really great. As much as the sky. I have been right away attached to the NTT. These were hard and great times. I was still finishing my PhD, and having duties at the NTT in the “old” control room: cold, very dry, moving all night. Tough. However, I was not only learning how ESO operates, but also how to become an efficient observer of large telescopes. Efficiency here means having a strong vision of the variety of astronomical objects and phenomena, and a detailed knowledge of instruments and techniques. This proves to be of the greatest importance for my research. Research is the other part of the fellowship, and actually the most important for me. Greatly enhanced by a unique experience of the “backstage” of telescope operations, I can conduct my research freely at Vitacura. Even in the context where none of my colleagues is directly working in my field of course, not everybody is aware of the great interest Wolf-Rayet stars might represent … But I am slowly making more and more people aware of it! And I realise after these years the advantages of being an ESO fellow: in Vitacura there are simply all the “instruments scientists” of all ESO instruments! And the fellowship is three years in Chile. It gives precious time to start serious collaborations, and develop a coherent research. Friends, coherence and sense. Isn’t it what we all are looking for? Some lucky ones looking at the beautiful southern sky. My astronomy career started at the University of Oslo where I did my master degree. During this period, I went on frequent observing trips to the 2.5-m Nordic Optical Telescope on La Palma, and hence got observing experience fairly early. To pursue my PhD, I moved to the University of Stockholm. My PhD concentrated on clustering of galaxies around quasars, but I also worked with weak gravitational lensing by clusters of galaxies. I still find weak gravitational lensing a very fascinating technique to measure the masses of the largest bound structures in the Universe. During my post doc at the Spitzer Science Center I started a programme to study the centres of nearby radio galaxies, in particular to measure their black hole masses. For this, I used the historic 5-m Hale telescope on Mt. Palomar. During my time here at ESO, I have continued this project using both the VLT and the 3.6-m telescope. Being interested in what is going on in the centres of galaxies, I am now using the new mid-infrared VLT instrument, VISIR, to study gas in the centres of active galaxies. Never did I dream that my interest for astronomy as a kid would take me to so many different places in this world, and would allow me to meet so many interesting people. This is still an adventure for me! Margrethe Wold I arrived at ESO in the winter of 2003. I had been working as a post doc at the Spitzer Science Center at Caltech in Pasadena, so arriving in cold Garching was quite a dramatic change from warm and sunny California. From early on, I had a deep interest in science, not just astronomy, but several different topics like archaeology, ornithology and particle physics. In the end, I decided to study astronomy, even though I first started an engineering education at a technical university. International Conference on Relativistic Astrophysics and Cosmology – Einstein’s Legacy November 7–11, 2005, Munich, Germany 100 years ago Albert Einstein published three seminal papers on the theories of special relativity, of the photoelectric effect and of Brownian motion, which made the world call the year 1905 the miraculous year. Together with Einstein’s theory of general relativity fundamental building blocks were provided for modern astrophysics and cosmology and can thus be considered as a true legacy to mankind. The conference “Relativistic Astrophysics and Cosmology – Einstein’s Legacy” will give an overview on recent progress in relativistic astrophysics and cosmology. It will be one of the final highlights of the “International Year of Physics” and the German “Einstein Year”. Scientific themes are: – Gamma-Ray Bursts – the Creation of Black Holes? – Neutron Stars, Black Holes, Micro-quasars – The Galactic Centre and Supermassive Black Holes in Galaxies – Active Galactic Nuclei, Feeding and Feedback – Gravitational Wave Astrophysics – Clusters of Galaxies and Large-Scale Structure – Dark Matter and Dark Energy – Einstein’s greatest triumph? Invited speakers: Roger Blandford, Jürgen Ehlers, Neil Gehrels, Reinhard Genzel, Riccardo Giacconi, Piero Madau, Felix Mirabel, Lyman Page, Sterl Phinney, Edward L. Wright. Scientific Advisory Committee: Roger Blandford, Jürgen Ehlers, Reinhard Genzel, Günther Hasinger (Chair), Bruno Leibundgut, Gernot Neugebauer, Martin Rees, Hans-Walter Rix, Peter Schneider, Bernard F. Schutz, Rashid A. Sunyaev, Joachim Trümper. Further information and registration: www.mpe.mpg.de/~e05/ Latin American Astronomy Summer School December 8–10, 2005, Santiago, Chile ESO – the European Organisation for Astronomical Research in the Southern Hemisphere – and the Sociedad Chilena de Astronomía (SOCHIAS) are organising a Latin American Astronomy Summer School. It will take place from December 8–10, 2005, the week before the Regional Meeting of the International Astronomical Union to be held on December 12–16, 2005 in Pucon, Chile (~ 800 km South of Santiago). The aim of this multi-thematic Latin American School is to provide students and young researchers exposure to different front-line areas of research presented by major players in promoting and/or executing those areas. The lectures will have a pedagogical character. The lecturers are: Malcolm Longair (Cambridge University, UK), Bob Williams (STScI, USA), Gloria Dubner (IAFE/CONICET, Argentina), Pat Osmer (Ohio State University, USA), Luis Felipe Rodriguez (UNAM, Mexico), Dante Minniti (Pontificia Universidad Católica, Chile), Felix Mirabel (ESO, Chile). The lectures will cover the following themes: – Extrasolar planets – Star Formation and the Interstellar Medium – Supernovae – Black Holes – Evolution of Galaxies. – Distant Quasars – The Deep Universe Local and Scientific Organising Committee members are: Felix Mirabel (ESO – Chair), Monica Rubio (Universidad de Chile), Dante Minniti (Pontificia Universidad Católica, Chile), Maria Eugenia Gomez (ESO), and Andrea Lagarini (ContactChile Comunicaciones). The School e-mail is firstname.lastname@example.org. Interested participants should fill in the preregistration form at the webpage link: www.sc.eso.org/Santiago/science/LASS2005/ There is no registration fee, and limited funds may be available to cover local expenses in Santiago. The School announcements will be posted; check for updates at: www.sc.eso.org/Santiago/science/LASS2005/ ESO is the European Organisation for Astronomical Research in the Southern Hemisphere. Whilst the Headquarters (comprising the scientific, technical and administrative centre of the organisation) are located in Garching near München, Germany; ESO operates three observational sites in the Chilean Atacama desert: The 8.2-metre VLT telescope (VLT) is located on Paranal at 2,600 m high mountain south of Antofagasta. At La Silla, 600 km north of Santiago de Chile at 2,400 m altitude, ESO operates several medium-sized optical telescopes. The third site is the 5,000 m high Llano de Chajnantor, near San Pedro de Atacama. Here a new submillimetre telescope (APEX) is in operation, and a giant array of 12-m submillimetre antennas (ALMA) is under development. Over 1,600 proposals are made each year for the use of the ESO telescopes. The ESO MESSENGER is published four times a year: normally in March, June, September and December. ESO also publishes Conference Proceedings and other material connected to its activities. Press Releases inform the media about particular events. For further information, contact the ESO Public Affairs Department at the following address: ESO Headquarters Karl-Schwarzschild-Straße 2 85748 Garching bei München Germany Phone +49 89 320 06-0 Fax +49 89 320 23 62 email@example.com www.eso.org The ESO Messenger: Editor: Peter Shaver Technical editor: Jutta Boxheimer www.eso.org/messenger/ Printed by Peschke Druck Schatzbogen 35 81805 München Germany © ESO 2005 ISSN 0722-6691 Contents I. Hook et al. – Science with Extremely Large Telescopes .......................................................... 2 Reports from Observers H.-U. Käufl et al. – Deep Impact at ESO Telescopes ................................................................. 11 A Triple Asteroid System ........................................................................................................... 17 S. Randich et al. – FLAMES Observations of Old Open Clusters ............................................ 18 W. Gieren et al. – Measuring Improved Distances to Nearby Galaxies: The TRILEGAL Project ......................................................................................................................... 23 C. Péroux et al. – Early Galaxy Evolution: Report on UVES Studies of a New Class of Quasar Absorbers ......................................................................................................................... 29 A New Einstein Ring ................................................................................................................... 32 M. Swinbank et al. – Resolved Spectroscopy of a z = 5 Gravitationally Lensed Galaxy with the VIMOS IFU ......................................................................................................................... 33 Farthest Known Gamma-Ray Burst ............................................................................................. 35 M. J. Jarvis et al. – Surveying the High-Redshift Universe with the VIMOS IFU ............... 38 S. Lilly et al. – The zCOSMOS Redshift Survey ........................................................................ 42 Observing with the New High-Speed Camera ULTRACAM on Melpal .................................. 46 Telescopes and Instrumentation T. Wilson – ALMA News ........................................................................................................... 48 J. Eschwey – ALMA Site Development ...................................................................................... 50 M. Cullum – Technology Transfer at ESO ............................................................................... 52 Other Astronomical News R. A. E. Fosbury – The ESA-ESO Topical Science Working Groups ........................................ 56 F. Kerber, O. Hainaut – ESA-ESO Working Group on Extra-Solar Planets ......................... 56 I. Robson, L. L. Christensen – Report on the ESO-ESA-IAU Conference Communicating Astronomy with the Public 2005 ................................................................. 59 P. Padovani, M. Dolensky – Report on the ESO Workshop on Virtual Observatory Standards and Systems for Data Centres and Large Projects .......................... 60 P. Shaver et al. – Report on the EPS-ESA-ESO-CERN Conference on Relativity, Matter and Cosmology ......................................................................................................................... 62 E. Janssen – ESO Public Activities in July 2005 ....................................................................... 63 G. Argandona, F. Mirabel – Public Information and Education in Chile ................................. 64 G. Miley et al. – Universe Awareness for Young Children ....................................................... 66 Catherine Cesarsky – Elected Member of Academies of Sciences ........................................... 68 Fellows at ESO – C. Foelimi, M. Wold ....................................................................................... 69 Announcements International Conference on Relativistic Astrophysics and Cosmology – Einstein’s Legacy ........................................................................................................................................... 70 Latin American Astronomy Summer School ............................................................................. 70 Personnel Movements .............................................................................................................. 71 Vacancy notice ............................................................................................................................ 71 Front Cover Picture: The Radio Galaxy Centaurus A This image (NGC 5128) was obtained by João Alves and colleagues using the WFI instrument mounted on the 2.2-m ESO telescope of La Silla. This composite colour image is a combination of five filters (U, B, V, R and Hα). 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Chapter 1 Hi, I’m Princess Jasmine. My father is Sultan of Agrabah. I live in the palace with him and my true love, Aladdin. Before I met Aladdin, I didn’t want to be a princess at all! Father didn’t know any of this. All he thought about was finding a husband for me. The law said I had to marry before my next birthday. 你好！我是茉莉公主，我父親是阿格拉巴的蘇丹王。我跟父王和我的真愛阿拉丁一同住在皇宮裡。我跟阿拉丁相遇之前，我一點也不想當公主！父王並不知道我這樣想，他一心只想替我找個丈夫。因為按照法律，我一定要在下一個生日前出嫁。 Chapter 3 The next day, hundreds of people filled the streets of Agrabah. A loud parade marched toward the palace with dancers, music—even an elephant! 翌日，阿格拉巴的街頭擠滿了人，因為有一場熱鬧的巡遊向皇宮前進，隨行的包括跳舞的和奏樂的——甚至有大象！ The prince’s name was Ali Ababwa. Father really liked him, but this prince was even more arrogant than the last one, marching around in fancy clothes like a peacock. ‘How dare you decide my future?’ I asked Prince Ali, angrily. ‘I’m not a prize to be won!’ Then I stormed out of the room. 那王子名叫阿里阿巴華。父王很喜歡他，但這王子甚至比之前那個更傲慢自大，身穿華麗衣服到處巡遊示眾，跟孔雀沒有分別。「你竟敢決定我的將來？」我憤怒地問阿里王子，「我可不是可以贏取的獎品啊！」之後我就怒氣沖沖的衝出宮殿。 Aladdin took me home, and he left after we said goodnight. I went to sleep thinking about Aladdin—and dreamt about him, too. We had fallen in love with each other. I had made up my mind. Aladdin was the prince I’d marry. 阿拉丁帶我回家，我們道過晚安後，他就走了。我一邊想□阿拉丁一邊入睡——我還夢見他呢！我們已墮入愛河了。我已作了決定，阿拉丁就是那位我要跟他結婚的王子。 Aladdin wasn’t a prince. He was a street urchin. Aladdin had found a magic lamp and become friends with the Genie who lived inside. The Genie transformed Aladdin into a prince in order to marry me! But Jafar had stolen Aladdin’s lamp. All of the Genie’s powers were in Jafar’s evil hands! 原來阿拉丁並不是王子，他是個街頭男子。他找到一盞神燈，跟住在裡面的精靈成為了朋友，那精靈就把阿拉丁變成王子，讓他可以和我結婚！可是賈方卻偷了阿拉丁的神燈，精靈的所有魔力就落入賈方的邪惡之手了！	<urn:uuid:9b3ab19a-b5fe-47bc-8644-ceba2c8c74c5>	CC-MAIN-2021-04	http://www.singtaobooks.com/images/in-prNew%20World.pdf	2021-01-16T18:25:25+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703506832.21/warc/CC-MAIN-20210116165621-20210116195621-00515.warc.gz	180,178,460	720	eng_Latn	eng_Latn	0.987146	eng_Latn	0.987146	[ "eng_Latn" ]	false	rolmOCR	[ 1748 ]	[ 2.4375 ]	1	2
Gauss Contest (Grade 8) (Grade 7 Contest is on the reverse side) Wednesday, May 14, 2003 C.M.C. Sponsors: University of Waterloo C.M.C. Supporters: Canadian Institute of Actuaries C.M.C. Contributors: Manulife Financial Deloitte & Touche Chartered Accountants Great-West Life and London Life Sybase Inc. (Waterloo) iAnywhere Solutions Time: 1 hour Calculators are permitted. Instructions 1. Do not open the examination booklet until you are told to do so. 2. You may use rulers, compasses and paper for rough work. 3. Be certain that you understand the coding system for your answer sheet. If you are not sure, ask your teacher to explain it. 4. This is a multiple-choice test. Each question is followed by five possible answers marked A, B, C, D, and E. Only one of these is correct. When you have decided on your choice, enter the appropriate letter on your answer sheet for that question. 5. Scoring: Each correct answer is worth 5 in Part A, 6 in Part B, and 8 in Part C. There is no penalty for an incorrect answer. Each unanswered question is worth 2, to a maximum of 10 unanswered questions. 6. Diagrams are not drawn to scale. They are intended as aids only. 7. When your supervisor tells you to start, you will have sixty minutes of working time. Part A: Each correct answer is worth 5. 1. The value of $1.000 + 0.101 + 0.011 + 0.001$ is (A) 1.112 (B) 1.113 (C) 1.111 (D) 1.1111 (E) 1.101 2. The value of $1 + 2 + 3 - 4 + 5 + 6 + 7 - 8 + 9 + 10 + 11 - 12$ is (A) 30 (B) 42 (C) 54 (D) 65 (E) 78 3. At a school fundraiser, $3109 was raised. The money was shared equally among 25 charities. The amount received by each charity from the school was (A) $12.76 (B) $84.36 (C) $111.04 (D) $150.76 (E) $124.36 4. The square of the square root of 17 is (A) 4.1 (B) 16.8 (C) 17 (D) 282.6 (E) 289 5. In the diagram, triangle $ABC$ is isosceles, with $AB = AC$. If $\angle ABC = 50^\circ$ and $\angle DAC = 60^\circ$, the value of $x$ is (A) 70 (B) 50 (C) 80 (D) 60 (E) 30 ![Diagram](image) 6. What number, when doubled and then increased by 13, equals 89? (A) 51 (B) 43 (C) 28 (D) 38 (E) 76 7. The table to the right shows the high and low temperatures recorded in Gaussville last week. On what day was the temperature range the greatest? (A) Monday (B) Tuesday (C) Wednesday (D) Thursday (E) Friday \| Day \| High Temperature ($^\circ C$) \| Low Temperature ($^\circ C$) \| \|---------\|-------------------------------\|-----------------------------\| \| Monday \| 5 \| – 3 \| \| Tuesday \| 0 \| –10 \| \| Wednesday \| –2 \| –11 \| \| Thursday \| –8 \| –13 \| \| Friday \| –7 \| –9 \| 8. When the numbers $\sqrt{5}$, $2.1$, $\frac{7}{3}$, $2.0\overline{5}$, $2 \frac{1}{5}$ are arranged in order from smallest to largest, the middle number is (A) $\sqrt{5}$ (B) 2.1 (C) $\frac{7}{3}$ (D) $2.0\overline{5}$ (E) $2 \frac{1}{5}$ 9. There are 30 students in Mr. McRoberts’ Grade 8 class. One-third of the students are girls. Three-quarters of the boys play basketball. The number of boys in the class who play basketball is (A) 3 (B) 22 (C) 10 (D) 20 (E) 15 10. A different digit is inserted into each of the two boxes to make the equation \[ 15.2 + 1.52 + 0.15\Box + \Box.128 = 20 \] true. The sum of the digits in the two boxes is (A) 5 (B) 6 (C) 7 (D) 8 (E) 9 Part B: Each correct answer is worth 6. 11. The graph shows the number of female students in five Grade 8 classes labelled 8A through 8E. The average (mean) number of female students in these five classes is (A) 10.0 (B) 10.7 (C) 10.4 (D) 10.3 (E) 10.6 ![Graph showing number of female students in each class](image) 12. A photo measuring 20 cm by 25 cm is enlarged to make a photo measuring 25 cm by 30 cm. The percentage increase in area is (A) 250% (B) 50% (C) 80% (D) 37.5% (E) 25% 13. The angles of a triangle are in the ratio $2 : 3 : 4$. The largest angle in the triangle is (A) 100° (B) 60° (C) 80° (D) 90° (E) 160° 14. George wrote seven tests and each was marked out of 100. No two of his marks were the same. He recorded the seven marks to do a statistical analysis. He accidentally recorded his highest mark higher than it actually was. How many of the following are altered because of his mistake? - Mean - Median - Minimum test score - Range (A) 0 (B) 1 (C) 2 (D) 3 (E) 4 15. A sand pit is constructed in the shape of a rectangular prism 10 m long, 50 cm deep and 2 m wide. If the pit is already half-full, how much more sand, in $m^3$, is needed to completely fill the pit? (A) 6 (B) 5 (C) 20 (D) 7.5 (E) 10 16. The value of \[ \frac{1}{1 + \frac{1}{1 + \frac{1}{2}}} \] is (A) $\frac{3}{5}$ (B) $\frac{5}{3}$ (C) $\frac{1}{3}$ (D) 3 (E) $\frac{3}{2}$ 17. Triangle $ABC$ has vertices at $A(1,0)$, $B(21,0)$ and $C(21,21)$. The perimeter of the triangle is (A) 70 (B) 42 (C) 64 (D) 72 (E) 63 18. How many numbers from the set $\{-5, -4, -3, -2, -1, 0, 1, 2, 3\}$ satisfy the inequality $-3x^2 < -14$? (A) 1 (B) 2 (C) 3 (D) 4 (E) 5 19. In the diagram, $ABCD$ is a rectangle, and three circles are positioned as shown. The area of the shaded region, rounded to the nearest $\text{cm}^2$, is (A) 41 (B) 43 (C) 47 (D) 36 (E) 45 ![Diagram](image) 20. The letters G, A, U, S, and S are written on five tiles, one letter per tile. If Amy selects two tiles at random, what is the probability she gets two S’s? (A) $\frac{3}{5}$ (B) $\frac{2}{5}$ (C) $\frac{1}{8}$ (D) $\frac{1}{10}$ (E) $\frac{1}{20}$ Part C: Each correct answer is worth 8. 21. The sum of four consecutive whole numbers is a multiple of 5. Which of the following statements about these four numbers is always true? (A) The sum of the numbers ends in a 5. (B) The largest number ends in a 9. (C) The smallest number is odd. (D) None of the numbers are multiples of 5. (E) One of the numbers ends in a 3. 22. Carmina has a total of $3.60 in nickels and dimes. If her dimes were nickels and her nickels were dimes, then she would have $5.40. How many nickels and dimes does Carmina have? (A) 56 (B) 57 (C) 58 (D) 60 (E) 61 23. In her backyard garden, Gabriella has 12 tomato plants in a row. As she walks along the row, she notices that each plant in the row has one more tomato than the plant before. If she counts 186 tomatoes in total, how many tomatoes are there on the last plant in the row? (A) 15 (B) 16 (C) 20 (D) 21 (E) 22 24. In the diagram, $ABCD$ is a square with area $25 \text{ cm}^2$. If $PQCD$ is a rhombus with area $20 \text{ cm}^2$, the area of the shaded region, in $\text{cm}^2$, is (A) 12 (B) 10 (C) 11 (D) 12.5 (E) 9 ![Diagram](image) 25. In the diagram, a positive integer is to be placed in each of the nine boxes so that the products of the numbers in each row, column, and diagonal are equal. Some of the entries are already filled in. The number of possible values for $N$ is (A) 4 (B) 15 (C) 9 (D) 6 (E) 12 ![Diagram](image) PUBLICATIONS Please see our website http://www.cemc.uwaterloo.ca for information on publications which are excellent resources for enrichment, problem solving and contest preparation.	<urn:uuid:134a9b5a-175d-4924-ad69-580b14ee7b81>	CC-MAIN-2024-33	https://cemc.math.uwaterloo.ca/contests/past_contests/2003/2003Gauss8Contest.pdf	2024-08-10T22:28:42+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640826253.62/warc/CC-MAIN-20240810221853-20240811011853-00762.warc.gz	123,428,985	2,505	eng_Latn	eng_Latn	0.975871	eng_Latn	0.984258	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1282, 3381, 5200, 7510 ]	[ 3.265625 ]	2	7
11.1 INTRODUCTION In the previous block of this course you have learnt about the aromatic, heteroaromatic and active methylene compounds. This block is on “Applications of Spectroscopy to Simple Organic Molecules”. In this unit, we will start our discussions on electromagnetic radiations. Then you will learn about ultraviolet-visible spectroscopy which is a consequence of interaction of electromagnetic radiation in the ultraviolet – visible range with the molecules constituting matter. The different types of transitions possible in the electronic spectra of polyatomic molecules, $\lambda_{\text{max}}$ and $\varepsilon_{\text{max}}$ will then be discussed. The terms chromophore, auxochrome, hypsochromic and bathochromic effects, hyperchromic and hypochromic effects will be defined. In the next unit, you will actually learn how to identify small organic compounds, specially those with conjugated dienes, with the help of UV-visible spectroscopy. Expected Learning Outcomes After studying this unit and having performed the experiments, you should be able to: explain electromagnetic radiations and its wave nature; explain using diagrams the $n-\pi^$, $n-\sigma^$, $\sigma-\sigma^$, and $\pi-\pi^$ transitions; define chromophore, auxochrome, hypsochromic and bathochromic effects, hyperchromic and hypochromatic effects in electronic spectra; 11.2 ELECTROMAGNETIC RADIATIONS Now, the question is ‘why certain substances are coloured? For example, the green colour of vegetation is due to a compound chlorophyll. Transition metal complexes, such as $[\text{Ti(H}_2\text{O)}_6]^{3+}$, are coloured. The answer to the origin of colours in substances and information about excited states of molecules can be obtained from a study of their electronic spectra which occur in the visible (400-800 nm) and ultraviolet (200-400 nm) regions of electromagnetic spectrum. The spectra are obtained from spectroscopy which is a powerful tool to investigate the interaction of electromagnetic field with matter. It is utilized by researchers to conduct analysis in research laboratories and industries. Spectroscopy is the study of interaction of electromagnetic radiation with matter. An electromagnetic radiation may be defined as the radiant energy which is transmitted through space at enormous velocities. It does not require any medium for transmission. In previous courses you must have studied the characteristic of light, a form of electromagnetic radiation, and we will provide only a summary here. Gamma rays, X-rays, ultraviolet light, visible light, infrared radiation, microwaves and radio waves are all examples of electromagnetic radiation and part of the electromagnetic spectrum. Because electromagnetic radiation behaves as a wave travelling at the speed of light, it is described in terms of its wavelength and frequency. Wavelength is the linear distance between any two consecutive equivalent points on the wave (for examples, crest to crest or trough to trough). Wavelength is given the symbol $\lambda$ (Greek letter lambda) and is usually expressed in the SI base unit of meters. Other derived units commonly used to express wavelength are given in Table 11.1. Table 11.1: Common units used to express wavelength ($\lambda$) \| Unit \| Relation of meter \| \|---------------\|-------------------\| \| millimeter (mm) \| $1 \text{ mm} = 10^{-3} \text{ m}$ \| \| Micrometer ($\mu$m) \| $1 \mu\text{m} = 10^{-6} \text{ m}$ \| \| nanometer (nm) \| $1 \text{ nm} = 10^{-9} \text{ m}$ \| The frequency of a wave is the number of full cycles of the wave that pass a given point in a second. Frequency is given the symbol $v$ (Greek letter nu) and is reported in second inverse or per second, s$^{-1}$ (also called Hertz, Hz). Wavelength and frequency are inversely proportional, and we can calculate one from the other using the relationship: $$c = v\lambda$$ where $ \nu $ is frequency in s$^{-1}$, $ c $ is the velocity of light (3.0 x 10$^8$ m s$^{-1}$), and $ \lambda $ is the wavelength in meters. The wave number is the number of waves per centimeter per unit distance. It is expressed in units of nu bar ($ \overline{\nu} $) and is equal to the reciprocal of the wavelength expressed in meters (m). Thus the unit of wave number will be meter inverse (m$^{-1}$). If the wavelength is expressed as cm then wave number will be cm$^{-1}$. \[ \overline{\nu} = \frac{1}{\lambda} \] An alternative way to describe electromagnetic radiation is in terms of particles. We call these particles as photons. The energy of a photon and the frequency of radiation are related by the equation. \[ E = h\nu = h(c/\lambda) \] Where $ E $ is the energy in kJ and $ h $ is Planck’s constant, 6.626 x 10$^{-34}$ J s. This equation tells us that high-energy radiation corresponds to short wavelengths, and vice versa. Thus, ultraviolet light (higher energy) has a shorter wavelength (approximately 10$^{-7}$ m) than infrared radiation (lower energy), which has a wavelength of approximately 10$^{-5}$ m. An atom or molecule undergoes a transition from lower energy state $ E_1 $ to a higher energy state $ E_2 $ by irradiating it with electromagnetic radiation corresponding to the energy difference between states $ E_1 $ and $ E_2 $ as illustrated schematically in Fig.11.1. Absorption of photon results in electronic transition of a molecule, and electrons are promoted from ground state to higher electronic states. ![Energy levels diagram](image) Fig. 11.1: Electromagnetic radiation. When the excited atom or molecule returns to the ground state, an equivalent amount of energy is emitted. When a compound is irradiated with electromagnetic radiation of various wavelengths, it absorbs energy of particular wavelengths, while the wavelengths not absorbed simply pass through or are reflected from the sample unchanged. The structure of electronic spectra, involves the change of at least three quantum numbers simultaneously, namely electronic, vibrational and rotational quantum numbers. Since it involves an electron excitation phenomenon, so, UV-visible Spectroscopy is also called as Electronic Spectroscopy. Fig. 11.2 summarises the wavelengths and frequencies of some regions of the electromagnetic spectrum. ![Electromagnetic Spectrum](image) Fig. 11.2: The wavelengths and frequencies of some regions of the electromagnetic spectrum. If you look at the electromagnetic spectrum as in Fig. 11.2 you can see that the spectrum is divided into $\gamma$-rays, x-rays, ultraviolet, visible, infrared, microwave and radio waves, etc. as the wavelength increases. We can sense only the visible region of the spectrum with the help of human eye. Before going to the next section, try to answer the following SAQ. --- SAQ 1 Which region of the electromagnetic region is the UV-visible region? --- ### 11.3 ELECTRONIC TRANSITIONS In an atom, various electronic states can arise from a given electronic configuration due to coupling of orbital angular momentum and spin angular momentum of electron. The atomic spectra arise due to transition between different electronic energy states. Similarly for molecules various electronic states can arise from a given electronic configuration of a molecule. The electronic configuration of a molecule can be derived on the basis of molecular orbital theory which you studied in Unit 9 of the BCHCT131 course. Please recapitulate the Molecular Orbital Treatment of molecules in that unit, especially the LCAO method. You also have to remember that the rules of filling up electrons in molecular orbitals are same as the filling of atomic orbitals. That is i) the electrons occupy the available molecular orbitals one at a time, the lowest energy orbital being filled first (aufbau principle), ii) each molecular orbital can accommodate a maximum of two electrons, provided their spins are opposite (Pauli’s exclusion principle), iii) no pairing of electrons in orbitals of equal energy will take place unless there is at least one electron in each of them (Hund’s rule of maximum multiplicity). The electronic structure of the absorbing species, like, atoms, molecules, ions or complexes, which absorb in the UV-visible region of the spectrum, influence the absorption of radiation. The structure of electronic spectra, involves the change of at least three quantum numbers simultaneously, namely electronic, vibrational and rotational quantum numbers. This follows the Born-Oppenheimer approximation that rotational ($E_R$), vibrational ($E_V$) and electronic ($E_e$) energy levels are independent of one another. The total energy $E$ is written as $$E = E_e + E_V + E_R$$ and therefore the change in the total energy as a result of electronic transition, in a molecule is given by $$\Delta E = \Delta E_e + \Delta E_V + \Delta E_R$$ Thus each electronic level comprises a number of vibrational levels and each vibrational level consists of several rotational levels, as is shown in Fig. 11.3. ![Fig. 11.3: Rotational, vibrational and electronic energy levels in a molecule.](image) The UV-visible radiations cause transition of electrons from the low energy electronic states to the higher energy states. But IR (discussed in Units 13 and 14) radiations cause transitions among vibrational and rotational energy levels. You see that every electronic level has several vibrational levels. Again, each vibrational level is associated with several rotational energy levels. So there are several vibrational and rotational transitions associated in the transitions caused by UV-visible radiation. From these values of relative order of energies, as we see in Fig. 11.3, we find that the vibrational changes give a 'coarse structure' and the smaller rotational changes give a 'fine structure' to the electronic spectra. Since rotational energy changes are minimum, these energy changes are neglected and electronic band system is considered in terms of transitions between electronic levels each consisting of a series of vibronic levels of the same kind. So the molecular spectra becomes very complex due to such large number of transitions. This results in band spectrum due to electronic absorptions. The bands for molecules are found to be quite broad. Absorption of ultraviolet and visible radiation in organic molecules is restricted to certain functional groups (chromophores) that contain valence electrons of low excitation energy. Spectra of small organic molecules provides important information about electronic structure. We make use of molecular orbital theory to understand theoretical aspects of spectra of these. In electronic transitions of such molecules, we encounter three types of molecular orbitals: $\sigma$ and $\sigma^$, $\pi$ and $\pi^$, and $n$ (nonbonding) orbitals. Orbitals without * are bonding orbitals and those with * are antibonding orbitals. The energy levels of these molecular orbitals, in increasing order of energy, are shown in Fig. 11.4. ![Fig. 11.4: Schematic diagram of (a) order of molecular orbital energies (b) possible electronic transitions.](image) When a molecule absorbs energy in the UV or visible region, an electron from a specific MO is excited to another MO of higher energy. The possible transitions of the electron between the MOs are: $$\sigma - \sigma^, n - \sigma^, n - \pi^, \pi - \pi^, \pi - \sigma^* \text{ and } \sigma - \pi^,$$ The order of decreasing energy for these transitions is as follows: $$\sigma - \sigma^ > \sigma - \pi^* \approx \pi - \sigma^* > \pi - \pi^* \approx n - \sigma^* > n - \pi^$$ Of all the possible transitions, the last three are responsible for absorptions in the region 200-800 nm, whereas others require much higher energy. $\sigma - \sigma^$ transition: Fig. 11.4 reveals that this transition requires very high energy. The absorption spectra obtained appears in the far ultraviolet region. Molecules which give this type of spectrum are saturated hydrocarbons and other compounds in which all valence electrons are involved in single bond formation. Since a spectrometer generally cannot measure below 185 nm, the region involving $\sigma - \sigma^$ transitions is relatively of little importance for chemical analysis. $n - \sigma^$ transition*: The spectra corresponding to $n - \sigma^$ transition appears in the near UV or visible region. Compounds containing non-bonding or lone-pair electrons show this transition. For example, methyl alcohol vapour shows an absorption maximum at 183 nm. Methyl chloride and methyl amine show absorption maxima at 173 nm and 213 nm, respectively. *$n - \pi^$ transition: This type of transition requires least energy and is exhibited by unsaturated molecules containing non bonding electrons. Certain organic groups like $\text{C} - \text{N} -$, $-\text{N} = \text{O}$, $\text{C} = \text{O}$ show this type of transition and we observe absorption maxima for these systems at wavelengths greater than 280 nm. Groups such as $\text{C} - \text{N} -$, $-\text{N} = \text{O}$, $\text{C} = \text{O}$, $-\text{COOH}$ causing absorption at wavelengths greater than 175 nm are referred to as chromophores. More information on chromophores will be presented a little later. $\pi - \pi^$ transition: Bands due to $\pi - \pi^$ transition appear in the spectra of compounds containing $\text{C} - \text{C} -$, $-\text{C} \equiv \text{C} -$, $\text{C} = \text{O}$, and $\text{C} - \text{N} -$ functional groups. Ethylene and acetone exhibit $\pi - \pi^$ transition at 165 and 150 nm, respectively. The $\pi - \pi^$ transition is highly affected by conjugation. You have already done experiment (Job’s Method) based on UV-visible spectroscopy in the previous laboratory course BCHCL138. Recapitulating some concepts here is also very important. The absorption bands in ultraviolet and visible spectra are characterised by two main parameters which are i) $\lambda_{\text{max}}$ Value: The value of the wavelength at which absorption maximum occurs is called the $\lambda_{\text{max}}$ value. This corresponds to the wavelength of the radiation whose energy is equal to that required for an electronic transition. As different transitions require different energies, their $\lambda_{\text{max}}$ values are different. ii) $\varepsilon_{\text{max}}$ Value: $\varepsilon$ value, which is known as molar absorptivity or molar extinction coefficient, is a measure of extent of absorption or intensity of absorption. The $\varepsilon$ value is characteristic of a particular compound at a given wavelength. Usually for the wavelength of maximum absorption ($\lambda_{\text{max}}$), molar absorptivity is expressed as $\varepsilon_{\text{max}}$. The intensity of absorption can be expressed as transmittance ($T$), which is defined as the ratio of the intensity of the radiation transmitted from the sample ($I$) to that of the radiation incident on the sample ($I_0$), i.e., $$T = I / I_0$$ Intensity of absorption is more conveniently expressed in terms of absorbance ($A$), which is the logarithm of reciprocal of transmittance ($T$), i.e., $$A = \log_{10} (1/T) = \log_{10} (I_0/I)$$ Absorbance of a band is related to the sample thickness and the concentration of the absorbing species. The relationship is expressed in the form of Beer-Lambert law as shown below: \[ A = \varepsilon cl = \log_{10} \left( \frac{I_0}{I} \right) \] or \[ \varepsilon = \frac{A}{cl} \] where $ \varepsilon $ = molar absorptivity or molar absorption constant; $ c $ = concentration of solute; $ l $ = sample thickness or path length through the sample. Absorbance is a dimensionless quantity. Concentration ($ c $) is usually expressed in mol dm$^{-3}$ and path length ($ l $) in cm, hence $ \varepsilon $ has the units of dm$^3$ mol$^{-1}$ cm$^{-1}$. If we use SI units of mol m$^{-3}$ for concentration and m for path length, the units of $ \varepsilon $ will be m$^2$ mol$^{-1}$. We can obtain the values of $ \varepsilon $ in m$^2$ mol$^{-1}$ units from those in dm$^3$ mol$^{-1}$ cm$^{-1}$ units in the following manner: $ \varepsilon = \text{dm}^3 \text{mol}^{-1} \text{cm}^{-1} = 10^{-3} \text{m}^3 \text{mol}^{-1} (10^{-2} \text{m})^{-1} = 10^{-1} \text{m}^2 \text{mol}^{-1} $. Values of $ \varepsilon $ in SI units can, therefore, easily be obtained from published values in dm$^3$ mol$^{-1}$ cm$^{-1}$ by dividing the numerical quantity in latter units by 10. Absorption bands with $ \varepsilon_{\text{max}} $ value > $ 10^3 $ m$^2$ mol$^{-1}$ are considered to be high intensity or strong bands, whereas those with $ \varepsilon_{\text{max}} $ values < $ 10^2 $ m$^2$ mol$^{-1}$ are known as low intensity or weak bands. The process of scanning is said to be done when a single wavelength (in the UV-visible region) is employed on the sample. This way the UV-visible spectrum is obtained over a range of wavelength. The amount of radiation absorbed at each wavelength is measured and plotted against the wavelength or frequency (in nm) in the x-axis and the intensity of absorption (absorbance) in the y axis. Such UV-visible spectroscopy is used extensively in teaching, research and analytical laboratories for the quantitative analysis of molecules that absorb ultraviolet and visible electromagnetic radiation and therefore it is important for you to know the basics of this powerful tool. The kind of data that we generally see in UV-visible spectroscopy is shown in the following Fig.11.5: ![Graph](image) Fig. 11.5: Sample graph obtained in UV-visible spectroscopy. Now try out the following SAQ before moving to the next section. SAQ 2 Which are the two main parameters on which the absorption bands in ultraviolet and visible spectra are measured? 11.4 SOME IMPORTANT TERMS USED IN ELECTRONIC SPECTROSCOPY Chromophore: In a number of molecules, the absorption of a photon can be traced to the electrons of certain covalently bonded unsaturated groups. Such groups, for example, carbonyl in aldehydes or ketones which are responsible for electronic absorption, are referred to as chromophores. Other examples of chromophores are $ \text{C}=\text{C} $, $ \text{C}=\text{C} $, $ \text{COOH} $, $ \text{N}=\text{O} $, $ \text{NO}_2 $, $ \text{N}=\text{N} $ etc. Chromophore in Greek means colour bringer and the presence of a chromophore often accounts for colours of substances. The following table lists the absorption maxima for some typical chromophores. Table 11.2: Absorption Data for Isolated Chromophores \| Chromophoric Group \| System \| Example \| Transition \| $ \lambda_{\text{max}} $ nm \| $ \varepsilon_{\text{max}} $ m²mol⁻¹ \| Solvent \| \|--------------------\|----------\|---------------\|----------------\|-------------------------------\|---------------------------------\|------------\| \| Ethylenic \| RCH=CHR \| Ethylene \| $ \pi \rightarrow \pi^* $ \| 165 \| 1500 \| Vapour \| \| Acetylenic \| R–C≡C–R \| Acetylene \| $ \pi \rightarrow \pi^* $ \| 173 \| 6000 \| Vapour \| \| Carbonyl \| RR'C=O \| Acetone \| $ \pi \rightarrow \pi^* $ \| 188 \| 900 \| n-Hexane \| \| \| \| \| $ n \rightarrow \pi^* $ \| 279 \| 1.5 \| \| \| Carbonyl \| RHC=O \| Acetaldehyde \| $ n \rightarrow \pi^* $ \| 290 \| 1.6 \| Heptane \| \| Carbonyl \| RCOOH \| Acetic acid \| $ n \rightarrow \pi^* $ \| 204 \| 6.0 \| Water \| \| Amido \| RCONH₂ \| Acetamide \| $ n \rightarrow \pi^* $ \| < 208 \| – \| – \| \| Azomethine \| $ \text{C}=\text{N} $ \| Acetoxime \| $ \pi \rightarrow \pi^* $ \| 190 \| 5000 \| Water \| \| Nitrile \| $ \text{C}=\text{N} $ \| Acetonitrile \| $ \pi \rightarrow \pi^* $ \| < 160 \| – \| – \| \| Azo \| $ \text{N}=\text{N} $ \| Azomethane \| $ n \rightarrow \pi^* $ \| 347 \| 0.45 \| Dioxane \| \| Nitroso \| $ \text{N}=\text{O} $ \| Nitrosobutane \| $ \pi \rightarrow \pi^* $ \| 300 \| 10 \| Ether \| \| \| \| \| $ n \rightarrow \pi^* $ \| 665 \| 2.0 \| \| \| Nitrate \| $ \text{ONO}_2 $ \| Ethyl nitrate \| $ n \rightarrow \pi^* $ \| 270 \| 1.2 \| Dioxane \| \| Nitro \| $ \text{NO}_2 $ \| Nitromethane \| $ n \rightarrow \pi^* $ \| 271 \| 1.86 \| Alcohol \| \| Nitrite \| $ \text{ONO} $ \| Amyl nitrite \| $ \pi \rightarrow \pi^* $ \| 218.5 \| 112 \| Petroleum ether \| Auxochrome A saturated group with nonbonded electrons which, when attached to a chromophore, alters both the wavelength and the intensity of the absorption band is called an auxochrome, e.g., OH, NH₂ and Cl. The auxochrome by itself is unable to impart colour to a compound. The auxochromic effect depends on the ability of the chemical group to donate electrons into conjugated system. This has been most studied with aromatic systems and the band shifts of monosubstituted aromatic compounds have been correlated with electron donating power of auxochromes. The electron donating power of some common auxochromes decreases in the order \[ \text{O}^- > \text{NHCH}_3 > \text{NH}_2 > \text{OH} > \text{Cl} > \text{CH}_3 > \text{NH}_3^+ = \text{H} \] In this list, the effect of protonating the $ \text{NH}_2 $ group should be noted. The proton binds to the nonbonding (lone pair) electrons on the nitrogen of the amino group and thus prevents them from interacting with the benzene $ \pi $-electron system. Thus, the $ \lambda_{\text{max}} $ value for aniline ($ \text{C}_6\text{H}_5\text{NH}_2 $) and the anilinium ion ($ \text{C}_6\text{H}_5\text{NH}_3^+ $) is 230 nm and 203 nm, respectively as compared to 204 nm for benzene. Bathochromic or red shift: A shift of the absorption maximum towards longer wavelength (lower frequency) produced by a change of medium or by the presence of an auxochrome, is called bathochromic shift or red shift. The $ \pi \rightarrow \pi^* $ transition in carbonyl compounds experiences bathochromic shift when polarity of the solvent is decreased. Hypsochromic shift or Blue shift: A shift towards shorter wavelength (higher frequency) caused by a change of medium or by removal of conjugation is referred to as hypsochromic shift or blue shift. For example, the conjugation of the lone pair of electrons on the nitrogen atom of aniline with the $ \pi $-bond system of the benzene ring is removed by protonation. Aniline absorbs at 230 nm, but in acid solution the main peak is shifted to 203 nm due to the presence of anilinium ions. Hypochromic effect: An effect leading to decreased absorption intensity is called hypochromic effect. Hyperchromic effect: An effect leading to increased absorption intensity is called hyperchromic effect. You may now try to answer the following SAQ. SAQ 3 Why the $ \lambda_{\text{max}} $ value for aniline ($ \text{C}_6\text{H}_5\text{NH}_2 $) is 230 nm whereas that of benzene is 204 nm? ### 11.5 SUMMARY In this unit, you have first learnt about electromagnetic radiations. Then different types of transitions possible in the electronic spectra of polyatomic molecules, $ \lambda_{\text{max}} $ and $ \varepsilon_{\text{max}} $ were discussed. Lastly, you have learnt some important definitions of terms used in electronic spectroscopy. In the next unit, you will be actually studying how to apply the UV-visible spectroscopy as a tool to identify small organic compounds, specially those with conjugated dienes. 11.6 TERMINAL QUESTIONS 1. How can a molecule absorb and emit electromagnetic radiation? Explain with a suitable diagram. 2. Which electronic transitions in small organic molecules are responsible for absorptions in the region 200-800 nm? 3. What are the expected transitions for amido and azomethine chromophore? 4. What information does UV-visible spectroscopy give about small organic molecules? 5. What sort of shift may be observed in chloroethylene, CH₂=CHCl? 11.7 ANSWERS Self-Assessment Questions 1. The visible region of the electromagnetic spectrum is 400-800 nm and ultraviolet region is 200-400 nm. 2. $ \lambda_{\text{max}} $ and $ \varepsilon_{\text{max}} $ 3. The auxochromes, e.g., OH, NH₂ and Cl can donate electrons into conjugated system. This has been most studied with aromatic systems and the spectral shifts of monosubstituted aromatic compounds have been correlated with electron donating power of auxochromes. The electron donating power of NH₂ is much more than that of H. So the observation of greater value of $ \lambda_{\text{max}} $ in aniline. Terminal Questions 1. We can cause an atom or molecule to undergo a transition from lower energy state to a higher energy state by irradiating it with electromagnetic radiation corresponding to the energy difference between the states (give Fig. 11.2). When the atom or molecule in excited state returns to the ground state, an equivalent amount of energy is emitted. When a compound is irradiated with electromagnetic radiation of various wavelengths, it absorbs energy of particular wavelengths, while the wavelengths not absorbed simply pass through or are reflected from the sample unchanged. 2. Of the four possible transitions given below, the last three are responsible for absorptions in the region 200-800 nm, whereas the first one requires much higher energy: $ \pi - \sigma^* $ transition, $ n - \sigma^* $ transition, $ n - \pi^* $ transition and $ \pi - \pi^* $ transition. 3. Please see Table 11.3. 4. UV-Visible spectroscopy involves the valance electron transitions and thus gives information about $ \pi $-bonds and conjugated systems of small organic 5. In chloroethylene, $\text{CH}_2=\text{CHCl}$, C=C is a chromophore. Cl is an auxochrome. Substitution of a hydrogen atom in ethylene by a halogen atom causes a bathochromic shift and a hyperchromic effect.	<urn:uuid:5e8463b6-76e7-4dc6-9f6c-12145e0d812a>	CC-MAIN-2024-33	https://egyankosh.ac.in/bitstream/123456789/83059/3/Unit-11.pdf	2024-08-10T23:34:23+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640826253.62/warc/CC-MAIN-20240810221853-20240811011853-00764.warc.gz	172,343,857	6,428	eng_Latn	eng_Latn	0.974581	eng_Latn	0.98855	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1073, 3890, 6184, 7958, 9521, 11944, 15197, 17851, 21781, 24435, 26615, 26825 ]	[ 2.515625, 1.7734375 ]	1	0
VICTORIAN LEGISLATIVE COUNCIL MINUTES OF THE PROCEEDINGS OF THE 1894-5 SESSION OF THE LEGISLATIVE COUNCIL, 1894-5. VICTORIAN LEGISLATIVE COUNCIL COUNCIL CHAMBER MELBOURNE 1895 MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. SESSION 1894-5. By Authority: ROBT. S. BRAIN, GOVERNMENT PRINTER, MELBOURNE. CONTENTS. MEMBERS OF COUNCIL DURING THE SESSION 1894-5 ........................................ v INDEX .................................................................................................................. vii PROCEEDINGS ON BILLS INTRODUCED IN THE COUNCIL ................................... xxv MINUTES OF THE PROCEEDINGS ........................................................................ 1 SELECT COMMITTEES ............................................................................................ 101 DIVISIONS IN COMMITTEE OF THE WHOLE COUNCIL ..................................... 105 # MEMBERS OF THE LEGISLATIVE COUNCIL DURING THE SESSION 1894-5. \| Provinces and Members \| Elected at— \| Dates of Retirement \| Remarks \| \|-----------------------\|-------------\|---------------------\|---------\| \| \| Nomination \| Polling \| \| \| MELBOURNE PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| James Service \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Cornelius Job Ham \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| Robert Reid \| 7 Feb. 1893 \| ... \| 1896 \| Seat vacated by being appointed Minister of Defence; re-elected. \| \| George Seth Coppin \| 30 Aug. 1889\| ... \| 1895 \| Elected under Act No. 995. \| \| NORTH YARRA PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| Frederic Sheppard Grimwade \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Nathaniel Levi \| ... \| 8 Sept. 1892 \| 1898 \| Elected in place of Hon. W. H. Roberts, who retired by rotation. \| \| William Pitt \| ... \| 1 Aug. 1891 \| 1896 \| Elected in place of Hon. J. G. Beaney, deceased. \| \| SOUTH YARRA PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| Edward Miller \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Simon Fraser \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| Sir Frederick Thomas Sargood, K.C.M.G. \| 6 Oct. 1894 \| ... \| 1896 \| Seat vacated by being appointed Minister of Defence; re-elected. \| \| John Mark Davies \| 18 Nov. 1890\| ... \| 1895 \| Seat vacated by being appointed Minister of Justice; re-elected. \| \| SOUTHERN PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| Sir William John Clarke, Bart. \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Donald McIvire \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| Thomas Brunton \| ... \| 11 Sept. 1890 \| 1896 \| Elected in place of Hon. C. H. James, who retired by rotation. \| \| SOUTH WESTERN PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| Sidney Austin \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Donald Smith Wallace \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected; resigned 27th November, 1894. \| \| succeeded by— \| \| \| \| \| Joseph Henry Grey \| 21 Dec. 1894\| ... \| 1898 \| Elected in place of Hon. D. S. Wallace, resigned. \| \| Joseph Henry Connor \| 29 Aug. 1890\| ... \| 1896 \| Retired by rotation, and re-elected. \| \| NELSON PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| William Henry Seville Osmand \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Thomas Dowling \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| Samuel Williamson \| ... \| 25 Sept. 1891 \| 1896 \| Elected in place of Hon. J. P. MacPherson, deceased. \| \| WESTERN PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| Samuel Winter Cooke \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Nathan Thornley \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| Agar Wynne \| 7 Feb. 1893 \| ... \| 1896 \| Seat vacated by being appointed Postmaster-General; re-elected. \| \| NORTH-WESTERN PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| James Bell \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| David Coutts \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| Duncan Elphinstone McBryde \| ... \| 19 Dec. 1891 \| 1896 \| Elected in place of Hon. G. Young, deceased. \| \| Joseph Major Pratt \| ... \| 12 Sept. 1889 \| 1895 \| Elected under Act No. 995. \| \| NORTHERN PROVINCE: \| \| \| \| \| The Honorable— \| \| \| \| \| Joseph Steinberg \| 1 Sept. 1894\| ... \| 1900 \| Retired by rotation, and re-elected. \| \| Joseph Henry Abbott \| 27 Aug. 1892\| ... \| 1898 \| Retired by rotation, and re-elected. \| \| William Irving Winter-Irving \| 29 Aug. 1890\| ... \| 1896 \| Retired by rotation, and re-elected. \| \| George Simmie \| ... \| 12 Sept. 1889 \| 1895 \| Elected under Act No. 995. \| MEMBERS OF THE LEGISLATIVE COUNCIL—continued. \| Provinces and Members \| Elected at— \| Dates of Retirement \| Remarks \| \|-----------------------\|-------------\|--------------------\|---------\| \| \| Nomination \| Polling \| \| \| WELLINGTON PROVINCE: \| \| \| \| \| The Honourables— \| \| \| \| \| David Ham \| 1 Sept. 1894\| 1900 \| Retired by rotation, and re-elected. \| \| Thomas Drummond Wanliss\| 6 May 1893 \| 1898 \| Elected in place of Hon. E. Steinfeld, deceased. \| \| Henry Cathbert \| 6 Oct. 1894 \| 1896 \| Seat vacated by being appointed Solicitor-General; re-elected. \| \| Edward Morey \| 30 Aug. 1889\| 1895 \| Elected under Act No. 995. \| \| NORTH CENTRAL PROVINCE: \| \| \| \| \| The Honourables— \| \| \| \| \| William Austin Zeal \| 1 Sept. 1894\| 1900 \| Retired by rotation, and re-elected. Re-elected President, 4th October, 1894. \| \| Dr. William Henry Embling \| 27 Aug. 1892\| 1898 \| Elected in place of Hon. W. E. Stanbridge, who retired by rotation. \| \| Nicholas FitzGerald \| 29 Aug. 1890\| 1896 \| Retired by rotation, and re-elected. \| \| NORTH-EASTERN PROVINCE: \| \| \| \| \| The Honourables— \| \| \| \| \| Arthur Otto Sachse \| 1 Sept. 1894\| 1900 \| Retired by rotation, and re-elected. \| \| Trevor Brown \| 27 Aug. 1892\| 1898 \| Retired by rotation, and re-elected. \| \| John Alston Wallace \| 29 Aug. 1890\| 1896 \| Retired by rotation, and re-elected. \| \| GIPPSLAND PROVINCE: \| \| \| \| \| The Honourables— \| \| \| \| \| George Dean \| 1 Sept. 1894\| 1900 \| Retired by rotation, and re-elected. \| \| Edward Jolley Crooke \| 1 Sept. 1893\| 1898 \| Elected in place of Hon. W. Pearson, deceased. \| \| William McCulloch \| 29 Aug. 1890\| 1896 \| Retired by rotation, and re-elected. \| \| Charles Sargeant \| \| 12 Sept. 1889 1895 \| Elected under Act No. 995. \| \| SOUTH-EASTERN PROVINCE: \| \| \| \| \| The Honourables— \| \| \| \| \| Frank Stanley Dobson, LL.D., Q.C. \| 1 Sept. 1894\| 1900 \| Retired by rotation, and re-elected. Re-appointed Chairman of Committees, 30th October, 1894. \| \| James Buchanan \| 27 Aug. 1892\| 1898 \| Retired by rotation, and re-elected. \| \| James Balfour \| 29 Aug. 1890\| 1896 \| Retired by rotation, and re-elected. \| GEORGE H. JENKINS, Clerk of the Legislative Council, Legislative Council, Melbourne, 29th January, 1895. INDEX. Notes—(1) For details as to the Proceedings on Bills, subsequent to their initiation, see pages xxv. to xxxiv. (2) To facilitate reference to any Paper ordered to be printed, the Cypher (as A 1) at the bottom of the title-page of each Paper is shown in this Index. \| ABORIGINES—Thirtieth Report of the Board for the Protection of the, in the Colony of Victoria: Presented (No. 21) \| ... \| ... \| 34 \| ... \| 1569 \| \| Absence, Leave of. See "Council—Members," &c. \| Address to His Excellency the Governor (the Earl of Hopetoun, G.C.M.G., &c., &c., &c.)—In reply to Speech on Opening of Parliament \| 18–19, 22, 23 \| ... \| ... \| ... \| \| Agent-General's Department—Motion for a Return showing— \| 1. The gross cost of the Agent-General's Department for the years 1892 and 1893, including the salary of the Agent-General. \| ... \| ... \| ... \| ... \| 41 \| \| 2. The number of clerks and officials engaged, and the respective annual salaries paid to each officer. \| ... \| ... \| ... \| ... \| ... \| 41 \| \| 3. Annual rental paid for offices in London. \| ... \| ... \| ... \| ... \| ... \| 65 \| \| 4. What duties are performed by the Agent-General and his officers (Hon. D. Melville) \| Agreed to \| ... \| ... \| ... \| ... \| ... \| \| Return \| ... \| ... \| ... \| ... \| ... \| ... \| \| Agent-General's Salary Reduction Bill—Brought from the Legislative Assembly (Hon. W. McCulloch): Initiated \| ... \| ... \| ... \| ... \| ... \| 82 \| \| Subsequent proceedings \| ... \| ... \| ... \| ... \| ... \| 82, 87 \| \| Agricultural Interests. See "Fiscal System of Victoria." \| Aliens Act 1890 Amendment Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| ... \| 49 \| \| Subsequent proceedings \| ... \| ... \| ... \| ... \| ... \| 65 \| \| Allowances in Defence Force. See "Defence Force." \| Appropriation Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| ... \| 79 \| \| Subsequent proceedings \| ... \| ... \| ... \| ... \| ... \| 90–1, 99 \| \| Assassination of President Carnot. See "Messages from His Excellency the Governor." \| BANK Liabilities and Assets—Summary of Sworn Returns: Presented—For the Quarter ended 30th June, 1894 (No. 2) \| ... \| ... \| ... \| 18 \| ... \| 1057 \| \| For the Quarter ended 30th September, 1894 (No. 23) \| ... \| ... \| ... \| 39 \| ... \| 1597 \| \| Barristers and Solicitors Law Amendment Bill—Brought from the Legislative Assembly (Hon. J. M. Pratt): Initiated \| ... \| ... \| ... \| 26 \| ... \| ... \| \| Subsequent proceedings \| ... \| ... \| ... \| { 38, 39, 41, 44, 49–50, 53, 84, 88, 98, 99 } \| Beet-root Sugar—Cultivation of Sugar Beet, and Manufacture of Sugar therefrom in Victoria—Statistical data of other Countries relating thereto: Presented (No. 22) ... ... ... ... 43 ... 1579 Bills—Reserved by His Excellency the Governor for the signification of Her Majesty's pleasure— Governor's Salary Reduction Bill ... ... ... ... 99 Ministers' Salaries Reduction Bill ... ... ... ... 99 Clerical errors reported in. See "Messages from the Legislative Assembly." British New Guinea. See "New Guinea." Brunswick Municipality Borrowing Powers Bill (Hon. D. Melville): Initiated Subsequent proceedings ... ... ... ... 44 45 CARNOT, President—Assassination of. See "Messages from His Excellency the Governor." Charitable Institutions—Report of Inspector for the year ended 30th June, 1894: Presented (No. 15) ... ... ... ... 27 ... 1509 Clerk of the Parliaments—Report of clerical errors in Bills by the. See "Messages from the Legislative Assembly." Coal Tests—Motion for a Return showing the results of the tests of different coals made at the Dight's Falls Pumping Station during the months of November and December, 1894, by Inspectors Scott and Middleton, under the instructions of the Inspector-General, Mr. Davidson (Hon. A. O. Sachse) ... ... ... ... 72 Agreed to ... ... ... ... 72 Committees, Select. See "Council—Committees, Select." Companies Act 1890—Summary of Statements for the year 1893 made by Companies transacting Life Assurance business in Victoria: Presented ... ... ... ... 51 Companies' Documents Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... ... 85 Subsequent proceedings ... ... ... ... 91, 97 Consolidated Revenue Bill (No. 1)—Brought from the Legislative Assembly (Hon. Lieut.-Col. Sir F. T. Sargood): Initiated ... ... ... ... 22 Subsequent proceedings ... ... ... ... 22, 27 Constitution Act Amendment Act 1890, The.—Part IX.—Appointments, &c., under. See "Parliament." Constitution Statute—Statement of Expenditure under Schedule D to Act 18 & 19 Vict., cap. 55, during the year 1893-4: Presented (No. 8) 28 ... 1229 Council— Acts—Governor assents to Appropriation and other Bills at Parliament House ... ... ... ... 99 Assent to other Bills announced. See "Messages from His Excellency the Governor." Reserved ... ... ... ... 99 Adjournment, Special ... ... ... ... {11, 19, 22, 26, 30, 32, 38, 41, 50, 61, 64, 70 Adjournment Motions—Under Standing Order No. 53, requiring Member to state the subject he proposes to speak to:— (Hon. J. Sternberg)—namely, "The subject of the transaction of business on Tuesday last" (27th November, 1894) "when several Members were absent through a notice in the newspapers that the Council would, according to usage, immediately adjourn, as a Motion of Want of Confidence in Ministers had been proposed in another place" ... '... ... ... ... 34 Debated ... ... ... ... 34 Question—That the House do now adjourn but and negatived ... ... ... ... 34 (Hon. J. Service)—namely, "The subject of the borrowing powers of municipalities" ... ... ... ... 45 Debated ... ... ... ... 45 Question—That the House do now adjourn but and negatived ... ... ... ... 45 Council—continued. Adjournment Motions—continued. (Hon. J. A. Wallace)—namely, "The subject of the adjournment of the Council, when a Want of Confidence motion was pending in another place" ... 63 Debated ... ... ... ... 63 Question—That the House do now adjourn—put and negatived ... ... ... 63 (Hon. J. A. Wallace)—namely, "The subject of the protection of line repairers working on suburban lines of railway" ... ... ... 65 Question—That the House do now adjourn—put and negatived ... ... ... 65 Business—Days and Hours of Meeting appointed ... ... 24 Government ... ... ... ... 24 Private Members' ... ... ... ... 24 Additional day of, appointed ... ... ... 41 Hour of meeting altered to three o'clock ... ... 73, 79, 91 Chairman of Committees (The Honorable F. S. Dobson, LL.D., Q.C.)— Elected ... ... ... ... 18 Congratulated on election ... ... ... 18 Returns thanks for his re-election to the office of ... ... 18 Clerk of the (George Henry Jenkins, C.M.G.)— Reads Proclamation fixing the time for holding the First Session of the Sixteenth Parliament ... ... ... 1 Reads Letters Patent of Commissioners to open Parliament ... ... 2 Commission to swear in Members ... ... ... 2 Announces Returns to Writs ... ... ... 3 That time had arrived for the election of a President ... ... 10 Lays Papers on the Table, pursuant to the directions of several Acts of Parliament ... ... ... 18, 21, 28, 34, 39, 43, 51, 61, 67, 75, 81 Reads Petitions ... ... ... ... 52, 58, 61, 71 Absence of ... ... ... ... 51 Motion for the Clerk-Assistant to perform the duties of the Clerk of the Council during his absence, and to take the Chair at the Table (Hon. H. Cuthbert) ... ... 51 Agreed to ... ... ... ... 51 Receives Appropriation Bill from the Speaker ... ... 99 Reads Royal Assent to Bills ... ... ... 99 And see "Council—President." Commission to administer Oath to Members— By the Chief Justice ... ... ... ... 2-3 By the President ... ... ... ... 14 Commissioners appointed to open Parliament—Introduced ... ... 1 Proceedings by ... ... ... ... 1-5 Committees, Select, appointed— Address in Reply to the Governor's Opening Speech ... ... 18 Standing Orders ... ... ... ... 24 Parliament Buildings (Joint) ... ... ... 24 Library (Joint) ... ... ... ... 24 Revenue Reforms (Joint) ... ... ... 24 Printing ... ... ... ... 24 Elections and Qualifications ... ... ... 27 And see "Parliamentary Standing Committee on Railways" and "Standing Orders Committee." Days of Business. See "Council—Business." Divisions— On the Honorable H. Cuthbert's motion, "That the second reading of the Land and Income Tax Bill be made an Order of the Day for Thursday, 27th December" ... ... 46 On the Honorable D. Malville's motion for the adjournment of the debate on the second reading of the Income Tax Bill ... ... 73 On the Honorable H. Cuthbert's motion for the second reading of the Income Tax Bill ... ... ... ... 76 On the Honorable H. Cuthbert's motion for the second reading of the Prima Ge Duties Repeal Bill ... ... ... ... 91 Council—continued. Governor—Approach of, announced ... ... ... 13, 99 Assents to Bills at Prorogation ... ... ... 99 Other Bills. See "Messages from His Excellency the Governor." Reserves certain Bills for signification of Her Majesty's pleasure 99 Commands Usher to desire attendance of the Legislative Assembly 13, 99 Speech of, on Opening of Parliament ... ... 13–14 Reported ... ... ... ... 18 Motion for Address in Reply (Hon. F. S. Grimwade) ... 18 Committee appointed to prepare Address ... ... 18 Address brought up ... ... ... ... 19 Motion: "That the Council agree with the Committee in the said Address" (Hon. F. S. Grimwade) ... 19 Debated ... ... ... ... 19, 22 Agreed to ... ... ... ... 22 Ordered to be presented to His Excellency ... 22 Address presented, and His Excellency's reply reported ... ... ... ... 23 Speech of, on Prorogation of Parliament ... ... 99–100 Member—Resignation of the Honorable D. S. Wallace announced ... 34 Members—Commissions to administer Oath to— Before the Chief Justice ... ... ... ... 2–3 By the President ... ... ... ... 14 Members, Declarations of—delivered to the Clerk by— The Honourables J. Bell, J. Buchanan, Sir W. J. Clarke, Bart., J. H. Connor, D. Coutts, E. J. Crooke, J. M. Davies, Dr. Dobson, T. Dowling, Dr. W. H. Embling, F. S. Grimwade, C. J. Ham, D. Ham, N. Levi, D. E. McBryde, W. McCulloch, D. Melville, E. Miller, W. Pitt, J. M. Pratt, R. Reid, A. O. Sachse, J. Service, J. Sternberg, N. Thornley, J. A. Wallace, T. D. Wanless, S. Williamson, W. I. Winter-Irving, A. Wynne, and W. A. Zeal ... ... ... ... 3–10 The Honourables S. Austin, J. Balfour, F. Brown, T. Brunton, S. W. Cooke, H. Cuthbert, G. Davis, E. Morey, C. Sargeant, Lieut.-Col. Sir F. T. Sargood, and G. Simms ... ... 14–17 The Honourables G. S. Coppin and W. H. S. Osmand ... ... 23–4 The Honourable S. Fraser ... ... ... ... 27 The Honorable J. H. Abbott ... ... ... ... 33 The Honorable N. FitzGerald ... ... ... ... 45 The Honorable J. H. Grey ... ... ... ... 51 Member, Substituted Declaration of—delivered to the Clerk by the Honorable J. Bell ... ... ... ... 43 Members, Leave of Absence granted to— The Honorable J. H. Abbott ... ... ... ... 24 The Honorable N. FitzGerald ... ... ... ... 24 The Honourable S. Fraser ... ... ... ... 24 Members, New sworn in— Before the Chief Justice— The Honourables J. Bell, Sir W. J. Clarke, Bart., Dr. Dobson, F. S. Grimwade, D. Ham, E. Miller, A. O. Sachse, J. Service, J. Sternberg, and W. A. Zeal ... ... ... 3–5 Before the Honorable the President— The Honourables S. Austin, S. W. Cooke, H. Cuthbert, G. Davis, and Lieut.-Col. Sir F. T. Sargood ... ... 14–15 The Honorable W. H. S. Osmand ... ... ... ... 23 The Honorable J. H. Grey ... ... ... ... 51 Oath to Members—Commission to administer— By the Chief Justice ... ... ... ... 2–3 By the President ... ... ... ... 14 Orders of the Day discharged ... ... ... ... {45, 49, 70, 78 President (The Honorable William Austin Zeal)— Elected ... ... ... ... ... 10 Congratulated on election ... ... ... ... 10 Presentation to His Excellency the Governor reported ... 11 Announces that he has received Commission to administer Oath to Members ... ... ... ... ... 14 Resignation of a Member ... ... ... ... 34 Issue of Warrants ... ... ... ... 39 Returns of Writs ... ... ... ... 15, 51 That he had granted leave of absence to the Clerk... 51 Council—continued. President (The Honorable William Austin Zeal)—continued. Reports His Excellency's Speech on Opening of Parliament 18 Answer to Address in reply to Speech on Opening of Parliament 23 Lays upon the Table his Warrant appointing the Committee of Elections and Qualifications 27 Ruling of, on Income Tax Bill 75-6 Resignation of Member announced 34 Sessional Orders 24 Suspended 73, 79, 91 Standing Order—Approved by His Excellency the Governor 75 Standing Orders suspended in relation to proceedings on certain Bills { 82, 82, 82, 83, 83, 84 Writs of Election— Issue of Writ for Member for South-Western Province announced 39 Returns thereto announced 51 Returns therein announced, viz.:— Melbourne 3 North Yarra 3 South Yarra 3, 15 Southern 3 South-Western 3 Nelson 3 Western 3 North-Western 3 Northern 3 Wellington 3, 15 North Central 3 North-Eastern 3 Gippsland 3 South-Eastern 3 Council of Judges. See "Supreme Court Act 1890." Customs Acts.—Drawback Regulations—Amendments and Additions—(Confectionery and Fuse): Presented (No. 69) 18 ... 829 Customs and Excise Duties Act 1890—Minor Articles used in Manufacture (Coat-hangers and Skirt-grips): Presented (No. 68) 18 ... 827 DANDEONONG Waterworks Trust. See "Water Act 1890.—Waterworks Trusts." Deakin Shire and the Rodney Irrigation and Water Supply Trust—Application of Municipal Funds: Presented 18 Defence Force—Allowances in—Motion for a Return showing— 1. The amount provided on the Estimates as allowances for officers' quarters or house-rent in the Defence Force; also individualizing the amounts. 2. The amount provided for horse allowances in the Defence Force; also individualizing the amounts (Hon. Dr. W. H. Embling) Agreed to ... 29 Return 29 Despatch from the Secretary of State for the Colonies—Relative to the expression of the deep sympathy of the Parliament of Victoria with the French Nation on the death, by the hand of an assassin, of President Carnot, and of condolence with his widow and family: Presented 17-18 Dight's Falls Pumping Station. See "Coal Tests." Drawback Regulations. See "Customs Acts." EDUCATION—Report of the Minister of Public Instruction for the year 1893-4: Presented (No. 3) 27 ... 1061 Elections and Qualifications Committee—President's Warrant appointing, laid upon the Table 27 Elections and Qualifications Committee Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated 43-4 Subsequent proceedings 46, 58, 63-4, 81 Electric Light and Power Bill (Hon. Lieut.-Col. Sir F. T. Sargood): Initiated 21 Subsequent proceedings 78 Employment of the People. See "Fiscal System of Victoria." (a) Printed for the Session 1894. \| Minutes of Proceedings \| Printed Papers \| Papers presented to both Houses of Parliament \| \|------------------------\|---------------\|---------------------------------------------\| \| Page. \| Pages. \| Pages. \| Exhibition Trustees—Report of Proceedings, and Statement of Income and Expenditure, for the year ended 30th June, 1894: Presented (No. 6) ... ... ... ... 21 ... 1191 Exportation of Live Stock—Motion: "That in the opinion of this House it is desirable to encourage the export of live stock by the Department of Agriculture, and make the necessary arrangements for an experimental shipment to the United Kingdom" (Hon. J. H. Connor) ... Debated and withdrawn ... ... ... ... 94 Exports. See "Fiscal System of Victoria." FEDERAL Council of Australasia—Appointment of Representatives to, notified ... ... ... ... ... ... 26 And see "Messages from His Excellency the Governor." Fiscal System of Victoria—Minutes of Evidence taken by the Board appointed by His Excellency the Governor in Council to inquire into the effect of the Fiscal System of Victoria upon Industry and Production; upon the Employment of the People; upon the condition and extension of Agricultural, Mining, and other Producing Interests; and upon Exports and Imports: Presented (No. 37) ... ... 18 ... 239 Fisheries Act 1890:* Presented— Oyster Dredging and Fishing (No. 71)* ... ... ... ... 18 ... 833 Weight of Barracouta and Skipjacks (No. 70)* ... ... ... ... 18 ... 831 GAOLS Act 1890 Amendment Bill (Hon. H. Cuthbert): Initiated ... ... 21 Subsequent proceedings ... ... ... ... 78 Gippsland Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable G. Davis, who retired by rotation, announced ... ... 3 The Honorable G. Davis sworn ... ... ... ... 14 Goods Rates, Special. See "Railways." Governor's Salary Reduction Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... ... ... 83 Subsequent proceedings ... ... ... ... ... 83, 99 HEANEY, James—Motion: "That there be laid before this House copies of all correspondence, minutes, memoranda, and official records in the case of James Heaney since the date of the Report of the Committee of this House on that case" (Hon. J. Service) ... ... 29 Debated and agreed to ... ... ... ... ... 29 Return ... ... ... ... ... 34 IMPORTS. See "Fiscal System of Victoria." Income Tax Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... ... ... ... 69 Subsequent proceedings ... ... ... ... { 73, 75-7, 81-2, 97 And see "Petitions" and "Ruling of the President." Industry and Production. See "Fiscal System of Victoria." JUDGES. See "Supreme Court," &c. Jumbunna to Outtrim Railway Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... ... ... 58 Subsequent proceedings ... ... ... ... { 65, 69, 77, 97 (a) Printed for the Session 1894. LAND Act 1890.—Addition to Regulations—Special Licence under Division 3 of Part I: Presented (No. 18) ... ... ... 28 ... 1549 Land and Income Tax Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... 45-6 Subsequent proceedings ... ... ... { 46, 53, 56, And see "Petitions." Land Settlement Act. See "Settlement on Lands Act 1893." Landlord and Tenant Act 1890 Amendment Bill—Brought from the Legislative Assembly (Hon. J. M. Pratt): Initiated ... ... 24 Subsequent proceedings ... ... ... { 28, 30, 38, 39, 86, 88-90, 95, 96, 98, 99 Lapsed Bills Continuance Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... 70 Subsequent proceedings ... ... ... 91 Leongatha Labour Colony. See "Settlement on Lands Act 1893." Library Committee (Joint) appointed ... ... ... 24 Licensing Act 1890 further Amendment Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... 25 Subsequent proceedings ... ... ... { 28, 30, 31, 34 Life Assurance Business. See "Companies Act 1890." Live Stock Exportation. See "Exportation of Live Stock." MARINE Act 1890.—Pilots and Pilotage—Regulations: Presented (No. 19) Marine Board of Victoria—Statement of Pilotage Receipts and Disbursements for the year ended 31st December, 1893; together with the Audit Commissioners' Certificate thereon: Presented (No. 4) ... 28 ... 1177 Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... 72 Subsequent proceedings ... ... ... 86 And see "Petitions." Melbourne and Metropolitan Board of Works—Balance-sheet and Statements of Accounts and Contracts of the Board for the year ending 30th June, 1894: Presented ... ... ... 28 Melbourne Harbour Trust Act 1890 further Amendment Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... 44 Subsequent proceedings ... ... ... 47, 51 Melbourne Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable J. Service, who retired by rotation, announced ... 3 The Honorable J. Service sworn ... ... ... 3 Members' Reimbursement Reduction Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... 78 Subsequent proceedings ... ... ... 78-9, 97 Messages:— From His Excellency the Governor (the Earl of Hopetoun, G.C.M.G., &c., &c., &c.)— Transmitting a copy of a Despatch and Enclosure from the Right Honorable the Secretary of State for the Colonies in reply to the Joint Resolution from the Legislative Council and the Legislative Assembly, expressive of their deep sympathy with the French nation on the death, by the hand of an assassin, of President Carnot, and of condolences with his widow and family. ... 17-18 Notifying the appointment of the Honorable John Turner, M.P., Premier and Treasurer, Henry Cuthbert, M.L.C., Solicitor-General and Minister for Health, John Mark Davies, M.L.C., Sir James Brown Patterson, K.C.M.G., M.P., and Alfred Deakin, M.P., as Representatives of the Colony of Victoria in the Federal Council of Australasia, in place of the Honorable Sir James Brown Patterson, K.C.M.G., M.P., Sir Bryan O'Loughlen, Bart., M.P., Samuel Winter Cooke, M.L.C., Sir Graham Berry, K.C.M.G., M.P., and William Shiels, M.P., who had ceased to hold office as Representatives ... ... ... ... 26 Messages—continued. From His Excellency the Governor—continued. Informing the Council that he had given the Royal Assent to the— Consolidated Revenue Bill (No. 1) ........................................... 27 Licensing Act 1890 further Amendment Bill .................................. 34 Municipal Valuations Appeals Bill ............................................. 34 Municipal Overdrafts Indemnity Bill .......................................... 34 Melbourne Harbor Trust Act 1890 further Amendment Bill ................. 51 Elections and Qualifications Committee Bill ................................ 81 Standard Time Bill ...................................................................... 97 Victorian Government Stock Bill ................................................ 97 Railways Commissioners Validating Bill ....................................... 97 Jumbunna to Outtrim Railway Bill ............................................. 97 Members' Reimbursement Reduction Bill ..................................... 97 Income Tax Bill ........................................................................... 97 Railway Construction Validating Bill .......................................... 97 Supreme Court Judges' Salaries Reduction Bill .............................. 97 Water Supply Loans Application Bill .......................................... 97 Railways Commissioners' Superannuation Allowances Bill ............... 97 Water Supply (Mallee) Loans Application Bill ............................... 97 Municipal Endowment further Reduction Bill ................................. 97 Mines Act 1890 further Amendment Bill ....................................... 97 State Schools and Teachers Bill .................................................. 97 Railway Construction (Wycheproof to Sea Lake) Bill ....................... 97 Commissioners' Documents Bill .................................................. 97 From the Legislative Assembly. Transmitting Consolidated Revenue Bill (No. 1) ............................ 22 Transmitting Landlord and Tenant Act 1890 Amendment Bill ............... 24 Transmitting Licensing Act 1890 further Amendment Bill .................. 25 Transmitting Railway Construction Validating Bill ........................ 25 Transmitting Municipal Overdrafts Indemnity Bill ........................... 25 Transmitting Railways Commissioners Validating Bill ....................... 25 Transmitting Municipal Valuations Appeals Bill ............................. 25 Transmitting Barriers and Solicitors Law Amendment Bill .................. 26 Transmitting Elections and Qualifications Committee Bill ................. 43 Transmitting Melbourne Harbor Trust Act 1890 further Amendment Bill .... 44 Transmitting Land and Income Tax Bill ........................................ 45 Transmitting Aliens Act 1890 Amendment Bill ................................ 49 Transmitting Standard Time Bill ................................................ 49 Transmitting Jumbunna to Outtrim Railway Bill ............................. 58 Returning Elections and Qualifications Committee Bill, notifying agreement to amendment of the Council ........................................... 58 Transmitting Message from His Excellency the Governor recommending amendments in the Elections and Qualifications Committee Bill 63–4 Transmitting Victorian Government Stock Bill ................................ 67 Transmitting Income Tax Bill ..................................................... 69 Transmitting Lapsed Bills Continuance Bill ................................... 70 Transmitting Message from His Excellency the Governor recommending an amendment in the Standard Time Bill ......................... 71 Returning Railways Commissioners Validating Bill, notifying agreement to amendments of the Council ........................................... 71 Returning Railway Construction Validating Bill, disagreeing with amendment of the Council .................................................. 72 Transmitting Railway Construction (Wycheproof to Sea Lake) Bill .... 72 Transmitting Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill .......................................................... 72 Transmitting Water Supply (Mallee) Loans Application Bill ............... 72 Transmitting Water Supply Loans Application Bill ........................... 75 Returning Jumbunna to Outtrim Railway Bill, notifying agreement to amendments of the Council ........................................... 77 Transmitting Railways Commissioners' Superannuation Allowances Bill .... 77 Transmitting Mines Act 1890 further Amendment Bill ....................... 77 Transmitting communication from the Acting Clerk of the Parliaments calling attention to a clerical error in the Railways Commissioners Validating Bill .................................................. 78 Transmitting Members' Reimbursement Reduction Bill ....................... 78 Transmitting Ministers' Salaries Reduction Bill ................................ 79 Transmitting Appropriation Bill .................................................. 79 Messages—continued. From the Legislative Assembly—continued. Transmitting Message from His Excellency the Governor recommending amendments in the Income Tax Bill ... 81-2 Transmitting Agent-General's Salary Reduction Bill ... 82 Transmitting State Schools and Teachers Bill ... 83 Transmitting Municipal Endowment further Reduction Bill ... 82 Transmitting Governor's Salary Reduction Bill ... 83 Transmitting Supreme Court Judges' Salaries Reduction Bill ... 83 Transmitting Primate Duties Repeal Bill ... 84 Returning Barristers and Solicitors Law Amendment Bill, notifying agreement to some of the amendments of the Council and their agreement to others with amendments ... 84 Transmitting Treasury Bills Bill ... 85 Transmitting Landowners' Documents Bill ... 85 Transmitting Mildura Rating Bill ... 86 Returning Landlord and Tenant Act 1890 Amendment Bill, notifying that they have agreed to one of the amendments of the Council have disagreed with others, and have agreed to one amendment with amendments ... 86 Transmitting communication from the Acting Clerk of the Parliaments reporting a clerical error in the Railway Construction Validating Bill ... 93 Returning State Schools and Teachers Bill, notifying agreement to amendments of the Council ... 94 Returning Railway Constitution (Wycheproof to Sea Lake) Bill, notifying agreement to amendment of the Council ... 94 Returning Mines Act 1890 further Amendment Bill, notifying agreement to one of the amendments of the Council and disagreement with another ... 94 Returning Landlord and Tenant Act 1890 Amendment Bill, notifying that they do not insist on disagreeing with one of the amendments of the Council, that they insist on disagreeing with others, and that they do not insist on disagreeing with another but have agreed to the same with further amendments ... 95 Returning Mines Rating Bill, notifying agreement to amendment of the Council with an amendment ... 95 Returning Landlord and Tenant Act 1890 Amendment Bill, notifying that they do not insist on their consequential amendment on one of the amendments insisted on by the Council ... 96 Transmitting communication from the Acting Clerk of the Parliaments reporting a clerical error in each of the following Bills, viz.:—Treasury Bills Bill, Barristers and Solicitors Law Amendment Bill, and Landlord and Tenant Act 1890 Amendment Bill ... 98 Transmitting Message from His Excellency the Governor recommending an amendment in the Mildura Rating Bill ... 98 Returning Supreme Court Act Explanation Bill, notifying agreement to same ... 98 Metropolitan Board of Works. See "Melbourne and Metropolitan" &c. Mildura Irrigation Trusts Bill (Hon. J. Bell): Initiated ... 40 Subsequent proceedings ... 70 Mildura Rating Bill—Brought from the Legislative Assembly (Hon. W. McCulloch): Initiated ... 86 Subsequent proceedings ... 90, 94, 95, 98, 99 Miners' Rights Revenue from—Return to an Order of the Legislative Council, dated 14th August, 1894, for a Return showing the amount of revenue derived from Miners' Rights for the three years ending respectively on the 30th June, 1892, 1893, and 1894: Presented ... 18 Mines Act 1890: Presented— Part I.—Alteration of Regulations (54 and 55) (No. 24) ... 43 Mining Accident Relief Fund—Balance-sheet, 1894 (No. 27) ... 75 Mines Act 1890 further Amendment Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... 77 Subsequent proceedings ... 85, 94, 97 Mining Accident Relief Fund—Balance-sheet, 1894: Presented (No. 27) ... 75 Mining Interests in the Geological Museum of Victoria." Ministers' Salaries Reduction Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... 79 Subsequent proceedings ... 86, 99 \| Municipal Endowment further Reduction Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| 82 \| \| --- \| --- \| \| Subsequent proceedings \| 82, 87, 97 \| \| Municipal Overdrafts Indemnity Bill—Brought from the Legislative Assembly (Hon. Lieut.-Col. Sir P. T. Sargood): Initiated \| 25 \| \| --- \| --- \| \| Subsequent proceedings \| 32, 34 \| \| Municipal Valuations Appeals Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| 25–6 \| \| --- \| --- \| \| Subsequent proceedings \| 31, 34 \| NELSON Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable W. H. S. Osmand, who retired by rotation, announced The Honorable W. H. S. Osmand sworn New Guinea, British—Annual Report on, from 1st July, 1892, to 30th June, 1893, with Appendices (No. 73) Annual Report on, from 1st July, 1893, to 30th June, 1894, with Appendices (No. 26) Northern Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable J. Sternberg, who retired by rotation, announced The Honorable J. Sternberg sworn North Central Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable W. A. Zeal, who retired by rotation, announced The Honorable W. A. Zeal sworn North-Eastern Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable A. O. Sachse, who retired by rotation, announced The Honorable A. O. Sachse sworn North-Western Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable J. Bell, who retired by rotation, announced The Honorable J. Bell sworn North Yarra Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable F. S. Grimwade, who retired by rotation, announced The Honorable F. S. Grimwade sworn PARLIAMENT— Letters Patent to Commissioners to open, read Proclamation convening, read Proceedings on opening—By Commissioners By His Excellency the Governor On Prorogation of Buildings Committee (Joint) appointed Statement showing the Names, Remuneration, Duties, &c., of all persons temporarily employed in the Department of the Legislative Assembly under the authority of Part IX. of The Constitution Act Amendment Act 1890, from 1st November, 1893, to 20th November, 1894: Presented (No. 20) Statement showing the Names, Remuneration, Duties, &c., of all persons temporarily employed in the Department of the Library of Parliament, under the authority of Part IX. of The Constitution Act Amendment Act 1890, from 1st November, 1893, to 27th November, 1894: Presented Statements of Appointments, Transfers, and Alterations of Classification in the Department of the Legislative Council, under the authority of Part IX. of The Constitution Act Amendment Act 1890: Presented Statement showing the Names, Remuneration, Duties, &c., of all persons temporarily employed in the Department of the Parliament Gardens under the authority of Part IX. of The Constitution Act Amendment Act 1890: Presented Parliamentary Standing Committee on Railways appointed Pensions—Motion for a Return showing— 1. The total amount of pensions payable by the Government. 2. The amount paid in London. 3. The annual amount of commission received by the Government for transmission of money to pensioners. 4. The amount and number of pensions under £100, £200, £300, £400, £500, and £600. 5. The amount and number of all other pensions payable by the Government (Hon. D. Melville) ... Debated and agreed to ... Return ... Petitions— Income Tax Bill— From E. England and J. C. Stewart, carrying on business as Malleson, England, and Stewart, praying that the Council would either make amendments in the Bill so as to exempt mortgagees under mortgages executed before its passing, or would omit the 44th clause, or that the Council would reject the Bill ... From representatives of certain Life Assurance Companies having their principal offices outside of Australia, praying that the Council would take such measures to amend the Bill in reference to the taxation of part of the total dividends declared on policies in such companies, or would reject the Bill ... Land and Income Tax Bill— Against the Bill— From certain electors of the Lowan Electorate ... From certain representatives of the Building Societies established in the City of Melbourne ... From William Biggall and others, carrying on business as solicitors under the style of Blake and Biggall ... From councillors of various municipalities assembled in conference ... From the president and councillors of the Shire of Numurkah ... From certain ratepayers of the Shire of Bungaree ... From Edward Samuel Watson, styling himself manager of the Australian Alliance Assurance Company ... From certain ratepayers of the Shire of Braybrook ... From certain ratepayers of the City of Fitzroy ... From the mayor, councillors, and citizens of the City of Fitzroy, under the common seal of the said city ... From certain councillors and ratepayers of Broadford and district ... From certain electors of the Wellington Province ... From certain ratepayers of the North-East riding of the Shire of Deskin ... From certain ratepayers of the Shire of Metcalfe ... From certain ratepayers of the Shire of Melvur ... From certain ratepayers of the Shire of Maldon ... From certain ratepayers of the Shire of Alexandra ... From the president, councillors, and ratepayers of the Shire of Darlington ... From certain ratepayers of the Shire of Pooong and Jeetho ... From certain ratepayers of the Shire of Oakleigh ... From certain ratepayers of the Borough of Oakleigh ... From certain land-owners of the Shires of Arapiles and Wimmera ... From the president, councillors, and ratepayers of the Shire of East Loddon ... From certain ratepayers of the Shire of Minhamite ... From certain ratepayers residing at and in the neighbourhood of Yarragon ... From certain land-owners of the Electorate of Benambra ... From certain land-owners of the Electorate of Benambra ... From certain ratepayers of the Shire of Bacchus Marsh ... From certain ratepayers of the Shire of Berwick ... From Frederic Pepin, styling himself president of the Royal Agricultural Society of Victoria ... From certain ratepayers of the Shire of Benalla ... From certain electors of the Legislative Council ... From certain land-owners of the Electorate of Benambra ... From certain ratepayers of Castlemaine ... \| Petitions—continued. \| Minutes of Proceedings \| Printed Papers \| Papers presented to both Houses of Parliament \| \|----------------------\|------------------------\|----------------\|---------------------------------------------\| \| Land and Income Tax Bill—continued. \| \| \| \| \| Against the Bill— \| \| \| \| \| From the mayor, councillors, and burgesses of the Borough of Daylesford, under the common seal of the said borough \| 55 \| \| \| \| From certain ratepayers of the Shire of Lancefield \| 55 \| \| \| \| From Charles Salter, of Melbourne, styling himself attorney under power of the Royal Insurance Company \| 55 \| \| \| \| From certain farmers and land-owners of the Shire of Springfield \| 55 \| \| \| \| From certain ratepayers of the Borough of Koroit \| 55 \| \| \| \| From certain ratepayers residing at and in the neighbourhood of Allambie, in the Shire of Naracoorte \| 55 \| \| \| \| From certain ratepayers residing at and in the neighbourhood of Trafalgar \| 55 \| \| \| \| From Andw. McWilliams, styling himself shire secretary of the Shire of Bellarine \| 55 \| \| \| \| From certain ratepayers residing at and in the neighbourhood of Moe \| 55 \| \| \| \| From certain electors of the County of Gungower \| 55 \| \| \| \| From the president and councillors of the Shire of Glenlyon \| 55 \| \| \| \| From the president, councillors, and ratepayers of the Shire of Queenswick, under the common seal of the said shire \| 55 \| \| \| \| From certain ratepayers of the Shire of Dromana \| 57 \| \| \| \| From certain electors as ratepayers of Mornington \| 57 \| \| \| \| From certain land-holders of Shepparton and other places \| 57 \| \| \| \| From certain ratepayers of the Shire of Seymour \| 57 \| \| \| \| From certain ratepayers of the Shire of Seymour \| 57 \| \| \| \| From certain ratepayers of the Shire of Seymour \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Mansfield \| 57 \| \| \| \| From certain ratepayers of the Shire of Wangaratta \| 57 \| \| \| \| From certain residents of Numurkah and surrounding districts \| 57 \| \| \| \| From David Moore and Charles Rennie, styling themselves chairman and secretary respectively of the Southern Insurance Company, Limited \| 57 \| \| \| \| From George Chapman, of Melbourne, styling himself manager of the Scottish Union and National Insurance Company \| 57 \| \| \| \| From Frank Handley, styling himself secretary to the representative in Australia of the Law Union and Crown Fire and Life Insurances Company \| 57 \| \| \| \| From George Chapman, of Melbourne, styling himself manager of the Caledonian Insurance Company \| 57 \| \| \| \| From Frank Handley, of Melbourne, styling himself secretary of the London Guarantee and Accident Company, Limited \| 57 \| \| \| \| From certain land-owners of the Electorate of Benambra \| 57 \| \| \| \| From certain ratepayers of the Gippsland Province \| 57 \| \| \| \| From James Graham and others, styling themselves agents and attorneys of the North British and Mercantile Insurance Company \| 58 \| \| \| \| From William J. Lobb and A. Scott, styling themselves liquidators of the Federal Building Society \| 58 \| \| \| \| From certain ratepayers of the Shire of Marong \| 58 \| \| \| \| From certain ratepayers of the Shire of Marong \| 58 \| \| \| \| From certain ratepayers of the Shire of Echuca \| 58 \| \| \| \| From William Lee Archer, styling himself secretary of the Victoria Insurance Company Limited \| 58 \| \| \| \| From certain Lowan electors \| 58 \| \| \| \| From Thos. Hutchings, J.R., of the Shire of Dunmunkle \| 58 \| \| \| \| From Mayhew Alfred Ridge, styling himself manager of the London and Lancashire Fire Insurance Company \| 58 \| \| \| \| From certain ratepayers of the Shire of Upper Yarra \| 58 \| \| \| \| From certain ratepayers of the Shire of Korong \| 58 \| \| \| \| From certain ratepayers of Warraambool \| 58 \| \| \| \| From certain ratepayers of Hamilton and other places \| 58 \| \| \| Petitions—continued. Land and Income Tax Bill—continued. Against the Bill— From certain electors of the Western Province and members and directors of the Warrnambool Permanent Building and Investment Society ... 58 From certain ratepayers of the Shire of Whittlesea ... 58 From certain ratepayers of Keilor ... 58 From certain ratepayers of the Shire of Stawell ... 58 From certain ratepayers of Ballarat and district ... 58 From certain land-owners of the Electorate of Benambra ... 58 From certain ratepayers of the Shire of Oxley ... 58 From certain electors of Croydon and district ... 58 From certain ratepayers of the Shire of Epping ... 58 From certain ratepayers of the Shire of Swan Hill ... 58 From certain ratepayers of the Shire of Swan Hill ... 61 From certain ratepayers of the Shire of Gordon ... 61 From certain ratepayers of the Shire of Rutherglen ... 61 From James Boyd, M.D., styling himself president, and others, of the Commercial Permanent Land and Building Society, Bendigo ... 61 From the chairman of directors and manager of the Sandhurst and Northern District Trustees, Executors, and Agency Company, Limited ... 61 From Carl Muller, styling himself chairman, and others, of the Sandhurst Mutual Permanent Investment and Building Society of Bendigo ... 61 From certain land-owners of the Electorate of Benambra ... 61 From certain land-owners of the Electorate of Benambra ... 61 From certain land-owners of the Electorate of Benambra ... 61 From certain ratepayers resident in the District of Yaroweyah ... 61 From certain ratepayers of the Shire of Seymour ... 61 From certain ratepayers of the Shire of Gisborne ... 61 From certain ratepayers of Rutherglen ... 61 From certain ratepayers of the Shire of Avon ... 63 From the trustees of certain banks in the City of Melbourne, praying that the Council would give such relief to banking corporations as mortgagees from the proposed tax on land as in its wisdom it should deem advisable ... 52 From Reginald Bright and Francis Ambro Keating, carrying on business as Gibbs, Bright, and Company, praying that the Council would not pass the Bill, unless with certain amendments, or that the Bill should be rejected ... 52 From Edward England and James Cooper Stewart, carrying on business as Malleson, England, and Stewart, praying that the Council would either make certain amendments in or reject the Bill ... 52 From M. King Armstrong, styling himself chairman of a public meeting of ratepayers of the Shire of Kyneton, praying that the Council would suggest some other way of balancing the public account than by the proposed Land Tax ... 55 From J. M. Gillespie and C. Goulden Miller, styling themselves liquidators of the Freehold Investment and Banking Company of Australia, Limited, praying that the Council would amend the Bill or adopt such other measures as will prevent further loss and hardship upon depositors in this and other similar companies ... 56 From Sir Thomas Elliot, G.C.M.G., and Robert Barr-Smith, both of Adelaide, South Australia, praying that the Council would either make certain amendments in or reject the Bill ... 56 From John Sinclair, styling himself superintendent and secretary to the Melbourne Board of Management of the Northern Assurance Company, praying that the Council would take steps to prevent the injury likely to be inflicted on the company by the passing of the Bill in its present form ... 56 From the directors of the Bendigo Mutual Permanent Land and Building Society, praying that the Council would exempt this and kindred societies from the taxation proposed under the Bill ... 58 From Robert Lewers, styling himself Moderator of the Presbytery of Bendigo, praying that the Council would exempt the properties of religious bodies from the operation of the Bill ... 58 Petitions—continued. Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill— From the Melbourne and Metropolitan Board of Works, under the common seal of the said corporation, praying that the Council would lay aside the Bill. ... ... ... 75 Pilots and Pilotage. See "Marine Act 1890" and "Marine Board of Victoria." Post Office Act 1890: Presented— Alteration in Rate of Postage on Newspapers to New South Wales, South Australia, Western Australia, Queensland, Tasmania, New Zealand, Fiji, British New Guinea, or New Hebrides (No. 74) a Postage on Foreign Newspapers other than Newspapers to New South Wales, South Australia, Western Australia, Queensland, Tasmania, New Zealand, Fiji, British New Guinea, or New Hebrides (No. 25) ... ... ... ... ... ... ... 43 ... 1603 Primage Duties Repeal Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... ... ... ... 84 Subsequent proceedings ... ... ... ... ... ... 84, 91 Printing Commission appointed ... ... ... ... ... ... 24 Production. See "Postal System of Victoria." Public Instruction. See "Education." Public Service Acts: Presented— Alterations of Regulations ... ... ... ... ... ... 18 Alterations of Regulations ... ... ... ... ... ... 21 Alteration of Regulations—(Classification of Non-Clerical Division) ... 34 Regulation regarding Travelling Allowances ... ... ... ... ... ... 43 Public Service Board—Report: Presented (No. 14) ... ... ... ... ... ... 27 ... 1497 RAILWAY Construction Validating Bill—Brought from the Legislative Assembly (Hon. W. McCulloch): Initiated ... ... ... ... ... ... 25 Subsequent proceedings ... ... ... ... ... ... 30, 35, 37, 72, 77, 93, 97 Railway Construction (Wycheproof to Sea Lake) Bill—Brought from the Legislative Assembly (Hon. W. McCulloch): Initiated ... ... ... ... ... ... 72 Subsequent proceedings ... ... ... ... ... ... 78, 86, 94, 97 Railway Engines, Sparks from—Motion for a Return showing— 1. The number of claims made from 1st January, 1891, to 31st May, 1894, on the Railway Department for damage alleged to be done by fire caused by sparks from the engines running on the different lines in the colony. 2. The total amount of compensation paid, setting out each payment (Hon. J. Sternberg) ... ... ... ... ... ... 29 Agreed to ... ... ... ... ... ... 29 Return ... ... ... ... ... ... 29 Railway Line Repairs. See "Council—Adjournment Motions." Railways Commissioners' Superannuation Allowances Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated ... ... ... ... ... ... 77 Subsequent proceedings ... ... ... ... ... ... 84, 97 Railways Commissioners Validating Bill—Brought from the Legislative Assembly (Hon. J. M. Pratt): Initiated ... ... ... ... ... ... 25 Subsequent proceedings ... ... ... ... ... ... { 35, 37, 71, 78, 97 Railways: Presented— Report of the Victorian Railways Commissioners for the year ending 30th June, 1894 (No. 1) ... ... ... ... ... ... 18 ... 1003 Return of Special Goods Rates for year ending 30th June, 1894 ... 28 Railways Standing Committee Act 1890—Regulation by the Parliamentary Standing Committee on Railways: Presented ... ... ... ... ... ... 67 And see "Parliamentary Standing Committee on Railways." Refreshment Rooms Committee (Joint) appointed ... ... ... ... ... ... 24 Revenue from Miners' Rights. See "Miners' Rights." Royal Assent to Bills ... ... ... ... ... ... 99 And see "Messages from His Excellency the Governor." Ruling of the President on the Income Tax Bill ... ... ... ... ... ... 75-6 (a) Printed for the Session 1894. \| Minutes of Proceedings \| Printed Papers \| Papers presented to both Houses of Parliament \| \|------------------------\|---------------\|---------------------------------------------\| \| Page 17 \| Page 38,44 \| Page 21 \| \| SALE of Goods Bill (Hon. Lieut.-Col. Sir F. T. Sargood): Initiated \| Subsequent proceedings \| Savings Banks—Statements and Returns for the year ended 30th June, 1894: Presented (No. 7) Sessional Orders. See "Council—Sessional Orders." Settlement on Lands Act 1893.—Leongatha Labour Colony—Statement of Receipts and Expenditure and Balance-sheet for the year ending 30th June, 1894: Presented \| Southern Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable Sir W. J. Clarke, Bart., who retired by rotation, announced The Honorable Sir W. J. Clarke, Bart., sworn \| South-Eastern Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable Dr. Dobson, who retired by rotation, announced The Honorable Dr. Dobson sworn \| South-Western Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable S. Austin, who retired by rotation, announced The Honorable S. Austin sworn Issue of a Writ for the election of a Member in the place of the Honorable D. S. Wallace, resigned, announced Return to Writ announced The Honorable J. H. Grey introduced and sworn \| South Yarra Province, Representation of— Return to Writ issued for the election of a Member in the place of the Honorable E. Miller, who retired by rotation, announced The Honorable E. Miller sworn Return to Writ issued for the election of a Member in the place of the Honorable Lieut.-Col. Sir F. T. Sargood, who had accepted an office of profit under the Crown, announced The Honorable Lieut.-Col. Sir F. T. Sargood introduced and sworn \| Sparks from Railway Engines. See "Railway Engines," &c. Special Goods Rates. See "Railways." St. Arnaud Shire Waterworks Trust. See "Water Act 1890.—Waterworks Trusts." Standard Time Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated Subsequent proceedings \| Standing Committee on Railways. See "Parliamentary Standing Committee on Railways." Standing Orders—Committee appointed First Report brought up Considered and adopted Approved by His Excellency the Governor Suspended in relation to proceedings on certain Bills State Schools and Teachers Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated Subsequent proceedings Statistical Register of the Colony of Victoria for the year 1893: Presented— Part IV.: Interchange (No. 8)a Part V.: Vital Statistics, &c. (No. 9) Part VI.: Accumulation (No. 10) Part VII.: Production (No. 11) Part VIII.: Law, Order, &c. (No. 12) Part IX.: Social Condition (No. 13) Sugar Beet. See "Beet-root Sugar." Supreme Court Act 1890—Report of the Council of Judges under section 33 of the: Presented (No. 16) Supreme Court Act Explanation Bill (Hon. H. Cuthbert): Initiated Subsequent proceedings Supreme Court Judges' Salaries Reduction Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated Subsequent proceedings (a) Printed for the Session 1894. \| TARIFF Board. See "Fiscal System of Victoria." \| 21 \| 1185 \| \| Trade Unions—Eighth Annual Report of the Proceedings of the Government Statist in connexion with—Report for the year 1893, with an Appendix: Presented (No. 5) \| ... \| ... \| ... \| 21 \| ... \| 1185 \| \| Treasury Bills Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| 85 \| ... \| ... \| \| Subsequent proceedings \| ... \| ... \| ... \| 85, 88, 99 \| ... \| ... \| \| Trusis Act 1890 Amendment Bill (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| 21 \| ... \| ... \| \| Subsequent proceedings \| ... \| ... \| ... \| 26, 28, 35, 37 \| ... \| ... \| VICTORIAN Government Stock Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| 67 \| ... \| ... \| \| Subsequent proceedings \| ... \| ... \| ... \| 70, 97 \| ... \| ... \| Victorian Mining Accident Relief Fund. See "Mines Act 1890." Victorian Railways. See "Railways." WANT of Confidence Motions. See "Council—Adjournment Motions." Water Act 1890— Deakin Shire and the Rodney Irrigation and Water Supply Trust—Application of Municipal Funds: Presented \| ... \| ... \| ... \| 18 \| ... \| ... \| \| Irrigation and Water Supply Trusts: Presented—Bairnsdale—Regulation No. 8 \| ... \| ... \| ... \| 28 \| ... \| ... \| \| Carrum—Rating Regulation \| ... \| ... \| ... \| 28 \| ... \| ... \| \| Cohuna—Rating Regulation No. 8 \| ... \| ... \| ... \| 61 \| ... \| ... \| \| Regulation No. 9 \| ... \| ... \| ... \| 61 \| ... \| ... \| \| East Boort—Rating Regulation \| ... \| ... \| ... \| 81 \| ... \| ... \| \| Kerang—Estimate—Regulation \| ... \| ... \| ... \| 28 \| ... \| ... \| \| Rating Regulation \| ... \| ... \| ... \| 81 \| ... \| ... \| \| Koondrook—Rating Regulation \| ... \| ... \| ... \| 81 \| ... \| ... \| \| Macorna North—Regulation No. 1 \| ... \| ... \| ... \| 28 \| ... \| ... \| \| Rodney—Repeal of Graduated Rate—Regulation No. 10 \| ... \| ... \| ... \| 18 \| ... \| ... \| \| Rating Regulation \| ... \| ... \| ... \| 28 \| ... \| ... \| \| Graduated Rate—Regulation No. 11 \| ... \| ... \| ... \| 28 \| ... \| ... \| \| And see "Deakin Shire," &c. \| \| Swan Hill—Rating Regulation \| ... \| ... \| ... \| 81 \| ... \| ... \| \| Tragowel Plains—Regulation No. 11 \| ... \| ... \| ... \| 18 \| ... \| ... \| \| Tragowel Plains District—Rating Divisions \| ... \| ... \| ... \| 81 \| ... \| ... \| \| Waterworks Trusts: Presented—Dandenong—Application for Additional Loan of £1,200 \| ... \| ... \| ... \| 28 \| ... \| ... \| \| St. Arnaud Shire—Application for Additional Loan of £2,500—Detailed Statement and Report (No. 17) \| ... \| ... \| ... \| 34 \| ... \| 1545 \| \| Water Supply Loans Application Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| 75 \| ... \| ... \| \| Subsequent proceedings \| ... \| ... \| ... \| 84, 97 \| ... \| ... \| \| Water Supply (Mallee) Loans Application Bill—Brought from the Legislative Assembly (Hon. H. Cuthbert): Initiated \| ... \| ... \| ... \| 72 \| ... \| ... \| \| Subsequent proceedings \| ... \| ... \| ... \| 87, 97 \| ... \| ... \| \| Wattles Act 1890—Issue of Leases under section 3: Presented \| ... \| ... \| ... \| 28 \| ... \| ... \| \| Wellington Province, Representation of—Return to Writ issued for the election of a Member in the place of the Honorable D. Ham, who retired by rotation, announced \| ... \| ... \| ... \| 3 \| ... \| ... \| \| The Honorable D. Ham sworn \| ... \| ... \| ... \| 3 \| ... \| ... \| \| Return to Writ issued for the election of a Member in the place of the Honorable H. Cuthbert, who had accepted an office of profit under the Crown, announced \| ... \| ... \| ... \| 15 \| ... \| ... \| \| The Honorable H. Cuthbert introduced and sworn \| ... \| ... \| ... \| 15 \| ... \| ... \| \| Western Province, Representation of—Return to Writ issued for the election of a Member in the place of the Honorable S. W. Cooke, who retired by rotation, announced \| ... \| ... \| ... \| 3 \| ... \| ... \| \| The Honorable S. W. Cooke sworn \| ... \| ... \| ... \| 14 \| ... \| ... \| Writs. See "Council—Writs of Election." (e) Paper No. 62 of Session 1894. PROCEEDINGS ON BILLS. BILLS INTRODUCED IN THE LEGISLATIVE COUNCIL AND PROCEEDINGS THEREON DURING SESSION 1894-5. AGENT-GENERAL'S SALARY REDUCTION BILL. ALIENS ACT 1890 AMENDMENT BILL. APPROPRIATION BILL. BAILLIWICKS. See "Supreme Court Act." BARRISTERS AND SOLICITORS LAW AMENDMENT BILL BRUNSWICK MUNICIPALITY BORROWING POWERS BILL. COMPANIES' DOCUMENTS BILL. CONSOLIDATED REVENUE BILL (No. 1). CONSTITUTION. See "Elections," "Governor's Salary," "Members' Reimbursement," and "Ministers Salaries." CUSTOMS. See "PrimaGe." EDUCATION. See "State Schools." ELECTIONS AND QUALIFICATIONS COMMITTEE BILL. ELECTRIC LIGHT AND POWER BILL. GAOLS ACT 1890 AMENDMENT BILL. GOODS. See "Sale of Goods." GOVERNOR'S SALARY REDUCTION BILL. INCOME TAX BILL. IRRIGATION TRUSTS. See "Mildura" and "Water Supply." JUMBUNNA TO OUTTRIM RAILWAY BILL. JUDGES. See "Supreme Court Judges." JUSTICES. See "Supreme Court Act." LAND AND INCOME TAX BILL. LANDLORD AND TENANT ACT 1890 AMENDMENT BILL. LAPSED BILLS CONTINUANCE BILL. LEGAL PROFESSION PRACTICE. See "Barristers and Solicitors." LICENSES ACT 1890 FURTHER AMENDMENT BILL. LOCAL GOVERNMENT. See "Brunswick" and "Municipal." MELBOURNE AND METROPOLITAN BOARD OF WORKS ACT 1890 AMENDMENT BILL. MELBOURNE HARBOR TRUST ACT 1890 FURTHER AMENDMENT BILL. MEMBERS' REIMBURSEMENT REDUCTION BILL. MILDURA IRRIGATION TRUSTS BILL. MILDURA RATING BILL. MINES ACT 1890 FURTHER AMENDMENT BILL. MINISTERS' SALARIES REDUCTION BILL. MUNICIPAL ENDOWMENT FURTHER REDUCTION BILL. MUNICIPAL OVERDRAFTS INDEMNITY BILL. MUNICIPAL VALUATIONS APPEALS BILL. PRIMA GE DUTIES REPEAL BILL. PUBLIC SERVICE. See "State Schools." RAILWAYS COMMISSIONERS VALIDATING BILL. RAILWAY CONSTRUCTION (WYCHEPROOF TO SEA LAKE) BILL. See also "Jumbunna." RAILWAYS COMMISSIONERS' SUPERANNUATION ALLOWANCES BILL. RAILWAYS COMMISSIONERS VALIDATING BILL. SALE OF GOODS BILL. STANDARD TIME BILL. STATE SCHOOLS AND TEACHERS BILL. SUPPLY. See "Consolidated Revenue." SUPREME COURT ACT EXPLANATION BILL. SUPREME COURT JUDGES' SALARIES REDUCTION BILL. TEACHERS. See "State Schools." TIME. See "Standard Time." TREASURY BILLS BILL. TRUSTS ACT 1890 AMENDMENT BILL. VICTORIA GOVERNMENT STOCK BILL. WATER SUPPLY LOANS APPLICATION BILL. WATER SUPPLY (MALLEE) LOANS APPLICATION BILL. SUMMARY OF PROCEEDINGS ON BILLS. \| Description \| Count \| \|--------------------------------------------------\|-------\| \| Bills initiated during the Session \| 42* \| \| Passed and assented to \| 28 \| \| " and reserved \| 2 \| \| " the Legislative Council but not the Legislative Assembly \| 2 \| \| Discharged by Order \| 4 \| \| Second Reading negatived \| 5 \| \| " postponed for six months \| 1 \| * Including 35 received from the Legislative Assembly. PROCEEDINGS ON BILLS. SESSION 1894-5. AGENT-GENERAL'S SALARY REDUCTION BILL.—Bill intituled "An Act to reduce the sum appropriated to the payment of the Salary of every Agent-General of Victoria."—(Hon. W. McCulloch.)—Brought from the Legislative Assembly and read a first time; Standing Orders suspended and second reading made an Order of the Day for this day, 24th January, 1895, p. 82. Motion for second reading negatived, 24th January, p. 87. ALIENS ACT 1890 AMENDMENT BILL.—Bill intituled "An Act to amend the 'Aliens Act 1890.'"—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 20th December, 1894, p. 49. Motion for second reading negatived, 15th January, 1895, p. 65. APPROPRIATION BILL.—Bill intituled "An Act to apply a sum out of the Consolidated Revenue to the service of the year ending on the thirtieth day of June One thousand eight hundred and ninety-five and to appropriate the Supplies granted in this and the last preceding Session of Parliament."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 23rd January, 1895, p. 79. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 25th January, pp. 90–1. (Assented to 29th January. Act No. 1385.) BARRISTERS AND SOLICITORS LAW AMENDMENT BILL.—Bill intituled "An Act to amend the Law relating to Barristers and Solicitors."—(Hon. J. M. Pratt.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, p. 26. Motion—That this Bill be now read a second time; motion—That the debate be now adjourned—negatived; question—That this Bill be now read a second time—resolved in the affirmative; Bill read a second time and committed; considered in Committee, 5th December, p. 38. Further considered in Committee, 11th December, p. 39; 12th December, p. 41; 18th December, p. 44. Reported with amendments, 18th December, p. 44. Order for consideration of report discharged and Bill recommitted for reconsideration; reconsidered in Committee and re-reported with further amendments, 20th December, pp. 49–50. Report considered and adopted; Bill read the third time and passed, 3rd January, 1895, p. 53. BARRISTERS AND SOLICITORS LAW AMENDMENT BILL—continued. Message from the Legislative Assembly notifying that they have agreed to some of the amendments of the Legislative Council and have agreed to others of the said amendments with amendments; 24th January, p. 84. Amendments of the Legislative Assembly considered and agreed to, 24th January, p. 88. Message from the Legislative Assembly transmitting a communication from the Acting Clerk of the Parliaments reporting a clerical error in the Bill, which error had been corrected by the Legislative Assembly; amendment considered and agreed to, 29th January, p. 98. (Assented to 29th January. Act No. 1387.) BRUNSWICK MUNICIPALITY BORROWING POWERS BILL.—Bill to enable the Council of the Municipality of Brunswick to raise moneys by Debentures for Corporation purposes other than those provided for by the Local Government Act 1890.—(Hon. D. Melville.)—Intimated and read a first time, 18th December, 1894, p. 42. Order for second reading discharged and Bill withdrawn, 19th December, p. 45. COMPANIES' DOCUMENTS BILL.—Bill intituled "An Act relating to the Loss or Destruction of certain Documents of Companies."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 24th January, 1895, p. 85. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, p. 91. (Assented to 29th January. Act No. 1380.) CONSOLIDATED REVENUE BILL (No. 1).—Bill intituled "An Act to apply out of the Consolidated Revenue the sum of Ninety-five thousand five hundred and eighty-nine pounds to the service of the year One thousand eight hundred and ninety-three and ninety-four and the sum of One million one hundred and twenty-nine thousand one hundred and sixty-six pounds to the service of the year One thousand eight hundred and ninety-five and ninety-five."—(Hon. Lieut.-Col. Sir F. T. Sargood.)—Brought from the Legislative Assembly and read a first time; read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 31st October, 1894, p. 22. (Assented to 1st November. Act No. 1365.) Elections and Qualifications Committee Bill.—Bill intituled “An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit.”—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 18th December, 1894, pp. 43–4. Read a second time and committed; considered in Committee and reported with an amendment; report, by leave, considered and adopted; Bill read the third time and passed, 19th December, p. 46. Message from the Legislative Assembly notifying their agreement to the amendment of the Legislative Council, 8th January, 1895, p. 58. Message from the Legislative Assembly transmitting Message from His Excellency the Governor recommending certain amendments in the Bill, to which the Legislative Assembly had agreed; His Excellency’s amendments considered and agreed to, 10th January, pp. 63–4. (Assented to 23rd January. Act No. 1368.) Electric Light and Power Bill.—Bill to facilitate and regulate the supply of Electricity for Lighting and for other purposes.—(Hon. Lieut.-Col. Sir F. T. Sargood.)—Initiated and read a first time, 31st October, 1894, p. 21. Order for second reading discharged and Bill withdrawn, 23rd January, 1895, p. 78. Gaols Act 1890 Amendment Bill.—Bill to amend the Gaols Act 1890 and for other purposes.—(Hon. H. Cuthbert.)—Initiated and read a first time, 31st October, 1894, p. 21. Order for second reading discharged and Bill withdrawn, 23rd January, 1895, p. 78. Governor’s Salary Reduction Bill.—Bill intituled “An Act to reduce the sum appropriated to the payment of the Salary of every future Governor of Victoria,”—(Hon. H. Cuthbert).—Brought from the Legislative Assembly and read a first time; Standing Orders suspended and second reading made an Order of the Day for this day; Bill read a second time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council, and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council, and passed, 24th January, 1895, p. 83. (Reserved for the signification of Her Majesty’s pleasure thereon, 29th January, see p. 99.) Income Tax Bill.—Bill intituled “An Act to impose a Tax on Income,”—(Hon. H. Cuthbert).—Brought from the Legislative Assembly and read a first time, 17th January, 1895, p. 69. Petitions presented against the Bill, 22nd January, p. 71; 23rd January, p. 76. Motion—that this Bill be now read a second time; motion—that the debate be now adjourned—on division, negatived; debate on motion for second reading continued and adjourned, 22nd January, p. 73. Question of Order submitted, by leave, by the Hon. N. Levi “as to whether it was competent for the Council to proceed with this Bill, inasmuch as it contained provisions similar to those of the Land and Income Tax Bill already dealt with.” Income Tax Bill—continued. The Hon. the President said:—“I have considered the question as to whether this Bill is one which may be dealt with by the Council, and have searched for precedents to guide me in the matter. There is no doubt that the law and usage of Parliament is clear, that a Bill cannot be twice offered in the same Session, that is to say, that a Bill which is substantially the same as one already disposed of cannot be introduced again, but the practice is not strictly in accordance with the theory. There are various precedents in our own as well as in the Imperial Legislature for similar Bills being re-submitted. In 1884 the Railways Construction Bill was amended by this Council, laid aside by the Assembly on account of the Council’s amendments, reintroduced in the Assembly, and afterwards passed by both Houses. In 1877–8 the Appropriation Bill was rejected by this Council, because of the item for the Payment of Members being included in it; but at a later stage of the same Session a second Appropriation Bill with that portion struck out was brought in, and passed by this Council. In the same Session the Waterworks Bill was similarly dealt with. In 1880–81 the then President ruled that a Bill for the Reform of the Council, sent up by the Assembly, could not be re-submitted, on the ground that the Council had already disposed of that matter, and therefore the question could not be again submitted that Session; the House, however, passed a special resolution not to raise any technical objection to the re-introduction of the measure, and the Bill was accordingly passed. In Imperial practice, the Lords have agreed to a Bill which included in a proviso the substance of a Bill which had been dropped in the same Session, but with a special entry of (See May, 10th ed., p. 259.) A part of a Bill omitted by the Lords has likewise been re-submitted in a separate Bill. (Ib., footnote 5.) In 1772, upon a Bill being rejected by the Lords the Commons, with a special entry, re-introduced the Bill, omitting some of the matter objected to, and the amended Bill became law. Honorable Members are aware that the strong objections to the Land and Income Tax Bill were directed against the Tax on Unimproved Land Values, and several honorable Members, in speaking on the Bill, expressed themselves favorably to the Income Tax, though strongly opposed to the tax on land. The Government, in recognition of the right of this House to reject measures (of course, which seriously affected their Budgets properly), have respected the decision of this Chamber and introduced another measure, eliminating from it the objectionable matter. In adopting this course they have changed the character of the former Bill; the present Bill does not include that vital principle of a Tax on Unimproved Land Values which was the immediate cause of the rejection of that measure, and it can hardly be maintained that the principle of an Income Tax has been debated in this House. The title of the Bill is radically different from that previously submitted. I therefore rule that the Income Tax Bill is neither identically nor substantially the same as the Land and Income Tax Bill already dealt with.” Debate resumed on the second reading of the Bill; question—That this Bill be now read a second time—on division, resolved in the INCOME TAX BILL—continued. affirmative; Bill read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 23rd January, pp. 75–7. Message from the Legislative Assembly transmitting Message from His Excellency the Governor recommending certain amendments in the Bill, to which the Legislative Assembly had agreed; His Excellency's amendments considered and agreed to, 24th January, pp. 81–2. (Assented to 29th January. Act No. 1374.) JUMBUNNA TO OUTTRIM RAILWAY BILL.—Bill intituled "An Act to authorize the Construction by the State of a Line of Railway from Jumbunna to Outtrim."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 8th January, 1895, p. 60. Motion.—That this Bill be now read a second time—debate adjourned, 15th January, p. 65; debate resumed; Bill read a second time and committed; considered in Committee and reported with amendments; report, by leave, considered and adopted; Bill read the third time and passed, 17th January, p. 69. Message from the Legislative Assembly notifying their agreement to the amendments of the Legislative Council, 23rd January, p. 77. (Assented to 29th January. Act No. 1371.) LAND AND INCOME TAX BILL.—Bill intituled "An Act to impose a Tax on the Unimproved Value of Land and on Income and to suspend the operation of the 'Land Tax Act 1890.'"—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 19th December, 1894, pp. 45–6. Motion.—That the second reading of this Bill be made an Order of the Day for Thursday, 27th December; on division, negatived, 19th December, p. 46. Petitions presented against the Bill, 3rd January, 1895, p. 52; 4th January, pp. 55–6; 8th January, pp. 57–8; 9th January, p. 61; 10th January, p. 63. Motion.—That this Bill be now read a second time—debate adjourned, 3rd January, p. 53; debate resumed and further adjourned, 4th January, p. 56; 8th January, p. 59; debate resumed and second reading put off for six months, 10th January, p. 63. LANDLORD AND TENANT ACT 1890 AMENDMENT BILL.—Bill intituled "An Act to amend the 'Landlord and Tenant Act 1890.'"—(Hon. J. M. Pratt.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, p. 24. Read a second time and committed; considered in Committee, 20th November, p. 28. Further considered in Committee, 21st November, p. 30; 6th December, p. 38. Reported with amendments, 5th December, p. 38. Report considered and adopted; Bill read the third time and passed, 11th December, p. 39. Message from the Legislative Assembly notifying that they have agreed to one of the amendments of the Legislative Council, have disagreed with others, and have agreed to one amendment with amendments, 24th January, 1895, p. 82. Amendments considered; Legislative Council agree to one and disagree with another of the amendments of the Legislative Assembly on the amendments of the Legislative Council, LANDLORD AND TENANT ACT 1890 AMENDMENT BILL—continued. and insist on their amendments disagreed with by the Legislative Assembly, 24th January, pp. 88–90. Message from the Legislative Assembly notifying that they do not insist on disagreeing with one of the amendments of the Legislative Council, that they do insist on disagreeing with others, and that they do not insist on disagreeing with another, but have agreed to the same with further amendments; amendments considered; Legislative Council agree to some of the consequential amendments of the Legislative Assembly on amendments insisted on by the Legislative Council, disagree with another of such amendments, and do not now insist on their amendments disagreed with by the Legislative Assembly, 25th January, p. 95. Message from the Legislative Assembly notifying that they do not insist on their consequential amendment to one of the amendments insisted on by the Legislative Council, 25th January, p. 96. Message from the Legislative Assembly transmitting a communication from the Acting Clerk of the Parliaments reporting a clerical error in the Bill, which error had been corrected by the Legislative Assembly; amendment considered and agreed to, 29th January, p. 98. (Assented to 29th January. Act No. 1388.) LAPSED BILLS CONTINUANCE BILL.—Bill intituled "An Act to prevent in certain cases the Lapsing of Bills by the termination of a Session of Parliament."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 17th January, 1895, p. 70. Motion for second reading negatived, 24th January, p. 91. LISENSING ACT 1890 FURTHER AMENDMENT BILL.—Bill intituled "An Act for the better protection of Owners and Mortgagors of Licensed Premises."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, p. 25. Read a second time and committed; considered in Committee, 20th November, p. 28. Further considered in Committee and reported without amendment; report considered and adopted, 21st November, p. 30. Read the third time and passed, 27th November, p. 31. (Assented to 29th November. Act No. 1364.) MELBOURNE AND METROPOLITAN BOARD OF WORKS ACT 1890 AMENDMENT BILL.—Bill intituled "An Act to amend the 'Melbourne and Metropolitan Board of Works Act 1890.'"—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 22nd January, 1895, p. 72. Petition presented against the Bill, 23rd January, p. 75. Motion for second reading negatived, 24th January, p. 86. MELBOURNE HARBOR TRUST ACT 1890 FURTHER AMENDMENT BILL.—Bill intituled "An Act to further amend the 'Melbourne Harbor Trust Act 1890.'"—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 18th December, 1894, p. 44. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 19th December, p. 47. (Assented to 31st December. Act No. 1367.) MEMBERS' REIMBURSEMENT REDUCTION BILL.—Bill intituled "An Act for the Reduction of the rate of Reimbursement of Expenses payable to Members of the Legislative Assembly."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time; read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 23rd January, 1895, pp. 78–9. (Assented to 29th January. Act No. 1373.) MILDURA IRRIGATION TRUSTS BILL.—Bill to constitute Irrigation Trusts within the Irrigation Colony of Mildura and to invest such Trusts with certain powers and for other purposes.—(Hon. J. Bell.)—Initiated and read a first time, 11th December, 1894, p. 40. Order for second reading discharged and Bill withdrawn, 17th January, 1895, p. 70. MILDURA RATING BILL.—Bill intituled "An Act to further continue and amend the 'Mildura Rating Act 1893' and for other purposes."—(Hon. W. McCulloch.)—Brought from the Legislative Assembly and read a first time, 24th January, 1895, p. 86. Motion.—That this Bill be now read a second time—debate adjourned, 24th January, p. 90; debate resumed; Bill read a second time and committed; considered in Committee and reported with an amendment; report, by leave, considered and adopted; Bill read the third time and passed, 25th January, p. 94. Message from the Legislative Assembly notifying their agreement to the amendment of the Legislative Council with an amendment; Assembly's amendment considered and agreed to, 25th January, p. 95. Message from the Legislative Assembly transmitting Message from His Excellency the Governor recommending an amendment in the Bill, to which the Legislative Assembly had agreed; His Excellency's amendment considered and agreed to, 29th January, p. 98. (Assented to 29th January. Act No. 1389.) MINES ACT 1890 FURTHER AMENDMENT BILL.—Bill intituled "An Act to further amend the 'Mines Act 1890'."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 23rd January, 1895, p. 77. Read a second time and committed; considered in Committee and reported with amendments; report, by leave, considered and adopted; Bill read the third time and passed, 24th January, p. 85. Message from the Legislative Assembly notifying their agreement to one of the amendments of the Legislative Council and their disagreement with another of such amendments; amendment disagreed with by the Legislative Assembly considered and not insisted on, 25th January, p. 94. (Assented to 29th January. Act No. 1384.) MINISTERS' SALARIES REDUCTION BILL.—Bill intituled "An Act to Reduce the Rates of Salaries of Responsible Ministers of the Crown."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 23rd January, 1895, p. 79. Read a second time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council, and committed; considered in Committee and reported without an amendment; report considered and adopted; Bill read the third time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council, and passed, 24th January, p. 86. (Reserved for the signification of Her Majesty's pleasure thereon, 29th January, see p. 99.) MUNICIPAL ENDOWMENT FURTHER REDUCTION BILL.—Bill intituled "An Act to further reduce the Municipal Endowment Fund for other purposes."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time; Standing Orders suspended and second reading made an Order of the Day for this day, 24th January, 1895, p. 82. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, p. 87. (Assented to 29th January. Act No. 1373.) MUNICIPAL OVERDRAFTS INDEMNITY BILL.—Bill intituled "An Act to indemnify the Councillors of various Municipalities for Borrowing Moneys by Overdrafts on Bankers for the purposes of their Municipalities contrary to the provisions of the 'Local Government Act 1890' and for other purposes."—(Hon. Lieut.-Col. Sir F. T. Sargood.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, p. 25. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 27th November, p. 32. (Assented to 29th November. Act No. 1366.) MUNICIPAL VALUATIONS APPEALS BILL.—Bill intituled "An Act to declare the Law relating to Appeals to Justices against Municipal Valuations."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, pp. 25–6. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 27th November, p. 31. (Assented to 29th November. Act No. 1365.) PRIMAGE DUTIES REPEAL BILL.—Bill intituled "An Act to repeal the Law relating to the Primage ad valorem Duty of Customs."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time; Standing Orders suspended and second reading made an Order of the Day for this day, 24th January, 1895, p. 84. Motion.—That this Bill be now read a second time; motion—that the debate be now adjourned—negatived; question—that this Bill be now read a second time—on division, negatived, 24th January, p. 91. RAILWAY CONSTRUCTION VALIDATING BILL.—Bill intituled "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway."—(Hon. W. McCulloch.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, p. 25. Read a second time and committed; considered in Committee, 21st November, p. 30. Further considered in Committee and reported with an amendment, 4th December, p. 35. Report considered and adopted; Bill read the third time and passed, 5th December, p. 37. Message from the Legislative Assembly notifying their disagreement with the amendment of the Legislative Council, 22nd January, 1895, p. 72. RAILWAY CONSTRUCTION VALIDATING BILL—continued. Amendment considered; Legislative Council do not insist on their amendment, 23rd January, p. 77. Message from the Legislative Assembly transmitting a communication from the Acting Clerk of the Parliaments reporting a clerical error in the Bill, which error had been corrected by the Legislative Assembly; amendment considered and agreed to, 25th January, p. 93. (Assented to 29th January. Act No. 1881.) RAILWAY CONSTRUCTION (WYCHEPROOF TO SEA LAKE) BILL.—Bill intituled "An Act to authorize the Construction of the State of a Line of Railway from Wycheproof to Sea Lake."—(Hon. W. McCulloch.)—Brought from the Legislative Assembly and read a first time, 22nd January, 1895, p. 72. Read a second time and committed; considered in Committee, 23rd January, p. 78. Further considered in Committee and reported with an amendment; report by leave, considered and adopted; Bill read the third time and passed, 24th January, p. 46. Message from the Legislative Assembly notifying their agreement to the amendment of the Legislative Council, 25th January, p. 94. (Assented to 29th January. Act No. 1883.) RAILWAYS COMMISSIONERS' SUPERANNUATION ALLOWANCES BILL.—Bill intituled "An Act to provide for the payment of Superannuation Allowances to the late Victorian Railways Commissioners."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 23rd January, 1895, p. 77. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, p. 84. (Assented to 29th January. Act No. 1877.) RAILWAYS COMMISSIONERS VALIDATING BILL.—Bill intituled "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners."—(Hon. J. M. Pratt.)—Brought from the Legislative Assembly and read a first time, 13th November, 1894, p. 25. Motion—That this Bill be now read a second time; motion—That the debate be now adjourned—negatived; question—That this Bill be now read a second time—resolved in the affirmative; Bill read a second time and committed; considered in Committee, 4th December, p. 35. Further considered in Committee and reported with an amendment and with an amended title, viz.:—"An Act to Validate the Appointments of the Acting Victorian Railways Commissioners and to provide for the further Appointment of Acting Commissioners until the thirtieth day of June One thousand eight hundred and ninety-five;" report, by leave, considered and adopted; Bill read the third time and passed, 5th December, p. 37. Message from the Legislative Assembly notifying their agreement to the amendments of the Legislative Council, 22nd January, 1895, p. 71. Message from the Legislative Assembly transmitting a communication from the Acting Clerk of the Parliaments calling attention to a clerical error in the Bill, which error had been corrected by the Legislative Assembly; amendment considered and agreed to, 23rd January, p. 78. (Assented to 29th January. Act No. 1872.) SALE OF GOODS BILL.—Bill for codifying the Law relating to the Sale of Goods.—(Hon. Lieut.-Col. Sir F. T. Sargood.)—Initiated and read a first time, 30th October, 1894, p. 17. Read a second time and committed; considered in Committee, 5th December, p. 38. Further considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 18th December, p. 44. Bill not returned from the Legislative Assembly. STANDARD TIME BILL.—Bill intituled "An Act to establish a Standard of Time in Victoria."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 20th December, 1894, p. 49. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 16th January, 1895, p. 68. Message from the Legislative Assembly transmitting Message from His Excellency the Governor recommending an amendment in the Bill, to which the Legislative Assembly had agreed; His Excellency's amendment considered and agreed to, 22nd January, p. 71. (Assented to 29th January. Act No. 1870.) STATE SCHOOLS AND TEACHERS BILL.—Bill intituled "An Act to provide for re-grading State Schools for the Classification of Teachers and regulating their Salaries and for other purposes."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time; Standing Orders suspended and second reading made an Order of the Day for this day, 24th January, 1895, p. 82. Read a second time and committed; considered in Committee and reported with amendments; report, by leave, considered and adopted; Bill read the third time and passed, 24th January, p. 87. Message from the Legislative Assembly notifying their agreement to the amendments of the Legislative Council, 25th January, p. 94. (Assented to 29th January. Act No. 1882.) SUPREME COURT ACT EXPLANATION BILL.—Bill to declare the Law relating to the powers of Justices Courts of Petty Sessions and Licensing Courts in respect to boundaries of bailiwicks.—(Hon. H. Cuthbert.)—Initiated and read a first time, 16th January, 1895, p. 67. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 17th January, p. 70. Message from the Legislative Assembly notifying their agreement to the Bill, 29th January, p. 98. (Assented to 29th January. Act No. 1390.) SUPREME COURT JUDGES' SALARIES REDUCTION BILL.—Bill intituled "An Act to reduce the rates of Salaries of future Judges of the Supreme Court."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time; Standing Orders suspended and second reading made an Order of the Day for this day; Bill read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, 1895, p. 83. (Assented to 29th January. Act No. 1375.) TREASURY BILLS BILL.—Bill intituled "An Act to authorize the issue of Treasury Bills."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time; read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, 1895, p. 85. Message from the Legislative Assembly transmitting a communication from the Acting Clerk of the Parliament reporting a clerical error in the Bill, which error has been corrected by the Legislative Assembly; amendment considered and agreed to, 29th January, p. 98. (Assented to 29th January. Act No. 1386.) TRUSTS ACT 1890 AMENDMENT BILL.—Bill to amend the Law relating to Trusts and Trustees.—(Hon. H. Cuthbert.)—Initiated and read a first time, 31st October, 1894, p. 21. Read a second time and committed; considered in Committee, 13th November, p. 26. Further considered in Committee, 20th November, p. 28; 4th December, p. 35. Reported with amendments, 4th December, p. 35. Recommitted for the reconsideration of clause 22; reconsidered in Committee and re-reported with a further amendment, 4th December, p. 35. Report considered and adopted; Bill read the third time and passed, 5th December, p. 37. Bill not returned from the Legislative Assembly. VICTORIAN GOVERNMENT STOCK BILL.—Bill intituled "An Act to authorize the raising of money for certain purposes by increasing the amount of Victorian Government Stock and for other purposes."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 16th January, 1895, p. 67. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 17th January, p. 70. (Assented to 29th January. Act No. 1369.) WATER SUPPLY LOANS APPLICATION BILL.—Bill intituled "An Act to sanction the issue and application of certain sums of money as Loans for Water Supply and Irrigation Works in the Country Districts and for other purposes."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 23rd January, 1895, p. 75. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, p. 84. (Assented to 29th January. Act No. 1376.) WATER SUPPLY (MALLEE) LOANS APPLICATION BILL.—Bill intituled "An Act to sanction the issue and application of certain sums of money as Loans to certain Shire Councils to construct Tanks for Water Supply in the Mallee Country."—(Hon. H. Cuthbert.)—Brought from the Legislative Assembly and read a first time, 22nd January, 1895, p. 72. Read a second time and committed; considered in Committee and reported without amendment; report considered and adopted; Bill read the third time and passed, 24th January, p. 87. (Assented to 29th January. Act No. 1378.) MINUTES OF THE PROCEEDINGS, ETC. VICTORIA. No. 1. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. THURSDAY, 4TH OCTOBER, 1894. 1. The Council met pursuant to the Proclamation of His Excellency the Governor, bearing date the twenty-seventh day of September, 1894, which Proclamation was read by the Clerk, and is as follows:— FIXING THE TIME FOR HOLDING THE FIRST SESSION OF THE SIXTEENTH PARLIAMENT OF VICTORIA. PROCLAMATION By His Excellency the Right Honorable John Adrian Louis, Earl of Hopetoun, Viscount Aithrie, and Baron Hope, in the Peerage of Scotland; Baron Hopetoun of Hopetoun, and Baron Niddry of Niddry Castle, in the Peerage of the United Kingdom; Knight Grand Cross of the Most Distinguished Order of Saint Michael and Saint George, Governor and Commander-in-Chief in and over the Colony of Victoria and its Dependencies, &c., &c., &c. Whereas by The Constitution Act it was amongst other things enacted that it should be lawful for the Governor to fix such places within Victoria and, subject to the limitation therein contained, such times for holding the first and every other Session of the Council and Assembly, and to vary and alter the same respectively in such manner as he might think fit; and also from time to time to prorogue the said Council and Assembly, and to dissolve the said Assembly, by Proclamation or otherwise, whenever he should deem it expedient: And whereas the said Council and Assembly are called "The Parliament of Victoria," and it is expedient to fix the time for holding the next Session thereof: Now therefore I, the Governor of Victoria, in exercise of the power conferred by the said Act, do by this my Proclamation fix Thursday, the fourth day of October next, as the time for the commencement and holding of the next Session of the said Council and Assembly, called the Parliament of Victoria, for the dispatch of business, at Ten o'clock at noon, in the Parliament House, situate in Parliament-place, Spring-street, in the City of Melbourne: And the Honorable the Members of the Legislative Council, and the Members of the Legislative Assembly are hereby required to give their attendance at the said time and place accordingly. Given under my Hand and the Seal of the Colony, at Melbourne, this twenty-seventh day of September, in the year of our Lord One thousand eight hundred and ninety-four, and in the fifty-eighth year of Her Majesty's reign. (t.s.) HOPETOUN. By His Excellency's Command, GEORGE TURNER. GOD SAVE THE QUEEN! Commissioners from His Excellency the Governor appointed to open the Parliament having been introduced to the Council Chamber by the Usher, the Honorable Sir John Madden desired the Usher to request the presence of the Members of the Legislative Assembly to hear the Commission read for the commencement and holding of this present Session of the Parliament. The Members of the Legislative Assembly having presented themselves, the Chief Justice said:— HONORABLE GENTLEMEN OF THE LEGISLATIVE COUNCIL AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: His Excellency the Governor, not thinking fit to be present in person this day, has been pleased to cause Letters Patent to issue under the Seal of the Colony, constituting us his Commissioners to do in his name all that is necessary to be performed in this Parliament. This will more fully appear from the Letters Patent, which will now be read by the Clerk of the Parliaments. (200 copies.) Then the said Letters Patent were read by the Clerk as follow, viz.: VICTORIA, by the Grace of God of the United Kingdom of Great Britain and Ireland Queen, Defender of the Faith: WHEREAS by Proclamation made the twenty-seventh day of September instant by His Excellency the Right Honorable John Adrian Louis, Earl of Hopetoun, Viscount Aithrie, and Baron Hope, in the Peerage of Scotland; Baron Hopetoun of Hopetoun, and Baron Niddry of Niddry Castle, in the Peerage of the United Kingdom; Knight Grand Cross of the Most Distinguished Order of Saint Michael and Saint George; Governor and Commander-in-Chief in and over the Colony of Victoria and its Dependencies, and said John Adrian Louis, Earl of Hopetoun, did fix Thursday the fourth day of October proximo as the time for the commencement and holding of the next Session of the Legislative Council and Legislative Assembly of Our said Colony, called "The Parliament of Victoria," for the despatch of business, at Twelve of the clock at noon, in the Parliament Houses, situate in the City of Melbourne: And forasmuch as for certain causes the said John Adrian Louis, Earl of Hopetoun, cannot conveniently be present in person in the said Parliament at that time: Now know ye that We, trusting in the discretion, fidelity, and care of Our trusty and well-beloved The Honorable Sir John Madden, Knight, LL.D., the Chief Justice of Our Supreme Court of Victoria, and His Honor Edward Dundas Holroyd, a Justice of Our said Court, do give and grant by the tenor of these presents unto to the said Sir John Madden and Edward Dundas Holroyd, or either of you, full power and Our name to call to Our Parliament, and to do everything which for Us, or the said John Adrian Louis, Earl of Hopetoun, shall be there to be done; commanding also by the tenor of these presents all whom it may concern to meet Our said Parliament, and to the said Sir John Madden and Edward Dundas Holroyd, or either of them, that they diligently attend in the premises and form aforesaid. In testimony whereof We have caused the Seal of Our said Colony to be hereunto affixed. Witness Our right trusty and right well-beloved Cousin, John Adrian Louis, Earl of Hopetoun, Viscount Aithrie, and Baron Hope, in the Peerage of Scotland; Baron Hopetoun of Hopetoun, and Baron Niddry of Niddry Castle, in the Peerage of the United Kingdom; Knight Grand Cross of the Most Distinguished Order of Saint Michael and Saint George; Governor and Commander-in-Chief in and over the Colony of Victoria and its Dependencies, &c., &c., &c., at Melbourne, this twenty-seventh day of September, One thousand eight hundred and ninety-four, and in the fifty-eighth year of Our reign. HOPETOUN, By His Excellency's Command, GEORGE TURNER. Entered on Record by me in the Register of Patents, Book 24, Page 122, this twenty-seventh day of September, One thousand eight hundred and ninety-four. CHARLES A. TOFF. Then the Chief Justice said— HONORABLE GENTLEMEN OF THE LEGISLATIVE COUNCIL AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: We have it in command from His Excellency to inform you that on a future day, of which due notice will be given, His Excellency will declare to you in person, in this place, the causes of his calling this Parliament together; and, Honorable Gentlemen of the Legislative Council and Gentlemen of the Legislative Assembly, as it is necessary before you proceed to the despatch of business that a President of the Legislative Council and a Speaker of the Legislative Assembly be chosen, His Excellency requests that you, in your respective Chambers, will proceed to the choice of proper persons to be such President and Speaker. The Members of the Legislative Assembly withdrew. 2. COMMISSION TO ADMINISTER OATH TO MEMBERS.—The Honorable Sir John Madden, Commissioner from His Excellency the Governor to administer the oath prescribed by the twenty-eighth section of the Act No. 1075, then handed his Commission to the Clerk, who read the same as follows:— By His Excellency the Right Honorable John Adrian Louis, Earl of Hopetoun, Viscount Aithrie, and Baron Hope, in the Peerage of Scotland; Baron Hopetoun of Hopetoun, and Baron Niddry of Niddry Castle, in the Peerage of the United Kingdom; Knight Grand Cross of the Most Distinguished Order of Saint Michael and Saint George; Governor and Commander-in-Chief in and over the Colony of Victoria and its Dependencies, &c., &c. To the Honorable Sir John Madden, Knight, Chief Justice of the Supreme Court of the Colony of Victoria. GREETING: Whereas by the twenty-eighth section of The Constitution Act Amendment Act 1890, No. 1075, it is enacted that no Member, either of the Legislative Council or the Legislative Assembly, shall be permitted to sit or vote therein respectively until he has taken and subscribed before the Governor, or some person authorized by the Governor in that behalf, the oath set out in the Second Schedule to the aforesaid Act: Now therefore I, the Governor of the said Colony, do by these presents command and authorize you to proceed to the Parliament House, in the City of Melbourne, on Thursday the fourth day of October instant, at Twelve of the clock at noon, then and there to administer the said oath to such members of the Legislative Council as have not already taken and subscribed the same since their election to the said Legislative Council. Given under my Hand and the Seal of the Colony, at Melbourne, in the said Colony, this second day of October, in the year of our Lord One thousand eight hundred and ninety-four, and in the fifty-eighth year of Her Majesty's reign. (L.S.) HOPETOUN. By His Excellency's Command, GEORGE TURNER. Entered on Record by me in the Register of Patents, Book 24, page 129, this second day of October, One thousand eight hundred and ninety-four. CHARLES A. TOPP. 3. Returns to Writs.—The Clerk announced the receipt of returns to Writs, issued by the President of the Council, for the election of Members to serve in the places of Members whose seats became vacant by effluxion of time, and that by the endorsements on such Writs it appeared that the following Members had been returned for the several Electoral Provinces set opposite their respective names, viz.: - The Honorable James Service, for the Melbourne Province. - The Honorable Frederick Sheppard Grimwade, for the North Yarra Province. - The Honorable Edward Miller, for the South Yarra Province. - The Honorable Sir William John Clarke, Bart., for the Southern Province. - The Honorable Sidney Austin, for the South-Western Province. - The Honorable William Henry Seville Osmond, for the Nelson Province. - The Honorable Samuel Winter Cooke, for the Western Province. - The Honorable James Bell, for the North-Western Province. - The Honorable Joseph Sternberg, for the Northern Province. - The Honorable David Hahn, for the Wellington Province. - The Honorable William Austin Zeal, for the North Central Province. - The Honorable Arthur Otto Sachse, for the North-Eastern Province. - The Honorable George Davis, for the Gippsland Province. - The Honorable Frank Stanley Dobson, LL.D., for the South-Eastern Province. 4. Swearing-in of Members.—The Honorable J. Bell, Sir W. J. Clarke, Bart., Dr. Dobson, F.S. Grimwade, D. Hahn, E. Miller, A. O. Sacuse, J. Service, J. Sternberg, and W. A. Zeal, having severally approached the Table, took and subscribed the oath required by law, and delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JAMES BELL, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and twenty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Dunolly, and are known as my property, being allotments 4, 5, 6, 7, and 9 of section 26, town of Dunolly. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Dunolly are rated in the rate-book of such district upon a yearly value of One hundred and twenty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JAMES BELL." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, SIR WILLIAM JOHN CLARKE, Bart., do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One thousand and fifty-five pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Merriang, and are known as my property, being four hundred and sixty-one acres, in the parishes of Kalkallo and Micklohn, No. 5 in the rate-book. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Merriang are rated in the rate-book of such district upon a yearly value of One thousand and fifty-five pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "W. J. CLARKE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, FRANK STANLEY DOBSON, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and thirty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Prahran, and are known as No. 52 Darling-street, South Yarra. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Prahran are rated in the rate-book of such district upon a yearly value of One hundred and thirty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "F. STANLEY DOBSON." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, FREDERICK SHEPPARD GRIMWADE, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Four hundred and fifty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Caulfield, and are known as 'Harleston' situate and being at the corner of Baladclava and Orrong roads, Caulfield. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Caulfield are rated in the rate-book of such district upon a yearly value of Four hundred and fifty pounds, and that such of the said lands or tenements as are situate in the municipal district of Caulfield are rated in the rate-book of such district upon a yearly value of Four hundred and fifty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "F. S. GRIMWADE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, DAVID HAM, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Three hundred and eighty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Ballarat East, and are known as houses and land in Victoria-street. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Ballarat East are rated in the rate-book of such district upon a yearly value of Three hundred and eighty pounds, and that such of the said lands or tenements as are situate in the municipal district of Ballarat East are rated in the rate-book of such district upon a yearly value of Three hundred and eighty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "DAVID HAM." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, EDWARD MILLER, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in land or tenements in the colony of Victoria of the yearly value of One hundred and seventy pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such land is situated in the municipal district of Kew, and is known as part of 'Findon' Estate, being land measuring four acres, situate corner of Barker's-road and Findon-street. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Kew are rated in the rate-book of such district upon a yearly value of One hundred and seventy pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "EDWARD MILLER." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, ARTHUR OTTO SACHSE, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and ten pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of the city of Prahran, and are known as land and house property, No. 25 Kensington-road, South Yarra. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Prahran are rated in the rate-book of such district upon a yearly value of One hundred and ten pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "A. O. SACHSE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JAMES SERVICE, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Caulfield, and are known as 'Kilwinning,' being the house and lands occupied as a residence for myself in Balclava-road, corner of Hotham-street. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Caulfield are rated in the rate-book of such district upon a yearly value of Five hundred pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JAMES SERVICE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JOSEPH STERNBERG, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of over One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of the shires of Deakin and Echuca and of the city of Melbourne, and are known as—firstly, Crown allotments 91, 92, 93, and 133, parish of Kyabram, county of Rodney, in the municipal district of the shire of Deakin; secondly, Crown allotments 4 and 5, section 1A, township and parish of Rochester, county of Bendigo, in the municipal district of the shire of Echuca; thirdly, allotment 64, parish of Rochester West, county of Bendigo, in the municipal district of the shire of Echuca; fourthly, part of Crown allotment 19, section 14, Melbourne East, parish of North Melbourne, county of Bourke, particulars of description in the certificate of title entered in the Register Book, vol. 1820, fol. 263903, and which land is situated in the municipal district of the city of Melbourne. "And I further declare that such of the said lands or tenements as are situate in the municipal district of the shire of Deakin, and are firstly above described, are rated in the rate-book of such district upon a yearly value of Fifty-five pounds; and that such of the said lands or tenements as are situate in the municipal district of the shire of Echuca, and are secondly above described, are rated in the rate-book of such district upon a yearly value of Forty pounds; and that such of the said lands or tenements as are situate in the municipal district of the shire of Echuca, and are thirdly above described, are rated in the rate-book of such district upon a yearly value of Ten pounds; and that such of the said lands or tenements as are situate in the municipal district of the city of Melbourne, and are fourthly above described, are rated in the rate-book of such district upon a yearly value of Ninety pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JOSEPH STERNBERG." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, WILLIAM AUSTIN ZEAL, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Seven hundred and thirty-eight pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Prahran and South Melbourne, and are known as— "Parts of Crown portions 14, 17, 18, and 29, parish of Prahran, at Toorak; and parts of Crown allotment 8, section 1, and Crown allotment 4, section 1, city of South Melbourne, all in the county of Bourke. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Prahran are rated in the rate-book of such district upon a yearly value of Five hundred and forty-three pounds; and that such of the said lands or tenements as are situate in the municipal district of South Melbourne are rated in the rate-book of such district upon a yearly value of One hundred and ninety-five pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "W. A. ZEAL." The Chief Justice attested the Oath Roll. The Commissioner withdrew. 5. DECLARATIONS OF MEMBERS.—The Honorable J. Buchanan, J. H. Connor, D. Coutts, E. J. Crooke, J. M. Davies, T. Dowling, Dr. W. H. Embling, C. J. Ham, N. Levi, D. E. McBryde, W. McCalluloch, D. Mulville, W. Pitt, J. M. Pratt, R. Reid, N. Thornley, J. A. Wallace, T. D. Wanless, S. Williamson, W. I. Winter-Irving, and A. Wynne severally delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JAMES BUCHANAN, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Berwick, and are known as 'Burr Hill,' Berwick, in my own occupation. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Berwick are rated in the rate-book of such district upon a yearly value of One hundred pounds, "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JAMES BUCHANAN." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JOSEPH HENRY CONNOR, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of over One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Colac, shire of Colac, parish of Cundare, county of Grenville, and are known as allotments 57A and 57B, parish of Cundare, containing three hundred and eighteen acres one rood twenty-four perches. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Colac, shire of Colac, parish of Cundare, county of Grenville, are rated in the rate-book of such district upon a yearly value of One hundred and twenty-seven pounds eight shillings, and that such of the said lands or tenements as are situate in the municipal district of Colac are rated in the rate-book of such district upon a yearly value of One hundred and twenty-seven pounds eight shillings. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JOS. H. CONNOR." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, DAVID COUTTS, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of over One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Korong and East Loddon and are known as 'Salisbury Estate,' municipal district of Korong, and the 'Elmswood Estate,' also land known as Naughton's, municipal district of East Loddon. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Korong are rated in the rate-book of such district upon a yearly value of Five hundred pounds; and that such of the said lands or tenements as are situate in the municipal district of East Loddon are rated in the rate-book of such district upon a yearly value of Six hundred and thirty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "DAVID COUTTS." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, EDWARD JOLLEY CROOKE, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Three hundred and sixty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Rosedale, and are known as portion of 'The Holey Plain Estate.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Rosedale are rated in the rate-book of such district upon a yearly value of Three hundred and sixty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "E. J. CROOKE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JOHN MARK DAVIES, do declare and testify that I am legally or equitably seised of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Lilydale, and are known as Crown allotments fifty-six, fifty-seven, and fifty-eight, parish of Wandin Yallock, county of Evelyn, containing six hundred and twenty-five acres and twenty perches or thereabouts. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Lilydale are rated in the rate-book of such district upon a yearly value of Two hundred and forty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JNO. M. DAVIES." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, THOMAS DOWLING, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Two hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Hampden and Mortlake, and are known as 'Jellalabad,' situated on Mount Emu Creek, and bounded on the south by township of Darlington, on the east by lands belonging to Messrs. Cole and Dods, on the north by station known as 'Terinalllum,' and on the west by land known as 'Mount Evans.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Mortlake are rated in the rate-book of such district upon a yearly value of One thousand seven hundred pounds, and that such of the said lands or tenements as are situate in the municipal district of Hampden are rated in the rate-book of such district upon a yearly value of Five hundred and forty-six pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "THOMAS DOWLING." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, WILLIAM HENRY EMBLING, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Two hundred and seventy-five pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of St. Kilda, and are known as 'Elmwood,' Chapel-street, East St. Kilda. "And I further declare that such of the said lands or tenements as are situate in the municipal district of St. Kilda are rated in the rate-book of such district upon a yearly value of Two hundred and seventy-five pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "WILLIAM HENRY EMBLING." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, CORNELIUS JOB HAM, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and fifteen pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Melbourne, and are known as No. 111 and 124 Grey-street, East Melbourne, and being No. 70 and 71 in the rate-book of the city of Melbourne for Albert ward. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Melbourne are rated in the rate-book of such district upon a yearly value of One hundred and fifteen pounds, and that such of the said lands or tenements as are situate in the municipal district of Melbourne are rated in the rate-book of such district upon a yearly value of One hundred and fifteen pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "C. J. HAM." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, NATHANIEL LEVI, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and fifty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of city of Melbourne, city of St. Kilda, shire of Cranbourne, and shire of Moorabbin, and are known as the following allotment, situated in Mosquito-street off Flinders-street, city of Melbourne: allotment 1 of section 9 x twenty-eight perches, and nineteen perches; allotment 2 of section 9 x nineteen perches and eight-tenths, allotment 3 of section 9 x nineteen perches and six-tenths, city of St. Kilda, parish of South Melbourne, county of Bourke; allotment 10, village of Lang Lang, two roods; allotment 11, village of Lang Lang, two roods twenty-six perches, parish of Lang Lang, Yallock riding, shire of Cranbourne, county of Mornington; allotment 5, part of Crown portion 28, parish of Moorabbin, South riding, shire of Moorabbin, county of Bourke. "And I further declare that such of the said lands or tenements as are situate in the municipal district of city of Melbourne are rated in the rate-book of such district upon a yearly value of Ninety pounds, and that such of the said lands or tenements as are situate in the municipal district of city of St. Kilda are rated in the rate-book of such district upon a yearly value of Thirty-two pounds, and that such of the said lands or tenements as are situate in the municipal district or shire of Cranbourne are rated in the rate-book of such district or shire upon a yearly value of Four pounds, and that such of the said lands or tenements as are situate in the municipal district or shire of Moorabbin are rated in the rate-book of such district or shire upon a yearly value of Three pounds ten shillings. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "NATHL. LEVI." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Duncan Elphinstone McBryde, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Four hundred and seventy-five pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Brighton, and are known as 'Kamesburgh,' containing ten acres or thereabouts, being part of Dendy's special survey at Brighton, and situate at the angle of North-road and Cochrane-street, and lately purchased by me for the sum of Twelve thousand two hundred pounds. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Brighton are rated in the rate-book of such district upon a yearly value of Four hundred and seventy-five pounds, and that such of the said lands or tenements as are situate in the municipal district of Brighton are rated in the rate-book of such district upon a yearly value of Four hundred and seventy-five pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "D. E. McBryde." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, William McCulloch, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Three hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Colac, and are known as 'Mertoun Park.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Colac are rated in the rate-book of such district upon a yearly value of One thousand three hundred and thirteen pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "W. McCulloch." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Donald Melville, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and thirteen pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Brunswick, Pyalong, McIvor, and are known as— "My residence, situated in Albion-street, W. Brunswick, with twenty-eight and one-half acres of land; two hundred and six acres of land within the shire of Pyalong; one hundred and forty acres of land within the shire of McIvor. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Brunswick are rated in the rate-book of such district upon a yearly value of Seventy pounds, and that such of the said lands or tenements as are situate in the municipal district of Pyalong are rated in the rate-book of such district upon a yearly value of Twenty-eight pounds, and that within the municipal district of McIvor at Fifteen pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "D. Melville." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, William Pitt, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Collingwood, and are known as land, Trencry-crescent, Collingwood. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Collingwood are rated in the rate-book of such district upon a yearly value of One hundred and sixty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "William Pitt." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Joseph Major Pratt, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Two hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Melbourne, and are known as all that piece of land containing thirty-six perches and three-tenths of a perch or thereabouts, being part of Crown allotment four, section fourteen, city of Melbourne, parish of North Melbourne, at East Melbourne, county of Bourke." "And I further declare that such of the said lands or tenements as are situate in the municipal district of Melbourne are rated in the rate-book of such district upon a yearly value of Two hundred pounds, and that such of the said lands or tenements as are situate in the municipal district of Melbourne are rated in the rate-book of such district upon a yearly value of Two hundred pounds sterling. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JOSEPH M. PRATT." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, ROBERT REID, merchant, Melbourne, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and fifty-seven pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Beaconsfield, shire of Berwick, and are known as 'Mount Pleasant,' Pakenham, being lots 1, 12, 13, 20, and 47, Pakenham 448 acres. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Berwick are rated in the rate-book of such district upon a yearly value of One hundred and fifty-seven pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "ROBERT REID." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, NATHAN THORNLEY, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One thousand five hundred and twenty-four pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Minhamite, and are known as 'Kangatong,' containing about 8,000 acres. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Minhamite are rated in the rate-book of such district upon a yearly value of One thousand five hundred and twenty-four pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "N. THORNLEY." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JOHN ALSTON WALLACE, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Two hundred and eighty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Towong and Port Melbourne, and are known as— "No. 1. Lands and tenements situate near Bethanga, parish of Berriga, electoral district of Benambra, shire of Towong, area six hundred and thirty-nine acres. "No. 2. Lands and tenements—the Bay View Hotel, situate Beach-street, Port Melbourne. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Towong are rated in the rate-book of such district upon a yearly value of One hundred pounds, and that such of the said lands or tenements as are situate in the municipal district of Port Melbourne are rated in the rate-book of such district upon a yearly value of One hundred and eighty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JOHN A. WALLACE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, THOMAS DRUMMOND WANLISS, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situate in the municipal district of Ballarat, shire of Ballarat, containing nine and part of Crown allotment four, section two, parish of Ballarat, county of Grenville, particularly described in the certificate of title entered in the Register Book vol. 1894, fol. 376615; and as Crown allotment four of section nineteen, city and parish of Ballarat, county of Grenville, particularly described in the certificate of title entered in the Register Book vol. 1048, fol. 209600. "And I further declare that such of the said lands or tenements are situate in the municipal district of Ballarat and rated in the rate-book of such district upon a yearly value of Four hundred pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "T. D. WANLISS." "In compliance with the provisions of the Act 54 Victoria No. 1075, I, Samuel Williamson, of Allan Vale, Great Western, county of Borung, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Stawell, and are known as Allanvale Estate, and consisting of 6,009 acres or thereabouts, in the parishes of Conongella and Bulgan, counties of Borung and Ripon, in the colony of Victoria. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Stawell are rated in the rate-book of such district upon a yearly value of Seven hundred pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "SAML. WILLIAMSON." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, William Irving Winter-Irving, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Five thousand pounds and upwards above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts as hereunder named, and are known as— "Nororilim, in the shire of Waranga. "Carpendite, " Hampden. "Tirrengower, " Colac. "Allotments, " Tambo. "Stanhope, " Echuca and Waranga. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Waranga are rated in the rate-book of such district upon a yearly value of Six thousand three hundred and eighty-three pounds; and that such of the said lands or tenements as are situate in the municipal district of Hampden are rated in the rate-book of such district upon a yearly value of Four hundred and ninety-three pounds; and that such of the said lands or tenements as are situate in the municipal district of Colac are rated in the rate-book of such district upon a yearly value of Three hundred and sixty-three pounds nine shillings; and that such of the said lands or tenements as are situate in the municipal district of Tambo are rated in the rate-book of such district upon a yearly value of Six pounds; and that such of the said lands or tenements as are situate in the municipal district of Echuca and Waranga are rated in the rate-book of such district upon a yearly value of Three thousand one hundred and fifty-seven pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "WM. I. WINTER-IRVING." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Agar Wynne, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Five hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of the shires of Mortlake and Hampden, and are known as 'Terinallum.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Mortlake are rated in the rate-book of such district upon a yearly value of Three thousand one hundred and forty-seven pounds, and that such of the said lands or tenements as are situate in the municipal district of Hampden are rated in the rate-book of such district upon a yearly value of Three thousand two hundred and twenty-seven pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "AGAR WYNNE." 6. Election of President.—The Clerk announced that the time had arrived for proceeding to the election of a President of the Council. The Honorable J. Service, addressing the Clerk, proposed to the Council for their President the Honorable William Austin Zeal; and moved, That the Honorable William Austin Zeal do take the Chair of the Council as President, which motion was seconded by the Honorable W. I. Winter-Irving. The Honorable William Austin Zeal, addressing the Clerk, expressed the high sense he had of the honour proposed to be conferred upon him, and submitted himself to the Council. The Council then unanimously calling the Honorable William Austin Zeal to the Chair, he was taken out of his place by the Honorable J. Service and the Honorable W. I. Winter-Irving and conducted to the Chair; and, standing on the dais, he returned his acknowledgments to the Council for the great honour that had been conferred upon him, and thereupon he took the Chair of the President. Then the Honorable W. McCulloch, the Honorable J. Bell, and the Honorable N. Levi congratulated the Honorable the President. 7. Reception of the President by the Governor.—The Honorable W. McCulloch announced that His Excellency the Governor would be pleased to receive the Honorable the President at Two o'clock, at the Government Offices. The President, accompanied by Honorable Members, then proceeded to the Government Offices—And being returned, the President took the Chair and read the Prayer. The President reported that he had, accompanied by Honorable Members, presented himself to the Governor, who had been pleased to approve of the choice made by the Council, and had addressed him in the following terms:— Mr. President— It is with much pleasure I learn of the choice made by the Legislative Council in your appointment to fill the high and honorable position for a second time of President of that Chamber, and I feel assured that you will continue to uphold the dignity of the distinguished office to which you have been elected. Government Offices, Melbourne, 4th October, 1894. HOPETOUN. 8. Adjournment.—The Honorable W. McCulloch moved, That the Council, at its rising, adjourn until Tuesday, the 30th October instant. Debate ensued. Question—put and resolved in the affirmative. And then the Council, at fifty-three minutes past two o'clock, adjourned until Tuesday, the 30th October instant. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 30TH OCTOBER, 1894. 1. The Council met in accordance with adjournment. The President took the Chair. 2. APPROACH OF HIS EXCELLENCY THE GOVERNOR.—The approach of His Excellency the Governor was announced by the Usher. His Excellency came into the Council Chamber, and commanded the Usher to desire the immediate attendance of the Legislative Assembly, who, being come with their Speaker, His Excellency was pleased to speak as follows:— MR. PRESIDENT AND HONORABLE GENTLEMEN OF THE LEGISLATIVE COUNCIL: MR. SPEAKER AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: I have called you together to consider measures necessary to place the finances on a sound basis and balance the State income and expenditure. This object can be best achieved by the exercise of stringent economy in all Departments, aided by direct taxation. My Advisers intend to ask you to devote the present Session almost exclusively to the consideration of the important and urgent measures calculated to effect these purposes. MR. SPEAKER AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: The retrenchments to be proposed by my Advisers in public expenditure will be equitable, gradual, and extensive. Measures will be submitted to you for the substantial and permanent reduction of the salaries of Ministers of the Crown, for the reduction of the remuneration of Members of the Legislative Assembly, and of the salaries of the President and Chairman of Committees of the Legislative Council, of the Speaker and Chairman of Committees of the Legislative Assembly, and of future Governors, Judges, and Agents-General. Proposals will be submitted to reduce the Municipal Endowment, and they will be so framed as to affect rigidly as possible the poorer country districts. In the Estimates for the current year which will be submitted to you every endeavour has been made to avoid unnecessary outlay. Considerable savings have been effected even for the present year, and provision will be made for still greater savings in the future. Bills will be introduced for your consideration, in order to simplify departmental business and afford opportunities for economies which are at present rendered impossible by statutory enactment. My Advisers will place before you proposals for the imposition of a tax upon the Unimproved Value of Land, in conjunction with an Absentee Tax and a Tax upon incomes derived from sources other than land. Provision will be made for proper exemptions. At the same time, the Ministers propose to ask Parliament to provide and remove the Fringe Duties, a step which they believe will yield an immediate and appreciable relief. My Advisers are conscious that the Tariff is in an unsatisfactory state, and demands careful revision. They are, however, fully aware that so important and far-reaching an undertaking as the reconsideration of the Tariff could not possibly with advantage to the country be undertaken simultaneously with the financial proposals already referred to. The Government are reconstituting the Tariff Committee, and will report as soon as they find it possible to do so. My Ministers, therefore, will be compelled to ask you to devote a Special Session of Parliament, to be held in March next, to deal with this question and with matters which are intimately bound up with it providing for the advancement and promotion of the producing industries and the export trade of the Colony. No effort will be spared to bring about the Federation of the Colonies of the Australasian Group, so as to promote the early consummation of Intercolonial Free-trade without unreasonably interfering with protection to Victorian industries as against the rest of the world. Legislative powers will be sought to facilitate these objects. The Government will take steps to appoint a Committee of Public Accounts to investigate and report upon all expenditure. A measure will be introduced to place the Trust Funds under the control of a non-political board for investment; Parliament may direct. Mr. President is determined to ask a Board of disinterested experts and business men to inquire into the working of the Railways, in order to reduce the great and growing deficit in this Department, and to consider in what manner and to what extent the present rates and charges should be modified so as to give the greatest measure of assistance to producers without imposing further burdens on the general revenue, and without losing sight of the essential fact that the Railways are the chief commercial Undertaking of the State. A Royal Commission will be appointed without delay to inquire into the question of the establishment of a State Bank, and also to ascertain the best means to be adopted to enable farmers and producers to obtain loans on the most favorable terms consistent with safety to the State. Mr. President and Honorable Gentlemen of the Legislative Council: Mr. Speaker and Gentlemen of the Legislative Assembly: Measures for the Reform of the law relating to Companies and Trusts, Settlement in the Mallee, and other Bills which have been partly dealt with by Parliament will be re-introduced, and the Government will submit for your immediate consideration proposals for the construction of certain lines of railway in country districts. In view of the fact that financial proposals will occupy your almost undivided attention during the present Session, Advisers regret they will be precluded from offering for your immediate consideration various other measures of importance, such as Bills for the Reform of the Constitution, Reform of the law relating to Banking and Insolvency, Village Settlements, the Amendment of the Mining Law, Conciliation in Trade Disputes, Water and Irrigation Trusts, and the Amendment of the Purification of the Rolls Act. I earnestly hope that, by the blessing of Divine Providence, your deliberations may advance the well-being and prosperity of the people of Victoria. Which being concluded, a copy of the Speech was delivered to the President, and a copy to Mr. Speaker, and His Excellency the Governor left the Chamber. The Legislative Assembly then withdrew. 3. The President took the Chair, and read the Prayer. 4. Commission to Administer Oath to Members.—The President announced that he had received from His Excellency the Governor the following Commission: By His Excellency the Right Honorable John Adrian Louis, Earl of Hopetoun, Viscount Athlone, and Baron Hope, in the Peerage of Scotland; Baron Hopetoun of Hopetoun, and Baron Nilgiri of Nilgiri Castle, in the Peerage of the United Kingdom; Knight Grand Cross of the Most Distinguished Order of Saint Michael and Saint George; Governor and Commander-in-Chief in and over the Colony of Victoria and its Dependencies, &c., &c., &c. To the Honorable William Austin Zeal, President of the Legislative Council of the Colony of Victoria. Greeting: Whereas by the twenty-eighth section of The Constitution Act Amendment Act 1890, No. 1075, it is enacted that no Member, either of the Legislative Council or the Legislative Assembly, shall be permitted to sit or vote therein respectively until he has taken and subscribed before the Governor, or some person authorized by the Governor in that behalf, the oath set out in the Second Schedule to the aforesaid Act: Now therefore I, the Governor aforesaid, do by these presents command and authorize you from time to time, in the Parliament House, in the city of Melbourne, to administer the said oath to such Members of the said Legislative Council as have not already taken and subscribed the same since their election to the said Legislative Council. Given under my hand and the Seal of the Colony at Melbourne, in the said Colony, this twenty-ninth day of October, in the year of our Lord One thousand eight hundred and ninety-four, and in the fifty-eighth year of Her Majesty’s reign. HOPETOUN. By His Excellency’s Command, GEORGE TURNER. Entered on Record by me in the Register of Patents, Book 24, page 127, this twenty-ninth day of October, One thousand eight hundred and ninety-four. CHARLES A. TOPP. 5. Swearing-in of Members.—The Honorable S. Austin, S. W. Cooke, and G. Davis, having approached the Table, took and subscribed the oath required by law, and severally delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth: “In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Sidney Austin, of Geelong, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and sixty-eight pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Winchelsea, and are known as 'Karungu Paddocks.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Winchelsea are rated in the rate-book of such district upon a yearly value of One hundred and sixty-eight pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "SIDNEY AUSTIN." "In compliance with the provisions of the Act 54 Victoria, No. 1076, I, SAMUEL WINTER COOKE, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Dundas, and are known as 'Murdal.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Dundas are rated in the rate-book of such district upon a yearly value of One thousand four hundred and fifty-five pounds ten shillings. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "SAMUEL WINTER COOKE." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, GEORGE DAVIS, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Maffra, and are known as 'Riverside,' in the parish of Tinnanbar, in the municipality of Maffra. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Maffra are rated in the rate-book of such district upon a yearly value of Three hundred and eighty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "GEO. DAVIS." 6. Returns to Writs.—The President announced that there had been received returns to Writs issued by His Excellency the Governor for the election of Members to serve for the South Yarra Province and the Wellington Province, in the places of the Honorable Lieut.-Col. Sir F. T. Sargood and the Honorable H. Cuthbert respectively, who had severally accepted offices of profit under the Crown, and by the endorsements on such Writs it appeared that the Honorable Lieut.-Col. Sir Frederick Thomas Sargood and Henry Cuthbert had been elected in pursuance thereof. 7. Swearing-in of Members.—The Honorable H. Cuthbert and Lieut.-Col. Sir F. T. Sargood, being introduced, took and subscribed the oath required by law, and delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth: "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, HENRY CUTHBERT, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Two hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of the city of Ballarat and shire of Ballarat, and are known as— 'Part of allotment 4 of section 9, city of Ballarat, county of Grenville; and 'Allotment 2 of section 14, parish of Ballarat, county of Grenville. "And I further declare that such of the said lands or tenements as are situate in the municipal district of the city of Ballarat are rated in the rate-book of such district upon a yearly value of Eighty pounds; and that such of the said lands or tenements as are situate in the municipal district of the shire of Ballarat are rated in the rate-book of such district upon a yearly value of One hundred and twenty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "HENRY CUTHBERT." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, FREDERICK THOMAS SARGOOD, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One thousand two hundred and fifty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Caulfield, and are known as 'Rippon Lea.' "Forty-six acres of land, with dwelling-house thereon." "And I further declare that such of the said lands or tenements as are situate in the municipal district of Caulfield are rated in the rate-book of such district upon a yearly value of One thousand two hundred and fifty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "F. T. SARGOOD." 8. Declarations of Members.—The Honourables J. Balfour, F. Brown, T. Brunton, E. Morey, C. Sergeant, and G. Simmie severally delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JAMES BALFOUR, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and ten pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Prahran, and are known as land in Heyington-place, Toorak. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Prahran are rated in the rate-book of such district upon a yearly value of One hundred and ten pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JAMES BALFOUR." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, FREDERICK BROWN, of Beechworth, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and nine pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Beechworth, and are known as 'Shrublands' being allotments 2, 3, and 4 of section F, with dwelling-house and out-offices, occupied by me; also allotment 8 of section P', 17 of section 4, and part of allotment 3 of section D, all in the town and parish of Beechworth. "And I further declare that such of the said lands or tenements as are situate in the municipal district of United Shire of Beechworth are rated in the rate-book of such district upon a yearly value of One hundred and nine pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "FREDK. BROWN." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, THOMAS BRUNTON, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Six hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Essendon, and are known as— "'Roxburgh', Ascot Vale, bounded by Bloomfield-road, St. Leonard's-road, Union-road, and Roxburgh-street. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Essendon are rated in the rate-book of such district upon a yearly value of Six hundred pounds, and that such of the said lands or tenements as are situate in the municipal district of Essendon are rated in the rate-book of such district upon a yearly value of Six hundred pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "THOMAS BRUNTON." "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, EDWARD MOREY, of Ballarat, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and forty-three pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of the city of Ballarat, and are known as assessment 89, Lydiard-street, Eighty pounds; assessment 1493, Armstrong-street, Sixty-three pounds; and are allotments six and nineteen, section nine, city and parish of Ballarat, county of Greenvile. "And I further declare that the said lands or tenements are situate in the municipal district of the city of Ballarat, and are rated in the rate-book of such district upon a yearly value of One hundred and forty-three pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "E. MOREY." "In compliance with the provisions of the Act 54 Victoria, No. 1073, I, CHARLES SARGEANT, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and seven pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Warragul and Wooyryl, and are known as to the said municipal district of Warragul as part of allotment one hundred and two, parish of Drouin East, county of Buln Buln, containing seventy-five acres thirty-one perches; and as to the said municipal district of Wooyryl, allotments thirty-four, thirty-five, and thirty-six, on plan of subdivision No. 1374, and being part of Crown allotment thirty-eight, parish of Mirboo, county of Buln Buln. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Warragul are rated in the rate-book of such district upon a yearly value of One hundred and one pounds; and that such of the said lands or tenements as are situate in the municipal district of Wooyryl are rated in the rate-book of such district upon a yearly value of Six pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "CHARLES SARGEANT." "In compliance with the provisions of the Act 54 Victoria, No. 1073, I, GEORGE SIMMIE, of Cornelia Creek, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Echuca Shire, and are known as "Cornelia Creek." "And I further declare that such of the said lands or tenements as are situate in the municipal district of Echuca Shire are rated in the rate-book of such district upon a yearly value of One thousand pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "G. SIMMIE." 9. Sale of Goods Bill.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, That he have leave to bring in a Bill for codifying the Law relating to the Sale of Goods. Question—put and resolved in the affirmative. Ordered—that The Honorable Lieut.-Col. Sir F. T. Sargood do prepare and bring in the Bill. The Honorable Lieut.-Col. Sir F. T. Sargood then brought up a Bill intituled "A Bill for codifying the Law relating to the Sale of Goods," and moved, That it be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday, 13th November next. 10. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable Lieut.-Col. Sir F. T. Sargood, and the same was read by the Honorable the President:— HOPETOUN, Governor. Message No. 1. In reply to the Joint Resolution from the Legislative Council and Legislative Assembly praying that Her Majesty the Queen would be graciously pleased to give instructions that an expression of the deep sympathy of the Parliament of Victoria might be conveyed to the French Nation on the death, by the hand of an assassin, of President Carnot, and its sincere condolence with his widow and family, the Governor has transmitted to the Legislative Council a copy of a despatch, a despatch and its enclosure which he has received from the Right Honorable the Secretary of State for the Colonies upon the subject. Government House, Melbourne, 28th August, 1894. [Copy.] VICTORIA.—General. MY LORD, I have the honour to transmit to you the accompanying copy of a letter which has been addressed by M. Hanotaux to Her Majesty's Ambassador at Paris conveying the acknowledgments of Madame Carnot and of the French Government of the expressions of sympathy received from the British Colonies on the occasion of the assassination of the President of the French Republic. I have the honour to be, My Lord, Your Lordship's most obedient humble servant, Governor (Sgd.) RIFON. The Right Honorable the Earl of Hopetoun, G.C.M.G., &c., &c., &c. Monsieur l'Ambassadeur, Votre Excellence m'a fait l'honneur de me transmettre un certain nombre de télégrammes et de lettres émanant des Colonies Anglaises, de plusieurs Autorités provinciales et communales, de la société des ingénieurs civils, et des maires des Cinq Ports, de Rye et Hastings, qui tous expriment leur profonde indignation pour l'odieux attentat dont Monsieur le Président Carnot a été victime. Je n'ai pas manqué, conformément au désir de Votre Excellence, de faire part à Madame Carnot de ces nouveaux témoignages de sympathie, auxquels elle a été très sensible. J'en ai donné connaissance également aux membres du Gouvernement de la République. En leur nom, comme en mon nom personnel, je prie Votre Excellence d'assurer tous ceux dont elle a bien voulu se faire l'interprète de nos sentiments de reconnaissance. Agréez, &c., (Signé) G. HANOTAUX. 11. Chairman of Committees.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Honorable Dr. Dobson be Chairman of Committees of the Council. Debate ensued. Question—put and resolved in the affirmative. Whereupon the Honorable Dr. Dobson were congratulated by the Honorable the President on his again securing the confidence of Honorable Members, and then Dr. Dobson returned his thanks for his re-election to the office of Chairman of Committees. 12. Papers.—The Honorable Lieut.-Col. Sir F. T. Sargood presented, by command of His Excellency the Governor— Minutes of Evidence taken by the Board appointed by His Excellency the Governor in Council to inquire into the effect of the Fiscal System of Victoria upon Industry and Production; upon the Employment of the people; upon the condition and extension of Agricultural, Mining, and other producing interests; and upon Exports and Imports. Statistical Register of the Colony of Victoria for the year 1893.—Part IV.—Interchange. Annual Report on British New Guinea, from 1st July, 1892, to 30th June, 1893; with Appendices. Report of the Council of Judges under section 33 of the Supreme Court Act 1890. Severally ordered to lie on the Table. The Honorable Lieut.-Col. Sir F. T. Sargood presented— Revenue from Miners' Rights.—Return to an Order of the Legislative Council, dated 14th August, 1894, for a Return showing the amount of Revenue derived from Miners' Rights for the three years ending respectively on the 30th June, 1892, 1893, and 1894. The following Papers, pursuant to the directions of several Acts of Parliament, were laid upon the Table by the Clerk:— Bank Liabilities and Assets.—Summary of Sworn Returns for the Quarter ended 30th June, 1894. Public Service Act 1890,—Alterations of Regulations. Water Act 1890:— Rodney Irrigation and Water Supply Trust.—Repeal of Graduated Rate.—Regulation No. 10. Tragowel Plains Irrigation and Water Supply Trust.—Regulation No. 11. The Shire of Deakin and the Rodney Irrigation and Water Supply Trust.—Application of Municipal Funds. Customs Acts.—Drawback Regulations.—Amendments and Additions. (Confectionery and Fuse.) Customs and Excise Duties Act 1890.—Minor Articles used in Manufactures. (Coat-hangers and Skirt-grips.) Fisheries Act 1890:— Oyster Dredging and Fishing. Weight of Barracouta and Skipjacks. Post Office Act 1890.—Alteration in Rate of Postage on Newspapers to New South Wales South Australia, Western Australia, Queensland, Tasmania, New Zealand, Fiji, British New Guinea, or New Hebrides. Victorian Railways.—Report of the Victorian Railways Commissioners for the year ending 30th June, 1894. 13. Speech of His Excellency the Governor.—The President reported the Speech of His Excellency the Governor. The Honorable F. S. Grimwade moved, That a Committee be appointed to prepare an Address to His Excellency the Governor in reply to His Excellency's Opening Speech. Question—put and resolved in the affirmative. The Honorable F. S. Grimwade moved, That the Committee consist of the Honorables J. Balfour, C. J. Ham, D. Ham, D. E. McBryde, J. Sternberg, J. A. Wallace, S. Williamson, and the Mover. Question—put and resolved in the affirmative. The Committee retired to prepare the Address. The Honorable F. S. Grimwade presented the Address which had been adopted by the Committee, and the same was read by the Honorable the President, and is as follows:— To His Excellency the Right Honourable John Adrian Louis, Earl of Hopetoun, Viscount Athrie, and Baron Hope, in the Peerage of Scotland; Baron Hopetoun of Hopetoun, and Baron Niddry of Niddry Castle, in the Peerage of the United Kingdom; Knight Grand Cross of the Most Distinguished Order of Saint Michael and Saint George; Governor and Commander-in-Chief in and over the Colony of Victoria and its Dependencies, &c., &c., &c. May it please Your Excellency— We, the Legislative Council of Victoria, in Parliament assembled, beg to express our loyalty to our Most Gracious Sovereign, and to thank Your Excellency for the gracious Speech which you have been pleased to address to Parliament. The Honorable F. S. Grimwade moved, That the Council agree with the Committee in the said Address. Debate ensued. The Honorable T. Dowling moved, That the debate be now adjourned. Question—That the debate be now adjourned—put and resolved in the affirmative. Ordered—That the debate be adjourned until to-morrow. 14. Adjournment.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until to-morrow, at half-past four o'clock. Question—put and resolved in the affirmative. And then the Council, at sixteen minutes past nine o'clock, adjourned until to-morrow. GEORGE H. JENKINS, Clerk of the Legislative Council. Question. 1. The Hon. Dr. W. H. Embling: To ask the Honorable the Minister of Defence if the Government propose to introduce a Bill for the purpose of enabling the Melbourne and Metropolitan Board of Works to reduce the salary of their future Chairman. NOTICES OF MOTION: 1. The Hon. Lieut.-Col. Sir F. T. Sargood: To move, That Tuesday, Wednesday, and Thursday in each week be the days on which the Council shall meet for the despatch of business, and half-past Four o'clock be the hour of meeting on each day; Government business to take precedence of all other business. 2. The Hon. Lieut.-Col. Sir F. T. Sargood: To move, That the Honorable the President, S. Austin, J. Balfour, S. W. Cooke, H. Cuthbert, J. M. Davies, Dr. Dobson, J. Service, N. Thornley, and the Mover be Members of the Select Committee on the Standing Orders of the House; three to be the quorum. 3. The Hon. J. M. Pratt: To move, That the Honorable the President, J. Bell, G. Davis, D. E. McBryde, and N. Thornley be Members of the Joint Committee of both Houses to manage and superintend the Parliament Buildings. 4. The Hon. W. McCulloch: To move, That the Honorable the President, F. Brown, F. S. Grimwade, C. J. Ham, and D. Melville be Members of the Joint Committee of both Houses to manage the Library. 5. The Hon. H. Cuthbert: To move, That the Honorable Dr. W. H. Embling, A. O. Sachse, J. A. Wallace, S. Williamson, and W. I. Winter-Irving be Members of the Joint Committee of both Houses to manage the Refreshment Rooms. 6. The Hon. H. Cuthbert: To move, That the Honorable the President, T. Brunton, J. Buchanan, J. H. Connor, G. S. Coppin, D. Coutts, D. Ham, E. Morey, C. Sargeant, and J. Sternberg be Members of the Printing Committee; three to be the quorum. ORDER OF THE DAY: 1. ADDRESS IN REPLY TO HIS EXCELLENCY THE GOVERNOR'S SPEECH—Consideration of Report of Committee—Resumption of debate. TUESDAY, 13TH NOVEMBER. ORDER OF THE DAY: 1. SALE OF GOODS BILL—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 4TH OCTOBER, 1894. Notices of Motion and Orders of the Day. No. 1. Votes and Proceedings of the Legislative Assembly. No. 1. Notices of Motion and Orders of the Day. No. 1. Municipal Overdrafts Indemnity Bill—[8]. Standard Time Bill—[10]. Acting Victorian Railway Commissioners Bill—[11]. Licensed Premises Bill—[13]. Landlord and Tenant Bill—[24]. Railway Construction Validating Bill—[25]. Wycheproof and Lake Tyrell Railway Bill—[26]. Statistical Register of the Colony of Victoria for the year 1893.—Part IV.—Interchange. No. 8. Annual Report of British New Guinea from 1st July, 1892, to 30th June, 1893. No. 73. By Authority: Robt. S. Brain, Government Printer, Melbourne. (120 copies.) VICTORIA. No. 3. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. WEDNESDAY, 31ST OCTOBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Papers.—The Honorable Lieut.-Col. Sir F. T. Sargood presented, by command of His Excellency the Governor— Statistical Register of the Colony of Victoria for the year 1893— Part V.—Vital Statistics, &c. Part VI.—Accumulation. Severally ordered to lie on the Table. The following Papers, pursuant to the directions of several Acts of Parliament, were laid upon the Table by the Clerk:— Exhibition Trustees.—Report of Proceedings and Statement of Income and Expenditure for the year ended 30th June, 1894. Public Service Acts.—Alteration of Regulations. Savings Banks.—Statements and Returns for the year ended 30th June, 1894. Settlements on Land Act 1893.—Leongatha Labour Colony—Statement of Receipts and Expenditure and Balance-sheet for the year ending 30th June, 1894. Eighth Annual Report of the Proceedings of the Government Statist in connexion with Trade Unions.—Report for the year 1893, with an Appendix. 5. ELECTRIC LIGHT AND POWER BILL.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That he have leave to bring in a Bill to facilitate and regulate the supply of Electricity for Lighting and for other purposes. Question—put and resolved in the affirmative. Ordered—that the Honorable Lieut.-Col. Sir F. T. Sargood do prepare and bring in the Bill. The Honorable Lieut.-Col. Sir F. T. Sargood then brought up a Bill intituled "A Bill to facilitate and regulate the supply of Electricity for Lighting and for other purposes," and moved, That it be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Wednesday, 14th November next. 6. TRUSTS ACT 1890 AMENDMENT BILL.—The Honorable H. Cuthbert moved, by leave, That he have leave to bring in a Bill to amend the Law relating to Trusts and Trustees. Question—put and resolved in the affirmative. Ordered—that the Honorable H. Cuthbert do prepare and bring in the Bill. The Honorable H. Cuthbert then brought up a Bill intituled "A Bill to amend the Law relating to Trusts and Trustees," and moved, That it be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday, 13th November next. 7. GOALS ACT 1890 AMENDMENT BILL.—The Honorable H. Cuthbert moved, by leave, That he have leave to bring in a Bill to amend the 'Goals Act' 1890 and for other purposes. Question—put and resolved in the affirmative. Ordered—that the Honorable H. Cuthbert do prepare and bring in the Bill. The Honorable H. Cuthbert then brought up a Bill intituled "A Bill to amend the 'Goals Act 1890' and for other purposes," and moved, That it be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday, 13th November next. 8. ADDRESS IN REPLY TO HIS EXCELLENCY THE GOVERNOR'S SPEECH.—The Order of the Day for the resumption of the debate on the question, That the Council agree with the Committee in the Address in reply to His Excellency the Governor's Speech, having been read— Debate resumed. Question—put and resolved in the affirmative. The Honorable F. S. Grimwade moved, That the Address be presented to His Excellency the Governor by the President and such Members of the Council as may wish to accompany him. Question—put and resolved in the affirmative. 9. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly:— MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to apply out of the Consolidated Revenue the sum of Ninety-five thousand five hundred and eighty-one pounds to the service of the year One thousand eight hundred and ninety-three and ninety-four and the sum of One million one hundred and twenty-nine thousand one hundred and sixty-eight pounds to the service of the year One thousand eight hundred and ninety-four and ninety-five," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 31st October, 1894. 10. CONSOLIDATED REVENUE BILL (No. 1).—The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the Bill transmitted by the foregoing Message, intituled "An Act to apply out of the Consolidated Revenue the sum of Ninety-five thousand five hundred and eighty-one pounds to the service of the year One thousand eight hundred and ninety-three and ninety-four and the sum of One million one hundred and twenty-nine thousand one hundred and sixty-eight pounds to the service of the year One thousand eight hundred and ninety-four and ninety-five," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time this day. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill, and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Bill was read a third time and passed. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the following be the title of the Bill:— "An Act to apply out of the Consolidated Revenue the sum of Ninety-five thousand five hundred and eighty-one pounds to the service of the year One thousand eight hundred and ninety-three and ninety-four and the sum of One million one hundred and twenty-nine thousand one hundred and sixty-eight pounds to the service of the year One thousand eight hundred and ninety-four and ninety-five." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 11. PARLIAMENTARY STANDING COMMITTEE ON RAILWAYS.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the following Members of this House be appointed members of the Parliamentary Standing Committee on Railways, viz.:—The Honorables J. Buchanan, D. Melville, and E. Morye. Question—put and resolved in the affirmative. 12. ADJOURNMENT.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until Tuesday, 13th November next, at half-past four o'clock. Question—put and resolved in the affirmative. And then the Council, at sixteen minutes past ten o'clock, adjourned until Tuesday, 13th November next. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: RObt. S. Brain, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 2. TUESDAY, 13TH NOVEMBER, 1894. NOTICES OF MOTION:— 1. The Hon. Lieut.-Col. Sir F. T. Sargood: To move, That Tuesday, Wednesday, and Thursday in each week be the days on which the Council shall meet for despatch of business during the present Session, and that Half-past Four o'clock be the hour of meeting on each day; that on Tuesday and Thursday in each week the transaction of Government business shall take precedence of all other business; and that on Wednesday in each week Private Members' business shall take precedence of Government business. 2. The Hon. Lieut.-Col. Sir F. T. Sargood: To move, That the Honorable the President, S. Austin, J. Balfour, S. W. Cooke, H. Cuthbert, J. M. Davies, Dr. Dobson, J. Service, N. Thornley, and the Mover be Members of the Select Committee on the Standing Orders of the House; three to be the quorum. 3. The Hon. J. M. Pratt: To move, That the Honorable the President, J. Bell, G. Davis, D. E. McBryde, and N. Thornley be Members of the Joint Committee of both Houses to manage and superintend the Parliament Buildings. 4. The Hon. W. McCulloch: To move, That the Honorable the President, F. Brown, F. S. Grimwade, C. J. Ham, and D. Melville be Members of the Joint Committee of both Houses to manage the Library. 5. The Hon. H. Cuthbert: To move, That the Honorable Dr. W. H. Embling, A. O. Sachse, J. A. Wallace, S. Williamson, and W. I. Winter-Irving be Members of the Joint Committee of both Houses to manage the Refreshment Rooms. 6. The Hon. H. Cuthbert: To move, That the Honorable the President, T. Brunton, J. Buchanan, J. H. Connor, G. S. Coppin, D. Coutts, D. Ham, E. Morey, C. Sargeant, and J. Sternberg be Members of the Printing Committee; three to be the quorum. ORDERS OF THE DAY:— 1. Sale of Goods Bill—Second reading. 2. Trusts Act 1890 Amendment Bill—Second reading. 3. Gaols Act 1890 Amendment Bill—Second reading. WEDNESDAY, 14TH NOVEMBER. ORDER OF THE DAY:— 1. Electric Light and Power Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 31ST OCTOBER, 1894. Notices of Motion and Orders of the Day. No. 2. Notices of Motion and Orders of the Day. No. 2. Customs and Excise Duties Act 1890.—Minor Articles used in Manufactures. No. 68. Customs Acts.—Drawback Regulations.—Amendments and Additions. No. 69. Fisheries Act 1890—Weight of Barracouts and Skipjacks. No. 70. Oyster Dredging and Fishing. No. 71. Post Office Act 1890.—Alteration in Rate of Postage on Newspapers, &c. No. 74. By Authority: Robt. S. Brain, Government Printer, Melbourne. (160 copies.) VICTORIA. No. 4. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 13TH NOVEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. DECLARATION OF MEMBER.—The Honorable G. S. Coppin delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, George Selth Coppin, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Three hundred pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Flinders and Kangarong shire, and are known as 'The Anchorage,' the 'Back Beach Palace,' Somerville. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Flinders and Kangarong are rated in the rate-book of such district upon a yearly value of Two hundred and fifty-seven pounds, and that such of the said lands or tenements as are situate in the municipal district of Flinders and Kangarong are rated in the rate-book of such district upon a yearly value of—'The Anchorage,' One hundred and seven pounds; 'Back Beach Palace,' One hundred and fifty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "GEO. COPPIN." 5. PRESENTATION OF ADDRESS TO HIS EXCELLENCY THE GOVERNOR.—The President reported that he had on Wednesday last waited upon His Excellency the Governor, and had presented to him the Address of the Legislative Council, agreed to on the 31st October ultimo, and that His Excellency had been pleased to make the following reply:— MR. PRESIDENT AND HONORABLE GENTLEMEN OF THE LEGISLATIVE COUNCIL— In the name and on behalf of Her Majesty I beg to thank you for the loyal Address which you have been good enough to present to me, and I fervently trust that the outcome of your deliberations upon the measures to be brought under your notice may be crowned with beneficial results to this colony. HOPETOUN. Government Offices, Melbourne, 7th November, 1894. 6. SWARING-IN OF MEMBER.—The Honorable W. H. S. Osmand, having approached the Table, took and subscribed the oath required by law, and delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, William Henry Seville Osmand, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Four hundred and fifty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of the shire of Stawell, and are known as the Concongella Estate in the parishes of Stawell and Concongella, and 'The Sycamores,' in the parishes of Stawell and Wattle Wood. "And I further declare that such of the said lands or tenements as are situate in the municipal district of the said Shire are rated in the rate-book of such district upon a yearly value of Four hundred and fifty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "W. H. S. OSMAND." 7. Days of Business.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, That Tuesday, Wednesday, and Thursday in each week be the days on which the Council shall meet for despatch of business during the present Session, and that Half-past Four o'clock be the hour of meeting on each day; that on Tuesday and Thursday in each week the transaction of Government business shall take precedence of all other business; and that on Wednesday in each week Private Members' business shall take precedence of Government business. Question—put and resolved in the affirmative. 8. Standing Orders Committee.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, pursuant to amended notice, That the Honourables the President, S. Austin, J. Balfour, S. W. Cooke, J. M. Davies, Dr. Dobson, J. Service, N. Thornley, A. Wynne, and the Mover be Members of the Select Committee on the Standing Orders of the House; three to be the quorum. Question—put and resolved in the affirmative. 9. Parliament Buildings Committee.—The Honorable J. M. Pratt moved, That the Honourables the President, J. Bell, G. Davis, D. E. McByde, and N. Thornley be Members of the Joint Committee of both Houses to manage and superintend the Parliament Buildings. Question—put and resolved in the affirmative. 10. Library Committee.—The Honorable W. McCulloch moved, That the Honourables the President, F. Brown, F. S. Grimwade, C. J. Ham, and D. Melville be Members of the Joint Committee of both Houses to manage the Library. Question—put and resolved in the affirmative. 11. Refreshment Rooms Committee.—The Honorable H. Cuthbert moved, That the Honourables Dr. W. H. Embling, A. O. Sachse, J. A. Wallace, S. Williamson, and W. I. Winter-Irving be Members of the Joint Committee of both Houses to manage the Refreshment Rooms. Question—put and resolved in the affirmative. 12. Printing Committee.—The Honorable H. Cuthbert moved, That the Honourables the President, T. Brunton, J. Buchanan, J. H. Connor, G. S. Coppin, D. Coutts, D. Ham, E. Morey, C. Sargeant, and J. Sternberg be Members of the Printing Committee; three to be the quorum. Question—put and resolved in the affirmative. 13. Leave of Absence.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That leave of absence be granted to the Honorable N. FitzGerald for the remainder of the Session, on account of urgent private business necessitating his absence from the colony. Question—put and resolved in the affirmative. 14. Leave of Absence.—The Honorable J. Sternberg moved, by leave, That leave of absence be granted to the Honorable J. H. Abbott for the remainder of the Session, on account of urgent private business necessitating his absence from the colony. Question—put and resolved in the affirmative. 15. Leave of Absence.—The Honorable F. S. Grimwade moved, by leave, That leave of absence be granted to the Honorable S. Fraser for the remainder of the Session, on account of urgent private business necessitating his absence from the colony. Question—put and resolved in the affirmative. 16. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to amend the 'Landlord and Tenant Act 1890'," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 13th November, 1894. GRAHAM BERRY, Speaker. 17. Landlord and Tenant Act 1890 Amendment Bill.—The Honorable J. M. Pratt moved, That the Bill transmitted by the foregoing Message, intituled "An Act to amend the 'Landlord and Tenant Act 1890,'" be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 18. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act for the Better Protection of Owners and Mortgages of Licensed Premises," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 13th November, 1894. GRAHAM BERRY, Speaker. 19. Licensing Act 1890 Further Amendment Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act for the Better Protection of Owners and Mortgages of Licensed Premises," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 20. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 13th November, 1894. GRAHAM BERRY, Speaker. 21. Railway Construction Validating Bill.—The Honorable W. McCulloch moved, That the Bill transmitted by the foregoing Message, intituled "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 22. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to indemnify the Councillors of various Municipalities for Borrowing Money by Overdrafts on Bankers for the purposes of their Municipalities contrary to the provisions of the 'Local Government Act 1890' and for other purposes," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 13th November, 1894. GRAHAM BERRY, Speaker. 23. Municipal Overdrafts Indemnity Bill.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the Bill transmitted by the foregoing Message, intituled "An Act to indemnify the Councillors of various Municipalities for Borrowing Money by Overdrafts on Bankers for the purposes of their Municipalities contrary to the provisions of the 'Local Government Act 1890' and for other purposes," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday, 27th November instant. 24. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 13th November, 1894. GRAHAM BERRY, Speaker. 25. Railways Commissioners Validating Bill.—The Honorable J. M. Pratt moved, That the Bill transmitted by the foregoing Message, intituled "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 26. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to declare the Law relating to Appeals to Justices against Municipal Valuations," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 13th November, 1894. GRAHAM BERRY, Speaker. 27. Municipal Valuations Appeals Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to declare the Law relating to Appeals to Justices against Municipal Valuations," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 28. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President,— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to amend the Law relating to Barristers and Solicitors," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Legislative Assembly, Melbourne, 13th November, 1894. Speaker. 29. Barristers and Solicitors Law Amendment Bill.—The Honorable J. M. Pratt moved, That the Bill transmitted by the foregoing Message, intituled "An Act to amend the Law relating to Barristers and Solicitors," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 30. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable Lieut.-Col. Sir F. T. Sargood, and the same was read by the Honorable the President:— HOPETOUN, Governor. Message No. 2. In accordance with section 5 of The (Victorian) Federal Council Act 1885, the Governor notifies to the Legislative Council that, under the provisions of the said Act, The Honorable Sir James Brown Patterson, K.C.M.G., M.P., and The Honorable Sir Bryan O'Loghlen, Baronet, M.P., have ceased to hold office as Representatives of the Colony of Victoria in the Federal Council of Australasia, having vacated office as Ministers of the Crown; and that The Honorable Samuel Winter Cooke, M.L.C., The Honorable Sir Graham Berry, K.C.M.G., M.P., and The Honorable William Shiels, M.P., have also ceased to hold office as such Representatives, their resignations having been received by the Governor; and further, that the Governor, with the advice of the Executive Council, has appointed The Honorable George Turner, Premier and Treasurer, and a Member of the Legislative Assembly, The Honorable Henry Cuthbert, Solicitor-General and Minister of Health, and a Member of the Legislative Council, The Honorable John Mark Davies, Member of the Legislative Council, The Honorable Sir James Brown Patterson, K.C.M.G., Member of the Legislative Assembly, and The Honorable Alfred Deakin, Member of the Legislative Assembly, to be Representatives of the Colony of Victoria in the Federal Council of Australasia. Government Offices, Melbourne, 7th November, 1894. 31. Trusts Act 1890 Amendment Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—That the Council will, on Tuesday next, again resolve itself into the said Committee. 32. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until Tuesday next:— Sale of Goods Bill—Second reading. Goods Act 1890 Amendment Bill—Second reading. 33. Adjournment.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Question—put and resolved in the affirmative. And then the Council, at twenty-nine minutes past eight o'clock, adjourned until Tuesday next. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 3. TUESDAY, 20TH NOVEMBER, 1894. Questions. 1. The Hon. J. A. Wallace: To ask the Honorable the Minister of Defence if it is true that the Budget proposals of the Government were first proposed and carried by the Trades Hall Council before being submitted to Parliament. 2. The Hon. D. E. McBryde: To ask the Honorable the Minister of Defence if the Government propose to bring in a Bill this Session dealing with the Mallee. Government Business. Orders of the Day: 1. Trusts Act 1890 Amendment Bill—To be further considered in Committee. 2. Landlord and Tenant Act 1890 Amendment Bill—Second reading. 3. Licensing Act 1890 Further Amendment Bill—Second reading. 4. Railway Constructions Validating Bill—Second reading. 5. Railways Commissioners' Valuation Bill—Second reading. 6. Municipal Valuations Appeals Bill—Second reading. 7. Barristers and Solicitors Law Amendment Bill—Second reading. 8. Sale of Goods Bill—Second reading. 9. Gaols Act 1890 Amendment Bill—Second reading. 10. Electric Light and Power Bill—Second reading. TUESDAY, 27TH NOVEMBER. Government Business. Order of the Day: 1. Municipal Overdrafts Indemnity Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. MEETING OF SELECT COMMITTEE. Tuesday, 20th November. Refreshment Rooms (Joint)—at three o'clock. PARLIAMENTARY PAPERS ISSUED SINCE 8TH NOVEMBER, 1894. Notices of Motion and Orders of the Day. No. 3. Municipal Overdrafts Indemnity Bill—[8]. (To Members of Council only.) Acting Victorian Railways Commissioners Bill—[11]. (To Members of Council only.) Licensed Premises Bill—[12]. (To Members of Council only.) Landlord and Tenant Bill—[24]. (To Members of Council only.) Railway Construction Validating Bill—[25]. (To Members of Council only.) Local Government Bill—[27]. (To Members of Council only.) Legal Profession Practice Bill—[28]. (To Members of Council only.) Sale of Goods Bill.—New clause to be proposed by the Hon. N. Levi. (To Members of Council only.) Votes and Proceedings of the Legislative Assembly. Nos. 4 and 5. Notices of Motion and Orders of the Day. No. 5. Divisions in Committee of the Whole. No. 1. Supplementary Estimates, 1893–4. 2 S.—B. No. 3. Estimates of the Revenue and Expenditure for the year ending 30th June, 1895. 2 S.—B. No. 4. Savings Banks.—Statements and Returns for the year ended 30th June, 1894. 2 S.—No. 7. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. (160 copies.) VICTORIA. No. 5. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 20TH NOVEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Declaration of Member.—The Honorable S. Fraser delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Simon Fraser, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Four hundred and fifty pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Prahran, and are known as 'Norla, Irving-road, Toorak.' "And I further declare that such of the said lands or tenements as are situate in the municipal district of Prahran are rated in the rate-book of such district upon a yearly value of Four hundred and fifty pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "Simon Fraser." 5. The Committee of Elections and Qualifications.—The President laid upon the Table the following Warrant appointing the Committee of Elections and Qualifications:— VICTORIA. Pursuant to the provisions of The Constitution Act Amendment Act 1890, I do hereby appoint— The Honorable James Bellairs, The Honorable Samuel Winter Cooke, The Honorable Henry Cuthbert, The Honorable John Mark Davies, The Honorable Duncan Elphinstone McBryde, The Honorable Thomas Drummond Wanless, and The Honorable William Irving Winter-Irving to be Members of a Committee to be called "The Committee of Elections and Qualifications." Given under my hand this twentieth day of November, One thousand eight hundred and ninety-four. W. A. Zeal, President of the Legislative Council. 6. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable H. Cuthbert, and the same was read by the Honorable the President:— HOPETOUN, Governor. Message No. 3. The Governor informs the Legislative Council that he has, on this day, at the Government House, given the Royal Assent to the undermentioned Act of the present Session, presented to him by the Clerk of the Parliaments, viz.: "An Act to apply out of the Consolidated Revenue the sum of Ninety-five thousand five hundred and eighty-three pounds to the service of the year One thousand eight hundred and ninety-three and ninety-four and the sum of One million one hundred and twenty-nine thousand one hundred and sixty-eight pounds to the service of the year One thousand eight hundred and ninety-four and ninety-five." Government House, Melbourne, 1st November, 1894. 7. Papers.—The Honorable Lieut.-Col. Sir F. T. Sargood presented, by command of His Excellency the Governor— Charitable Institutions.—Report of Inspector for the year ended 30th June, 1894. Education.—Report of the Minister of Public Instruction for the year 1893-4. Public Service Board.—Report. Severally ordered to lie on the Table. (500 copies.) The following Papers, pursuant to the directions of several Acts of Parliament, were laid upon the Table by the Clerk:— The Constitution Act Amendment Act 1890, Part IX.—Statement showing the Names, Remuneration, Duties, &c., of all persons temporarily employed in the Department of the Legislative Assembly, under the authority of Part IX. of The Constitution Act Amendment Act 1890, during the period from 1st November, 1893, to 20th November, 1894. Constitution Statutes.—Statement of Expenditure under Schedule D to Act 18 & 19 Vict., cap. 59, during the year 1893-4. Land Act 1890.—Additional Regulations.—Special Licence under Division 3 of Part I. Marine Act 1890.—Pilots and Pilotage.—Regulations. Marine Board of Victoria.—Statement of Pilotage Receipts and Disbursements for the year ended 31st December, 1893; together with the Audit Commissioners' Certificate thereon. Melbourne and Metropolitan Board of Works.—Balance-sheet and Statements of Accounts and Contracts of the Board for the year ending 30th June, 1894. Victorian Railways.—Return of Special Goods Rates for year ending 30th June, 1894. Water Act 1890— Bairnsdale Irrigation and Water Supply Trust.—Regulation No. 8. Carrum Irrigation and Water Supply Trust.—Rating Regulation. Dandenong Waterworks Trust.—Application for Additional Loan of £1,200. Kerang East Irrigation and Water Supply Trust.—Regulation. Macoma North Irrigation and Water Supply Trust.—Regulation No. 1. Rodney Irrigation and Water Supply Trust— Rating Regulation. Graduated Rate.—Regulation No. 11. Wattles Act 1890.—Issue of Lease under Section 3. 8. Trusts Act 1890 Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, on Tuesday next, again resolve itself into the said Committee. 9. Landlord and Tenant Act 1890 Amendment Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable J. M. Pratt moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative—Bill read a second time. The Honorable J. M. Pratt moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable J. M. Pratt, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, to-morrow, again resolve itself into the said Committee. 10. Licensing Act 1890 Further Amendment Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, to-morrow, again resolve itself into the said Committee. 11. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:— Railway Construction Validating Bill—Second reading. Railways Commissioners Validating Bill—Second reading. Municipal Valuations Appeals Bill—Second reading. Barristers and Solicitors Law Amendment Bill—Second reading. Sale of Goods Bill—Second reading. Gaols Act 1890 Amendment Bill—Second reading. Electric Light and Power Bill—Second reading. And then the Council, at fifty-four minutes past nine o'clock, adjourned until to-morrow. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: Robt. S. Brain, Government Printer, Melbourne. Questions. 1. The Hon. T. Dowling: To ask the Honorable the Minister of Defence when the second moiety of this year's municipal subsidy, due 30th September last, is likely to be paid; and upon what basis such payment is to be made. 2. The Hon. Dr. W. H. Embling: To ask the Honorable the Minister of Defence— 1. What amount is provided on the Estimates as allowances for officers' quarters or house-rent in the Defence Force, and if he will individualize the amounts. 2. What amount is provided for horse allowances in the Defence Force, and if he will individualize the amounts. 3. The Hon. T. D. Wanless: To ask the Honorable the Minister of Defence whether the Government intends to bring in a Bill to make carriers or carters plying for hire contribute or pay by means of licences such amounts as will go far to keep in repair the roads over which they travel; the fund accruing from such licences to be distributed among the shire councils over whose roads the carriers may ply. General Business. NOTICES OF MOTION: 1. The Hon. D. Melville: To move, That there be laid before this House a Return showing— 1. The total amount of pensions payable by the Government. 2. The amount paid in London. 3. The annual amount of commission received by the Government for transmission of money to pensioners. 4. The amount and number of pensions under £100, £200, £300, £400, £600, and £750. 5. The amount and number of all other pensions payable by the Government. 2. The Hon. J. Sternberg: To move, That there be laid before this House a Return showing— 1. The number of claims made from 1st January, 1891, to 31st May, 1894, on the Railway Department for damage alleged to be done by fire caused by sparks from the engines running on the different lines in the colony. 2. The total amount of compensation paid, setting out each payment. 3. The Hon. J. Service: To move, That there be laid on the Table copies of all correspondence, minutes, memoranda, and official records in the case of James Heaney since the date of the Report of the Committee of this House on that case. Government Business. ORDERS OF THE DAY: 1. Landlord and Tenant Act 1890 Amendment Bill—To be further considered in Committee. 2. Licensing Act 1890 Further Amendment Bill—To be further considered in Committee. 3. Railway Construction Validating Bill—Second reading. 4. Railways Commissioners Validating Bill—Second reading. 5. Municipal Valuations Appeals Bill—Second reading. 6. Barristers and Solicitors' Law Amendment Bill—Second reading. 7. Sale of Goods Act—Second reading. 8. Game Act 1890 Amendment Bill—Second reading. 9. Electric Light and Power Bill—Second reading. Questions. 1. The Hon. T. BRUNTON: To ask the Honorable the Solicitor-General if he will lay on the Table of this House a Return showing— 1. The municipal rate levied per pound on all property in cities, towns, boroughs, and shires in the colony, showing each separately. 2. The arrears of rates (if any) due in each city, town, borough, and shire on the 1st September, 1894. 3. The total indebtedness for money borrowed by each city, town, borough, and shire on the 1st September, 1894. 2. The Hon. J. BELL: To ask the Honorable the Minister of Defence whether it is the intention of the Government to introduce a Bill this Session to repeal section 14 of the Warracknabeal and Donald Railway Construction Act 1892, section 77 of the Railway Lands Acquisition Act 1893, and section 17 of the Dimboola and Boort Railways Construction Act 1893. Government Business. Orders of the Day:— 1. Municipal Overdrafts Indemnity Bill—Second reading. 2. Trusts Act 1890 Amendment Bill—To be further considered in Committee. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 15TH NOVEMBER, 1894. Notices of Motion and Orders of the Day. No. 4. Trusts Act 1890 Amendment Bill—New clause to be proposed by the Hon. A. Wynne. (To Members of Council only.) Amendments to be proposed by the Hon. J. Sternberg. (To Members of Council only.) Landlord and Tenant Act 1890 Amendment Bill—Amendments to be proposed by the Hon. N. Levi. (To Members of Council only.) Barristers and Solicitors Law Amendment Bill—Amendments to be proposed by the Hon. N. Levi. (To Members of Council only.) Amendments to be proposed by the Hon. J. M. Pratt. (To Members of Council only.) Licensing Act 1890 Amendment Bill.—New clause to be proposed by the Hon. N. Levi. (To Members of Council only.) Votes and Proceedings of the Legislative Assembly. Nos. 6, 7, and 8. Notices of Motion and Orders of the Day. No. 8. Division in Committee of the Whole. No. 2. Victorian Railways.—Report of the Victorian Railways Commissioners for the year ending 30th June, 1894. 2 S.—No. 1. Bank Liabilities and Assets.—Summary of Sworn Returns for the quarter ended 30th June, 1894. 2 S.—No. 2. Eighth Annual Report of the Proceedings of the Government Statist in connexion with Trade Unions. 2 S.—No. 5. Report of the Council of Judges under section 33 of the Supreme Court Act 1890. 2 S.—No. 16. By Authority: RODT. S. BRAIN, Government Printer, Melbourne. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. ALLOWANCES IN DEFENCE FORCE.—The Honorable Dr. W. H. Embling moved, by leave, That there be laid before this House a Return showing— 1. The amount provided on the Estimates as allowances for officers' quarters or house-rent in the Defence Force; also individualizing the amounts. 2. The amount provided for horse allowances in the Defence Force; also individualizing the amounts. Question—put and resolved in the affirmative. 5. PAPER.—The Honorable Lieut.-Col. Sir F. T. Sargood presented—Allowances in Defence Force.—Return to the foregoing Order. 6. PENSIONS.—The Honorable D. Melville moved, That there be laid before this House a Return showing— 1. The total amount of pensions payable by the Government. 2. The amount paid in London. 3. The annual amount of commission received by the Government for transmission of money to pensioners. 4. The amount and number of pensions under £100, £200, £300, £400, £600, and £750. 5. The amount and number of all other pensions payable by the Government. Debate ensued. Question—put and resolved in the affirmative. 7. PAPER.—The Honorable Lieut.-Col. Sir F. T. Sargood presented—Pensions.—Return to the foregoing Order. 8. SPARKS FROM RAILWAY ENGINES.—The Honorable J. Sternberg moved, That there be laid before this House a Return showing— 1. The number of claims made from 1st January, 1891, to 31st May, 1894, on the Railway Department for damage alleged to be done by fire caused by sparks from the engines running on the different lines in the colony. 2. The total amount of compensation paid, setting out each payment. Question—put and resolved in the affirmative. 9. PAPER.—The Honorable Lieut.-Col. Sir F. T. Sargood presented—Sparks from Railway Engines.—Return to the foregoing Order. 10. JAMES HEANEY.—The Honorable J. Service moved, That there be laid before this House copies of all correspondence, minutes, memoranda, and official records in the case of James Heaney since the date of the Report of the Committee of this House on that case. Debate ensued. Question—put and resolved in the affirmative. (500 copies.) 11. Landlord and Tenant Act 1890 Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, on Tuesday next, again resolve itself into the said Committee. 12. Licensing Act 1890 Further Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert, the Council adopted the Report from the Committee of the whole on this Bill. Ordered—that the Bill be read a third time on Tuesday next. 13. Railway Construction Validating Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, on Tuesday next, again resolve itself into the said Committee. 14. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until Tuesday next:— - Railways Commissioners Validating Bill—Second reading. - Municipal Valuations Appeals Bill—Second reading. - Barristers and Solicitors' Law Amendment Bill—Second reading. - Sale of Goods Bill—Second reading. - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. 15. Adjournment.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Question—put and resolved in the affirmative. And then the Council, at one minute past ten o'clock, adjourned until Tuesday next. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. Questions. 1. The Hon. T. Bruxton: To ask the Honorable the Solicitor-General if he will lay on the Table of this House a Return showing— 1. The municipal rate levied per pound on all property in cities, towns, boroughs, and shires in the colony, showing each separately. 2. The arrears of rates (if any) due in each city, town, borough, and shire on the 1st September, 1894. 3. The total indebtedness for money borrowed by each city, town, borough, and shire on the 1st September, 1894. 2. The Hon. J. Bell: To ask the Honorable the Minister of Defence whether it is the intention of the Government to introduce a Bill this Session to repeal section 14 of the Warracknabeal and Donald Railways Construction Act 1892, section 77 of the Railway Lands Acquisition Act 1893, and section 17 of the Dimboola and Doort Railways Construction Act 1893. 3. The Hon. S. W. Cooke: To ask the Honorable the Solicitor-General whether it is the intention of the Government to carry out the recommendations of the Council of the Judges (as given in their Report to His Excellency the Governor) by introducing a Bill this Session— First—Giving authority to the Supreme Court in its criminal jurisdiction, holden at Melbourne, to remit to the next Court of General Sessions such cases as might be within the jurisdiction of that court, and which could not be tried at the sittings of the Supreme Court in its criminal jurisdiction in any month; and Secondly—Repealing the whole of sub-section (3) of section 34 of the Crimes Act 1891, No. 1231, except the proviso thereto. 4. The Hon. T. Dowling: To ask the Honorable the Minister of Defence when the second moiety of this year's municipal subsidy, due 30th September last, is likely to be paid; and upon what basis such payment is to be made. 5. The Hon. T. D. Wanless: To ask the Honorable the Minister of Defence whether the Government intends to bring in a Bill to make carriers or carters plying for hire contribute or pay by means of licences such amounts as will go far to keep in repair the roads over which they travel; the fund accruing from such licences to be distributed among the shire councils over whose roads the carriers may ply. Government Business. Orders of the Day: 1. Trusts Act 1890 Amendment Bill—To be further considered in Committee. 2. Railway Construction Validating Bill—To be further considered in Committee. 3. Railways Commissioners Validating Bill—Second reading. 4. Licensing Act 1890 Further Amendment Bill—Third reading. 5. Municipal Valuations Appeals Bill—Second reading. 6. Landlord and Tenant Act 1890 Amendment Bill—To be further considered in Committee. 7. Barristers and Solicitors Law Amendment Bill—Second reading. 8. Sale of Goods Bill—Second reading. 9. Municipal Overdrafts Indemnity Bill—Second reading. 10. Gaols Act 1890 Amendment Bill—Second reading. 11. Electric Light and Power Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 21ST NOVEMBER, 1894. Minutes of the Proceedings of the Legislative Council. No. 5. Notices of Motion and Orders of the Day. No. 5. Notices of Motion and Orders of the Day. No. 9. Proposed Land Tax.—Examples of its operation. The Land Act 1890.—Regulations. No. 18. Marine Board of Victoria.—Statement of Pilotage Receipts and Disbursements for 1893, &c. 2 S.—No. 4. Constitution Statute.—Statement of Expenditure under Schedule D to Act 18 & 19 Vict., cap. 55, during the year 1893–4. 2 S.—No. 8. Public Service Board.—Report. 2 S.—No. 14. Marine Act 1890.—Pilots and Pilotage.—Regulations. 2 S.—No. 19. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until Tuesday next: - Trusts Act 1890 Amendment Bill—To be further considered in Committee. - Railways Commissioners Validating Bills—To be further considered in Committee. - Railways Commissioners Validating Bills—Second reading. - Landlord and Tenant Act 1890 Amendment Bill—To be further considered in Committee. - Barristers and Solicitors Law Amendment Bill—Second reading. - Sale of Goods Bill—Second reading. - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. 5. Licensing Act 1890 Further Amendment Bill.—The Order of the Day for the third reading of this Bill having been read—Bill, on the motion of the Honorable H. Cuthbert, read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act for the Better Protection of Owners and Mortgagors of Licensed Premises." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 6. Municipal Valuations Appeals Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committees. The President returned to the Chair, and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert, the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to declare the Law relating to Appeals to Justices against Municipal Valuations." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 7. Municipal Overdrafts Indemnity Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Bill was read a third time and passed. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the following be the title of the Bill: "An Act to indemnify the Councillors of various Municipalities for Borrowing Money by Overdrafts on Bankers for the purposes of their Municipalities contrary to the provisions of the 'Local Government Act 1890' and for other purposes." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 8. Adjournment.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Debate ensued. Question—put and resolved in the affirmative. And then the Council, at thirty-seven minutes past five o'clock, adjourned until Tuesday next. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. Questions. 1. The Hon. T. Brunton: To ask the Honorable the Solicitor-General if he will lay on the Table of this House a Return showing— 1. The municipal rate levied per pound on all property in cities, towns, boroughs, and shires in the colony, showing each separately. 2. The arrears of rates (if any) due in each city, town, borough, and shire on the 1st September, 1894. 3. The total indebtedness for money borrowed by each city, town, borough, and shire on the 1st September, 1894. 2. The Hon. J. Bell: To ask the Honorable the Minister of Defence whether it is the intention of the Government to introduce a Bill this Session to repeal section 14 of the Warracknabeal and Donald Railways Construction Act 1892, section 77 of the Railway Lands Acquisition Act 1893, and section 17 of the Dimboola and Boort Railways Construction Act 1893. 3. The Hon. S. W. Cooke: To ask the Honorable the Solicitor-General whether it is the intention of the Government to carry out the recommendations of the Council of the Judges (as given in their Report to His Excellency the Governor) by introducing a Bill this Session— First—Giving authority to the Supreme Court in its criminal jurisdiction, holden at Melbourne, to remit to the next Court of General Sessions such cases as might be within the jurisdiction of that court, and which could not be tried at the sittings of the Supreme Court in its criminal jurisdiction in any month; and Secondly—Repealing the whole of sub-section (3) of section 34 of the Crimes Act 1891, No. 1231, except the proviso thereto. 4. The Hon. T. Dowling: To ask the Honorable the Minister of Defence when the second moiety of this year's municipal subsidy, due 30th September last, is likely to be paid; and upon what basis such payment is to be made. 5. The Hon. T. D. Wanliss: To ask the Honorable the Minister of Defence whether the Government intends to bring in a Bill to make carriers or carters plying for hire contribute or pay by means of licences such amount as will go far to keep in repair the roads over which they travel; the fund accruing from such licences to be distributed among the shire councils over whose roads the carriers may ply. Government Business. Orders of the Day: 1. Trusts Act 1890 Amendment Bill—To be further considered in Committee. 2. Railway Construction Validating Bill—To be further considered in Committee. 3. Railways Commissioners Validating Bill—Second reading. 4. Landlord and Tenant Act 1890 Amendment Bill—To be further considered in Committee. 5. Barristers and Solicitors Law Amendment Bill—Second reading. 6. Sale of Goods Bill—Second reading. 7. Gaols Act 1890 Amendment Bill—Second reading. 8. Electric Light and Power Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 22nd NOVEMBER, 1894. Notices of Motion and Orders of the Day. No. 6. Votes and Proceedings of the Legislative Assembly. Nos. 9, 10, and 11. Notices of Motion and Orders of the Day. No. 11. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. (150 copies.) 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. 1. Demographic Data: This includes information such as age, gender, race/ethnicity, education level, income, employment status, and marital status. Demographic data can provide valuable insights into the characteristics of the population being studied and can help researchers identify potential biases or confounding variables. 2. Behavioral Data: This includes information about how individuals behave, such as their daily routines, social interactions, and health habits. Behavioral data can be collected through surveys, interviews, observations, and physiological measurements. It can help researchers understand the factors that influence behavior and can inform interventions aimed at improving health outcomes. 3. Genetic Data: This includes information about an individual's genetic makeup, such as their DNA sequence and gene expression levels. Genetic data can be used to identify genetic risk factors for diseases and can inform personalized medicine approaches. 4. Environmental Data: This includes information about the physical environment, such as air quality, water quality, and noise levels. Environmental data can be used to assess the impact of environmental factors on health and can inform policies aimed at protecting public health. 5. Health Data: This includes information about an individual's health status, such as their medical history, symptoms, and treatment history. Health data can be used to monitor disease progression and to evaluate the effectiveness of treatments. 6. Financial Data: This includes information about an individual's financial situation, such as their income, assets, and debts. Financial data can be used to assess the impact of economic factors on health and can inform policies aimed at reducing health disparities. 7. Educational Data: This includes information about an individual's educational attainment, such as their level of education and the type of education they received. Educational data can be used to assess the impact of education on health and can inform policies aimed at improving educational opportunities. 8. Social Data: This includes information about an individual's social network, such as their friends, family members, and community members. Social data can be used to assess the impact of social relationships on health and can inform policies aimed at promoting social support. 9. Technology Data: This includes information about an individual's use of technology, such as their smartphone usage, social media activity, and online shopping habits. Technology data can be used to assess the impact of technology on health and can inform policies aimed at promoting healthy technology use. 10. Artificial Intelligence Data: This includes information about an individual's interaction with artificial intelligence systems, such as their use of virtual assistants, chatbots, and autonomous vehicles. Artificial intelligence data can be used to assess the impact of AI on health and can inform policies aimed at promoting ethical AI use. In conclusion, the methods described in this paper can be used to collect and analyze a wide range of data types. By understanding the characteristics of each data type and the potential biases or confounding variables associated with it, researchers can ensure that their analyses are valid and reliable. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Declaration of Member.—The Honorable J. H. Abbott delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Joseph Henry Abbott, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Three hundred and eight pounds above all charges and incumbrances affecting the same, other than poll tax or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal districts of Sandhurst, Echuca, and Strathfieldsaye, and are known as— "Firstly, part of Crown allotment five, section thirty-one C, Barkly-place, city and parish of Sandhurst, county of Bendigo. "Secondly, Crown allotment six and six A of section sixty-eight C, Olinda and Gladstone streets, city and parish of Sandhurst, county of Bendigo. "Thirdly, Crown allotments one, two, and three, section nineteen, parish of Mandurang, county of Bendigo. "Fourthly, Crown allotment thirteen, section one, and part of Crown allotment six of section three, parish of Mandurang, county of Bendigo, particularly described in certificate of title entered in the Register Book, vol. 1353, fol. 270462. "Fifthly, part of Crown allotment seventeen, section one, parish of Mandurang, county of Bendigo, particularly described in certificate of title entered in the Register Book, vol. 1140, fol. 227959. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Sandhurst are rated in the rate-book of such district upon a yearly value of One hundred and twenty-three pounds; and that such of the said lands or tenements as are situate in the municipal district of Strathfieldsaye are rated in the rate-book of such district upon a yearly value of One hundred and eighty-three pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JOSEPH HENRY ABBOTT." (500 copies.) 5. Adjournment.—The Honorable J. Sternberg having stated his desire to move, That the House do now adjourn, six Members rose in their places and required the motion to be proposed. The Honorable J. Sternberg having stated that he proposed to speak on the subject of the transaction of business on Tuesday last, when several Members were absent through a notice in the newspapers that the Council would according to usage immediately adjourn, as a Motion of Want of Confidence in Ministers had been proposed in another place, then moved, That the House do now adjourn. Debate ensued. Question—put and negatived. 6. Resignation of Member.—The President announced that he had received the following letter from the Private Secretary to His Excellency the Governor: Government House, Melbourne, 29th November, 1894. Sir, I am directed by His Excellency the Governor to inform you that the Honorable D. S. Wallace has resigned his seat in the Legislative Council of Victoria, as will be seen from the enclosed letter. I have the honour to be, Sir, Your most obedient servant, E. W. WALLINGTON, Private Secretary. The Honorable the President of the Legislative Council, &c., &c., &c. Ballark, Morrisons, 27th November, 1894. My Lord, I have the honour to hereby tender to Your Excellency the resignation of my seat as a Member of the Legislative Council of this colony. I have the honour to be, My Lord, Your obedient servant, To His Excellency the Governor of Victoria. D. S. WALLACE. 7. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable H. Cuthbert, and the same was read by the Honorable the President: HOPETOUN, Governor. Message No. 4. The Governor informs the Legislative Council that he has, on this day, at the Government House, given the Royal Assent to the undermentioned Acts of the present Session, presented to him by the Clerk of the Parliaments, viz.: "An Act for the Better Protection of Owners and Mortgagors of Licensed Premises." "An Act to declare the Law relating to Appeals to Justices against Municipal Valuations." "An Act to indemnify the Councillors of various Municipalities for Borrowing Moneys by Overdrafts on Bankers for the purposes of their Municipalities contrary to the provisions of the 'Local Government Act 1890' and for other purposes." Government House, Melbourne, 29th November, 1894. 8. Papers.—The Honorable Lieut.-Col. Sir F. T. Sargood presented, by command of His Excellency the Governor— Thirtieth Report of the Board for the Protection of the Aborigines in the Colony of Victoria. Ordered to lie on the Table. The Honorable Lieut.-Col. Sir F. T. Sargood presented— James Heaney.—Return to an Order of the Legislative Council, dated 21st November, 1894, for copies of all correspondence, minutes, memoranda, and official records in the case of James Heaney since the date of the Report of the Committee of this House on that case. The following Papers, pursuant to the directions of several Acts of Parliament, were laid upon the Table by the Clerk: The Constitution Act Amendment Act 1890, Part IX.— Statement showing the Names, Remuneration, Duties, &c., of all persons temporarily employed in the Department of the Library of Parliament, under the authority of Part IX. of The Constitution Act Amendment Act 1890, during the period from 1st November, 1893, to 27th November, 1894. Statements of Appointments, Transfers, and Alterations of Classification in the Department of the Legislative Council. Statement showing the Names, Remuneration, Duties, &c., of all Persons temporarily employed in the Department of the Parliament Gardens. Public Service Act 1890.—Alteration of Regulations.—(Classification of Non-Clerical Division.) Water Act 1890.—St. Arnaud Shire Waterworks Trust.—Application for Additional Loan of £2,500.—Detailed Statement and Report. 9. Trusts Act 1890 Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill and agreed to the same with amendments. The Honorable H. Cuthbert moved, That this Bill be recommitted to a Committee of the whole for the reconsideration of clause 22. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had reconsidered clause 22 and agreed to the same with a further amendment. Ordered—that the Bill, as amended, be printed, and taken into consideration to-morrow. 10. Railway Construction Validating Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable J. Bell reported that the Committee had gone through the Bill and agreed to the same with an amendment. Ordered—that the Bill, as amended, be printed, and taken into consideration to-morrow. 11. Railways Commissioners Validating Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable J. M. Pratt moved, That this Bill be now read a second time. Debate ensued. The Honorable D. Melville moved, That the debate be now adjourned. Debate continued. Question—That the debate be now adjourned—put and negatived. Debate further continued. Question—That the Bill be now read a second time—put and resolved in the affirmative.—Bill read a second time. The Honorable J. M. Pratt moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable J. M. Pratt, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, to-morrow, again resolve itself into the said Committee. 12. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:— - Landlord and Tenant Act 1890 Amendment Bill—To be further considered in Committee. - Burial Grounds and Schools Law Amendment Bill—Second reading. - Sale of Goods Bill—Second reading. - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. And then the Council, at thirty-seven minutes past ten o'clock, adjourned until to-morrow. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 7. WEDNESDAY, 5TH DECEMBER, 1894. Questions. 1. The Hon. Dr. W. H. Embling: To ask the Honorable the Minister of Defence— 1. What is the estimated annual consumption of coal on the railways for the next three years. 2. Is it the intention of the Railway Department to advertise for tenders for the supply of coal in January. 2. The Hon. N. Levi: To ask the Honorable the Minister of Defence if he has any objection to lay upon the Table of this House a Return showing the amount estimated to be saved in the year 1893–4 by the Government on the Victorian Railways and other departments of the Public Service on the coal used in that year as against the amount that would have been paid at the price paid for Newcastle coal in the year 1890–91. Government Business. Orders of the Day:— 1. Trusts Act 1890 Amendment Bill—Consideration of Report. 2. Railway Construction Validating Bill—Consideration of Report. 3. Railways Commissioners Validating Bill—To be further considered in Committee. 4. Landlord and Tenant Act 1890 Amendment Bill—To be further considered in Committee. 5. Barristers and Solicitors Law Amendment Bill—Second reading. 6. Sale of Goods Bill—Second reading. 7. Gaols Act 1890 Amendment Bill—Second reading. 8. Electric Light and Power Bill—Second reading. TUESDAY, 11TH DECEMBER. Question. 1. The Hon. T. Brunton: To ask the Honorable the Solicitor-General if he will lay on the Table of this House a Return showing— 1. The municipal rate levied per pound on all property in cities, towns, boroughs, and shires in the colony, showing each separately. 2. The arrears of rates (if any) due in each city, town, borough, and shire on the 1st September, 1894. 3. The total indebtedness for money borrowed by each city, town, borough, and shire on the 1st September, 1894. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 29TH NOVEMBER, 1894. Notices of Motion and Orders of the Day. No. 7. Trusts Amendment Bill [16]. (To Members of Council only.) Railway Construction Validating Bill [25]. (To Members of Council only.) Acting Victoria Railways Commissioners Bill 1894.—Amendments to be proposed by the Hon. J. M. Pratt. (To Members of Council only.) Landlord and Tenant Act 1890 Amendment Bill.—New clauses to be proposed by the Hon. A. Wynne. (To Members of Council only.) Barristers and Solicitors Law Amendment Bill.—Amendments to be proposed by the Hon. J. M. Davies. (To Members of Council only.) Votes and Proceedings of the Legislative Assembly. Nos. 12, 13, and 14. Notices of Motion and Orders of the Day. No. 14. Division in Committee of the Whole. No. 3. Tax on the Unimproved Value of Land— Amendment to be proposed by Mr. Gray in Committee of Ways and Means. (To Members only.) Amendment to be proposed by Mr. Longmore in Committee of Ways and Means. (To Members only.) Education.—Report of the Minister of Public Instruction for the year 1893. 2 S. No. 3. By Authority: Robt. S. Brain, Government Printer, Melbourne. (120 copies.) VICTORIA. No. 9. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. WEDNESDAY, 5TH DECEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Trusts Act 1890 Amendment Bill.—The Order of the Day for the consideration of the Report on this Bill having been read—on the motion of the Honorable H. Cuthbert, the Council adopted the Report from the Committee of the whole. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to amend the Law relating to Trusts and Trustees," Question—put and resolved in the affirmative. Ordered—That the Bill be transmitted to the Legislative Assembly with a Message desiring their concurrence therein. 5. Railway Construction Validating Bill.—The Order of the Day for the consideration of the Report on this Bill having been read—on the motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Council adopted the Report from the Committee of the whole. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Bill was read a third time and passed. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the following be the title of the Bill:— "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway." Question—put and resolved in the affirmative. Ordered—That the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with an amendment, and requesting their concurrence therein. 6. Railways Commissioners Validating Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill and agreed to the same with an amendment, and with an amended title, viz.:— "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners and to provide for the further Appointment of Acting Commissioners until the thirtieth day of June One thousand eight hundred and ninety-five." The Honorable J. M. Pratt moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in the affirmative. On the motion of the Honorable J. M. Pratt, the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable J. M. Pratt, the Bill was read a third time and passed. The Honorable J. M. Pratt moved, That the following be the amended title of the Bill:— "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners and to provide for the further Appointment of Acting Commissioners until the thirtieth day of June One thousand eight hundred and ninety-five." Question—put and resolved in the affirmative. Ordered—That the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with amendments, and requesting their concurrence therein. (500 copies.) 7. Landlord and Tenant Act 1890 Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill and agreed to the same with amendments. Ordered—That the Bill, as amended, be printed, and taken into consideration on Tuesday next. 8. Barristers and Solicitors Law Amendment Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable J. M. Pratt moved, That this Bill be now read a second time. Debate ensued. The Honorable T. D. Wanliss moved, That the debate be now adjourned. Question—That the debate be now adjourned—put and negatived. Question—That this Bill be now read a second time—put and resolved in the affirmative.—Bill read a second time. The Honorable J. M. Pratt moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable J. M. Pratt, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—That the Council will, on Tuesday next, again resolve itself into the said Committee. 9. Sale of Goods Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—That the Council will, on Tuesday next, again resolve itself into the said Committee. 10. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until Tuesday next:— Gools Act 1890 Amendment Bill—Second reading. Electric Light and Power Bill—Second reading. 11. Adjournment.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Question—put and resolved in the affirmative. And then the Council, at ten minutes past nine o'clock, adjourned until Tuesday next. GEORGE H. JENKINS, Clerk of the Legislative Council. Questions. 1. The Hon. T. Brenton: To ask the Honorable the Solicitor-General if he will lay on the Table of this House a Return showing— 1. The municipal rate levied per pound on all property in cities, towns, boroughs, and shires in the colony, showing each separately. 2. The arrears of rates (if any) due in each city, town, borough, and shire on the 30th September, 1894. 3. The total indebtedness for money borrowed by each city, town, borough, and shire on the 30th September, 1894. 2. The Hon. Dr. W. H. Embling: To ask the Honorable the Minister of Defence— 1. What is the estimated annual consumption of coal on the railways for the next three years. 2. Is it the intention of the Railway Department to advertise for tenders for the supply of coal in January. 3. The Hon. N. Levi: To ask the Honorable the Minister of Defence if he has any objection to lay upon the Table of this House a Return showing the amount estimated to be saved in the year 1893-4 by the Government on the Victorian Railways and other departments of the Public Service on the coal used in that year as against the amount that would have been paid at the price paid for Newcastle coal in the year 1890-91. Government Business. ORDERS OF THE DAY: 1. Landlord and Tenant Act 1890 Amendment Bill—Consideration of Report. 2. Barristers and Solicitors Law Amendment Bill—To be further considered in Committee. 3. Sale of Goods Bill—To be further considered in Committee. 4. Gaols Act 1890 Amendment Bill—Second reading. 5. Electric Light and Power Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 5TH DECEMBER, 1894. Notices of Motion and Orders of the Day. No. 8. Notices of Motion and Orders of the Day. No. 15. Ministers' Salaries Bill—[7]. Members' Reimbursement Reduction Bill—[18]. Judges' Salaries Bill—[19]. Government Salary Reduction Bill—[20]. Municipal Endowment Reduction Bill—[21]. Committee of Supply (on the consideration of the Estimates).—Motion by Mr. Lazarus. (To Members only.) Railway Construction Validating Bill.—Amendment of the Legislative Council. (To Members only.) St. Arnaud Shire Waterworks Trust.—Application for Additional Loan of £2,500. 2 S. No. 17. By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. (160 copies.) VICTORIA. No. 10. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 11TH DECEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Issue of Writ.—The President announced that he had, since the adjournment of the Council, issued a Writ for the election of a Member to serve for the South-Western Province, in the place of the Honorable D. S. Wallace, resigned. 5. Paper.—The following Paper, pursuant to the directions of an Act of Parliament, was laid upon the Table by the Clerk: Bank Liabilities and Assets.—Summary of Sworn Returns for the quarter ended 30th September, 1894. 6. Landlord and Tenant Act 1890 Amendment Bill.—The Order of the Day for the consideration of the Report on this Bill having been read—on the motion of the Honorable J. M. Pratt, the Council adopted the Report from the Committee of the whole. The Honorable J. M. Pratt moved, That this Bill be now read a third time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a third time. The Honorable J. M. Pratt moved, That this Bill do pass. Question—put and resolved in the affirmative. The Honorable J. M. Pratt moved, That the following be the title of the Bill: "An Act to amend the Landlord and Tenant Act 1890." Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with amendments, and requesting their concurrence therein. 7. Barristers and Solicitors Law Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—that the Council will, tomorrow, again resolve itself into the said Committee. 8. Mildura Irrigation Trusts Bill.—The Honorable J. Bell moved, by leave, That he have leave to bring in a Bill to constitute Irrigation Trusts within the Irrigation Colony of Mildura and to invest such Trusts with certain powers and for other purposes. Question—put and resolved in the affirmative. Ordered—that the Honorable J. Bell do prepare and bring in the Bill. The Honorable J. Bell then brought up a Bill intituled "A Bill to constitute Irrigation Trusts within the Irrigation Colony of Mildura and to invest such Trusts with certain powers and for other purposes," and moved, That it be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. The Honorable J. Bell moved, That this Bill be read a second time to-morrow. Debate ensued. Question—put and resolved in the affirmative. 9. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:— - Sale of Goods Bill.—To be further considered in Committee. - Goods Act 1890 Amendment Bill.—Second reading. - Electric Light and Power Bill.—Second reading. And then the Council, at three minutes past ten o'clock, adjourned until to-morrow. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: ROBERT S. BRAINEY, Government Printer, Melbourne. Notices of Motion and Orders of the Day. No. 9. WEDNESDAY, 12TH DECEMBER, 1894. Question. 1. The Hon. T. Brunton: To ask the Honorable the Solicitor-General if he will lay on the Table of this House a Return showing— 1. The municipal rate levied per pound on all property in cities, towns, boroughs, and shires in the colony, showing each separately. 2. The arrears of rates (if any) due in each city, town, borough, and shire on the 30th September, 1894. 3. The total indebtedness for money borrowed by each city, town, borough, and shire on the 30th September, 1894. General Business. Notice of Motion: 1. The Hon. D. Melville: To move, That there be laid before this House a Return showing— 1. The gross cost of the Agent-General's Department for the years 1892 and 1893, including the salary of the Agent-General. 2. The number of clerks and officials engaged, and the respective annual salaries paid to each officer. 3. Annual rental paid for offices in London. 4. What duties are performed by the Agent-General and his officers. Order of the Day: 1. Mildura Irrigation Trusts Bill—Second reading. Government Business. Notice of Motion: 1. The Hon. Lieut.-Col. Sir F. T. Sargood: To move, That during the remainder of the present Session the Council shall meet for the despatch of business on Friday, and that half-past four o'clock be the hour of meeting. Orders of the Day: 1. Barristers and Solicitors Law Amendment Bill—To be further considered in Committee. 2. Sale of Goods Bill—To be further considered in Committee. 3. Gaols Act 1890 Amendment Bill—Second reading. 4. Electric Light and Power Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 7TH DECEMBER, 1894. Notices of Motion and Orders of the Day. No. 9. Barristers and Solicitors Law Amendment Bill— New clause to be proposed (on the recommittal of the Bill) by the Hon. G. Davis. (To Members of Council only.) New clause to be proposed by the Hon. J. M. Pratt. (To Members of Council only.) Votes and Proceedings of the Legislative Assembly. Nos. 15, 16, 17, and 18. Notices of Motion and Orders of the Day. No. 18. Divisions in Committee of the Whole. No. 4. Land and Income Tax Bill—[5]. Aliens Bill—[38]. Elections and Qualifications Committee Bill—[42]. Railways Commissioners Validating Bill.—Amendments of the Legislative Council. (To Members only.) Land and Income Tax Bill.—Amendment to be proposed in Committee by Mr. McLeod. (To Members only.) Ministers' Salaries Reduction Bill.—Amendment to be proposed in Committee by Mr. Salmon. (To Members only.) Governor's Salary Reduction Bill.—Amendments to be proposed in Committee by Mr. Graham. (To Members only.) Supreme Court Judges' Salaries Reduction Bill.—Amendments to be proposed in Committee by Mr. Graham. (To Members only.) Melbourne Harbor Trust Act 1890 Further Amendment Bill.—New clauses to be proposed in Committee. (To Members only.) VICTORIA. No. 11. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. WEDNESDAY, 12TH DECEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Agent-General's Department.—The Honorable D. Melville moved, That there be laid before this House a Return showing— 1. The gross cost of the Agent-General's Department for the years 1892 and 1893, including the salary of the Agent-General. 2. The number of clerks and officials engaged, and the respective annual salaries paid to each officer. 3. Annual rental paid for offices in London. 4. What duties are performed by the Agent-General and his officers. Question—put and resolved in the affirmative. 5. Postponement of Order of the Day.—Ordered, That the consideration of the following Order of the Day be postponed until Wednesday next:— Mildura Irrigation Trusts Bill—Second reading. 6. Additional Day of Business.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, That during the remainder of the present Session the Council shall meet for the despatch of business on Friday, and that half-past four o'clock be the hour of meeting. Debate ensued. Question—put and resolved in the affirmative. 7. Barristers and Solicitors Law Amendment Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—That the Council will, on Tuesday next, again resolve itself into the said Committee. 8. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until Tuesday next:— Sale of Goods Bill—To be further considered in Committee. Gaols Act 1890 Amendment Bill—Second reading. Electric Light and Power Bill—Second reading. 9. Adjournment.—The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Question—put and resolved in the affirmative. And then the Council, at thirty-two minutes past six o'clock, adjourned until Tuesday next. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: BOYD S. BRAIN, Government Printer, Melbourne. (500 copies.) LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 10. TUESDAY, 18TH DECEMBER, 1894. Government Business. Orders of the Day:— 1. Barristers and Solicitors Law Amendment Bill.—To be further considered in Committee. 2. Sale of Goods Bill.—To be further considered in Committee. 3. Gaols Act 1890 Amendment Bill.—Second reading. 4. Electric Light and Power Bill.—Second reading. WEDNESDAY, 19TH DECEMBER. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill.—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 12TH DECEMBER, 1894. Notices of Motion and Orders of the Day. No. 10. Barristers and Solicitors Law Amendment Bill.—Amendment to be proposed by the Hon. J. Sternberg. (To Members of Council only.) Sale of Goods Bill.—New clause to be proposed by the Hon. T. Brunton. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 19. Trusts Amendment Bill—[13]. (To Members only.) Absentee Land Tax Bill—[39]. Land and Income Annual Tax Bill—[40]. Landlord and Tenant Act 1890 Amendment Bill.—Amendments of the Legislative Council. (To Members only.) Land and Income Tax Bill.—Amendments to be proposed in Committee by Mr. Baker. (To Members only.) Municipal Endowment Further Reduction Bill.—Amendments to be proposed in Committee by Mr. Fink. (To Members only.) Supreme Court Judges' Salaries Reduction Bill.—Amendments to be proposed in Committee by Mr. Winter. (To Members only.) Bank Liabilities and Assets,—Summary of Sworn Returns for the quarter ended 30th September, 1894. 2 S. No. 23. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. VICTORIA. No. 12. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 18TH DECEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Substituted Declaration of Member.—The Honorable J. Bell delivered to the Clerk the following declaration, viz:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, James Bell, do declare and certify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred and sixty-five pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Dunolly, and are known as my property, being allotments 4, 5, 6, 7, and 9 of section 26, and allotments 8th and 9 of section 12, town of Dunolly. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Dunolly are rated in the rate-book of such district upon a yearly value of One hundred and sixty-five pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JAMES BELL." 5. Papers.—The Honorable H. Cuthbert presented, by command of His Excellency the Governor— Beet-root Sugar.—Cultivation of Sugar Beet, and Manufacture of Sugar therefrom in Victoria.—Statistical data of other countries relating thereto. Statistical Register of the Colony of Victoria for the year 1893.—Part VII.—Production. Annual Report on British New Guinea, from 1st July, 1893, to 30th June, 1894; with Appendices. Severally ordered to lie on the Table. The following Papers, pursuant to the directions of several Acts of Parliament, were laid upon the Table by the Clerk:— Mines Act 1890.—Part I.—Alteration of Regulations (54 and 55). Public Service Acts.—Regulation regarding Travelling Allowances. Post Office Act 1890.—Postage on Foreign Newspapers other than Newspapers to New South Wales, South Australia, Western Australia, Queensland, Tasmania, New Zealand, Fiji, British New Guinea, or New Hebrides. 6. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Bill intitled "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 18th December, 1894. (500 copies.) 7. ELECTIONS AND QUALIFICATIONS COMMITTEE BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 8. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to further amend the 'Melbourne Harbor Trust Act 1890,'" with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker, Legislative Assembly, Melbourne, 18th December, 1894. 9. MELBOURNE HARBOUR TRUST ACT 1890 FURTHER AMENDMENT BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to further amend the 'Melbourne Harbor Trust Act 1890,'" be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 10. BARRISTERS AND SOLICITORS LAW AMENDMENT BILL.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill and agreed to the same with amendments. Ordered—That the Bill, as amended, be printed, and taken into consideration to-morrow. 11. SALE OF GOODS BILL.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the Report from the Committee of the whole on this Bill be now adopted. Debate ensued. Question—put and resolved in the affirmative. And, on the further motion of the Honorable Lieut.-Col. Sir F. T. Sargood, the Bill was read a third time and passed. The Honorable Lieut.-Col. Sir F. T. Sargood moved, That the following be the title of the Bill:— "An Act for codifying the Law relating to the Sale of Goods." Question—put and resolved in the affirmative. Ordered—That the Bill be transmitted to the Legislative Assembly with a Message desiring their concurrence therein. 12. BRUNSWICK MUNICIPALITY BORROWING POWERS BILL.—The Honorable D. Melville moved, by leave, That he have leave to bring in a Bill to enable the Council of the Municipality of Brunswick to raise moneys by Debentures for Corporation purposes other than those provided for by the Local Government Act 1890. Debate ensued. Question—put and resolved in the affirmative. Ordered—That the Honorable D. Melville do prepare and bring in the Bill. The Honorable D. Melville then brought up a Bill intituled "A Bill to enable the Council of the Municipality of Brunswick to raise moneys by Debentures for Corporation purposes other than those provided for by the Local Government Act 1890," and moved, That it be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 13. POSTPONEMENT OF ORDERS OF THE DAY.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:— Goals Act 1890 Amendment Bill—Second reading. Electric Light and Power Bill—Second reading. And then the Council, at thirty-three minutes past five o'clock, adjourned until to-morrow. GEORGE H. JENKINS, Clerk of the Legislative Council. By Authority: Rolt. S. Brain, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 11. WEDNESDAY, 19TH DECEMBER, 1894. General Business. ORDERS OF THE DAY:— 1. Mildura Irrigation Trusts Bill—Second reading. 2. Brunswick Municipality Borrowing Powers Bill—Second reading. Government Business. ORDERS OF THE DAY:— 1. Elections and Qualifications Committee Bill—Second reading. 2. Melbourne Harbor Trust Act 1890 Further Amendment Bill—Second reading. 3. Barristers and Solicitors Law Amendment Bill—Consideration of Report. 4. Gaols Act 1890 Amendment Bill—Second reading. 5. Electric Light and Power Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 13TH DECEMBER, 1894. Minutes of the Proceedings of the Legislative Council. Nos. 8, 9, 10, and 11. Notices of Motion and Orders of the Day. No. 11. Mildura Irrigation Trusts Bill—[1]. Legal Profession Practice Bill—[25]. (To Members of Council only.) Melbourne Harbor Trust Bill—[34]. (To Members of Council only.) Elections and Qualifications Committee Bill—[49]. (To Members of Council only.) Brunswick Municipality Borrowing Powers Bill—[51]. Barristers and Solicitors Law Amendment Bill.—Amendment to be proposed by Hon. J. M. Davies on amendment to be proposed by Hon. J. Sternberg. (To Members of Council only.) Votes and Proceedings of the Legislative Assembly. Nos. 19, 20, and 21. Notices of Motion and Orders of the Day. No. 21. Divisions in Committees of the Whole. No. 3. Water Supply Loans Bill—[2]. Land and Income Tax Bill—[5]. (To Members only.) Agent-General's Salary Reduction Bill—[23]. Lapsed Bills Restoration Bill—[32]. Mallee Tanks Bill—[37]. Land and Income Tax Bill.—Amendments to be proposed by Mr. G. Turner on consideration of report. (To Members only.) By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. (120 copies.) VICTORIA. No. 13. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. WEDNESDAY, 19TH DECEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Declaration of Member.—The Honorable N. FitzGerald delivered to the Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, Nicholas FitzGerald, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of One hundred pounds, free from all charges and incumbrances affecting the same, other than any public or municipal tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of St. Kilda, and are known as dwelling-house, 'Moira,' Alma-road, St. Kilda, county of Bourke. "And I further declare that such of the said lands or tenements as are situate in the municipal district of St. Kilda are rated in the rate-book of such district upon a yearly value of Three hundred and seventy-five pounds, and that such of the said lands or tenements as are situate in the municipal district of St. Kilda are rated in the rate-book of such district upon a yearly value of Three hundred and seventy-five pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council." "N. FITZ GERALD." 5. Postponement of Order of the Day.—Ordered, That the consideration of the following Order of the Day be postponed until to-morrow:— Mildura Irrigation Trusts Bill—Second reading. 6. Adjournment.—The Honorable J. Service having stated his desire to move, That the House do now adjourn, six Members rose in their places and required the motion to be proposed. The Honorable J. Service having stated that he proposed to speak on the subject of the borrowing powers of municipalities, then moved, That the House do now adjourn. Debate ensued. Question—put and negatived. 7. Discharge of Order of the Day.—On the motion of the Honorable D. Melville, the following Order of the Day was read and discharged:— Brunswick Municipality Borrowing Powers Bill—Second reading. Ordered—that the said Bill be withdrawn. 8. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President, The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to impose a Tax on the Unimproved Value of Land and on Income and to suspend the operation of the Land Tax Act 1890," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Legislative Assembly, Melbourne, 19th December, 1894. (500 copies.) 9. LAND AND INCOME TAX BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to impose a Tax on the Unimproved Value of Land and on Income and to suspend the operation of the Land Tax Act 1890," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. The Honorable H. Cuthbert moved, That the second reading of this Bill be made an Order of the Day for Thursday, 27th instant. Debate ensued. Question—put. Council divided. \| Ayes, 8. \| Noes, 35. \| \|----------\|-----------\| \| The Hon. H. Cuthbert \| The Hon. J. H. Abbott \| \| S. Fraser \| S. Austin \| \| C. J. Ham \| J. Balfour \| \| D. Ham \| T. Brunton \| \| N. Levi \| J. Buchanan \| \| W. McCulloch. \| Sir W. J. Clarke, Bart. \| \| \| J. H. Connor \| \| Tellers. \| S. W. Cooke \| \| F. S. Grimwade \| G. S. Coppin \| \| W. Pitt. \| D. Coutts \| \| \| E. J. Crooke \| \| \| J. M. Davies \| \| \| G. Davis \| \| \| F. S. Dobson, LL.D. \| \| \| T. Dowling \| \| \| Dr. W. H. Embling \| \| \| R. Fitzgerald \| \| \| D. Melville \| \| \| E. Miller \| \| \| E. Morey \| \| \| W. H. S. Osmond \| \| \| R. Reid \| \| \| A. O. Sachse \| \| \| C. Sargeant \| \| \| Lieut.-Col. Sir F. T. Sargood \| \| \| J. Service \| \| \| G. Simmie \| \| \| J. Sternberg \| \| \| M. Thornley \| \| \| J. A. Wallace \| \| \| T. D. Wanless \| \| \| S. Williamson \| \| \| W. I. Winter-Irving. \| Tellers. J. Bell D. E. McBryde. And so it passed in the negative. The Honorable D. Melville moved, That the second reading of this Bill be made an Order of the Day for Thursday, 3rd January next. Question—put and resolved in the affirmative. 10. ELECTIONS AND QUALIFICATIONS COMMITTEE BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill and agreed to the same with an amendment. The Honorable H. Cuthbert moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in the affirmative. On the report of the Honorable H. Cuthbert, the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit." Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with an amendment, and requesting their concurrence therein. 11. Melbourne Harbor Trust Act 1890 Further Amendment Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert, the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to further amend the 'Melbourne Harbor Trust Act 1890.'" Question—put and resolved in the affirmative. Ordered.—That a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 12. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow: - Barristers and Solicitors Law Amendment Bill—Consideration of Report. - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. And then the Council, at thirty-nine minutes past ten o'clock, adjourned until to-morrow. GEORGE H. JENKINS, Clerk of the Legislative Council. 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. Operating System (OS): A software program that manages computer hardware and software resources and provides common services for computer programs. 10. Programming Language: A formal language designed to express computations. 11. Query: A request for information from a database. 12. Security: The protection of information from unauthorized access, disclosure, alteration, or destruction. 13. Software: A set of instructions that tell a computer what to do. 14. System: A collection of interrelated components that work together to achieve a common goal. 15. User Interface (UI): The part of a computer system that interacts with the user. 16. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 17. Web Application: A software application that runs on a web server and is accessed through a web browser. 18. Wireless Network: A network that uses radio waves to transmit data between devices. 19. XML: A markup language for structuring data. 20. YAML: A human-readable data serialization format. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 12. THURSDAY, 20TH DECEMBER, 1894. Government Business. Orders of the Day:— 1. Barristers and Solicitors Law Amendment Bill—Consideration of Report. 2. Gaols Act 1890 Amendment Bill—Second reading. 3. Electric Light and Power Bill—Second reading. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill—Second reading. THURSDAY, 3RD JANUARY, 1895. Government Business. Order of the Day:— 1. Land and Income Tax Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 19TH DECEMBER, 1894. Notices of Motion and Orders of the Day. No. 12. Land and Income Tax Bill—[5]. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 22. Primaire Duties Repeal Bill—[9]. Sale of Goods Bill—[15]. (To Members only.) Absentee Land Tax Bill—[39]. (To Members only.) Reconstructed Companies Act Extension Bill—[46]. Municipal Endowment Further Reduction Bill.—New clause to be proposed in Committee by Mr. G. Turner. (To Members only.) Report from the Parliamentary Standing Committee on Railways on the proposed railway from Jumbunna to Outtrim, &c. Mines Act 1890, Part I.—Alteration of Regulations. 2 S. No. 24. By Authority: Rorr. S. Brain, Government Printer, Melbourne. (120 copies.) VICTORIA. No. 14. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. THURSDAY, 20TH DECEMBER, 1894. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to amend the 'Aliens Act 1890,'" with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 20th December, 1894. 5. ALIENS ACT 1890 AMENDMENT BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to amend the 'Aliens Act 1890,'" be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Thursday, 3rd January next. 6. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to establish a Standard of Time in Victoria," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 20th December, 1894. 7. STANDARD TIME BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to establish a Standard of Time in Victoria," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Thursday, 3rd January next. 8. DISCHARGE OF ORDER OF THE DAY.—On the motion of the Honorable T. D. Wanliss, the following Order of the Day was read and discharged: Barristers and Solicitors Law Amendment Bill—Consideration of Report. 9. BARRISTERS AND SOLICITORS LAW AMENDMENT BILL.—The Honorable T. D. Wanliss moved, That this Bill be recommitted to a Committee of the whole for reconsideration. Debate ensued. Question—put and resolved in the affirmative. And, on the further motion of the Honorable T. D. Wanliss, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill and agreed to the same with further amendments. Ordered—That the Bill, as further amended, be printed, and taken into consideration on Thursday, 3rd January next. 10. POSTPONEMENT OF ORDERS OF THE DAY.—Ordered, That the consideration of the following Orders of the Day be postponed until Thursday, 3rd January next: - Goals Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. - Mildura Irrigation Trusts Bill—Second reading. 11. ADJOURNMENT.—The Honorable H. Cuthbert moved, by leave, That the Council, at its rising, adjourn until Thursday, 3rd January next. Question—put and resolved in the affirmative. And then the Council, at fifty-five minutes past five o'clock, adjourned until Thursday, 3rd January next. GEORGE H. JENKINS, Clerk of the Legislative Council, By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 13. THURSDAY, 3RD JANUARY, 1895. Government Business. Orders of the Day:— 1. Land and Income Tax Bill—Second reading. 2. Aliens Act 1890 Amendment Bill—Second reading. 3. Standard Time Bill—Second reading. 4. Barristers and Solicitors Law Amendment Bill—Consideration of Report. 5. Gaols Act 1890 Amendment Bill—Second reading. 6. Electric Light and Power Bill—Second reading. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill—Second reading. GEORGE H. JENKINS, Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 20TH DECEMBER, 1894. Notices of Motion and Orders of the Day. No. 13. Standard Time Bill—[10]. (To Members of Council only.) Legal Profession Practice Bill—[28]. (To Members of Council only.) Aliens Bill—[38]. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 23. Melbourne University.—Return to an Order of the Legislative Assembly. 2 S. C. No. 1. Municipal Endowment Reduction Bill—[21]. (To Members only.) Post Office Act 1890.—Order in Council. 2 S. No. 25. By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. (160 copies.) VICTORIA. No. 15. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. THURSDAY, 3RD JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Clerk of the Council—Absence of.—The Honorable the President having announced that he had granted leave of absence to the Clerk, owing to ill-health—the Honorable H. Cuthbert, with leave of the Council, moved, without notice, That the Clerk Assistant do perform the duties of the Clerk of the Council during his absence, and do take the Chair at the Table. Question—put and resolved in the affirmative. 5. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable H. Cuthbert, and the same was read by the Honorable the President: HOPETOUN, Governor. Message No. 5. The Governor informs the Legislative Council that he has, on this day, at the Government Offices, given the Royal Assent to the undermentioned Act of the present Session, presented to him by the Clerk of the Parliaments, viz.: "An Act to further amend the 'Melbourne Harbor Trust Act 1890.'" Government Offices, Melbourne, 31st December, 1894. 6. Return to Writ.—The President announced that there had been returned to him the Writ he had issued for the election of a Member to serve for the South-Western Province, in the place of the Honorable Donald Smith Wallace, resigned; and by the indorsement on such Writ it appeared that Joseph Henry Grey had been elected in pursuance thereof. 7. Swearing-in of Member.—The Honorable Joseph Henry Grey, being introduced, took and subscribed the oath required by law, and delivered to the Acting Clerk the Declaration required by the thirty-seventh section of the Act No. 1075, as hereunder set forth:— "In compliance with the provisions of the Act 54 Victoria, No. 1075, I, JOSEPH HENRY GREY, of Geelong, solicitor, do declare and testify that I am legally or equitably seized of or entitled to an estate of freehold for my own use and benefit in lands or tenements in the colony of Victoria of the yearly value of Three hundred and seventy-seven pounds above all charges and incumbrances affecting the same, other than any public or parliamentary tax or municipal or other rate or assessment; and further, that such lands or tenements are situated in the municipal district of Newtown and Chilwell, and are known as parts of allotments six and seven of section ten, parish of Moorabbin. "And I further declare that such of the said lands or tenements as are situate in the municipal district of Newtowns and Chilwell are rated in the rate-book of such district upon a yearly value of Three hundred and seventy-seven pounds. "And I further declare that I have not collusively or colorably obtained a title to or become possessed of the said lands or tenements, or any part thereof, for the purpose of enabling me to be returned a Member of the Legislative Council. "JOSEPH HENRY GREY." 8. Paper.—The following Paper, pursuant to the directions of an Act of Parliament, was laid upon the Table by the Acting Clerk: Companies Act 1890.—Summary of Statements for the year 1893 made by Companies transacting Life Assurance business in Victoria. (500 copies.) 9. Petitions.—The following Petitions against the Land and Income Tax Bill were presented as under:— By the Honorable D. E. McBryde— From certain electors of the Lowan Electorate. By the Honorable C. J. Ham— From certain representatives of the Building Societies established in the City of Melbourne. By the Honorable N. FitzGerald— From William Riggall and others, carrying on business as solicitors under the style of Blake and Riggall. By the Honorable E. J. Crooke— From councillors of various municipalities assembled in conference. By the Honorable A. O. Sachse— From the president and councillors of the Shire of Numurkah. By the Honorable C. J. Ham— From certain ratepayers of the Shire of Bungaree. By the Honorable J. Bell— From Edward Samuel Watson, styling himself manager of the Australian Alliance Assurance Company. By the Honorable Sir W. J. Clarke, Bart.— From certain ratepayers of the Shire of Braybrook. By the Honorable N. Levi— From certain ratepayers of the City of Fitzroy. From the mayor, councillors, and citizens of the City of Fitzroy, under the common seal of the said city. By the Honorable J. Brunton— From certain councillors and ratepayers of Broadford and district. By the Honorable T. D. Wanliss— From certain electors of the Wellington Province. By the Honorable J. Sternberg— From certain ratepayers of the North-East riding of the Shire of Deakin. The Honorable C. J. Ham presented a Petition from the managers of certain banks in the City of Melbourne, praying that the Council would give such relief to banking corporations as mortgagees from the proposed tax on land as in its wisdom it should deem advisable. The Honorable C. J. Ham presented a Petition from Reginald Bright and Francis Ambor Keating, carrying on business as Gibbs, Bright, and Company, praying that the Council would not pass the Land and Income Tax Bill, unless with certain amendments, or that the said Bill should be rejected. The Honorable J. Service presented a Petition from Edward England and James Cooper Stewart, carrying on business as Malleson, England, and Stewart, praying that the Council would either make certain amendments in or reject the Land and Income Tax Bill. Petitions read, and severally ordered to lie on the Table. The following Petitions against the Land and Income Tax Bill were presented as under:— By the Honorable Dr. W. H. Embling— From certain ratepayers of the Shire of Metcalfe. From certain ratepayers of the Shire of McIvor. From certain ratepayers of the Shire of Maldon. By the Honorable Dr. Dobson— From certain ratepayers of the Shire of Alexandra. From the president, councillors, and ratepayers of the Shire of Dandenong. From certain ratepayers of the Shire of Poorwong and Jeetho. From certain ratepayers of the Shire of Oakleigh. From certain ratepayers of the Borough of Oakleigh. By the Honorable J. Bell— From certain landowners of the Shires of Arapiles and Wimmera. By the Honorable D. Coutts— From the president, councillors, and ratepayers of the Shire of East Loddon. By the Honorable N. Thornley— From certain ratepayers of the Shire of Minhamite. By the Honorable C. Sargeant— From certain ratepayers residing at and in the neighbourhood of Yarragon. From certain land-owners of the Electorate of Benambra. From certain land-owners of the Electorate of Benamba. By the Honorable D. Melville— From certain ratepayers of the Shire of Bacchus Marsh. By the Honorable J. Buchanan— From certain ratepayers of the Shire of Berwick. From Frederick Pepinn, styling himself President of the Royal Agricultural Society of Victoria. By the Honorable J. A. Wallace— From certain ratepayers of the Shire of Benalla. By the Honorable D. Ham— From certain electors of the Legislative Council. By the Honorable G. Davis— From certain land-owners of the Electorate of Benambra. By the Honorable N. FitzGerald— From certain ratepayers of Castlemaine. Severally ordered to lie on the Table. 10. BARRISTERS AND SOLICITORS LAW AMENDMENT BILL.—The Order of the Day for the consideration of the Report on this Bill having been read—on the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to amend the Law relating to Barristers and Solicitors." Question—Put and resolved in the affirmative. Ordered—That the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with amendments, and requesting their concurrence therein. 11. LAND AND INCOME TAX BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. The Honorable A. Wynne moved, That the debate be now adjourned. Question—That the debate be now adjourned—put and resolved in the affirmative. Ordered—That the debate be adjourned until to-morrow. And then the Council, at twelve minutes past ten o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. 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. 1. Demographic Data: This includes information such as age, gender, race, ethnicity, education level, income, employment status, and marital status. Demographic data can be used to identify trends and patterns in consumer behavior, which can help businesses make informed decisions about their marketing strategies. 2. Behavioral Data: This includes information about how people interact with products or services, such as purchase history, website visits, and social media activity. Behavioral data can be used to understand customer preferences and needs, which can help businesses improve their products and services. 3. Geospatial Data: This includes information about the location of people, such as their home address, work location, and travel routes. Geospatial data can be used to identify areas where there is a high concentration of customers, which can help businesses locate their stores or offices in optimal locations. 4. Transactional Data: This includes information about the financial transactions that occur between businesses and consumers, such as sales receipts, invoices, and credit card statements. Transactional data can be used to track revenue and expenses, which can help businesses manage their finances more effectively. 5. Sentiment Analysis Data: This includes information about the emotions and opinions expressed by customers through social media, reviews, and surveys. Sentiment analysis data can be used to gauge customer satisfaction and identify areas for improvement, which can help businesses enhance their products and services. 6. Predictive Analytics Data: This includes information about future trends and patterns based on historical data. Predictive analytics data can be used to forecast sales, customer behavior, and other key metrics, which can help businesses make informed decisions about their operations and marketing strategies. 7. Big Data: This refers to large volumes of data that cannot be processed using traditional data processing techniques. Big data can be used to analyze complex relationships and patterns that may not be apparent from smaller datasets. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 14. FRIDAY, 4TH JANUARY, 1895. Government Business. Orders of the Day:— 1. Land and Income Tax Bill—Second reading—Resumption of debate. 2. Aliens Act 1890 Amendment Bill—Second reading. 3. Standard Time Bill—Second reading. 4. Gaols Act 1890 Amendment Bill—Second reading. 5. Electric Light and Power Bill—Second reading. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill—Second reading. TUESDAY, 8TH JANUARY. Question, 1. The Hon. G. S. Coffin: To ask the Honorable the Solicitor-General whether the Government will take immediate steps to bring this colony within the terms of the treaty recently concluded between the Imperial Government and the Government of Japan. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 20TH DECEMBER, 1894. Notices of Motion and Orders of the Day. No. 14. Beet-root Sugar.—Cultivation of Sugar-beet, and manufacture of sugar therefrom in Victoria, &c. 2 S. No. 22. By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. (120 copies.) 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Petitions.—The following Petitions against the Land and Income Tax Bill were presented as under:— By the Honorable Dr. W. H. Embling— From the mayor, councillors, and burgesses of the Borough of Daylesford, under the common seal of the said borough. By the Honorable T. Brunton— From certain ratepayers of the Shire of Lancefield. By the Honorable J. Service— From Charles Salter, of Melbourne, styling himself attorney under power of the Royal Insurance Company. By the Honorable Sir W. J. Clarke, Bart.— From certain farmers and land-owners of the Shire of Springfield. By the Honorable N. Thornley— From certain ratepayers of the Borough of Koroit. By the Honorable C. Sergeant— From certain ratepayers residing at and in the neighbourhood of Allambee, in the Shire of Narracan. From certain ratepayers residing at and in the neighbourhood of Trafalgar. By the Honorable J. H. Connor— From Andw. McWilliams, styling himself Shire Secretary of the Shire of Bellarine. By the Honorable E. J. Crooke— From certain ratepayers residing at and in the neighbourhood of Moe. By the Honorable J. M. Pratt— From certain electors of the County of Gunbower. By the Honorable N. FitzGerald— From the president and councillors of the Shire of Glenlyon. By the Honorable T. D. Wanless— From the president, councillors, and ratepayers of the Shire of Creswick, under the common seal of the said shire. The Honorable Dr. W. H. Embling presented a petition from M. King Armstrong, styling himself chairman of a public meeting of ratepayers of the Shire of Kyneton, praying that the Council would suggest some other way of balancing the public account than by the proposed Land Tax. The Honorable C. J. Ham presented a Petition from J. M. Gillespie and C. Goulden Miller, styling themselves liquidators of the Freshfield Investment and Banking Company of Australia, Limited, praying that the Council would amend the Land and Income Tax Bill or adopt such other measures as will prevent further loss and hardship upon depositors in this and other similar companies. The Honorable J. Service presented a Petition from Sir Thomas Elder, G.C.M.G., and Robert Barr-Smith, both of Adelaide, South Australia, praying that the Council would either make certain amendments in or reject the Land and Income Tax Bill. The Honorable J. Bell presented a Petition from John Sinclair, styling himself superintendent and secretary to the Melbourne Board of Management of the Northern Assurance Company, praying that the Council would take steps to prevent the injury likely to be inflicted on the company by the passing of the Land and Income Tax Bill in its present form. Severally ordered to lie on the Table. 5. LAND AND INCOME TAX BILL.—The Order of the Day for the resumption of the debate on the question, That this Bill be now read a second time, having been read— Debate resumed. The Honorable G. Davis moved, That the debate be now adjourned. Debate continued. Question—That the debate be now adjourned—put and resolved in the affirmative. Ordered—That the debate be adjourned until Tuesday next. And then the Council, at twenty-five minutes past nine o'clock, adjourned until Tuesday next. JOHN M. PITTS, Acting Clerk of the Legislative Council. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 15. TUESDAY, 8TH JANUARY, 1895. Question. 1. The Hon. G. S. Coffin: To ask the Honorable the Solicitor-General whether the Government will take immediate steps to bring this colony within the terms of the treaty recently concluded between the Imperial Government and the Government of Japan. Government Business. Orders of the Day: 1. Land and Income Tax Bill—Second reading—Resumption of debate. 2. Aliens Act 1890 Amendment Bill—Second reading. 3. Standard Time Bill—Second reading. 4. Gaols Act 1890 Amendment Bill—Second reading. 5. Electric Light and Power Bill—Second reading. General Business. Order of the Day: 1. Mildura Irrigation Trusts Bill—Second reading. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 4TH JANUARY, 1895. Minutes of the Proceedings of the Legislative Council. Nos. 12, 13, and 14. Notices of Motion and Orders of the Day. No. 15. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. (150 copies.) By the Honorable J. M. Davies— From James Graham and others, styling themselves agents and attorneys of the North British and Mercantile Insurance Company. From William J. Lobb and A. Scott, styling themselves liquidators of the Federal Building Society. By the Honorable J. H. Abbott— From certain ratepayers of the Shire of Marong. From certain ratepayers of the Shire of Marong. By the Honorable W. I. Winter-Irving— From certain ratepayers of the Shire of Echuca. From William Lee Archer, styling himself secretary of the Victoria Insurance Company, Limited. By the Honorable D. E. McBryde— From certain Lowan electors. From Thos. Hutchings, J.P., of the Shire of Dunnunkle. By the Honorable C. J. Ham— From Mayhew Alfred Ridge, styling himself manager of the London and Lancashire Fire Insurance Company. By the Honorable J. Balfour— From certain ratepayers of the Shire of Upper Yarra. By the Honorable D. Coutts— From certain ratepayers of the Shire of Korong. By the Honorable N. Thornley— From certain ratepayers of Warrnambool. From certain ratepayers of Hamilton and other places. From certain electors of the Western Province and members and directors of the Warrnambool Permanent Building and Investment Society. By the Honorable Sir W. J. Clarke, Bart.— From certain ratepayers of the Shire of Whittlesea. From certain ratepayers of Keilor. By the Honorable W. H. S. Osmand— From certain ratepayers of the Shire of Stawell. From certain ratepayers of Ballarat and district. By the Honorable C. Sergeant— From certain electors of the Electorate of Benambra. By the Honorable J. A. Wallace— From certain ratepayers of the Shire of Oxley. By the Honorable J. H. Connor— From certain electors of Colac and district. By the Honorable T. Brunton— From certain ratepayers of the Shire of Epping. By the Honorable J. M. Pratt— From certain ratepayers of the Shire of Swan Hill. The Honorable W. I. Winter-Irving presented a Petition from the directors of the Bendigo Mutual Permanent Land and Building Society, praying that the Council would exempt this and kindred societies from the taxation proposed under the Land and Income Tax Bill. Several petitions read and ordered to lie on the Table. The Honorable J. H. Abbott presented a Petition from Robert Lowers, styling himself Moderator of the Presbytery of Bendigo, praying that the Council would exempt the properties of religious bodies from the operation of the Land and Income Tax Bill. Petition read and ordered to lie on the Table. 5. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to authorize the construction by the State of a Line of Railway from Jumbunna to Outtrim," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Legislative Assembly, Melbourne, 8th January, 1895. 6. Jumbunna to Outtrim Railway Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to authorize the construction by the State of a Line of Railway from Jumbunna to Outtrim," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 7. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendment made in such Bill by the Legislative Council. GRAHAM BERRY, Legislative Assembly, Melbourne, 8th January, 1895. 8. LAND AND INCOME TAX BILL.—The Order of the Day for the resumption of the debate on the question, That this Bill be now read a second time, having been read— Debate resumed. The Honourable A. O. Sache moved, That the debate be now adjourned. Debate continued. Question—That the debate be now adjourned—put and resolved in the affirmative. Ordered—That the debate be adjourned until to-morrow. 9. POSTPONEMENT OF ORDERS OF THE DAY.—Ordered—That the consideration of the following Orders of the Day be postponed until to-morrow:— - Aliens Act 1890 Amendment Bill—Second reading. - Standard Time Bill—Second reading. - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. - Mildura Irrigation Trusts Bill—Second reading. And then the Council, at ten o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 16. WEDNESDAY, 9TH JANUARY, 1895. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill—Second reading. Government Business. Orders of the Day:— 1. Land and Income Tax Bill—Second reading—Resumption of debate. 2. Aliens Act 1890 Amendment Bill—Second reading. 3. Standard Time Bill—Second reading. 4. Gaols Act 1890 Amendment Bill—Second reading. 5. Electric Light and Power Bill—Second reading. TUESDAY, 15TH JANUARY. Government Business. Order of the Day:— 1. Jumbunna to Outtrim Railway Bill—Second reading. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 4TH JANUARY, 1895. Notices of Motion and Orders of the Day. No. 16. Jumbunna and Outtrim Railway Bill—[52]. (To Members of Council only.) Votes and Proceedings of the Legislative Assembly. Nos. 22, 23, and 24. Notices of Motion and Orders of the Day. No. 24. Divisions in Committee of the Whole. No. 6. Victorian Government Stock Bill—[3]. Settlement on Lands Bill—[30]. Barristers and Solicitors Law Amendment Bill.—Amendments of the Legislative Council and amendment by Mr. Maloney on Council's amendments. (To Members only.) By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. (120 copies.) No. 18. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. WEDNESDAY, 9TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Petitions.—The following Petitions against the Land and Income Tax Bill were presented as under:— By the Honorable D. Coutts— From certain ratepayers of the Shire of Swan Hill. From certain ratepayers of the Shire of Gordon. By the Honorable J. A. Wallace— From certain ratepayers of the Shire of Rutherglen. By the Honorable G. Simmie— From James Boyd, M.D., styling himself president, and others, of the Commercial Permanent Land and Building Society, Bendigo. By the Honorable J. H. Blyth— From the chairman of directors and manager of the Sandhurst and Northern District Trustees, Executors, and Agency Company, Limited. From Carl Mueller, styling himself chairman, and others, of the Sandhurst Mutual Permanent Investment and Building Society of Bendigo. By the Honorable C. Sargeant— From certain land-owners of the Electorate of Benambra. From certain land-owners of the Electorate of Benambra. From certain land-owners of the Electorate of Benambra. By the Honorable A. O. Sachse— From certain ratepayers resident in the district of Yarroweyah. From certain ratepayers of the Shire of Seymour. By the Honorable Sir W. J. Clarke, Bart.— From certain ratepayers of the Shire of Gisborne. Several orders to lie on the Table. The Honorable J. A. Wallace presented a Petition from certain ratepayers of Rutherglen praying that the Council would reject the Land and Income Tax Bill. Petition read and ordered to lie on the Table. 5. Papers.—The following Papers, pursuant to the directions of an Act of Parliament, were laid upon the Table by the Acting Clerk:— Water Act 1894. Cohuna Irrigation and Water Supply Trust.—Rating Regulation No. 8. Cohuna Irrigation and Water Supply Trust.—Regulation No. 9. 6. Adjournment.—The Honorable H. Cuthbert moved, That the House do now adjourn. Debate ensued. Question—put and resolved in the affirmative. And then the Council, at fifty-five minutes past four o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority; ROBERT S. BRAINE, Government Printer, Melbourne. (500 copies.) LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 17. THURSDAY, 10TH JANUARY, 1895. Government Business. Orders of the Day:— 1. Land and Income Tax Bill—Second reading—Resumption of debate. 2. Aliens Act 1890 Amendment Bill—Second reading. 3. Standard Time Bill—Second reading. 4. Gaols Act 1890 Amendment Bill—Second reading. 5. Electric Light and Power Bill—Second reading. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill—Second reading. TUESDAY, 15TH JANUARY. Government Business. Order of the Day:— 1. Jumbunna to Outtrim Railway Bill—Second reading. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPER ISSUED 9TH JANUARY, 1895. Notices of Motion and Orders of the Day. No. 17. By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. (120 copies.) MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. THURSDAY, 10TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. ADJOURNMENT.—The Honorable J. A. Wallace having stated his desire to move, That the House do now adjourn, six Members rose in their places and required the motion to be proposed. The Honorable J. A. Wallace, having stated that he proposed to speak on the subject of the adjournment of the Council when a want of confidence motion was pending in another place, then moved, That the House do now adjourn. Debate ensued. Question—put and negatived. 5. PETITION.—The Honorable G. Davis presented a Petition from certain ratepayers of the Shire of Avon against the Land and Income Tax Bill. Ordered to lie on the Table. 6. LAND AND INCOME TAX BILL.—The Order of the Day for the resumption of the debate on the question, That this Bill be now read a second time, having been read— Debate resumed. The Honorable D. Melville moved, That the word "now" be omitted, and the words "this day six months" be added after the word "time." Debate continued. Question—That the word "now" proposed to be omitted stand part of the question—put and negatived. Question—That the words "this day six months" be added after the word "time"—put and resolved in the affirmative. Question—That this Bill be read a second time this day six months—put and resolved in the affirmative. 7. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Message from His Excellency the Governor recommending amendments in the Bill intituled "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit," and acquaint the Legislative Council that the Legislative Assembly have agreed to the several amendments recommended by His Excellency the Governor in this Bill, with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 10th January, 1895. (500 copies.) HOPETOUN, Governor. Pursuant to the provisions of section 36 of The Constitution Act, the Governor transmits to the Legislative Assembly for their consideration the following amendments which he desires to be made in the Bill intituled "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit":— Clause 1, in second line of clause omit "1894" and substitute "1895." In last line of clause omit "1894" and substitute "1890." Government Offices, Melbourne, 10th January, 1895. On the motion of the Honorable H. Cuthbert, the Council agreed to the several amendments recommended by His Excellency the Governor, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 8. Postponement of Orders of the Day.—Ordered—That the consideration of the following Orders of the Day be postponed until Tuesday next:— Aliens Act 1890 Amendment Bill—Second reading. Standard Time Bill—Second reading. Gazette Act 1890 Amendment Bill—Second reading. Electric Light and Power Bill—Second reading. Mildura Irrigation Trusts Bill—Second reading. 9. Adjournment.—The Honorable H. Cuthbert moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Question—put and resolved in the affirmative. And then the Council, at eleven o'clock, adjourned until Tuesday next. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 18. TUESDAY, 15TH JANUARY, 1895. Government Business. Orders of the Day:— 1. JUMBUNGA TO OUTREM RAILWAY BILL—Second reading. 2. ALIENS ACT 1890 AMENDMENT BILL—Second reading. 3. STANDARD TIME BILL—Second reading. 4. GAOLS ACT 1890 AMENDMENT BILL—Second reading. 5. ELECTRIC LIGHT AND POWER BILL—Second reading. General Business. Order of the Day:— 1. MILDURA IRRIGATION TRUSTS BILL—Second reading. JOHN M. PITTS, Acting Clerk of the Legislative Council. MEETINGS OF SELECT COMMITTEES. Tuesday, 15th January. Standing Orders—at half-past three o'clock. Wednesday, 16th January. Refreshment Rooms (Joint)—at half-past two o'clock. PARLIAMENTARY PAPERS ISSUED 10TH JANUARY, 1895. Notices of Motion and Orders of the Day. No. 18. Notices of Motion and Orders of the Day. No. 25. Members' Reimbursement Reduction Bill—[18]. (To Members only.) Governor's Salary Reduction Bill—[20]. (To Members only.) Statistical Register of the Colony of Victoria for the year 1893.—Part VII.—Production. 2 S. No. 11. By Authority: ROSS S. BRAIN, Government Printer, Melbourne. (160 copies.) MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 15TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. ADJOURNMENT.—The Honorable J. A. Wallace having stated his desire to move, That the House do now adjourn, six Members rose in their places and required the motion to be proposed. The Honorable J. A. Wallace having stated that he proposed to speak on the subject of the protection of line repairers working on suburban lines of railway, then moved, That the House do now adjourn. Question—put and negatived. 5. PAPER.—The Honorable H. Cuthbert presented—Agent-General's Department.—Return to an Order of the Legislative Council, dated 12th December, 1894, for a Return showing— 1. The gross cost of the Agent-General's Department for the years 1892 and 1893, including the salary of the Agent-General. 2. The number of clerks and officials engaged, and the respective annual salaries paid to each officer. 3. Annual rental paid for offices in London. 4. What duties are performed by the Agent-General and his officers. 6. JUMBUNNA TO OUTTRIM RAILWAY BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable W. McCulloch moved, That this Bill be now read a second time. Debate ensued. The Honorable F. S. Grimwade moved, That the debate be now adjourned. Question—That the debate be now adjourned—put and resolved in the affirmative. Ordered—that the debate be adjourned until Thursday next. 7. ALIENS ACT 1890 AMENDMENT BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and negatived. 8. POSTPONEMENT OF ORDERS OF THE DAY.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:—Standard Time Bill—Second reading. Gaols Act 1890 Amendment Bill—Second reading. Electric Light and Power Bill—Second reading. Mildura Irrigation Trusts Bill—Second reading. And then the Council, at thirty minutes past six o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: Robt. S. Brain, Government Printer, Melbourne. (500 copies.) LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 19. WEDNESDAY, 16TH JANUARY, 1895. General Business. Order of the Day:— 1. Mildura Irrigation Trusts Bill—Second reading. Government Business. Orders of the Day:— 1. Standard Time Bill—Second reading. 2. Gaols Act 1890 Amendment Bill—Second reading. 3. Electric Light and Power Bill—Second reading. THURSDAY, 17TH JANUARY. Government Business. Order of the Day:— 1. Jumbunna to Outtrim Railway Bill—Second reading—Resumption of debate. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED SINCE 10TH JANUARY, 1895. Minutes of the Proceedings of the Legislative Council. Nos. 15, 16, and 19. Notices of Motion and Orders of the Day. No. 19. Votes and Proceedings of the Legislative Assembly. Nos. 25 and 26. Notices of Motion and Orders of the Day. No. 26. Divisions in Committee of the Whole. No. 4. Primary Duties Repeal Bill—[9]. (To Members only.) Mallee Tanks Bill—[37]. (To Members only.) Mallee Lands Bill—[44]. State Schools and Teachers Bill—[45]. Mallee Tanks Bill.—Amendments to be proposed by Mr. Foster. (To Members only.) By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. VICTORIA. No. 21. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. WEDNESDAY, 16TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Standing Orders Committee.—The Honorable Lieut.-Col. Sir F. T. Sargood brought up the First Report from this Committee, which was read and is as follows:— The Select Committee on Standing Orders have the honour to report that they have considered the manner in which Petitions are presented to your Honorable House, and recommend that the following additional Standing Order be adopted by the Legislative Council, viz.:— (To follow Standing Order No. 246.) "Every Petition shall be fairly written or printed, or partly written and partly printed." The Honorable Lieut.-Col. Sir F. T. Sargood moved, by leave, That the Report of the Select Committee be adopted. Question—put and resolved in the affirmative. 5. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to authorize the raising of money for certain purposes by increasing the amount of Victorian Government Stock and for other purposes," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 16th January, 1895. 6. Victorian Government Stock Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to authorize the raising of money for certain purposes by increasing the amount of Victorian Government Stock and for other purposes," be now read a first time. Question—put and resolved in the affirmative—Bill read a first time, ordered to be printed, and read a second time to-morrow. 7. Paper.—The following Paper, pursuant to the directions of an Act of Parliament, was laid upon the Table by the Acting Clerk:— Railways Standing Committee Act 1890.—Regulation by the Parliamentary Standing Committee on Railways. 8. Supreme Court Act Explanation Bill.—The Honorable H. Cuthbert moved, by leave, That he have leave to bring in a Bill to declare the Law relating to the powers of Justices Courts of Petty Sessions and Licensing Courts in respect to boundaries of bailiwicks. Question—put and resolved in the affirmative. Ordered—that the Honorable H. Cuthbert do prepare and bring in the Bill. The Honorable H. Cuthbert then brought up a Bill intituled "A Bill to declare the Law relating to the powers of Justices Courts of Petty Sessions and Licensing Courts in respect to boundaries of bailiwicks," and moved, That it be now read a first time. Question—put and resolved in the affirmative—Bill read a first time, ordered to be printed, and read a second time to-morrow. 9. Postponement of Order of the Day.—Ordered, That the consideration of the following Order of the Day be postponed until Tuesday next:— Mildura Irrigation Trusts Bill.—Second reading. 10. Standard Time Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. The Honorable H. Cuthbert moved, That this Bill be now read a third time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a third time. The Honorable H. Cuthbert moved, That this Bill do pass. Question—put and resolved in the affirmative. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to establish a Standard of Time in Victoria." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 11. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:— Gaols Act 1890 Amendment Bill.—Second reading. Electric Light and Power Bill.—Second reading. And then the Council, at twenty-seven minutes past six o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: ROBERT S. BRAITHWAITE, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 20. THURSDAY, 17TH JANUARY, 1895. Government Business. Orders of the Day:— 1. JUMBINNA TO OUTTRIM RAILWAY BILL—Second reading—Resumption of debate. 2. VICTORIAN GOVERNMENT STOCK BILL—Second reading. 3. SUPREME COURT ACT EXPLANATION BILL—Second reading. 4. GAOLS ACT 1890 AMENDMENT BILL—Second reading. 5. ELECTRIC LIGHT AND POWER BILL—Second reading. TUESDAY, 22ND JANUARY. General Business. Order of the Day:— 1. MILDURA IRRIGATION TRUSTS BILL—Second reading. JOHN M. PITTS, Acting Clerk of the Legislative Council. MEETING OF SELECT COMMITTEE. Tuesday, 22nd January. Refreshment Rooms (Joint)—at half-past three o'clock. PARLIAMENTARY PAPERS ISSUED 16TH JANUARY, 1895. Notices of Motion and Orders of the Day. No. 20. Victorian Government Stock Bill—[3]. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 27. Mines Bill—[36]. Income Tax Bill—[54]. Mallee Lands Bill.—Amendment to be proposed in Committee by Mr. Thomson. (To Members only.) By Authority: Robt. S. Brain, Government Printer, Melbourne. (120 copies.) THURSDAY, 17TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to impose a Tax on Income," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Melbourne, 17th January, 1895. 5. INCOME TAX BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to impose a Tax on Income," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 6. JUMBUNNA TO OUTTRIM RAILWAY BILL.—The Order of the Day for the resumption of the debate on the question, That this Bill be now read a second time, having been read— Debate resumed. Question—That this Bill be now read a second time—put and resolved in the affirmative.—Bill read a second time. The Honorable W. McCulloch moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable W. McCulloch, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson reported that the Committee had gone through the Bill, and agreed to the same with amendments. The Honorable W. McCulloch moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in the affirmative. On the motion of the Honorable W. McCulloch the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable W. McCulloch, the Bill was read a third time and passed. The Honorable W. McCulloch moved, That the following be the title of the Bill:— "An Act to authorize the construction by the State of a Line of Railway from Jumbunna to Outtrim." Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with amendments, and requesting their concurrence therein. 7. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly:— MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to prevent in certain cases the Lapsing of Bills by the termination of a Session of Parliament," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 17th January, 1895. GRAHAM BERRY, Speaker. 8. LAPSED BILLS CONTINUANCE BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to prevent in certain cases the Lapsing of Bills by the termination of a Session of Parliament," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time on Tuesday next. 9. VICTORIAN GOVERNMENT STOCK BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to authorize the raising of money for certain purposes by increasing the amount of Victorian Government Stock and for other purposes." Question—put and resolved in the affirmative. Ordered—That a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 10. SUPREME COURT ACT EXPLANATION BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to declare the Law relating to the powers of Justices Courts of Petty Sessions and Licensing Courts in respect to boundaries of bailiwicks." Question—put and resolved in the affirmative. Ordered—That the Bill be transmitted to the Legislative Assembly with a Message desiring their concurrence therein. 11. POSTPONEMENT OF ORDERS OF THE DAY.—Ordered, That the consideration of the following Orders of the Day be postponed until Tuesday next:— - Geols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. 12. DISCHARGE OF ORDER OF THE DAY.—On the motion of the Honorable J. Bell the following Order of the Day was read and discharged:— - Mildura Irrigation Trusts Bill—Second reading. Ordered—That the said Bill be withdrawn. 13. ADJOURNMENT.—The Honorable H. Cuthbert moved, by leave, That the Council, at its rising, adjourn until Tuesday next. Question—put and resolved in the affirmative. And then the Council, at twenty-seven minutes past nine o'clock, adjourned until Tuesday next. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: RODT. S. BRAIN, Government Printer, Melbourne. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 21. TUESDAY, 22ND JANUARY, 1895. Government Business. Orders of the Day:— 1. Income Tax Bill—Second reading. 2. Lapsed Bills Continuance Bill—Second reading. 3. Gaols Act 1890 Amendment Bill—Second reading. 4. Electric Light and Power Bill—Second reading. JOHN M. PITTS, Acting Clerk of the Legislative Council. MEETING OF SELECT COMMITTEE. Tuesday, 22nd January. Refreshment Rooms (Joint)—at half-past three o'clock. PARLIAMENTARY PAPERS ISSUED 17TH JANUARY, 1895. Notices of Motion and Orders of the Day. No. 21. Lapsed Bills Restoration Bill—[32]. (To Members of Council only.) Income Tax Bill—[54]. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 28. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. (160 copies.) VICTORIA. No. 23. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 22ND JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Petition.—The Honorable J. Service presented a petition from E. England and J. C. Stewart, carrying on business as Malleon, England, and Stewart, praying that the Council would either make amendments in the Income Tax Bill so as to exempt mortgagees under mortgages executed before its passing, or would omit the 44th clause, or that the Council would reject the said Bill. Petition read and ordered to lie on the Table. 5. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Message from His Excellency the Governor recommending an amendment in the Bill intituled "An Act to establish a Standard of Time in Victoria," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendment recommended by His Excellency the Governor in this Bill, with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 22nd January, 1895. HOPETOUN, Governor. Message. Pursuant to the provisions of section 36 of The Constitution Act the Governor transmits to the Legislative Assembly for their consideration the following amendment which he desires to be made in the Bill intituled "An Act to establish a Standard of Time in Victoria":— Clause 1, for the figures "1894" substitute "1895." Government Offices, Melbourne, 18th January, 1895. The Honorable H. Cuthbert moved, That the Council agree to the amendment recommended by His Excellency the Governor. Debate ensued. Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the said amendment. 6. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendments made in such Bill by the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 22nd January, 1895. (500 copies.) 7. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway," and acquaint the Legislative Council that the Legislative Assembly have disagreed with the amendment made in such Bill by the Legislative Council. Legislative Assembly, Melbourne, 22nd January, 1895. Ordered—that the foregoing Message be taken into consideration this day. GRAHAM BERRY, Speaker. 8. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to authorize the Construction by the State of a Line of Railway from Wycheproof to Sea Lake," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 22nd January, 1895. GRAHAM BERRY, Speaker. 9. Railway Construction (Wycheproof to Sea Lake) Bill.—The Honorable W. McCulloch moved, That the Bill transmitted by the foregoing Message, intituled "An Act to authorize the Construction by the State of a Line of Railway from Wycheproof to Sea Lake," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 10. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to amend the 'Melbourne and Metropolitan Board of Works Act 1890,'" with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 22nd January, 1895. GRAHAM BERRY, Speaker. 11. Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to amend the 'Melbourne and Metropolitan Board of Works Act 1890,'" be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 12. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to sanction the issue and application of certain sums of money as Loans to certain Shire Councils to Construct Tanks for Water Supply in the Mallee Country," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 22nd January, 1895. GRAHAM BERRY, Speaker. 13. Water Supply (Mallee) Loans Application Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to sanction the issue and application of certain sums of money as Loans to certain Shire Councils to Construct Tanks for Water Supply in the Mallee Country," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 14. Coal Tests.—The Honorable A. O. Sachse moved, by leave, That there be laid before this House a Return showing the results of the tests of different coals made at the Dight's Falls Pumping Station during the months of November and December, 1894, by Inspectors Scott and Middleton, under the instructions of the Inspector-General, Mr. Davidson. Question—put and resolved in the affirmative. 15. INCOME TAX BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. The Honorable D. Melville moved, That the debate be now adjourned. Debate continued. Question—That the debate be now adjourned—put. The Council divided. Ayes, 12. The Hon. J. Buchanan D. Coutts E. J. Crooke N. L. Gray W. H. S. Osmond A. O. Sachse N. Thorlley J. A. Wallace S. Williamson W. I. Winter-Irving. Tellers. D. E. McBryde D. Melville. Noes, 24. The Hon. J. H. Abbott S. Austin J. Balfour J. Bell R. Brunton J. H. Connor H. Cuthbert J. M. Davies G. Davis T. Dowling Dr. W. H. Embling A. Fitzgerald J. H. Grey C. J. Ham D. Ham W. McCulloch E. Miller J. M. Pratt C. Sergeant Lieut.-Col. Sir F. T. Sargood G. Simmie T. D. Wanliess. Tellers. S. Fraser F. S. Grimwade. And so it passed in the negative. Debate further continued. Ordered—That the debate be adjourned until to-morrow. 16. SESSIONAL ORDER SUSPENDED.—The Honorable H. Cuthbert moved, by leave, That the Sessional Order appointing Half-past Four o'clock as the hour of meeting for Wednesday be suspended, and that the Council do meet to-morrow at Three o'clock. Question—put and resolved in the affirmative. 17. POSTPONEMENT OF ORDERS OF THE DAY.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow:— - Lapsed Bills Continuance Bill—Second reading. - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. - Railway Construction Validating Bill.—Message from the Legislative Assembly disagreeing with an amendment of the Council—To be taken into consideration. And then the Council, at eleven o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. LEGISLATIVE COUNCIL. Notices of Motion and Orders of the Day. No. 22. WEDNESDAY, 23RD JANUARY, 1895. Questions. 1. The Hon. A. O. Sachse: To ask the Honorable the Solicitor-General whether the Government will, during the recess, obtain expert opinions and reports on the question of manufacturing condensed canned milk in the colony of Victoria, in order that the matter may be dealt with early next Session. 2. The Hon. J. H. Connor: To call the attention of the Government to the desirability of encouraging the export of live stock by the Department of Agriculture making the necessary arrangements for an experimental shipment to London. Government Business. Orders of the Day:— 1. Income Tax Bill—Second reading—Resumption of debate. 2. Lapsed Bills Continuance Bill—Second reading. 3. Gaols Act 1890 Amendment Bill—Second reading. 4. Electric Light and Power Bill—Second reading. 5. Railway Construction (Wycheproof to Sea Lake) Bill—Second reading. 6. Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill—Second reading. 7. Water Supply (Mallee) Loans Application Bill—Second reading. 8. Railway Construction Validating Bill.—Message from the Legislative Assembly disagreeing with amendment of the Council—To be taken into consideration. THURSDAY, 24TH JANUARY. Question. 1. The Hon. G. S. Coppin: To ask the Honorable the Solicitor-General whether the Government will make arrangements by which Friendly Societies may be supplied with Stock for the investment of their funds. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 22ND JANUARY, 1895. Notices of Motion and Orders of the Day. No. 22. Wycheproof and Sea Lake Railway Bill—[26]. (To Members of Council only.) Melbourne and Metropolitan Board of Works Bill—[35]. (To Members of Council only.) Mallee Tanks Bill—[37]. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 31. Mallee Lands Bill.—Amendments to be proposed by Mr. Best. (To Members only.) By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Standing Order.—The President announced that His Excellency the Governor had been pleased this day to approve of the Standing Order adopted by the Legislative Council on the 16th January instant. 5. Message from the Legislative Assembly.—The President announced the receipt of the following, Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to sanction the issue and application of certain sums of money as Loans for Water Supply and Irrigation Works in the Country Districts and for other purposes," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 22nd January, 1895. 6. Water Supply Loans Application Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to sanction the issue and application of certain sums of money as Loans for Water Supply and Irrigation Works in the Country Districts and for other purposes," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 7. Petition.—The Honorable J. Service presented a Petition from the Melbourne and Metropolitan Board of Works, under the common seal of the said corporation, praying that the Council would lay aside the Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill. Ordered to lie on the Table. 8. Paper.—The following Paper, pursuant to the directions of an Act of Parliament, was laid upon the Table by the Acting Clerk:— Mines Act 1890.—Mining Accident Relief Fund.—Balance-sheet 1894. 9. Income Tax Bill.—The Order of the Day for the resumption of the debate on the question, That this Bill be now read a second time, having been read—The Honorable N. Levi, by leave, submitted a question of Order as to whether it was competent for the Council to proceed with this Bill, inasmuch as it contained provisions similar to those of the Land and Income Tax Bill already dealt with. After debate, the Honorable the President said— I have considered the question as to whether this Bill is one which may be dealt with by the Council, and have searched the precedents to guide me in the matter. There is no doubt that the law and usage of Parliament is clear that a Bill cannot be twice offered in the same Session; that is to say, that a Bill which is substantially the same as one already disposed of cannot be introduced again, but the practice is not strictly in accordance with the theory. There are various precedents in our own as well as in the Imperial Legislature for similar Bills being re-submitted. In 1884 the Railways Construction Bill was amended by this Council, laid aside by the Assembly on account of the Council's amendments, re-introduced in the Assembly, and afterwards passed by both Houses. In 1877-8 the Appropriation Bill was rejected by this Council, because of the item for the Payment of Members being included in it; but at a later stage of the same Session a second Appropriation Bill with that portion struck out was brought in, and passed by this Council. In the same Session the Waterworks Bill was similarly dealt with. In 1880-81 the then President ruled that a Bill for the Reform of the Council, sent up by the Assembly, could not be entertained, on the ground that the Council had already disposed of that matter, and therefore the question could not be again submitted that Session; the House, however, passed a special resolution not to raise any technical objection to the re-introduction of the measure, and the Bill was accordingly passed. In Imperial practice, the Lords have agreed to a Bill which included in a proviso the substance of a Bill which had been dropped in the same Session, but with a special entry. (See May, 10th ed., p. 292.) A part of a Bill omitted by the Lords has likewise been re-submitted in a separate Bill. (Ib., foot-note 5.) In 1772, upon a Bill being rejected by the Lords, the Commons, with a special entry, re-introduced the Bill, omitting some of the matter objected to, and the amended Bill became law. Honorable members are aware that the strong objections to the Land and Income Tax Bill were directed against the Tax on Unimproved Land Values, and several honorable members, in speaking on the Bill, expressed themselves favorably to the Income Tax, though strongly opposed to the tax on land. The Government, in recognition of the right of this House to reject a measure (a course which has seriously affected their Budget proposals), have respected the decision of this Chamber and introduced another measure, eliminating from it the objectionable matter. In adopting this course they have changed the character of the former Bill; the present Bill does not include that vital principle of a Tax on Unimproved Land Values which was the immediate cause of the rejection of that measure, and it can hardly be maintained that the principle of an Income Tax has even been debated in this House. The title of the Bill is radically different from that previously submitted. I therefore rule that the Income Tax Bill is neither identically nor substantially the same as the Land and Income Tax Bill already dealt with. Debate resumed on the question—That this Bill be now read a second time. Question—put. The Council divided. Ayes, 28. The Hon. J. H. Abbott J. Balfour J. Bell T. Brunton J. H. Connor S. W. Cooke G. S. Coppin D. Coombs E. J. Croker H. Cuthbert J. M. Davies G. Davis F. S. Dobson, LL.D. Dr. W. H. Embling J. H. Grey F. S. Grimwade C. J. Ham D. Ham D. E. McBryde W. McCulloch E. Miller E. Morey J. M. Pratt Lieut.-Col. Sir F. T. Sargood J. Service G. Simmie. Tellers. W. Pitt T. D. Wanliss. Noes, 10. The Hon. T. Dowling D. Melville W. H. S. Osmand A. O. Sachse N. Thornley J. A. Wallace S. Williamson W. I. Winter-Irving. Tellers. S. Austin N. Levi. And so it was resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. The Honorable Lieut.-Col. Sir F. T. Sargood, by leave, presented a petition from representatives of certain Life Assurance Companies having their principal offices outside of Australia, praying that the Council would take such measures to amend the Income Tax Bill in reference to the taxation of part of the total dividends declared on policies in such companies or would reject the said Bill. Petition ordered to lie on the Table. On the motion of the Honorable H. Cuthbert the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable Dr. Dobson having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. The Honorable H. Cuthbert moved, That this Bill be now read a third time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a third time. The Honorable H. Cuthbert moved, That this Bill do pass. Question—put and resolved in the affirmative. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to impose a Tax on Income." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 10. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to authorize the Construction by the State of a Line of Railway from Jumbunna to Outtrim," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendments made in such Bill by the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 11. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to provide for the payment of Superannuation Allowances to the late Victorian Railways Commissioners," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 12. RAILWAYS COMMISSIONERS' SUPERANNUATION ALLOWANCES BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to provide for the payment of Superannuation Allowances to the late Victorian Railways Commissioners," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 13. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to further amend the 'Mines Act 1890,'" with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 14. MINES ACT 1890 FURTHER AMENDMENT BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to further amend the 'Mines Act 1890,'" be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 15. RAILWAY CONSTRUCTION VALIDATING BILL.—The Order of the Day for the consideration of the amendment made by the Legislative Council in this Bill and disagreed with by the Legislative Assembly having been read—the said amendment was read and is as follows: Clause 4, at end of clause add: Provided that, in the case of any Bendigo Cattle-yards Branch Railway and the Williamsown Racecourse Railway, the Board shall be bound to erect or contribute to the erection of any dividing or other fence." The Honorable H. Cuthbert moved, That the Council do not insist on their amendment. Debate ensued. The Honorable J. M. Davies moved, That the debate be now adjourned. Debate continued. Motion for the adjournment of the debate, by leave, withdrawn. Question—That the Council do not insist on their amendment—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council do not insist on their amendment disagreed with by the Legislative Assembly. 16. POSTPONEMENT OF ORDER OF THE DAY.—Ordered, That the consideration of the following Order of the Day be postponed until to-morrow: Lapsed Bills Continuance Bill—Second reading. 17. Discharge of Orders of the Day.—On the motion of the Honorable H Cuthbert the following Orders of the Day were read and discharged: - Gaols Act 1890 Amendment Bill—Second reading. - Electric Light and Power Bill—Second reading. Ordered—That the said Bills be withdrawn. 18. Railway Construction (Wycheproof to Sea Lake) Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable W. McCulloch moved, That this Bill be now read a second time. Debate ensued. The Honorable D. Melville moved, That the debate be now adjourned. Debate continued. Motion for the adjournment of the debate, by leave, withdrawn. Debate further continued. Question—That this Bill be now read a second time—put and resolved in the affirmative.—Bill read a second time. The Honorable W. McCulloch moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable W. McCulloch, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable J. Bell reported that the Committee had made progress in the Bill, and that he was directed to move, That the Committee may have leave to sit again. Resolved—That the Council will, to-morrow, again resolve itself into the said Committee. 19. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President: The Legislative Assembly transmit to the Legislative Council the accompanying communication from the Acting Clerk of the Parliaments, calling attention to a clerical error in the Bill intituled "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners and to provide for the further Appointment of Acting Commissioners until the thirtieth day of June One thousand eight hundred and ninety-five," and acquaint the Legislative Council that the Legislative Assembly have agreed that such error be corrected by the insertion of the figures "1895" instead of the figures "1894" in clause 1, with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. Parliament House, Melbourne, 22nd January, 1895. Sir, I do myself the honour to report, in conformity with the Joint Standing Order No. 21, that the following clerical error has been discovered in the Bill intituled "An Act to Validate the Appointments of the Acting Victorian Railways Commissioners and to provide for the further Appointment of Acting Commissioners until the thirtieth day of June One thousand eight hundred and ninety-five": In clause 1 the figures "1894" have been inserted instead of the figures "1895." I have the honour to be, Sir, Your most obedient Servant, John M. Pitts, Acting Clerk of the Parliaments. The Honorable the Speaker, &c., &c., &c. On the motion of the Honorable H. Cuthbert the Council concurred with the Legislative Assembly in the correction of the clerical error discovered in the Railways Commissioners Validating Bill, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 20. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President: The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act for the Reduction of the rate of Reimbursement of Expenses payable to Members of the Legislative Assembly," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 21. Members' Reimbursement Reduction Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act for the Reduction of the rate of Reimbursement of Expenses payable to Members of the Legislative Assembly," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time this day. The Honorable H. Cuthbert moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable J. Bell having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act for the Reduction of the rate of Reimbursement of Expenses payable to Members of the Legislative Assembly." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 22. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to Reduce the Rates of Salaries of Responsible Ministers of the Crown," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 23. Ministers' Salaries Reduction Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to Reduce the Rates of Salaries of Responsible Ministers of the Crown," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 24. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to apply a sum out of the Consolidated Revenue to the service of the year ending on the thirtieth day of June One thousand eight hundred and ninety-five and to appropriate the Supplies granted in this and the last preceding Session of Parliament," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 25. Appropriation Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to apply a sum out of the Consolidated Revenue to the service of the year ending on the thirtieth day of June One thousand eight hundred and ninety-five and to appropriate the Supplies granted in this and the last preceding Session of Parliament," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time to-morrow. 26. Sessional Order Suspended.—The Honorable H. Cuthbert moved, by leave, That the Sessional Order appointing Half-past Four o'clock as the hour of meeting for Thursday be suspended, and that the Council do meet to-morrow at Three o'clock. Question—put and resolved in the affirmative. 27. Postponement of Orders of the Day.—Ordered, That the consideration of the following Orders of the Day be postponed until to-morrow: Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill—Second reading. Water Supply (Mallee) Loans Application Bill—Second reading. And then the Council, at fifty-nine minutes past ten o'clock, adjourned until to-morrow. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: ROWE S. BRAIN, Government Printer, Melbourne. THURSDAY, 24TH JANUARY, 1895. Question. 1. The Hon. G. S. Coppin: To ask the Honorable the Solicitor-General whether the Government will make arrangements by which Friendly Societies may be supplied with Stock for the investment of their funds. Government Business. ORDERS OF THE DAY:— 1. Water Supply Loans Application Bill—Second reading. 2. Railways Commissioners' Superannuation Allowances Bill—Second reading. 3. Mines Act 1890 further Amendment Bill—Second reading. 4. Lapsed Bills Continuance Bill—Second reading. 5. Railway Construction (Wycheproof to Sea Lake) Bill—To be further considered in Committee. 6. Ministers' Salaries Reduction Bill—Second reading. 7. Appropriation Bill—Second reading. 8. Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill—Second reading. 9. Water Supply (Mallee) Loans Application Bill—Second reading. General Business. NOTICE OF MOTION:— 1. The Hon. J. H. Connor: To move, That in the opinion of this House it is desirable to encourage the export of live stock by the Department of Agriculture making the necessary arrangements for an experimental shipment to London. JOHN M. PITTS, Acting Clerk of the Legislative Council, PARLIAMENTARY PAPERS ISSUED 23RD JANUARY, 1895. Notices of Motion and Orders of the Day. No. 23. Water Supply Loans Bill—[2]. (To Members of Council only.) Ministers' Salaries Bill—[7]. (To Members of Council only.) Railways Commissioners' Superannuation Bill—[14]. (To Members of Council only.) Mines Bill—[36]. (To Members of Council only.) Notices of Motion and Orders of the Day. No. 32. Mildura Rating Bill.—Amendments to be proposed by Mr. Isaac A. Isaacs. (To Members only.) By Authority: Robt. S. Brain, Government Printer, Melbourne. \| Name \| Age \| Occupation \| \|----------\|---------\|---------------\| \| John \| 30 \| Engineer \| \| Jane \| 25 \| Teacher \| \| Mike \| 40 \| Doctor \| \| Sarah \| 35 \| Lawyer \| \| Tom \| 28 \| Artist \| Total number of people: 5 Average age: 31.6 years Most common occupation: None (all unique) VICTORIA. No. 25. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. THURSDAY, 24TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable H. Cuthbert, and the same was read by the Honorable the President:— HOPETOUN, Governor. Message No. 6. The Governor informs the Legislative Council that he has, on this day, at the Government Offices, given the Royal Assent to the undermentioned Act of the present Session, presented to him by the Clerk of the Parliament, viz.: "An Act to empower Committees of Elections and Qualifications to meet on days on which the Legislative Council or Assembly does not sit." Government Offices, Melbourne, 23rd January, 1895. 5. Papers.—The Honorable H. Cuthbert presented, by command of His Excellency the Governor—Statistical Register of the Colony of Victoria for the year 1893—Part III.—Local Courts, &c. Part IX.—Social Condition. Severally ordered to lie on the Table. The following Papers, pursuant to the directions of an Act of Parliament, were laid upon the Table by the Acting Clerk:— Water Act 1890— East Boort Irrigation and Water Supply Trust.—Rating Regulation. Kerang East Irrigation and Water Supply Trust.—Rating Regulation. Koondrook Irrigation and Water Supply Trust.—Rating Regulation. Swan Hill Irrigation and Water Supply Trust.—Rating Regulation. Tragowel Plains Irrigation and Water Supply Trust District.—Rating Divisions. 6. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Message from His Excellency the Governor recommending amendments in the Bill intituled "An Act to impose a Tax on Income," and acquaint the Legislative Council that the Legislative Assembly have agreed to the several amendments recommended by His Excellency the Governor in this Bill, with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 24th January, 1895. (500 copies.) HOPETOUN, Governor. Pursuant to the provisions of section 36 of The Constitution Act the Governor transmits to the Legislative Assembly, for their consideration, the following amendments which he desires to be made in the Bill intituled "An Act to impose a Tax on Income":— Clause 9, page 8, sub-clause (5), omit "be deducted," substitute "deduct." Clause 10, page 9, 3rd line of clause, omit "the produce of property," substitute "liable to tax." " " page 10, after "receipts" in four places in sub-clauses (3) and (4) insert "or assets and liabilities they may be possessed." Clause 19, 3rd line, omit "last" before "two." Clause 33, page 23, sub-clause (b), 5th line, omit "have," substitute "has." Clause 34, 3rd line, omit "such," substitute "the necessary." Clause 36, at end of clause omit "but such release shall not relieve any land from the first charge thereon in respect of any unpaid tax." Clause 46, page 27, at end of sub-clause (6) omit "as the case may be." " " " in sub-clause (7) omit "board or" and "as the case may be." Government Offices, Melbourne, 24th January, 1895. On the motion of the Honorable H. Cuthbert the Council agreed to the several amendments recommended by His Excellency the Governor, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 7. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to reduce the sum appropriated to the payment of the Salary of every Agent-General of Victoria," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 24th January, 1895. 8. Agent-General's Salary Reduction Bill.—The Honorable W. McCulloch moved, That the Bill transmitted by the foregoing Message, intituled "An Act to reduce the sum appropriated to the payment of the Salary of every Agent-General of Victoria," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. On the motion of the Honorable W. McCulloch the Standing Orders were suspended and the Bill was ordered to be read a second time this day. 9. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to provide for re-grading State Schools for the Classification of Teachers and regulating their Salaries and for other purposes," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 23rd January, 1895. 10. State Schools and Teachers Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to provide for re-grading State Schools for the Classification of Teachers and regulating their Salaries and for other purposes," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. After debate, on the motion of the Honorable H. Cuthbert the Standing Orders were suspended and the Bill was ordered to be read a second time this day. 11. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to Further Reduce the Municipal Endowment and for other purposes," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 24th January, 1895. 12. Municipal Endowment further Reduction Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to Further Reduce the Municipal Endowment and for other purposes," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. After debate, on the motion of the Honorable H. Cuthbert the Standing Orders were suspended and the Bill was ordered to be read a second time this day. 13. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to reduce the sum appropriated to the payment of the Salary of every future Governor of Victoria," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 24th January, 1895. GRAHAM BERRY, Speaker. 14. GOVERNOR'S SALARY REDUCTION BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to reduce the sum appropriated to the payment of the salary of every future Governor of Victoria," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. On the motion of the Honorable H. Cuthbert the Standing Orders were suspended and the Bill was ordered to be read a second time this day. The Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council, and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to reduce the sum appropriated to the payment of the Salary of every future Governor of Victoria." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 15. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to reduce the Rates of Salaries of future Judges of the Supreme Court," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 23rd January, 1895. GRAHAM BERRY, Speaker. 16. SUPREME COURT JUDGES' SALARIES REDUCTION BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to reduce the Rates of Salaries of future Judges of the Supreme Court," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. On the motion of the Honorable H. Cuthbert the Standing Orders were suspended and the Bill was ordered to be read a second time this day. The Honorable H. Cuthbert moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to reduce the Rates of Salaries of future Judges of the Supreme Court." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 17. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to repeal the Law relating to the Primaige ad valorem Duty of Customs," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Melbourne, 23rd January, 1895. 18. Primaige Duties Repeal Bill.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to repeal the Law relating to the Primaige ad valorem Duty of Customs," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time and ordered to be printed. After debate, on the motion of the Honorable H. Cuthbert the Standing Orders were suspended and the Bill was ordered to be read a second time this day. 19. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to amend the Law relating to Barristers and Solicitors," and acquaint the Legislative Council that the Legislative Assembly have agreed to some of the amendments made in such Bill by the Legislative Council, and have agreed to others of the said amendments with amendments, with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 24th January, 1895. Ordered.—That the amendments be printed and taken into consideration this day. 20. Water Supply Loans Application Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to sanction the issue and application of certain sums of money as Loans for Water Supply and Irrigation Works in the Country Districts and for other purposes." Question—put and resolved in the affirmative. Ordered.—That a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 21. Railways Commissioners' Superannuation Allowances Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable W. McCulloch moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable W. McCulloch moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable W. McCulloch, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable W. McCulloch the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable W. McCulloch, the Bill was read a third time and passed. The Honorable W. McCulloch moved, That the following be the title of the Bill:— "An Act to provide for the Payment of Superannuation Allowances to the late Victorian Railways Commissioners." Question—put and resolved in the affirmative. Ordered.—That a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 22. MINES ACT 1890 FURTHER AMENDMENT BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke reported that the Committee had gone through the Bill and agreed to the same with amendments. The Honorable H. Cuthbert moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in the affirmative. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to further amend the 'Mines Act 1890.'" Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with amendments, and requesting their concurrence therein. 23. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly:— MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to authorize the issue of Treasury Bills," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 24th January, 1895. 24. TREASURY BILLS BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act to authorize the issue of Treasury Bills," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time this day. The Honorable H. Cuthbert moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to authorize the issue of Treasury Bills." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 25. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly:— MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act relating to the Loss or Destruction of certain Documents of Companies" with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 24th January, 1895. 26. COMPANIES' DOCUMENTS BILL.—The Honorable H. Cuthbert moved, That the Bill transmitted by the foregoing Message, intituled "An Act relating to the Loss or Destruction of certain Documents of Companies," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time this day. 27. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Bill intituled "An Act to further continue and amend the 'Mildura Rating Act 1893,' and for other purposes," with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 24th January, 1895. GRAHAM BERRY, Speaker. 28. Mildura Rating Bill.—The Honorable W. McCulloch moved, That the Bill transmitted by the foregoing Message, intituled "An Act to further continue and amend the 'Mildura Rating Act 1893,' and for other purposes," be now read a first time. Question—put and resolved in the affirmative.—Bill read a first time, ordered to be printed, and read a second time this day. 29. Melbourne and Metropolitan Board of Works Act 1890 Amendment Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and negatived. 30. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to amend the 'Landlord and Tenant Act 1890,'" and acquaint the Legislative Council that the Legislative Assembly have agreed to one of the amendments made in such Bill by the Legislative Council, and have disagreed with others of the said amendments, and have agreed to one amendment with amendments, with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 24th January, 1895. GRAHAM BERRY, Speaker. Ordered—that the foregoing Message be taken into consideration this day. 31. Railway Construction (Wycheproof to Sea Lake) Bill.—The Order of the Day for the further consideration of this Bill in Committee of the whole having been read—the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke reported that the Committee had gone through the Bill and agreed to the same with an amendment. The Honorable W. McCulloch moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in the affirmative. On the motion of the Honorable W. McCulloch the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable W. McCulloch, the Bill was read a third time and passed. The Honorable W. McCulloch moved, That the following be the title of the Bill:— "An Act to authorize the Construction by the State of a Line of Railway from Wycheproof to Sea Lake." Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with an amendment, and requesting their concurrence therein. 32. Ministers' Salaries Reduction Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable W. McCulloch moved, That this Bill be now read a second time. Question—put and resolved in the affirmative.—Bill read a second time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council. The Honorable W. McCulloch moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable W. McCulloch, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable W. McCulloch the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable W. McCulloch, the Bill was read a third time, with the concurrence of an absolute majority of the whole number of the Members of the Legislative Council, and passed. The Honorable W. McCulloch moved, That the following be the title of the Bill:— "An Act to Reduce the Rates of Salaries of Responsible Ministers of the Crown." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 33. Agent-General's Salary Reduction Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable W. McCulloch moved, That this Bill be now read a second time. Question—put and negatived. 34. Water Supply (Mallee) Loans Application Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to sanction the issue and application of certain sums of money as Loans to certain Shire Councils to construct Tanks for Water Supply in the Mallee Country." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 35. Municipal Endowment Further Reduction Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable W. McCulloch moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable W. McCulloch moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable W. McCulloch, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable J. Bell having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable W. McCulloch the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable W. McCulloch, the Bill was read a third time and passed. The Honorable W. McCulloch moved, That the following be the title of the Bill:— "An Act to Further Reduce the Municipal Endowment and for other purposes." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 36. State Schools and Teachers Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke reported that the Committee had gone through the Bill and agreed to the same with amendments. The Honorable H. Cuthbert moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in affirmative. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill:— "An Act to provide for re-grading State Schools for the Classification of Teachers and regulating their Salaries and for other purposes." Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with amendments, and requesting their concurrence therein. 37. BARRISTERS AND SOLICITORS LAW AMENDMENT BILL.—The Order of the Day for the consideration of the amendments made by the Legislative Council in this Bill and agreed to by the Legislative Assembly with amendments having been read—the said amendments were read and are as follow:— Amendments made by the Legislative Council. Clause 3, omit this clause and insert the following new clause:— C. In section eleven of the Act No. 1216 the words "not previously admitted as a barrister or solicitor in some part of Her Majesty's dominions in which the qualification of barristers and solicitors is in the opinion of the Supreme Court an equal value to that required by this section shall be" are hereby repealed, and the following sub-section shall be inserted after sub-section (4)—(5) or unless he shall be a barrister or advocate or law agent of Scotland or solicitor previously admitted in some part of Her Majesty's dominions, and shall in the opinion of the Supreme Court possess a qualification substantially equal in value to that required by this section. The Supreme Court may accept such evidence of qualification as it may think fit or as any rules of the Court may prescribe, and may if it shall think fit require any person applying for admission on occasion of the provisions of this sub-section to pass such examination as it may direct or as any rules of the Court may prescribe. Insert the following new clause:— II. Notwithstanding anything to the contrary in the Act No. 1216 or in Act amending the same any person who previous to the coming into operation of the Act No. 1216 was called to the bar as a barrister in England or Ireland or an advocate in Scotland or admitted in England Ireland or Scotland to practise in such places respectively as an attorney or a solicitor or a writer to the signet or a law agent shall be entitled to be admitted to practise as a barrister and solicitor of the Supreme Court of the colony of Victoria if he proves within six months from the passing of this Act that the said court of the Supreme Court intend not actually came to Victoria with the intention of being called or admitted as a barrister or solicitor in Victoria and in the bona fide belief that he was entitled to be so called or admitted without further qualification subject to his complying with the rules relating to notices and the payment of fees. The Honorable H. Cuthbert moved, That the Council agree to the amendments made by the Legislative Assembly on the amendments of the Legislative Council. Debate ensued. Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the amendments made by the Legislative Assembly on the amendments of the Legislative Council in this Bill. 38. LANDLORD AND TENANT ACT 1890 AMENDMENT BILL.—The Order of the Day for the consideration of the amendments made by the Legislative Council in this Bill, disagreed with by the Legislative Assembly, or agreed to by the Assembly with amendments, having been read—the said amendments were read and are as follow:— Amendments made by the Legislative Council. (1) Clause 2, line 9, after "shall" insert "(subject to the proviso hereinafter contained)." (2) Clause 2, at end of clause add—"Provided and upon condition that the tenant shall (if so required by the landlord) forthwith or within four days thereafter quit and deliver up to the landlord peaceable possession of the tenement occupied by the tenant and give up and sign and execute a valid surrender of any lease or agreement of tenancy in writing held by the tenant in respect of the tenement and provided there shall have been no devastation of the tenement during the occupancy of such tenement," How dealt with by the Legislative Assembly. New clause C agreed to with the following amendments:— In the first and second lines of sub-section (5) omit the words "or advocate or law agent of Scotland;" after the word "dominions" in the fourth line of the sub-section insert the words "or advocate or law agent of Scotland;" and at the end of the sub-section add the following proviso:—"Provided that no person shall be entitled to admission by reason of the provisions of this sub-section unless at the time of his application for admission to the Supreme Court that shall be competent to grant right of admission of Victorian barristers and solicitors by the Supreme Court of that part of Her Majesty's dominions in which the applicant was admitted a barrister solicitor advocate or law agent." Agreed to with the following amendment:— At the end of the clause add the following words:—"and subject to his satisfying the said court that he has a sufficient knowledge of the statute law of Victoria." Disagreed with. Agreed to with the following amendments:—Line 2, omit "four" and insert "seven"; and omit all the words after the word "tenant" in line 4. Amendments made by the Legislative Council. (3) Insert new clauses:— A. Notwithstanding anything contained in the Landlord and Tenant Act 1890 whereby the tenure or interest of any tenant of any house land or other corporeal hereditaments shall have ended or shall have been duly determined by a legal notice to quit or otherwise and such tenant neglects or refuses to quit and deliver up possession, the landlord of the said premises or his agent may, if the rent thereof be in arrear and there are no sufficient goods upon such premises to meet the rent overdue, cause the tenant so neglecting or refusing to quit and deliver up possession to be served in the manner hereinafter mentioned with a written notice in the form in the First Schedule to this Act signed by the said landlord or his agent of his intention to proceed to recover possession in the mode prescribed by this Act. B. The notice aforesaid shall have affixed thereto a stamp of the value of One shilling duly cancelled by the landlord or his agent, and shall be served upon the tenant in the manner hereinafter mentioned not less than seventy-two hours before the time mentioned therein for the application to the court of petty sessions. C. (1) Such notice may be served upon the tenant so holding over as aforesaid by delivery thereof to the tenant himself or by leaving the same with some other person apparently of the age of sixteen years or upwards for him at his last or most usual place of abode or of business. (2) In case the tenant so holding over cannot be found and his place of abode shall either not be known or admission thereto cannot be obtained for serving such notice the posting up of such notice on some conspicuous part of the premises so held over shall be deemed to be good service upon such tenant. (3) A duplicate of such notice shall at least twelve hours before the date of the hearing of the application mentioned therein be lodged with the clerk of the court of petty sessions named in such notice. D. At the time appointed by the notice aforesaid if the said landlord or his agent appears before the court of petty sessions named in such notice and gives to the satisfaction of such court proof of the holding over as aforesaid and of the expiration or other determination of the tenancy with the tenant so holding over and also proves the title of the landlord as aforesaid since the letting of the premises the right by which he claims the possession and proof of the due service of such notice and satisfies such court that he is entitled to have possession of the premises, that the rent thereof is in arrear and that there are no sufficient goods upon the premises to meet the rent overdue, then such court or any two justices may by warrant in the form of the Second Schedule to this Act direct any constable as soon as conveniently may be after the issue of such warrant to enter and take peaceful into the premises and give possession of the same to the landlord or his agent. E. At such hearing the tenant shall have the right to appear and show cause in answer to the said landlord and the proceedings before such court of petty sessions shall be deemed to be a complaint within the meaning of the Justices Act 1890. F. The provisions of sections ninety-four ninety-seven ninety-eight one hundred and one one hundred and two and one hundred and three of the Landlord and Tenant Act 1890 shall be applicable to proceedings for recovery of possession under this Act. (4) Insert the following Schedules:— FIRST SCHEDULE. In the Court of Petty Sessions at NOTICE OF LANDLORD'S INTENTION TO APPLY TO COURT OF PETTY SESSIONS TO RECOVER POSSESSION. To [John Smith of number 10 Duke-street, Richmond, butcher] I, [William Brown] as landlord [or as agent for Henry Green, the landlord, as the case may be] hereby give you notice that unless peaceable possession of [a butcher's shop and dwelling being number 10 Duke-street, Richmond] be given to me on or before the [10th] day of [June instant], I will on [Wednesday] the [11th] day of [June instant] at [7pm] of the clock in the forenoon apply to the Court of Petty Sessions at [Richmond] for a warrant directing some constable to enter and take possession of the said tenement and to eject all persons therefrom. It is claimed [that you are holding the said premises as a tenant from the said William Brown, the landlord, under a lease or agreement dated the 1st day of January 1893, and at the weekly rent of Ten shillings (or as the case may be)]. The landlord claims [under such lease or agreement to have the right to determine the tenancy on giving you seven days' notice (or as the case may be), and that such notice has been given and has expired, or if the landlord's claim be on any other ground here state it shortly], that the rent is in arrear and that there are no sufficient goods upon the premises to meet the rent overdue. Amendments made by the Legislative Council. No Notice to Quit is necessary other than the present, and if the same be disregarded a Warrant may be issued to eject you from such Premises forthwith. If you dispute in any way the claim of the Landlord you should attend at the above Court at the time stated and show cause why you should not be ejected as aforesaid. Dated this [ ] day of [June, 189]. [William Brown.] Landlord, [or Agent for the Landlord, as the case may be]. SECOND SCHEDULE. WARRANT TO CONSTABLE OR PEACE OFFICER TO TAKE AND GIVE POSSESSION. In the Court of Petty Sessions at , in the Bailiwick. [William Brown.] Landlord, [or Agent for the Landlord, as the case may be]. John Smith, Tenant. Nature of complaint [state shortly]. To a member of the Police Force of Victoria, and all other members of the said Force. Whereas the said [William Brown] has satisfactorily proved to the said Court of Petty Sessions that he is entitled to have possession of [a butcher's shop and dwelling, being number 10 Duke-street, Richmond]. These are therefore to authorize and command you as soon as conveniently may be after the issue hereof [thereon on Sunday, Christmas Day and Good Friday to be decided if needful], to break into the house of [Name] between noon and Four in the afternoon to enter [by force if needful] and with or without the aid of [the owner or agent as the case may be] or any person or persons whom you may think requisite to call to your assistance into and upon the said tenement and to eject thereout all persons and of the said tenement full and peaceable possession to deliver to the said (the owner or agent). Dated at this day of 189 The Honorable H. Cuthbert moved, That the Council do not insist on their amendment No. (1). Debate ensued. Question—put and negatived. The Honorable H. Cuthbert moved, That the Council agree to the amendment of the Legislative Assembly to omit "four" and insert "seven" in line 2 of amendment No. (2). Question—put and resolved in the affirmative. The Honorable H. Cuthbert moved, That the Council agree to the amendment of the Legislative Assembly to omit all the words after the word "tenant" in line 4 of amendment No. (2). Question—put and negatived. The Honorable H. Cuthbert moved, That the Council do not insist on their amendments, No. (3), to insert new clauses A, B, C, D, E, and F. Debate ensued. Question—put and negatived. The Honorable H. Cuthbert moved, That the Council do not insist on their amendments, No. (4), to insert Schedules. Question—put and negatived. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to one amendment of the Assembly on an amendment of the Council, have disagreed with another, and insist on their amendments with which the Legislative Assembly have disagreed. 39. Mildura Rating Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. The Honorable S. W. Cooke moved, That the debate be now adjourned. Debate continued. Question—that the debate be now adjourned—put and resolved in the affirmative. Ordered—that the debate be adjourned until to-morrow. And the Council having continued to sit till after Twelve of the clock, FRIDAY, 25th JANUARY, 1895. 40. Appropriation Bill.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act to apply a sum out of the Consolidated Revenue to the service of the year ending on the thirtieth day of June One thousand eight hundred and ninety-two and to appropriate the Supplies granted in this and the last preceding Session of Parliament." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 41. PRIMEAGE DUTIES REPEAL BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. The Honorable J. Bell moved, That the debate be now adjourned. Debate continued. Question—That the debate be now adjourned—put and negatived. Debate further continued. Question—That this Bill be now read a second time—put. The Council divided. Ayes, 4. The Hon. H. Cuthbert W. McCulloch. Noses, 14. The Hon. J. H. Abbott J. H. Connor S. W. Cooke D. Coats J. M. Davies D. Ham E. Miller E. Morey Wm. N. Osmand J. M. Pratt A. O. Sachse G. Simmie. Tellers. J. Bell N. Levi. Tellers. J. Balfour J. H. Grey. And so it passed in the negative. 42. COMPANIES' DOCUMENTS BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question—put and resolved in the affirmative.—Bill read a second time. The Honorable H. Cuthbert moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable H. Cuthbert, the President left the Chair, and the Council resolved itself into Committee. The President resumed the Chair; and the Honorable S. W. Cooke having reported that the Committee had gone through the Bill and agreed to the same without amendment, the Council ordered the Report to be taken into consideration this day. On the motion of the Honorable H. Cuthbert the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable H. Cuthbert, the Bill was read a third time and passed. The Honorable H. Cuthbert moved, That the following be the title of the Bill: "An Act relating to the Loss or Destruction of certain Documents of Companies." Question—put and resolved in the affirmative. Ordered—that a Message be transmitted to the Legislative Assembly acquainting them that the Legislative Council have agreed to the Bill without amendment. 43. LARGED BILLS CONTINUANCE BILL.—The Order of the Day for the second reading of this Bill having been read—the Honorable H. Cuthbert moved, That this Bill be now read a second time. Debate ensued. Question put and negatived. 44. SESSIONAL ORDER SUSPENDED.—The Honorable H. Cuthbert moved, by leave, That the Sessional Order appointing Half-past Four o'clock as the hour of meeting for Friday be suspended, and that the Council do meet this day at Three o'clock. Question—put and resolved in the affirmative. And then the Council, at twenty-two minutes past one o'clock in the morning, adjourned until this day. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: ROSE, S. BRAIN, Government Printer, Melbourne. FRIDAY, 25TH JANUARY, 1895. Government Business. Order of the Day:— 1. Mildura Rating Bill—Second reading—Resumption of debate. General Business. Notice of Motion:— 1. The Hon. J. H. Connor: To move, That in the opinion of this House it is desirable to encourage the export of live stock by the Department of Agriculture making the necessary arrangements for an experimental shipment to London. JOHN M. PITTS, Acting Clerk of the Legislative Council. PARLIAMENTARY PAPERS ISSUED 24TH JANUARY, 1895. Notices of Motion and Orders of the Day. No. 24. Mildura Rating Bill—[55]. (To Members of Council only.) Companies' Documents Bill—[57]. (To Members of Council only.) Mildura Rating Bill.—New clause to be proposed by the Hon. J. Bell. (To Members of Council only.) By Authority: ROBERT S. BRAIN, Government Printer, Melbourne. The following is a list of the most important and frequently used terms in the field of computer science. It is not exhaustive, but rather a selection of key concepts that are essential for understanding the subject matter. 1. Algorithm: A step-by-step procedure to solve a problem or perform a task. 2. Data Structure: A way of organizing data in a computer program so that it can be accessed efficiently. 3. Database: A collection of data organized in a structured manner for easy access, modification, and updating. 4. Database Management System (DBMS): Software that provides an interface between users and databases. 5. Encryption: The process of converting information into a code so that only authorized parties can understand it. 6. Hashing: A technique for mapping data of arbitrary size to fixed-size values. 7. Interface: A boundary between two systems or components that allows them to communicate with each other. 8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions. 9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs. 10. Programming Language: A formal language designed to communicate instructions to a machine, particularly a computer. 11. Query: A request for information from a database. 12. Security: The protection of information and systems from unauthorized access, use, disclosure, disruption, modification, or destruction. 13. Software: A set of instructions that tell a computer what to do. 14. System: A group of interacting or interrelated elements that act according to a common plan to achieve a common goal. 15. User Interface (UI): The part of a computer program that interacts with the user. 16. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 17. Web Application: A software application that runs on a web server and is accessed through a web browser. 18. XML: eXtensible Markup Language, a markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. FRIDAY, 25TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. The President read the Prayer. 4. MESSAGE FROM THE LEGISLATIVE ASSEMBLY.—The President announced the receipt of the following Message from the Legislative Assembly: MR. PRESIDENT— The Legislative Assembly transmit to the Legislative Council the accompanying communication from the Acting Clerk of the Parliaments, reporting a clerical error in the Bill intituled "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway," and acquaint the Legislative Council that the Legislative Assembly have corrected such error by the insertion in clause 1 of the figures "1895" instead of the figures "1894," with which they desire the concurrence of the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 25th January, 1895. Parliament House, Melbourne, 24th January, 1895. SIR, I do myself the honour to report, in conformity with the Joint Standing Order No. 21, that the following clerical error has been discovered in the Bill intituled "An Act to validate the Construction of certain Lines of Railway and the expenditure incurred in the Construction of certain other Lines of Railway": In clause 1 the figures "1894" have been inserted instead of the figures "1895." I have the honour to be, Sir, Your most obedient Servant, The Honorable the Speaker, &c., &c., &c., JOHN M. PITTS, Acting Clerk of the Parliaments. On the motion of the Honorable W. McCulloch the Council concurred with the Legislative Assembly in the correction of the clerical error discovered in the Railway Construction Validating Bill, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. (160 copies.) 5. Mildura Rating Bill.—The Order of the Day for the resumption of the debate on the question, That this Bill be now read a second time, having been read— Debate resumed. Question—That this Bill be now read a second time—put and resolved in the affirmative.—Bill read a second time. The Honorable W. McCulloch moved, That this Bill be now committed to a Committee of the whole. Question—put and resolved in the affirmative. And, on the further motion of the Honorable W. McCulloch, the President left the Chair, and the Council divided itself into Committees. The President resumed the Chair; and the Honorable S. W. Cooke reported that the Committee had gone through the Bill and agreed to the same with an amendment. The Honorable W. McCulloch moved, by leave, That the Report from the Committee of the whole be taken into consideration this day. Question—put and resolved in the affirmative. On the motion of the Honorable W. McCulloch the Council adopted the Report from the Committee of the whole on this Bill. And, on the further motion of the Honorable W. McCulloch, the Bill was read a third time and passed. The Honorable W. McCulloch moved, That the following be the title of the Bill: "An Act to further continue and amend the 'Mildura Rating Act 1893' and for other purposes." Question—put and resolved in the affirmative. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to the same with an amendment, and requesting their concurrence therein. 6. Exportation of Live Stock.—The Honorable J. H. Connor moved, pursuant to amended notice, That in the opinion of this House it is desirable to encourage the export of live stock by the Department of Agriculture making the necessary arrangements for an experimental shipment to the United Kingdom. Debate ensued. Motion, by leave, withdrawn. 7. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to provide for re-grading State Schools for the Classification of Teachers and regulating their Salaries and for other purposes," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendments made in such Bill by the Legislative Council. Legislative Assembly, Melbourne, 25th January, 1895. GRAHAM BERRY, Speaker. 8. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to authorize the Construction by the State of a Line of Railway from Wycheproof to Sea Lake," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendment made in such Bill by the Legislative Council. Legislative Assembly, Melbourne, 25th January, 1895. GRAHAM BERRY, Speaker. 9. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly: Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to further amend the 'Mines Act 1890'," and acquaint the Legislative Council that the Legislative Assembly have agreed to one of the amendments made in such Bill by the Legislative Council, and have disagreed with another of the said amendments, with which they desire the concurrence of the Legislative Council. Legislative Assembly, Melbourne, 25th January, 1895. And the said amendment was read and is as follows:— Clause 6, line 19, after "title" insert "or who holds under the Real Property Act 1890 any interest in land derived from the original lessee." On the motion of the Honorable W. McCulloch the Council did not insist on their amendment disagreed with by the Legislative Assembly, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 10. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to amend the 'Landlord and Tenant Act 1890,'" and acquaint the Legislative Council that the Legislative Assembly do not insist on disagreeing with one of the amendments made in such Bill by the Legislative Council; that they insist on disagreeing with others of the said amendments, and that they do not insist on disagreeing with another of the said amendments, but have agreed to the same with further amendments, with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Melbourne, 25th January, 1895. And the said amendments were read and are as follow:— Amendments made by the Legislative Council. Clause 2, at end of clause add:— Provided and upon condition that the tenant shall (if so required by the landlord) forthwith or within four days thereafter quit and deliver up to the landlord peaceable possession of the tenement occupied by the tenant and give up and sign and execute a valid surrender of any lease or agreement of tenancy in writing held by the tenant in respect of the tenement and provided there shall have been no devastation of the tenement during the occupancy of such tenement. Insert new clauses A, B, C, D, E, and F Insert Schedules Consequential amendments (a), (b), and (c), agreed to. The Honorable W. McCulloch moved, That the Council agree to consequential amendment (d). Debate ensued. Question put and negatived. Amendment to insert new clauses and schedules not now insisted on. Ordered—that the Bill be returned to the Legislative Assembly with a Message acquainting them that the Legislative Council have agreed to some of the consequential amendments of the Legislative Assembly, have disagreed with another of such amendments, and that they do not now insist on their amendments with which the Legislative Assembly have disagreed. --- 11. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to further continue and amend the 'Mildura Rating Act 1893' and for other purposes," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendment made in such Bill by the Legislative Council with an amendment, with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Melbourne, 25th January, 1895. And the said amendment was read and is as follows:— Insert new clause:— A. Section two of the Waterworks Construction Encouragement Act 1891 shall be read as if the words "thirty-six" were inserted and have been inserted in such section after line 1 in the first of twenty "whenever it occurs and as if after the words "such price of One pound per acre shall be payable" the following words were inserted:— —"and may from time to time vary or release any existing security and may accept any other security of equal value in lieu thereof and may defer any payments already deferred for a period not exceeding three months from the passing of this Act." On the motion of the Honorable W. McCulloch the Council agreed to the said amendment, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 12. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to amend the 'Landlord and Tenant Act 1890,'" and acquaint the Legislative Council that the Legislative Assembly do not insist on the consequential amendment made by the Legislative Assembly on one of the amendments in this Bill insisted on by the Legislative Council. GRAHAM BERRY, Speaker. Legislative Assembly, Melbourne, 25th January, 1895. 13. Adjournment.—The Honorable W. McCulloch moved, by leave, That the Council, at its rising, adjourn until Tuesday next, at half-past one o'clock. Question—put and resolved in the affirmative. And then the Council, at five minutes past six o'clock, adjourned until Tuesday next. JOHN M. PITTS, Acting Clerk of the Legislative Council. By Authority: ROBT. S. BRAIN, Government Printer, Melbourne. MINUTES OF THE PROCEEDINGS OF THE LEGISLATIVE COUNCIL. TUESDAY, 29TH JANUARY, 1895. 1. The Council met in accordance with adjournment. 2. The President took the Chair. 3. Message from His Excellency the Governor.—The following Message from His Excellency the Governor was presented by the Honorable W. McCulloch, and the same was read by the Honorable the President:— HOPETOUN, Governor. Message No. 7. The Governor informs the Legislative Council that he has, on this day, at the Government Offices, given the Royal Assent to the undermentioned Acts of the present Session, presented to him by the Clerk of the Parliaments, viz.:— "Standard Time Act 1895." "Victorian Government Stock Act 1895." "Acting Victorian Railways Commissioners Act 1895." "Eastern and Outer Railway Construction Act 1895." "Members' Reimbursement Reduction Act 1895." "Income Tax Act 1895." "Railways Validation Act 1895." "Judges' Salaries Act 1895." "Water Supply Loans Application Act 1895." "Railways Commissioners' Superannuation Act 1895." "Marble Tax Act 1895." "Marriage Endowment Reduction Act 1895." "Mines Act 1895." "Teachers Act 1895." "Wycheproof and Sea Lake Railway Construction Act 1895." "Companies' Documents Act 1895." Government Offices, Melbourne, 29th January, 1895. (500 copies.) 4. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council the accompanying communication from the Acting Clerk of the Parliaments, reporting a clerical error in each of the following Bills viz., "A Bill intituled 'An Act to authorize the issue of Treasury Bills,'" "A Bill intituled 'An Act to amend the Law relating to Barristers and Solicitors,'" and "A Bill intituled 'An Act to amend the Landlord and Tenant Act 1890,'" and acquaint the Legislative Council that the Legislative Assembly have agreed that such errors be corrected by the omission of the word "the" in clause 5, sub-clause (2), of the Bill intituled "An Act to authorize the issue of Treasury Bills;" by the insertion of the figures "1895" instead of the figures "1894" in clause 1 of the Bill intituled "An Act to amend the Law relating to Barristers and Solicitors;" and by the insertion of the figures "1895" instead of the figures "1894" in clause 1 of the Bill intituled "An Act to amend the Landlord and Tenant Act 1890," with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 29th January, 1895. Parliament House, Melbourne, 29th January, 1895. Sir, I do myself the honour to report, in conformity with the Joint Standing Order No. 21, that the following clerical errors have been discovered in the Bills intituled respectively— "An Act to authorize the issue of Treasury Bills," clause 5, sub-clause (2), after the word "on" the word "the" has been twice inserted. "An Act to amend the Law relating to Barristers and Solicitors," clause 1, the figures "1894" have been inserted instead of the figures "1895." "An Act to amend the Landlord and Tenant Act 1890," clause 1, the figures "1894" have been inserted instead of the figures "1895." I have the honour to be, Sir, Your most obedient Servant, John M. Pitts, The Honorable the Speaker, &c., &c., &c. Acting Clerk of the Parliaments. On the motion of the Honorable W. McCulloch the Council concurred with the Legislative Assembly in the correction of the clerical errors discovered in the said Bills, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 5. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly transmit to the Legislative Council a Message from His Excellency the Governor recommending an amendment in the Bill intituled "An Act to further continue and amend the 'Mildura Rating Act 1893' and for other purposes," and acquaint the Legislative Council that the Legislative Assembly have agreed to the amendment recommended by His Excellency the Governor in this Bill, with which they desire the concurrence of the Legislative Council. Graham Berry, Speaker. Legislative Assembly, Melbourne, 29th January, 1895. Hopetoun, Governor. Pursuant to the provisions of section 36 of The Constitution Act the Governor transmits to the Legislative Assembly, for their consideration, the following amendment which he desires to be made in the Bill intituled "An Act to further continue and amend the 'Mildura Rating Act 1893' and for other purposes" :— Clause 14, for the words "passing of this Act," at the end of clause, substitute the words "twenty-ninth day of January One thousand eight hundred and ninety-five." Government Offices, Melbourne, 28th January, 1895. On the motion of the Honorable W. McCulloch the Council agreed to the amendment recommended by His Excellency the Governor, and ordered a Message to be transmitted to the Legislative Assembly acquainting them therewith. 6. Message from the Legislative Assembly.—The President announced the receipt of the following Message from the Legislative Assembly:— Mr. President— The Legislative Assembly return to the Legislative Council the Bill intituled "An Act to declare the Law relating to the Powers of Justices Courts of Petty Sessions and Licensing Courts in respect to boundaries of Bailiwicks," and acquaint the Legislative Council that the Legislative Assembly have agreed to the same without amendment. Graham Berry, Speaker. Legislative Assembly, Melbourne, 29th January, 1895. 7. APPROACH OF HIS EXCELLENCY THE GOVERNOR.—The approach of His Excellency the Governor was announced by the Usher. 8. ROYAL ASSENT TO BILLS.—His Excellency the Governor came into the Council Chamber, and commanded the Usher to desire the attendance of the Legislative Assembly, who, being come with their Speaker, he, after a short speech to his Excellency, delivered the Appropriation Bill to the Acting Clerk of the Parliaments, who brought it to the Table. His Excellency was then pleased to assent to the following Bills: "An Act to apply a sum out of the Consolidated Revenue to the service of the year ending on the thirtieth day of June One thousand eight hundred and ninety-five and to appropriate the Supplies granted in this year to the last preceding Session of Parliament." "An Act to authorize the issue of Treasury Bills." "An Act to amend the Law relating to Barristers and Solicitors." "An Act to amend the 'Landlord and Tenant Act 1890.'" "An Act to further continue and amend the 'Mildura Raising Act 1893' and for other purposes." "An Act to declare the Law relating to the powers of Justices Courts of Petty Sessions and Licensing Courts in respect to boundaries of Bailiwicks." To these Bills the Royal Assent was pronounced severally by the Acting Clerk of the Parliaments in these words— "In the name and on behalf of Her Majesty I assent to this Act." 9. RESERVATION OF BILLS FOR SIGNIFICATION OF HER MAJESTY'S PLEASURE.—His Excellency was pleased to reserve for the signification of Her Majesty's pleasure the following Bills: "An Act to reduce the sum appropriated to the payment of the Salary of every future Governor of Victoria." "An Act to Reduce the Rates of Salaries of Responsible Ministers of the Crown." 10. His Excellency was then pleased to speak as follows: MR. PRESIDENT AND HONORABLE GENTLEMEN OF THE LEGISLATIVE COUNCIL: MR. SPEAKER AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: I am pleased to be able to release you from the more than ordinarily arduous labours on which you have been engaged. I congratulate you on the care and attention you have bestowed on all measures brought before you, and trust that the result of your endeavours will be to materially advance the interests of the community, and above all to improve its financial position. The character of the legislative measures of which you have approved must greatly promote satisfaction within the Colony and strengthen confidence abroad, as manifesting the high resolve of the people of Victoria to observe due economy in relation to their public expenditure, and at the same time preserve under all circumstances their corporate faith. Among the enactments which have received your sanction the Act for raising revenue by a Tax upon Incomes may be especially referred to as establishing a systematic and equitable demand upon realized wealth in aid of the burdens of the State. The Act for the construction of a line of railway from Jumbunna to Outtrim will, it is hoped, among other advantages, largely assist in developing the immense coal resources of Victoria. MR. SPEAKER AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: On behalf of Her Majesty, I thank you for the provision you have made for the service of the State. In accordance with the policy announced by my Advisers and approved by you, substantial reductions have already been made in expenditure, and earnest consideration will be given by the Government with the view of adopting such further economies as are consistent with the proper efficiency of the Public Service. I congratulate you on the provision made for the appointment of a Committee of Public Accounts in terms of the proposal submitted to you by my Advisers, and I trust that by this means an effectual supervision of the National Expenditure will be afforded. MR. PRESIDENT AND HONORABLE GENTLEMEN OF THE LEGISLATIVE COUNCIL: MR. SPEAKER AND GENTLEMEN OF THE LEGISLATIVE ASSEMBLY: I observe with much gratification that the Customs Revenue has been well sustained during the year, and this, it is hoped, may be accepted as an indication of returning commercial prosperity. The Tariff Commission, reconstituted by my Advisers, will probably present its report at an early date, and will afford Ministers the opportunity of considering what alterations in the Tariff may be necessary in order to relieve producers and consumers from unnecessary burdens and facilitate trade and commerce without injustice to our various industries. My Ministers are deeply impressed with the necessity of increasing our export trade. To this end means are being adopted to find markets and procure cheap transport for our agricultural products. The exports of farming produce through the Department of Agriculture during the last few months have greatly exceeded those of any previous corresponding period. Incentives are being offered for the purpose of encouraging the cultivation of fibre and oil-producing plants, the production of the sugar beet, and the establishment of the sericultural industry. The Mining industry is receiving all the energetic attention which so great an interest demands. Its importance may be estimated from the fact that during the past year the yield of gold in Victoria amounted to upwards of 673,000 ozs., the largest return since 1885. The output of coal for the year 1894 is nearly double that of any previous year. The simultaneous meeting of the Federal Council and the Conference of Premiers at Hobart will, I trust, be the means of assuring and hastening an event of supreme importance to this and every other province of the group—the Federation of Australia. Towards this end my Advisers will direct their constant efforts, and endeavour to establish unfettered commercial intercourse between Victoria and her sister colonies. The approaching termination of my office as Governor of Victoria prompts me to express my deep sense of regret at severing my official connexion with this Colony. I wish to acknowledge the kindly feeling that has always subsisted between my various Administrations and myself, and the cordial sympathy extended to me by Parliament. For the people of Victoria I shall ever entertain the warmest affection, and in departing from their shores I leave behind me the most sincere wishes for their prosperous future. In relieving you from your legislative duties I desire to thank you for the devotion you have displayed throughout your deliberations, and am gratified to think that, under the blessing of Divine Providence, your labours will greatly contribute to the restoration of public prosperity. I now, in the name of Her Majesty, declare this Parliament to be prorogued until the nineteenth day of March, 1895. JOHN M. PITTS, Acting Clerk of the Legislative Council. SELECT COMMITTEES. PARLIAMENTARY STANDING COMMITTEE ON RAILWAYS (JOINT). APPOINTED (UNDER ACT No. 1350) 31ST OCTOBER, 1894. MEMBERS DURING THE SESSION 1894-5. The Hon. J. Buchanan D. Melville \| The Hon. E. Morey. \| APPOINTED DURING THE SESSION 1894-5. No. 1.—ADDRESS IN REPLY TO HIS EXCELLENCY THE GOVERNOR. Appointed 30th October, 1894. The Hon. J. Balfour C. J. Ham D. Ham D. E. McBryde The Hon. J. Sternberg J. A. Wallace S. Williamson F. S. Grimwade. No. 2.—STANDING ORDERS. Appointed 13th November, 1894. The Hon. The President S. Austin J. Balfour S. W. Cooke J. M. Davies The Hon. Dr. Dobson J. Service N. Thornley A. Wynne Lieut.-Col. Sir F. T. Sargood. No. 3.—PARLIAMENT BUILDINGS (JOINT). Appointed 13th November, 1894. The Hon. The President J. Bell G. Davis The Hon. D. E. McBryde N. Thornley. No. 4.—LIBRARY (JOINT). Appointed 13th November, 1894. The Hon. The President F. Brown F. S. Grimwade The Hon. C. J. Ham D. Melville. No. 5.—REFRESHMENT ROOMS (JOINT). Appointed 13th November, 1894. The Hon. Dr. W. H. Embling A. O. Sachse J. A. Wallace The Hon. S. Williamson W. I. Winter-Irving. No. 6.—PRINTING. Appointed 13th November, 1894. The Hon. The President T. Brunton J. Buchanan J. H. Connor G. S. Coppin The Hon. D. Coutts D. Ham E. Morey C. Sargeant J. Sternberg. No. 7.—ELECTIONS AND QUALIFICATIONS. Appointed (by President's Warrant) 20th November, 1894. The Hon. J. Balfour S. W. Cooke H. Cuthbert J. M. Davies The Hon. D. E. McBryde T. D. Wanliss W. I. Winter-Irving. No. 1.—TRUSTS ACT 1890 AMENDMENT BILL—Clause 19:— Where any property is held by trustees in trust for any persons either absolutely or contingently on attaining a specified age or on the occurrence of any event previously to attaining that age and when "the capital value of such property does not exceed Two thousand pounds and" the income of such property is insufficient to provide for the maintenance and education of such persons and the trustees have no power to sell such property, then it shall be lawful for a Judge in chambers to order the sale of the whole or any part of such property and to direct investment of the proceeds and the application of income and such part of the principal as may be necessary for the maintenance and education of such persons.—(Hon. H. Cuthbert.) Amendment proposed—That the words "the capital value of such property does not exceed Two thousand pounds and," in line 3, be omitted.—(Hon. A. O. Sachse.) Question—That the words proposed to be omitted stand part of the clause—put. Committee divided. Ayes, 19. The Hon. J. Balfour J. Bell T. Brunton Sir W. J. Clarke, Bart. D. Coutts H. Cuthbert J. M. Davies G. Davis N. Fyfe D. E. McBryde W. H. S. Osmond J. M. Pratt G. Simmie J. A. Wallace T. D. Wanless S. Williamson A. Wynne. Tellers, W. McCulloch R. Reid. Noes, 11. The Hon. S. W. Cooke G. S. Coppin T. Dowling C. J. Ham D. Malville E. Miller Lieut.-Col. Sir F. T. Sargood J. Sternberg N. Thornley. Tellers, F. S. Grimwade A. O. Sachse. And so it was resolved in the affirmative. No. 1.—Licensing Act 1890 Further Amendment Bill—Clause 1:— This Act may be cited as the Licensed Premises Act 1894, and shall be read and construed as one with the Licensing Act 1890, and the said Act and this Act may be cited together as the Licensing Acts.—(Hon. H. Cuthbert.) Motion made and question put—That the Chairman report progress and ask leave to sit again.—(Hon. D. Melville.) Committee divided. Ayes, 13. The Hon. F. Brown E. J. Crooke D. Ham N. Levi D. E. McBryde D. Melville W. H. S. Osmand R. Reek A. O. Sachue J. Sternberg A. Wynne. Tellers. T. Brunton C. Sargeant. Noes, 14. The Hon. J. Buchanan S. W. Cooke H. Cuthbert J. M. Davies E. S. Grimwade C. J. Ham E. Miller J. M. Pratt Lieut.-Col. Sir F. T. Sargood G. Simmie J. A. Wallace T. D. Wanliss. Tellers. J. Balfour J. Bell. And so it passed in the negative. No. 2.—Licensing Act 1890 Further Amendment Bill—Proposed new clause A: Notwithstanding anything contained in the Licensing Act 1890 it shall be lawful for the Licensing Bench to sanction the holder of any victualler's licence with the consent of the owner of the premises in any Licensing District to remove his licence to any other superior house in the same district for the use of the public, provided that notice of the application for such removal shall be served upon the clerk of the Licensing Court and on the Licensing Inspector for such district and advertised in one of the daily papers circulating in such district in accordance with the manner as applies to the transfer of a licence from one licensee to another.—(Hon. N. Levi.) Question—That new clause A stand part of the Bill—put. Committee divided. Ayes, 7. The Hon. F. Brown D. Coutts E. J. Crooke T. Dowling J. A. Wallace. Tellers. N. Levi A. O. Sachse. Noes, 17. The Hon. J. Balfour T. Brunton S. W. Cooke J. M. Davies Dr. W. H. Embling S. Fraser F. S. Grimwade C. J. Ham D. Ham D. Melville J. M. Pratt Lieut.-Col. Sir F. T. Sargood T. D. Wanliss S. Williamson W. I. Winter-Irving. Tellers. H. Cuthbert D. E. McBryde. And so it passed in the negative. TUESDAY, 4TH DECEMBER, 1894. No. 1.—Trusts Act 1890 Amendment Bill—Proposed new clause A: Notwithstanding anything to the contrary in any Trustee Companies Acts the capital value of any estate or part of an estate committed after the passing of this Act to the management of any trustee company as executor or administrator shall for the purposes of ascertaining the commission properly chargeable by such company be determined as follows:—Where such estate or part of an estate is not realised by such company the capital value of the part thereof so realised shall be taken to be that amount paid on behalf of the Company accepted for the purposes of duty under the Administration Act 1890 or any similar Act but in all other cases it shall be taken to be the amount to be obtained on realization. Where commission is in accordance with the foregoing provisions chargeable on the amount to be obtained on realization nothing herein contained shall prevent such company from in the first instance charging commission as on the capital value accepted for the purposes of duty as aforesaid subject always however to the liability to repay or the right to further charge according to the result of subsequent realization.—(Hon. J. M. Davies.) Question—That new clause A stand part of the Bill—put. Committee divided. Ayes, 13. The Hon. J. Bell F. Brown J. Buchanan E. J. Crooke G. Davis F. S. Grimwade N. Lewis W. H. S. Osmand A. O. Sachse J. A. Wallace S. Williamson. Noes, 19. The Hon. J. H. Abbott T. Brunton S. W. Cooke H. Cuthbert J. M. Davies T. Downing Dr. W. H. Embling W. McCulloch D. Melville E. Morey J. M. Pratt Lieut.-Col. Sir F. T. Sargeod G. Simmie J. Sternberg N. Thornley T. D. Wanliss W. I. Winter-Irving. Tellers. C. J. Ham A. Wynne. Tellers. J. Balfour D. E. McBryde. And so it passed in the negative. No. 2.—Clause 22 (on recommittal):— Motion made and question put—That the following new sub-clause be inserted in place of sub-clause (1): It shall be lawful for a trustee unless expressly forbidden by the instrument (if any) creating the trust or unless some particular mode of investment is thereby prescribed to invest any trust funds in his hands in Treasury bonds of the Government of Victoria or in debentures issued by the Melbourne and Metropolitan Board of Works, and it shall also be lawful for a trustee authorized by any Act of the Parliament of Victoria or by the instrument creating the trust or by this section to invest in stock (whether inscribed or not) debentures or Treasury bonds of the Government of Victoria or in debentures issued by the Melbourne Harbor Trust Commissioners or the Melbourne and Metropolitan Board of Works or in any other Victorian Government stock or public securities to invest in such stock debentures or bonds notwithstanding that the same may be redeemable and that the price paid therefor by such trustee exceeds the redemption value [or if such stock debentures or bonds are not redeemable exceeds the value at par of such stock debentures or bonds]. (Hon. J. M. Davies.) Amendment proposed—That after the word "Works," in line 4, the words "or by any city town shire or borough in the colony of Victoria" be inserted.—(Hon. J. Sternberg.) Question—That the words proposed to be inserted be so inserted—put. Committee divided. Ayes, 18. The Hon. J. H. Abbott F. Brown T. Brunton J. Buchanan E. J. Crooke T. Dowling Dr. W. H. Embling D. McVille W. H. S. Osmand R. Reid A. O. Sachse J. Sternberg J. A. Wallace T. D. Wanliss S. Williamson W. I. Winter-Irving. Tellers: N. Levi G. Simmie. Noes, 12. The Hon. J. Balfour J. Bell S. W. Cooke H. Cuthbert J. M. Davies F. S. Grimwade C. J. Ham H. Ham E. Morey Lieut.-Col. Sir F. T. Sargood. Tellers: D. E. McBryde J. M. Pratt. And so it was resolved in the affirmative. No. 1.—BARRISTERS AND SOLICITORS LAW AMENDMENT BILL—Proposed new clause G: In section three of the Act No. 1229 for the words "Fifty guineas or such other sum" there shall be substituted the words "Ten' guineas or such other smaller sum," and for the figures "13" there shall be substituted the figures "14."—(Hon. D. Melville.) Amendment proposed—That the word "Ten" be omitted with a view to insert in place thereof the word "Forty."—(Hon. H. Cuthbert.) Question—That the word proposed to be omitted stand part of the clause—put and negatived. Question—That the word "Forty" be inserted in place of the word omitted—put. Committee divided. Ayes, 16. The Hon. Sir W. J. Clarke, Bart. S. W. Cooke H. Cuthbert J. M. Davies T. Dowling W. McCulloch E. Miller J. M. Pratt Lieut.-Col. Sir F. T. Sargood G. Simmie J. A. Wallace S. Williamson W. I. Winter-Irving A. Wynne. Tellers. F. S. Grimwade C. J. Ham. Noes, 12. The Hon. J. H. Abbott J. Bell T. Brunton J. P. Connor Dr. W. H. Embling N. Levy D. Melville E. Morey W. Pitt R. Reid. Tellers. G. Davis A. O. Sachse. And so it was resolved in the affirmative. The following is a list of the most important and frequently used terms in the field of computer science. It is not exhaustive, but rather a selection of key concepts that are essential for understanding the subject matter. 1. Algorithm: A step-by-step procedure to solve a problem or perform a task. 2. Data Structure: A way of organizing data in a computer program so that it can be accessed efficiently. 3. Database: A collection of data organized in a structured manner. 4. Database Management System (DBMS): Software that manages databases. 5. Encryption: The process of converting information into a code to prevent unauthorized access. 6. Hashing: A method of converting data into a fixed-size string of characters. 7. Interface: The point at which a user interacts with a computer system. 8. Input/Output (I/O): The process of transferring data between a computer and its peripherals. 9. Programming Language: A set of instructions that a computer can understand and execute. 10. Software: A collection of programs and data that run on a computer. 11. System: A collection of hardware and software components that work together to perform a specific function. 12. User: An individual who uses a computer system to accomplish tasks. 13. Virtual Machine: A software implementation of a computer system that runs on another computer system. 14. Web Application: A software application that runs on a web server and is accessed through a web browser. 15. Wireless Network: A network that allows devices to communicate without physical wires. 16. XML: eXtensible Markup Language, a markup language used to structure data in a web page. 17. API: Application Programming Interface, a set of rules and protocols for building software applications. 18. Cloud Computing: The delivery of computing resources over the internet. 19. Big Data: Large volumes of data that require specialized techniques for processing. 20. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data. 21. Natural Language Processing (NLP): A field of study that focuses on enabling computers to understand and generate human language. 22. Robotics: The design, construction, operation, and use of robots. 23. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems. 24. Cybersecurity: The protection of computer systems and networks from cyber attacks. 25. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively. 26. Internet of Things (IoT): The interconnection of physical objects with sensors, software, and connectivity to enable them to collect and exchange data. 27. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data. 28. Augmented Reality (AR): A technology that overlays digital information onto the real world, enhancing the user's perception of their surroundings. 29. Virtual Reality (VR): A technology that creates a simulated 3D environment that can be interacted with using special equipment. 30. Human-Computer Interaction (HCI): The study of how people interact with computers and other digital technologies. No. 1.—Elections and Qualifications Committee Bill—Clause 2: (1) Every Committee of Elections and Qualifications for the Legislative Council or Legislative Assembly shall if so authorized by the Council or Assembly (as the case may be) have "power" to meet on any day to which such Committee may from time to time adjourn any of its sittings whether the day to which such sitting is adjourned is or is not a day on which the Council or Assembly sits. (2) The interval of adjournment shall not in any instance exceed five days unless the Council or Assembly (as the case may be) is adjourned or about to adjourn for a longer period than five days, in which event the interval of adjournment of such Committee may if so appointed by the Committee extend over such adjournment of the Council or Assembly in addition to the said five days.—(Hon. H. Cuthbert.) Amendment proposed—that after the word "power," in line 3, the words "unless any member of the Committee shall object" be inserted.—(Hon. J. Service.) Question—that the words proposed to be inserted be so inserted—put. Committee divided. Ayes, 20. The Hon. J. H. Abbott J. Balfour J. H. Connor S. W. Cooke D. Coutts E. J. Crooke G. Davis Dr. W. H. Embling F. S. Gurnwade C. J. Ham D. E. McBryde D. Melville R. Reid A. O. Sachse J. Service N. Thorley J. A. Wallace T. D. Wanliss. Noes, 18. The Hon. T. Brunton J. Buchanan H. Cuthbert T. Dowling D. Ham W. McCulloch E. Miller E. Morey W. H. S. Osmand W. Pitt J. M. Pratt C. Sergeant G. Simmie J. Sutherland S. Williamson W. I. Winter-Irving. Tellers. S. Austin N. Levi. And so it was resolved in the affirmative. In addition to the moneys which the Melbourne Harbor Trust Commissioners are by Part V. of the said Act authorized to borrow, it shall be lawful for them from time to time to borrow and take up at interest any sum or sums of money not exceeding in the whole the amount of or represented by the said deposit receipts; such sum or sums of money shall be so borrowed on the credit of such deposit receipts, and shall not become due to the said Commissioners "or of any personal property belonging to the Commissioners" except the tolls rates charges fines rents and other profits by the said Act given to vested in or authorized to be received by the Commissioners.—(Hon. H. Cuthbert.) Amendment proposed—That the words "or of any personal property belonging to the Commissioners," in line 6, be omitted.—(Hon. A. Wynne.) Question—That the words proposed to be omitted stand part of the clause—put. Committee divided. Ayes, 19. The Hon. S. Austin T. Braddon J. Buchanan D. Coutts H. Cuthbert J. M. Davies T. Dowling F. S. Grimwade D. Ham N. Levi E. Miller J. M. Pratt R. Reil Lieut.-Col. Sir F. T. Sargood J. Service G. Simmie T. D. Wanliss. Tellers. C. J. Ham W. McCulloch. Noes, 10. The Hon. J. H. Abbott J. H. Connor S. J. Cooke E. J. Crooke D. Melville E. Moray J. A. Wallace A. Wynne. Tellers. G. Davis J. Sternberg. And so it was resolved in the affirmative. Question—That the word proposed to be omitted stand part of the clause—put. Committee divided. Ayes, 18. The Hon. J. Balfour J. Bell J. Buchanan S. W. Cooke H. Cuthbert N. FitzGerald C. J. Ham W. McCulloch D. Melville E. Miller E. Money W. Pitt J. M. Pratt C. Sargeant G. Simmie T. D. Wanliss. Noes, 7. The Hon. J. M. Davies F. S. Grimwade D. Ham N. Levi Lieut.-Col. Sir F. T. Sargood. Tellers. A. O. Sachse J. A. Wallace. Tellers. S. Fraser S. Williamson. And so it was resolved in the affirmative. 104 MINUTES OF THE PROCEEDINGS OF THE L.R.G. COUNCIL (SESS. 1894-5). COUNCIL CHAMBERS. LONDON: PRINTED FOR THE LONDON RAILWAY GUILD, BY W. H. 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BACTERIA and antibiotics are battling it out for supremacy in our bodies, in our hospitals and in our research labs. And antibiotics are losing. For centuries, the world yearned for a seemingly simple drug that could cure almost any disease, could be taken by almost anyone and have few side effects. We found it. The war-ravaged world of the 1940s was made dramatically safer by the mass distribution of the new wonder drug penicillin. It had represented the holy grail of medicine even though it was available in only tiny quantities at the time. But now, it seems, it’s losing its battle. The more strange, new, resistant “superbugs” such as golden staph bacteria to appear. Now, penicillin’s effectiveness has waned, causing major problems in public health management around the world. Why has this happened? Penicillin interferes with the maintenance proteins that preserve a microbe’s delicate structure. It breaks cells asunder. This structure called peptidoglycan, when not maintained will disintegrate. The cell then swells with membrane water and continue to do so until it bursts. Over the decades, some bacteria evolved ways to circumvent the effects of penicillin. In the case of penicillin, some bacteria have evolved a protein called beta-lactamase, an enzyme that turns the tables and attacks penicillin itself. Other bacteria have found ways to change their maintenance proteins or their cell walls so that penicillin is no longer able to attack it. If bacteria keep these same techniques to themselves, it would not be a good situation. Within a population of bacteria, those with antibiotic resistance have an advantage. In classical theory of Charles Darwin and theories of natural selection, the resistant bacteria can reproduce and spread into areas where older vulnerable bacteria have been killed off. In the same way humans pass on their genetic information, bacteria pass on their mutation to the next generation, their offspring and all. But this alone cannot explain the rapid rise of antibiotic resistance. Statistically, the chance of spontaneously developing antibiotic resistance is very small. But the rate of resistance is increasing worldwide. This is because bacteria have another trick up their sleeve. Bacteria can share their secrets, as they do with us, through their genes. There are a number of ways in which bacteria can share genes but the most common and probably most important way is transformation. When cells die, they break up and the insides leak out. Bacterial transformation is where other bacteria sort through the scattered DNA debris looking for the right genes to add to their pieces of coding which may be useful for its new host. Most of the stuff they take up is junk. But occasionally, a piece of DNA is found in the bacterium being able to do something better – such as use a new form of sugar, make a toxin or resist an antibiotic. The new bacterium then promptly integrates this DNA into its chromosome. These problems arise when some bacteria acquire resistance to multiple families of antibiotics, making it extremely dangerous. One of the most well known of these is MRSA (methicillin resistant staphylococcus aureus) or golden staph. Golden staph is resistant to the penicillin family of antibiotics as well as members of other antibiotic families. It has been reported to show resistance to vancomycin, one of the medical world’s most powerful antibiotics. Golden staph can now be treated only by using multiple high-potency antibiotics in a combined attack. The race between antibiotics and bacteria continues to escalate. Resistance levels in human pathogens continue to rise, highlighting the importance of preventive measures such as high levels of personal hygiene and community vaccination. James Byrne is a PhD student of microbiology at the University of Adelaide.	<urn:uuid:343540bf-bfaf-454f-96d2-d9fdd8ee4d7b>	CC-MAIN-2017-13	https://diseaseoftheweek.files.wordpress.com/2010/10/cybi-superbug-wars-03-01-09.pdf	2017-03-29T11:06:50Z	crawl-data/CC-MAIN-2017-13/segments/1490218190295.4/warc/CC-MAIN-20170322212950-00536-ip-10-233-31-227.ec2.internal.warc.gz	791,166,870	758	eng_Latn	eng_Latn	0.998492	eng_Latn	0.998492	[ "eng_Latn" ]	false	rolmOCR	[ 3865 ]	[ 2.8125 ]	2	1
1. A uniformly charged sphere of total charge $Q$ ($= 1 \text{ C}$) and radius $a$ ($= 1 \text{ m}$) is placed at a distance $2a$ from a grounded conducting plane, as shown in Fig. 1. Find (a) electric field at the center of the charged sphere, and (b) surface charge distribution (e.g., $\sigma(x, y)$, $\sigma$ being surface charge density) on the surface of the grounded conducting plane. ![Fig. 1](image) 2. An electron is released from rest (velocity $v = 0$) in a region of uniform electric ($\mathbf{E}$) and magnetic field ($\mathbf{B}$). Find the trajectory of the electron for (a) $\mathbf{E}$ parallel to $\mathbf{B}$, and (b) $\mathbf{E}$ perpendicular to $\mathbf{B}$. Briefly explain why the electron follows such a trajectory (from the electric and magnetic forces on the electron). 3. (a) For electromagnetic waves, explain the physical meaning of (i) phase velocity, (ii) group velocity, and (iii) Poynting vector. (b) An oscillating magnetic dipole, $\mathbf{m}(t) = m_o \cos(\omega t) \hat{x}$, is located at the origin, as shown in Fig. 2. (i) For the radiation from the dipole, what do we mean “far fields”? (ii) In the far field zone, qualitatively draw the “radiation pattern” of this dipole. What are the directions of the electric field, magnetic field and Poynting vector at positions $A$ and $B$, respectively. ![Fig. 2](image) 4. An infinite long square (width = height = 1 cm) conducting tube is filled with a dielectric of dielectric constant 5 ($\varepsilon_r = 5$), and the four sides of the square tube are held at different electrostatic potentials, as shown in Fig. 3 (cross sectional view). Find the potential distribution (i.e., $V(x,y)$) everywhere inside the square tube. 5. An infinite long cylindrical solenoid of diameter $D = 100$ cm and a winding 100 turns per meter is partially filled with a magnetic material rod ($\mu_r = 1000$) of diameter $d = 50$ cm, as shown in Fig. 4. (a) Find (i) the magnetic field $\mathbf{B}$ (direction and magnitude) everywhere and (ii) the magnetic energy per unit length stored in the solenoid, if the current per turn $I = 1$ A. (b) Inductance per unit length of the solenoid. 6. A coaxial waveguide is formed by two perfect conducting tubes of cylindrical cross section with inner and outer radius 1.0 cm and 2.0 cm, respectively. A dielectric material of dielectric constant 2.0 is filled between the two conductors. For an electromagnetic wave of a frequency 100 MHz propagating along the waveguide at the fundamental mode (waveguide mode with the lowest cutoff frequency), find the propagation constant, phase velocity and guide wavelength of the wave.	<urn:uuid:a8f85b19-1a70-4e5f-8f75-135a5d71747f>	CC-MAIN-2018-34	http://nthur.lib.nthu.edu.tw/retrieve/73141/97%E9%9B%BB%E7%A3%81%E5%AD%B8.pdf	2018-08-18T17:50:19Z	crawl-data/CC-MAIN-2018-34/segments/1534221213693.23/warc/CC-MAIN-20180818173743-20180818193743-00130.warc.gz	283,183,066	699	eng_Latn	eng_Latn	0.981952	eng_Latn	0.98223	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1368, 2654 ]	[ 2.5 ]	1	4
THE MASTER BUILDER CHALLENGE! Follow the instructions for each day. The only rule is to have FUN and use your IMAGINATION! \| Day 1 \| You are hired by an amusement park to create a new rollercoaster! \| \|-------\|---------------------------------------------------------------\| \| Day 2 \| NASA needs you to build them a new rocket! \| \| Day 3 \| Your family wants to build a new home and they need you to design it! \| \| Day 4 \| Hollywood hires you to build a set for the new Star Wars movie! \| \| Day 5 \| You enter a contest to build the world’s tallest tower. Will you win?? \| \|-------\|------------------------------------------------------------------------\| \| Day 6 \| You are stuck on Mars. You need to build a new spaceship to get home! \| \| Day 7 \| Toyota hires you to create the toughest truck in the world! Can you do it? \| \| Day 8 \| You and four friends are stuck on an island. You need to build a boat to find your way home! \| \| Day 9 \| Captain Hook needs a pirate ship! Can you build him a good one?? \| \| Day 10 \| You and your friends decide to build a treehouse! \| \| Day 11 \| Prince Charming hires you to build a new castle for him and Cinderella! \| \| Day 12 \| Dr Who hires you to build a new time machine! \| \|-------\|---------------------------------------------\| \| Day 13 \| You are asked by the city of Sydney to build a new Opera House! \| \| Day 14 \| Mr Hilton hires you to build a new hotel! \| \| Day 15 \| There is a circus in town. Build a place for the performance! \| \| Day 16 \| Help your fellow explorers build a submarine to explore the bottom of the ocean! \| \| Day 17 \| The big car race is coming! Can you build the fastest car going? \| \| Day 18 \| Do you wanna build a snowman? Build a ski resort! \| \| Day 19 \| What is your favourite bridge? Can you build a bridge just like it? \| \|-------\|---------------------------------------------------------------------\| \| Day 20 \| Pizza party! It is up to you to make a funky pizza for all the guests! \| \| Day 21 \| You are hired to build a brand new hospital! \| \| Day 22 \| You got a pet T-Rex for your birthday! Can you build him an enclosure? \| \| Day 23 \| You are now in medieval times. You are asked to build a jousting arena! \| \| Day 24 \| The local bank keeps getting robbed! Can you make a safe building for them? \| \| Day 25 \| Design and build your dream bedroom! \| \| Day 26 \| You are elected Ruler of the Land! Design a new flag for your country. \| \|-------\|------------------------------------------------------------------------\| \| Day 27 \| Aliens are invading! Build a new war robot to defeat them. \| \| Day 28 \| The aliens took over but they liked your robot. Can you build a better one for them? \| \| Day 29 \| The One Colour Challenge! Can you build an entire house out of the same colour bricks? \| \| Day 30 \| There is a blizzard! Can you build a snowmobile to get home? \| What was your favourite day!	<urn:uuid:0ec0c2f4-2c4d-4a28-aad3-2b2102d8cff8>	CC-MAIN-2022-33	https://www.creaghnsonline.com/uploads/1/3/1/4/131428035/200320-bricks-4-kidz-30-day-master-builder-challenge.pdf	2022-08-18T17:39:12+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882573242.55/warc/CC-MAIN-20220818154820-20220818184820-00609.warc.gz	632,073,336	695	eng_Latn	eng_Latn	0.995763	eng_Latn	0.995763	[ "eng_Latn" ]	false	rolmOCR	[ 2885 ]	[ 2.1875 ]	2	0
Make Your Own Slide Rule! You will need: a scientific or graphing calculator; scissors. A slide rule is a tool that math students used to multiply and divide before there were calculators. (Your parents or grandparents may have used them.) Here you will learn how to make your own! Making a Slide Rule You have been given a piece of paper with tick-marked lines on it. The longer tick marks are 1 cm apart, and the shorter are 1 mm apart. Between the two thicker tick marks, there are 10 cm, which we will consider to be 1 unit. Consider the thick tick mark on the left to be 0, and the one on the right 1. So the longer tick marks are at 0.1, 0.2, 0.3 units, etc. from the origin. Do not write these numbers on the paper! Just be aware of them. 1. Label the thick tick mark on the left ‘1’, both above and below the line. This is because $\log(1) = 0$. Using your calculator, check that $\log(2) = .301\ldots$, and label the point at approximately 3.01 cm (0.301 units) with a ‘2’, both above and below the line. 2. a. Continue to do this for the remaining integers 3–9. For 10, just write 1, like you did for 0. b. What do you notice about the distances between successive numbers? 3. After checking that the numbers are labeled both above and below the line, cut your paper carefully along the ruler line, all the way across, so you can slide the top along the bottom. Using the Slide Rule You have created a logarithmic scale. You can use it to multiply and divide: 4. What is $2 \cdot 4$? Look at the ‘2’ on the bottom piece of your slide rule. Slide the top of the paper along until the ‘1’ on the top lines up with the ‘2’ on the bottom. Look at where the 4 on the top is now. What number is below it? That number is the product. 5. a. Repeat, but switch the role of the top and bottom. Does it still work? b. Try it with $3 \cdot 2$ and $2 \cdot 5$. 6. What is $9/3$? Look at the ‘9’ on the bottom of your slide rule. Match it up with the ‘3’ on top. Look at where the ‘1’ on top is now. What number is below it? That number is the answer. 7. Try it with $8/2$ and $6/3$. 8. Explain why this works. Hint: what operations were you doing physically with the slide rule? How are they related to the operations you intended? 9. Challenge: Try to figure out how students handled a multiplication like $3 \cdot 4$, where the result is “too big”. Hint: figure it out by experimenting! The explanation depends on understanding how reciprocals show up on your slide rule, and on seeing that 12 shows up as 1.2. \| Table 1: Summary of the Results \| \|-----------------------------------\| \| Variable \| Mean \| Standard Deviation \| Minimum \| Maximum \| \| Age \| 30.5 \| 7.2 \| 18 \| 45 \| \| Income \| 50,000 \| 10,000 \| 30,000 \| 70,000 \| \| Education\| 16 \| 2 \| 12 \| 20 \| \| Employment\| 0.7 \| 0.2 \| 0 \| 1 \| Note: The table provides a summary of the results for three variables: Age, Income, and Education. The mean, standard deviation, minimum, and maximum values are given for each variable. Teacher Notes On a slide rule, the ‘2’ represents 2, 20, 200, etc. as well as 0.2, 0.02, etc. The user of the slide rule must keep track of the order of magnitude. If you have access to one or more real slide rules show them to your students. They are sure to find them fascinating. The key concept for this lesson, of course, is that to multiply two numbers, you add their logs, and to divide them you subtract their logs. It is important to have students respond to question 8, otherwise the whole activity will have been in vain. You can follow this up by searching for a slide rule applet on the Internet. One good one is at the online Computer Museum: http://www.sysrc.com/html/museum/html/sims/javaslide/. You may be tempted to just do this activity on the computer, but in my experience most students will benefit from doing the work on paper first, as it will help develop their number sense about what a log scale looks and feels like. Question 9 is very difficult. If you decide to do it with your whole class, you will probably have to do a fair amount of explaining. - How to do it: put the right-hand ‘1’ of the top over the ‘4’ on the bottom, and find the answer below the ‘3’. Of course, for this to work well, you’d need to indicate where 1.1, 1.2, etc can be found between the 1 and the 2! Real slide rules (or their online models) make that easier than the paper model. - Why it works: the reciprocal of 3 is the number by which you multiply 3 to get 1. Its log is the log you add to the log of 3 to get the log of 1. On the slide rule, that log is the distance from the point marked ‘3’ to the right-hand ‘1’. Subtracting that log from the log of 4 is the same as dividing by the reciprocal of 3, which is the same as multiplying by 3! (In reality, most slide rule users probably did not understand this explanation, but they learned to do this almost automatically, just like they learned methods for long division and square root extraction without understanding them, and just like today’s students need not know how the calculator works to use it.)	<urn:uuid:de1ae950-ca2d-4cc3-9be4-5a5767433e5b>	CC-MAIN-2021-04	https://www.mathed.page/calculator/super-sci/slide.pdf	2021-01-21T11:08:02+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703524743.61/warc/CC-MAIN-20210121101406-20210121131406-00416.warc.gz	888,877,132	1,349	eng_Latn	eng_Latn	0.996952	eng_Latn	0.999296	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2530, 3197, 5277 ]	[ 4.78125 ]	2	0
Lesson Reference: NASA at http://connect.larc.nasa.gov/connect_bak/pdf/flightd.pdf and a CAP ACE academic lesson Objectives: - Students will define and demonstrate roll, pitch, and yaw. - Students will experiment with surface controls to adjust flight paths. - Students will convert fractions to decimals. - Students will calculate percentages and determine probability from data. National Standards: Math - Number and Operations - Work flexibly with fractions, decimals, and percents to solve problems - Understand and apply basic concepts of probability - Use proportionality and a basic understanding of probability to make and test conjectures about the results of experiments and simulations - Communication - Organize and consolidate mathematical thinking through communication - Connections - Understand how mathematical ideas interconnect and build on one another to produce a coherent whole - Recognize and apply mathematics in contexts outside of mathematics - Representation - Create and use representations to organize, record, and communicate mathematical ideas Science - Unifying Concepts and Processes - Evidence, models, and explanation - Content Standard A: Science as Inquiry - Content Standard B: Physical Science - Motions and forces - Transfer of energy - Content Standard E: Science and Technology - Abilities of technological design ISTE NETS Technology Standards - Creativity and Innovation - Use models and simulations to explore complex systems and issues - Communication and Collaboration - Develop an understanding of engineering design - Critical Thinking, Problem Solving, and Decision Making An airplane has three control surfaces: ailerons, elevators and a rudder. These control surfaces affect the motions of an airplane by changing the way the air flows around it. The ailerons are flap-like structures on the trailing edge of the wings - one on each side. When the pilot moves the control stick to the right, the right aileron will tilt up and the left aileron will tilt down. This will cause the airplane to roll to the right. When the pilot moves the control stick to the left, the left aileron tilts up, the right aileron tilts down and the airplane rolls to the left. This happens because as the aileron tilts downward (effectively increasing camber) more lift is created and the wing rises. As it tilts upward, less lift will be created and the wing will lower. If the wing of one side of the airplane rises and the other descends, the airplane will roll towards the side with the decrease in lift. The elevators are also flap-like structures that are mounted on each side of the horizontal stabilizer. As an airplane flies in its proper orientation and level to the horizon the pilot uses the elevator to control the pitch of the nose. That means the elevator controls the nose's motion of up and down. When the pilot pushes the control stick forward, the elevators tilt downward -this is called pitching down. When the pilot pulls the control stick back, the elevators tilt upward, the tail goes down and the fuselage pitches nose-up. When the elevator tilts downward more lift is created (like the ailerons) and the tail rises. When the elevator tilts upward, less lift is created and the tail descends. The rudder is located on the vertical fin. The rudder controls the motion of yaw. Yaw causes the airplane’s nose to move sideways to the left or right. The two rudder pedals are located at the pilot’s feet. When the pilot pushes on the right rudder pedal, the rudder tilts to the right and the airplane yaws nose-right. When the pilot pushes on the left rudder pedal, the rudder tilts to the left and the airplane yaws nose-left. Again this is due to lift. However, the direction of this lift force is different than the lift force that causes the airplane to ascend. When the rudder tilts to the right, more lift is created on the right, which lifts or pushes the vertical stabilizer to the left. This, in turn, causes the airplane to yaw nose-right. The opposite motion occurs when the rudder tilts to the left. The thinner the atmosphere the slower the reaction of the airplane to its control surfaces. Airplanes flying at fast speeds in the lower atmosphere react more quickly to a change in the control surfaces than airplanes flying at extremely high altitudes at the same speed. That’s because there are fewer air molecules to disturb. This becomes even more important when flying airplanes on planets with atmospheres that are less dense than Earth’s atmosphere. In summary (from http://spacedaycert.donet.com/media/documents/SpaceDayToolkit.pdf) Pilots use different terms to describe the particular ways an aircraft moves forward: - Pitch: Aircraft nose moves up or down - Roll: One wing of aircraft tips up while the other tips down - Yaw: Nose of the airplane moves left or right while remaining level with the ground Pilots use several control surfaces (moveable sections on the aircraft’s surface) to better direct an aircraft’s movement. These include: - Elevator: Section on horizontal part of tail that controls pitch - Aileron: Section at rear edge of wing near tip that controls roll - Rudder: Section attached to vertical part of tail that controls yaw Source: NASA at http://www.ueet.nasa.gov/StudentSite/dynamicsofflight.html Materials: - 5 pieces of green construction paper - 5 pieces of blue construction paper - 5 pieces of yellow construction paper - 5 pieces of orange construction paper - 1 piece of red construction paper - Tape - Scissors - Paper airplane - Data collection sheet Optional: Rather than using paper to construct paper airplanes to use with this activity, you may wish students to construct foam plate gliders (FPGs) using foam plates, masking tape, and pennies. This will allow the ability to experiment with a rudder. The complete directions for constructing the gliders are available online at http://www.modelaircraft.org/education/fpg-9.aspx (AMA web page), courtesy of the Academy of Model Aeronautics (AMA) and Jack Reynolds. (Making the elevons, the moveable control surfaces along the wings that act as the elevators and ailerons, longer than the pattern indicates for these gliders will improve their flight performance. A construction video is available at the AMA web page and http://www.youtube.com/watch?v=pNtew_VzzWg, but again, make the slits for the elevons farther apart than what is shown.) Prerequisite: Students need to understand how to convert fractions to decimals and decimals to percentages. This lesson will provide additional practice towards these math skills in an entertaining and motivating manner. Prior to engaging in the lesson, ask the students to construct their optimal paper airplane. If they do not know how to make a paper airplane, allow them to research designs on the computer or provide instructions on how to make a “Simple Paper Airplane” included in this lesson. Have the students make the paper airplane for homework and inform them that they will need it during class on the next day. Have 5 target areas set up before class begins the next day. To make the targets, attach 4 different colored pieces of construction paper together using tape to make a large rectangle. Cut out a large red circle or square and place it in the middle of the 4 pieces of construction paper to act like a bull’s-eye. Label the colored squares: A, B, C, and D. Lesson Presentation: 1. Engage the students by having them show off their paper airplanes. Ask if anyone wants to share their individually engineered airplane with the class. Allow the students to showcase their aeronautical vehicle. 2. Next, inform the students that they will be using their paper airplane, along with science and math, to determine how effectively they can hit a target. 3. Before the students begin, review with them the ways that an airplane can travel, besides just forward. This may be new information or it may be recall of a prior lesson. Adjust the level of information accordingly, making sure to highlight pitch, yaw, and roll. Use the paper airplane to demonstrate pitch, yaw, and roll. (Tip: You can use a plastic straw to represent each imaginary axis mentioned below.) - Pitch: Tell the students to imagine a line running through the plane from wingtip to wingtip. If the airplane rotates up or down on this imaginary line, it is pitching. Holding the wings level, pitch the nose up (move the nose up and the tail will go down). Tell the students that when the nose goes up, the plane is pitching upward. Tip the nose down and inform the students that when the nose of the plane goes down, the tail will pitch up and the plane is said to be pitching down. Have the students demonstrate pitch with you. - Yaw: Tell the students to imagine a vertical line stabbing the plane right in its midsection. If the plane twists left or right along this imaginary axis, it is yawing. Have the students picture a swivel chair. Turn the nose of the airplane to the left and inform them that this is an example of yawing to the left. Repeat the demonstration yawing to the right. Have the students demonstrate yaw with their paper airplane. - Roll: Tell the students to imagine an imaginary horizontal line running through the nose of the airplane to the back end of the plane. If the airplane rotates left or right on this imaginary line, it is rolling. Demonstrate roll by tipping one wing down which will make the opposite wing automatically go up. Make sure to keep the fuselage (body) of the airplane in the same place. Again, ask the students to demonstrate roll. 4. To ensure that the students fully understand pitch, yaw, and roll, have them demonstrate the three movements with their paper airplane as you call out the movement. For example, when you say pitch, the students should pitch the nose of their airplane up and down. Additionally, you can reach your kinesthetic learners by having the students move their bodies accordingly. Have them roll by leaning at their waist to the left or right. Pitch can be shown by bending forward or backward at the waist. Finally, yaw can be illustrated by having them spin on one foot to the left or right, like you would turn in a swivel chair. 5. Get more specific and have the students orient their planes appropriately. Use the terms: pitch up, pitch down, yaw left, yaw right, roll left, roll right. 6. Inform or remind the students that an airplane has control surfaces or moveable sections on the airplane's surface that affect how the plane moves. The rudder, aileron, and elevator move to make the plane yaw, roll, and pitch respectively. (See background information for more details). 7. Instruct the students to make 2 small cuts a few centimeters apart at the rear of each wingtip. Tell them that these movable parts are called elevons because they are a combination of the elevators and the ailerons. (See background information.) Show the students that they can bend the elevons slightly up or down and that this will change the flight path of their airplane. (Teachers: You have the option of letting the students experiment with moving the elevons and seeing how the plane reacts, or if time is a factor, you can provide specific instructions. For example, if the plane is pitching down or flying low, slightly bend both elevons up and the plane will move up. If it is flying too high, do the opposite and pitch the elevons down. If the students have one elevon up and one down, it will cause the airplane to roll left or right.) Ask the students which control surface is missing (rudder) as well as which motion the will not be able to control (yaw). 8. Distribute the data collection sheet and divide the students into 5 groups. Inform the students that they will line up in front of the target area, which is the construction paper taped to a wall. The students should be instructed to take turns throwing their airplane toward the red bull's-eye. After each toss, they will move to the back of the line and make a tally mark on their data sheet in the correct box to indicate where the nose of their airplane hit the target area. For example, if they toss it and it hits the "B" area of the target, they should place an "X" on their data sheet exactly where the plane hit in that "B" box. Tell the students that they have 7 times (or another amount determined by the teacher to use in fractions) to toss the plane at the target. Once all of the throws have been completed, the students should answer the remaining questions on the Data Collection Form. Provide an example of how to fill in the chart by throwing the plane and marking the results on a chart drawn on the board if necessary. 9. Position groups in their assigned target area and let them begin. Make sure that the targets are spaced out around the room for safety. Students need to be aware of others and warned in advance of the consequence should they intentionally hit another student with their plane. 10. Depending on time, allow the students to discuss the results documented on their data sheet. Talk about who has the best aim. 11. Have the students explain how they used math and science to determine how well they can hit a target with a paper airplane. Topics of discussion can include how the scientific method was utilized; Newton's laws of motion (inertia, F=MA, action/reaction); using math by counting and creating percentage of accuracy; and even how important it is to have specific information in science. For example, it is better to say, "I can hit the bull's-eye with 65% accuracy," than to say, "I am good at hitting a target with a paper airplane." Summarization: Ask the students to summarize what they learned in today’s lesson. The students should explain pitch, yaw, and roll, in addition to being able to demonstrate the movements with their paper airplane. Make sure to emphasize that science and math helped to explain the experiments and to provide a better understanding of what happened during the lesson. Also, remind students that they can improve their target skills through practice; furthermore, practice will also help the students in the area of math. The more they practice at anything in life, the better they will become. Career Connection: (from [http://stemcareer.com/topcareers/](http://stemcareer.com/topcareers/) and [http://www.onetonline.org/](http://www.onetonline.org/)) Aerospace Engineer – engineering duties to include designing, constructing and testing aircraft, missiles, and spacecraft. Sample job titles include Aerospace Engineer, Flight Test Engineer, Design Engineer, Systems Engineer, Structures Engineer, Test Engineer, Aeronautical Engineer, Aerospace Stress Engineer, Avionics Engineer, and Flight Systems Test Engineer. Air Traffic Controller – control air traffic on and within a vicinity of an airport according to established procedures and policies to expedite and ensure flight safety. Sample job titles include Air Traffic Control Specialist (ATCS), Air Traffic Controller, Certified Professional Controller (CPC), Air Traffic Controller (Enroute Option), and Air Traffic Controller (Tower Option). Scientist – plan, direct, or coordinate activities in such fields as life sciences, physical sciences, research and development in these fields. Sample job titles include Natural Science Manager, Water Team Leader, Fisheries Director, Health Sciences Manager, Laboratory Manager, Natural Resources Planner, Research and Development Director, Coastal Management Planner, Environmental Manager, Mineral and Aggregate Resources Planner. Pilot – pilot and navigate the flight of fixed-wing, multi-engine aircraft usually for the transport of passengers and cargo. Must have pilot certificate and rating for aircraft type used. Sample job titles include Airline Captain, First Officer, Pilot, Airline Pilot, Check Airman, Co-Pilot, Airline Transport Pilot, and Commuter Pilot. Evaluation: - Data Collection Form - Teacher observation Lesson Enrichment/Extension: - Have the students figure the overall percentage of girls hitting the target versus boys hitting the target. - Have the students create a graph to illustrate their data (pie graph/bar graph). - Complete the included NASA worksheet(s): Flight Direction Challenge Point. - Challenge the students to create their own Flight Direction Challenge Point worksheet based on their personal data from the Data Collection Form. - Repeat the lesson by having the students throw a different number of times to increase work with fractions, decimals, and percentages. - If using the foam plate glider, have students complete the activity sheet available at http://www.modelaircraft.org/education/fpg-9.aspx. (Click “Activity Sheet.”) Associated Websites: - Dynamics of Flight: provides more background information and graphics http://www.ueet.nasa.gov/StudentSite/dynamicsofflight.html - How a Plane is Controlled with Animations http://www.allstar.fiu.edu/aero/fltmidcont.htm - Amazing Paper Airplanes http://www.amazingpaperairplanes.com/Simple.html - World Record Paper Airplane Story and Design http://www.paperplane.org/ - Create a Graph Website http://nces.ed.gov/nceskids/index.asp - Additional Paper Airplane Lessons http://teams.lacoe.edu/documentation/projects/math/airplane_sites.html - Take Off with Paper Airplanes http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson06.xml Figure 1: Flight Direction SIMPLE PAPER AIRPLANE 1. Fold along dashed lines. 2. Fold up. 3. Fold up. 4. Fold sides down (in opposite directions). 5. Completed airplane. Target Data Collection Form Total number of times that you were instructed to toss the airplane: ________ After you toss your airplane, make sure to place an “X” in the corresponding area inside of the section (A, B, C, or D) to indicate where your airplane hit on the target. Repeat after each throw. Total in each section (should add up to the total throws) A:_____ B:_____ C:_____ D:_____ Bull’s-eye:______ Complete the chart below using the data from the front side. \| \| # of times plane hit this area \| Total # of times you threw the plane \| Write a fraction for # of times you hit this area \| Write a decimal for number of times you hit this area \| What % of the time did you hit this area? \| \|----------------\|---------------------------------\|--------------------------------------\|--------------------------------------------------\|-----------------------------------------------------\|------------------------------------------\| \| A \| \| \| \| \| \| \| B \| \| \| \| \| \| \| C \| \| \| \| \| \| \| D \| \| \| \| \| \| \| Bull's-eye \| \| \| \| \| \| Which section did the plane hit the most? _______ the least? _______ Did you notice any patterns? Explain why you think the patterns occurred. ____________________________________________________________________________________ ____________________________________________________________________________________ How can you tweak your airplane to better hit the target? What would the adjustment do to the flight pattern? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Source: NASA at http://www.ueet.nasa.gov/StudentSite/dynamicsofflight.html CHALLENGE POINT WORKSHEET INTERMEDIATE LEVEL (5-8) McINTOSH STUDENTS’ FLIGHT DATA Flight Results Section A \| Section B ---\|--- x \| x x \| x x \| x x \| x Section C \| Section D ---\|--- x \| Section A—Green x \| Section B—Red x \| Section C—Yellow x \| Section D—Blue Create a pie graph to represent the flight results on the left. 1. Which section of the target did the McIntosh Team’s planes hit the most? The least? MOST: Section ___________ LEAST: Section ___________ 2. What patterns do you notice in the data for their airplanes? 3. Of the 10 landings, how many were in section A? In section B? In section C? In section D? Section A: _______ Section B: _______ Section C: _______ Section D: _______ 4. Discuss how the number of landings in a section can be expressed with either a fraction or decimal. Organize the data in the displayed table. \| Area \| No. of Landings \| Total Flights \| Fraction \| Decimal \| \|----------\|-----------------\|---------------\|----------\|---------\| \| Section A\| 10 \| \| \| \| \| Section B\| 10 \| \| \| \| \| Section C\| 10 \| \| \| \| \| Section D\| 10 \| \| \| \| 5. Color the circle graph to summarize landing results for each section of the sample data. Source: http://connect.larc.nasa.gov/connect_bak/pdf/flightd.pdf 1. Which section of the target did the McIntosh Team’s planes hit the most? The least? MOST: Section B LEAST: Section D 2. What patterns do you notice in the data for their airplanes? 3. Of the 10 landings, how many were in section A? In section B? In section C? In section D? Section A: 3 Section B: 5 Section C: 2 Section D: 0 4. Discuss how the number of landings in a section can be expressed with either a fraction or decimal. Organize the data in the displayed table. \| Area \| No. of Landings \| Total Flights \| Fraction \| Decimal \| \|----------\|-----------------\|---------------\|----------\|---------\| \| Section A\| 3 \| 10 \| 3/10 \| .30 \| \| Section B\| 5 \| 10 \| 5/10 \| .50 \| \| Section C\| 2 \| 10 \| 2/10 \| .20 \| \| Section D\| 0 \| 10 \| 0/10 \| .00 \| 5. Color the circle graph to summarize landing results for each section of the sample data. 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JUDGING CRITERIA FOR WWW SITES WWW sites are judged on the following criteria (based on entry materials and website contents): Objectives & Planning - Does the website have a clear purpose? Specific and measurable educational objective(s)? - Is the audience well defined? Content & Credibility - How accurate and useful are website contents? - How comprehensive is the information on website? - Does the website follow applicable codes or principles (eg, HON Code, Consumer Reports WebWatch guidelines) that help establish credibility? For example: - Disclosure of authorship and funding - Description of website purpose/mission and supporting organization - Disclaimers regarding the use of information? - What is the timeliness of the information conveyed on the website? Does it state when the information was last updated? - Does the website provide adequate and appropriate identification of authors and sources, and links to other related sites or references to other resources? User-friendliness & Interactivity - What browsers does the website support? - How easy is it to navigate through the website? Are contents well organized? - Does website provide a search engine? If so, is it easy to use? Does it produce relevant results? - Is there a site map? - Does it engage web users? - Does it provide any on-line forums? Forms for feedback, comments, questions, etc? Visual design & innovation Creativity: - How creative is the website in combining visual designs, photos, illustrations, and texts effectively? - How interesting and engaging is the website? - How successfully does the website create a strong, unique, and consistent “personality?” Aesthetics/Readability: - How well can you read the text? Do background colors, patterns, designs, etc. enhance the text? - Is the website “clean and clear?” Or is it cluttered? Or are pages too busy? Evaluation - How well does the website meet its objectives? Is there a visitor count? - Is it effective in educating, persuading or moving the target audience to action? - How does the website solicit and use feedback? - What other evaluation criteria are used? JUDGING CRITERIA FOR PSAs PSAs are judged on the following criteria (based on entry materials and PSA contents): Objectives & Planning - Did PSA have a clear, realistic, specific and measurable objective(s)? - Was the target audience well defined? Message Design - How clear and understandable is the message? - How creative and appealing is the PSA? - How appropriate is the message for the target audience? Production - How well-produced was the PSA? - Did it meet broadcast requirements and professional standards? Distribution & Reach - How well was the PSA promoted? - How often was the PSA aired? - Did the intended audience see or hear the PSA? Evaluation - How well did the PSA accomplish its objective? - Was the PSA effective in educating, persuading or moving the target audience to action? - What other evaluation criteria were used?	<urn:uuid:7da0a374-db1f-4a69-806f-d318d6a1a2b4>	CC-MAIN-2017-22	http://hii.org/documents/2013%20AAW%20Award%20judging%20criteria.pdf	2017-05-30T01:28:23Z	crawl-data/CC-MAIN-2017-22/segments/1495463613738.67/warc/CC-MAIN-20170530011338-20170530031338-00142.warc.gz	193,901,000	614	eng_Latn	eng_Latn	0.993407	eng_Latn	0.994223	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2133, 2986 ]	[ 2.515625 ]	1	0
And….that’s a wrap; January 2018 is officially in the books! We say this every month, so we’ll say it again, “this last month flew by”. Would you agree yourself? Studying snowflakes was our study focus in the Branch room, along with a few other fun topics and interests throughout the month. Although Ms. McKenzie and myself are pretty pleased with the mild season thus far, it proved to be quite a challenge throughout the month when it came time for circle, science and hands on activities. Without snow, what do we do? We improvise. Some activities did not require snow, but some of them would have been a lost cause without it. As we began our snowless month, we discussed the season winter. With winter, typically comes snow. “How is snow created?” was one of our morning circle time Q & A activities. Each child was asked to come up with their own idea as to how snow is created. We had some pretty outrageous, witty and knowledgeable answers. Once every friend at circle had given their answer, we then read a nonfictional informative book that provided us with the proper answers regarding the question, “How is snow created” We now know as a class, that snow is created when water vapors in the air freeze before they can turn into water. This happens when the temperature in the clouds is very cold. With that established, it was time to get started! Our first art project of the month involved both small and large popsicle sticks. We discovered that by crossing criss crossing a total of 4 sticks, a wooden snowflake could be created. Once each student had done a small and large snowflake, proper snowflake paint colors were to be suggested. We could have gone with basic white, but decided to “mix” it up a bit. As a circle time activity, the children were asked to close their eyes while descriptive words were vocally used. They were in charge of putting color to each word. Snow, snowflakes, snowmen, starry night, and trees were just a few descriptive words that needed color. As we went around the circle, many colors were mentioned, but the color white was the most popular. So, we came up with the idea that we would add white paint to a few other colors that were mentioned throughout the circle. Purple and blue for the starry sky, and green for the trees were the chosen colors. We then added white paint to each, mixed it and before we knew it, we had created new colors…pastel colors! The amazement beamed from each Brancher’s eyes, as they realized that they had made new, fun and soft colors! Once the snowflakes were painted, they were of course sprinkled with glitter, because well, everything is better with glitter! You can see these pretty little gems sparkling in the sunshine hanging in the windows of our classroom. This activity, much like many of our activities, took time, patience, discussion and problem solving! Measuring snowfall was going to be an amazing math activity for our Brancher’s. But, when they snow never fell and accumulated, we discovered that measuring ice blocks (plastic hollow cubes) would just have to do! A ruler and a yard stick were both introduced during a morning circle time. Each child was able to examine each measuring stick and pass to their circle time neighbor once done, allowing about 5 seconds per child. Taking turns was key when it came to this circle time. It was such a pleasure not only watching them be so patient, but also using their pleases and thank yous as they passed them around. We discovered that a ruler is smaller than a yard stick, but they share some of the same numbers. Those numbers help you figure out how small or big something is. We focused on using the numbers which measured the “inches”. After that information was established, each child was given an ice cube and then asked to lay them out side by side, and we would measure each time. We even challenged them to stack the ice cubes on top of one another and measure that way as well. I think it is safe to say, that when the snow actually does arrive, our Brancher’s will be outside on recess with a ruler in hand measuring and putting their number knowledge and recognition to the test! As we conduct our studies each month, we always incorporate our circle time, books, art activities, sensory and hands on stations (or centers) to help further the informative and educational aspect to learning. Some of our activities this last month included: cotton ball alphabet searching, blue sensory beads and magnifying glasses, ice block igloo construction, symmetrical snowflakes, paper snowflakes, paper ripping and pasting snowflakes, open art folders, name strips and snowy self portraits were just a few of the many fun hands on activities that filled up our month of learning! February is sure to be a fun month for us in the Branch room, as we will be learning, discussing, and discovering tooth and dental care! Did you know that February is National Children’s Dental Health Month? This dental study is going to be nothing but amazing! Let the learning begin! Have a great month Heather, McKenzie, & Stacie \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \|--------\|---------\|-----------\|----------\|--------\| \| WHAT IS TOOTH CARE? \| HAPPY TOOTH. SAD TOOTH. \| TOOTH DIAGRAM \| A TOOTH IS... Q & A \| A DENTIST IS... 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Description and distribution The Barking Owl Ninox connivens (Latham, 1802) belongs to the family Strigidae (Hawk Owls). It has large, brilliant yellow, forward-directed eyes in an indistinct facial mask. It is a medium-sized brown owl with white spots on the wings and a streaked breast. The forehead, crown, nape and facial mask are various shades of brown, whilst the throat may be brown, white or white streaked with brown. The upper parts of the wings and back are brown with large white spots. The species attains a length of 35-45cm, a wing span of 85-100cm, and a weight of 425-510g (Hollands 1991). It has a dog-like barking call, and will occasionally emit a blood-curdling screech, likened to that of a ‘screaming’ or ‘wailing’ woman (Schodde and Mason 1980, Hollands 1991, E McNabb pers. comm.). The Barking Owl occurs in New Guinea and adjacent islands and mainland Australia, where an endemic race (N. c. connivens) occupies a disjunct distribution throughout much of the continent, although it is absent from the arid, treeless expanses of Western Australia, Northern Territory, Queensland and South Australia. Within Victoria, the species has been recorded from scattered localities throughout the state, although it is largely absent from unforested areas such as the volcanic plains and the semi-arid north-west (NRE 2001). The species predominantly occurs in the 400-700 mm rainfall zone north of the Great Dividing Range (Emison et al. 1987). Distribution in Victoria + before 1970, ■ since 1970 [source: Atlas of Victorian Wildlife, NRE 2001] Habitat Within Victoria the Barking Owl occurs in open woodlands and open forests, including Box-Ironbark and riparian River Red Gum Eucalyptus camaldulensis habitats, as well as some foothill habitats on granitic slopes. The species has been recorded more frequently in edge habitats such as the interface between woodlands and wooded farmland, than in forest interiors (Robinson 1994, Kirsten and Taylor 1999). This perceived preference is likely to be due to the foraging behaviour of the species, the abundance of European Rabbits Oryctolagus cuniculus (a common prey item), and possibly the preponderance of larger, hollow-bearing trees on freehold land compared to public forests (Robinson 1994). Hydrological features such as rivers and swamps are often a conspicuous component of Barking Owl habitat (Kavanagh et al. 1995, Taylor et al. 1999). Live hollow-bearing trees are favoured for nesting over dead ones in Victoria, and species used include: Red Box E. polyanthemos, Grey Box E. microcarpa, White Box E. albens, Apple Box E. bridgesiana, Red Stringybark E. macrorhyncha, River Red Gum and Blakely’s Gum E. blakelyi (Robinson 1994). Life history and ecology The Barking Owl is an obligate hollow-nester, and pairs, which usually mate for the life of a partner, may re-use the same nest hollow for many years (Robinson 1994). Preferred hollows are usually large, with entrance diameters between 25–45cm, and internal depths of 20-250cm (Schodde and Mason 1980). The species nests between July and October (Robinson 1994), usually producing two or three eggs that take approximately 36 days to hatch (Hollands 1991). The young frequently remain with the parents until the following autumn or winter. Breeding success is apparently variable and probably low (Robinson 1994). The Barking Owl takes a variety of vertebrate and invertebrate prey, the proportions of which appear to vary in relation to the breeding season of the species; mainly insects are taken outside of the breeding season, and more birds and mammals are taken during the breeding season. European Rabbits are the dominant prey for some southern populations (Hollands 1991, Robinson 1994); however, some populations rarely take Rabbits (Higgins 1999). Other important prey species include Sugar Glider Petaurus breviceps, Squirrel Glider P. norfolcensis, Common Brushtail Possum Trichosurus vulpecula, rodents, Lesser Long-eared Bat Nyctophilus geoffroyi and a range of birds, including Common Starling Sturnus vulgaris, Magpie Gymnorhina tibicen, Eastern Rosella Platycercus eximius and Blue Bonnet Northiella haematogaster (Hollands 1991, Kavanagh et al. 1995, Kirsten and Taylor 1995). Waterbirds such as grebes (Podicipedidae) are also taken (E. McNabb pers. comm). Barking Owls sometimes begin hunting before dark and continue after dawn, presumably taking diurnal prey such as birds at these times. The species is also known to call during daylight hours (E. McNabb pers. comm). The Barking Owl defends a small territory within a much larger home range (Schodde and Mason 1980). Home range estimates vary from approximately 100 to 1 000ha (Schodde and Mason 1980, Robinson 1994). Conservation status Australia Near Threatened Garnett and Crowley (2000) Victoria Endangered NRE (2000) The Barking Owl is listed as threatened under the Flora and Fauna Guarantee Act 1988. Decline and threats The Barking Owl is the most threatened owl in Victoria. The population has been estimated to be fewer than 50 breeding pairs (Silveira et al. 1997), though recent work in north-eastern Victoria (Taylor et al. 1999; N. Schedvin pers. comm) suggests that this estimate will need to be revised upwards. Existing records of Barking Owls on the Atlas of Victorian Wildlife database (NRE 2001) are unlikely to give an accurate representation of the current distribution and abundance of the species. Many of these records are dated, occurring in areas where once-suitable habitat has been lost or degraded. Extensive surveys in Victorian forests have shown the species to be rare, localised and mainly found in north-eastern Victoria (Loyn et al. 2001). Targeted surveys (Taylor et al. 1999) have failed to record Barking Owls from the majority of sites in western Victoria where they had been previously recorded. Many historical records may be erroneous, especially in southern Victoria, resulting from the misidentification of the calls of other birds or mammals (R. Loyn and E. McNabb pers. comm). The primary threat to the Barking Owl in Victoria is loss of habitat, particularly the deterioration or loss of the large, hollow-bearing trees on which the species depends for nesting. Hollows suitable for nesting for owls do not form in eucalypts until they are at least 150-200 years old (Parnaby 1995). Similarly, hollows are an important resource for many prey species of the Barking Owl, e.g. gliders and possums. Such trees are not being regrown rapidly enough to exceed expected losses in the next century. The removal of dead, standing trees and stags for firewood is also likely to remove nesting sites for the species (E. McNabb pers. comm.). Native prey species such as arboreal mammals and hollow-nesting birds have declined in some areas through clearing of native vegetation, loss of hollows and the impact of introduced predators. These declines may also have contributed to the decline of the Barking Owl, although in some areas European Rabbits have become a substitute prey, and local populations of the Barking Owl have become heavily dependent upon them. It is not known how the owls will fare through periods of Rabbit decline due to climate fluctuations, control programs or disease such as calicivirus. Where poisons are used to control Rabbits, secondary poisoning of owls may be an issue. Existing conservation measures - The Midlands Forest Management Plan (FMP) (NRE 1996a) states that conservation of the Barking Owl in this region will follow an appropriate management regime as outlined in this Action Statement. As an interim conservation measure, a 250m Special Protection Zone (SPZ) is to be established around nesting or residency sites as they are discovered. Within this Zone nest trees and all trees within a radius of 100m from the nest tree will be protected, and logging operations, road construction and other activities likely to disturb breeding activity will be excluded. This strategy is to be reviewed when 20 SPZs have been established in the Midlands FMA for the species. - The Central Highlands FMP (NRE 1998) provides for a 100m buffer to be reserved around any nest tree used during the last five years, and no timber harvesting to occur within 250m of a nest tree during the breeding season. - The North East FMP (NRE 2001) states that, within a 3.5km radius of a confirmed Barking Owl record, approximately 300-500ha of suitable forest, including the detection site where possible, will be reserved from harvesting. This may be in the form of existing conservation reserves, or where necessary, areas of Special Protection Zone (SPZ) and/or Special Management Zone (SMZ). - Other FMAs that contain Barking Owls do not have completed FMPs. The development of these plans should include conservation measures for the species, in consultation with experts on owl biology. - A research project on the ecology of Barking Owls is currently being conducted by Charles Sturt University, with support from NRE. Surveys of forest owls have been conducted by NRE through most of Victoria’s forests. Conservation objectives Long term objectives 1. Protecting all Barking Owls and remnant Barking Owl habitat, and promoting the restoration of Barking Owl habitat on public and private land; 2. Generating community awareness regarding the conservation of Barking Owls and their habitat, and encouraging community support and involvement in the protection and restoration of owl habitat; 3. Improving knowledge of habitat requirements and developing new management approaches to providing those requirements.; Objectives of this Action Statement 1. Identifying and protecting Barking Owl habitat on public land (and private land where possible) to ensure protection of 150 breeding pairs of Barking Owls across the range of the species in Victoria in the next five years.; 2. Conducting research on Barking Owl populations and habitat use, to help refine management practices in future. Investigating habitat dynamics (e.g. phylogeny of nest hollow) of Barking Owls and their prey, as an aid to developing new habitat as opportunities arise. Modelling habitats and testing models mainly as an aid to efficient survey work; 3. Implementing management prescriptions for designated habitat areas within state forest and conservation reserves, and encouraging similar actions by private landholders; 4. Monitoring population size to determine if management prescriptions are effective. Liaising with New South Wales National Parks and Wildlife Service (NSW NPWS) to determine the wider population viability of populations occurring close to the border. This strategy follows the approach developed for Powerful Owls (Ninox strenua) by Webster et al. (1999). Intended management actions Identification and protection of Barking Owl sites 1. Conduct surveys to locate as many resident pairs of Barking Owls as possible across land tenures throughout the main range of the species, focusing mainly on Box-Ironbark and River Red Gum forests and woodlands north of the Great Divide. 2. Select areas of suitable habitat to be managed for the protection of Barking Owl up to a target of 150 resident pairs on public or private land in the next five years. Such protected areas will be termed Barking Owl Management Areas (BOMAs) and may overlap with management areas established for other species. Priority should be given to locating and protecting nest sites or probable breeding areas based on the occurrence of owlets or adult roosting pairs. Selection of BOMAs should be based both on the strength of evidence for existence of a resident pair, and on the need for BOMAs to be distributed throughout the main range of the species with a reasonable spread across habitats and land tenures. Preference will be given to the protection of suitable habitat within conservation reserves, especially in large reserves where the entire home range can be protected within the reserve. Responsibility: NRE (Parks, Flora and Fauna Division; Forests Service), Parks Victoria Modelling 3. As more information becomes available from current or future research projects, it may prove feasible to model the distribution of Barking Owls (as already done for Powerful and Sooty Owls) and use these models to predict where Barking Owls are most likely to occur. Because of the apparent rarity of the species, such models will need to be used mainly as a survey tool to help locate suitable habitat where survey effort may be most usefully applied. Protection would be afforded to such sites where practical if they were found to support Barking Owls in the course of model testing and further survey work. Research information will also be used to help restore habitat for Barking Owls over time in areas where this proves practical. An adaptive approach will be needed as new information becomes available. Responsibility: NRE (Parks, Flora and Fauna Division; Forests Service) Protection in State forest In State forests, the requirements of this Action Statement will be implemented through the development of forest management plans to ensure effective integration of owl conservation measures with other forest values and uses. Conservation strategies for Barking Owls established in existing plans are generally consistent with this Action Statement, and will be maintained until the plans are reviewed. NRE will ensure that conservation measures for the Barking Owl are made consistent across all FMAs where the species occurs in Victoria. 4. Barking Owl Management Areas (BOMAs): Where clear-fell or seed-tree systems are used, delineate and protect a core area of suitable habitat of 300-500ha as Special Protection Zone (SPZ). Where BOMAs are based on specific records (rather than habitat modelling), the SPZ will fall within a 3.5km radius (approximate area of 3,800ha) of the record. Responsibility: NRE (Forests Service; Regions) 5. Barking Owl Management Areas (BOMAs): Where selective harvesting (NRE 1996a) is used, manage areas of 600-1 000ha to maintain habitat capable of supporting adequate populations of terrestrial and arboreal prey mammals to support breeding owls. Where BOMAs are based on specific records they will comprise 3ha SPZs around the records plus SMZs of about 600-1 000ha which will allow for modified timber harvesting practices that retain sufficient levels of habitat trees. BOMAs based on habitat modelling will comprise solely the 600-1 000ha SMZs. Responsibility: NRE (Forests Service; Regions) 6. All confirmed nesting and roosting sites utilised recently and frequently (based on reliable observation or physical evidence such as pellets or wash) located outside BOMAs will be protected by a 3ha SPZ around the site and a 250-300m radius (or equivalent linear area) SMZ buffers around identified localities, unless they are already protected. Responsibility: NRE (Forests Service; Regions) 7. Timber harvesting will be excluded from SPZs, and prescriptions will be applied within SMZs to protect hollow-bearing trees for owls and prey species along with younger trees that may provide hollows in future. These areas will be managed to maintain habitat capable of supporting adequate populations of birds and arboreal prey mammals to support breeding owls. Special Management Zone Plans will be prepared specifying the prescriptions to be applied within SMZs for Barking Owl and will become part of the relevant Regional prescriptions. Responsibility: NRE (Forests Service; Regions) Protection in conservation reserves 8. Locate, monitor and protect all known Barking Owl sites within the parks and reserves system. In larger parks and reserves, identify BOMAs of at least 500ha of continuous suitable habitat that can be managed to be free of significant disturbances. In smaller conservation reserves, protect as much suitable habitat as possible and endeavour to obtain co-operative management from adjoining landowners. Responsibility: Parks Victoria 9. Avoid the development of intensive recreational facilities near known nesting and roosting trees and discourage public access to breeding areas. Responsibility: Parks Victoria Protection on other Crown land 10. Other Crown land having owl conservation value and suitable habitat will be identified as part of the assessment process and exempted from disposal, or sold with a caveat that includes site protection measures equivalent to those in Point 4 (above) as a minimum, dependent on land size, location and reservation status. Responsibility: NRE (Parks, Flora and Fauna Division; Regions) Protection on private land 11. Through the local planning scheme, encourage and assist Municipal Councils to incorporate protection overlays for owl habitat and breeding sites across private land. Responsibility: NRE (Regions), local government authorities 12. Ensure, using provisions of local planning schemes, the Flora and Fauna Guarantee Act 1988 and the Planning and Environment Act 1987, that Municipal Councils meet objectives and obligations to protect owl habitat on private land when considering land-use change. Municipal Councils should be encouraged to liaise with NRE over owl conservation matters. Responsibility: NRE (Regions), local government authorities 13. Encourage private landowners to enter into voluntary agreements (e.g., Trust for Nature covenants, Land for Wildlife scheme) to protect owl sites on private land across the range of the species. Planning permit applications (subdivision, native vegetation clearing, mining etc.) will be assessed to evaluate and prevent or minimise loss or deterioration of Barking Owl habitat. Private landowners will be encouraged to protect scattered trees on farmland. Responsibility: NRE (Parks, Flora and Fauna Division; Regions), Trust for Nature, Catchment Management Authorities, local government authorities Community involvement and extension 14. Prepare and distribute an information pamphlet and record card to reach potential observers through established networks such as Birds Australia, Bird Observers Club of Australia, Field Naturalists Club of Victoria, Land for Wildlife scheme, Victorian National Parks Association and the Trust for Nature, to encourage the community to report known nest sites, roosting sites and general sightings of the Barking Owl. Responsibility: NRE (Parks, Flora and Fauna Division) Research 15. Encourage universities, Birds Australia and the Arthur Rylah Institute for Environmental Research to collect data for habitat modelling and conduct research into the habitat requirements, dynamics and density of Barking Owl populations, impacts of forest management practices on nest site availability, prey density, recruitment, hollow ontogeny, home range requirements and dispersal capabilities throughout Victoria. Responsibility: NRE (Parks, Flora and Fauna Division; Forests Service), Parks Victoria 16. Assess effectiveness of alternative management strategies, using empirical research where possible and (if appropriate) analytical tools such as Population Viability Analysis. Devise strategies for developing new habitat. Responsibility: NRE (Parks, Flora and Fauna Division; Forests Service), Parks Victoria Monitoring and review 17. Monitor selected pairs of Barking Owls to determine details of habitat use, population trends and site fidelity. Monitor populations to determine success of management actions. Responsibility: NRE (Parks, Flora and Fauna Division; Forests Service), Parks Victoria 18. Review and apply the results of research findings to the management prescriptions determined above, especially in relation to home range and population viability. Responsibility: NRE (Parks, Flora and Fauna Division) Other desirable actions 19. Trial the use of Barking Owl nest-boxes as temporary substitutes for tree hollows at selected sites, particularly in box-ironbark forests and on private land. Trials should commence in areas currently occupied by owls to determine their efficacy with this species. 20. Conduct diet studies for the Barking Owl in all major habitat types occupied by the species. Densities and population dynamics of main prey items in each habitat should be used to refine territory size estimates. 21. Undertake telemetry studies to determine dispersal and recruitment of young birds into the established population, and movements and home range size of breeding adults. References DSE (2003) "Advisory List of Rare or Threatened Vascular Plants in Victoria – 2003". Department of Sustainability and Environment, Victoria, Australia. Emison, W.B., Beardsell, C.M., Norman, F.I. and Loyn, R.H. (1987). Atlas of Victorian Birds. Department of Conservation, Forests and Lands, and RAOU, Melbourne. Garnett, S.T. and Crowley, G.M. (2000) The Action Plan for Australian Birds 2000. Environment Australia, Canberra. Higginson, P.J. (ed.) (1995). Handbook of Australian, New Zealand and Antarctic birds: Vol. 4 Parrots to Dollartbird. Oxford University Press, Victoria. Hollands, D. (1991) Birds of the Night. Reed Books, New South Wales. Kavanagh, R. P., Delius, S.J.S., Rose, A.B. and Turner, R.J. (1995) Diet and habitat of the Barking Owl Ninox connivens in New South Wales. Australian Bird Watcher 16: 137-144. Kirsten, I. and Taylor, I. (1999) Habitat requirements and conservation of the Barking Owl Ninox connivens in North eastern Victoria. Owls 2000 – The biology, conservation and cultural significance of owls. Conference symposium. Latham, J. (1802) Supplementum Indicis Ornithologicii, sive Systematis Ornithologici. London: G. Leigh, J & S Sotheby, -2App. [12]. [Publication erroneously dated as 1801]. Loyn, R.H., McNabb, E.G., Volodina, L. and Willig, R. (2001) Modelling landscape distributions of large forest owls as applied to managing forests in north-east Victoria, Australia. Biological Conservation 97: 361-376. NRE (1996a) Midlands Forest Management Plan. Department of Conservation and Natural Resources; Melbourne. NRE. (1996b) Code of Forest Practices for Timber Production – Revision No. 2. Department of Conservation and Natural Resources; Melbourne. NRE (1998) Central Highlands Forest Management Plan. Department of Natural Resources and Environment, Melbourne. NRE (1999) North East Proposed Forest Management Plan. Department of Natural Resources and Environment, Melbourne. NRE (2000) Threatened Vertebrate Fauna in Victoria 2000: a systematic list of vertebrate fauna considered extinct, at risk of extinction, or in major decline in Victoria. Department of Natural Resources and Environment, Melbourne. NRE. (2001) Atlas of Victorian Wildlife (electronic fauna database). Department of Natural Resources and Environment; Heidelberg. Parnaby, H. (1995) Hollow arguments. Nature Australia 25 (1): 80. Robinson, D. (1994) Research plan for threatened woodland birds of south-eastern Australia. Arthur Rylah Institute for Environmental Research Technical Report Series No. 133. SAC (1995) Final Recommendation on a nomination for listing: Ninox connivens Barking Owl (Nomination No. 343). Scientific Advisory Committee, Flora and Fauna Guarantee. Department of Conservation and Natural Resources; Melbourne. Schodde, R. and Mason, I. J. (1980) Nocturnal Birds of Australia. Lansdowne, Melbourne. Shaffer, M. L. (1981) Minimum population sizes for species conservation. BioScience 31: 131-134. Silvera, C.E., Yen, A.L., Bennett, A.F., Brown, G.W., Hinkley, S.D., Loyn, R.H., Lumsden, L.F. and Smith, W. (1997) Fauna of the Rumburk study area. Unpublished report to Land Conservation Council, Arthur Rylah Institute for Environmental Research, Melbourne. Soule, M. E. (Ed.) (1987) Viable Populations for Conservation. Cambridge University Press, Cambridge. Taylor, I.R., Kirsten, I. and Peake, P. (1999) Distribution and habitat of Barking Owls (Ninox connivens) in the west region of Victoria. Owls 2000 – The biology, conservation and cultural significance of owls. Conference symposium. Webster, A., Humphries, R. and Lowe, K. 1999. Powerful Owl. FFG Action Statement No. 92. Department of Natural Resources and Environment, Melbourne. Compiled by Nick Cleemann and Richard Loyn, Arthur Rylah Institute, Department of Sustainability and Environment. Further information can be obtained from Department of Sustainability and Environment Customer Service Centre on 136 186. Flora and Fauna Guarantee Action Statements are available from the Department of Sustainability and Environment website: http://www.dse.vic.gov.au This Action Statement was prepared under section 19 of the Flora and Fauna Guarantee Act 1988 under delegation from Chloe Pannicott, Secretary, Department of Natural Resources and Environment, December 2001. © The State of Victoria, Department of Sustainability and Environment, 2003 Published by the Department of Sustainability and Environment, Victoria, 8 Nicholson Street, East Melbourne, Victoria 3002 Australia This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. 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HOUSE CONCURRENT RESOLUTION SUPPORTING THE INSTALLATION AND USE OF SMOKE DETECTORS IN EVERY HAWAII HOME BY 2010. WHEREAS, fire safety in the State and the safety of its citizens are of great concern to every legislator, public servant, and first responder; and WHEREAS, after prevention, smoke detectors are the first line of defense against fire and can cut nearly in half the risk of death in a house fire; and WHEREAS, in recent years, approximately three-fifths of house fire deaths occurred in homes without smoke detectors; and WHEREAS, according to the Centers for Disease Control and Prevention, in 2006, a total of 2,580 people died in 412,500 house fires in the United States that resulted in more than $11,000,000,000 in property damage; and WHEREAS, the Honolulu Fire Department, the sixteenth largest fire department in the nation, responds to over 10,000 fires annually; and WHEREAS, with a house fire occurring in this country every eighty-six seconds, the diligence, determination, and devotion of Hawaii's firefighters can be supported by the installation of a smoke detector in every Hawaii home; and WHEREAS, inexpensive household smoke detectors can mean the difference between life and death by sounding an early warning in the event of a fire and alerting people before they are overcome by smoke and other poisonous gases; and WHEREAS, most low-income families in Hawaii cannot afford home smoke detectors; and WHEREAS, low-income families are defined as families qualifying for the State's general assistance program or the federal Aid to Families with Dependent Children program; and WHEREAS, low-income families in Hawaii deserve the protection that smoke detectors can provide; and WHEREAS, Hawaii's senior citizens are also a vulnerable population when it comes to house fires, and sometimes need assistance with installing or maintaining a smoke detector; and WHEREAS, in states that observe daylight savings time, the day used to convert to daylight savings time is also used to check smoke detector batteries and ensure the safe operation of smoke detectors; now, therefore, BE IT RESOLVED by the House of Representatives of the Twenty-fourth Legislature of the State of Hawaii, Regular Session of 2008, the Senate concurring, that the Legislature supports the installation and use of smoke detectors in every Hawaii home by 2010; and BE IT FURTHER RESOLVED that fire departments throughout Hawaii are urged to designate April 15 as the day to remind Hawaii's residents to check the batteries in their smoke detectors and to make sure they operate effectively; and BE IT FURTHER RESOLVED that the Hawaii Fire Chiefs Association and Hawaii State Fire Council are requested to provide free smoke detectors to low-income families and senior citizens if funds become available; and BE IT FURTHER RESOLVED that local fire departments are requested to consider implementation of a program to provide free smoke detectors in exchange for a fire safety inspection of low-income family homes; and BE IT FURTHER RESOLVED that the Hawaii Public Housing Authority is requested to consider installing smoke detectors in all existing public housing projects in Hawaii and requiring a working smoke detector as a requirement of residency; and BE IT FURTHER RESOLVED that local fire departments and the Hawaii State Fire Council make every effort to develop an outreach program with senior citizen-focused organizations to educate people about the need for our senior citizens to be safeguarded with a smoke detector properly installed and maintained in their home; and BE IT FURTHER RESOLVED that Hawaii's fire departments and senior citizen advocate groups and organizations are urged to designate a day during Fire Prevention Week, which occurs every October, as "Fire Safe Senior Day," for the purpose of educating seniors about the need for these life-saving devices; and BE IT FURTHER RESOLVED that certified copies of this Concurrent Resolution be transmitted to the Mayor of each county, to the Chairperson of each county council, to the fire chiefs of each county, the Chairperson of the State Fire Council, the President of the Hawaii Fire Chiefs Association, Chairperson of the Hawaii Public Housing Authority, Director of the Executive Office on Aging, and President of the American Association of Retired Persons for Hawaii.	<urn:uuid:ecd745c7-820c-40e8-b658-fa1c0efaa734>	CC-MAIN-2021-04	https://www.capitol.hawaii.gov/session2008/bills/HCR147_SD1_.pdf	2021-01-21T12:46:57+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703524743.61/warc/CC-MAIN-20210121101406-20210121131406-00414.warc.gz	711,460,187	874	eng_Latn	eng_Latn	0.996519	eng_Latn	0.997312	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1442, 3394, 4374 ]	[ 2.1875 ]	2	0
Project: Proposal for a New Kalkaska County Library through the use of a 0.87-mill tax to be levied on residential and business properties in the county over 20 years. The passing of the mill tax would have raised an estimated $625,000 in its first year and an estimated $11 million over two decades for the new building and library operations. Type: The new proposed library was a $3.8-million, 17,000-square-foot facility to be located on county property near the Kaliseum Recreation Complex and behind the Kalkaska County Governmental Center. The blueprints utilized for this estimation were from the Caledonia Library. Timeframe: The millage was placed on the May 7, 2013 ballot and lost by a 2 to 1 margin, defeated by 800 votes to fund a new county library building. Impacts: Impacts of this millage increase were monetary, physical and knowledge based for the community. Monetary – due to the impact of the new proposed millage, or increase of .62, over 20 years, physical – due to the proposed size of the new building; current building size = 4,928 compared to new building size = 17,000 and knowledge based = current library holds 1.88 books per capita, compared to the state average for a library with a service area of equal size of 7.82 books per capita. Lesson 1: Communication External – Meetings at the Library Positive impact: The Kalkaska Library Director, Administrative Executive, Friends of the Library were available at the multiple meetings held on-site. During these meetings the atmosphere was casual with information regarding the millage being shared with attendees. Questions were answered and explained to ensure understanding by all attending. The meeting time was also utilized to diffuse some misinformation that had come to the forefront. The county taxpayers that attended the meetings seemed to feel there was a need for a new Library. Negative impact: Unfortunately these meetings were not well attended to offset the time and money spent in preparation of these meetings. What changes can be made or suggestions: There is value in these meetings and the time spent preparing is still worth sharing ideas with attendees. Areas to improve: advertise more to gain higher attendance, encourage groups to meet at the library where information could be made available to them, and possibly commit to Open Houses on the nights the library is open late. Lesson 2: Communication External – Facebook - https://www.facebook.com/pages/Kalkaska-County-Library/108228842574014 Positive impact: The information placed on Facebook was current during the election and continues to be an asset for the library. It was also used to address misinformation or questions brought forward from concerned citizens. Negative impact: The people who read the Library’s Facebook page are usually people who support the library. Possibly the site may have been passed on to someone who wasn’t familiar with the library and its functions, but this is an unknown and not quantifiable. What changes can be made or suggestions: This avenue will continue to be utilized due to its ability to reach the public instantly. Recent information shows an increase of 1600% in “likes” since the news regarding the Heffer donation has been made public. Lesson 3: Communication External - Newsletter Positive impact: The newsletter also proved as an avenue to get the Library’s message out to the community. The newsletters were mailed via bulk rate and sent to patrons of the library. E-newsletters were sent via e-mail at no cost. A metrics can also be utilized to determine how many E-newsletters were opened. There is only an assumption that the one’s receiving the mailed newsletters are actually reading them. Negative impact: Due to legal issues the newsletter could not be specific to the election regarding the millage. What changes can be made or suggestions: The newsletter is a good source for positive information to be sent out to the public. It can be filled with facts and used as a way to inform the public of supporting the library. Lesson 4: Communication External – Fact Sheet Positive Impact: The “fact sheet” was a 2-sided pamphlet disbursed at the Trout Festival parade, the library, outreach meetings, and Northland. The “fact sheet” was well distributed and factual. Negative impact: Unknown What changes can be made or suggestions: Distribution of the fact sheet is a constructive way of getting information out to the tax payers. It can be handed out during various meetings, booths or available at the library. Possibly the pamphlet could be used in a door to door campaign, however it will be necessary to determine where, when and who to distribute the pamphlet. Lesson 5: Communication External – Presentations to outside entities i.e. Townships, COA, CETA, St. Mary’s, Kiwanis Positive impact: During most presentations only a couple questions were asked with the overall feeling of the group to be neutral. Negative impact: At one presentation after the close of the meeting questions were vocally asked, however not allowing the question to be answered in the presence of the full body of attendees. At another presentation the group was frustrated and vocally against the millage. What changes can be made or suggestions: These meetings are advantageous and should be used in the future. Possibly use volunteers or patrons to assist with the message. However, all information presented at the meetings must be factual and consistent to avoid any misunderstandings. If questions arise in a meeting that cannot be answered follow-up must occur in an expedited manner. Lesson 6: Location of new Library – During the millage the location of the new Library was to be located on county property near the Kaliseum Recreation Complex and behind the Kalkaska County Governmental Center. Positive impact: The agreement with the Board of Commissioners was for a free or low cost lease on this parcel. The building site was a 3 acre parcel, close to schools, county buildings and walking path. Negative impact: Feedback from taxpayers and village officials were the location was too far out of town and could not be seen; drawing away from the downtown area. The above lease agreement was not a written lease, but a verbal one with a past BOC. What changes can be made or suggestions: Since the lease agreement was not in writing, continual due diligence will be required to determine if the county attorney will draw up a lease agreement and if the agreement will be approved by the current BOC. If a lease agreement is drawn up and approved by the BOC the SPC will recommend to the Kalkaska County Library Board of Trustees the use of the firm: Sondee, Racine, Doren in Traverse City, MI. Lesson 7: Cost of New library – Proposal for a New Library for Kalkaska County through the use of a 0.87-mill tax to be levied on residential and business properties in the county over 20 years. The passing of the mill tax would have raised an estimated $625,000 in its first year and an estimated $11 million over two decades for the new building and library operations. Positive impact: If the millage would have passed the building would have been built. However, the voters decided 2 to 1 against the millage increase for a new library. Negative impact: Taxpayers believed the library was too expensive, it was ill planned and did not reflect the state of the customer or tax base of Kalkaska. The voters decided 2 to 1 against the millage increase for a new library. The project was denied. What changes can be made or suggestions: Seek monies from outside sources i.e. grants, donations, bake sales etc to assist with the building a new library. To ensure taxpayers understand the new process, three different avenues can be explored: 1. Land Trade with the Village of Kalkaska 2. Utilize an Existing Building 3. Leased Land Near the Kaliseum Key factors to keep in mind during this investigation are: 1. Size of the building 2. Cost to build 3. Cost to purchase existing building 4. Remodel expenses 5. Future operating costs.	<urn:uuid:4ed777a1-c004-42cc-ad57-9c2792aa95c2>	CC-MAIN-2020-16	https://www.kalkaskalibrary.org/wp-content/uploads/2015/04/Lessons-Learned-1.pdf	2020-03-29T17:48:32+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370495413.19/warc/CC-MAIN-20200329171027-20200329201027-00550.warc.gz	1,005,346,345	1,674	eng_Latn	eng_Latn	0.999149	eng_Latn	0.999205	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2390, 4304, 6291, 8104 ]	[ 2.34375 ]	1	3
SECTION - I Note: 1. Answer ANY FOUR questions from the following. 2. Each question carries ONE mark. 1. The substances produced in plants are of two types, primary metabolites and secondary metabolites. Give an example for each type. 2. What happens if blood platelets are absent in blood? 3. Write the phenotypic and genotypic ratios of Mendel’s cross-pollination experiments in pea plants with heterozygous yellow seeds (Yy) with that of the same type, i.e., Yy. 4. Write two sentences about insulin hormone using the data collected from your school library. 5. Suggest an alternative method for using pesticides to save the crops from pests. 6. By taking two plants of your surroundings as examples, explain how they protect themselves against the animals which eat them? SECTION - II Note: 1. Answer ANY FIVE questions, choosing at least two from each Group A and B. 2. Each question carries TWO marks. GROUP - A 7. Differentiate the reactions that take place in presence of light and the reactions which do not require light in photosynthesis. 8. Define and explain Variations with examples. 9. What questions will you ask a doctor to know about endocrine glands? 10. In Meiosis, the chromosome number in the daughter cells are reduced to half that of their parent cells. Guess, what would happen, if the reduction of chromosome number is not done? GROUP - B 11. Using the data collected by you, from internet and other sources, make a report on coagulation of blood. 12. In the food pipe, the food bolus is propelled into the stomach by peristaltic movement. Represent this action with a diagram. 13. How do you feel when you realize that plants respond to the stimuli of their surroundings? 14. Rahul remarked that different human activities are responsible for global warming. What might be the reasons for his statement? SECTION - III Note: 1. Answer ANY FOUR questions from the following, choosing at least two from each group A and B. 2. Each question carries FOUR marks. GROUP - A 15. Answer the following questions by observing the diagram showing the experiment: (A) What will you prove by this experiment? (B) What apparatus do you use in this experiment? (C) What would be the results if the experiment is done in shadow? (D) What will you do to obtain result from the experiment? 16. Even though both are oxidation processes, combustion and respiration are different in many aspects. Explain those differences. 17. Explain how do plants get water from soil through their root hairs. 18. Write about respiration in mangroves that grow in marshy lands. GROUP - B 19. Give reasons: (A) Hunger generating signals reach the brain when stomach gets empty. (B) When your stomach is filled with full of food, you feel you don’t need food any more. (C) In severe cold and cough, one cannot feel the taste of the food. (D) We cannot identify the taste of a grape fruit, when it is placed on the tongue. 20. Forest is a renewable resource. But, each year, the Earth loses about 36 million acres of forest. In this type of situation, what suggestions do you give to save forests from turning into non-renewable resources? 21. Fossils are the precious evidences preserved by the nature to help us knowing about ancient life forms. Write the information you collected about fossils. 22. All the living things have the right to live on this earth along with us. Prepare slogans to promote awareness in public about the conservation of bio-diversity. SECTION - IV Note: 1. Answer ANY ONE question from the following. 2. This question carries FIVE marks. 23. Draw a diagram of a Nephron, and explain its structure. 24. Answer the questions by observing the diagram: (A) What are the four main parts of a flower? (B) Which part produce gametes? (C) Which part help in pollination? (D) Which part protect the flower during its bud stage? (E) Which part will turn into a fruit in the future?	<urn:uuid:d212f549-0ba5-414d-af9a-58fb1ef73779>	CC-MAIN-2024-22	https://education.sakshi.com/sites/default/files/pdf/2015/04/07/GeneralScienceII_EM_AP.pdf	2024-05-28T05:16:01+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971059067.62/warc/CC-MAIN-20240528030822-20240528060822-00672.warc.gz	183,819,329	857	eng_Latn	eng_Latn	0.998137	eng_Latn	0.998219	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 651, 1850, 2949, 3942 ]	[ 3.96875 ]	2	0
Registering Voters during the Girls Lead Month of Action While discussing the importance of girls’ political participation around the world, you can also promote political participation in your own community by registering voters and promoting voting during the month of action. Whether you choose to share voting information at your club meetings and documentary screenings or set up a standalone registration drive, you’re promoting youth civic engagement! While the general election isn’t until November, primary elections determine party candidates for president, as well as down-ballot races like governors, members of Congress and local elected officials that take place from February all the way to September. Primary elections usually have lower voter turnout but are just as important in choosing who represents you! Voting is one of the most important ways you can make a difference for kids, so be sure to register when you are able and encourage your friends to do the same. Every state has different laws related to voter registration, voter ID requirements and primaries. Rock the Vote is a terrific nonpartisan resource for learning everything about voting in your particular state, and it was founded specifically to serve youth! Rock the Vote provides information on voter registration, important deadlines and election dates, what to bring to the polls and even rules on voting as a student. Simply visit their page called “Get Ready to Vote” and click your state on their interactive map to learn everything you need to know about elections in your area. Ready to register new voters? Visit our voter registration page here: [LINK] You can share this information with your classmates and community by posting on social media, hanging up posters or flyers around school, promoting voting information at your month of action events or event hosting a standalone voter registration drive. Planning your registration drive When planning a voter registration drive (VRD), the first step is to research your state’s voter registration laws. Some states have few or even no laws about VRDs, while other states have more restrictive rules around helping others register to vote. The best source for up to date information on voter registration is your state election office. Check out this directory of state election offices to locate your state’s website. If you can’t easily find a web page on voter registration and drives, type “voter registration drive” into the website’s search bar to find the most relevant information. Consider these common issues when researching your state’s rules around VRDs: - Training: In most states, people and organizations participating in registration drives do not need to undergo training before they can register new voters. But other states require special training in order to run registration drives or provide optional training opportunities. • Registration: In most states, anyone may get involved in a VRD. However, in some states people who wish to register new voters must register with the state. • Paper forms: In addition to using the online voter registration tool, you may also want to have some paper forms on hand. o Requesting forms: Usually you can obtain a small number of voter registration forms from your local or state election office (around 25) without needing to formally request them or register their registration drive. To obtain a larger number of forms, you may need to submit a formal request. Such requests often include a signed statement affirming that the registration forms will be used only in accordance with established local or state guidelines. o Returning completed forms: Determine how you can return completed voter registration forms. Can you deliver them to a municipal office or mail them? Keep in mind that many states require registration forms to be submitted within an established deadline. Guidelines for your registration drive Keep these important rules in mind when conducting your voter registration drive: • Don’t worry about who is and is not eligible to vote. Our online voter registration tool collects information from registrants to ensure they meet the state’s voting requirements, including age. It can also help people check their registration status so they don’t submit a duplicate registration form. • Don’t discuss your own political leanings or candidate preferences. Remember that SCAN is a bipartisan organization and you are a voice for kids when representing this organization. • You can’t fill out any forms for applicants; you can only provide them with the Rock the Vote link or paper form and answer questions. The exception is for registrants with disabilities who request help, and in some states you must indicate on the form that you provided this assistance. • For paper forms: o Return completed registration forms by the required return deadlines specified in your area, if any, and before the voter registration deadline. o Even if registration forms are late, you must still return them. Failing to submit completed registration forms is against the law. Best of luck with your voter registration drive! Know that you are helping others exercise their constitutional rights and be represented in government leadership. If you have any questions, feel free to reach out to your SCAN staff contact. How to answer common questions Below are some questions you may be asked when registering voters, as well as how to answer them: Q: When are the upcoming elections? A: Rock the Vote shares primary election dates and registration deadlines under the “Important Dates & Deadlines” section of your state’s voting information web page. Q: (For college students or boarding school students) Should I register to vote where I go to school or in my hometown? A: Either one, but not both. You can only be registered to vote at one address. Q: I’m an international student. Do I have to be a citizen in order to register to vote? A: Yes. You must be a born or naturalized U.S. citizen to register to vote. Q: I think I already registered to vote at a different address, but I’m not sure. What should I do? A: Rock the Vote can help you check your current voter registration status. Click the “Lookup for Voter Status” button under the “Voter Registration” section of your state’s voting information web page. Q: Can I use a P.O. Box or dorm as my voting address? A: You cannot use a P.O. Box, but you can use the physical address of your dorm. Be sure to include your room number. Q: Where do I vote? A: Rock the Vote provides a link to find your polling location under the “Prepare to Vote” section of your state’s voting information web page.	<urn:uuid:0653aa26-cf77-4d37-8307-b4cdfceeff48>	CC-MAIN-2020-16	https://www.savethechildrenactionnetwork.org/wp-content/uploads/2020/01/Voter-Registration-How-To.pdf	2020-03-29T18:03:27+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370495413.19/warc/CC-MAIN-20200329171027-20200329201027-00550.warc.gz	1,148,568,296	1,285	eng_Latn	eng_Latn	0.998214	eng_Latn	0.998237	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2911, 5737, 6751 ]	[ 2.671875 ]	1	1
YOUR CUSTOM HOME LEARNING PLAN • Make a copy for each of your children. • Fill in the blanks. • Put this Plan on a wall somewhere so that you can see it every day. • Take a photo and tape or glue it to the Plan every time a goal is achieved. • Save these pages for your permanent portfolio. Your children will love to look back on all they have accomplished. My Custom Home Learning Plan Photo Here is a photo of me! (Name) (Date) Q: What do you want to be, do or have “when you grow up”? What do you think you would like to do for your career? A: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Q: Do you want to go to college? If so, is there some college(s) in particular you would like to attend? A: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Q: Do you have an interest in starting your own business? If so, what type of business? A: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Q: Is there anything special you want to know how to do before you leave home and move out on your own? A: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Q: What is your #1 goal for this semester or year? My #1 goal is to: Q: How you are planning to achieve this particular goal? A: Q: Do you have any other big goals you want to work on for this semester or year? A: Specific goals for each subject area Q: What do you want to learn or do for Math? A: ____________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Photo Photo achieving your Math goal. Perhaps with a math book you have finished or a photo of your test with an “A” on it. What type of photo will work best for you? Q: What is your goal for Reading? A: Perhaps a photo of you surrounded by all of the books you have read. What type of photo shows how you achieved your reading goal? Q: What is your goal for Science? A: Photo Photo achieving your Science goal. Perhaps a photo of you conducting a science experiment. Or a photo of your science fair project. You choose! Q: What is your goal for History? A: Photo achieving your History goal. Q: What is your goal for Writing? A: Photo achieving your Writing goal. You can also staple your writing samples to this Plan Q: Do you have any special goals for fitness, music, art or foreign language(s)? A: Photo achieving your goal. Photo achieving your goal. Photo achieving your goal. Q: What goals would your parents like to add? A: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ Photo achieving your goal. Photo achieving your goal. Photo achieving your goal. What is your learning style? Q: Do you know what your dominant learning modality is? Do you learn better by reading, listening, or touching? (If you are not sure, you can take a free quick quiz at www.howtolearn.com or you can answer the quiz in chapter four of Homeschooling and Loving It.) A. __________________________________________________________ Q: What is your learning personality? (Circle the one that best describes you.) I am a Performer. I like to move. I crave variety. I am a risk taker. I am competitive and I like having an audience. I am good with my hands. I am a Producer/Planner. I think logically and am orderly. I like workbooks and structure. I like to plan things out. I am an Inventor. I ask lots of questions. I am a builder and I learn by making connections. I am an Inspirer. I like win-win relationships. I am caring and sensitive. I like harmony and working in teams. I am a Thinking/Creative person. I may become an artist, musician or writer. I am a deep thinker. Q: There are lots of different types of “smart”. If you want, you can take a free “multiple intelligences” quiz at www.davidlazea.com. What type of smart are you? Word smart, body smart, people smart, self smart, nature smart, math smart, visual smart, music smart? A: According to the quiz, I am particularly ________________________ smart. This makes sense to me because I tend to be good at… Q: Can you name 5 of your strengths? What are you really good at? These can be anything -- for example, traveling, writing, being optimistic, teaching…you name it! A: 1. __________________________________________________________ 2. __________________________________________________________ 3. __________________________________________________________ 4. __________________________________________________________ 5. __________________________________________________________ Next, list your 100 Before-I-Die Goals. What do you want to do, be, see, have or learn? (List as many as you can.) Where and when do you study best? Q: Where do you work best? Where do you do your best studying? (For example, at the table, on your bed, or in front of the TV.) Do you prefer quiet? Or do you like to have music or sound around you? A. Q: When do you think best? Do you do your best studying in the 1. Morning 2. Afternoon 3. Evening Here's the key. Remember to set yourself up for success by using your special abilities and interests to their fullest. This is what makes you unique. This is how you let yourself shine! Q: You have to know how to take good care of yourself and pace yourself. How do you like to relax and recharge? Is it by reading quietly? Watching a movie? Talking on the phone with friends? How can you avoid stress and make sure you are relaxed and energetic? A: Special questions for high school students Q: What classes have you already taken? Which classes do you need for your diploma? For college? For your career? A: You may want to chart this out. To find out your state’s diploma requirements, you can do an Internet search for the name of your state or province plus “diploma requirement.” Then go to your college web site and find out its requirements. Most colleges require four years each of math, science, history, and English. They are also looking for 200 hours of volunteer hours. 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Am I Repeating Myself? by Martha J. Eshelman-Smith I believe that my first article for In the Wind was on the topic of repetition. As my grandchildren grow old enough to listen to and to tell stories, the topic again comes to mind. A four-year-old child is reported in Sutton-Smith's The Folkstorics of Children as telling "Snow White" as: "and they danced for a year or so / and they danced / and they danced/ and then they went to bed / and they fell fast asleep / and they lived happily ever after." The same child also used repetition in creating parallel phrases: "and then he went home / and then they got up/ put their clothes on / put their shoes on." In much the same way that a child learning to put words into sentences sometimes makes evident how sentences are structured, this child learning to put sentences into stories makes evident some of the facets of how stories are structured. The story of Aqhat, circa 1600 B.C. as translated by Coogan in Stories from Ancient Canaan includes: "One day had ended, and on the second / Danel made an offering to the gods, / an offering for the gods to eat, / and offering for the holy ones to drink. / Three days had ended, and on the fourth," Danel made an offering..." The repetition serves several purposes. It reflects the passage of time with both the explicit reference to time but also with the repetitive (cyclic) action which reflects in words the "sameness" of each day—the sun rises, the sun sets. In the opening passage quoted above, Danel is performing a ritual. Ritual language is by nature repetitive either within the ritual itself or within multiple performances of the ritual. The language of the story illustrates the use of language in the action the story describes. And, of course, the repetition serves as a memory aid and as a poetic technique. In telling the story without the aid of a written text, the story itself is shaped to be easily remembered, perhaps even improvised, and is not dependent upon its look on the printed page as is, for example, the poetry of e.e. cummings. "How Toothache Came into the World" (Gaster's The Oldest Stories in the World) exhibits similar technique: "'What will you give me to eat?' he cried, 'and Repeating...(continued from pg. 1) what will you give me to drink?/ ‘I will give you ripe figs,’ said the god of justice,/ ‘and I will give you apricots.’/ ‘What good are ripe figs?’ cried the worm./ ‘And what use are apricots?’” Here the use of repetition emphasizes the story line. In parallel phrases, worm asks for the two necessities of life—food and drink. The response explicitly gives him both in the form of juicy fruits. The worm refuses both. There is no misunderstanding, no ambiguity. The exchange clearly establishes the worm as the bad one, an appropriate image for the worm which chooses to cause toothaches rather than eat apricots and figs, an appropriate image for the adversary that the one afflicted by toothaches tries to eradicate. James Thurber’s “The Unicorn in the Garden” (from Fables for Our Times) uses repetition masterfully: “‘You are a booby,’ she said, ‘and I am going to have you put in the booby-hatch.’ The man, who had never liked the words ‘booby’ and ‘booby-hatch;...” The use of “booby” four times in two sentences enhances the humorous tone of the story which is otherwise written in “literary” vocabulary. The contrast between the wife’s use of the term and the man’s dislike of the word reinforces the contrasting personalities that Thurber has developed. Thurber also uses parallel phrases: “She telephoned the police and she telephoned a psychiatrist;” To create an aura of orality in his tale, Thurber uses the same technique used by a modern child and by storytellers for at least three and a half millennia. As a storyteller, I take that to mean the technique works—that repetition is not redundancy or a cute anachronism but rather an essential tool in the skills of a teller. --- The Tacoma Historical Society Storytelling Grant for Tacoma Wanted: The Tacoma Historical Society seeks a storyteller able to create and tell original stories based on historic facts and events from Tacoma’s history. Bring Tacoma’s history alive! The Tacoma Historical Society proposes a $1,000 grant to a storyteller able to research factual historic events in Tacoma’s past and create stories that enliven our history, engage our young people and help our community re-imagine itself. Create one or more stories based on Tacoma’s history, not to exceed 15 minutes. Present your program at the Society’s monthly meeting held Monday evening, January 8, 1996, at the Downtown Branch of the Tacoma Public Library. A panel of judges that includes a Tacoma historian, teacher and storyteller will select the winner. Winner will have three (3) months to prepare a 40-minute program of Tacoma Historical Tales to be presented 10 times during the Spring of 1996. The performances will be given to third grade history classes in Tacoma grammar schools and at local retirement homes. One performance will be videotaped for the THS library; a copy of the video will be given to the Storyteller. Interested storytellers should call THS at (206) 572-2210 or write c/o Storytelling, The Tacoma Historical Society, P.O. Box 1865, Tacoma, WA 98401. You must contact us to reserve your place at the January 8th “Tacoma HiSTORY Meeting.” Tellabration! '95 on November 18 Tellabration! '95, The Night of Storytelling, is an evening of storytelling performances held in communities across the United States, Canada and Europe. The Seattle Storytellers' Guild is pleased to participate in this event with stories from six fine local tellers. Avis Jobrack, Kathi Lightstone, George Neiswanger, Ken Pleasant, Sally Porter-Smith and Cherie Trebon will take the stage on November 18 in the Shaefer Auditorium at Seattle University. Tellabration, created in 1987, is an exciting way to spread the word about storytelling so that people, especially adults, can experience its joys, become more aware of its importance and choose to support it. Bring along a friend who is new to storytelling and introduce them to this venerable art form. The Shaefer Auditorium is in the Lemieux Library on the campus of Seattle University which is located on First Hill at the corner of Broadway and James streets. Doors open at 6:30 p.m. Stories begin at 7 p.m. Admission is a reasonable $5 per person. Help Wanted by Volunteer Coordinator Avis Jobrack Last summer, while visiting my parents in Florida (take my advice, never go to Florida in the summer, especially if you plan to visit the "is it hot enough for you dear?" Jobracks) I came across an old photo. There I am, age 3, in my best dress, cozily chatting away on my little toy phone. Well, it looks like the more things change, the more they stay the same. My phone is slightly more high-tech these days, but nothing would delight me more than to have a cozy phone chat with you, dear SSG member, about your helping out during "Tellabration!"—our big Fall storytelling event (see above article). There are several volunteer opportunities, none of which will interfere with your attendance and enjoyment of the program. How about helping out with: - Admissions: arrive by 6:30. Take money. Make change. (2 people) - Resource Table: Arrive by 6:30 and/or work during intermission. Sell our wonderful SSG shirts. Take money. Make change. (2 people) - Usher: Arrive by 6:30. Seating will be limited, so make sure those empty spaces get filled. (1 person) - Refreshments: Intermission only. Keep those drinks and cookies coming (2-3 people) Interested? Call me, Avis Jobrack, at home (206) 863-5025, or drop me a line at P.O. Box 1294, Sumner, WA 98390. Coming attractions: The Seattle Storytellers' Guild Annual Storytelling Festival has been moved to this Spring. We'll be looking for lots of volunteers by then. My little phone (and its friendly answering machine) eagerly awaits your call... Especially for Members: Second Mondays on the Hill Fall is a season rich in holidays that bring many storytelling opportunities and the Seattle Storytellers' Guild is delighted to offer members and friends a chance to enjoy those opportunities on each second Monday of October, November and December at the New City Theater on Capitol Hill. Fall '95 Second Monday Tellers October 9 Bruce Wolcott and Tom Galt Bruce's telling of "Two White Horses" touches your heart and chills your bones all at once. Bruce, who comes to storytelling via improvisational theater, brings quiet drama to this eerie tale. He is a two-time winner of the Folklife "Liars Contest." Tom Galt, blessed with a near photographic memory that keeps hundreds of stories in his head, promises to tickle your funny bone with one or two of his favorites. It's often said that Tom becomes the story he tells right down to the appropriate regional accent. November 13 Ken Pleasant "The Storytelling Hobo," Ken Pleasant hails from Texas by way of Sedro-Woolley. A lifelong fascination with hobo life as well as a family tradition of storytelling have given Ken a rich trove of tales to share. He has told professionally for nine years and often includes songs and guitar music in his performance. December 11 Dawn Kuhlman and Camille Wooden Martha Eshelman-Smith A medley of holiday tales are promised by these three tellers. Dawn, like many tellers, grew up with storytelling. Her father's wonderful stories were her inspiration. She is a sixth grade teacher whose students thrive on her ability to spin a tale. Dawn and Camille often perform in tandem as well as individually. Camille is the winner of the "Liars Contest" at the 1995 Folklife Festival. Martha Eshelman-Smith, a frequently published poet and self-confessed "computer nerd," specializes in animal tales. Martha is long-time Guild member who is currently intrigued with medieval folklore. Second Monday storytelling evenings are held at the New City Theater, 1634 11th Ave. on Capitol Hill. Free parking available. Stories begin at 7 p.m. An open microphone is available for unscheduled tellers after the featured performance. If you would like to tell an "open mike" story, please give the emcee your name when you arrive at the theater. SSG members: $4 Non-members: $6 Intermediate Storytelling Class This class builds on the storytelling skills you already have. We'll focus on: • selecting stories for a 15-50 minute program • capitalizing on audience dynamics • vocal techniques and gestures • recovering from a goof • finding more opportunities to tell • being savvy with sponsors • getting support to blossom as a teller. The instructor, Cynthia Orr, was a featured teller at NAAPS and other storytelling festivals. She appeared on national television, NPR, and received grants from the National Endowment for the Arts and the National Endowment for the Humanities. She performed and taught in 30 states during 10 years of full-time telling. The class will be held on four Wednesday evenings, October 4-25, from 7-9 p.m., in West Seattle. The fee is $65. Please call Cynthia at 938-1916 to register or for more information. Sources: About Stories and the Folks Who Tell Them by Margaret Read MacDonald, King County Library System Vi Hilbert’s massive transcription/translation project appears in print at last. We are able to hear her Aunt Susie’s own words as she shares histories, memories and stories. Susie Sampson Peter was born in 1863. These words were taped in the 1950s by Leon Metcalf and through the untiring efforts of Vi Hilbert have now been transcribed from the Lushootseed tapes and translated into English so that we all may hear the words of her Aunt Susie. And these are words that we all will want to hear. Through Aunt Susie’s eyes we see her family and people going about their lives, living on the land in the Skagit area. Then the first white men begin to arrive. It is mind wrenching to realize that within the lifetime of this woman, who died in 1961, the entire Western Washington corridor was entered, built over and in many places cemented over by an outside tribe. I suggest we all read this book and think about it. The Mountaineers Volunteers for Conservation Free Workshops Three years ago, The Mountaineers began an exciting conservation storytelling program for elementary and middle school children in Puget Sound. Conservation for Kids delivers an interactive dose of environmental education in a fun and memorable form. Storytellers use a techniques called “living history presentation,” assuming the role of an interesting character whose life story illustrates the importance of conserving our valuable natural resources. Loren Foss, Conservation Education Coordinator of The Mountaineers, reaches about 3,500 young people each year with his characters “Archie” and “Old John.” Our goal is to greatly increase this coverage of students and other audiences—especially in diverse communities and settings—by actively recruiting and training conservation storytellers. With 10 to 20 additional conservation storytellers, we could reach a significant percentage of Puget Sound youth. Volunteers will develop their own unique characters and presentation styles, using living history presentations or more classical storytelling techniques. Volunteers will also be encouraged to take their skills back to the communities where they live, presenting for schools, libraries, park programs, nursing homes or hospitals. The Mountaineers invites members of the community to attend an introductory workshop on Monday, October 2, from 7 to 9 p.m. at The Mountaineers building, 300 Third Avenue West, Seattle. For more information, please contact Loren Foss or Matt Golec at 284-6310. September 28 Story 'N Snack potluck dessert and story swap, autumn theme. Call Guild for info: 621-8646. 30 9-10 a.m., Benefit Storytelling Concert in conjunction with Success Program 8K Run/4K Walk. Bellevue Park just south of Bellevue Square. Call 718-2665 for more info. 30 11-11:30 a.m., Cheri Trebon, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. October 5 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 7 11-11:30 a.m., Susy Irwin, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 9 7 p.m., Bruce Wolcott & Tom Galt, Second Mondays on the Hill, New City Theater, 1634 11th Ave., Capitol Hill. 12 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 14 10:30 a.m., Ms. Frizzle visits: hurricane stories, Puss 'N Books, 15788 Redmond Way, Redmond. 14 11-11:30 a.m., Kathy Currie, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 19 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 21 11-11:30 a.m., Cindy Easterton, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 26 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 26 Story 'N Snack potluck dessert and story swap, Halloween tales. Call Guild for info: 621-8646. 28 10:30 a.m., Margaret Read Macdonald, Storytelling, Puss 'N Books, 15788 Redmond Way, Redmond. 28 11-11:30 a.m., Dawn Kuhlman & Camille Wooden, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 29 1:30 p.m. Cheri Trebon, Story Corner, Bellevue Regional Library, 1111 110th Ave. N.E., Bellevue, 450-1775. November 2 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 4 11-11:30 a.m., Kathi Lightsone-Matanovic, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 9 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 11 11-11:30 a.m., Teller t.b.a., Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 11 11 a.m.-4 p.m., Featherfest: A Day for Families, Auditorium, Art Studio, Special Exhibition Gallery, Downtown. 13 7 p.m., Ken Pleasant, "The Storytelling Hobo," Second Mondays on the Hill, New City Theater, 1634 11th Ave., Capitol Hill. 16 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 18 11-11:30 a.m., Nancy Stewart, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 18 7 p.m. Tellabration! '95, The Night of Storytelling, Shaefer Auditorium, Lemieux Library on Seattle University Campus, Broadway and James Streets. Admission $5. 19 1:30 p.m. Teller t.b.a., Story Corner, Bellevue Regional Library, 1111 110th Ave. N.E., Bellevue, 450-1775. 30 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 30 Story 'N Snack potluck dessert and story swap, Holiday tales. Call Guild for info: 621-8646. December 2 11-11:30 a.m., Pat Peterson, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 7 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 9 11-11:30 a.m., Rosemary Adamski, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 11 7 p.m., Dawn Kuhlman & Camille Wooden, Martha Eshelman-Smith, Second Mondays on the Hill, New City Theater, 1634 11th Ave., Capitol Hill. 14 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 16 11-11:30 a.m., Ted Rand, Signing The Night Before Christmas, Storytelling at Island Books, 3014 78th Ave., Mercer Island. Sessions free, recommended for children age 3+. 21 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. 28 11:30 a.m., Storytelling with Deborah Hudson, Puss 'N Books, 15788 Redmond Way, Redmond. Family Programs Featherfest: A Day for Families Perch at the museum for a day of discovery, inspired by the remarkable birds of John James Audubon. Woodland Park zookeeper Eric Kowalczyk speaks about local birds; clarinetist Laura DeLuca and flutist Paul Taub perform music inspired by birdsong; and storyteller Naomi Baltuck explains "Why Buzzard is Bald." Children, parents and friends are also invited to try out the new Eye-Spy Field Guide and make a bird ornament to take home. And don't miss the opportunity to meet a personality from Kidstar Radio, broadcasting live from Featherfest! November 11, 11 a.m. - 4 p.m., Auditorium, Art Studio, Special Exhibition Gallery, Downtown. Gene Friese Scholarship Information about this scholarship program will be in the next issue of In The Wind. Seattle Storytellers' Guild 621-8646 President: Dawn Kuhlman (939-7117) Co-vice presidents: Margaret Read MacDonald (827-6430) Debra Harris-Branham (772-0415) Secretary: Zelda Foxall (323-4541) Treasurer: Sally Porter-Smith (283-5984) Member-At-Large: Kathleen Currie (222-5442) Programs: Camille Wooden (854-2909) Membership: Phyllis Silling (246-7636) Newsletter Editor: Julie Miller (935-1471) Folklife Coordinator: Pat Peterson (935-5308) Publicity: Kathleen Sider (524-1485) Volunteer Coordinator: Avis Jobrack (206/863-5025) In the Wind is the newsletter of the Seattle Storytellers' Guild, a non-profit organization, and is published quarterly. Membership in the Guild includes a year's subscription. Please check the expiration date on your label. Deadline for the winter issue is December 1, 1995. Newsletter design by Nancy Blanton, 937-1343 Membership Form Name: ____________________________________________ Address: _________________________________________ City: ________________ State: _______________________ Zip Code: _________________________________________ Phone: ___________________________________________ Date: _____________________________________________ ☐ New ☐ Renewal ☐ Individual, $15 ☐ Family, $20 ☐ Institutional, $30 ☐ Donor, $35 ☐ Lifetime, $150 ☐ Muse, over $150 ☐ I am interested in volunteering. Please call me to discuss how I may help. ☐ Please include my name on mailing list for related events. Mail to: Seattle Storytellers' Guild, P.O. Box 45532, Seattle, WA 98145-0532.	<urn:uuid:3ae5c2ea-a12c-424d-9608-cabbdbc4b0ba>	CC-MAIN-2020-40	https://seattlestorytellers.org/ssg/inTheWind/1995-Vol-18.4-InTheWind.pdf	2020-09-28T18:32:21+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401604940.65/warc/CC-MAIN-20200928171446-20200928201446-00663.warc.gz	535,178,621	4,938	eng_Latn	eng_Latn	0.938499	eng_Latn	0.994999	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2224, 5397, 8001, 11179, 13777, 16286, 18898, 20424 ]	[ 2.5625, 1.03125 ]	1	0
El Niño - A short term signal of a long term and a large scale climate variation Man has lived in harmony with nature adapting to its changes. Science has enabled him to get a better understanding of nature and how it behaves. Scientists have studied how and why changes take place in natural phenomena such as weather and climate. Based on the results we have further adapted to the environment around us. Until recent times, meteorologists studied only the atmosphere while oceanographers studied the oceans. Scientists have now realized that the atmosphere and the oceans need to be studied together as their behaviour is coupled. It is now well established that weather and climate variations are influenced by oceanic phenomena. El Niño is such an oceanic event occurring in the Eastern Pacific. It causes atmospheric changes resulting in an unprecedented damage the world over. This led multidisciplinary teams of scientists to conduct detailed studies of the ocean especially the El Niño activity in the Pacific under a 10-year (1985-1994) research programme – Tropical Ocean and Global Atmosphere (TOGA) – in which scientists with multidisciplinary backgrounds from almost all countries of the world participated. This programme mainly focused on the largest tropical ocean (the Pacific) to study climate variability on seasonal to inter-annual time scale. Using data regarding surface winds, sea surface temperature, upper ocean heat content, surface currents and sea level, scientists discovered many facts on physical processes related to El Niño that influence short-term climate variability. On the global scale, the atmospheric surface pressure is low over the equatorial Western Pacific areas such as Australia, Indonesia and Sri Lanka and it is high over the Eastern Pacific. Associated with the pressure gradient across the Pacific from east to west are the easterly trade winds that prevail throughout the year. The wind stress over the ocean surface pushes warm surface water towards Western Pacific and a warm pool of water resides there. This phenomenon results in the Eastern Pacific remaining cold throughout the year. There are also other reasons such as large scale oceanic circulation of cold water from the high latitudes of the Southern hemisphere and the movement of cold water upwards due to the process of upwelling, for the water to be cold in this equatorial region. The temperature difference between the Eastern and the Western Pacific sometimes reaches 4° Celsius. Every year around December, associated with the seasonal changes, the waters off the coast of Peru become warmer. This annual phenomenon was called El Niño. Once in four to seven years the warming becomes strong and extends over a large area in the Eastern Pacific. At present the term El Niño is used to identify only those exceptional warm events rather than the annual occurrences. As a result of this warming and other biological and physical processes, the fishing industry in the area gets totally disrupted. Oceanic variations influence both weather and climate. Under normal conditions, air rises upwards in the warm pool of the Western Pacific and sinks in the cold Eastern Pacific. This brings excessive rain to the Western Pacific (Australia, Indonesia, Malaysia, Thailand, China, Japan, extending towards India and Sri Lanka) especially during the monsoon periods. Simultaneously, the Eastern Pacific becomes an oceanic desert with no rain throughout the year. Usually, once in four to seven years, the normal pattern changes. Trade winds become weak and the warm water in the Western Pacific moves eastwards reaching the Central and Eastern Pacific around December. When this happens the Central and Eastern Pacific receive a substantial amount of rain, which is an abnormal condition for that region and the Western Pacific is affected by draught conditions. This is a complete reversal of the weather pattern over the region and is known as the El Niño Southern Oscillation (ENSO). This reversal is not limited to the Pacific region only but weather-wise the influence is felt globally in many ways. Historically there has been mild, moderate and strong El Nino events recorded. The 1982/83 event was a major El Nino event and it was considered the strongest in the century until 1997/98 event which was found to be even stronger. During these events the temperature gradient across the Pacific was over 4° Celsius and the Austral-Asian region as well as whole of India faced severe drought conditions for over 6 months. The surface pressure is generally low in the Western Pacific and Eastern Indian oceans as compared to the equatorial Eastern Pacific. Therefore, air flows towards this region (India, Sri Lanka, Australia and Indonesia) throughout the year. The air that flows towards the low pressure area rises and produces clouds and rain. Sri Lanka experiences rainy weather accompanying thunderstorm activity during the on-set and tail-end of the monsoon periods. During El Nino years the pressure is relatively high over this region, as compared to East Pacific. When the surface pressure is high, the winds tend to blow away from this area and dry air from the upper atmosphere sinks and this in turn prevents upward motion of the air, cloud formation and rainfall. Therefore, during El Nino, continuous dry weather is experienced in this region for a long period of time. However, the coupled system of atmosphere-ocean is very complex and the severity of the drought condition depends on the strength of El Nino signal and various other regional scale variations. During a strong El Nino event, weather changes occur throughout the world. During the 1982/83 event, while some areas of the world experienced drought conditions, some other parts experienced the worst floods in history. The entire Asian monsoon region including India and Sri Lanka also suffered severe drought conditions. According to the National Oceanic and Atmospheric Administration (NOAA), the 1982/83 El Nino was estimated to have caused over USD 10 billion in damages due to floods, severe storms, droughts and fires around the world and over 2000 deaths. There was a mild ENSO event during 1986/87 and the effect on Sri Lanka was minimal. Since Sri Lanka is a comparatively small island, the ocean conditions around Sri Lanka can modify the El Nino effect. Therefore, the island’s weather shows a different character compared to that in the Indian sub-continent. Early this year, the meteorological indicators pointed to developing an El Nino and Sri Lanka received very little rain. However, according to the latest records, indications are that a mild El Nino will occur and hopefully the region will get back to normal weather conditions. Australia, one of the major agricultural producers, has recovered from drought although low rainfall persisted in some areas of New South Wales and Southern Queensland. In India normal rainfall is expected in the late monsoon period. China’s Northern provinces are still in the grip of a drought although heavy rain has brought flooding to some parts of the south. It is important to study about El Nino and related phenomena in order to predict unusual weather conditions affecting various parts of the world. In the event of an on-coming El Nino, these studies will help planners to decide on precautionary measures to be taken in agriculture, water management, and power generation. Scientists throughout the world are engaged in research trying to understand this earth science phenomenon. Sri Lankan scientists too must contribute to these efforts in all possible ways. Everyone will benefit if the character of El Nino is understood better because we all share one atmosphere. In Sri Lanka, targeted or directed research on El Nino is needed to understand the local level micro-scale factors that influence the large-scale character of the system. These micro-scale factors influence, among others, agriculture and the fisheries industry that have a heavy bearing on the country’s economy. Therefore, it is also important to focus research towards understanding these factors and be able to predict the on-set of El Nino conditions in Sri Lanka. W.L. Sumathipala	<urn:uuid:cfc7873b-ea35-4f56-a4aa-4948c158f249>	CC-MAIN-2020-40	https://jnsfsl.sljol.info/articles/10.4038/jnsfsr.v42i3.7405/galley/5731/download/	2020-09-28T18:52:11+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401604940.65/warc/CC-MAIN-20200928171446-20200928201446-00662.warc.gz	405,366,834	1,589	eng_Latn	eng_Latn	0.997984	eng_Latn	0.998007	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 4120, 8254 ]	[ 3.421875 ]	2	1
Laguna Beach Unified School District Resolution 19-08: Support of National Bullying Prevention Month WHEREAS, Laguna Beach Unified School District supports the right of students and staff to attend schools that are safe and free from violence, bullying, cyberbullying, harassment, and discrimination; and WHEREAS, providing a safe school environment that ensures both the physical and emotional safety of students and staff creates the conditions necessary to foster academic achievement; and WHEREAS, bullying, cyberbullying, harassment, discrimination, and violence, and even the fear of harm can create barriers to learning and contribute to low self-esteem, depression, anger and, in extreme cases, school violence or suicide; and WHEREAS, a safe school is one where teaching and learning are not distracted; disruptions are minimized; drugs, violence, bullying, cyberbullying, and fear are not present; students are not discriminated against; expectations for behavior are clearly communicated, and consequences for infractions are consistently and fairly applied; and WHEREAS, school districts and county offices of education have a responsibility to ensure a safe school environment that is free of intimidation and harassment; and WHEREAS, the most effective approach to creating safe school environments requires a comprehensive, coordinated effort including school-wide, district-wide and community-wide strategies where all institutions, organizations and individuals must accept responsibility for their critical roles and collaborate to establish a positive environment for teaching and learning; and WHEREAS, the California School Boards Association supports local schools, districts and communities in developing, implementing and monitoring policies and programs to address the prevention, intervention and elimination of bullying, harassment and discrimination; and WHEREAS, the month of October is National Bullying Prevention Month, a campaign in response to the need to raise awareness of bullying that provides schools and communities with an opportunity to educate students, parents and others about their role in bullying prevention; NOW, THEREFORE, BE IT RESOLVED that Laguna Beach Unified School District supports the goals of National Bullying Prevention Month and will work with a broad spectrum of local community stakeholders, parents, students, teachers and staff to develop, implement and monitor policies and programs that foster and support a positive school climate free from harassment, bullying, discrimination and violence; and BE IT FURTHER RESOLVED that Laguna Beach Unified School District urges the state of California to continue to invest in, promote and support comprehensive, coordinated and collaborative strategies to prevent bullying, cyberbullying, harassment, discrimination, and violence in our schools so that all students have the opportunity to attend school, engage in the classroom and achieve academic success. Jan Vickers, President Board of Education Jason Viloria, Ed.D. Superintendent of Schools September 24, 2019	<urn:uuid:994eb6eb-958b-4083-936b-7f6f259e4025>	CC-MAIN-2025-08	https://resources.finalsite.net/images/v1650910748/lagunabeach/f8kb9aqrarvbpjgwo3f8/Resolution19-08SupportofNationalBullyingPreventionMonth.pdf	2025-02-17T16:28:58+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832256162.71/warc/CC-MAIN-20250217160322-20250217190322-00036.warc.gz	452,296,770	553	eng_Latn	eng_Latn	0.995421	eng_Latn	0.995421	[ "eng_Latn" ]	false	rolmOCR	[ 3089 ]	[ 2.484375 ]	4	1

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